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"content": "\u003cp>At the height of the pandemic, in the spring of 2020, Maria O., her husband and four children were quarantined in their one-bedroom apartment in South Los Angeles, each vying for privacy, quiet and adequate technology to work and attend school remotely.\u003c/p>\n\u003cp>There weren’t enough tablets or laptops, and Wi-Fi was glitchy. Her children ended up logging into online classes using their parents’ phones. While the children once loved school, they started falling behind academically. Everyone grew frustrated. [pullquote size=\"medium\" align=\"right\" citation=\"Maria O., parent, Los Angeles\"]‘People on the outside don’t know the impact that remote learning had on families like us. It was hard, and it was stressful. We stayed afloat, but it wasn’t easy.’[/pullquote]“People on the outside don’t know the impact that remote learning had on families like us,” Maria O. said. “It was hard and it was stressful. We stayed afloat, but it wasn’t easy.”\u003c/p>\n\u003cp>Maria O.’s family is among a dozen Californians who \u003ca href=\"https://publiccounsel.org/our-cases/cayla-j-v-california/\">joined a lawsuit\u003c/a> against the state, claiming that in many schools, remote learning was so inconsistent and ineffective that thousands of students — especially low-income, Black and Latino students — were denied their right to an education. She and other plaintiffs in the case were not identified by their full names in court documents and asked to remain anonymous when interviewed to protect their children’s privacy.\u003c/p>\n\u003cp>The \u003ca href=\"https://publiccounsel.org/wp-content/uploads/2023/08/2023-12-18.Cayla-J-Settlement.FINAL_.pdf\">case was settled\u003c/a> this month in Alameda County Superior Court, which issued an order that the state introduce legislation requiring schools to spend the remaining $2 billion in COVID-19 relief funds to help students most impacted by remote learning recover academically and emotionally from the pandemic. That could include tutoring, counseling, after-school activities and other steps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>The impact of school shutdowns\u003c/h2>\n\u003cp>But beyond the settlement details, the case has drawn attention to the magnitude of learning loss during the pandemic. Despite herculean efforts by school staff to keep students engaged during remote classes, learning loss — especially among students who were struggling before the pandemic — is a crisis that could harm a generation of students, researchers said.\u003c/p>\n\u003cp>“We can measure the impact of lost quality instruction, but the implications of a traumatic few academic years are much bigger for student health, mental health and well-being,” said Joe Bishop, co-founder of UCLA’s Center for the Transformation of Schools. “In the same way we rush to support families after a wildfire or school shooting, we have to deploy assistance to help students, especially youth of color, with the same sense of urgency.”\u003c/p>\n\u003cp>Bishop and his team at UCLA \u003ca href=\"https://transformschools.ucla.edu/research/the-impact-of-covid-19-on-schools-in-california/\">published a pair of reports \u003c/a>on learning loss on behalf of the plaintiffs in the lawsuit. They interviewed teachers, administrators, counselors and school staff at all levels. They found that remote learning exacerbated pre-existing inequities and that most educators believe the state offered insufficient guidance on navigating the pandemic. [pullquote size=\"medium\" align=\"right\" citation=\"Joe Bishop, co-founder, UCLA’s Center for the Transformation of Schools\"]‘We can measure the impact of lost quality instruction, but the implications of a traumatic few academic years are much bigger for student health, mental health and well-being.’[/pullquote]But with California’s decentralized education system, the state’s authority was limited, said Elizabeth Sanders, a spokesperson for the California Department of Education. Still, the department provided ample assistance for schools under difficult circumstances, she said.\u003c/p>\n\u003cp>“Certainly, there were clear needs for support that students and families had during the pandemic. [The Department of Education] and Superintendent [Tony] Thurmond acted immediately to try to meet those needs,” Sanders said. “And when new needs arose, we stepped in to provide help every step of the way.”\u003c/p>\n\u003cp>For example, when some districts struggled to get laptops or tablets for every student, the state leveraged its connections to manufacturers to deliver enough devices to districts, even amid a global shortage, she said. In addition, the state provided a host of online resources for schools, addressing \u003ca href=\"https://schools.covid19.ca.gov/\">health\u003c/a>, \u003ca href=\"https://www.cde.ca.gov/ci/cr/dl/\">distance learning\u003c/a>, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/coronavirus.asp\">reopening\u003c/a> campuses, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/coronavirus.asp\">parents’ concerns\u003c/a> and other topics.\u003c/p>\n\u003cp>Nonetheless, too many districts were “flying in dangerous conditions without a control tower or central place of support,” Bishop said. “They were largely left alone to weather the COVID storm.”\u003c/p>\n\u003cp>While some districts fared relatively well during remote learning, others struggled to meet students’ basic needs. That included everything from providing enough devices and Wi-Fi hotspots to addressing students’ mental health needs to offering adequate academic instruction.\u003c/p>\n\u003cp>“Schools and districts felt isolated and on their own dealing with this extraordinary moment in our history,” Bishop said. “They had to be public health experts, help parents find jobs and housing, provide IT support.”\u003c/p>\n\u003cp>The UCLA researchers also looked at solutions to a problem they say stretches far beyond the realm of schools. They said the Department of Education needs support from the Legislature and other agencies to create a long-term roadmap for recovery. It should include a comprehensive plan to address staffing shortages, expand mental health services and target services to students who need them the most, among other steps.\u003c/p>\n\u003cp>“Right now, there’s not a clear compass for where we’re headed and what we’re doing about it,” Bishop said. “Learning has been stagnant, but as a state, what are we doing about it? This is a question we need to answer.”\u003c/p>\n\u003ch2>Parents’ frustrations\u003c/h2>\n\u003cp>Kelly R., another plaintiff in the lawsuit, said she’s hopeful the settlement funds will help students across California regain lost ground.\u003c/p>\n\u003cp>During remote learning, her three daughters, who were enrolled in Los Angeles Unified, experienced shortened school days and large amounts of independent work they struggled to complete. Kelly R., a case manager, was working from home, and because the family lived in an airplane path, Wi-Fi was unreliable.\u003c/p>\n\u003cp>Her children were falling behind academically, lost their self-confidence and started disliking school, she said. This was especially frustrating, she said because just a few miles away in more affluent neighborhoods, students were attending in-person learning pods paid for by their parents and staying on top of their academics.\u003c/p>\n\u003cp>“It was stressful, discouraging. I had a sense of helplessness. I kept asking myself, what could I have done better?” she said. “Maybe if we had been in a different tax bracket, things would have gone differently.”\u003c/p>\n\u003ch2>Compton Unified rebounds\u003c/h2>\n\u003cp>Compton Unified, in Los Angeles County, has rebounded almost entirely from the pandemic, according to the \u003ca href=\"https://www.caschooldashboard.org/reports/19734370000000/2023\">most recent California Schools Dashboard data\u003c/a>. Last year, English language arts scores surpassed the 2019 results, while math scores jumped 5.8% to nearly meet the pre-pandemic score. The graduation rate was 89% last year, two percentage points higher than in 2019. Chronic absenteeism was still high last year but lower than the state average of 24%.\u003c/p>\n\u003cp>Superintendent Darin Brawley credits a heavy investment in tutoring and mental health services, some of which pre-date the pandemic. The district used its COVID-19 relief funds to contract with four tutoring agencies and expand the mental health curriculum at all schools for families as well as students. It also operates 30 on-campus wellness centers that offer services such as mental health counseling, yoga and mindfulness and crisis intervention. [aside label='More on Education' tag='education']Brawley also credits an early reopening plan. Some students, including English learners and those in special education, began returning to in-person school in October 2020, months before most other schools reopened.\u003c/p>\n\u003cp>“Because of that, our students have done a little better. The drops were not as significant,” Brawley said. “Although we’re not where I want us to be.”\u003c/p>\n\u003cp>Brawley said the settlement heartens him, but its success will depend on whether the money actually benefits students who were most affected by remote learning. Accountability and follow-up will be key, he said.\u003c/p>\n\u003cp>“This case is extremely important. You cannot deny that Black and brown and low-income students were significantly impacted by the pandemic,” Brawley said. “But the devil will be in the details.”\u003c/p>\n\u003ch2>California’s education landscape\u003c/h2>\n\u003cp>California’s learning loss was not the worst in the country by a long shot. California is actually in the middle of the pack nationwide, \u003ca href=\"https://ed.stanford.edu/news/new-report-shows-historic-gains-pandemic-recovery-many-us-school-districts\">according to a report\u003c/a> from the Stanford Graduate School of Education released last month. California schools have seen less dramatic recovery than other states, but the initial loss wasn’t as great.\u003c/p>\n\u003cp>Nationwide, the recovery for some districts has been remarkable, said Sean Reardon, co-author of the study and a Stanford University education professor. While some districts, especially those in low-income areas, are still behind, some have made significant strides to catch up. Overall, students have rebounded by 25% in reading and 33% in math, far exceeding students’ typical progress in a year, according to the report. [pullquote size=\"medium\" align=\"right\" citation=\"Maria O., parent, Los Angeles\"]‘I didn’t take part in this lawsuit for my kids, though. I did it for the kids who don’t have the support that my kids do. I want to give them a voice.’[/pullquote]He said teachers deserve credit for those improvements, helping students stay on track academically while addressing a host of other demands.\u003c/p>\n\u003cp>“The question is, will the recovery be sustained as [COVID relief] funds run out this year,” Reardon said. “We also need to look at the strategy going forward.”\u003c/p>\n\u003cp>For Maria O., who works as a case manager, the effects of the pandemic still linger. Her children managed to stay afloat, thanks in part to tutoring and other support from Community Coalition, a South Los Angeles nonprofit focusing on social justice. But they’re not as enthusiastic about school as they once were.\u003c/p>\n\u003cp>Her son, who’s in high school, is especially disengaged, she said. Although he’s doing OK academically, he often wants to skip class, she said, and she worries about him.\u003c/p>\n\u003cp>“I didn’t take part in this lawsuit for my kids, though. I did it for the kids who don’t have the support that my kids do,” she said. “I want to give them a voice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But with California’s decentralized education system, the state’s authority was limited, said Elizabeth Sanders, a spokesperson for the California Department of Education. Still, the department provided ample assistance for schools under difficult circumstances, she said.\u003c/p>\n\u003cp>“Certainly, there were clear needs for support that students and families had during the pandemic. [The Department of Education] and Superintendent [Tony] Thurmond acted immediately to try to meet those needs,” Sanders said. “And when new needs arose, we stepped in to provide help every step of the way.”\u003c/p>\n\u003cp>For example, when some districts struggled to get laptops or tablets for every student, the state leveraged its connections to manufacturers to deliver enough devices to districts, even amid a global shortage, she said. In addition, the state provided a host of online resources for schools, addressing \u003ca href=\"https://schools.covid19.ca.gov/\">health\u003c/a>, \u003ca href=\"https://www.cde.ca.gov/ci/cr/dl/\">distance learning\u003c/a>, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/coronavirus.asp\">reopening\u003c/a> campuses, \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/coronavirus.asp\">parents’ concerns\u003c/a> and other topics.\u003c/p>\n\u003cp>Nonetheless, too many districts were “flying in dangerous conditions without a control tower or central place of support,” Bishop said. “They were largely left alone to weather the COVID storm.”\u003c/p>\n\u003cp>While some districts fared relatively well during remote learning, others struggled to meet students’ basic needs. That included everything from providing enough devices and Wi-Fi hotspots to addressing students’ mental health needs to offering adequate academic instruction.\u003c/p>\n\u003cp>“Schools and districts felt isolated and on their own dealing with this extraordinary moment in our history,” Bishop said. “They had to be public health experts, help parents find jobs and housing, provide IT support.”\u003c/p>\n\u003cp>The UCLA researchers also looked at solutions to a problem they say stretches far beyond the realm of schools. They said the Department of Education needs support from the Legislature and other agencies to create a long-term roadmap for recovery. It should include a comprehensive plan to address staffing shortages, expand mental health services and target services to students who need them the most, among other steps.\u003c/p>\n\u003cp>“Right now, there’s not a clear compass for where we’re headed and what we’re doing about it,” Bishop said. “Learning has been stagnant, but as a state, what are we doing about it? This is a question we need to answer.”\u003c/p>\n\u003ch2>Parents’ frustrations\u003c/h2>\n\u003cp>Kelly R., another plaintiff in the lawsuit, said she’s hopeful the settlement funds will help students across California regain lost ground.\u003c/p>\n\u003cp>During remote learning, her three daughters, who were enrolled in Los Angeles Unified, experienced shortened school days and large amounts of independent work they struggled to complete. Kelly R., a case manager, was working from home, and because the family lived in an airplane path, Wi-Fi was unreliable.\u003c/p>\n\u003cp>Her children were falling behind academically, lost their self-confidence and started disliking school, she said. This was especially frustrating, she said because just a few miles away in more affluent neighborhoods, students were attending in-person learning pods paid for by their parents and staying on top of their academics.\u003c/p>\n\u003cp>“It was stressful, discouraging. I had a sense of helplessness. I kept asking myself, what could I have done better?” she said. “Maybe if we had been in a different tax bracket, things would have gone differently.”\u003c/p>\n\u003ch2>Compton Unified rebounds\u003c/h2>\n\u003cp>Compton Unified, in Los Angeles County, has rebounded almost entirely from the pandemic, according to the \u003ca href=\"https://www.caschooldashboard.org/reports/19734370000000/2023\">most recent California Schools Dashboard data\u003c/a>. Last year, English language arts scores surpassed the 2019 results, while math scores jumped 5.8% to nearly meet the pre-pandemic score. The graduation rate was 89% last year, two percentage points higher than in 2019. Chronic absenteeism was still high last year but lower than the state average of 24%.\u003c/p>\n\u003cp>Superintendent Darin Brawley credits a heavy investment in tutoring and mental health services, some of which pre-date the pandemic. The district used its COVID-19 relief funds to contract with four tutoring agencies and expand the mental health curriculum at all schools for families as well as students. It also operates 30 on-campus wellness centers that offer services such as mental health counseling, yoga and mindfulness and crisis intervention. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Brawley also credits an early reopening plan. Some students, including English learners and those in special education, began returning to in-person school in October 2020, months before most other schools reopened.\u003c/p>\n\u003cp>“Because of that, our students have done a little better. The drops were not as significant,” Brawley said. “Although we’re not where I want us to be.”\u003c/p>\n\u003cp>Brawley said the settlement heartens him, but its success will depend on whether the money actually benefits students who were most affected by remote learning. Accountability and follow-up will be key, he said.\u003c/p>\n\u003cp>“This case is extremely important. You cannot deny that Black and brown and low-income students were significantly impacted by the pandemic,” Brawley said. “But the devil will be in the details.”\u003c/p>\n\u003ch2>California’s education landscape\u003c/h2>\n\u003cp>California’s learning loss was not the worst in the country by a long shot. California is actually in the middle of the pack nationwide, \u003ca href=\"https://ed.stanford.edu/news/new-report-shows-historic-gains-pandemic-recovery-many-us-school-districts\">according to a report\u003c/a> from the Stanford Graduate School of Education released last month. California schools have seen less dramatic recovery than other states, but the initial loss wasn’t as great.\u003c/p>\n\u003cp>Nationwide, the recovery for some districts has been remarkable, said Sean Reardon, co-author of the study and a Stanford University education professor. While some districts, especially those in low-income areas, are still behind, some have made significant strides to catch up. Overall, students have rebounded by 25% in reading and 33% in math, far exceeding students’ typical progress in a year, according to the report. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>He said teachers deserve credit for those improvements, helping students stay on track academically while addressing a host of other demands.\u003c/p>\n\u003cp>“The question is, will the recovery be sustained as [COVID relief] funds run out this year,” Reardon said. “We also need to look at the strategy going forward.”\u003c/p>\n\u003cp>For Maria O., who works as a case manager, the effects of the pandemic still linger. Her children managed to stay afloat, thanks in part to tutoring and other support from Community Coalition, a South Los Angeles nonprofit focusing on social justice. But they’re not as enthusiastic about school as they once were.\u003c/p>\n\u003cp>Her son, who’s in high school, is especially disengaged, she said. Although he’s doing OK academically, he often wants to skip class, she said, and she worries about him.\u003c/p>\n\u003cp>“I didn’t take part in this lawsuit for my kids, though. I did it for the kids who don’t have the support that my kids do,” she said. “I want to give them a voice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support",
"headTitle": "Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support | KQED",
"content": "\u003cp>Immigrant students’ schoolwork and experience in the classroom often suffer in the presence of immigration enforcement — with 60% of teachers and school staff reporting poorer academic performance, and nearly half noting increased rates of bullying against these students, UCLA-based researchers found.\u003c/p>\n\u003cp>“Instead of focusing on their education, these students struggle with this uncertainty and, as a result, are often absent from school or inattentive. Their teachers also struggle to motivate them and sometimes to protect them,” reads a recent \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/the-impact-of-a-broken-immigration-system-on-us-students-and-schools/\" target=\"_blank\" rel=\"noopener\">policy brief\u003c/a> by \u003ca class=\"external\" href=\"https://www.google.com/url?q=https://transformschools.ucla.edu&sa=D&source=docs&ust=1708046037332511&usg=AOvVaw2dVTCzF8pcegM5zmQ92H96\" target=\"_blank\" rel=\"noopener\">UCLA’s Center for the Transformation of Schools\u003c/a>, \u003ca class=\"external\" href=\"https://latino.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Latino Policy and Politics Institute\u003c/a>, and \u003ca class=\"external\" href=\"https://www.civilrightsproject.ucla.edu/#:~:text=The%20mission%20of%20the%20Civil,resolved%20to%20achieve%20racial%20and\" target=\"_blank\" rel=\"noopener\">Civil Rights Project/Proyecto Derechos Civiles\u003c/a>.\u003c/p>\n\u003cp>“The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16782222/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>According to UCLA’s policy brief, children of “unauthorized immigrants” between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.\u003c/p>\n\u003cp>One of the most common reasons for students to miss class or drop out is the pressure to work full time to support family members financially, said Yesenia Arroyo, the principal of LAUSD’s RFK School for the Visual Arts and Humanities, where roughly 80% of students are immigrants.\u003c/p>\n\u003cp>She added that she works closely with her school’s counseling staff to connect regularly with students about their academic progress. They also try to find \u003ca class=\"external\" href=\"https://www.linkedlearning.org/\" target=\"_blank\" rel=\"noopener\">Linked Learning\u003c/a> opportunities, where students develop real-world experience, and paid internships — which can help students earn while remaining in school or pursuing their interests.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"UCLA and Civil Rights Project policy brief\"]‘The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.’[/pullquote]“A part of it is really understanding the community that we serve,” Arroyo said, “understanding the students that we serve, understanding what are the challenges and ensuring that we are matching resources, that we’re listening first — that we’re really listening.”\u003c/p>\n\u003cp>Schools and community organizations throughout Los Angeles have taken various approaches to support students who are undocumented or have family members who are — including running a one-of-a-kind high school in Korea Town with an onsite immigration clinic and engaging the services of community organizers to help connect families with resources.\u003c/p>\n\u003cp>“What’s happening in one school, unfortunately, is not something that’s always happening in other schools. And I’m sure that there’s other great leaders that are doing great things. It would be nice to learn from what others are doing,” Arroyo said.\u003c/p>\n\u003cp>“There’s so many different tasks, so much work that we need to do. I wish we had more time to collaborate with other leaders to ensure that we are sharing resources and ideas, so that we are not working in isolation.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘Wraparound’ support\u003c/h2>\n\u003cp>While it is impossible for teachers, administrators and the district as a whole to always know which students are undocumented and in need of support, schools and community organizations have taken various approaches to provide basic assistance.\u003c/p>\n\u003cp>A spokesperson for the Los Angeles Unified School District said that while the district follows the law and does not “collect information or inquire about immigration status,” it supports all students, irrespective of their immigration status.\u003c/p>\n\u003cp>“Schools assist families with affidavits, for example, to ensure students are enrolled, and families are connected to appropriate services and support, even if enrollment documents aren’t available,” the spokesperson said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Rosie Arroyo, senior program officer of immigration, California Community Foundation\"]‘It’s about survival. And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.’[/pullquote]Meanwhile, 34 of LAUSD’s schools are also community schools, which provide “wraparound” services — from meals to medical assistance — that advocates say are critical for students who are undocumented.\u003c/p>\n\u003cp>Rosie Arroyo (not related to Yesenia), a senior program officer of immigration at the \u003ca class=\"external\" href=\"https://www.calfund.org/\" target=\"_blank\" rel=\"noopener\">California Community Foundation\u003c/a>, a nonprofit organization based in Los Angeles that aims to address systemic challenges facing various communities throughout the region, said housing and mental health resources are in especially high demand for these students and their families.\u003c/p>\n\u003cp>“It’s about survival,” Arroyo said. “And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.”\u003c/p>\n\u003cp>As a community school, the School for the Visual Arts and Humanities holds workshops for families every Wednesday, covering a range of topics, from housing to special education and how to access community resources.\u003c/p>\n\u003cp>At least a fifth of the school’s parents attend, which principal Arroyo said is particularly difficult to achieve with parents who often work multiple jobs, and because parental involvement usually decreases as students get older.\u003c/p>\n\u003cp>Mental health support has also been a big concern at the school — especially as a lot of the students are grappling with serious trauma and lack confidence. Roughly 65% of the behavioral incidents reported to the district by the schools are related to students’ struggles with mental health issues, the principal said, adding that the COVID-19 pandemic only exacerbated those challenges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school now has a QR system posted throughout campus that students can scan to schedule a visit with the school counselor. About a fifth of the students request to see a counselor on a weekly basis, Arroyo added.\u003c/p>\n\u003cp>“A lot of them have been through a lot of trauma on their way into the country. They’ve been abused; they’ve seen death,” she said. “It would be great if we had a system in place to address all these issues that our students come with and provide them with resources.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legal backing\u003c/h2>\n\u003cp>Beyond receiving assistance with basic needs, access to legal services and some understanding of individual rights is critical for students, advocates say.\u003c/p>\n\u003cp>In addition to the support it provides its students as a community school, the School for the Visual Arts and Humanities partnered with \u003ca class=\"external\" href=\"https://law.ucla.edu/academics/experiential-program/law-clinic-courses/immigrant-family-legal-clinic/immigrant-family-legal-clinic-resources\" target=\"_blank\" rel=\"noopener\">UCLA\u003c/a> in 2019 to launch a permanent one-of-a-kind legal clinic. The clinic space is specifically designed to support students whose families need legal guidance or backing.\u003c/p>\n\u003cp>The RFK Immigrant Family Legal Clinic “is a blessing for our families and for our students, because they have resources that they, perhaps, would not go out on their own to get,” Arroyo said, adding that more than 80% of the students at her school were not born in the U.S., and about 20% immigrated within the past two years.\u003c/p>\n\u003cp>Most of the recent arrivals are from southern Mexico, Central America and South America, though there are students from other parts of the world, including Korea, Russia and Bangladesh.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nina Rabin, director, RFK Immigrant Family Legal Clinic\"]‘The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient. They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country.’[/pullquote]The legal clinic’s team — comprised of a director, manager, two staff attorneys and up to a dozen law students — provides students and families with one-time consultations and, in some cases, legal representation. They are also present in classrooms, during “coffee with the principal” events and during weekly workshops for families — allowing the clinic to become “a trusting face” which Arroyo said is “key to ensuring that our families are actually taking advantage of those resources.”\u003c/p>\n\u003cp>“The clinic has allowed us to relieve stress and anxiety, but there’s just so many kids who don’t have that,” said Nina Rabin, the clinic’s director who also teaches at UCLA.\u003c/p>\n\u003cp>“I just love the school. It’s such a special place.”\u003c/p>\n\u003cp>As more students arrive from around the world and the clinic earns more trust from the communities it serves, the demand grows. The clinic recently expanded to a second location on the same campus.\u003c/p>\n\u003cp>Currently, the team has more than 120 cases\u003cstrong> \u003c/strong>on its docket, many of them already prepared and sitting in a long, backlogged process that can take years, Rabin said.\u003c/p>\n\u003cp>In any given week, the clinic has roughly a dozen “really active cases” — and they prioritize families that are seeking asylum and students who are eligible for certain visas that only people under the age of 21 can apply for.\u003c/p>\n\u003cp>While “there’s definitely a need beyond what we can currently fill,” Rabin said, the clinic also tries to give more immediate attention to high-need families, unaccompanied minors and those with imminent hearings.\u003c/p>\n\u003cp>“The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient,” Rabin said.\u003c/p>\n\u003cp>“They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country. And so, being able to intervene with this possibility of getting full status at this really prime time in their life, I think is really rewarding when it works, and it has been working. We’ve been getting a lot of kids on that pathway.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11973789,news_11969685,news_11970802,news_11957693\"]Through her Facebook group \u003ca class=\"external\" href=\"https://www.facebook.com/groups/1176163479411915\" target=\"_blank\" rel=\"noopener\">Our Voice/Nuestra Voz\u003c/a>, Evelyn Aleman organizes live-streams\u003cstrong> \u003c/strong>and virtual workshops every Friday. Most of the group’s LAUSD parents, she said, are either in fully undocumented or mixed-status families and are looking to find ways to support and advocate for their children in school.\u003c/p>\n\u003cp>Usually, she said, 20 to 30 parents attend the Zoom sessions, while up to 400 might opt to stream them later.\u003c/p>\n\u003cp>“We continuously ask our parents ‘OK, what information would you like us to bring to Our Voice?’” Aleman said. “Consistently, they’ll say, in addition to education, but primarily, they’ll say, immigrant rights.”\u003c/p>\n\u003cp>This year, Aleman is partnering with the \u003ca class=\"external\" href=\"https://www.chirla.org/\" target=\"_blank\" rel=\"noopener\">Coalition for Humane Immigrant Rights of Los Angeles\u003c/a> to host a 10-workshop series — each week discussing a different topic.\u003c/p>\n\u003cp>The topics related to immigration status will include: “know your rights,” “public charge,” “DACA,” “resources for undocumented students,” “citizenship” and “notario fraud prevention + referrals for non-profit immigration legal services.”\u003c/p>\n\u003cp>Building trust with undocumented and mixed-status families is critical, she said, because many remain wary of fraudulent attorneys and notaries because of their prior experiences or the experiences of people they know.\u003c/p>\n\u003cp>“They take their money, and they run,” Aleman said. “The families lose hundreds, if not thousands, of dollars investing with the hope … that they’ll help them.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Moving forward\u003c/h2>\n\u003cp>To support students who are undocumented or from mixed-status families, the UCLA brief emphasizes the importance of investing in community schools, participating in partnerships with community-based organizations and providing “Know Your Rights” guidance from the California Department of Education.\u003c/p>\n\u003cp>The brief also urges school districts to hire more counselors and school support staff, improve diversity in the ranks of teachers and offer more professional development opportunities.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lucrecia Santibañez, faculty co-director, Center for the Transformation of Schools\"]‘It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.’[/pullquote]Lucrecia Santibañez, the faculty co-director of the Center for the Transformation of Schools, co-author of the brief, said expanding support for teachers is key because some may not know how to handle a situation where an undocumented student comes forward.\u003c/p>\n\u003cp>“Teachers themselves have to be really careful about having these conversations. They obviously want to support the kids, they want to support their families,” Santibañez said. These situations add to teachers’ stress and create more work for them. Being better prepared to handle them would be a big help, she said.\u003c/p>\n\u003cp>Santibañez also emphasized the negative psychological impacts of anti-immigrant rhetoric — not only for students who might be undocumented or come from mixed-status families, but for all students.\u003c/p>\n\u003cp>“If I’m here legally, I may get comfortable in saying, ‘Well, that’s somebody else’s problem, right? I’m not going to get deported. My kids aren’t going to come home and not see me because I got sent back,’” Santibañez said.\u003c/p>\n\u003cp>“It is actually our problem. It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/immigration-enforcement-hinders-performance-in-school-heres-how-communities-are-helping/705983\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Immigrant students’ schoolwork and experience in the classroom often suffer in the presence of immigration enforcement — with 60% of teachers and school staff reporting poorer academic performance, and nearly half noting increased rates of bullying against these students, UCLA-based researchers found.\u003c/p>\n\u003cp>“Instead of focusing on their education, these students struggle with this uncertainty and, as a result, are often absent from school or inattentive. Their teachers also struggle to motivate them and sometimes to protect them,” reads a recent \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/the-impact-of-a-broken-immigration-system-on-us-students-and-schools/\" target=\"_blank\" rel=\"noopener\">policy brief\u003c/a> by \u003ca class=\"external\" href=\"https://www.google.com/url?q=https://transformschools.ucla.edu&sa=D&source=docs&ust=1708046037332511&usg=AOvVaw2dVTCzF8pcegM5zmQ92H96\" target=\"_blank\" rel=\"noopener\">UCLA’s Center for the Transformation of Schools\u003c/a>, \u003ca class=\"external\" href=\"https://latino.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Latino Policy and Politics Institute\u003c/a>, and \u003ca class=\"external\" href=\"https://www.civilrightsproject.ucla.edu/#:~:text=The%20mission%20of%20the%20Civil,resolved%20to%20achieve%20racial%20and\" target=\"_blank\" rel=\"noopener\">Civil Rights Project/Proyecto Derechos Civiles\u003c/a>.\u003c/p>\n\u003cp>“The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16782222/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>According to UCLA’s policy brief, children of “unauthorized immigrants” between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.\u003c/p>\n\u003cp>One of the most common reasons for students to miss class or drop out is the pressure to work full time to support family members financially, said Yesenia Arroyo, the principal of LAUSD’s RFK School for the Visual Arts and Humanities, where roughly 80% of students are immigrants.\u003c/p>\n\u003cp>She added that she works closely with her school’s counseling staff to connect regularly with students about their academic progress. They also try to find \u003ca class=\"external\" href=\"https://www.linkedlearning.org/\" target=\"_blank\" rel=\"noopener\">Linked Learning\u003c/a> opportunities, where students develop real-world experience, and paid internships — which can help students earn while remaining in school or pursuing their interests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“A part of it is really understanding the community that we serve,” Arroyo said, “understanding the students that we serve, understanding what are the challenges and ensuring that we are matching resources, that we’re listening first — that we’re really listening.”\u003c/p>\n\u003cp>Schools and community organizations throughout Los Angeles have taken various approaches to support students who are undocumented or have family members who are — including running a one-of-a-kind high school in Korea Town with an onsite immigration clinic and engaging the services of community organizers to help connect families with resources.\u003c/p>\n\u003cp>“What’s happening in one school, unfortunately, is not something that’s always happening in other schools. And I’m sure that there’s other great leaders that are doing great things. It would be nice to learn from what others are doing,” Arroyo said.\u003c/p>\n\u003cp>“There’s so many different tasks, so much work that we need to do. I wish we had more time to collaborate with other leaders to ensure that we are sharing resources and ideas, so that we are not working in isolation.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘Wraparound’ support\u003c/h2>\n\u003cp>While it is impossible for teachers, administrators and the district as a whole to always know which students are undocumented and in need of support, schools and community organizations have taken various approaches to provide basic assistance.\u003c/p>\n\u003cp>A spokesperson for the Los Angeles Unified School District said that while the district follows the law and does not “collect information or inquire about immigration status,” it supports all students, irrespective of their immigration status.\u003c/p>\n\u003cp>“Schools assist families with affidavits, for example, to ensure students are enrolled, and families are connected to appropriate services and support, even if enrollment documents aren’t available,” the spokesperson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It’s about survival. And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Meanwhile, 34 of LAUSD’s schools are also community schools, which provide “wraparound” services — from meals to medical assistance — that advocates say are critical for students who are undocumented.\u003c/p>\n\u003cp>Rosie Arroyo (not related to Yesenia), a senior program officer of immigration at the \u003ca class=\"external\" href=\"https://www.calfund.org/\" target=\"_blank\" rel=\"noopener\">California Community Foundation\u003c/a>, a nonprofit organization based in Los Angeles that aims to address systemic challenges facing various communities throughout the region, said housing and mental health resources are in especially high demand for these students and their families.\u003c/p>\n\u003cp>“It’s about survival,” Arroyo said. “And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.”\u003c/p>\n\u003cp>As a community school, the School for the Visual Arts and Humanities holds workshops for families every Wednesday, covering a range of topics, from housing to special education and how to access community resources.\u003c/p>\n\u003cp>At least a fifth of the school’s parents attend, which principal Arroyo said is particularly difficult to achieve with parents who often work multiple jobs, and because parental involvement usually decreases as students get older.\u003c/p>\n\u003cp>Mental health support has also been a big concern at the school — especially as a lot of the students are grappling with serious trauma and lack confidence. Roughly 65% of the behavioral incidents reported to the district by the schools are related to students’ struggles with mental health issues, the principal said, adding that the COVID-19 pandemic only exacerbated those challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school now has a QR system posted throughout campus that students can scan to schedule a visit with the school counselor. About a fifth of the students request to see a counselor on a weekly basis, Arroyo added.\u003c/p>\n\u003cp>“A lot of them have been through a lot of trauma on their way into the country. They’ve been abused; they’ve seen death,” she said. “It would be great if we had a system in place to address all these issues that our students come with and provide them with resources.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legal backing\u003c/h2>\n\u003cp>Beyond receiving assistance with basic needs, access to legal services and some understanding of individual rights is critical for students, advocates say.\u003c/p>\n\u003cp>In addition to the support it provides its students as a community school, the School for the Visual Arts and Humanities partnered with \u003ca class=\"external\" href=\"https://law.ucla.edu/academics/experiential-program/law-clinic-courses/immigrant-family-legal-clinic/immigrant-family-legal-clinic-resources\" target=\"_blank\" rel=\"noopener\">UCLA\u003c/a> in 2019 to launch a permanent one-of-a-kind legal clinic. The clinic space is specifically designed to support students whose families need legal guidance or backing.\u003c/p>\n\u003cp>The RFK Immigrant Family Legal Clinic “is a blessing for our families and for our students, because they have resources that they, perhaps, would not go out on their own to get,” Arroyo said, adding that more than 80% of the students at her school were not born in the U.S., and about 20% immigrated within the past two years.\u003c/p>\n\u003cp>Most of the recent arrivals are from southern Mexico, Central America and South America, though there are students from other parts of the world, including Korea, Russia and Bangladesh.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient. They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The legal clinic’s team — comprised of a director, manager, two staff attorneys and up to a dozen law students — provides students and families with one-time consultations and, in some cases, legal representation. They are also present in classrooms, during “coffee with the principal” events and during weekly workshops for families — allowing the clinic to become “a trusting face” which Arroyo said is “key to ensuring that our families are actually taking advantage of those resources.”\u003c/p>\n\u003cp>“The clinic has allowed us to relieve stress and anxiety, but there’s just so many kids who don’t have that,” said Nina Rabin, the clinic’s director who also teaches at UCLA.\u003c/p>\n\u003cp>“I just love the school. It’s such a special place.”\u003c/p>\n\u003cp>As more students arrive from around the world and the clinic earns more trust from the communities it serves, the demand grows. The clinic recently expanded to a second location on the same campus.\u003c/p>\n\u003cp>Currently, the team has more than 120 cases\u003cstrong> \u003c/strong>on its docket, many of them already prepared and sitting in a long, backlogged process that can take years, Rabin said.\u003c/p>\n\u003cp>In any given week, the clinic has roughly a dozen “really active cases” — and they prioritize families that are seeking asylum and students who are eligible for certain visas that only people under the age of 21 can apply for.\u003c/p>\n\u003cp>While “there’s definitely a need beyond what we can currently fill,” Rabin said, the clinic also tries to give more immediate attention to high-need families, unaccompanied minors and those with imminent hearings.\u003c/p>\n\u003cp>“The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient,” Rabin said.\u003c/p>\n\u003cp>“They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country. And so, being able to intervene with this possibility of getting full status at this really prime time in their life, I think is really rewarding when it works, and it has been working. We’ve been getting a lot of kids on that pathway.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Through her Facebook group \u003ca class=\"external\" href=\"https://www.facebook.com/groups/1176163479411915\" target=\"_blank\" rel=\"noopener\">Our Voice/Nuestra Voz\u003c/a>, Evelyn Aleman organizes live-streams\u003cstrong> \u003c/strong>and virtual workshops every Friday. Most of the group’s LAUSD parents, she said, are either in fully undocumented or mixed-status families and are looking to find ways to support and advocate for their children in school.\u003c/p>\n\u003cp>Usually, she said, 20 to 30 parents attend the Zoom sessions, while up to 400 might opt to stream them later.\u003c/p>\n\u003cp>“We continuously ask our parents ‘OK, what information would you like us to bring to Our Voice?’” Aleman said. “Consistently, they’ll say, in addition to education, but primarily, they’ll say, immigrant rights.”\u003c/p>\n\u003cp>This year, Aleman is partnering with the \u003ca class=\"external\" href=\"https://www.chirla.org/\" target=\"_blank\" rel=\"noopener\">Coalition for Humane Immigrant Rights of Los Angeles\u003c/a> to host a 10-workshop series — each week discussing a different topic.\u003c/p>\n\u003cp>The topics related to immigration status will include: “know your rights,” “public charge,” “DACA,” “resources for undocumented students,” “citizenship” and “notario fraud prevention + referrals for non-profit immigration legal services.”\u003c/p>\n\u003cp>Building trust with undocumented and mixed-status families is critical, she said, because many remain wary of fraudulent attorneys and notaries because of their prior experiences or the experiences of people they know.\u003c/p>\n\u003cp>“They take their money, and they run,” Aleman said. “The families lose hundreds, if not thousands, of dollars investing with the hope … that they’ll help them.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Moving forward\u003c/h2>\n\u003cp>To support students who are undocumented or from mixed-status families, the UCLA brief emphasizes the importance of investing in community schools, participating in partnerships with community-based organizations and providing “Know Your Rights” guidance from the California Department of Education.\u003c/p>\n\u003cp>The brief also urges school districts to hire more counselors and school support staff, improve diversity in the ranks of teachers and offer more professional development opportunities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Lucrecia Santibañez, the faculty co-director of the Center for the Transformation of Schools, co-author of the brief, said expanding support for teachers is key because some may not know how to handle a situation where an undocumented student comes forward.\u003c/p>\n\u003cp>“Teachers themselves have to be really careful about having these conversations. They obviously want to support the kids, they want to support their families,” Santibañez said. These situations add to teachers’ stress and create more work for them. Being better prepared to handle them would be a big help, she said.\u003c/p>\n\u003cp>Santibañez also emphasized the negative psychological impacts of anti-immigrant rhetoric — not only for students who might be undocumented or come from mixed-status families, but for all students.\u003c/p>\n\u003cp>“If I’m here legally, I may get comfortable in saying, ‘Well, that’s somebody else’s problem, right? I’m not going to get deported. My kids aren’t going to come home and not see me because I got sent back,’” Santibañez said.\u003c/p>\n\u003cp>“It is actually our problem. It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/immigration-enforcement-hinders-performance-in-school-heres-how-communities-are-helping/705983\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Half of California High School Seniors Are Unprepared for State University Requirements",
"headTitle": "Half of California High School Seniors Are Unprepared for State University Requirements | KQED",
"content": "\u003cp>Christian Robinson always planned to go to college, but when she graduated from Adelanto High School in California’s High Desert, she felt aimless. Without a plan or preparation for higher education, she decided to go to work instead.\u003c/p>\n\u003cp>She regrets that now.\u003c/p>\n\u003cp>“I wish I would have gone straight into college because I would have had everything done, finished and over with,” said Robinson, who, at 20, is now enrolling at Victor Valley College.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West\"]‘These kinds of numbers should be treated as a five-alarm fire.’[/pullquote]Currently, Robinson juggles two jobs, working for a security company and serving fast food. She wishes she had received more guidance about attending college from her school.\u003c/p>\n\u003cp>Robinson’s story was typical for Black students at Adelanto High School, where over 8 out of 10 Black students graduated in 2020 without the college prep courses — known as A-G — required for admission to California’s public universities.\u003c/p>\n\u003cp>The path has been different for her younger brother, MarQuan Thornton, currently a high school senior at Adelanto. Months away from graduation, Thornton is one of a small group of students deciding not whether he will go to college but which one.\u003c/p>\n\u003cfigure id=\"attachment_11975561\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11975561 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg\" alt=\"\" width=\"768\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1-160x120.jpeg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college. \u003ccite>(Emma Gallegos/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thornton has worked hard but recognizes that the key difference between his trajectory and his sister’s is the support he’s getting from school that did not exist during his sister’s time there.\u003c/p>\n\u003cp>Three years after his sister graduated, his high school began the Heritage Program to ensure that Black students like him are on track to complete their A-G requirements.\u003c/p>\n\u003cp>Thornton knows he’s on track to meet the requirements that will make him eligible to attend a state university.\u003c/p>\n\u003cp>“If she (Christian Robinson) had this type of chance when she was in high school, she probably would have been where I am at,” Thornton said. “I can see the difference.”\u003c/p>\n\u003cp>While the vast majority of students in California — 86% of seniors in 2023 — graduate from high school, most — 56% in 2023 — do not complete their A-G requirements, according to an EdSource analysis of data from the California Department of Education. EdSource’s analysis found that Black and Latino students are the hardest hit.\u003c/p>\n\u003cp>In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412611/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The highest non-completion group is foster students at 88%, followed by disabled students at 85% and English learners at 82%.\u003c/p>\n\u003cp>“These kinds of numbers should be treated as a five-alarm fire,” said Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West, a nonprofit that advocates for justice in education.\u003c/p>\n\u003cp>Valenzuela-Stookey said high school graduates are being shut out of affordable four-year public college options because they are not getting the support they need to complete the A-G coursework.\u003c/p>\n\u003cp>“Our education systems urgently need to invest more in our students of color,” Valenzuela-Stookey said.\u003c/p>\n\u003cp>As Robinson neared graduation in the early days of the pandemic, she said everyone, even teachers, seemed to lose track of how to prepare students for college and life after high school.\u003c/p>\n\u003cp>But long before the pandemic, the district was not preparing its Black students to meet their A-G requirements and be ready for higher education, according to Ratmony Yee, assistant superintendent of educational services for Victor Valley Union High.\u003c/p>\n\u003cp>Robinson’s mother, Crystal Francisco, said she is proud of how hard her daughter works to earn her own money. But she concurs that if Heritage had been around, Robinson might have gone straight to college.\u003c/p>\n\u003cp>“She probably would have gone a different way,” Francisco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412809/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Snapshot of California\u003c/h2>\n\u003cp>Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses.\u003c/p>\n\u003cp>Fewer than 2 out of 10 students met A-G rates in 2023 in many northern counties, such as Lake, Del Norte, Plumas, Lassen, Nevada, Tehama, Trinity. Just 3 out of 10 students in Kern, Merced, Tulare and Kings counties met the requirements. That compares to the Bay Area in San Mateo, Santa Clara, Alameda and Marin counties, where more than 5 out of 10 students met A-G requirements.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11975572\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png\" alt=\"Graphic showing that to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-1020x673.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic.png 1118w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Improving low A-G completion rates has been a longtime goal of both educators and state policymakers. Still, it’s a problem that resists easy answers or quick fixes, said Sherrie Reed, executive director of the California Education Lab at UC Davis and a researcher with Policy Analysis for California Education (PACE), an independent research nonprofit affiliated with several California universities.\u003c/p>\n\u003cp>The idea of simply aligning the state’s minimum high school requirements with A-G requirements hasn’t gained steam because of the concern that it would result in fewer students graduating, said Mayra Lara, the director of Southern California partnerships and engagement with Ed Trust-West.\u003c/p>\n\u003ch3 style=\"padding-left: 40px\">What are A-G requirements?\u003c/h3>\n\u003cp style=\"padding-left: 40px\">\u003cem>The details of A-G requirements can be arcane, especially for students and parents who are not familiar with the college admissions process. The state requires students to complete a minimum of 13 courses to receive a high school diploma.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>But to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>These courses overlap with high school requirements, but they are also more rigorous. For instance, three years of English are required to graduate from high school, while A-G eligibility requires four years. Only one of those years can include English as a Second Language or English Language Development — courses that English learners are often enrolled in.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>Low grades are a common way students fall off the A-G track. A “D” is considered a passing grade for a high school diploma, but A-G classes require at least a “C” to count as eligible.\u003c/em>\u003c/p>\n\u003cp>The state, instead, has offered carrots for districts working on improving poor A-G rates, especially those that have a large marginalized student population, such as those who are low-income, English learners, homeless or have a disability. In 2021–22, the state set aside over $547 million for the \u003ca href=\"https://www.cde.ca.gov/fg/fo/profile.asp?id=5785&recID=5785\">A-G Completion Improvement Grant Program\u003c/a>. The state has also pushed dual enrollment and career technical education to the high school curriculum, both of which can help students meet their A-G requirements.\u003c/p>\n\u003cp>Progress has been slow. The number of students who have met A-G requirements statewide has ticked up just shy of four points over the last six years.\u003c/p>\n\u003cp>Understanding why any given student may or may not meet A-G requirements requires examining what is happening in a particular region or district, as well as disparities within schools.\u003c/p>\n\u003cp>“The answer is that it is all of that,” Reed said. “No one factor accounts for it.”\u003c/p>\n\u003cp>Some students said that graduating without meeting A-G requirements sent them the message that they were not college material.\u003c/p>\n\u003cp>Brock Wooster-Mills, 20, said he felt “doomed to fail” as a student with a disability attending Liberty High School in Bakersfield, where 49% of students do not meet A-G requirements.\u003c/p>\n\u003cp>Partial hearing loss had affected Wooster-Mills’ ability to speak and follow lessons in elementary school. But even when his hearing improved, his counselors in the Kern High School District wouldn’t allow him to transfer into required A-G courses such as French and geometry.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]He remembers one special education teacher telling his class they likely wouldn’t even attend a community college, but Wooster-Mills said he always knew he was capable of more. He enrolled in Bakersfield College in 2021, the fall after he graduated.\u003c/p>\n\u003cp>He’s now in his sixth semester, but his lack of academic confidence and inadequate preparation continue to dog him. In high school, he had never been taught how to write an essay. He had never studied a foreign language, which made Spanish daunting. He failed the first time he took it.\u003c/p>\n\u003cp>“I feel like I’m still behind,” he said. “I wasn’t taught what I was supposed to be taught.”\u003c/p>\n\u003ch2>College increasingly important for economy\u003c/h2>\n\u003cp>Researchers said preparing students for college is increasingly important for the American economy. By 2031, 72% of jobs will require a college degree or post-secondary education, such as an associate degree, \u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">according to the Georgetown University Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Most high schools in the state — 91.4% of traditional district schools, according to PACE — do offer a full slate of A-G coursework that puts them on track for college. But the degree of access students get to those courses or support, once they have enrolled, varies greatly, resulting in wide disparities between groups of students.\u003c/p>\n\u003cp>[aside label=\"Interactive Map\" link1=\"https://edsource.org/2024/interactive-map-most-california-high-school-students-dont-take-courses-needed-to-apply-to-csu-or-uc/705550, Most California high school students don't take courses needed to apply to CSU or UC\"]PACE released a \u003ca href=\"http://blog.csba.org/ag-completion/\">series of briefs and reports\u003c/a> on the A-G completion rates in summer 2023, noting that access to rigorous coursework — whether dual enrollment, Advanced Placement or other college preparatory courses — can profoundly change the trajectory of a student’s life. These courses not only set students up for college admission but make it more likely that a student will pursue college in the first place.\u003c/p>\n\u003cp>Researchers found that some high schools do not offer the full range of A-G courses. In 2018–19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses. The list also includes small and rural schools that struggle to hire teachers who are qualified to teach A-G required classes in fields such as math, science or foreign language.\u003c/p>\n\u003cp>However, 84% of schools that do not offer a full range of A-G courses are charter schools focused primarily on credit recovery for students at risk of not graduating from high school. Charter schools tend to be outliers in both directions; schools with the highest and lowest A-G rates — where fewer than 40% or greater than 80% of students meet A-G requirement — tend to be charters.\u003c/p>\n\u003ch2>Changes in high school can help\u003c/h2>\n\u003cp>Adelanto High is a part of Victor Valley Union High School District, which serves communities in the High Desert, including Victorville. Cheap, abundant land attracts residents priced out of the Southern California housing market, but there is little economic opportunity. Unemployment is high, and so is the poverty rate.\u003c/p>\n\u003cp>“The kids get stuck here because there’s a cycle of poverty,” said Aleka Jackson-Jarrell, the coordinator of the Heritage program at Adelanto High.\u003c/p>\n\u003cp>Educators in Victor Valley Union High said that beyond ensuring that students have all of their options open to them upon graduation, it is not their role to choose a path for students. Military or trade school are options celebrated at the school, but educators tell students that a bachelor’s degree will be key for most students who aim to earn better wages and escape the cycle of poverty.\u003c/p>\n\u003cp>“Money talks,” said Yee, assistant superintendent of instructional services for Victor Valley Union High.\u003c/p>\n\u003cp>District leaders said ensuring that students meet their A-G requirements opens up two key options for students: being eligible to apply for a CSU or UC school and having the preparation to succeed at a community college.\u003c/p>\n\u003cp>Like much of inland California, the rate of students completing their A-G is low in Victor Valley Union High. In 2016–17, 13% of students in the district completed their A-G coursework, but it has been improving: that number rose to 29% last year.\u003c/p>\n\u003cp>Victor Valley Union High has been making districtwide changes that administrators said are key to putting more students on track for A-G completion.\u003c/p>\n\u003cp>Scheduling is important, Yee said. Creating a master schedule that prioritizes disabled students or English learners ensures these students aren’t missing A-G coursework because of a scheduling conflict. Some schools also build tutoring into daily schedules for struggling students.\u003c/p>\n\u003cp>The district studied students’ transcripts to figure out how to improve their chances of meeting A-G requirements. For instance, they found that students who took foreign language classes as freshmen or sophomores were more likely to fulfill this requirement because they had time to retake classes to make up for any poor grades. Students are now required to begin their foreign language courses by sophomore year.\u003c/p>\n\u003cp>Victor Valley Union High also rolled out two programs aimed specifically at groups of students that were struggling the most: Black students and long-term English learners.\u003c/p>\n\u003ch2>Homing in on groups who need the most help\u003c/h2>\n\u003cp>The Heritage program, aimed at Black students like MarQuan Thornton, was piloted in 2022–23 at Adelanto High. Beginning sophomore year, every Black student in this High Desert school is automatically enrolled in this program that ensures students are prepared for graduation as well as college and a career.\u003c/p>\n\u003cp>Thornton said the program had helped him, even ensuring he made up classes he struggled with during his sophomore year. He now boasts a 3.7 GPA.\u003c/p>\n\u003cp>A-G completion rates for Black students at his high school improved. In 2021–22, 6% of Black students met their A-G. The following year, when Heritage began, that number jumped to 26%.\u003c/p>\n\u003cp>Because of its early success, the program is not only being rolled out at other campuses in the district but is also being used as a model for Legacy, a program aimed at long-term English learners.\u003c/p>\n\u003cp>Students in both Heritage and Legacy are sorted into four groups. Level 1 students are on track to graduate from high school with A-G requirements, while Level 4 students may be in danger of not graduating from high school at all. The coordinators hold monthly sessions with each group on topics ranging from filling out the FAFSA form or making up failed classes to basic life skills students need when approaching adulthood. Students also visit college campuses.\u003c/p>\n\u003cp>Parents are invited for workshops at school to understand the importance of A-G classes and learn how to support — and perhaps badger — their children into staying on track.\u003c/p>\n\u003cp>Heritage coordinator Jackson-Jarrell said that having a background similar to her students’ helps her connect with them. She dropped out of high school when she was younger. She tells students that earning degrees — starting with an associate degree and ultimately obtaining a doctorate — helped her go from making $4.25 an hour to making six figures.\u003c/p>\n\u003cp>Her counterpart at Silverado High, Jose Velasco, teaches Spanish and runs the Legacy program. Like many of his students, Velasco is a child of immigrants whose first language was Spanish. He checks in to make sure students have access to bilingual aides so that they can understand the content in their college preparatory classes, such as geometry or history.\u003c/p>\n\u003cp>When Heritage first began, Jackson-Jarrell experienced pushback from non-Black teachers, parents and students questioning the need for a program focused solely on one group of students and pointing to other programs, such as AVID, that focused on college and career readiness.\u003c/p>\n\u003cp>“We were hit with questions like, ‘Why is this program just for Black students? It’s not fair,’” she said.\u003c/p>\n\u003cp>Jackson-Jarrell would tell them that the data was showing that overwhelmingly, Black students need the most support meeting A-G requirements and that they have unique needs and challenges that Heritage addresses. When students visit college campuses, they try to imagine themselves fitting in. Not seeing Black students on campus can reinforce the idea that they don’t belong on a college campus.\u003c/p>\n\u003cp>“They’re looking for themselves,” Jackson-Jarrell said. “They feel like they don’t belong.”\u003c/p>\n\u003cp>So, Heritage will often ensure that when they visit campuses, they can meet directly with students from the Black student resource centers. This upcoming spring, Heritage students are invited on a tour through the American South, visiting historically Black colleges and universities. Legacy makes a point of visiting with Latino student groups on campus for similar purposes.\u003c/p>\n\u003cp>Jackson-Jarrell said that programs like Heritage and Legacy are important for the community’s economic development and hopes to see more programs like them in other districts in the High Desert.\u003c/p>\n\u003cp>Superintendent Carl Coles concurs. Increasing the rigor of students’ coursework and preparing them for higher education doesn’t just set students up for success; it improves the prospects of their families and the larger community. The district’s renewed focus on A-G requirements, he said, goes right to the core of why education is so important.\u003c/p>\n\u003cp>Coles said, “It really is so that every kid can live a life of purpose.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/most-california-high-school-seniors-shut-out-of-even-applying-to-the-states-universities/705635\">\u003cem>This story originally appeared on EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses. ",
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"nprByline": "\u003ca href=\"https://edsource.org/author/egallegos\">Emma Gallegos \u003c/a> and \u003ca href=\"https://edsource.org/author/dwillis\">Daniel J. Willis \u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Christian Robinson always planned to go to college, but when she graduated from Adelanto High School in California’s High Desert, she felt aimless. Without a plan or preparation for higher education, she decided to go to work instead.\u003c/p>\n\u003cp>She regrets that now.\u003c/p>\n\u003cp>“I wish I would have gone straight into college because I would have had everything done, finished and over with,” said Robinson, who, at 20, is now enrolling at Victor Valley College.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘These kinds of numbers should be treated as a five-alarm fire.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Currently, Robinson juggles two jobs, working for a security company and serving fast food. She wishes she had received more guidance about attending college from her school.\u003c/p>\n\u003cp>Robinson’s story was typical for Black students at Adelanto High School, where over 8 out of 10 Black students graduated in 2020 without the college prep courses — known as A-G — required for admission to California’s public universities.\u003c/p>\n\u003cp>The path has been different for her younger brother, MarQuan Thornton, currently a high school senior at Adelanto. Months away from graduation, Thornton is one of a small group of students deciding not whether he will go to college but which one.\u003c/p>\n\u003cfigure id=\"attachment_11975561\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11975561 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg\" alt=\"\" width=\"768\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1-160x120.jpeg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college. \u003ccite>(Emma Gallegos/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thornton has worked hard but recognizes that the key difference between his trajectory and his sister’s is the support he’s getting from school that did not exist during his sister’s time there.\u003c/p>\n\u003cp>Three years after his sister graduated, his high school began the Heritage Program to ensure that Black students like him are on track to complete their A-G requirements.\u003c/p>\n\u003cp>Thornton knows he’s on track to meet the requirements that will make him eligible to attend a state university.\u003c/p>\n\u003cp>“If she (Christian Robinson) had this type of chance when she was in high school, she probably would have been where I am at,” Thornton said. “I can see the difference.”\u003c/p>\n\u003cp>While the vast majority of students in California — 86% of seniors in 2023 — graduate from high school, most — 56% in 2023 — do not complete their A-G requirements, according to an EdSource analysis of data from the California Department of Education. EdSource’s analysis found that Black and Latino students are the hardest hit.\u003c/p>\n\u003cp>In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412611/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The highest non-completion group is foster students at 88%, followed by disabled students at 85% and English learners at 82%.\u003c/p>\n\u003cp>“These kinds of numbers should be treated as a five-alarm fire,” said Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West, a nonprofit that advocates for justice in education.\u003c/p>\n\u003cp>Valenzuela-Stookey said high school graduates are being shut out of affordable four-year public college options because they are not getting the support they need to complete the A-G coursework.\u003c/p>\n\u003cp>“Our education systems urgently need to invest more in our students of color,” Valenzuela-Stookey said.\u003c/p>\n\u003cp>As Robinson neared graduation in the early days of the pandemic, she said everyone, even teachers, seemed to lose track of how to prepare students for college and life after high school.\u003c/p>\n\u003cp>But long before the pandemic, the district was not preparing its Black students to meet their A-G requirements and be ready for higher education, according to Ratmony Yee, assistant superintendent of educational services for Victor Valley Union High.\u003c/p>\n\u003cp>Robinson’s mother, Crystal Francisco, said she is proud of how hard her daughter works to earn her own money. But she concurs that if Heritage had been around, Robinson might have gone straight to college.\u003c/p>\n\u003cp>“She probably would have gone a different way,” Francisco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412809/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Snapshot of California\u003c/h2>\n\u003cp>Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses.\u003c/p>\n\u003cp>Fewer than 2 out of 10 students met A-G rates in 2023 in many northern counties, such as Lake, Del Norte, Plumas, Lassen, Nevada, Tehama, Trinity. Just 3 out of 10 students in Kern, Merced, Tulare and Kings counties met the requirements. That compares to the Bay Area in San Mateo, Santa Clara, Alameda and Marin counties, where more than 5 out of 10 students met A-G requirements.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11975572\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png\" alt=\"Graphic showing that to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-1020x673.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic.png 1118w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Improving low A-G completion rates has been a longtime goal of both educators and state policymakers. Still, it’s a problem that resists easy answers or quick fixes, said Sherrie Reed, executive director of the California Education Lab at UC Davis and a researcher with Policy Analysis for California Education (PACE), an independent research nonprofit affiliated with several California universities.\u003c/p>\n\u003cp>The idea of simply aligning the state’s minimum high school requirements with A-G requirements hasn’t gained steam because of the concern that it would result in fewer students graduating, said Mayra Lara, the director of Southern California partnerships and engagement with Ed Trust-West.\u003c/p>\n\u003ch3 style=\"padding-left: 40px\">What are A-G requirements?\u003c/h3>\n\u003cp style=\"padding-left: 40px\">\u003cem>The details of A-G requirements can be arcane, especially for students and parents who are not familiar with the college admissions process. The state requires students to complete a minimum of 13 courses to receive a high school diploma.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>But to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>These courses overlap with high school requirements, but they are also more rigorous. For instance, three years of English are required to graduate from high school, while A-G eligibility requires four years. Only one of those years can include English as a Second Language or English Language Development — courses that English learners are often enrolled in.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>Low grades are a common way students fall off the A-G track. A “D” is considered a passing grade for a high school diploma, but A-G classes require at least a “C” to count as eligible.\u003c/em>\u003c/p>\n\u003cp>The state, instead, has offered carrots for districts working on improving poor A-G rates, especially those that have a large marginalized student population, such as those who are low-income, English learners, homeless or have a disability. In 2021–22, the state set aside over $547 million for the \u003ca href=\"https://www.cde.ca.gov/fg/fo/profile.asp?id=5785&recID=5785\">A-G Completion Improvement Grant Program\u003c/a>. The state has also pushed dual enrollment and career technical education to the high school curriculum, both of which can help students meet their A-G requirements.\u003c/p>\n\u003cp>Progress has been slow. The number of students who have met A-G requirements statewide has ticked up just shy of four points over the last six years.\u003c/p>\n\u003cp>Understanding why any given student may or may not meet A-G requirements requires examining what is happening in a particular region or district, as well as disparities within schools.\u003c/p>\n\u003cp>“The answer is that it is all of that,” Reed said. “No one factor accounts for it.”\u003c/p>\n\u003cp>Some students said that graduating without meeting A-G requirements sent them the message that they were not college material.\u003c/p>\n\u003cp>Brock Wooster-Mills, 20, said he felt “doomed to fail” as a student with a disability attending Liberty High School in Bakersfield, where 49% of students do not meet A-G requirements.\u003c/p>\n\u003cp>Partial hearing loss had affected Wooster-Mills’ ability to speak and follow lessons in elementary school. But even when his hearing improved, his counselors in the Kern High School District wouldn’t allow him to transfer into required A-G courses such as French and geometry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>He remembers one special education teacher telling his class they likely wouldn’t even attend a community college, but Wooster-Mills said he always knew he was capable of more. He enrolled in Bakersfield College in 2021, the fall after he graduated.\u003c/p>\n\u003cp>He’s now in his sixth semester, but his lack of academic confidence and inadequate preparation continue to dog him. In high school, he had never been taught how to write an essay. He had never studied a foreign language, which made Spanish daunting. He failed the first time he took it.\u003c/p>\n\u003cp>“I feel like I’m still behind,” he said. “I wasn’t taught what I was supposed to be taught.”\u003c/p>\n\u003ch2>College increasingly important for economy\u003c/h2>\n\u003cp>Researchers said preparing students for college is increasingly important for the American economy. By 2031, 72% of jobs will require a college degree or post-secondary education, such as an associate degree, \u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">according to the Georgetown University Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Most high schools in the state — 91.4% of traditional district schools, according to PACE — do offer a full slate of A-G coursework that puts them on track for college. But the degree of access students get to those courses or support, once they have enrolled, varies greatly, resulting in wide disparities between groups of students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>PACE released a \u003ca href=\"http://blog.csba.org/ag-completion/\">series of briefs and reports\u003c/a> on the A-G completion rates in summer 2023, noting that access to rigorous coursework — whether dual enrollment, Advanced Placement or other college preparatory courses — can profoundly change the trajectory of a student’s life. These courses not only set students up for college admission but make it more likely that a student will pursue college in the first place.\u003c/p>\n\u003cp>Researchers found that some high schools do not offer the full range of A-G courses. In 2018–19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses. The list also includes small and rural schools that struggle to hire teachers who are qualified to teach A-G required classes in fields such as math, science or foreign language.\u003c/p>\n\u003cp>However, 84% of schools that do not offer a full range of A-G courses are charter schools focused primarily on credit recovery for students at risk of not graduating from high school. Charter schools tend to be outliers in both directions; schools with the highest and lowest A-G rates — where fewer than 40% or greater than 80% of students meet A-G requirement — tend to be charters.\u003c/p>\n\u003ch2>Changes in high school can help\u003c/h2>\n\u003cp>Adelanto High is a part of Victor Valley Union High School District, which serves communities in the High Desert, including Victorville. Cheap, abundant land attracts residents priced out of the Southern California housing market, but there is little economic opportunity. Unemployment is high, and so is the poverty rate.\u003c/p>\n\u003cp>“The kids get stuck here because there’s a cycle of poverty,” said Aleka Jackson-Jarrell, the coordinator of the Heritage program at Adelanto High.\u003c/p>\n\u003cp>Educators in Victor Valley Union High said that beyond ensuring that students have all of their options open to them upon graduation, it is not their role to choose a path for students. Military or trade school are options celebrated at the school, but educators tell students that a bachelor’s degree will be key for most students who aim to earn better wages and escape the cycle of poverty.\u003c/p>\n\u003cp>“Money talks,” said Yee, assistant superintendent of instructional services for Victor Valley Union High.\u003c/p>\n\u003cp>District leaders said ensuring that students meet their A-G requirements opens up two key options for students: being eligible to apply for a CSU or UC school and having the preparation to succeed at a community college.\u003c/p>\n\u003cp>Like much of inland California, the rate of students completing their A-G is low in Victor Valley Union High. In 2016–17, 13% of students in the district completed their A-G coursework, but it has been improving: that number rose to 29% last year.\u003c/p>\n\u003cp>Victor Valley Union High has been making districtwide changes that administrators said are key to putting more students on track for A-G completion.\u003c/p>\n\u003cp>Scheduling is important, Yee said. Creating a master schedule that prioritizes disabled students or English learners ensures these students aren’t missing A-G coursework because of a scheduling conflict. Some schools also build tutoring into daily schedules for struggling students.\u003c/p>\n\u003cp>The district studied students’ transcripts to figure out how to improve their chances of meeting A-G requirements. For instance, they found that students who took foreign language classes as freshmen or sophomores were more likely to fulfill this requirement because they had time to retake classes to make up for any poor grades. Students are now required to begin their foreign language courses by sophomore year.\u003c/p>\n\u003cp>Victor Valley Union High also rolled out two programs aimed specifically at groups of students that were struggling the most: Black students and long-term English learners.\u003c/p>\n\u003ch2>Homing in on groups who need the most help\u003c/h2>\n\u003cp>The Heritage program, aimed at Black students like MarQuan Thornton, was piloted in 2022–23 at Adelanto High. Beginning sophomore year, every Black student in this High Desert school is automatically enrolled in this program that ensures students are prepared for graduation as well as college and a career.\u003c/p>\n\u003cp>Thornton said the program had helped him, even ensuring he made up classes he struggled with during his sophomore year. He now boasts a 3.7 GPA.\u003c/p>\n\u003cp>A-G completion rates for Black students at his high school improved. In 2021–22, 6% of Black students met their A-G. The following year, when Heritage began, that number jumped to 26%.\u003c/p>\n\u003cp>Because of its early success, the program is not only being rolled out at other campuses in the district but is also being used as a model for Legacy, a program aimed at long-term English learners.\u003c/p>\n\u003cp>Students in both Heritage and Legacy are sorted into four groups. Level 1 students are on track to graduate from high school with A-G requirements, while Level 4 students may be in danger of not graduating from high school at all. The coordinators hold monthly sessions with each group on topics ranging from filling out the FAFSA form or making up failed classes to basic life skills students need when approaching adulthood. Students also visit college campuses.\u003c/p>\n\u003cp>Parents are invited for workshops at school to understand the importance of A-G classes and learn how to support — and perhaps badger — their children into staying on track.\u003c/p>\n\u003cp>Heritage coordinator Jackson-Jarrell said that having a background similar to her students’ helps her connect with them. She dropped out of high school when she was younger. She tells students that earning degrees — starting with an associate degree and ultimately obtaining a doctorate — helped her go from making $4.25 an hour to making six figures.\u003c/p>\n\u003cp>Her counterpart at Silverado High, Jose Velasco, teaches Spanish and runs the Legacy program. Like many of his students, Velasco is a child of immigrants whose first language was Spanish. He checks in to make sure students have access to bilingual aides so that they can understand the content in their college preparatory classes, such as geometry or history.\u003c/p>\n\u003cp>When Heritage first began, Jackson-Jarrell experienced pushback from non-Black teachers, parents and students questioning the need for a program focused solely on one group of students and pointing to other programs, such as AVID, that focused on college and career readiness.\u003c/p>\n\u003cp>“We were hit with questions like, ‘Why is this program just for Black students? It’s not fair,’” she said.\u003c/p>\n\u003cp>Jackson-Jarrell would tell them that the data was showing that overwhelmingly, Black students need the most support meeting A-G requirements and that they have unique needs and challenges that Heritage addresses. When students visit college campuses, they try to imagine themselves fitting in. Not seeing Black students on campus can reinforce the idea that they don’t belong on a college campus.\u003c/p>\n\u003cp>“They’re looking for themselves,” Jackson-Jarrell said. “They feel like they don’t belong.”\u003c/p>\n\u003cp>So, Heritage will often ensure that when they visit campuses, they can meet directly with students from the Black student resource centers. This upcoming spring, Heritage students are invited on a tour through the American South, visiting historically Black colleges and universities. Legacy makes a point of visiting with Latino student groups on campus for similar purposes.\u003c/p>\n\u003cp>Jackson-Jarrell said that programs like Heritage and Legacy are important for the community’s economic development and hopes to see more programs like them in other districts in the High Desert.\u003c/p>\n\u003cp>Superintendent Carl Coles concurs. Increasing the rigor of students’ coursework and preparing them for higher education doesn’t just set students up for success; it improves the prospects of their families and the larger community. The district’s renewed focus on A-G requirements, he said, goes right to the core of why education is so important.\u003c/p>\n\u003cp>Coles said, “It really is so that every kid can live a life of purpose.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/most-california-high-school-seniors-shut-out-of-even-applying-to-the-states-universities/705635\">\u003cem>This story originally appeared on EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A technical glitch is blocking students who are U.S. citizens — but whose parents aren’t — from completing their federal financial aid applications, and the problem is causing panic in California.\u003c/p>\n\u003cp>For many of these college applicants, it’s a crisis not only preventing them from applying for federal grants and loans but also from applying for free tuition at the University of California and California State University or partial tuition waivers at private colleges in the state. [pullquote size=\"medium\" align=\"right\" citation=\"Ashley Estrada, high school senior, Diego Rivera Learning Complex in south Los Angeles\"]‘I don’t know who to call. Because I already talked to all the adults around me and everyone’s just telling me to wait, and they don’t have an answer for me.’[/pullquote]The deadline for that state aid is April 2 for new students, a date set by \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB117#:~:text=SEC.%2022.,financial%20aid%20programs\">California law\u003c/a> that only the Legislature and Gov. Gavin Newsom can change.\u003c/p>\n\u003cp>“It makes me feel worried,” said Ashley Estrada, a high school senior at Diego Rivera Learning Complex in south Los Angeles. Estrada is a citizen, while both her parents are undocumented. She has a high GPA and aspires to attend UC Berkeley, UCLA, Dartmouth or another elite campus.\u003c/p>\n\u003cp>“I don’t know who to call,” said Estrada, whose parents earn little money. “Because I already talked to all the adults around me and everyone’s just telling me to wait, and they don’t have an answer for me.”\u003c/p>\n\u003cp>She has attended financial aid workshops but cannot complete the Free Application for Federal Student Aid, better known as FAFSA. She called the customer support line listed on the application, but the call disconnected, she said.\u003c/p>\n\u003cp>When parents without Social Security numbers try to fill out the application on behalf of their children, they get \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/fafsa-simplification-information/2024-25-fafsa-issue-alerts#:~:text=PARENT%20WITH%20NO%20SSN%20UNABLE%20TO%20START%20FAFSA%20FORM%20FOR%20STUDENT%20OR%20CONTRIBUTE%20TO%20AN%20EXISTING%20FORM\">an error message\u003c/a> that blocks them from continuing. Without the parental information, students cannot complete the FAFSA. California State University’s director of financial aid, Noelia Gonzalez, wrote in an email that U.S. Department of Education officials told the university that they “expect to have a fix prior to April 2.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>An Education Department spokesperson wouldn’t comment on the record about the matter.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The problem is new and emerged this year. Federal law only requires that the student applying for federal aid be a citizen or have \u003ca href=\"https://studentaid.gov/understand-aid/eligibility/requirements/non-us-citizens\">permanent status\u003c/a>, but in most cases, that aid is calculated based on parents’ or a \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/fafsa-simplification-information/2024-25-fafsa-issue-alerts#:~:text=UNABLE%20TO%20ADD%20SPOUSE%20OR%20OTHER%20PARENT%20AS%20NON%2DREQUIRED%20CONTRIBUTOR%20IF%20SPOUSE%20OR%20OTHER%20PARENT%20DOES%20NOT%20HAVE%20SSN%20(Added%20Feb.%202%2C%202024)\">spouse’s\u003c/a> income information.\u003c/p>\n\u003ch2>The scale of the financial aid application fiasco\u003c/h2>\n\u003cp>Likely tens of thousands of California students are unable to complete the FAFSA because their parents aren’t citizens. Still, a firm number is impossible to calculate, said Jake Brymner, a deputy director with the California Student Aid Commission, the agency that oversees the state’s $3.4 billion financial aid program. He noted that last year, 108,000 students in California didn’t include their parents’ Social Security numbers in their FAFSA applications. That could be because the parents lacked one or they didn’t want to provide their numbers. [pullquote size=\"medium\" align=\"right\" citation=\"Jose Aguilar, financial aid director, UC Riverside\"]‘This is a major concern for the financial aid community across the country.’[/pullquote]“I am from a low-income area, and most of our parents are undocumented,” Estrada said. “I’m upset that we’re going through this.”\u003c/p>\n\u003cp>The typical low-income student caught in the federal technology imbroglio stands to lose as much as $14,000 in-state tuition waivers known as the \u003ca href=\"https://calmatters.org/education/higher-education/2023/10/cal-grant-2/\">Cal Grant\u003c/a> and $7,400 through the federal Pell Grant, plus the ability to borrow subsidized loans and other tools to afford college. Also on the line is a \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">state scholarship worth up to several thousand dollars\u003c/a> that also has an April 2 deadline.\u003c/p>\n\u003cp>“This is a major concern for the financial aid community across the country,” said Jose Aguilar, the financial aid director for UC Riverside.\u003c/p>\n\u003ch2>Possible state grant fix\u003c/h2>\n\u003cp>While state policymakers cannot do anything about students locked out of federal aid, the state’s Student Aid Commission is considering a workaround for accessing state grants and scholarships. The idea is to permit affected students to complete the state financial aid application reserved for undocumented students and other noncitizens who aren’t eligible for federal support. That form is called the \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/undocumented-students-california/\">California Dream Act Application\u003c/a>, one that tens of thousands of undocumented students already use. The commission \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">does not share information\u003c/a> in the Dream Act application with the federal government or with immigration authorities.\u003c/p>\n\u003cp>The aid commission is conferring with state universities about this proposal. But that fix will “create a lot of confusion for these students,” said Aguilar. He worries that if the students whose parents don’t have Social Security numbers complete the Dream Act application, they won’t realize they’ll also have to submit the FAFSA when the Biden administration fixes the problem. [aside label='More on Education' tag='education'] “In many cases, these students might end up not receiving the full aid they are eligible for,” he said.\u003c/p>\n\u003cp>Both he and Cal State’s systemwide director of financial aid, Gonzalez, said the state should extend the deadline for the Cal Grant. Aguilar added that the Student Aid Commission could also identify students who missed the Cal Grant deadline because their parents aren’t citizens and allow them to submit an appeal.\u003c/p>\n\u003cp>Gonzales didn’t weigh in on whether it’s a good idea to open the Dream Act application to citizens whose parents aren’t. But if that happens, she would want the Student Aid Commission to contact those students to “submit a FAFSA as soon as the process is available.”\u003c/p>\n\u003ch2>Enrollment worries\u003c/h2>\n\u003cp>While some wealthy private colleges can probably provide students with financial aid packages to make up for any loss in federal or state support, most students rely on public dollars to afford their education.\u003c/p>\n\u003cp>Students who start school this fall will have until June 30, 2025, to submit their FAFSA applications for the 2024–25 academic year. By then, the federal government is likely to find a solution, said Cal State’s Gonzalez. Some in the California financial aid community fear that if these mixed-status students don’t get their federal aid processed by the time school starts, they won’t enroll.\u003c/p>\n\u003cp>“That is a concern,” said Aguilar of UC Riverside. “Our staff will be trained to be sensitive to this student population, encouraging them to complete the FAFSA.” [pullquote size=\"medium\" align=\"right\" citation=\"Erica Rosales, director, College Match\"]‘I don’t believe there is enough information out there to help the thousands of students who need that support in the class of 2024.’[/pullquote]If no fix emerges before students enroll this fall, Aguilar plans to temporarily cover the loss of the Pell Grant with UC’s internal aid. The university will give students deadlines to complete the FAFSA once the problems with it are fixed. If students don’t complete the FAFSA, they will be stuck with a bill equal to the amount of Pell money UC Riverside provided.\u003c/p>\n\u003cp>To him, a larger issue “is that these students will lose out on federal work-study and federal student subsidized loans” for 2024–25 if they cannot complete their FAFSA by the start of the fall term, he said. While his office can backfill a Pell Grant temporarily, he cannot do that with loans, which students with slightly higher parental incomes rely on to pay for housing and other expenses.\u003c/p>\n\u003cp>“I don’t believe there is enough information out there to help the thousands of students who need that support in the class of 2024,” said Erica Rosales, who runs College Match, a program that identifies low-income high school students with high GPAs in the Los Angeles area and prepares them to apply for the nation’s top colleges. Estrada, the Los Angeles student, is a College Match member.\u003c/p>\n\u003cp>Marcos Montes is a policy director for the Southern California College Attainment Network, an umbrella group of nonprofits. He was helping a student and her undocumented mother apply for FAFSA, to no avail. The student grew frustrated that she may not qualify for any financial aid.\u003c/p>\n\u003cp>Montes tried to instill hope. “I just had to relay my message that this is a temporary problem,” he said. His message to that family was, “Don’t give up on those thousands of dollars of financial aid that you’re eligible for.”\u003c/p>\n\u003ch2>Other FAFSA problems\u003c/h2>\n\u003cp>The current problem is the result of changes that the U.S. Department of Education made to FAFSA late last year to simplify it for parents and students. But the overhauled form, a response to \u003ca href=\"https://studentaid.gov/help-center/answers/article/fafsa-simplification-act\">recent\u003c/a> federal \u003ca href=\"https://studentaid.gov/sites/default/files/future-act-fact-sheet.pdf\">laws\u003c/a>, has wreaked havoc on a wider scale for different reasons, causing headaches for the Biden administration and colleges.\u003c/p>\n\u003cp>The new FAFSA debuted months later than the application start date in past years. Colleges will only start receiving students’ financial aid information from the Education Department in March, also months later than normal. That’ll create a huge bottleneck for colleges that have to analyze the financial information of thousands of admitted students and then send them individualized financial aid packages by late spring. The department is \u003ca href=\"https://www.insidehighered.com/news/government/student-aid-policy/2024/02/06/after-fafsa-backlash-ed-has-plan-help-colleges\">spending tens of millions of dollars\u003c/a> to assist colleges in processing the applications.\u003c/p>\n\u003cfigure id=\"attachment_11975540\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11975540\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02.jpg\" alt=\"A closeup shot of a financial aid flyer.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003ccite>(Juliana Yamada/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Typically, students must commit to enrolling at a school by May 1, but the delay in getting students’ financial aid information to colleges is forcing many campuses to push back that deadline. Students, too, will be in a rush to compare financial aid award letters under a compressed schedule, a time typically reserved for calling campuses and seeking clarification before they pick the school they’ll attend.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.universityofcalifornia.edu/press-room/university-california-extends-commitment-deadline-first-year-students\">UC\u003c/a> and \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Extends-Intent-to-Register-Deadline-Due-to-Federal-Aid-Processing-Delays.aspx\">Cal States\u003c/a> will now allow students to confirm their enrollment by May 15, and some Cal States may push back the deadline even more. By then, students like Estrada hope to know what their financial aid packages will be.\u003c/p>\n\u003cp>“I want students that are going through the same experience as me to know that if we speak up, maybe we’ll get an answer,” Estrada said. The answer she seeks? “We’re gonna get the aid, you know, we’re gonna go to college.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The deadline for that state aid is April 2 for new students, a date set by \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB117#:~:text=SEC.%2022.,financial%20aid%20programs\">California law\u003c/a> that only the Legislature and Gov. Gavin Newsom can change.\u003c/p>\n\u003cp>“It makes me feel worried,” said Ashley Estrada, a high school senior at Diego Rivera Learning Complex in south Los Angeles. Estrada is a citizen, while both her parents are undocumented. She has a high GPA and aspires to attend UC Berkeley, UCLA, Dartmouth or another elite campus.\u003c/p>\n\u003cp>“I don’t know who to call,” said Estrada, whose parents earn little money. “Because I already talked to all the adults around me and everyone’s just telling me to wait, and they don’t have an answer for me.”\u003c/p>\n\u003cp>She has attended financial aid workshops but cannot complete the Free Application for Federal Student Aid, better known as FAFSA. She called the customer support line listed on the application, but the call disconnected, she said.\u003c/p>\n\u003cp>When parents without Social Security numbers try to fill out the application on behalf of their children, they get \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/fafsa-simplification-information/2024-25-fafsa-issue-alerts#:~:text=PARENT%20WITH%20NO%20SSN%20UNABLE%20TO%20START%20FAFSA%20FORM%20FOR%20STUDENT%20OR%20CONTRIBUTE%20TO%20AN%20EXISTING%20FORM\">an error message\u003c/a> that blocks them from continuing. Without the parental information, students cannot complete the FAFSA. California State University’s director of financial aid, Noelia Gonzalez, wrote in an email that U.S. Department of Education officials told the university that they “expect to have a fix prior to April 2.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>An Education Department spokesperson wouldn’t comment on the record about the matter.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The problem is new and emerged this year. Federal law only requires that the student applying for federal aid be a citizen or have \u003ca href=\"https://studentaid.gov/understand-aid/eligibility/requirements/non-us-citizens\">permanent status\u003c/a>, but in most cases, that aid is calculated based on parents’ or a \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/topics/fafsa-simplification-information/2024-25-fafsa-issue-alerts#:~:text=UNABLE%20TO%20ADD%20SPOUSE%20OR%20OTHER%20PARENT%20AS%20NON%2DREQUIRED%20CONTRIBUTOR%20IF%20SPOUSE%20OR%20OTHER%20PARENT%20DOES%20NOT%20HAVE%20SSN%20(Added%20Feb.%202%2C%202024)\">spouse’s\u003c/a> income information.\u003c/p>\n\u003ch2>The scale of the financial aid application fiasco\u003c/h2>\n\u003cp>Likely tens of thousands of California students are unable to complete the FAFSA because their parents aren’t citizens. Still, a firm number is impossible to calculate, said Jake Brymner, a deputy director with the California Student Aid Commission, the agency that oversees the state’s $3.4 billion financial aid program. He noted that last year, 108,000 students in California didn’t include their parents’ Social Security numbers in their FAFSA applications. That could be because the parents lacked one or they didn’t want to provide their numbers. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I am from a low-income area, and most of our parents are undocumented,” Estrada said. “I’m upset that we’re going through this.”\u003c/p>\n\u003cp>The typical low-income student caught in the federal technology imbroglio stands to lose as much as $14,000 in-state tuition waivers known as the \u003ca href=\"https://calmatters.org/education/higher-education/2023/10/cal-grant-2/\">Cal Grant\u003c/a> and $7,400 through the federal Pell Grant, plus the ability to borrow subsidized loans and other tools to afford college. Also on the line is a \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">state scholarship worth up to several thousand dollars\u003c/a> that also has an April 2 deadline.\u003c/p>\n\u003cp>“This is a major concern for the financial aid community across the country,” said Jose Aguilar, the financial aid director for UC Riverside.\u003c/p>\n\u003ch2>Possible state grant fix\u003c/h2>\n\u003cp>While state policymakers cannot do anything about students locked out of federal aid, the state’s Student Aid Commission is considering a workaround for accessing state grants and scholarships. The idea is to permit affected students to complete the state financial aid application reserved for undocumented students and other noncitizens who aren’t eligible for federal support. That form is called the \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/undocumented-students-california/\">California Dream Act Application\u003c/a>, one that tens of thousands of undocumented students already use. The commission \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">does not share information\u003c/a> in the Dream Act application with the federal government or with immigration authorities.\u003c/p>\n\u003cp>The aid commission is conferring with state universities about this proposal. But that fix will “create a lot of confusion for these students,” said Aguilar. He worries that if the students whose parents don’t have Social Security numbers complete the Dream Act application, they won’t realize they’ll also have to submit the FAFSA when the Biden administration fixes the problem. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> “In many cases, these students might end up not receiving the full aid they are eligible for,” he said.\u003c/p>\n\u003cp>Both he and Cal State’s systemwide director of financial aid, Gonzalez, said the state should extend the deadline for the Cal Grant. Aguilar added that the Student Aid Commission could also identify students who missed the Cal Grant deadline because their parents aren’t citizens and allow them to submit an appeal.\u003c/p>\n\u003cp>Gonzales didn’t weigh in on whether it’s a good idea to open the Dream Act application to citizens whose parents aren’t. But if that happens, she would want the Student Aid Commission to contact those students to “submit a FAFSA as soon as the process is available.”\u003c/p>\n\u003ch2>Enrollment worries\u003c/h2>\n\u003cp>While some wealthy private colleges can probably provide students with financial aid packages to make up for any loss in federal or state support, most students rely on public dollars to afford their education.\u003c/p>\n\u003cp>Students who start school this fall will have until June 30, 2025, to submit their FAFSA applications for the 2024–25 academic year. By then, the federal government is likely to find a solution, said Cal State’s Gonzalez. Some in the California financial aid community fear that if these mixed-status students don’t get their federal aid processed by the time school starts, they won’t enroll.\u003c/p>\n\u003cp>“That is a concern,” said Aguilar of UC Riverside. “Our staff will be trained to be sensitive to this student population, encouraging them to complete the FAFSA.” \u003c/p>\u003c/div>",
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"content": "‘I don’t believe there is enough information out there to help the thousands of students who need that support in the class of 2024.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>If no fix emerges before students enroll this fall, Aguilar plans to temporarily cover the loss of the Pell Grant with UC’s internal aid. The university will give students deadlines to complete the FAFSA once the problems with it are fixed. If students don’t complete the FAFSA, they will be stuck with a bill equal to the amount of Pell money UC Riverside provided.\u003c/p>\n\u003cp>To him, a larger issue “is that these students will lose out on federal work-study and federal student subsidized loans” for 2024–25 if they cannot complete their FAFSA by the start of the fall term, he said. While his office can backfill a Pell Grant temporarily, he cannot do that with loans, which students with slightly higher parental incomes rely on to pay for housing and other expenses.\u003c/p>\n\u003cp>“I don’t believe there is enough information out there to help the thousands of students who need that support in the class of 2024,” said Erica Rosales, who runs College Match, a program that identifies low-income high school students with high GPAs in the Los Angeles area and prepares them to apply for the nation’s top colleges. Estrada, the Los Angeles student, is a College Match member.\u003c/p>\n\u003cp>Marcos Montes is a policy director for the Southern California College Attainment Network, an umbrella group of nonprofits. He was helping a student and her undocumented mother apply for FAFSA, to no avail. The student grew frustrated that she may not qualify for any financial aid.\u003c/p>\n\u003cp>Montes tried to instill hope. “I just had to relay my message that this is a temporary problem,” he said. His message to that family was, “Don’t give up on those thousands of dollars of financial aid that you’re eligible for.”\u003c/p>\n\u003ch2>Other FAFSA problems\u003c/h2>\n\u003cp>The current problem is the result of changes that the U.S. Department of Education made to FAFSA late last year to simplify it for parents and students. But the overhauled form, a response to \u003ca href=\"https://studentaid.gov/help-center/answers/article/fafsa-simplification-act\">recent\u003c/a> federal \u003ca href=\"https://studentaid.gov/sites/default/files/future-act-fact-sheet.pdf\">laws\u003c/a>, has wreaked havoc on a wider scale for different reasons, causing headaches for the Biden administration and colleges.\u003c/p>\n\u003cp>The new FAFSA debuted months later than the application start date in past years. Colleges will only start receiving students’ financial aid information from the Education Department in March, also months later than normal. That’ll create a huge bottleneck for colleges that have to analyze the financial information of thousands of admitted students and then send them individualized financial aid packages by late spring. The department is \u003ca href=\"https://www.insidehighered.com/news/government/student-aid-policy/2024/02/06/after-fafsa-backlash-ed-has-plan-help-colleges\">spending tens of millions of dollars\u003c/a> to assist colleges in processing the applications.\u003c/p>\n\u003cfigure id=\"attachment_11975540\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11975540\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02.jpg\" alt=\"A closeup shot of a financial aid flyer.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/CMFinancialAid02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003ccite>(Juliana Yamada/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Typically, students must commit to enrolling at a school by May 1, but the delay in getting students’ financial aid information to colleges is forcing many campuses to push back that deadline. Students, too, will be in a rush to compare financial aid award letters under a compressed schedule, a time typically reserved for calling campuses and seeking clarification before they pick the school they’ll attend.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.universityofcalifornia.edu/press-room/university-california-extends-commitment-deadline-first-year-students\">UC\u003c/a> and \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Extends-Intent-to-Register-Deadline-Due-to-Federal-Aid-Processing-Delays.aspx\">Cal States\u003c/a> will now allow students to confirm their enrollment by May 15, and some Cal States may push back the deadline even more. By then, students like Estrada hope to know what their financial aid packages will be.\u003c/p>\n\u003cp>“I want students that are going through the same experience as me to know that if we speak up, maybe we’ll get an answer,” Estrada said. The answer she seeks? “We’re gonna get the aid, you know, we’re gonna go to college.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Optometrists at University of California campuses started a two-day strike on Tuesday over what they call labor law violations by their employer during negotiations for salaries and benefits. Hundreds of patients with appointments this week may have to reschedule.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/file/d/1HhlJjh9pipFhzWpXzBHW3VEY4vUUporQ/view\">work stoppage\u003c/a> comes as UC and the University Professional and Technical Employees, Communication Workers of America Local 9119, have failed over a year to agree on the terms of employment for more than 80 optometrists who joined the union in 2022. Both parties have recently filed unfair labor practice charges against each other with state regulators.[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Nicole Mercho, optometrist, UCSF Health\"]‘We love our patients. But it just feels like this strike is the only option that we have left.’[/pullquote]\u003c/p>\n\u003cp>Union representatives said noncompetitive compensation and lack of career growth opportunities contribute to the recruitment of new talent and retention problems.\u003c/p>\n\u003cp>As a result, at UCSF Health, one of the nation’s top-ranked ophthalmology hospitals, some patients wait six to eight months for an appointment, said Dr. Nicole Mercho, 29, who works at the hospital’s Glaucoma Clinic.\u003c/p>\n\u003cp>UCSF optometrists, who see about 12 to 14 patients daily on a regular schedule, manage a variety of ocular diseases and eye infections in patients often referred to the hospital from as far away as Eureka, Modesto and Stockton.\u003c/p>\n\u003cp>“We love our patients. But it just feels like this strike is the only option that we have left,” Mercho said. “It’s very frustrating that UC has not really bargained in good faith. They’re kind of dragging their feet. They are not taking it seriously.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A spokesperson for UC told KQED that each location would handle notifications for impacted patients by the work stoppage.\u003c/p>\n\u003cp>Since January 2023, the union and UC representatives have met nearly a dozen times to work through issues to integrate the newly represented optometrists into an existing contract agreement that covers 6,500 \u003ca href=\"https://ucnet.universityofcalifornia.edu/labor/bargaining-units/hx/index.html\">health care professional unit members\u003c/a>. But that process has come to a standstill, according to union representatives.\u003c/p>\n\u003cp>Last month, the union took its case to the California Public Employment Relations Board, \u003ca href=\"https://drive.google.com/file/d/1L11KqGzxt-O3EyMGns9lsuOCYjhqiPB5/view\">accusing\u003c/a> the university of violations that include refusing to disclose “essential” data for bargaining on wages and withholding contact information for new unit members for months.\u003c/p>\n\u003cfigure id=\"attachment_11974804\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11974804\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth.jpg\" alt=\"The exterior shot of the UCSF Health building in San Francisco.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The outside of UCSF Health, one of the nation’s top-ranked ophthalmology hospitals. \u003ccite>(Smith Collection/Gado/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Matias Campos, executive vice president at UPTE CWA Local 9119, said UC’s conduct undermines collective bargaining.\u003c/p>\n\u003cp>“We all have an interest in making sure that large public employers like the University of California are conducting themselves in an appropriate manner under labor law,” Campos told KQED. “And if a public institution like the university, that is subject to oversight, [and a] recipient of a tremendous amount of public resources, thinks that they can get away with committing unfair labor practices at the bargaining table, that should be alarming to every worker in California and every taxpayer in California.”[aside tag=\"uc-strike,union\" label=\"More Related Coverage\"]\u003c/p>\n\u003cp>UC responded by filing its own unfair labor practice \u003ca href=\"https://s3.documentcloud.org/documents/24409156/2024-02-02-uc-v-upte-perb.pdf\">charges\u003c/a> against UPTE CWA Local 9119 last week, rejecting the union’s accusations.\u003c/p>\n\u003cp>The university argued that it is simply insisting that the terms of a collective bargaining agreement that already applies to healthcare professionals in the unit also apply to optometrists and that this week’s work stoppage represented an “unlawful pre-impasse strike.”\u003c/p>\n\u003cp>“The University of California respects the rights of employees to organize and is committed to good-faith bargaining across our system with unions, including the University Professional and Technical Employees Union (UPTE),” said a UC spokesperson in a statement. “The University believes the planned UPTE action related to this limited group of employees is an unlawful exercise by the union.”\u003c/p>\n\u003cp>The spokesperson added that the two parties had reached tentative agreements on incentive compensation and other issues during the bargaining process.\u003c/p>\n\u003cp>The San Francisco Board of Supervisors is scheduled to vote Tuesday on \u003ca href=\"https://sfgov.legistar.com/LegislationDetail.aspx?ID=6503388&GUID=DC407C91-30E9-4BAA-A937-277B932BD49A\">a resolution\u003c/a>, sponsored by six members, supporting UPTE-CWA Local 9119 optometrists and urging UC’s administration to swiftly reach an agreement that recognizes the issues raised by the employees.\u003c/p>\n\u003cp>Optometrists plan to hold a picket line outside UC medical centers in San Francisco, Los Angeles, San Diego and Davis. San Francisco Supervisors Dean Preston and Hillary Ronen are expected to speak at a strike rally on Wednesday at UCSF.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A spokesperson for UC told KQED that each location would handle notifications for impacted patients by the work stoppage.\u003c/p>\n\u003cp>Since January 2023, the union and UC representatives have met nearly a dozen times to work through issues to integrate the newly represented optometrists into an existing contract agreement that covers 6,500 \u003ca href=\"https://ucnet.universityofcalifornia.edu/labor/bargaining-units/hx/index.html\">health care professional unit members\u003c/a>. But that process has come to a standstill, according to union representatives.\u003c/p>\n\u003cp>Last month, the union took its case to the California Public Employment Relations Board, \u003ca href=\"https://drive.google.com/file/d/1L11KqGzxt-O3EyMGns9lsuOCYjhqiPB5/view\">accusing\u003c/a> the university of violations that include refusing to disclose “essential” data for bargaining on wages and withholding contact information for new unit members for months.\u003c/p>\n\u003cfigure id=\"attachment_11974804\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11974804\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth.jpg\" alt=\"The exterior shot of the UCSF Health building in San Francisco.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/UCSFHealth-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The outside of UCSF Health, one of the nation’s top-ranked ophthalmology hospitals. \u003ccite>(Smith Collection/Gado/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Matias Campos, executive vice president at UPTE CWA Local 9119, said UC’s conduct undermines collective bargaining.\u003c/p>\n\u003cp>“We all have an interest in making sure that large public employers like the University of California are conducting themselves in an appropriate manner under labor law,” Campos told KQED. “And if a public institution like the university, that is subject to oversight, [and a] recipient of a tremendous amount of public resources, thinks that they can get away with committing unfair labor practices at the bargaining table, that should be alarming to every worker in California and every taxpayer in California.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC responded by filing its own unfair labor practice \u003ca href=\"https://s3.documentcloud.org/documents/24409156/2024-02-02-uc-v-upte-perb.pdf\">charges\u003c/a> against UPTE CWA Local 9119 last week, rejecting the union’s accusations.\u003c/p>\n\u003cp>The university argued that it is simply insisting that the terms of a collective bargaining agreement that already applies to healthcare professionals in the unit also apply to optometrists and that this week’s work stoppage represented an “unlawful pre-impasse strike.”\u003c/p>\n\u003cp>“The University of California respects the rights of employees to organize and is committed to good-faith bargaining across our system with unions, including the University Professional and Technical Employees Union (UPTE),” said a UC spokesperson in a statement. “The University believes the planned UPTE action related to this limited group of employees is an unlawful exercise by the union.”\u003c/p>\n\u003cp>The spokesperson added that the two parties had reached tentative agreements on incentive compensation and other issues during the bargaining process.\u003c/p>\n\u003cp>The San Francisco Board of Supervisors is scheduled to vote Tuesday on \u003ca href=\"https://sfgov.legistar.com/LegislationDetail.aspx?ID=6503388&GUID=DC407C91-30E9-4BAA-A937-277B932BD49A\">a resolution\u003c/a>, sponsored by six members, supporting UPTE-CWA Local 9119 optometrists and urging UC’s administration to swiftly reach an agreement that recognizes the issues raised by the employees.\u003c/p>\n\u003cp>Optometrists plan to hold a picket line outside UC medical centers in San Francisco, Los Angeles, San Diego and Davis. San Francisco Supervisors Dean Preston and Hillary Ronen are expected to speak at a strike rally on Wednesday at UCSF.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "California Revisits College Degree Requirements for Some Government Jobs",
"headTitle": "California Revisits College Degree Requirements for Some Government Jobs | KQED",
"content": "\u003cp>Many California government jobs don’t require a college degree. That list may grow longer as agencies face a rise in job vacancies.\u003c/p>\n\u003cp>Over the past decade, California cities, counties and the state government have been changing the job descriptions for thousands of employees — either by removing the requirement for a high school, college or graduate-level degree or by detailing alternative ways that candidates can gain the same skills. Studies show these changes can benefit workers and employers.\u003c/p>\n\u003cp>For instance, janitors no longer need a high school degree to work for the state and staff services analysts, who help administer many of the state’s programs, no longer need a bachelor’s degree.\u003c/p>\n\u003cp>But while state leaders and scholars agree about the need for more of these changes, they disagree about the best or fastest way to do it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Further action is possible,” wrote Gov. Gavin Newsom last year in an \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.31.23-Career-Education-Executive-Order.pdf\">executive order\u003c/a> about career education. In it, he explicitly asked the California Department of Human Resources to make re-evaluating education requirements a higher priority.\u003c/p>\n\u003cp>The governor’s order came after at least 15 states had already enacted similar or more aggressive changes to their hiring practices.\u003c/p>\n\u003cp>Last year, Assemblymember \u003ca href=\"https://calmatters.org/legislator-tracker/rebecca-bauer-kahan-1978/\">Rebecca Bauer-Kahan\u003c/a>, a Democrat from Orinda, proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1693\">Assembly Bill 1693\u003c/a>, which would have put California on par with many other states by making education requirements the exception, rather than the norm, for state employees. “There is no reason for California to have an arbitrary barrier to access these good-paying jobs that benefit our state,” she said. [pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Rebecca Bauer-Kahan\"]‘There is no reason for California to have an arbitrary barrier to access these good-paying jobs that benefit our state.’[/pullquote]But earlier this month, that bill died in the Assembly Appropriations Committee. Another, more limited bill by state Sen. \u003ca href=\"https://calmatters.org/legislator-tracker/rosilicie-ochoa-bogh-1972/\">Rosilicie Ochoa Bogh\u003c/a>, a Republican from Redlands, was introduced on the same day. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB943\">Senate Bill 943\u003c/a> would \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB943\">waive bachelor’s degree requirements for certain veterans\u003c/a>.\u003c/p>\n\u003cp>Since 2015, the state’s human resources department has changed the requirements for \u003ca href=\"https://twitter.com/CAgovernor/status/1752009933191835968?s=20\">nearly 170 kinds of jobs,\u003c/a> which represent about 27,000 people. Bauer-Kahan’s bill would have forced the state to reevaluate the remaining 2,600 other kinds of state jobs over the next year, which represent roughly 200,000 more people, said Camille Travis, a spokesperson for the state’s human resources department. She said the state does not know the number of jobs that currently require a degree because most jobs offer multiple ways for candidates to qualify.\u003c/p>\n\u003cp>“We’re not going to do it overnight,” said Monica Erickson, the department’s chief deputy director. She said that changing the job descriptions can be “extremely complex,” requiring input or approval from other state agencies, the State Personnel Board and unions, if applicable. A legislative committee analysis of the bill said it would cost more than $1 million to hire the human resources staff to process all the job changes.\u003c/p>\n\u003ch2>Solving a ‘hiring crisis’\u003c/h2>\n\u003cp>Often, degrees are used as a proxy for certain skills, such as communication, teamwork and computer literacy, according to a 2022 \u003ca href=\"https://static1.squarespace.com/static/6197797102be715f55c0e0a1/t/6202bda7f1ceee7b0e9b7e2f/1644346798760/The+Emerging+Degree+Reset+%2822.02%29Final.pdf\">report\u003c/a> by the Burning Glass Institute, a nonprofit research organization. Removing degree requirements widens the pool of potential applicants, making it easier to recruit more diverse talent, the report said.\u003c/p>\n\u003cp>At the online job site ZipRecruiter, the benefits are already evident, said Julia Pollak, the company’s chief economist. A 2023 ZipRecruiter \u003ca href=\"https://www.ziprecruiter-research.org/annual-employer-survey/beyond-degrees-rethinking-qualifications-in-the-skills-first-era\">survey\u003c/a> of more than 2,000 employers found that 72% were prioritizing skills over degrees and 45% had gotten rid of degree requirements in some roles in the previous year. [aside label='More on Education' tag='education']Large companies, especially those in the tech sector, have been vocal about the need for skill-based hiring. IBM said it cut bachelor’s degree requirements from \u003ca href=\"https://www.ibm.com/policy/education-skills/#:~:text=This%20focus%20on,over%20specific%20degrees.\">more than half \u003c/a>of its U.S. job openings in 2021.\u003c/p>\n\u003cp>For many companies, these changes accelerated during the COVID-19 pandemic, when staffing shortages pushed employers to rethink their requirements.\u003c/p>\n\u003cp>“You don’t need any legislation to push the private sector to do it, but you do need legislation to allow the public sector to do it,” Pollak said.\u003c/p>\n\u003cp>Before the pandemic, the state’s job vacancy rate was just under 15%. Now it’s at 20%, Erickson said. The growing vacancy rate was the chief concern behind the bill, Bauer-Kahan said.\u003c/p>\n\u003cp>One reason for the high vacancy rate is that the number of state employees is growing. Since 2019, the state has added roughly 20,000 positions, an increase of more than 8%, according to Travis, a spokesperson for the state’s human resources department. The same challenges exist in county and city governments, which tend to face even higher vacancy rates, according to a \u003ca href=\"https://laborcenter.berkeley.edu/civil-service-vacancies-in-california-2022-2023/\">report\u003c/a> by the UC Berkeley Labor Center.\u003c/p>\n\u003cp>More than three-quarters of jobs in the county of San Diego don’t require a degree, a significant increase since the county started reassessing its jobs in 2022. Riverside County approved a motion to consider alternatives to degrees, although the county was unable to provide data before publication about what changes had been made.\u003c/p>\n\u003cp>As San Francisco faces an \u003ca href=\"https://civilgrandjury.sfgov.org/2022_2023/2023%20CGJ%20Report_Time%20to%20Get%20to%20Work%20-%20San%20Francisco's%20Hiring%20Crisis_062123.pdf\">“unprecedented hiring crisis,”\u003c/a> a spokesperson for the human resources department, Jack Hebb, said the city has changed the requirements for 267 out of 915 job classifications over the past 10 years. Roughly a quarter of those changes happened after the start of the pandemic, he said.\u003c/p>\n\u003ch2>Filling state government jobs in other ways\u003c/h2>\n\u003cp>Erickson said she believes that changing education requirements can promote equity by removing barriers and can “absolutely” help fill vacancies, but that it’s not a panacea. “People look at pay first,” she said. While the state offers better-than-average pay for many jobs, such as custodial work, other positions, such as police officers, pay below the average wage compared to\u003ca href=\"https://www.calhr.ca.gov/state-hr-professionals/Pages/2021-California-State-Employee-Total-Compensation-Dashboard.aspx\"> other workers across the state\u003c/a>.\u003c/p>\n\u003cp>The Service Employees International Union, SEIU, is concerned that some employers may change education requirements to lower wages, said Sandra Barreiro, a governmental relations advocate for SEIU. While Barreiro didn’t endorse Bauer-Kahan’s bill, the local service workers union representing public sector employees, SEIU Local 1000, did. [pullquote size=\"medium\" align=\"right\" citation=\"Sara Hinkley, policy research specialist and professor, UC Berkeley Labor Center\"]‘It may not meaningfully change who applies, and it may not meaningfully change who gets hired, but it’s worth doing if it’s changing the conversation about what these jobs require.’[/pullquote]Sara Hinkley, a professor at UC Berkeley and an author of the report on vacancies, said that changing degree requirements is “one small part” of the solution. “It may not meaningfully change who applies and it may not meaningfully change who gets hired, but it’s worth doing if it’s changing the conversation about what these jobs require,” she said.\u003c/p>\n\u003cp>Last year, a senior researcher at The Burning Glass Institute \u003ca href=\"https://www.linkedin.com/posts/gad-levanon-3b9b933_hiring-education-collegedegree-activity-7010971318510604289-y65Z?utm_source=share&utm_medium=member_ios\">posted\u003c/a> a new finding on LinkedIn regarding the institute’s earlier report. He found that, in reality, employers are hiring more people with college degrees, not fewer, even as they remove education requirements from job posts.\u003c/p>\n\u003cp>“Just changing the language of job postings doesn’t guarantee that you’re going to change who you hire,” said institute president Matt Sigelman.\u003c/p>\n\u003cp>Instead, he said the focus should be on analyzing what’s needed and cited IBM, which aggressively removed degree requirements for most positions, later re-introducing those requirements in a few jobs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many California government jobs don’t require a college degree. That list may grow longer as agencies face a rise in job vacancies.\u003c/p>\n\u003cp>Over the past decade, California cities, counties and the state government have been changing the job descriptions for thousands of employees — either by removing the requirement for a high school, college or graduate-level degree or by detailing alternative ways that candidates can gain the same skills. Studies show these changes can benefit workers and employers.\u003c/p>\n\u003cp>For instance, janitors no longer need a high school degree to work for the state and staff services analysts, who help administer many of the state’s programs, no longer need a bachelor’s degree.\u003c/p>\n\u003cp>But while state leaders and scholars agree about the need for more of these changes, they disagree about the best or fastest way to do it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Further action is possible,” wrote Gov. Gavin Newsom last year in an \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.31.23-Career-Education-Executive-Order.pdf\">executive order\u003c/a> about career education. In it, he explicitly asked the California Department of Human Resources to make re-evaluating education requirements a higher priority.\u003c/p>\n\u003cp>The governor’s order came after at least 15 states had already enacted similar or more aggressive changes to their hiring practices.\u003c/p>\n\u003cp>Last year, Assemblymember \u003ca href=\"https://calmatters.org/legislator-tracker/rebecca-bauer-kahan-1978/\">Rebecca Bauer-Kahan\u003c/a>, a Democrat from Orinda, proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1693\">Assembly Bill 1693\u003c/a>, which would have put California on par with many other states by making education requirements the exception, rather than the norm, for state employees. “There is no reason for California to have an arbitrary barrier to access these good-paying jobs that benefit our state,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But earlier this month, that bill died in the Assembly Appropriations Committee. Another, more limited bill by state Sen. \u003ca href=\"https://calmatters.org/legislator-tracker/rosilicie-ochoa-bogh-1972/\">Rosilicie Ochoa Bogh\u003c/a>, a Republican from Redlands, was introduced on the same day. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB943\">Senate Bill 943\u003c/a> would \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB943\">waive bachelor’s degree requirements for certain veterans\u003c/a>.\u003c/p>\n\u003cp>Since 2015, the state’s human resources department has changed the requirements for \u003ca href=\"https://twitter.com/CAgovernor/status/1752009933191835968?s=20\">nearly 170 kinds of jobs,\u003c/a> which represent about 27,000 people. Bauer-Kahan’s bill would have forced the state to reevaluate the remaining 2,600 other kinds of state jobs over the next year, which represent roughly 200,000 more people, said Camille Travis, a spokesperson for the state’s human resources department. She said the state does not know the number of jobs that currently require a degree because most jobs offer multiple ways for candidates to qualify.\u003c/p>\n\u003cp>“We’re not going to do it overnight,” said Monica Erickson, the department’s chief deputy director. She said that changing the job descriptions can be “extremely complex,” requiring input or approval from other state agencies, the State Personnel Board and unions, if applicable. A legislative committee analysis of the bill said it would cost more than $1 million to hire the human resources staff to process all the job changes.\u003c/p>\n\u003ch2>Solving a ‘hiring crisis’\u003c/h2>\n\u003cp>Often, degrees are used as a proxy for certain skills, such as communication, teamwork and computer literacy, according to a 2022 \u003ca href=\"https://static1.squarespace.com/static/6197797102be715f55c0e0a1/t/6202bda7f1ceee7b0e9b7e2f/1644346798760/The+Emerging+Degree+Reset+%2822.02%29Final.pdf\">report\u003c/a> by the Burning Glass Institute, a nonprofit research organization. Removing degree requirements widens the pool of potential applicants, making it easier to recruit more diverse talent, the report said.\u003c/p>\n\u003cp>At the online job site ZipRecruiter, the benefits are already evident, said Julia Pollak, the company’s chief economist. A 2023 ZipRecruiter \u003ca href=\"https://www.ziprecruiter-research.org/annual-employer-survey/beyond-degrees-rethinking-qualifications-in-the-skills-first-era\">survey\u003c/a> of more than 2,000 employers found that 72% were prioritizing skills over degrees and 45% had gotten rid of degree requirements in some roles in the previous year. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Large companies, especially those in the tech sector, have been vocal about the need for skill-based hiring. IBM said it cut bachelor’s degree requirements from \u003ca href=\"https://www.ibm.com/policy/education-skills/#:~:text=This%20focus%20on,over%20specific%20degrees.\">more than half \u003c/a>of its U.S. job openings in 2021.\u003c/p>\n\u003cp>For many companies, these changes accelerated during the COVID-19 pandemic, when staffing shortages pushed employers to rethink their requirements.\u003c/p>\n\u003cp>“You don’t need any legislation to push the private sector to do it, but you do need legislation to allow the public sector to do it,” Pollak said.\u003c/p>\n\u003cp>Before the pandemic, the state’s job vacancy rate was just under 15%. Now it’s at 20%, Erickson said. The growing vacancy rate was the chief concern behind the bill, Bauer-Kahan said.\u003c/p>\n\u003cp>One reason for the high vacancy rate is that the number of state employees is growing. Since 2019, the state has added roughly 20,000 positions, an increase of more than 8%, according to Travis, a spokesperson for the state’s human resources department. The same challenges exist in county and city governments, which tend to face even higher vacancy rates, according to a \u003ca href=\"https://laborcenter.berkeley.edu/civil-service-vacancies-in-california-2022-2023/\">report\u003c/a> by the UC Berkeley Labor Center.\u003c/p>\n\u003cp>More than three-quarters of jobs in the county of San Diego don’t require a degree, a significant increase since the county started reassessing its jobs in 2022. Riverside County approved a motion to consider alternatives to degrees, although the county was unable to provide data before publication about what changes had been made.\u003c/p>\n\u003cp>As San Francisco faces an \u003ca href=\"https://civilgrandjury.sfgov.org/2022_2023/2023%20CGJ%20Report_Time%20to%20Get%20to%20Work%20-%20San%20Francisco's%20Hiring%20Crisis_062123.pdf\">“unprecedented hiring crisis,”\u003c/a> a spokesperson for the human resources department, Jack Hebb, said the city has changed the requirements for 267 out of 915 job classifications over the past 10 years. Roughly a quarter of those changes happened after the start of the pandemic, he said.\u003c/p>\n\u003ch2>Filling state government jobs in other ways\u003c/h2>\n\u003cp>Erickson said she believes that changing education requirements can promote equity by removing barriers and can “absolutely” help fill vacancies, but that it’s not a panacea. “People look at pay first,” she said. While the state offers better-than-average pay for many jobs, such as custodial work, other positions, such as police officers, pay below the average wage compared to\u003ca href=\"https://www.calhr.ca.gov/state-hr-professionals/Pages/2021-California-State-Employee-Total-Compensation-Dashboard.aspx\"> other workers across the state\u003c/a>.\u003c/p>\n\u003cp>The Service Employees International Union, SEIU, is concerned that some employers may change education requirements to lower wages, said Sandra Barreiro, a governmental relations advocate for SEIU. While Barreiro didn’t endorse Bauer-Kahan’s bill, the local service workers union representing public sector employees, SEIU Local 1000, did. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Sara Hinkley, a professor at UC Berkeley and an author of the report on vacancies, said that changing degree requirements is “one small part” of the solution. “It may not meaningfully change who applies and it may not meaningfully change who gets hired, but it’s worth doing if it’s changing the conversation about what these jobs require,” she said.\u003c/p>\n\u003cp>Last year, a senior researcher at The Burning Glass Institute \u003ca href=\"https://www.linkedin.com/posts/gad-levanon-3b9b933_hiring-education-collegedegree-activity-7010971318510604289-y65Z?utm_source=share&utm_medium=member_ios\">posted\u003c/a> a new finding on LinkedIn regarding the institute’s earlier report. He found that, in reality, employers are hiring more people with college degrees, not fewer, even as they remove education requirements from job posts.\u003c/p>\n\u003cp>“Just changing the language of job postings doesn’t guarantee that you’re going to change who you hire,” said institute president Matt Sigelman.\u003c/p>\n\u003cp>Instead, he said the focus should be on analyzing what’s needed and cited IBM, which aggressively removed degree requirements for most positions, later re-introducing those requirements in a few jobs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Faced with an ongoing teacher shortage, many California arts education advocates have been \u003ca href=\"https://edsource.org/2024/career-technical-education-a-pathway-for-arts-educators/702962\">championing the use of career technical education (CTE)\u003c/a> to attract new arts teachers to help fulfill the \u003ca href=\"https://edsource.org/2023/behind-the-scenes-californias-new-arts-education-plans/694383\">state’s historic arts mandate\u003c/a>. The sticking point has been that the credential has only been applied to secondary classrooms, leaving elementary students out. [pullquote size=\"medium\" align=\"right\" citation=\"Abe Flores, deputy director of policy and programs at Create CA\"]‘I am concerned about having CTE teachers teaching a core subject like arts, math and science — mastering a subject doesn’t mean you can teach it.’[/pullquote]\u003c/p>\n\u003cp>That may change if Gov. Gavin Newsom’s initial \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">2024–25 state budget\u003c/a> becomes law. This proposal, subject to change in May, when the numbers are revised in response to shifting economic conditions and policy issues, calls for the Commission on Teacher Credentialing to create a new Elementary Arts and Music Education pathway for \u003ca href=\"https://www.cde.ca.gov/ci/ct/gi/ameindustrysector.asp\">career technical education teachers\u003c/a>. This expansion would allow more working artists to share their expertise with California students, a move many arts advocates praise.\u003c/p>\n\u003cp>“Newsom is paving the way for a more vibrant and well-rounded educational experience, fostering creativity and skill development at every stage,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Empowering CTE teachers with the ability to bring their expertise to elementary classrooms is a positive step that will enrich the artistic learning experience for young students.”\u003c/p>\n\u003cp>Expanding this credential into elementary schools might help recruit working artists, from musicians to animators, who are passionate about their craft into the school system, which is struggling to find staff in the wake of the pandemic.\u003c/p>\n\u003cp>“It’s really exciting,” said Austin Beutner, the former superintendent of Los Angeles Unified School District, who authored Proposition 28. He said the governor’s direction to the Commission on Teacher Credentialing about expanding the career technical education pathways for arts educators to include elementary schools “will help all 6 million children in public schools across California benefit from the additional funding Prop. 28 provides for arts education.”\u003c/p>\n\u003cp>While many arts advocates are excited, some also caution patience, given the exhaustive nature of the bureaucratic process. The budget may well undergo significant changes during the May revision, for example.\u003c/p>\n\u003cp>“Teaching artists will now have another pathway into employment at schools to meet the needs of Prop. 28,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the California Council on Teacher Education. But “knowing how state bureaucracies work and the laws that govern their actions, I don’t think this will produce any new teachers for at least two years, quite possibly more.”\u003c/p>\n\u003cp>One key concern has been whether artists have sufficient knowledge of best practices for younger children. Some are concerned that teaching third graders requires a different skill set than eighth graders, for instance.\u003c/p>\n\u003cp>“Elementary has different foundational considerations, including meeting young students’ developmental and reading needs,” said Letty Kraus, director of the California county superintendents’ statewide arts initiative. “The developmental piece is an important one.”\u003c/p>\n\u003cp>Kraus believes the state should solve the staffing problem by widening the existing arts educator pipeline.\u003c/p>\n\u003cp>“Rather than push CTE down into elementary, I think it is important to look at our existing credentialing system and consider how to increase statewide access to credentialing pathways, including virtual,” she said, “and also how to remove financial barriers and support credential candidates while they complete their student teaching.”\u003c/p>\n\u003cp>Some arts education experts warn that teaching a subject is not the same as practicing it.\u003c/p>\n\u003cp>“I am concerned about having CTE teachers teaching a core subject like arts, math and science — mastering a subject doesn’t mean you can teach it,” said Abe Flores, deputy director of policy and programs at Create CA, an advocacy group. “I know how to read, but it doesn’t mean I can adequately teach a student to read.”\u003c/p>\n\u003cp>Others say that the new credential should require adequate training in child development as well as pedagogical concerns.\u003c/p>\n\u003cp>“Since it is now in the CTC’s court, they will have to create a pathway that ensures preparedness,” Engdahl said. “A CTE credential requires classes in addition to industry experience, and the CTC should be looking at those classes closely.”\u003c/p>\n\u003cp>Engdahl has confidence that aspiring arts educators will apply due diligence to their professional development.\u003c/p>\n\u003cp>[aside tag=\"education, arts\" label=\"More Related Stories\"]“As for teacher preparedness, I am not really too concerned. When I was a teaching artist, and having worked with teaching artists for many years, I have noticed that their classroom preparedness is generally excellent.”\u003c/p>\n\u003cp>However, classrooms today are not what they were before the pandemic, and many children are coping with mental health issues as well as learning loss. That raises the stakes for all new teachers, Engdahl notes, not just arts educators.\u003c/p>\n\u003cp>“If there is an area of concern, it is in the changes in schools after COVID,” Engdahl said. “Students and schools are different now, and it is more challenging helping students to heal and learn.”\u003c/p>\n\u003cp>This urgency to adapt to shifting school needs is one reason Beutner believes change is called for.\u003c/p>\n\u003cp>“You have to meet the students where they are,” Beutner said. “You also have to meet the aspiring teachers where they are.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/gov-newsoms-budget-proposal-calls-for-expanding-arts-ed-pathway/704819\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That may change if Gov. Gavin Newsom’s initial \u003ca href=\"https://edsource.org/2024/gov-newsom-proposes-to-shield-schools-community-colleges-from-drop-in-state-revenue/703711\">2024–25 state budget\u003c/a> becomes law. This proposal, subject to change in May, when the numbers are revised in response to shifting economic conditions and policy issues, calls for the Commission on Teacher Credentialing to create a new Elementary Arts and Music Education pathway for \u003ca href=\"https://www.cde.ca.gov/ci/ct/gi/ameindustrysector.asp\">career technical education teachers\u003c/a>. This expansion would allow more working artists to share their expertise with California students, a move many arts advocates praise.\u003c/p>\n\u003cp>“Newsom is paving the way for a more vibrant and well-rounded educational experience, fostering creativity and skill development at every stage,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Empowering CTE teachers with the ability to bring their expertise to elementary classrooms is a positive step that will enrich the artistic learning experience for young students.”\u003c/p>\n\u003cp>Expanding this credential into elementary schools might help recruit working artists, from musicians to animators, who are passionate about their craft into the school system, which is struggling to find staff in the wake of the pandemic.\u003c/p>\n\u003cp>“It’s really exciting,” said Austin Beutner, the former superintendent of Los Angeles Unified School District, who authored Proposition 28. He said the governor’s direction to the Commission on Teacher Credentialing about expanding the career technical education pathways for arts educators to include elementary schools “will help all 6 million children in public schools across California benefit from the additional funding Prop. 28 provides for arts education.”\u003c/p>\n\u003cp>While many arts advocates are excited, some also caution patience, given the exhaustive nature of the bureaucratic process. The budget may well undergo significant changes during the May revision, for example.\u003c/p>\n\u003cp>“Teaching artists will now have another pathway into employment at schools to meet the needs of Prop. 28,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the California Council on Teacher Education. But “knowing how state bureaucracies work and the laws that govern their actions, I don’t think this will produce any new teachers for at least two years, quite possibly more.”\u003c/p>\n\u003cp>One key concern has been whether artists have sufficient knowledge of best practices for younger children. Some are concerned that teaching third graders requires a different skill set than eighth graders, for instance.\u003c/p>\n\u003cp>“Elementary has different foundational considerations, including meeting young students’ developmental and reading needs,” said Letty Kraus, director of the California county superintendents’ statewide arts initiative. “The developmental piece is an important one.”\u003c/p>\n\u003cp>Kraus believes the state should solve the staffing problem by widening the existing arts educator pipeline.\u003c/p>\n\u003cp>“Rather than push CTE down into elementary, I think it is important to look at our existing credentialing system and consider how to increase statewide access to credentialing pathways, including virtual,” she said, “and also how to remove financial barriers and support credential candidates while they complete their student teaching.”\u003c/p>\n\u003cp>Some arts education experts warn that teaching a subject is not the same as practicing it.\u003c/p>\n\u003cp>“I am concerned about having CTE teachers teaching a core subject like arts, math and science — mastering a subject doesn’t mean you can teach it,” said Abe Flores, deputy director of policy and programs at Create CA, an advocacy group. “I know how to read, but it doesn’t mean I can adequately teach a student to read.”\u003c/p>\n\u003cp>Others say that the new credential should require adequate training in child development as well as pedagogical concerns.\u003c/p>\n\u003cp>“Since it is now in the CTC’s court, they will have to create a pathway that ensures preparedness,” Engdahl said. “A CTE credential requires classes in addition to industry experience, and the CTC should be looking at those classes closely.”\u003c/p>\n\u003cp>Engdahl has confidence that aspiring arts educators will apply due diligence to their professional development.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“As for teacher preparedness, I am not really too concerned. When I was a teaching artist, and having worked with teaching artists for many years, I have noticed that their classroom preparedness is generally excellent.”\u003c/p>\n\u003cp>However, classrooms today are not what they were before the pandemic, and many children are coping with mental health issues as well as learning loss. That raises the stakes for all new teachers, Engdahl notes, not just arts educators.\u003c/p>\n\u003cp>“If there is an area of concern, it is in the changes in schools after COVID,” Engdahl said. “Students and schools are different now, and it is more challenging helping students to heal and learn.”\u003c/p>\n\u003cp>This urgency to adapt to shifting school needs is one reason Beutner believes change is called for.\u003c/p>\n\u003cp>“You have to meet the students where they are,” Beutner said. “You also have to meet the aspiring teachers where they are.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/gov-newsoms-budget-proposal-calls-for-expanding-arts-ed-pathway/704819\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "uc-regents-abandon-plan-to-open-campus-jobs-to-undocumented-students",
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"content": "\u003cp>The University of California regents voted Thursday to suspend consideration of a proposal that would have authorized the university to hire undocumented immigrant students who do not qualify for federal work authorization.\u003c/p>\n\u003cp>Instead, the regents offered an alternative plan that would expand educational opportunities modeled after the \u003ca href=\"https://www.californiavolunteers.ca.gov/californiansforall-college-corps/\">California College CORPS\u003c/a> program. The program exchanges tuition remission for volunteer work.\u003c/p>\n\u003cp>“We have concluded that the proposed legal pathway is not viable at this time and, in fact, carries significant risk for the institution and for those we serve,” UC President Michael Drake announced at the regents meeting.\u003c/p>\n\u003cfigure id=\"attachment_11973813\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11973813 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED.jpg\" alt=\"A bald person with glasses speaks into a microphone at a long table.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UC President Michael Drake (center) announces the Board of Regents’ decision to suspend consideration of a proposal to allow the university to hire undocumented students at a UC Board of Regents meeting at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If it were approved and found in violation of federal law, Drake said the university could be subject to civil fines, criminal penalties or debarment from federal contracting. The board voted to table consideration of the proposal until next year.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Karely Amaya Rios, UCLA graduate student and Opportunity for All lead organizer\"]‘Why do we have the system of separate-but-equal when we have undocumented students struggling and we have in our hands ways to help them?’[/pullquote]Organizers of the campaign for undocumented student employment expressed outrage and sadness at the announcement.\u003c/p>\n\u003cp>“Why do we have the system of separate-but-equal when we have undocumented students struggling, and we have in our hands, ways to help them?” said Karely Amaya Rios, a graduate student of public policy at UCLA and lead organizer for the Opportunity for All campaign, which lobbied the regents to consider the hiring proposal.\u003c/p>\n\u003cp>The proposal relied on a legal\u003ca href=\"https://law.ucla.edu/sites/default/files/PDFs/Center_for_Immigration_Law_and_Policy/Opportunity_for_All_Campaign_Law_Scholar_Sign-On_Letter.pdf\"> theory (PDF) \u003c/a>developed by the UCLA Center for Immigration Law and Policy and backed by 29 prominent legal scholars at other universities across the nation. It suggests that the 1986\u003ca href=\"https://crsreports.congress.gov/product/pdf/LSB/LSB10550\"> Immigration Reform and Control Act,\u003c/a> a federal law that bars employers from hiring undocumented people without legal work authorization, does not apply to employment by state governments. That’s because the U.S. Supreme Court has ruled that “if a federal law does not mention the states explicitly, that federal law does not bind state government entities,” according to UCLA scholars.\u003c/p>\n\u003cfigure id=\"attachment_11973796\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973796\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UCLA student Karely Amaya Rios (left) confronts UC Regent Member Ana Matosantos (right) on her vote at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under this legal theory, the University of California could hire undocumented immigrant students for campus jobs, such as graduate researchers and teaching assistants.\u003c/p>\n\u003cp>“The only real [legal] risk the university has is the federal government can sue in court to try to stop the program from running,” said Ahilan Arulanantham, a UCLA Law professor who helped advance the legal theory. “Nobody is going to jail or getting fined.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He argued that the regents have a moral obligation to expand work and education opportunities to all of the students.\u003c/p>\n\u003cp>There are 44,000 undocumented college students in California, including nearly 4,000 enrolled in the UC system.\u003c/p>\n\u003cp>Each year, an additional 14,000 undocumented students graduate high school in the state, but none can apply for the Deferred Action for Childhood Arrivals program, an Obama-era work authorization program for unauthorized immigrants who came to the United States with their parents as children.\u003c/p>\n\u003cfigure id=\"attachment_11973795\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11973795 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED.jpg\" alt=\"Several young people crying and hugging in an indoor setting.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students with the Opportunity for All campaign react to the University of California Regents’ vote to suspend consideration of a proposal to allow the university to hire undocumented students on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Though there are currently \u003ca href=\"https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles\">545,000 people covered by DACA\u003c/a>, in 2021, a federal judge in Texas ruled the program was unlawful and ordered the Biden Administration to stop accepting new applicants. The administration has appealed.\u003c/p>\n\u003cp>The state of California and the UC system have taken\u003ca href=\"https://www.universityofcalifornia.edu/student-success/undocumented-students#:~:text=Students%20on%20every%20campus%20are,applicable%20state%20and%20federal%20programs.\"> numerous steps\u003c/a> over the years to support undocumented students, offering them in-state tuition, access to financial aid and free legal support. In 2017, the University of California sued the Trump Administration to prevent it from terminating DACA, a case that went all the way to the U.S. Supreme Court.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student-led Opportunity for All campaign launched in the fall of 2022. It gained widespread support from both students and faculty. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://law.ucla.edu/sites/default/files/PDFs/Center_for_Immigration_Law_and_Policy/Opportunity_for_All_Faculty_Support_Letter.pdf\">\u003cspan style=\"font-weight: 400\">letter to the regents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, faculty members urged the campus leaders to make good on their 2023 promise to implement a plan that would expand educational opportunities to all UC students regardless of immigration status. Nearly 500 faculty members vowed “to hire undocumented students into educational employment positions for which they are qualified for once given authority to do so by the UC.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last May, the UC Regents\u003c/span>\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/may23/b2.pdf\">\u003cspan style=\"font-weight: 400\"> created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a working group\u003c/span>\u003cspan style=\"font-weight: 400\"> to consider the proposal and provide a path for implementation to University President Michael Drake. But after months of meetings, including with the leaders and legal scholars of the Opportunity for All campaign, the regents missed their self-imposed November deadline, with Drake citing legal concerns. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11973799\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973799\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UC Regent Designate Josiah Beharry (right) consoles a student with the Opportunity for All campaign at a UC Board of Regents meeting at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The legal considerations are numerous, and after several discussions with the stakeholders involved, we’ve concluded that it is in everyone’s best interest to continue to study the matter further,” Drake said during the November 17th regent meeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those legal concerns included pressure from the Biden Administration to reject the proposal, according to reports from \u003c/span>\u003ca href=\"https://www.politico.com/news/2024/01/24/biden-undocumented-immigrants-university-of-california-00137449\">\u003cspan style=\"font-weight: 400\">POLITICO.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional pushback came from \u003c/span>\u003ca href=\"https://cis.org/Oped/Sorry-UC-Federal-Law-Says-You-Cant-Hire-Undocumented-Students\">\u003cspan style=\"font-weight: 400\">Conservative legal scholars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and one \u003c/span>\u003ca href=\"https://www.scribd.com/document/646217319/Issa-letter-on-University-of-California-vote#\">\u003cspan style=\"font-weight: 400\">Republican lawmaker\u003c/span>\u003cspan style=\"font-weight: 400\">, who\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argued the university could risk losing federal funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside label=\"Related Stories\" postID=\"news_11969685,news_11971102,news_11970802\"]In a statement, UC officials said the university “engages with local, state, and federal partners on numerous issues concerning public education and for maintaining compliance with existing federal law.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student advocates say they believe the university is afraid of being sued by Donald Trump if he were to be reelected president. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The UC is hiding behind an election year and is hiding behind the threat of right wing extremism,” said Jeffry\u003c/span> \u003cspan style=\"font-weight: 400\">Umaña Muñoz an undergraduate student at UCLA and lead organizer of the Opportunity for All campaign. “When they have the power and the authority to stand up against it and sends a strong message, not just here in California, but across the country, that right wing extremism, that xenophobia can be defeated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Umaña Muñoz said he already participates in the California College CORPS. He says it’s not an equitable alternative to employment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It forces students to have to negotiate with financial aid on how much resources they’re eligible for,” said Umaña Muñoz.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says the Opportunity for All campaign will continue pushing for employment for all undocumented university students. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California regents voted Thursday to suspend consideration of a proposal that would have authorized the university to hire undocumented immigrant students who do not qualify for federal work authorization.\u003c/p>\n\u003cp>Instead, the regents offered an alternative plan that would expand educational opportunities modeled after the \u003ca href=\"https://www.californiavolunteers.ca.gov/californiansforall-college-corps/\">California College CORPS\u003c/a> program. The program exchanges tuition remission for volunteer work.\u003c/p>\n\u003cp>“We have concluded that the proposed legal pathway is not viable at this time and, in fact, carries significant risk for the institution and for those we serve,” UC President Michael Drake announced at the regents meeting.\u003c/p>\n\u003cfigure id=\"attachment_11973813\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11973813 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED.jpg\" alt=\"A bald person with glasses speaks into a microphone at a long table.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-11-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UC President Michael Drake (center) announces the Board of Regents’ decision to suspend consideration of a proposal to allow the university to hire undocumented students at a UC Board of Regents meeting at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If it were approved and found in violation of federal law, Drake said the university could be subject to civil fines, criminal penalties or debarment from federal contracting. The board voted to table consideration of the proposal until next year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Organizers of the campaign for undocumented student employment expressed outrage and sadness at the announcement.\u003c/p>\n\u003cp>“Why do we have the system of separate-but-equal when we have undocumented students struggling, and we have in our hands, ways to help them?” said Karely Amaya Rios, a graduate student of public policy at UCLA and lead organizer for the Opportunity for All campaign, which lobbied the regents to consider the hiring proposal.\u003c/p>\n\u003cp>The proposal relied on a legal\u003ca href=\"https://law.ucla.edu/sites/default/files/PDFs/Center_for_Immigration_Law_and_Policy/Opportunity_for_All_Campaign_Law_Scholar_Sign-On_Letter.pdf\"> theory (PDF) \u003c/a>developed by the UCLA Center for Immigration Law and Policy and backed by 29 prominent legal scholars at other universities across the nation. It suggests that the 1986\u003ca href=\"https://crsreports.congress.gov/product/pdf/LSB/LSB10550\"> Immigration Reform and Control Act,\u003c/a> a federal law that bars employers from hiring undocumented people without legal work authorization, does not apply to employment by state governments. That’s because the U.S. Supreme Court has ruled that “if a federal law does not mention the states explicitly, that federal law does not bind state government entities,” according to UCLA scholars.\u003c/p>\n\u003cfigure id=\"attachment_11973796\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973796\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-04-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UCLA student Karely Amaya Rios (left) confronts UC Regent Member Ana Matosantos (right) on her vote at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under this legal theory, the University of California could hire undocumented immigrant students for campus jobs, such as graduate researchers and teaching assistants.\u003c/p>\n\u003cp>“The only real [legal] risk the university has is the federal government can sue in court to try to stop the program from running,” said Ahilan Arulanantham, a UCLA Law professor who helped advance the legal theory. “Nobody is going to jail or getting fined.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He argued that the regents have a moral obligation to expand work and education opportunities to all of the students.\u003c/p>\n\u003cp>There are 44,000 undocumented college students in California, including nearly 4,000 enrolled in the UC system.\u003c/p>\n\u003cp>Each year, an additional 14,000 undocumented students graduate high school in the state, but none can apply for the Deferred Action for Childhood Arrivals program, an Obama-era work authorization program for unauthorized immigrants who came to the United States with their parents as children.\u003c/p>\n\u003cfigure id=\"attachment_11973795\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11973795 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED.jpg\" alt=\"Several young people crying and hugging in an indoor setting.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-06-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students with the Opportunity for All campaign react to the University of California Regents’ vote to suspend consideration of a proposal to allow the university to hire undocumented students on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Though there are currently \u003ca href=\"https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles\">545,000 people covered by DACA\u003c/a>, in 2021, a federal judge in Texas ruled the program was unlawful and ordered the Biden Administration to stop accepting new applicants. The administration has appealed.\u003c/p>\n\u003cp>The state of California and the UC system have taken\u003ca href=\"https://www.universityofcalifornia.edu/student-success/undocumented-students#:~:text=Students%20on%20every%20campus%20are,applicable%20state%20and%20federal%20programs.\"> numerous steps\u003c/a> over the years to support undocumented students, offering them in-state tuition, access to financial aid and free legal support. In 2017, the University of California sued the Trump Administration to prevent it from terminating DACA, a case that went all the way to the U.S. Supreme Court.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student-led Opportunity for All campaign launched in the fall of 2022. It gained widespread support from both students and faculty. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://law.ucla.edu/sites/default/files/PDFs/Center_for_Immigration_Law_and_Policy/Opportunity_for_All_Faculty_Support_Letter.pdf\">\u003cspan style=\"font-weight: 400\">letter to the regents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, faculty members urged the campus leaders to make good on their 2023 promise to implement a plan that would expand educational opportunities to all UC students regardless of immigration status. Nearly 500 faculty members vowed “to hire undocumented students into educational employment positions for which they are qualified for once given authority to do so by the UC.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last May, the UC Regents\u003c/span>\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/may23/b2.pdf\">\u003cspan style=\"font-weight: 400\"> created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a working group\u003c/span>\u003cspan style=\"font-weight: 400\"> to consider the proposal and provide a path for implementation to University President Michael Drake. But after months of meetings, including with the leaders and legal scholars of the Opportunity for All campaign, the regents missed their self-imposed November deadline, with Drake citing legal concerns. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11973799\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973799\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-UC-REGENTS-UNDOCUMENTED-WORK-MD-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">UC Regent Designate Josiah Beharry (right) consoles a student with the Opportunity for All campaign at a UC Board of Regents meeting at the UCSF Mission Bay Conference Center on Jan. 25, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The legal considerations are numerous, and after several discussions with the stakeholders involved, we’ve concluded that it is in everyone’s best interest to continue to study the matter further,” Drake said during the November 17th regent meeting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those legal concerns included pressure from the Biden Administration to reject the proposal, according to reports from \u003c/span>\u003ca href=\"https://www.politico.com/news/2024/01/24/biden-undocumented-immigrants-university-of-california-00137449\">\u003cspan style=\"font-weight: 400\">POLITICO.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional pushback came from \u003c/span>\u003ca href=\"https://cis.org/Oped/Sorry-UC-Federal-Law-Says-You-Cant-Hire-Undocumented-Students\">\u003cspan style=\"font-weight: 400\">Conservative legal scholars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and one \u003c/span>\u003ca href=\"https://www.scribd.com/document/646217319/Issa-letter-on-University-of-California-vote#\">\u003cspan style=\"font-weight: 400\">Republican lawmaker\u003c/span>\u003cspan style=\"font-weight: 400\">, who\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> argued the university could risk losing federal funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a statement, UC officials said the university “engages with local, state, and federal partners on numerous issues concerning public education and for maintaining compliance with existing federal law.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student advocates say they believe the university is afraid of being sued by Donald Trump if he were to be reelected president. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The UC is hiding behind an election year and is hiding behind the threat of right wing extremism,” said Jeffry\u003c/span> \u003cspan style=\"font-weight: 400\">Umaña Muñoz an undergraduate student at UCLA and lead organizer of the Opportunity for All campaign. “When they have the power and the authority to stand up against it and sends a strong message, not just here in California, but across the country, that right wing extremism, that xenophobia can be defeated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Umaña Muñoz said he already participates in the California College CORPS. He says it’s not an equitable alternative to employment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It forces students to have to negotiate with financial aid on how much resources they’re eligible for,” said Umaña Muñoz.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says the Opportunity for All campaign will continue pushing for employment for all undocumented university students. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "SFSU Faculty Union Rallies Against CSU Deal, Urges 'No' Vote",
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"content": "\u003cp>\u003cem>This report contains a clarification.\u003c/em>\u003c/p>\n\u003cp>Faculty members at San Francisco State University gathered on campus on Thursday to oppose the \u003ca href=\"https://www.kqed.org/news/11973267/csu-faculty-start-weeklong-strike-across-23-campuses-heres-what-to-know\">tentative agreement\u003c/a> reached by their union’s leadership with California State University. Faculty from other CSU campuses, including CSU East Bay and San José State, also joined the rally in support.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Brad Erickson, CFA chapter president, SFSU\"]‘Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust. Extending the contract another year without your input means waiting even longer to bargain for a better deal.’[/pullquote]A rally was planned for Thursday, which was meant to be the fourth day of a systemwide strike across all of the CSU’s 23 campuses.\u003c/p>\n\u003cp>But late Monday night, the California Faculty Association announced that it had reached a deal with the university and that the strike was over. Rather than cancel their planned rally, San Francisco faculty chose to use the opportunity \u003ca href=\"https://twitter.com/CFASF/status/1750275984958582810\">to speak out against the deal’s terms\u003c/a>, which many have called unsatisfactory.\u003c/p>\n\u003cp>“Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust,” said Brad Erickson, SF State’s union chapter president. “Extending the contract another year without your input means waiting even longer to bargain for a better deal.”\u003c/p>\n\u003cp>As recently as last Friday, union leaders were still insisting on pushing for a 12% salary increase. Their most recent official proposal demanded that increase be retroactive to last October. The union had also previously rejected an offer of a three-year deal with annual 5% raises. The first would have been retroactive to last July, and the next two would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years.\u003c/p>\n\u003cfigure id=\"attachment_11973756\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973756\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg\" alt=\"A person wearing a red t-shirt holds a cardboard sign in one hand and a trumpet in the other while standing on a grassy area in front of a group of people in mostly red attire.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, students and CFA union members form a ‘No’ in The Quad at San Francisco State University on Jan. 25, 2024, to urge a no vote on the tentative deal that ended this week’s California State University strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So some faculty members were disappointed when they learned that the union had accepted a deal for a 5% retroactive raise and 5% for the coming year, with the future raise including the same contingency language.\u003c/p>\n\u003cp>“A handful of leaders demonstrated a lack of faith in our ability to organize, and this is actually what really hurt a lot of us,” Erickson said. “They say that this is the best deal we could have gotten, but we’ll never know because we didn’t have the option to follow through.”\u003c/p>\n\u003cp>Mark Allan Davis, an associate professor of Africana Studies and member of the contract development and bargaining strategies committee, expressed a similar sentiment.\u003c/p>\n\u003cfigure id=\"attachment_11973741\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg\" alt=\"A person in a red shirt holds a fist in the air surrounded by other people mostly in red clothing.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tobin Galang, from the Metro College Success Program, cheers during a rally with the San Francisco State University chapter of the California Faculty Association at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The biggest disappointment in all of this is that … a few people did not believe that all the work that we were doing, and power that we were generating, and camaraderie and solidarity that was building, it wasn’t believed that it could be successful that whole week,” Davis said.\u003c/p>\n\u003cp>In a written statement, CFA statewide officials said, “Bargaining is an iterative process, and we did not secure everything that we wanted. This has led to disappointment among some of us but also excitement among many. We hope everyone understands that this deal is far beyond what CSU management initially proposed and what they imposed on us earlier this month.”\u003c/p>\n\u003cp>In order for the deal to be ratified, a majority of voting faculty members will need to vote for it. But some faculty are already indicating they plan to vote “no.”\u003c/p>\n\u003cfigure id=\"attachment_11973752\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973752\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco State University (SFSU) chapter of the California Faculty Association (CFA) holds a rally at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco State union chapter polled 360 of its members and 70% said they plan to vote “no,” while only 3% said they plan to vote “yes.”\u003c/p>\n\u003cp>“If you’re not satisfied with the tentative agreement, help organize the ‘no’ vote. And we’re starting that today,” Erickson said.\u003c/p>\n\u003cp>Online, responses to the news of the deal seemed to be \u003ca href=\"https://www.instagram.com/cfasfstate/\">mostly negative\u003c/a> as well.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11973267,news_11973199,news_11972172\"]Aside from the pay, faculty also said they were disappointed that the contract did not include language on course caps for lecturers or increasing the number of mental health counselors.\u003c/p>\n\u003cp>Karla Castillo, a clinical counselor at San Francisco State, said the university has only nine counselors for 23,000 students.\u003c/p>\n\u003cp>“We need more counselors as well as more tenure track counselors for our students now!” Castillo said. “Students can’t wait. Healing can’t wait. The mental health of students who are hurting mentally, emotionally can’t wait.”\u003c/p>\n\u003cp>While the union said the agreement includes language to “move toward” a ratio of one counselor per every 1,500 students, Castillo said that language has “no teeth.”\u003c/p>\n\u003cp>Faculty members ended the rally by standing on a field to form a massive “NO” to signal the union chapter’s intention to vote down the deal.\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">Jan. 26: This story includes a clarification on the details of two further raises proposed by the CSU for next year and the year after that would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years. A further clarification states that a 5% future raise in the tentative agreement for the coming year included the same contingency language.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A rally was planned for Thursday, which was meant to be the fourth day of a systemwide strike across all of the CSU’s 23 campuses.\u003c/p>\n\u003cp>But late Monday night, the California Faculty Association announced that it had reached a deal with the university and that the strike was over. Rather than cancel their planned rally, San Francisco faculty chose to use the opportunity \u003ca href=\"https://twitter.com/CFASF/status/1750275984958582810\">to speak out against the deal’s terms\u003c/a>, which many have called unsatisfactory.\u003c/p>\n\u003cp>“Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust,” said Brad Erickson, SF State’s union chapter president. “Extending the contract another year without your input means waiting even longer to bargain for a better deal.”\u003c/p>\n\u003cp>As recently as last Friday, union leaders were still insisting on pushing for a 12% salary increase. Their most recent official proposal demanded that increase be retroactive to last October. The union had also previously rejected an offer of a three-year deal with annual 5% raises. The first would have been retroactive to last July, and the next two would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years.\u003c/p>\n\u003cfigure id=\"attachment_11973756\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973756\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg\" alt=\"A person wearing a red t-shirt holds a cardboard sign in one hand and a trumpet in the other while standing on a grassy area in front of a group of people in mostly red attire.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, students and CFA union members form a ‘No’ in The Quad at San Francisco State University on Jan. 25, 2024, to urge a no vote on the tentative deal that ended this week’s California State University strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So some faculty members were disappointed when they learned that the union had accepted a deal for a 5% retroactive raise and 5% for the coming year, with the future raise including the same contingency language.\u003c/p>\n\u003cp>“A handful of leaders demonstrated a lack of faith in our ability to organize, and this is actually what really hurt a lot of us,” Erickson said. “They say that this is the best deal we could have gotten, but we’ll never know because we didn’t have the option to follow through.”\u003c/p>\n\u003cp>Mark Allan Davis, an associate professor of Africana Studies and member of the contract development and bargaining strategies committee, expressed a similar sentiment.\u003c/p>\n\u003cfigure id=\"attachment_11973741\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg\" alt=\"A person in a red shirt holds a fist in the air surrounded by other people mostly in red clothing.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tobin Galang, from the Metro College Success Program, cheers during a rally with the San Francisco State University chapter of the California Faculty Association at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The biggest disappointment in all of this is that … a few people did not believe that all the work that we were doing, and power that we were generating, and camaraderie and solidarity that was building, it wasn’t believed that it could be successful that whole week,” Davis said.\u003c/p>\n\u003cp>In a written statement, CFA statewide officials said, “Bargaining is an iterative process, and we did not secure everything that we wanted. This has led to disappointment among some of us but also excitement among many. We hope everyone understands that this deal is far beyond what CSU management initially proposed and what they imposed on us earlier this month.”\u003c/p>\n\u003cp>In order for the deal to be ratified, a majority of voting faculty members will need to vote for it. But some faculty are already indicating they plan to vote “no.”\u003c/p>\n\u003cfigure id=\"attachment_11973752\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973752\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco State University (SFSU) chapter of the California Faculty Association (CFA) holds a rally at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco State union chapter polled 360 of its members and 70% said they plan to vote “no,” while only 3% said they plan to vote “yes.”\u003c/p>\n\u003cp>“If you’re not satisfied with the tentative agreement, help organize the ‘no’ vote. And we’re starting that today,” Erickson said.\u003c/p>\n\u003cp>Online, responses to the news of the deal seemed to be \u003ca href=\"https://www.instagram.com/cfasfstate/\">mostly negative\u003c/a> as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Aside from the pay, faculty also said they were disappointed that the contract did not include language on course caps for lecturers or increasing the number of mental health counselors.\u003c/p>\n\u003cp>Karla Castillo, a clinical counselor at San Francisco State, said the university has only nine counselors for 23,000 students.\u003c/p>\n\u003cp>“We need more counselors as well as more tenure track counselors for our students now!” Castillo said. “Students can’t wait. Healing can’t wait. The mental health of students who are hurting mentally, emotionally can’t wait.”\u003c/p>\n\u003cp>While the union said the agreement includes language to “move toward” a ratio of one counselor per every 1,500 students, Castillo said that language has “no teeth.”\u003c/p>\n\u003cp>Faculty members ended the rally by standing on a field to form a massive “NO” to signal the union chapter’s intention to vote down the deal.\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">Jan. 26: This story includes a clarification on the details of two further raises proposed by the CSU for next year and the year after that would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years. A further clarification states that a 5% future raise in the tentative agreement for the coming year included the same contingency language.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools",
"headTitle": "Legislative Analyst’s Office Raises Doubts on Newsom’s $8 Billion Fix for Schools | KQED",
"content": "\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ken Kapphahn, principal fiscal and policy analyst, Legislative Analyst’s Office\"]‘Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year.’[/pullquote]In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>[aside postID=\"news_11969301,news_11972226,news_11936184\" label=\"Related Stories\"]Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "CSU Faculty and Staff Reach Tentative Agreement. Here's What it Includes",
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"content": "\u003cp>\u003cem>Updated 4:30 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>California State University faculty reached a tentative contract agreement with the university system late Monday, after just one day of a planned five-day strike for higher wages.\u003c/p>\n\u003cp>The roughly 29,000 professors, librarians, coaches and other workers across the nation’s largest university system who walked off the job Monday returned to work Tuesday morning.\u003c/p>\n\u003cp>The deal, which still needs to be ratified by the union members, “reflects the solidarity displayed by faculty, staff, and students across all 23 campuses,” the association statement said. “To all the hard-working faculty who have been organizing on the street and on campus, your efforts have earned this victory.”\u003c/p>\n\u003cp>“It caught everyone by surprise that a deal was made so soon,” said Kevin Pina, a lecturer for the Department of Communication at CSU East Bay and the California Faculty Association East Bay Lecturer Council Representative.\u003c/p>\n\u003cp>Pina said the deal includes the following:\u003c/p>\n\u003cul>\n\u003cli>A 5% general salary increase for all faculty, retroactive to July 1st, 2023.\u003c/li>\n\u003cli>A 5% general salary increase for all faculty on July 1st of this year, contingent on the state not reducing the base funding to the CSU.\u003c/li>\n\u003cli>A salary step increase of 2.65% (from 2024 through 2025).\u003c/li>\n\u003cli>Increase in paid parental leave from 6 to 10 weeks.\u003c/li>\n\u003c/ul>\n\u003cp>It also increases the minimum wage for the lowest-paid faculty, according to the union statement. CSU Chancellor Mildred García praised the agreement.\u003c/p>\n\u003cp>“I am extremely pleased and deeply appreciative that we have reached common ground with CFA that will end the strike immediately,” García said in a statement. “The agreement enables the CSU to fairly compensate its valued, world-class faculty while protecting the university system’s long-term financial sustainability.”\u003c/p>\n\u003cp>Kevin Wehr, a professor of sociology at CSU Sacramento and chair of the bargaining team for the CFA called it “an extraordinary and historic contract, settlement after a historic, system-wide 23-campus strike.”\u003c/p>\n\u003cp>He also emphasized the importance of raising the salary floor for some of the lowest-paid colleagues. If someone is working full time in the lowest range, they’re paid $55,000 a year, he said. But, most people working in this category are part-time employees. For those people, average pay is around $35,000 a year. “It’s a matter of economic justice. It’s a matter of equity. And it’s also a matter of getting the best faculty for the students of California,” Wehr said. “I’m incredibly proud that we were able to win this victory for our most precarious colleagues.”\u003c/p>\n\u003cp>Not everyone is content. “I would say that our campus is trending against,” said Brad Erickson, chapter president of the CFA at San Francisco State. Of the 254 people at today’s Zoom meeting, he said more than three-quarters were against it, about 20% were undecided, and just a couple of people were planning to vote yes.\u003c/p>\n\u003cp>“A raise of less than 10% is effectively a pay cut because of how much we’ve lost relative to rising cost of living,” Erickson said. “It feels like we hadn’t reached our power yet.” He heard from several members that they gave in too easily.\u003c/p>\n\u003cp>Many CSU faculty also took quickly to X (formerly Twitter) to lambast the deal, arguing it fell woefully short of what the union had been pushing for, and urging members to vote it down.\u003c/p>\n\u003cp>“5% is a paycut. This is a terrible ‘deal,’” Josh Davis, an SF State journalism professor, said in response to the union’s post announcing the agreement. “CSU faculty deserves stronger leadership.”\u003c/p>\n\u003cp>For Pina, the CFA East Bay Lecturer Council Representative, it was “more a question of the recognition of the strength that we had, the numbers that we had, and the large number of faculty who respected the strike and did not teach.” After the pandemic “derailed a lot of what we considered normal,” he sees this as “a glimmer of hope.”\u003c/p>\n\u003cp>“Do I feel as if my union betrayed me? No. Could we have gotten a better deal? Who knows? We didn’t go there,” Pina said.\u003c/p>\n\u003cp>Pina also added that there are larger structural problems the union can’t solve, “The biggest problem is that the board of trustees that oversee the policymaking for the 23 campus system are political appointees,” he said. “You’ve got people who are business managers running a public institution.”\u003c/p>\n\u003cp>Monday’s massive walkout came two weeks after \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-faculty-strike-58c2a46fb4f532992c1a3c4754e1f7de\">CSU officials ended contract negotiations\u003c/a> with a unilateral offer starting with a 5% pay raise this year, effective Jan. 31, far below the 12% hike that the union was seeking.[pullquote size=\"medium\" align=\"right\" citation=\"Victoria Wilson, political science lecturer, Cal State Northridge in Los Angeles\"]‘We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus.’[/pullquote]Victoria Wilson, a part-time political science lecturer who picketed in the rain at Cal State Northridge in Los Angeles, said her salary fluctuates from semester to semester, which impedes her long-term financial goals.\u003c/p>\n\u003cp>“We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus,” Wilson said.\u003c/p>\n\u003cp>Another 1,100 CSU plumbers, electricians and other skilled trades workers represented by the Teamsters Local 2010 had planned to join the striking faculty but reached their own agreement with the university late Friday.\u003c/p>\n\u003cp>Some students joined the picket lines on Monday to show their support.\u003c/p>\n\u003cfigure id=\"attachment_11973266\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973266\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faculty and staff at California State University, East Bay, strike outside the university in Hayward on Jan. 22, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach student Gabriela Alvarez said she joined the demonstration outside the university to support her professors and to reject \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-deficit-tuition-hike-billion-2e8fc00c9cf88f11e910932a09f336df#:~:text=The%20university's%20governing%20board%20voted,students%20will%20be%20paying%20%247%2C682.\">tuition hikes that will start this fall\u003c/a>.\u003c/p>\n\u003cp>“It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices,” Alvarez said. [pullquote size=\"medium\" align=\"right\" citation=\"Gabriela Alvarez, student, Cal State Long Beach\"]‘It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices.’[/pullquote]“I’m not going to be able to afford next semester if they go through with the tuition spikes,” she added.\u003c/p>\n\u003cp>Senior Roxanne Washington is a little worried about catching up with her in-person classes, but like Eng and Alvarez, she supports the teachers’ demand for a 12% wage increase.\u003c/p>\n\u003cp>“Honestly, I think that it’s good for the professors and themselves,” Washington said. “But for the students, I think that if they were planning on doing the strike, they could have prepared a little bit better, like assigning homework or classwork ahead of time.”\u003c/p>\n\u003cp>Cal State Chancellor Mildred Garcia said Friday in a video call with journalists that the university system had sought to avoid a strike, but the union’s salary demands were simply not viable.\u003c/p>\n\u003cp>“We must work within our financial reality,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11973263\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student Clay Magbojos joins faculty and staff at California State University, East Bay, to strike outside the university in Hayward on Jan. 22, 2024, over wages and working conditions. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, CFA members staged \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-strike-universities-faculty-wages-f20ad3909f7c8360f6fb371a81b5d717\">one-day walkouts on four campuses\u003c/a> in Los Angeles, Pomona, Sacramento and San Francisco to press for higher pay, more manageable workloads and increased parental leave.\u003c/p>\n\u003cp>The union insisted the university has money in its “flush reserve accounts” and could afford the salary increases with funds from operating cash surpluses.\u003c/p>\n\u003cp>Whether the university system can go higher has also been a topic of debate. A financial analyst hired by the union to independently assess the university’s finances found that CSU had regular annual surpluses, high levels of reserves and a commitment from the state government to increase annual funding through 2025.\u003c/p>\n\u003cp>University administrators, however, argue that the analysis was flawed. They say the majority of funds identified by the analyst have to be allocated to specific purposes and cannot be rerouted to salaries.\u003c/p>\n\u003cp>“We have about $766 million in emergency reserves,” said Leora Freedman, the CSU’s vice chancellor for human resources, during a press conference last week. “These emergency reserves could keep our campuses in operation for about 30 days. That is far below the university’s board policy and national best practices on reserves, which is that a university should have enough funds to cover at least three to six months of operations.”\u003c/p>\n\u003cp>The increase the union is seeking would cost the system $380 million in new recurring spending, which the university can’t afford, Freedman said. [aside postID=news_11972719 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1352-CM-copy-1020x680.jpg']Meanwhile, Cal State Los Angeles student Katerina Navarro said she supports the strike. Monday was the first day of classes in her nursing program, and she was surprised her classes were not canceled.\u003c/p>\n\u003cp>“Some more money needs to be invested in salaries and educational resources because people in education are severely underpaid for the work they do,” said Navarro, who noted she was underpaid when she worked as a teacher abroad. Both her mother and sister are teachers.\u003c/p>\n\u003cp>The past year has seen lots of labor activity in the country as \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> picketed for better pay and working conditions.\u003c/p>\n\u003cp>In California, new laws have granted workers \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a> as well as increased wages for \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>In 2022, teaching assistants and graduate student workers in the \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/business-education-california-strikes-16a970385bf508a119ac4e0722b00422\">University of California System\u003c/a> went on strike for a month, disrupting classes as the fall semester ended.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> and \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 4:30 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>California State University faculty reached a tentative contract agreement with the university system late Monday, after just one day of a planned five-day strike for higher wages.\u003c/p>\n\u003cp>The roughly 29,000 professors, librarians, coaches and other workers across the nation’s largest university system who walked off the job Monday returned to work Tuesday morning.\u003c/p>\n\u003cp>The deal, which still needs to be ratified by the union members, “reflects the solidarity displayed by faculty, staff, and students across all 23 campuses,” the association statement said. “To all the hard-working faculty who have been organizing on the street and on campus, your efforts have earned this victory.”\u003c/p>\n\u003cp>“It caught everyone by surprise that a deal was made so soon,” said Kevin Pina, a lecturer for the Department of Communication at CSU East Bay and the California Faculty Association East Bay Lecturer Council Representative.\u003c/p>\n\u003cp>Pina said the deal includes the following:\u003c/p>\n\u003cul>\n\u003cli>A 5% general salary increase for all faculty, retroactive to July 1st, 2023.\u003c/li>\n\u003cli>A 5% general salary increase for all faculty on July 1st of this year, contingent on the state not reducing the base funding to the CSU.\u003c/li>\n\u003cli>A salary step increase of 2.65% (from 2024 through 2025).\u003c/li>\n\u003cli>Increase in paid parental leave from 6 to 10 weeks.\u003c/li>\n\u003c/ul>\n\u003cp>It also increases the minimum wage for the lowest-paid faculty, according to the union statement. CSU Chancellor Mildred García praised the agreement.\u003c/p>\n\u003cp>“I am extremely pleased and deeply appreciative that we have reached common ground with CFA that will end the strike immediately,” García said in a statement. “The agreement enables the CSU to fairly compensate its valued, world-class faculty while protecting the university system’s long-term financial sustainability.”\u003c/p>\n\u003cp>Kevin Wehr, a professor of sociology at CSU Sacramento and chair of the bargaining team for the CFA called it “an extraordinary and historic contract, settlement after a historic, system-wide 23-campus strike.”\u003c/p>\n\u003cp>He also emphasized the importance of raising the salary floor for some of the lowest-paid colleagues. If someone is working full time in the lowest range, they’re paid $55,000 a year, he said. But, most people working in this category are part-time employees. For those people, average pay is around $35,000 a year. “It’s a matter of economic justice. It’s a matter of equity. And it’s also a matter of getting the best faculty for the students of California,” Wehr said. “I’m incredibly proud that we were able to win this victory for our most precarious colleagues.”\u003c/p>\n\u003cp>Not everyone is content. “I would say that our campus is trending against,” said Brad Erickson, chapter president of the CFA at San Francisco State. Of the 254 people at today’s Zoom meeting, he said more than three-quarters were against it, about 20% were undecided, and just a couple of people were planning to vote yes.\u003c/p>\n\u003cp>“A raise of less than 10% is effectively a pay cut because of how much we’ve lost relative to rising cost of living,” Erickson said. “It feels like we hadn’t reached our power yet.” He heard from several members that they gave in too easily.\u003c/p>\n\u003cp>Many CSU faculty also took quickly to X (formerly Twitter) to lambast the deal, arguing it fell woefully short of what the union had been pushing for, and urging members to vote it down.\u003c/p>\n\u003cp>“5% is a paycut. This is a terrible ‘deal,’” Josh Davis, an SF State journalism professor, said in response to the union’s post announcing the agreement. “CSU faculty deserves stronger leadership.”\u003c/p>\n\u003cp>For Pina, the CFA East Bay Lecturer Council Representative, it was “more a question of the recognition of the strength that we had, the numbers that we had, and the large number of faculty who respected the strike and did not teach.” After the pandemic “derailed a lot of what we considered normal,” he sees this as “a glimmer of hope.”\u003c/p>\n\u003cp>“Do I feel as if my union betrayed me? No. Could we have gotten a better deal? Who knows? We didn’t go there,” Pina said.\u003c/p>\n\u003cp>Pina also added that there are larger structural problems the union can’t solve, “The biggest problem is that the board of trustees that oversee the policymaking for the 23 campus system are political appointees,” he said. “You’ve got people who are business managers running a public institution.”\u003c/p>\n\u003cp>Monday’s massive walkout came two weeks after \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-faculty-strike-58c2a46fb4f532992c1a3c4754e1f7de\">CSU officials ended contract negotiations\u003c/a> with a unilateral offer starting with a 5% pay raise this year, effective Jan. 31, far below the 12% hike that the union was seeking.\u003c/p>\u003c/div>",
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"content": "‘We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Victoria Wilson, a part-time political science lecturer who picketed in the rain at Cal State Northridge in Los Angeles, said her salary fluctuates from semester to semester, which impedes her long-term financial goals.\u003c/p>\n\u003cp>“We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus,” Wilson said.\u003c/p>\n\u003cp>Another 1,100 CSU plumbers, electricians and other skilled trades workers represented by the Teamsters Local 2010 had planned to join the striking faculty but reached their own agreement with the university late Friday.\u003c/p>\n\u003cp>Some students joined the picket lines on Monday to show their support.\u003c/p>\n\u003cfigure id=\"attachment_11973266\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973266\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faculty and staff at California State University, East Bay, strike outside the university in Hayward on Jan. 22, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach student Gabriela Alvarez said she joined the demonstration outside the university to support her professors and to reject \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-deficit-tuition-hike-billion-2e8fc00c9cf88f11e910932a09f336df#:~:text=The%20university's%20governing%20board%20voted,students%20will%20be%20paying%20%247%2C682.\">tuition hikes that will start this fall\u003c/a>.\u003c/p>\n\u003cp>“It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices,” Alvarez said. \u003c/p>\u003c/div>",
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"content": "‘It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’m not going to be able to afford next semester if they go through with the tuition spikes,” she added.\u003c/p>\n\u003cp>Senior Roxanne Washington is a little worried about catching up with her in-person classes, but like Eng and Alvarez, she supports the teachers’ demand for a 12% wage increase.\u003c/p>\n\u003cp>“Honestly, I think that it’s good for the professors and themselves,” Washington said. “But for the students, I think that if they were planning on doing the strike, they could have prepared a little bit better, like assigning homework or classwork ahead of time.”\u003c/p>\n\u003cp>Cal State Chancellor Mildred Garcia said Friday in a video call with journalists that the university system had sought to avoid a strike, but the union’s salary demands were simply not viable.\u003c/p>\n\u003cp>“We must work within our financial reality,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11973263\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student Clay Magbojos joins faculty and staff at California State University, East Bay, to strike outside the university in Hayward on Jan. 22, 2024, over wages and working conditions. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, CFA members staged \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-strike-universities-faculty-wages-f20ad3909f7c8360f6fb371a81b5d717\">one-day walkouts on four campuses\u003c/a> in Los Angeles, Pomona, Sacramento and San Francisco to press for higher pay, more manageable workloads and increased parental leave.\u003c/p>\n\u003cp>The union insisted the university has money in its “flush reserve accounts” and could afford the salary increases with funds from operating cash surpluses.\u003c/p>\n\u003cp>Whether the university system can go higher has also been a topic of debate. A financial analyst hired by the union to independently assess the university’s finances found that CSU had regular annual surpluses, high levels of reserves and a commitment from the state government to increase annual funding through 2025.\u003c/p>\n\u003cp>University administrators, however, argue that the analysis was flawed. They say the majority of funds identified by the analyst have to be allocated to specific purposes and cannot be rerouted to salaries.\u003c/p>\n\u003cp>“We have about $766 million in emergency reserves,” said Leora Freedman, the CSU’s vice chancellor for human resources, during a press conference last week. “These emergency reserves could keep our campuses in operation for about 30 days. That is far below the university’s board policy and national best practices on reserves, which is that a university should have enough funds to cover at least three to six months of operations.”\u003c/p>\n\u003cp>The increase the union is seeking would cost the system $380 million in new recurring spending, which the university can’t afford, Freedman said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Meanwhile, Cal State Los Angeles student Katerina Navarro said she supports the strike. Monday was the first day of classes in her nursing program, and she was surprised her classes were not canceled.\u003c/p>\n\u003cp>“Some more money needs to be invested in salaries and educational resources because people in education are severely underpaid for the work they do,” said Navarro, who noted she was underpaid when she worked as a teacher abroad. Both her mother and sister are teachers.\u003c/p>\n\u003cp>The past year has seen lots of labor activity in the country as \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> picketed for better pay and working conditions.\u003c/p>\n\u003cp>In California, new laws have granted workers \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a> as well as increased wages for \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>In 2022, teaching assistants and graduate student workers in the \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/business-education-california-strikes-16a970385bf508a119ac4e0722b00422\">University of California System\u003c/a> went on strike for a month, disrupting classes as the fall semester ended.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> and \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"title": "Teamsters Reach Tentative Deal With CSU to Avert Strike, Picket Lines Still Planned for Cal State Faculty Monday",
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"content": "\u003cp>\u003cem>Updated 6 p.m. Saturday\u003c/em>\u003c/p>\n\u003cp>The California State University system has reached a\u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\"> tentative contract deal\u003c/a> with the union representing skilled trades workers on its campuses. That means those workers will no longer be on the picket lines alongside CSU faculty members who will begin their strike on Monday.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jason Rabinowitz, secretary-treasurer, Teamsters Local 2010\"]‘We achieved this historic agreement by standing together as Teamsters — and in solidarity with our sister Unions at CSU — to take powerful action like CSU has never seen before.’[/pullquote]“We achieved this historic agreement by standing together as Teamsters — and in solidarity with our sister Unions at CSU — to take powerful action like CSU has never seen before,” said Jason Rabinowitz, secretary-treasurer of Teamsters Local 2010, in a \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">statement\u003c/a> on their website.\u003c/p>\n\u003cp>\u003ca href=\"https://teamsters2010.org/\">Teamsters Local 2010\u003c/a>, which represents 1,100 CSU workers, including plumbers, electricians and carpenters, announced they had reached a “historic” tentative agreement with CSU late Friday, some of the details of which were \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">posted on their website\u003c/a> on Saturday. The three-year deal includes an immediate 5% general salary increase retroactive to July 1, 2023, and a new salary advancement system, as well as protections for members’ pensions and more.\u003c/p>\n\u003cp>The agreement must still be voted on by union members and brought to the CSU Board of Trustees for final approval in March.\u003c/p>\n\u003cp>In a statement late Friday, CSU Chancellor Mildred García praised the collective bargaining process.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11972172,news_11968703,news_11969289\"]“The work of our Teamsters-represented employees is invaluable, providing our students with an environment that supports their success, and I am thankful and appreciative that we have been able to arrive at a fiscally sustainable agreement that fairly compensates them for their skilled and dedicated work,” García said in the statement.\u003c/p>\n\u003cp>The California Faculty Association — which had \u003ca href=\"https://www.calfac.org/cfa-members-historic-systemwide-strike-begins-monday/\">announced on Jan. 18\u003c/a> that it was “proud and excited to be joined by Teamsters Local 2010 members” — \u003ca href=\"https://twitter.com/CFA_United/status/1748840852573839392\">congratulated Teamsters in a tweet\u003c/a> late Saturday while announcing that CFA members would still begin their weeklong strike “bright and early Monday, rain or shine.”\u003c/p>\n\u003cp>The CFA has been negotiating for a \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">12% general pay increase (PDF), along with \u003c/a>\u003ca href=\"https://www.cfabargaining.org/proposals\">other benefits,\u003c/a> since May of last year. But with talks at an impasse, the CSU on Jan. 9 announced it was “concluding contract negotiations” and would be providing a general salary increase of 5% to all instructional faculty, librarians, counselors and coaches effective Jan. 31, adding that the 5% raise is “consistent with \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/collective-bargaining-agreements.aspx\">agreements the CSU has already reached\u003c/a> with five of its labor unions.”\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah, Juan Carlos Lara, Attila Pelit and Dana Cronin contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The deal means Teamsters will not be joining their colleagues in the California Faculty Association in a planned weeklong strike beginning Monday. Picket lines for 30,000 faculty members are still planned.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 6 p.m. Saturday\u003c/em>\u003c/p>\n\u003cp>The California State University system has reached a\u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\"> tentative contract deal\u003c/a> with the union representing skilled trades workers on its campuses. That means those workers will no longer be on the picket lines alongside CSU faculty members who will begin their strike on Monday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“The work of our Teamsters-represented employees is invaluable, providing our students with an environment that supports their success, and I am thankful and appreciative that we have been able to arrive at a fiscally sustainable agreement that fairly compensates them for their skilled and dedicated work,” García said in the statement.\u003c/p>\n\u003cp>The California Faculty Association — which had \u003ca href=\"https://www.calfac.org/cfa-members-historic-systemwide-strike-begins-monday/\">announced on Jan. 18\u003c/a> that it was “proud and excited to be joined by Teamsters Local 2010 members” — \u003ca href=\"https://twitter.com/CFA_United/status/1748840852573839392\">congratulated Teamsters in a tweet\u003c/a> late Saturday while announcing that CFA members would still begin their weeklong strike “bright and early Monday, rain or shine.”\u003c/p>\n\u003cp>The CFA has been negotiating for a \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">12% general pay increase (PDF), along with \u003c/a>\u003ca href=\"https://www.cfabargaining.org/proposals\">other benefits,\u003c/a> since May of last year. But with talks at an impasse, the CSU on Jan. 9 announced it was “concluding contract negotiations” and would be providing a general salary increase of 5% to all instructional faculty, librarians, counselors and coaches effective Jan. 31, adding that the 5% raise is “consistent with \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/collective-bargaining-agreements.aspx\">agreements the CSU has already reached\u003c/a> with five of its labor unions.”\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah, Juan Carlos Lara, Attila Pelit and Dana Cronin contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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