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"content": "\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Heather Peske, president, National Council on Teacher Quality\"]‘While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science.’[/pullquote]The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Denise Forte, president and CEO, The Education Trust\"]‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’[/pullquote]About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969236,mindshift_62794,news_11969087\"]“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\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": "\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\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/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.[aside label=\"Related Stories\" postID=\"arts_13923705,bayareabites_21523\"]For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\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/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Cal State Faculty Union Vows Weeklong Strike Over Pay Raise and Other Benefits",
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"content": "\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California Faculty Association\"]‘Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike.’[/pullquote]“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California State University\"]‘Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses.’[/pullquote]The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \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\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968703,news_11969289,news_11968948\"]The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \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\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.[aside tag= \"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\n\u003cp>https://youtu.be/UThKEg5Tdos?list=PLgIRGe0-q7SbwGbnaL0Phdox9gx6iq_Sd\u003c/p>\n\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UThKEg5Tdos'\n title='//www.youtube.com/embed/UThKEg5Tdos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Why This California Community College Only Has 1 Full-Time Black Professor",
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"content": "\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. [pullquote size=\"medium\" align=\"right\" citation=\"Nikia Chaney, professor, Cabrillo College\"]‘You don’t have faculty members who look like you.’[/pullquote]The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. [pullquote size=\"medium\" align=\"right\" citation=\"Olivia Cheche, program associate, New America\"]‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’[/pullquote]Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. [pullquote size=\"medium\" align=\"right\" citation=\"Adam Spickler, trustee, Cabrillo College\"]‘My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address.’[/pullquote]The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. [pullquote size=\"medium\" align=\"right\" citation=\"Mikias Abesha, an international student from Ethiopia, Cabrillo College\"]‘Everything is different. In my first semester, I did not understand any of my teachers.’[/pullquote]“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. [aside label='More Stories on Community College' tag='community-college']Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. \u003c/p>\u003c/div>",
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"content": "‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. \u003c/p>\u003c/div>",
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"content": "‘My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For most K-12 student groups in California, test scores have been maddeningly flat since the pandemic. But for Black students, stagnant scores have been particularly frustrating: Black students’ math and English language arts scores inched downward for most grade levels last year, notching some of the lowest scores among any student group. [pullquote size=\"medium\" align=\"right\" citation=\"Jessica Goode, principal, Emery High School\"]‘I saw those scores, and I was elated. All the work we’ve done has paid off.’[/pullquote]At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\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/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. [aside label='More Stories on Education’ Rights' tag='education']For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” [pullquote size=\"medium\" align=\"right\" citation=\"Samantha Burke, TK-5 principal, Emery Unified\"]‘You could see a shift. Students started taking school more seriously.’[/pullquote]The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Emery Unified, a district tucked between Berkeley and Oakland, took a targeted approach, including paying teachers extra to stay after school and tutor students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For most K-12 student groups in California, test scores have been maddeningly flat since the pandemic. But for Black students, stagnant scores have been particularly frustrating: Black students’ math and English language arts scores inched downward for most grade levels last year, notching some of the lowest scores among any student group. \u003c/p>\u003c/div>",
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"content": "‘I saw those scores, and I was elated. All the work we’ve done has paid off.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\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/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-unified-literacy-tutor-program-shows-promising-early-results-despite-challenges",
"title": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges",
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"headTitle": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges | KQED",
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"content": "\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”[aside label=\"related coverage\" tag=\"oakland-reach\"]Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n",
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"title": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "for-undocumented-california-students-missing-out-on-financial-aid-a-new-application-could-help",
"title": "For Undocumented California Students Missing Out on Financial Aid, a New Application Could Help",
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"headTitle": "For Undocumented California Students Missing Out on Financial Aid, a New Application Could Help | KQED",
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"content": "\u003cp>Each year more than \u003ca href=\"https://www.csac.ca.gov/post/total-applications\">35,000 undocumented students\u003c/a> with dreams of earning a college degree in California apply for the state’s marquee financial aid program, the Cal Grant — but \u003ca href=\"https://www.csac.ca.gov/post/cal-grant-paid-awards\">only about a third receive it\u003c/a>.\u003c/p>\n\u003cp>With no access to federal financial aid and \u003ca href=\"https://calmatters.org/newsletter/california-democrats-convention/#:~:text=From%20CalMatters%20higher,to%20break%20them.\">few work opportunities\u003c/a>, losing out on state dollars further undermines the ability of undocumented students to pay for school. The Cal Grant, for example, waives tuition at California’s public universities and provides cash awards of about $1,650 to community college students\u003c/p>\n\u003cp>Now, after several years of advocacy and a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">state law passed this year\u003c/a>, California financial aid administrators are about to debut a revised application meant to get more college grants for undocumented students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid,” said Jake Brymner, deputy director for policy and public affairs for the California Student Aid Commission. He and a commission staff member provided CalMatters with a virtual walkthrough of the new application.\u003c/p>\n\u003cp>The California Dream Act Application, often called CADAA, will for the first time allow students to also complete a frequently overlooked legal affidavit that’s essential to accessing state aid. The new application \u003ca href=\"https://dream.csac.ca.gov/landing\">will debut by the end of December\u003c/a>.\u003c/p>\n\u003cp>While a seemingly small change, it spares students from having to fill out two documents separately and at different times in the year, which has been the process ever since undocumented students became eligible for state aid through a 2011 state law. That has resulted in many students completing one form but not the other out of confusion or lack of awareness.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jake Brymner, deputy director for policy and public affairs, California Student Aid Commission\"]‘What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid.’[/pullquote]For example, among community college students, about 62,000 completed the affidavit but only around 25,000 finished the dream act application in 2021, according to data from the California Student Aid Commission, the state agency behind the application overhaul.\u003c/p>\n\u003cp>Without the application and affidavit, undocumented community college students \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=20\">can’t receive the Cal Grant and other related aid (PDF)\u003c/a>, such as a \u003ca href=\"https://icangotocollege.com/financial-aid/student-success-completion-grant\">grant for full-time students\u003c/a> and money in exchange for \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/dsig_faq_for_students.pdf?1696383968\">community service (PDF)\u003c/a>. Those three programs together provide more than $14,000 in possible grants annually. Undocumented students at public universities also lose out on key aid. Most undocumented college students in California \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=23\">attend a community college (PDF)\u003c/a>.\u003c/p>\n\u003cp>Now the legal affidavit will be embedded in the California Dream Act Application, the result of a 2023 state law created through \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">Assembly Bill 1540\u003c/a>, authored by Mike Fong, a Democrat from Monterey Park.\u003c/p>\n\u003cp>The changes should help students who are in a situation Leo Rodriguez was in when he began college. “When I first enrolled at a community college, I was billed $6,000 because I was incorrectly deemed an international student, a common occurrence for undocumented students,” he wrote in a \u003ca href=\"https://calmatters.org/commentary/2023/05/undocumented-students-college-financial-aid/\">May CalMatters commentary\u003c/a> about affording college as an undocumented student. Though he attended and graduated from a California high school, he didn’t know that he needed the affidavit “to prove eligibility for in-state tuition, and to separately complete a Dream Act application to be considered for financial aid.”\u003c/p>\n\u003cp>A March report by the commission identified many of the hurdles undocumented students face in accessing state aid, including student confusion over the affidavit. All told, only \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2023/03/california-budget-senate-newsom/#:~:text=From%20CalMatters%20higher%20education%20reporter%20Mikhail%20Zinshteyn%3A%C2%A0\">about 14%\u003c/a> of the state’s nearly 100,000 undocumented college students received any state financial aid in 2021–22, in large part because half didn’t take the first step to apply for aid even though many have low incomes. The report \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=13\">called for a state law to allow the affidavit (PDF)\u003c/a> to be a part of the dream act application. About half a year later, Fong’s bill was signed into law.\u003c/p>\n\u003cp>The affidavit in question stems from a 2001 law that has \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=19\">been amended several times since (PDF)\u003c/a>. It grants \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf#page=5\">undocumented students, certain visa holders and other college-goers (PDF)\u003c/a> in-state tuition at California’s public universities and community colleges. This is a major perk because students deemed non-residents are charged about three times more in tuition. The in-state designation also makes undocumented students eligible for state grants, such as tuition waivers and cash awards.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969685,news_11928582,news_11923249\"]That’s where the California Dream Act Application and the affidavit intersect: One opens the door for aid, the other lets the applicant walk through it.\u003c/p>\n\u003cp>Students who sign the affidavit declare that they’ve either filed an application to legalize their immigration status in the U.S. or will do so once national law creates such a pathway. \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_AB-540-Quick-Guide.pdf\">It also has students confirm (PDF)\u003c/a> that they’ve had three years of K–12, adult school or community college education in California, as well as a high school diploma, an equivalent certificate, an associate degree or proof that they’ve taken the minimum set courses needed to transfer to a University of California or California State University campus.\u003c/p>\n\u003cp>Embedding the affidavit in the dream act application is “going to be a big step forward,” but it’s not the only step needed “to ensure that students can receive all the financial aid for whatever they have eligibility for,” said Nancy Jodaitis, director of higher education issues at Immigrants Rising, a San Francisco-based project of \u003ca href=\"https://communityinitiatives.org/project/immigrants-rising/\">a larger nonprofit\u003c/a>.\u003c/p>\n\u003cp>Sending the affidavit to the schools the student hopes to attend is the first step, but all UCs and Cal States, and about half of community colleges, require official transcripts and attendance records from the student. How campuses will notify students with outstanding paperwork will be an ongoing issue to monitor, Jodaitis said.\u003c/p>\n\u003cp>Immigrants Rising in May \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf\">published a comprehensive guide explaining the affidavit process (PDF)\u003c/a> in partnership with the state’s public colleges and universities. It’s now working on a set of recommendations for how campuses can best apprise students of the remaining paperwork they’ll have to submit once they’ve turned in their affidavit through the dream act. That’ll be published in January, she added.\u003c/p>\n\u003cfigure id=\"attachment_11970805\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970805\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\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 for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2024, UC will ask students to submit the affidavits to the campuses directly, instead of through the dream act application, a spokesperson said. That’s because the UC is \u003ca href=\"https://cshe.berkeley.edu/publications/how-and-why-university-california-got-its-autonomy\">constitutionally independent\u003c/a> of many state laws. \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2023-chaptered-legislation-and-guidance-november-report-a11y.pdf#page=21\">Community colleges (PDF)\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540#:~:text=(B)%C2%A0(i)%C2%A0The%20California%20State%20University\">Cal State\u003c/a> have to comply with the law.\u003c/p>\n\u003cp>Advocates who focus on financial aid for undocumented students say that schools, state agencies and nonprofits that share with students information about college affordability should proactively include the dream act application and its related forms.\u003c/p>\n\u003cp>“I hardly saw financial aid workshops tailored for undocumented students in high school,” wrote Rodriguez. Instead, he mostly encountered information about the federal Free Application for Federal Student Aid, “which sent mixed messages about whether or not I was eligible for financial aid to begin with,” he added.\u003c/p>\n\u003cp>State law \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/\">now requires that high school seniors\u003c/a> complete a financial aid application, with few exceptions. The more school districts and nonprofits can stress the federal financial aid grant \u003cem>and \u003c/em>the dream act application, the likelier undocumented students will hear the message and apply, Jodaitis said.\u003c/p>\n\u003cp>Information students place in the dream act application isn’t shared with the federal government or with immigration authorities, the \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">commission and state department of education stressed in a 2022 letter (PDF)\u003c/a>. That’s a message the commission will likely repeat in the face of a presidential election year in which \u003ca href=\"https://www.npr.org/2023/12/13/1218935981/republican-candidates-immigration#:~:text=What%20border%20security%20policies%20should%20the%20U.S.%20put%20in%20place%3F\">anti-immigrant sentiment is bound to take center stage\u003c/a>.\u003c/p>\n\u003cp>Students applying for the dream act who intend to enter college in fall 2024 will submit \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_faq.pdf?1694549553#page=5\">their household’s 2022 income information (PDF)\u003c/a>. Once the application goes live, students pursuing a four-year degree should complete the dream act forms by \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/#:~:text=The%20overhauled%20FAFSA,Student%20Aid%20website.\">April 2 or sooner\u003c/a>. Students planning to attend a community college have until early September to file their paperwork.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The financial aid application for undocumented students is cumbersome and confusing, and many students aren’t completing the forms. A new law streamlines the process.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each year more than \u003ca href=\"https://www.csac.ca.gov/post/total-applications\">35,000 undocumented students\u003c/a> with dreams of earning a college degree in California apply for the state’s marquee financial aid program, the Cal Grant — but \u003ca href=\"https://www.csac.ca.gov/post/cal-grant-paid-awards\">only about a third receive it\u003c/a>.\u003c/p>\n\u003cp>With no access to federal financial aid and \u003ca href=\"https://calmatters.org/newsletter/california-democrats-convention/#:~:text=From%20CalMatters%20higher,to%20break%20them.\">few work opportunities\u003c/a>, losing out on state dollars further undermines the ability of undocumented students to pay for school. The Cal Grant, for example, waives tuition at California’s public universities and provides cash awards of about $1,650 to community college students\u003c/p>\n\u003cp>Now, after several years of advocacy and a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">state law passed this year\u003c/a>, California financial aid administrators are about to debut a revised application meant to get more college grants for undocumented students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid,” said Jake Brymner, deputy director for policy and public affairs for the California Student Aid Commission. He and a commission staff member provided CalMatters with a virtual walkthrough of the new application.\u003c/p>\n\u003cp>The California Dream Act Application, often called CADAA, will for the first time allow students to also complete a frequently overlooked legal affidavit that’s essential to accessing state aid. The new application \u003ca href=\"https://dream.csac.ca.gov/landing\">will debut by the end of December\u003c/a>.\u003c/p>\n\u003cp>While a seemingly small change, it spares students from having to fill out two documents separately and at different times in the year, which has been the process ever since undocumented students became eligible for state aid through a 2011 state law. That has resulted in many students completing one form but not the other out of confusion or lack of awareness.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For example, among community college students, about 62,000 completed the affidavit but only around 25,000 finished the dream act application in 2021, according to data from the California Student Aid Commission, the state agency behind the application overhaul.\u003c/p>\n\u003cp>Without the application and affidavit, undocumented community college students \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=20\">can’t receive the Cal Grant and other related aid (PDF)\u003c/a>, such as a \u003ca href=\"https://icangotocollege.com/financial-aid/student-success-completion-grant\">grant for full-time students\u003c/a> and money in exchange for \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/dsig_faq_for_students.pdf?1696383968\">community service (PDF)\u003c/a>. Those three programs together provide more than $14,000 in possible grants annually. Undocumented students at public universities also lose out on key aid. Most undocumented college students in California \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=23\">attend a community college (PDF)\u003c/a>.\u003c/p>\n\u003cp>Now the legal affidavit will be embedded in the California Dream Act Application, the result of a 2023 state law created through \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">Assembly Bill 1540\u003c/a>, authored by Mike Fong, a Democrat from Monterey Park.\u003c/p>\n\u003cp>The changes should help students who are in a situation Leo Rodriguez was in when he began college. “When I first enrolled at a community college, I was billed $6,000 because I was incorrectly deemed an international student, a common occurrence for undocumented students,” he wrote in a \u003ca href=\"https://calmatters.org/commentary/2023/05/undocumented-students-college-financial-aid/\">May CalMatters commentary\u003c/a> about affording college as an undocumented student. Though he attended and graduated from a California high school, he didn’t know that he needed the affidavit “to prove eligibility for in-state tuition, and to separately complete a Dream Act application to be considered for financial aid.”\u003c/p>\n\u003cp>A March report by the commission identified many of the hurdles undocumented students face in accessing state aid, including student confusion over the affidavit. All told, only \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2023/03/california-budget-senate-newsom/#:~:text=From%20CalMatters%20higher%20education%20reporter%20Mikhail%20Zinshteyn%3A%C2%A0\">about 14%\u003c/a> of the state’s nearly 100,000 undocumented college students received any state financial aid in 2021–22, in large part because half didn’t take the first step to apply for aid even though many have low incomes. The report \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=13\">called for a state law to allow the affidavit (PDF)\u003c/a> to be a part of the dream act application. About half a year later, Fong’s bill was signed into law.\u003c/p>\n\u003cp>The affidavit in question stems from a 2001 law that has \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=19\">been amended several times since (PDF)\u003c/a>. It grants \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf#page=5\">undocumented students, certain visa holders and other college-goers (PDF)\u003c/a> in-state tuition at California’s public universities and community colleges. This is a major perk because students deemed non-residents are charged about three times more in tuition. The in-state designation also makes undocumented students eligible for state grants, such as tuition waivers and cash awards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That’s where the California Dream Act Application and the affidavit intersect: One opens the door for aid, the other lets the applicant walk through it.\u003c/p>\n\u003cp>Students who sign the affidavit declare that they’ve either filed an application to legalize their immigration status in the U.S. or will do so once national law creates such a pathway. \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_AB-540-Quick-Guide.pdf\">It also has students confirm (PDF)\u003c/a> that they’ve had three years of K–12, adult school or community college education in California, as well as a high school diploma, an equivalent certificate, an associate degree or proof that they’ve taken the minimum set courses needed to transfer to a University of California or California State University campus.\u003c/p>\n\u003cp>Embedding the affidavit in the dream act application is “going to be a big step forward,” but it’s not the only step needed “to ensure that students can receive all the financial aid for whatever they have eligibility for,” said Nancy Jodaitis, director of higher education issues at Immigrants Rising, a San Francisco-based project of \u003ca href=\"https://communityinitiatives.org/project/immigrants-rising/\">a larger nonprofit\u003c/a>.\u003c/p>\n\u003cp>Sending the affidavit to the schools the student hopes to attend is the first step, but all UCs and Cal States, and about half of community colleges, require official transcripts and attendance records from the student. How campuses will notify students with outstanding paperwork will be an ongoing issue to monitor, Jodaitis said.\u003c/p>\n\u003cp>Immigrants Rising in May \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf\">published a comprehensive guide explaining the affidavit process (PDF)\u003c/a> in partnership with the state’s public colleges and universities. It’s now working on a set of recommendations for how campuses can best apprise students of the remaining paperwork they’ll have to submit once they’ve turned in their affidavit through the dream act. That’ll be published in January, she added.\u003c/p>\n\u003cfigure id=\"attachment_11970805\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970805\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\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 for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2024, UC will ask students to submit the affidavits to the campuses directly, instead of through the dream act application, a spokesperson said. That’s because the UC is \u003ca href=\"https://cshe.berkeley.edu/publications/how-and-why-university-california-got-its-autonomy\">constitutionally independent\u003c/a> of many state laws. \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2023-chaptered-legislation-and-guidance-november-report-a11y.pdf#page=21\">Community colleges (PDF)\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540#:~:text=(B)%C2%A0(i)%C2%A0The%20California%20State%20University\">Cal State\u003c/a> have to comply with the law.\u003c/p>\n\u003cp>Advocates who focus on financial aid for undocumented students say that schools, state agencies and nonprofits that share with students information about college affordability should proactively include the dream act application and its related forms.\u003c/p>\n\u003cp>“I hardly saw financial aid workshops tailored for undocumented students in high school,” wrote Rodriguez. Instead, he mostly encountered information about the federal Free Application for Federal Student Aid, “which sent mixed messages about whether or not I was eligible for financial aid to begin with,” he added.\u003c/p>\n\u003cp>State law \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/\">now requires that high school seniors\u003c/a> complete a financial aid application, with few exceptions. The more school districts and nonprofits can stress the federal financial aid grant \u003cem>and \u003c/em>the dream act application, the likelier undocumented students will hear the message and apply, Jodaitis said.\u003c/p>\n\u003cp>Information students place in the dream act application isn’t shared with the federal government or with immigration authorities, the \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">commission and state department of education stressed in a 2022 letter (PDF)\u003c/a>. That’s a message the commission will likely repeat in the face of a presidential election year in which \u003ca href=\"https://www.npr.org/2023/12/13/1218935981/republican-candidates-immigration#:~:text=What%20border%20security%20policies%20should%20the%20U.S.%20put%20in%20place%3F\">anti-immigrant sentiment is bound to take center stage\u003c/a>.\u003c/p>\n\u003cp>Students applying for the dream act who intend to enter college in fall 2024 will submit \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_faq.pdf?1694549553#page=5\">their household’s 2022 income information (PDF)\u003c/a>. Once the application goes live, students pursuing a four-year degree should complete the dream act forms by \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/#:~:text=The%20overhauled%20FAFSA,Student%20Aid%20website.\">April 2 or sooner\u003c/a>. Students planning to attend a community college have until early September to file their paperwork.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Many California College Employees With DACA Protections Lack Backup Plans If Program Ends | KQED",
"content": "\u003cp>Iveth Díaz has spent much of her career helping undocumented immigrant students navigate college. But when her own application to renew her work permit and temporary protection from deportation was delayed because of backlogs, she had to resign from her job for three months.\u003c/p>\n\u003cp>“It was extremely stressful. It was a time when I suffered from anxiety and depression, which is unfortunately very common within our community,” Díaz said.[pullquote align=\"right\" size=\"medium\" citation=\"Iveth Díaz, a student counselor at Cerritos College\"]‘Are we waiting until the program is canceled altogether, or are institutions being proactive in creating ways to retain their employees?[/pullquote]Díaz and other college and university employees with work permits and protection under the Deferred Action for Childhood Arrivals, or DACA, program are calling on universities to do more to help them prepare for alternative employment plans in case the program ends. Some proposals include helping employees become independent consultants, preparing a severance package or sponsoring work visas.\u003c/p>\n\u003cp>DACA offers temporary protection from deportation and work permits to about \u003ca class=\"external\" href=\"https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles\" target=\"_blank\" rel=\"noopener\">579,000\u003c/a> young people who were brought to the U.S. as children and graduated from high school, completed a GED or are veterans of the U.S. military. Every two years, recipients must apply for renewal. But the program could end at any time. It was \u003ca href=\"https://edsource.org/updates/advocates-urge-permanent-immigration-solution-after-another-daca-ruling\">found to be illegal\u003c/a> by a federal judge in Texas, and that case will likely end up in the U.S. Supreme Court.\u003c/p>\n\u003cp>The program, launched during the Obama administration, has long been associated with high school and college students, but most recipients are now working adults. The U.S. Citizenship and Immigration Services has not accepted new applications since 2017, making the youngest DACA recipients currently 21 years old and the oldest now 42.\u003c/p>\n\u003cp>“The DACA generation are not kids anymore,” said Madeleine Villanueva, higher education manager of Immigrants Rising, an organization based in San Francisco that helps undocumented people achieve career and educational goals, and published \u003ca class=\"external\" href=\"https://immigrantsrising.org/resource/building-effective-support-for-undocueducators-in-higher-education-action-plans/\" target=\"_blank\" rel=\"noopener\">a guide for colleges and universities\u003c/a> to support undocumented employees. “A lot of us are in our 30s and 40s. We’re doing this work so that the future generation of undocumented students doesn’t have such a hard time like we did when we were going to school.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hundreds of faculty and staff at California colleges and universities are DACA recipients, although the exact total is unclear. According to the Presidents’ Alliance on Higher Education and Immigration’s\u003ca class=\"external\" href=\"https://www.higheredimmigrationportal.org/state/california/\" target=\"_blank\" rel=\"noopener\"> Higher Ed Immigration Portal\u003c/a>, about 9,211 recipients work in education in California, from elementary school to college. The University of California estimates it has more than 400 employee recipients, some of them students. Spokespersons for the California State University and California Community Colleges said they did not have data on how many employees are temporarily protected from deportation.\u003c/p>\n\u003cp>Díaz worked for over eight years at CSU San Bernardino as an administrative support coordinator for graduate researchers and an admissions counselor. She now leads a program for Cerritos College students living in the country illegally. As a fellow at Immigrants Rising, she surveyed about 65 employees of California colleges and universities who, at one time, were living in the U.S. without permission, most of whom now have DACA protections. The employees included faculty, counselors, researchers and financial aid and admissions workers.\u003c/p>\n\u003cp>She said most respondents said their colleges and universities have not prepared them for what to do if the program ends.\u003c/p>\n\u003cp>“Are we waiting until the program is canceled altogether, or are institutions being proactive in creating ways to retain their employees?” Díaz said. “I found that 70% of respondents stated that their institutions have not even brought it up, have not even had a conversation to their knowledge about what a response plan would be, which is really worrisome.”\u003c/p>\n\u003cp>Laura Bohórquez García, the director of the AB 540 and Undocumented Student Center at UC Davis, decided to start her own business, Inner Work Collective Freedom, to employ herself if the program ends and she loses her work permit.\u003c/p>\n\u003cp>“I’m like, OK, how do I prepare? Because I don’t feel like the university would be ready to jump in,” Bohórquez García said.\u003c/p>\n\u003cp>In addition to plans in case DACA ends, concerned university employees and advocates recommended that universities offer more mental health benefits and that supervisors check in on their employees’ mental health.\u003c/p>\n\u003cp>Many recipients working in colleges and universities are employed in positions dedicated to supporting immigrant students on their campuses, helping them get legal services or mental health counseling. But many of these positions are part-time and don’t offer health benefits, which are crucial when living with the uncertainty of losing temporary protection from deportation, advocates said.\u003c/p>\n\u003cp>“So much of what they’re doing and the fires they’re turning off when it comes to students, it impacts them as well,” said Luz Bertadillo Rodríguez, director of campus engagement at the Presidents’ Alliance on Higher Education and Immigration, a group of college and university leaders dedicated to increasing public understanding of how immigration policies and practices impact students. “The constant word or feeling I hear when there’s a new DACA update is, ‘I’m exhausted.’ They’re just like, ‘I’m tired of living my life two years at a time and then even that not being certain.’”[aside label=\"more on DACA\" tag=\"daca\"]Whenever a new court decision comes out about the program, employees in the immigrant resource centers often find themselves holding workshops or trainings to help explain the decision to students. Yet, they are also processing the decision themselves.\u003c/p>\n\u003cp>“You have to check in with the students, but sometimes no one is checking in with you,” said Eric Yang, a recipient who has worked with immigrant students at two different California universities. “How can we help others if we can’t even advocate for ourselves?”\u003c/p>\n\u003cp>University of California officials are currently examining ways to support employees if the temporary deportation protections are terminated, according to UC Office of the President spokesperson Stett Holbrook. He added that the UC Immigrant Legal Services Center offered immigration consultation workshops for recipient employees last summer, “many of which identified eligibility for employment, family or humanitarian relief.”\u003c/p>\n\u003cp>“The University of California has a long record of support for DACA recipients, and we will continue to support our students, staff and faculty regardless of their immigration status,” Holbrook said.\u003c/p>\n\u003cp>The University of California is also currently \u003ca href=\"https://edsource.org/2023/uc-signals-support-for-hiring-of-undocumented-students-following-six-month-study/690855\">considering a proposal\u003c/a> to allow the university to hire students who do not have work permits under DACA. A coalition of immigrant students and allies, including legal scholars at UCLA and elsewhere, have argued that a federal law barring hiring immigrants living in the country without permission doesn’t apply to state entities.\u003c/p>\n\u003cp>California State University and California Community Colleges offer free legal services to employees with temporary work permits. However, advocates said many faculty and staff are unaware that these services are not just for students.\u003c/p>\n\u003cp>Melissa Villarin, spokesperson for the California Community Colleges Chancellor’s Office, said the community colleges have also recently included resources for staff and faculty during the annual Undocumented Student Action Week.\u003c/p>\n\u003cp>Díaz also recommended more training for university staff about DACA recipients. She said survey respondents said there was a lack of awareness or understanding among other staff and faculty about their colleagues living in the country illegally.\u003c/p>\n\u003cp>“There was just no knowledge by institutions of higher ed about even having undocumented staff and faculty on campus,” Díaz said.\u003c/p>\n\u003cp>She said lack of awareness can lead to insensitivity. At one point, for example, she said a human resources director asked her why she didn’t just fix her status or apply for a green card, not understanding that Díaz, like most immigrants who entered or stayed in the U.S. illegally, didn’t have a way to apply for a green card without leaving the country and possibly having to stay out for up to 10 years.\u003c/p>\n\u003cp>Yang said universities should do more to highlight the stories of staff covered by the Deferred Action for Childhood Arrivals program “so that people in the public know that there are professional staff who are also potentially without any protection or support.”\u003c/p>\n\u003cp>Despite the challenges these immigrants face, Rodríguez, from the Presidents’ Alliance on Higher Education and Immigration, said they should be commended for their work. “They’re very involved in the students’ lives because they’re able to create such strong bonds with the students,” she said. “They’re some of the most exceptional and brilliant practitioners that I’ve come across in higher education.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/faculty-staff-urge-california-colleges-to-make-backup-plans-in-case-daca-ends/702129\">This story was originally published by EdSource.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Iveth Díaz has spent much of her career helping undocumented immigrant students navigate college. But when her own application to renew her work permit and temporary protection from deportation was delayed because of backlogs, she had to resign from her job for three months.\u003c/p>\n\u003cp>“It was extremely stressful. It was a time when I suffered from anxiety and depression, which is unfortunately very common within our community,” Díaz said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Díaz and other college and university employees with work permits and protection under the Deferred Action for Childhood Arrivals, or DACA, program are calling on universities to do more to help them prepare for alternative employment plans in case the program ends. Some proposals include helping employees become independent consultants, preparing a severance package or sponsoring work visas.\u003c/p>\n\u003cp>DACA offers temporary protection from deportation and work permits to about \u003ca class=\"external\" href=\"https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles\" target=\"_blank\" rel=\"noopener\">579,000\u003c/a> young people who were brought to the U.S. as children and graduated from high school, completed a GED or are veterans of the U.S. military. Every two years, recipients must apply for renewal. But the program could end at any time. It was \u003ca href=\"https://edsource.org/updates/advocates-urge-permanent-immigration-solution-after-another-daca-ruling\">found to be illegal\u003c/a> by a federal judge in Texas, and that case will likely end up in the U.S. Supreme Court.\u003c/p>\n\u003cp>The program, launched during the Obama administration, has long been associated with high school and college students, but most recipients are now working adults. The U.S. Citizenship and Immigration Services has not accepted new applications since 2017, making the youngest DACA recipients currently 21 years old and the oldest now 42.\u003c/p>\n\u003cp>“The DACA generation are not kids anymore,” said Madeleine Villanueva, higher education manager of Immigrants Rising, an organization based in San Francisco that helps undocumented people achieve career and educational goals, and published \u003ca class=\"external\" href=\"https://immigrantsrising.org/resource/building-effective-support-for-undocueducators-in-higher-education-action-plans/\" target=\"_blank\" rel=\"noopener\">a guide for colleges and universities\u003c/a> to support undocumented employees. “A lot of us are in our 30s and 40s. We’re doing this work so that the future generation of undocumented students doesn’t have such a hard time like we did when we were going to school.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hundreds of faculty and staff at California colleges and universities are DACA recipients, although the exact total is unclear. According to the Presidents’ Alliance on Higher Education and Immigration’s\u003ca class=\"external\" href=\"https://www.higheredimmigrationportal.org/state/california/\" target=\"_blank\" rel=\"noopener\"> Higher Ed Immigration Portal\u003c/a>, about 9,211 recipients work in education in California, from elementary school to college. The University of California estimates it has more than 400 employee recipients, some of them students. Spokespersons for the California State University and California Community Colleges said they did not have data on how many employees are temporarily protected from deportation.\u003c/p>\n\u003cp>Díaz worked for over eight years at CSU San Bernardino as an administrative support coordinator for graduate researchers and an admissions counselor. She now leads a program for Cerritos College students living in the country illegally. As a fellow at Immigrants Rising, she surveyed about 65 employees of California colleges and universities who, at one time, were living in the U.S. without permission, most of whom now have DACA protections. The employees included faculty, counselors, researchers and financial aid and admissions workers.\u003c/p>\n\u003cp>She said most respondents said their colleges and universities have not prepared them for what to do if the program ends.\u003c/p>\n\u003cp>“Are we waiting until the program is canceled altogether, or are institutions being proactive in creating ways to retain their employees?” Díaz said. “I found that 70% of respondents stated that their institutions have not even brought it up, have not even had a conversation to their knowledge about what a response plan would be, which is really worrisome.”\u003c/p>\n\u003cp>Laura Bohórquez García, the director of the AB 540 and Undocumented Student Center at UC Davis, decided to start her own business, Inner Work Collective Freedom, to employ herself if the program ends and she loses her work permit.\u003c/p>\n\u003cp>“I’m like, OK, how do I prepare? Because I don’t feel like the university would be ready to jump in,” Bohórquez García said.\u003c/p>\n\u003cp>In addition to plans in case DACA ends, concerned university employees and advocates recommended that universities offer more mental health benefits and that supervisors check in on their employees’ mental health.\u003c/p>\n\u003cp>Many recipients working in colleges and universities are employed in positions dedicated to supporting immigrant students on their campuses, helping them get legal services or mental health counseling. But many of these positions are part-time and don’t offer health benefits, which are crucial when living with the uncertainty of losing temporary protection from deportation, advocates said.\u003c/p>\n\u003cp>“So much of what they’re doing and the fires they’re turning off when it comes to students, it impacts them as well,” said Luz Bertadillo Rodríguez, director of campus engagement at the Presidents’ Alliance on Higher Education and Immigration, a group of college and university leaders dedicated to increasing public understanding of how immigration policies and practices impact students. “The constant word or feeling I hear when there’s a new DACA update is, ‘I’m exhausted.’ They’re just like, ‘I’m tired of living my life two years at a time and then even that not being certain.’”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Whenever a new court decision comes out about the program, employees in the immigrant resource centers often find themselves holding workshops or trainings to help explain the decision to students. Yet, they are also processing the decision themselves.\u003c/p>\n\u003cp>“You have to check in with the students, but sometimes no one is checking in with you,” said Eric Yang, a recipient who has worked with immigrant students at two different California universities. “How can we help others if we can’t even advocate for ourselves?”\u003c/p>\n\u003cp>University of California officials are currently examining ways to support employees if the temporary deportation protections are terminated, according to UC Office of the President spokesperson Stett Holbrook. He added that the UC Immigrant Legal Services Center offered immigration consultation workshops for recipient employees last summer, “many of which identified eligibility for employment, family or humanitarian relief.”\u003c/p>\n\u003cp>“The University of California has a long record of support for DACA recipients, and we will continue to support our students, staff and faculty regardless of their immigration status,” Holbrook said.\u003c/p>\n\u003cp>The University of California is also currently \u003ca href=\"https://edsource.org/2023/uc-signals-support-for-hiring-of-undocumented-students-following-six-month-study/690855\">considering a proposal\u003c/a> to allow the university to hire students who do not have work permits under DACA. A coalition of immigrant students and allies, including legal scholars at UCLA and elsewhere, have argued that a federal law barring hiring immigrants living in the country without permission doesn’t apply to state entities.\u003c/p>\n\u003cp>California State University and California Community Colleges offer free legal services to employees with temporary work permits. However, advocates said many faculty and staff are unaware that these services are not just for students.\u003c/p>\n\u003cp>Melissa Villarin, spokesperson for the California Community Colleges Chancellor’s Office, said the community colleges have also recently included resources for staff and faculty during the annual Undocumented Student Action Week.\u003c/p>\n\u003cp>Díaz also recommended more training for university staff about DACA recipients. She said survey respondents said there was a lack of awareness or understanding among other staff and faculty about their colleagues living in the country illegally.\u003c/p>\n\u003cp>“There was just no knowledge by institutions of higher ed about even having undocumented staff and faculty on campus,” Díaz said.\u003c/p>\n\u003cp>She said lack of awareness can lead to insensitivity. At one point, for example, she said a human resources director asked her why she didn’t just fix her status or apply for a green card, not understanding that Díaz, like most immigrants who entered or stayed in the U.S. illegally, didn’t have a way to apply for a green card without leaving the country and possibly having to stay out for up to 10 years.\u003c/p>\n\u003cp>Yang said universities should do more to highlight the stories of staff covered by the Deferred Action for Childhood Arrivals program “so that people in the public know that there are professional staff who are also potentially without any protection or support.”\u003c/p>\n\u003cp>Despite the challenges these immigrants face, Rodríguez, from the Presidents’ Alliance on Higher Education and Immigration, said they should be commended for their work. “They’re very involved in the students’ lives because they’re able to create such strong bonds with the students,” she said. “They’re some of the most exceptional and brilliant practitioners that I’ve come across in higher education.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Students’ Reading Struggles Tied to Flawed Assessment. So Why Do Schools Use It?",
"headTitle": "Students’ Reading Struggles Tied to Flawed Assessment. So Why Do Schools Use It? | KQED",
"content": "\u003cp>The first thing Havah Kelley noticed was her son’s trouble with the alphabet. The San Francisco mom reviewed letters with him for hours at a time, reciting their names and tracing their shapes. But Kelley’s son couldn’t write most of them on his own. He reversed them or scrawled incoherent shapes. Halfway through his kindergarten year, his teacher said he still couldn’t recognize some letters on sight.\u003c/p>\n\u003cp>But that teacher told Kelley not to fret. She said she’d given the boy San Francisco Unified School District’s go-to reading test: \u003ca href=\"https://www.fountasandpinnell.com/bas/\">the Benchmark Assessment System\u003c/a>. His reading level on the test had landed within \u003ca href=\"https://www.fountasandpinnell.com/Authenticated/ResourceDocuments/FP_GradeLevelExpectations_2016_REV_3-2-17.pdf\">the appropriate range\u003c/a> for his age. The teacher said he probably just needed time to catch on.\u003c/p>\n\u003cp>Kelley, a single parent living in Bayview, knew something wasn’t right. That year, in 2017, she asked the school to test her son for a learning disability. She said they gave her the runaround; their reading test, after all, showed her son was doing fine.\u003c/p>\n\u003cp>Near the end of first grade, the school finally agreed to do a more comprehensive evaluation. The results showed her son was so far behind his peers in reading and writing that he fit \u003ca href=\"https://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/clues-to-dyslexia\">the profile for dyslexia\u003c/a>. The Benchmark Assessment System had been — and would continue to be — wrong about how well he could read.\u003c/p>\n\u003cp>The Benchmark Assessment System (BAS) is one of the most \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-19.html\">popular\u003c/a> measures of early reading ability in American elementary schools. Teachers should use it as a checkup to see how students progress throughout the year. But, researchers who’ve studied it said the BAS is too often wrong to be useful. It is also more expensive for the schools and more time-consuming for the teachers to administer, according to an analysis comparing it to other tests. One professor who analyzed the BAS said it was worse at identifying struggling readers than any assessment he had ever seen. That means struggling readers might be less likely to get the help they need before they fall \u003ca href=\"https://www.shankerinstitute.org/blog/early-reading-screening-diagnosis-and-prevention\">even further behind\u003c/a> their classmates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The more research I do, the more I realize it’s problematic,” Kelley said. “The assessment itself is faulty. And my son’s story is proof of that.”\u003c/p>\n\u003cp>(Kelley requested that her son not be identified so she could candidly discuss his academic performance and medical history while maintaining his privacy.)\u003c/p>\n\u003cp>For six years, Kelley has been fighting to get her son, now 13, a proper education in how to read. And she has tried to convince the district to drop the test that missed his reading difficulties.\u003c/p>\n\u003cp>This spring, after years of defending the BAS, San Francisco Unified finally conceded the test is too frequently inaccurate. It’s joining other schools around the country — including Fort Worth in Texas, Baltimore County in Maryland and Nashua in New Hampshire — in dropping the BAS as their district-wide assessment.\u003c/p>\n\u003cp>At a March school board meeting, San Francisco’s top administrators presented \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/CPS5CY0FA7B1/%24file/SFUSD%20Monitoring%203_2023%20Board%20Workshop.pdf\">internal data\u003c/a> showing the test did a poor job predicting how kindergarteners and first graders eventually scored on the state’s standardized test. Superintendent Matt Wayne said he’s looking for a replacement — one that “ensures that children are literate.”\u003c/p>\n\u003cp>However, the studies showing the problems with the BAS had been available for the better part of a decade. And \u003ca href=\"https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">a key tenet\u003c/a> of the theory of teaching reading that underpins part of the test had been undermined by \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8128160/\">scientific evidence\u003c/a> decades earlier.\u003c/p>\n\u003cp>Heinemann, the company that publishes the BAS, declined to answer questions for this article — or for “\u003ca href=\"https://features.apmreports.org/sold-a-story/\">Sold a Story\u003c/a>,” a podcast I co-reported that explored problems with a number of its educational products. A company spokesperson wrote in an email that “there is not confidence that when we provide information, it will be correctly and fairly represented.” An attorney representing Heinemann also sent APM Reports a letter questioning the validity of research that identified problems with the BAS.\u003c/p>\n\u003cp>[aside postID=mindshift_59364 hero='https://ww2.kqed.org/app/uploads/sites/23/2022/05/gettyimages-159231967_slide-2099eb9502fb0724929e5662e1c85ddc01db3591-1020x680.jpg']\u003c/p>\n\u003cp>Kelley said students like her son shouldn’t be going to middle school stumbling through text. Researchers have figured out how teachers can \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16583795/\">overcome most children’s reading difficulties\u003c/a>, but they need good assessments to catch them early.\u003c/p>\n\u003cp>“How can you fix something if you don’t know how broken it is?” she asked.\u003c/p>\n\u003ch2>\u003cb>Test misses most struggling readers, studies show\u003c/b>\u003c/h2>\n\u003cp>The Benchmark Assessment System was created by two of America’s most influential authorities on teaching reading: Irene Fountas, a professor at Lesley University in Massachusetts, and Gay Su Pinnell, a retired professor at The Ohio State University. Their books are among the \u003ca href=\"https://epe.brightspotcdn.com/1b/80/706eba6246599174b0199ac1f3b5/ed-week-reading-instruction-survey-report-final-1.24.20.pdf\">most assigned\u003c/a> in teacher-prep programs, and school districts widely use their curricular materials.\u003c/p>\n\u003cp>In the 1990s, Fountas and Pinnell began creating a system to help teachers find “just right books” for each student. It was a Goldilocks-type search for a text that was not too easy and not too hard. They wrote that matching a student to the right book would allow the student to focus on the story’s meaning.\u003c/p>\n\u003cp>Fountas and Pinnell released the BAS with their publisher, Heinemann, in 2007. The test attempts to identify children’s reading abilities by judging how well they progress through a set of stories rated at increasingly difficult reading levels. Those “leveled books” are supposed to represent each point in developing skilled reading, from Level A to Level Z.\u003c/p>\n\u003cp>To administer the Benchmark Assessment System, a teacher has a child read a series of those books out loud. The process takes about 20 to 30 minutes for each student, and it can take even longer in the upper grades. Fountas and Pinnell recommend getting a substitute to fill in for one or two days, so the teacher has enough time to get through the entire class.\u003c/p>\n\u003cp>Fountas and Pinnell’s products have made Heinemann \u003ca href=\"https://www.apmreports.org/story/2022/11/10/heinemann-sales-by-school-district\">tens of millions of dollars in revenue\u003c/a> annually, a review of business filings shows. In 2012, Heinemann brought in around $123 million in sales, about half of which came from Fountas and Pinnell’s products, according to \u003ca href=\"https://www.annualreports.com/HostedData/AnnualReportArchive/h/NASDAQ_HMHC_2012.pdf\">a financial report\u003c/a> from its parent company. Heinemann broke sales records every year after that — until the pandemic snapped its growth streak in 2020.\u003c/p>\n\u003cp>[aside postID=mindshift_57026]\u003c/p>\n\u003cp>The assessment is used in about one in six American elementary schools, according to \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-19.html\">recent surveys\u003c/a> of educators. San Francisco has used the BAS for nearly a decade. In 2020, it paid more than $175,000 for the newest edition of the assessment. And at least 60 other school districts in California, including Long Beach, Palo Alto and Santa Monica-Malibu, purchased the BAS in the past three years, according to GovSpend, a government contracting database.\u003c/p>\n\u003cp>Across the country, teachers organize reading groups around the BAS’s findings. Major publishers of children’s literature, including \u003ca href=\"https://www.penguinrandomhouse.com/series/SR6/step-into-reading/\">Penguin Random House\u003c/a>, \u003ca href=\"https://www.simonandschuster.net/c/reading-levels\">Simon & Schuster\u003c/a> and \u003ca href=\"https://www.candlewick.com/readinglevels/CWPReadingLevels.pdf\">Candlewick Press\u003c/a>, have all marketed books compatible with the BAS’s level system.\u003c/p>\n\u003cp>Fountas and Pinnell have released only \u003ca href=\"http://fp.pub/community/resourcelibrary/id/127\">one study\u003c/a> to support the Benchmark Assessment System’s accuracy. But even their own study casts doubt on the reliability of the test. The study showed that a student reading two books rated at the same level would often get different results on the assessment. Only 43% of students in kindergarten through second grade scored at the same level on both books.\u003c/p>\n\u003cp>Independent research comparing the BAS to other assessments has found even bigger problems.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida special education professor who conducted \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.21839\">the first peer-reviewed study of the BAS\u003c/a>, said that until he decided to try, the test had never been independently validated to see how closely its results aligned with other early reading assessments.\u003c/p>\n\u003cp>One of his studies showed that the BAS could distinguish between proficient and struggling readers only about half the time; the odds were slightly better than chance.\u003c/p>\n\u003cp>“So I could buy this test, train all my teachers to give it, take about 30 minutes per kid,” Burns said. “Or really just have a teacher flip a coin for every kid, and they’ll get it right just as often.”\u003c/p>\n\u003cp>And when it came to identifying the readers who were furthest behind, Burns said, the BAS performed even worse. It missed most of the struggling readers, students like Kelley’s son who needed intensive help. It caught only 31% of those students. Burns called that level of accuracy “shocking,” saying it was “quite literally the lowest I’ve ever seen.”\u003c/p>\n\u003cp>In that case, Burns said, “flipping a coin would actually be better.”\u003c/p>\n\u003cp>(A \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/07342829221139520\">subsequent study\u003c/a> by another team of researchers showed a higher 73% accuracy rate for third graders taking the BAS, but that study still found the test caught only 46% of struggling readers.)\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">\n\u003cdiv>Burns has found that other tests, which are available online for free and take as little as three minutes to administer, were more accurate than the BAS, which can cost close to $500 per classroom and is far more time-consuming.\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[aside postID=mindshift_59602]\u003c/p>\n\u003cp>Another recent \u003ca href=\"https://journals.sagepub.com/doi/10.1177/07419325231190809\">study found\u003c/a> that the BAS had the least accurate results and by far the highest price tag among three commonly used assessments. The BAS took so long to administer that, accounting for staff time, it cost double or triple what the other tests did. The researchers recommended against using it to identify struggling readers.\u003c/p>\n\u003cp>The problem, Burns hypothesized, is that the leveled books themselves aren’t a good measure of students’ reading abilities.\u003c/p>\n\u003cp>In \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26563597/\">another study\u003c/a>, Burns asked second and third-graders to read aloud from two books, both at their designated level. As the children read, he took a simple measure of the number of words they read correctly per minute. He said he expected the scores to match up closely. But just as Fountas and Pinnell noted in their own study almost a decade earlier, he found that students’ reading of the two books was, at best, only moderately correlated.\u003c/p>\n\u003cp>“There’s not a lot of consistency,” Burns explained. “They read those two books with a very different level of skill. That means there’s something else other than the supposed reading level contributing to how well they read these books.” He inferred that a child’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1080/17470210802034603\">vocabulary\u003c/a> and \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1888348\">background knowledge\u003c/a> about a topic matter far more. For instance, a kid who’s obsessed with sharks might be able to read a story set in an aquarium well above their expected reading level.\u003c/p>\n\u003cp>Likewise, it can be difficult for a test to distinguish between a student struggling to read words and one struggling to understand an unfamiliar subject with all its new vocabulary. It would be like asking a literature professor to summarize a car repair manual; it probably wouldn’t indicate much about their overall reading ability.\u003c/p>\n\u003cp>Fountas and Pinnell each declined multiple interview requests.\u003c/p>\n\u003cp>John Cuti, a New York attorney representing their publisher, Heinemann, wrote in a letter that this article appears to “double down” on “misstatements and mischaracterizations.” Cuti also dismissed Burns’ research.\u003c/p>\n\u003cp>“That eight-year-old study is limited and flawed in several important ways and is not a reliable indicator of the effectiveness of BAS,” he wrote. He did not elaborate on the alleged flaws.\u003c/p>\n\u003cp>[aside postID=mindshift_52796 hero='https://ww2.kqed.org/app/uploads/sites/23/2019/01/tough-texts_slide-e89b3a6ace4acd4500190b416cb1f372890bcdb1-1180x787.jpg']\u003c/p>\n\u003cp>Burns released his research in 2015 — when Kelley’s son was still in preschool — and he believed it would prompt districts to take another look at their assessments. He says it was naïve now to think a study could be more persuasive than a publishing company’s sales team. “It’s almost unfair,” he said, “the level of marketing.”\u003c/p>\n\u003cp>At one major reading conference, educational publishers filled up an exhibition hall with booths of products for sale, Burns said. Under a huge “Fountas & Pinnell” banner that took up half the wall, Heinemann had posted teacher testimonials with “incredible anecdotes” of students succeeding with their products, he recalled.\u003c/p>\n\u003cp>“You can’t help but buy into the enthusiasm and the excitement. So, when one study comes out, three studies, four studies — whatever comes out — that says it doesn’t really work, it’s too late,” Burns continued. “You’re already bought in.”\u003c/p>\n\u003ch2>\u003cb>Dyslexia undetected\u003c/b>\u003c/h2>\n\u003cp>Kelley didn’t know anything about reading assessments when she first dropped her son off for kindergarten. She just wanted to find a good school for him — needed to, really. A car accident left Kelley, a social services coordinator, unable to work. She and her son have been surviving on her disability payments since then. Kelley often wished she could give more to her son, but she reassured herself that being at home would give her time to help with her son’s schooling.\u003c/p>\n\u003cp>“I kind of made this promise to him that I would love him double to compensate,” she said. “And I would make sure that I was actively involved in his education. So even though we don’t have a lot, he could have that opportunity to thrive.”\u003c/p>\n\u003cp>[aside postID=mindshift_54743 hero='https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-1020x624.jpg']\u003c/p>\n\u003cp>Every two weeks, they went to the library together and picked out as many books as they could carry, she said. Kelley signed him up for his own library card to double their maximum checkout to 60 books. She bought books wherever she could find them — at garage sales and thrift stores — and filled bookcases in their apartment.\u003c/p>\n\u003cp>In kindergarten, Kelley asked the teacher what kind of books her son should be reading at home. She wanted something to match the BAS level she’d heard so much about. The kindergarten teacher said to let her son pick out the books.\u003c/p>\n\u003cp>The boy always seemed to gravitate to the books he’d had since he was 3 years old, which he’d practically memorized. When Kelley asked him to try the new library books, he’d look at the pictures to guess what the sentences said. Kelley tried to help him sound out the words, but he’d get upset. He was adamant that she was wrong: He wasn’t supposed to read that way, she recalled him saying.\u003c/p>\n\u003cp>Kelley said her son’s writing was the biggest giveaway. When she went in for first-grade parent-teacher conferences, she opened his writer’s notebook. “I flipped through his notebooks, and I saw a date and nothing: no writing, no input, zero. And I looked around the classroom and I saw other kids had, like, little paragraphs or little sentences. And he had nothing,” she said. “Blank.”\u003c/p>\n\u003cp>That was when Kelley convinced the school to give her son a full assessment. He was found to be dyslexic. But by the end of that school year, the BAS once again said he was close to where he should be. Kelley didn’t buy it. She kept thinking to herself: “I’m losing time, I’m losing time.”\u003c/p>\n\u003ch2>\u003cb>A debunked theory\u003c/b>\u003c/h2>\n\u003cp>It’s no surprise that Kelley’s son used pictures to figure out what the words on the page said. That’s one strategy Fountas and Pinnell encourage students to use. Other popular curricula teach similar strategies, even though \u003ca href=\"https://psycnet.apa.org/record/1992-10801-001\">research\u003c/a> dating \u003ca href=\"https://www.jstor.org/stable/747348\">back to the 1970s\u003c/a> has shown that the approach is ineffective and \u003ca href=\"https://psycnet.apa.org/record/2006-06910-002\">potentially harmful\u003c/a> to children’s progress in reading.\u003c/p>\n\u003cp>The books used to score the BAS often reward those problematic strategies. Especially at the lower levels, the books use \u003ca href=\"https://psycnet.apa.org/record/2014-22306-002\">repetitive sentence patterns\u003c/a> accompanied by illustrations that make guessing words easy so a student can “read” them even if they can’t sound out the words in the sentences.\u003c/p>\n\u003cp>As a child reads for the BAS, the teacher notes every word the child misses and decides which of three sources of information — sometimes called \u003ca href=\"https://www.nifdi.org/docman/dr-kerry-hempenstall-s-referenced-documents/303-miscue-analysis/file.html\">cues\u003c/a> — might have thrown them off: Did the incorrect word make sense in the story context? Did it fit grammatically? Did it match any letters? The results are meant to reveal a pattern, hinting at students’ strategies as they make their way through text.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3RsitD6m0vU\u003c/p>\n\u003cp>At \u003ca href=\"https://youtu.be/3RsitD6m0vU?si=KZzu9-kk4zJclDxr\">a November 2021 forum\u003c/a>, Lisa Levin, an administrator at San Francisco Unified, told parents that teachers in the district used the BAS to understand “what readers are doing at the point of difficulty” — which cues they are using to decipher words, and which ones are throwing them off.\u003c/p>\n\u003cp>If a student is relying too heavily on the pictures, a teacher would want to draw their attention to the letters, she said. Conversely, if a student is relying too much on phonics, “like all they’re doing is sounding it out, so their fluency kind of is chunky and not fluid,” they might tell a very young reader to look at the picture, she said.\u003c/p>\n\u003cp>Levin gave the example of a 5-year-old who comes across the word “umbrella.” Rather than “having to pause and stop and trying to sound out those long words,” they should just look at the picture, she said.\u003c/p>\n\u003cp>However, decades of research by cognitive scientists have shown that encouraging students to use those clues to read can be detrimental to their progress in reading and, therefore, to their entire education.\u003c/p>\n\u003cp>“That’s not the way that we want kids to read words,” said Mark Seidenberg, a cognitive scientist at the University of Wisconsin who has conducted extensive research on how the brain processes language. “The idea that the child should be using all types of information all the time to read words is fundamentally wrong.”\u003c/p>\n\u003cp>Seidenberg said Fountas and Pinnell have it “backwards.” Their materials prompt students to use patterns, pictures and context. They give students “strategies for dealing with their failures,” rather than teaching them to read, he said. And the BAS measures how well they use all those flawed strategies.\u003c/p>\n\u003cp>Rebecca Fedorko, a special education teacher who worked with children like Kelley’s son in San Francisco schools, told administrators at the 2021 forum that Fountas and Pinnell’s materials only made her job harder. She said she had to undo the bad habits their system taught struggling readers to rely on.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv>\n\u003cp>“It teaches them to guess about words, instead of focusing on sounding them out,” said Fedorko, who has since left to work in another school. “I spend roughly one to two months at the beginning of every year trying to get my students to stop doing this. It directly contradicts what we’re doing in special education.”\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>After \u003ca href=\"https://www.apmreports.org/story/2021/11/19/fountas-pinnell-disproven-childrens-reading-theory\">resisting that kind of criticism\u003c/a> for years, Fountas and Pinnell now appear to be working on revisions to the BAS and \u003ca href=\"https://fpblog.fountasandpinnell.com/question-do-we-really-need-better-phonics-instruction-answer-yes-and\">their curriculum\u003c/a>. Last year, their publisher offered teachers $25 Amazon gift cards to review a proposed test version that de-emphasizes the use of cues, according to an email one participant shared with APM Reports.\u003c/p>\n\u003cfigure id=\"attachment_11969382\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11969382\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Havah Kelley (Kori Suzuki for APM Reports)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>‘The damage has been done’\u003c/b>\u003c/h2>\n\u003cp>During the summer after her son was diagnosed with dyslexia, Kelley got him a scholarship to Lindamood-Bell, a tutoring company specializing in intensive reading instruction. And for the first time, she saw that there was another way to do it, one that seemed much more effective than the one his school had used.\u003c/p>\n\u003cp>The Lindamood-Bell tutors helped her son break spoken words into individual sounds and showed how those sounds matched up with letters. It was so different from what the teachers in San Francisco schools had done, she remembered thinking. Kelley said her son had “one lightning-bolt moment after another” with the lessons.\u003c/p>\n\u003cp>But when the school year began, teachers still pushed him to use pictures and context to figure out words — not to rely on sounding them out. Kelley could see the toll it was taking on her son. He knew he was behind, and he was frustrated. He’d complain of terrible headaches. When it was time to read, he’d sometimes go to the nurse with a stomachache. “There’s only so much he can take,” Kelley said.\u003c/p>\n\u003cp>As Kelley’s son progressed through second, third and fourth grades, he kept moving up the BAS’ levels. His scores were so high at one point that the principal suggested they discontinue special education services.\u003c/p>\n\u003cp>In fifth grade, when her son received a full reevaluation of his learning disability, as required under federal special education law, the results showed he’d made little progress on some reading measures compared to his peers. On others, he’d even slid backward. The evaluator said that, in some respects, Kelley’s son was still effectively reading at a first-grade level.\u003c/p>\n\u003cp>Kelley said getting such inaccurate information from the BAS has been disorienting. The school had told her all along that he was meeting his goals based on Fountas and Pinnell’s measures. But every outside assessment had given her different results, nearly “the complete opposite of what I’d been hearing,” she said. In early 2022, halfway through fifth grade, Kelley transferred her son to a specialized school for children with disabilities.\u003c/p>\n\u003cp>About half of San Francisco’s third graders aren’t where they should be in reading. On \u003ca href=\"https://caaspp.edsource.org/sbac/san-francisco-unified-38684780000000\">last year’s state test\u003c/a>, 49% scored below grade-level standards. And there are stark disparities by race and ethnicity. Only 23% of Black third graders and 24% of Hispanic third graders met the standard in reading.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified declined APM Reports’ repeated requests to make district officials available for an interview.\u003c/p>\n\u003cp>Officials at San Francisco Unified are only now acknowledging that the BAS distorted their view of students’ early reading abilities. They’ve read the research parent advocates sent them showing there are likely other children in the district, like Kelley’s son, that the test missed.\u003c/p>\n\u003cp>“Can a student succeed on [the Benchmark Assessment System] and not be literate?” Superintendent Wayne asked rhetorically at the March school board meeting. “That’s the thing: Yes.”\u003c/p>\n\u003cp>Wayne said he doesn’t want teachers to feel that they can’t sit with children and listen to them read aloud. However, he said the district needs an early reading test to accurately measure foundational skills such as sounding out words. “And that’s the piece that’s missing,” Wayne said.\u003c/p>\n\u003cp>Kelley is now collaborating with the district. She’s been meeting with administrators as they select a new \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2022-12-08-new-pk-5-language-arts-core-curriculum-horizon-sfusd\">language arts curriculum\u003c/a> and accompanying assessments. She says she’s advocating for San Francisco’s other struggling readers. But she says the changes are coming too late for her family.\u003c/p>\n\u003cp>Her son is now in seventh grade and still struggles with reading, “just throwing out words” when he’s stuck.\u003c/p>\n\u003cp>“The damage has been done, and it’s not an easy fix. It’s going to take a lot of time to get him just to that baseline,” Kelley said. “And I still don’t know if we’re going to be OK.”\u003c/p>\n\u003cp>\u003ci>Additional reporting by Emily Hanford and Will Callan.\u003cbr>\n\u003c/i>\u003cem>\u003cbr>\nThis story was co-published with \u003cspan id=\"0.6844325388612327\" class=\"highlight\">APM\u003c/span> Reports. Its podcast \u003ca href=\"https://features.apmreports.org/sold-a-story/\">Sold a Story\u003c/a> investigates how teaching kids to read went so wrong.\u003c/em>\u003ci>\u003cbr>\n\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci> \u003c/i>\u003c/p>\n\n",
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"excerpt": "“Flipping a coin would actually be better” for identifying struggling readers, one researcher said of the test used in dozens of California school districts — including, until recently, San Francisco’s. ",
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"description": "“Flipping a coin would actually be better” for identifying struggling readers, one researcher said of the test used in dozens of California school districts — including, until recently, San Francisco’s. ",
"title": "Students’ Reading Struggles Tied to Flawed Assessment. So Why Do Schools Use It? | KQED",
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"headline": "Students’ Reading Struggles Tied to Flawed Assessment. So Why Do Schools Use It?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first thing Havah Kelley noticed was her son’s trouble with the alphabet. The San Francisco mom reviewed letters with him for hours at a time, reciting their names and tracing their shapes. But Kelley’s son couldn’t write most of them on his own. He reversed them or scrawled incoherent shapes. Halfway through his kindergarten year, his teacher said he still couldn’t recognize some letters on sight.\u003c/p>\n\u003cp>But that teacher told Kelley not to fret. She said she’d given the boy San Francisco Unified School District’s go-to reading test: \u003ca href=\"https://www.fountasandpinnell.com/bas/\">the Benchmark Assessment System\u003c/a>. His reading level on the test had landed within \u003ca href=\"https://www.fountasandpinnell.com/Authenticated/ResourceDocuments/FP_GradeLevelExpectations_2016_REV_3-2-17.pdf\">the appropriate range\u003c/a> for his age. The teacher said he probably just needed time to catch on.\u003c/p>\n\u003cp>Kelley, a single parent living in Bayview, knew something wasn’t right. That year, in 2017, she asked the school to test her son for a learning disability. She said they gave her the runaround; their reading test, after all, showed her son was doing fine.\u003c/p>\n\u003cp>Near the end of first grade, the school finally agreed to do a more comprehensive evaluation. The results showed her son was so far behind his peers in reading and writing that he fit \u003ca href=\"https://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/clues-to-dyslexia\">the profile for dyslexia\u003c/a>. The Benchmark Assessment System had been — and would continue to be — wrong about how well he could read.\u003c/p>\n\u003cp>The Benchmark Assessment System (BAS) is one of the most \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-19.html\">popular\u003c/a> measures of early reading ability in American elementary schools. Teachers should use it as a checkup to see how students progress throughout the year. But, researchers who’ve studied it said the BAS is too often wrong to be useful. It is also more expensive for the schools and more time-consuming for the teachers to administer, according to an analysis comparing it to other tests. One professor who analyzed the BAS said it was worse at identifying struggling readers than any assessment he had ever seen. That means struggling readers might be less likely to get the help they need before they fall \u003ca href=\"https://www.shankerinstitute.org/blog/early-reading-screening-diagnosis-and-prevention\">even further behind\u003c/a> their classmates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The more research I do, the more I realize it’s problematic,” Kelley said. “The assessment itself is faulty. And my son’s story is proof of that.”\u003c/p>\n\u003cp>(Kelley requested that her son not be identified so she could candidly discuss his academic performance and medical history while maintaining his privacy.)\u003c/p>\n\u003cp>For six years, Kelley has been fighting to get her son, now 13, a proper education in how to read. And she has tried to convince the district to drop the test that missed his reading difficulties.\u003c/p>\n\u003cp>This spring, after years of defending the BAS, San Francisco Unified finally conceded the test is too frequently inaccurate. It’s joining other schools around the country — including Fort Worth in Texas, Baltimore County in Maryland and Nashua in New Hampshire — in dropping the BAS as their district-wide assessment.\u003c/p>\n\u003cp>At a March school board meeting, San Francisco’s top administrators presented \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/CPS5CY0FA7B1/%24file/SFUSD%20Monitoring%203_2023%20Board%20Workshop.pdf\">internal data\u003c/a> showing the test did a poor job predicting how kindergarteners and first graders eventually scored on the state’s standardized test. Superintendent Matt Wayne said he’s looking for a replacement — one that “ensures that children are literate.”\u003c/p>\n\u003cp>However, the studies showing the problems with the BAS had been available for the better part of a decade. And \u003ca href=\"https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">a key tenet\u003c/a> of the theory of teaching reading that underpins part of the test had been undermined by \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8128160/\">scientific evidence\u003c/a> decades earlier.\u003c/p>\n\u003cp>Heinemann, the company that publishes the BAS, declined to answer questions for this article — or for “\u003ca href=\"https://features.apmreports.org/sold-a-story/\">Sold a Story\u003c/a>,” a podcast I co-reported that explored problems with a number of its educational products. A company spokesperson wrote in an email that “there is not confidence that when we provide information, it will be correctly and fairly represented.” An attorney representing Heinemann also sent APM Reports a letter questioning the validity of research that identified problems with the BAS.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kelley said students like her son shouldn’t be going to middle school stumbling through text. Researchers have figured out how teachers can \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16583795/\">overcome most children’s reading difficulties\u003c/a>, but they need good assessments to catch them early.\u003c/p>\n\u003cp>“How can you fix something if you don’t know how broken it is?” she asked.\u003c/p>\n\u003ch2>\u003cb>Test misses most struggling readers, studies show\u003c/b>\u003c/h2>\n\u003cp>The Benchmark Assessment System was created by two of America’s most influential authorities on teaching reading: Irene Fountas, a professor at Lesley University in Massachusetts, and Gay Su Pinnell, a retired professor at The Ohio State University. Their books are among the \u003ca href=\"https://epe.brightspotcdn.com/1b/80/706eba6246599174b0199ac1f3b5/ed-week-reading-instruction-survey-report-final-1.24.20.pdf\">most assigned\u003c/a> in teacher-prep programs, and school districts widely use their curricular materials.\u003c/p>\n\u003cp>In the 1990s, Fountas and Pinnell began creating a system to help teachers find “just right books” for each student. It was a Goldilocks-type search for a text that was not too easy and not too hard. They wrote that matching a student to the right book would allow the student to focus on the story’s meaning.\u003c/p>\n\u003cp>Fountas and Pinnell released the BAS with their publisher, Heinemann, in 2007. The test attempts to identify children’s reading abilities by judging how well they progress through a set of stories rated at increasingly difficult reading levels. Those “leveled books” are supposed to represent each point in developing skilled reading, from Level A to Level Z.\u003c/p>\n\u003cp>To administer the Benchmark Assessment System, a teacher has a child read a series of those books out loud. The process takes about 20 to 30 minutes for each student, and it can take even longer in the upper grades. Fountas and Pinnell recommend getting a substitute to fill in for one or two days, so the teacher has enough time to get through the entire class.\u003c/p>\n\u003cp>Fountas and Pinnell’s products have made Heinemann \u003ca href=\"https://www.apmreports.org/story/2022/11/10/heinemann-sales-by-school-district\">tens of millions of dollars in revenue\u003c/a> annually, a review of business filings shows. In 2012, Heinemann brought in around $123 million in sales, about half of which came from Fountas and Pinnell’s products, according to \u003ca href=\"https://www.annualreports.com/HostedData/AnnualReportArchive/h/NASDAQ_HMHC_2012.pdf\">a financial report\u003c/a> from its parent company. Heinemann broke sales records every year after that — until the pandemic snapped its growth streak in 2020.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The assessment is used in about one in six American elementary schools, according to \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-19.html\">recent surveys\u003c/a> of educators. San Francisco has used the BAS for nearly a decade. In 2020, it paid more than $175,000 for the newest edition of the assessment. And at least 60 other school districts in California, including Long Beach, Palo Alto and Santa Monica-Malibu, purchased the BAS in the past three years, according to GovSpend, a government contracting database.\u003c/p>\n\u003cp>Across the country, teachers organize reading groups around the BAS’s findings. Major publishers of children’s literature, including \u003ca href=\"https://www.penguinrandomhouse.com/series/SR6/step-into-reading/\">Penguin Random House\u003c/a>, \u003ca href=\"https://www.simonandschuster.net/c/reading-levels\">Simon & Schuster\u003c/a> and \u003ca href=\"https://www.candlewick.com/readinglevels/CWPReadingLevels.pdf\">Candlewick Press\u003c/a>, have all marketed books compatible with the BAS’s level system.\u003c/p>\n\u003cp>Fountas and Pinnell have released only \u003ca href=\"http://fp.pub/community/resourcelibrary/id/127\">one study\u003c/a> to support the Benchmark Assessment System’s accuracy. But even their own study casts doubt on the reliability of the test. The study showed that a student reading two books rated at the same level would often get different results on the assessment. Only 43% of students in kindergarten through second grade scored at the same level on both books.\u003c/p>\n\u003cp>Independent research comparing the BAS to other assessments has found even bigger problems.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida special education professor who conducted \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.21839\">the first peer-reviewed study of the BAS\u003c/a>, said that until he decided to try, the test had never been independently validated to see how closely its results aligned with other early reading assessments.\u003c/p>\n\u003cp>One of his studies showed that the BAS could distinguish between proficient and struggling readers only about half the time; the odds were slightly better than chance.\u003c/p>\n\u003cp>“So I could buy this test, train all my teachers to give it, take about 30 minutes per kid,” Burns said. “Or really just have a teacher flip a coin for every kid, and they’ll get it right just as often.”\u003c/p>\n\u003cp>And when it came to identifying the readers who were furthest behind, Burns said, the BAS performed even worse. It missed most of the struggling readers, students like Kelley’s son who needed intensive help. It caught only 31% of those students. Burns called that level of accuracy “shocking,” saying it was “quite literally the lowest I’ve ever seen.”\u003c/p>\n\u003cp>In that case, Burns said, “flipping a coin would actually be better.”\u003c/p>\n\u003cp>(A \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/07342829221139520\">subsequent study\u003c/a> by another team of researchers showed a higher 73% accuracy rate for third graders taking the BAS, but that study still found the test caught only 46% of struggling readers.)\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">\n\u003cdiv>Burns has found that other tests, which are available online for free and take as little as three minutes to administer, were more accurate than the BAS, which can cost close to $500 per classroom and is far more time-consuming.\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another recent \u003ca href=\"https://journals.sagepub.com/doi/10.1177/07419325231190809\">study found\u003c/a> that the BAS had the least accurate results and by far the highest price tag among three commonly used assessments. The BAS took so long to administer that, accounting for staff time, it cost double or triple what the other tests did. The researchers recommended against using it to identify struggling readers.\u003c/p>\n\u003cp>The problem, Burns hypothesized, is that the leveled books themselves aren’t a good measure of students’ reading abilities.\u003c/p>\n\u003cp>In \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/26563597/\">another study\u003c/a>, Burns asked second and third-graders to read aloud from two books, both at their designated level. As the children read, he took a simple measure of the number of words they read correctly per minute. He said he expected the scores to match up closely. But just as Fountas and Pinnell noted in their own study almost a decade earlier, he found that students’ reading of the two books was, at best, only moderately correlated.\u003c/p>\n\u003cp>“There’s not a lot of consistency,” Burns explained. “They read those two books with a very different level of skill. That means there’s something else other than the supposed reading level contributing to how well they read these books.” He inferred that a child’s \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1080/17470210802034603\">vocabulary\u003c/a> and \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1888348\">background knowledge\u003c/a> about a topic matter far more. For instance, a kid who’s obsessed with sharks might be able to read a story set in an aquarium well above their expected reading level.\u003c/p>\n\u003cp>Likewise, it can be difficult for a test to distinguish between a student struggling to read words and one struggling to understand an unfamiliar subject with all its new vocabulary. It would be like asking a literature professor to summarize a car repair manual; it probably wouldn’t indicate much about their overall reading ability.\u003c/p>\n\u003cp>Fountas and Pinnell each declined multiple interview requests.\u003c/p>\n\u003cp>John Cuti, a New York attorney representing their publisher, Heinemann, wrote in a letter that this article appears to “double down” on “misstatements and mischaracterizations.” Cuti also dismissed Burns’ research.\u003c/p>\n\u003cp>“That eight-year-old study is limited and flawed in several important ways and is not a reliable indicator of the effectiveness of BAS,” he wrote. He did not elaborate on the alleged flaws.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Burns released his research in 2015 — when Kelley’s son was still in preschool — and he believed it would prompt districts to take another look at their assessments. He says it was naïve now to think a study could be more persuasive than a publishing company’s sales team. “It’s almost unfair,” he said, “the level of marketing.”\u003c/p>\n\u003cp>At one major reading conference, educational publishers filled up an exhibition hall with booths of products for sale, Burns said. Under a huge “Fountas & Pinnell” banner that took up half the wall, Heinemann had posted teacher testimonials with “incredible anecdotes” of students succeeding with their products, he recalled.\u003c/p>\n\u003cp>“You can’t help but buy into the enthusiasm and the excitement. So, when one study comes out, three studies, four studies — whatever comes out — that says it doesn’t really work, it’s too late,” Burns continued. “You’re already bought in.”\u003c/p>\n\u003ch2>\u003cb>Dyslexia undetected\u003c/b>\u003c/h2>\n\u003cp>Kelley didn’t know anything about reading assessments when she first dropped her son off for kindergarten. She just wanted to find a good school for him — needed to, really. A car accident left Kelley, a social services coordinator, unable to work. She and her son have been surviving on her disability payments since then. Kelley often wished she could give more to her son, but she reassured herself that being at home would give her time to help with her son’s schooling.\u003c/p>\n\u003cp>“I kind of made this promise to him that I would love him double to compensate,” she said. “And I would make sure that I was actively involved in his education. So even though we don’t have a lot, he could have that opportunity to thrive.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Every two weeks, they went to the library together and picked out as many books as they could carry, she said. Kelley signed him up for his own library card to double their maximum checkout to 60 books. She bought books wherever she could find them — at garage sales and thrift stores — and filled bookcases in their apartment.\u003c/p>\n\u003cp>In kindergarten, Kelley asked the teacher what kind of books her son should be reading at home. She wanted something to match the BAS level she’d heard so much about. The kindergarten teacher said to let her son pick out the books.\u003c/p>\n\u003cp>The boy always seemed to gravitate to the books he’d had since he was 3 years old, which he’d practically memorized. When Kelley asked him to try the new library books, he’d look at the pictures to guess what the sentences said. Kelley tried to help him sound out the words, but he’d get upset. He was adamant that she was wrong: He wasn’t supposed to read that way, she recalled him saying.\u003c/p>\n\u003cp>Kelley said her son’s writing was the biggest giveaway. When she went in for first-grade parent-teacher conferences, she opened his writer’s notebook. “I flipped through his notebooks, and I saw a date and nothing: no writing, no input, zero. And I looked around the classroom and I saw other kids had, like, little paragraphs or little sentences. And he had nothing,” she said. “Blank.”\u003c/p>\n\u003cp>That was when Kelley convinced the school to give her son a full assessment. He was found to be dyslexic. But by the end of that school year, the BAS once again said he was close to where he should be. Kelley didn’t buy it. She kept thinking to herself: “I’m losing time, I’m losing time.”\u003c/p>\n\u003ch2>\u003cb>A debunked theory\u003c/b>\u003c/h2>\n\u003cp>It’s no surprise that Kelley’s son used pictures to figure out what the words on the page said. That’s one strategy Fountas and Pinnell encourage students to use. Other popular curricula teach similar strategies, even though \u003ca href=\"https://psycnet.apa.org/record/1992-10801-001\">research\u003c/a> dating \u003ca href=\"https://www.jstor.org/stable/747348\">back to the 1970s\u003c/a> has shown that the approach is ineffective and \u003ca href=\"https://psycnet.apa.org/record/2006-06910-002\">potentially harmful\u003c/a> to children’s progress in reading.\u003c/p>\n\u003cp>The books used to score the BAS often reward those problematic strategies. Especially at the lower levels, the books use \u003ca href=\"https://psycnet.apa.org/record/2014-22306-002\">repetitive sentence patterns\u003c/a> accompanied by illustrations that make guessing words easy so a student can “read” them even if they can’t sound out the words in the sentences.\u003c/p>\n\u003cp>As a child reads for the BAS, the teacher notes every word the child misses and decides which of three sources of information — sometimes called \u003ca href=\"https://www.nifdi.org/docman/dr-kerry-hempenstall-s-referenced-documents/303-miscue-analysis/file.html\">cues\u003c/a> — might have thrown them off: Did the incorrect word make sense in the story context? Did it fit grammatically? Did it match any letters? The results are meant to reveal a pattern, hinting at students’ strategies as they make their way through text.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3RsitD6m0vU'\n title='//www.youtube.com/embed/3RsitD6m0vU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>At \u003ca href=\"https://youtu.be/3RsitD6m0vU?si=KZzu9-kk4zJclDxr\">a November 2021 forum\u003c/a>, Lisa Levin, an administrator at San Francisco Unified, told parents that teachers in the district used the BAS to understand “what readers are doing at the point of difficulty” — which cues they are using to decipher words, and which ones are throwing them off.\u003c/p>\n\u003cp>If a student is relying too heavily on the pictures, a teacher would want to draw their attention to the letters, she said. Conversely, if a student is relying too much on phonics, “like all they’re doing is sounding it out, so their fluency kind of is chunky and not fluid,” they might tell a very young reader to look at the picture, she said.\u003c/p>\n\u003cp>Levin gave the example of a 5-year-old who comes across the word “umbrella.” Rather than “having to pause and stop and trying to sound out those long words,” they should just look at the picture, she said.\u003c/p>\n\u003cp>However, decades of research by cognitive scientists have shown that encouraging students to use those clues to read can be detrimental to their progress in reading and, therefore, to their entire education.\u003c/p>\n\u003cp>“That’s not the way that we want kids to read words,” said Mark Seidenberg, a cognitive scientist at the University of Wisconsin who has conducted extensive research on how the brain processes language. “The idea that the child should be using all types of information all the time to read words is fundamentally wrong.”\u003c/p>\n\u003cp>Seidenberg said Fountas and Pinnell have it “backwards.” Their materials prompt students to use patterns, pictures and context. They give students “strategies for dealing with their failures,” rather than teaching them to read, he said. And the BAS measures how well they use all those flawed strategies.\u003c/p>\n\u003cp>Rebecca Fedorko, a special education teacher who worked with children like Kelley’s son in San Francisco schools, told administrators at the 2021 forum that Fountas and Pinnell’s materials only made her job harder. She said she had to undo the bad habits their system taught struggling readers to rely on.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv>\n\u003cp>“It teaches them to guess about words, instead of focusing on sounding them out,” said Fedorko, who has since left to work in another school. “I spend roughly one to two months at the beginning of every year trying to get my students to stop doing this. It directly contradicts what we’re doing in special education.”\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>After \u003ca href=\"https://www.apmreports.org/story/2021/11/19/fountas-pinnell-disproven-childrens-reading-theory\">resisting that kind of criticism\u003c/a> for years, Fountas and Pinnell now appear to be working on revisions to the BAS and \u003ca href=\"https://fpblog.fountasandpinnell.com/question-do-we-really-need-better-phonics-instruction-answer-yes-and\">their curriculum\u003c/a>. Last year, their publisher offered teachers $25 Amazon gift cards to review a proposed test version that de-emphasizes the use of cues, according to an email one participant shared with APM Reports.\u003c/p>\n\u003cfigure id=\"attachment_11969382\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11969382\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/11132022_apmreports_soldastory312-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Havah Kelley (Kori Suzuki for APM Reports)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>‘The damage has been done’\u003c/b>\u003c/h2>\n\u003cp>During the summer after her son was diagnosed with dyslexia, Kelley got him a scholarship to Lindamood-Bell, a tutoring company specializing in intensive reading instruction. And for the first time, she saw that there was another way to do it, one that seemed much more effective than the one his school had used.\u003c/p>\n\u003cp>The Lindamood-Bell tutors helped her son break spoken words into individual sounds and showed how those sounds matched up with letters. It was so different from what the teachers in San Francisco schools had done, she remembered thinking. Kelley said her son had “one lightning-bolt moment after another” with the lessons.\u003c/p>\n\u003cp>But when the school year began, teachers still pushed him to use pictures and context to figure out words — not to rely on sounding them out. Kelley could see the toll it was taking on her son. He knew he was behind, and he was frustrated. He’d complain of terrible headaches. When it was time to read, he’d sometimes go to the nurse with a stomachache. “There’s only so much he can take,” Kelley said.\u003c/p>\n\u003cp>As Kelley’s son progressed through second, third and fourth grades, he kept moving up the BAS’ levels. His scores were so high at one point that the principal suggested they discontinue special education services.\u003c/p>\n\u003cp>In fifth grade, when her son received a full reevaluation of his learning disability, as required under federal special education law, the results showed he’d made little progress on some reading measures compared to his peers. On others, he’d even slid backward. The evaluator said that, in some respects, Kelley’s son was still effectively reading at a first-grade level.\u003c/p>\n\u003cp>Kelley said getting such inaccurate information from the BAS has been disorienting. The school had told her all along that he was meeting his goals based on Fountas and Pinnell’s measures. But every outside assessment had given her different results, nearly “the complete opposite of what I’d been hearing,” she said. In early 2022, halfway through fifth grade, Kelley transferred her son to a specialized school for children with disabilities.\u003c/p>\n\u003cp>About half of San Francisco’s third graders aren’t where they should be in reading. On \u003ca href=\"https://caaspp.edsource.org/sbac/san-francisco-unified-38684780000000\">last year’s state test\u003c/a>, 49% scored below grade-level standards. And there are stark disparities by race and ethnicity. Only 23% of Black third graders and 24% of Hispanic third graders met the standard in reading.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified declined APM Reports’ repeated requests to make district officials available for an interview.\u003c/p>\n\u003cp>Officials at San Francisco Unified are only now acknowledging that the BAS distorted their view of students’ early reading abilities. They’ve read the research parent advocates sent them showing there are likely other children in the district, like Kelley’s son, that the test missed.\u003c/p>\n\u003cp>“Can a student succeed on [the Benchmark Assessment System] and not be literate?” Superintendent Wayne asked rhetorically at the March school board meeting. “That’s the thing: Yes.”\u003c/p>\n\u003cp>Wayne said he doesn’t want teachers to feel that they can’t sit with children and listen to them read aloud. However, he said the district needs an early reading test to accurately measure foundational skills such as sounding out words. “And that’s the piece that’s missing,” Wayne said.\u003c/p>\n\u003cp>Kelley is now collaborating with the district. She’s been meeting with administrators as they select a new \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2022-12-08-new-pk-5-language-arts-core-curriculum-horizon-sfusd\">language arts curriculum\u003c/a> and accompanying assessments. She says she’s advocating for San Francisco’s other struggling readers. But she says the changes are coming too late for her family.\u003c/p>\n\u003cp>Her son is now in seventh grade and still struggles with reading, “just throwing out words” when he’s stuck.\u003c/p>\n\u003cp>“The damage has been done, and it’s not an easy fix. It’s going to take a lot of time to get him just to that baseline,” Kelley said. “And I still don’t know if we’re going to be OK.”\u003c/p>\n\u003cp>\u003ci>Additional reporting by Emily Hanford and Will Callan.\u003cbr>\n\u003c/i>\u003cem>\u003cbr>\nThis story was co-published with \u003cspan id=\"0.6844325388612327\" class=\"highlight\">APM\u003c/span> Reports. Its podcast \u003ca href=\"https://features.apmreports.org/sold-a-story/\">Sold a Story\u003c/a> investigates how teaching kids to read went so wrong.\u003c/em>\u003ci>\u003cbr>\n\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive director, Just Equations\"]‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’[/pullquote]The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ji Song and James Stigler, psychology professors, UCLA\"]‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’[/pullquote]“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968324,mindshift_62724,forum_2010101894089\"]The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Elizabeth Statton, math teacher, Lowell High in San Francisco\"]‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’[/pullquote]\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive directorJust Equations\"]‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’[/pullquote]“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Barbara Knowlton, BOARS chair and psychology professor, UCLA\"]‘We want as much access as possible, yet it has to mean that students are prepared.’[/pullquote]“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\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>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>More than 900,000 borrowers have had roughly $44 billion in federal student loan debts approved to be erased in the last year because of a little-understood effort to address past mistakes with federal income-driven (IDR) repayment plans, the U.S. Department of Education announced today.\u003c/p>\n\u003cp>In addition, the Department said almost 750,000 borrowers have now received up to $53.5 billion in relief through changes to the once-troubled Public Service Loan Forgiveness plan. [pullquote size=\"medium\" align=\"right\" citation=\"U.S. Secretary of Education Miguel Cardona\"]‘The data released today once again make clear that the Biden-Harris Administration’s relentless efforts to fix the broken student loan system are paying off in a big way.’[/pullquote]Combined, the Biden administration said it had approved the cancellation of nearly $132 billion in federal student loan debts for more than 3.6 million Americans. \u003c/p>\n\u003cp>“The data released today once again make clear that the Biden-Harris Administration’s relentless efforts to fix the broken student loan system are paying off in a big way. … ” U.S. Secretary of Education Miguel Cardona said in a statement. “This level of debt relief is unparalleled, and we have no intention of slowing down.”\u003c/p>\n\u003cp>The announcement is the latest result of a complex, slow-moving “account adjustment” the Department promised in \u003ca href=\"https://www.npr.org/2022/04/19/1093310151/student-loans-income-based-repayment\">April 2022\u003c/a>. That effort came after advocates and an \u003ca href=\"https://www.npr.org/2022/04/01/1089750113/student-loan-debt-investigation\">NPR investigation\u003c/a> revealed mistakes and mismanagement of IDR plans, which promise affordable monthly payments based on a borrower’s income and loan forgiveness after 20 or 25 years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the problems the Biden administration committed to address: Some loan servicers weren’t keeping track of borrowers’ progress toward forgiveness, low-income borrowers didn’t always receive credit toward forgiveness when they made their monthly payments, and \u003ca href=\"https://www.npr.org/2022/12/19/1144064881/millions-of-student-loan-borrowers-debt-unnecessarily-spent-years-in-forbearance\">millions of borrowers spent long periods in forbearance\u003c/a> because that was easier for servicers than helping borrowers enroll in an IDR plan.\u003c/p>\n\u003cp>As a result, the Department committed to reviewing the loan histories of millions of borrowers and giving them retroactive credit for these mistakes, bringing many of them much closer to loan forgiveness.\u003c/p>\n\u003cp>This account adjustment has taken considerable time as the Department has been reviewing borrowers’ records in tranches. It \u003ca href=\"https://www.npr.org/2023/07/14/1187660793/student-loan-forgiveness-income-driven-repayment\">announced the first and largest tranche of loan forgiveness in July\u003c/a>, with 804,000 borrowers receiving $39 billion in debt relief. In early October, \u003ca href=\"https://www.ed.gov/news/press-releases/biden-harris-administration-announces-additional-9-billion-student-debt-relief\">it announced a second tranche\u003c/a> of 51,000 borrowers receiving another $2.8 billion in relief.\u003c/p>\n\u003cp>Wednesday marks the Department’s latest tranche of borrowers – an additional 46,000 who will receive $2.2 billion in relief – under the IDR account adjustment.\u003c/p>\n\u003ch2>‘I immediately just burst into tears’\u003c/h2>\n\u003cp>At the same time, the Education Department has also been updating its tally of borrowers who have received debt relief following its efforts to make it easier to qualify for Public Service Loan Forgiveness, a\u003ca href=\"https://www.npr.org/2018/10/17/653853227/the-student-loan-whistleblower\"> long-troubled program\u003c/a> that promises debt relief for borrowers who stay current on their payments while working for a decade in public service.\u003c/p>\n\u003cp>Phoema Dubra is one of those borrowers. She earned her master’s degree from Ole Miss and, until earlier this year, had about $80,000 in student loans. She now works as a speech-language pathologist in the public schools in Dallas. [aside label='More Stories on Student Loans' tag='student-loans']More than once over the years, Dubra struggled to afford her monthly loan payment but didn’t know she could enroll in a more flexible, income-based repayment plan. Instead, when she called her loan servicer for help, she said her loans were put into forbearance, pausing payments but allowing interest to keep accruing.\u003c/p>\n\u003cp>She wasn’t alone. According to federal data, nearly 12 million borrowers spent at least 12 straight months in forbearance in the decade before \u003ca href=\"https://www.npr.org/2023/10/02/1202937029/pause-on-federal-student-loans-ends-millions-have-to-make-payments-again\">the pandemic payment pause\u003c/a>. Nearly 5.5 million borrowers, including Dubra, spent at least \u003cem>three years\u003c/em> in forbearance. Many, perhaps most, could have benefited from income-based repayment had they known about it.\u003c/p>\n\u003cp>In February, Dubra was told that, under changes to PSLF rules, her remaining loans had been canceled in return for her decade of service in schools and a stint in a public hospital.\u003c/p>\n\u003cp>“I immediately just burst into tears,” Dubra said. She had called her loan servicer, “and the [call center worker] was so nice, and she said, ‘This is the purpose of this.’ I’ll never forget her saying that. ‘This is why we do this, because you’ve worked so hard to help other people, and now is our time to help you.'”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 900,000 borrowers have had roughly $44 billion in federal student loan debts approved to be erased in the last year because of a little-understood effort to address past mistakes with federal income-driven (IDR) repayment plans, the U.S. Department of Education announced today.\u003c/p>\n\u003cp>In addition, the Department said almost 750,000 borrowers have now received up to $53.5 billion in relief through changes to the once-troubled Public Service Loan Forgiveness plan. \u003c/p>\u003c/div>",
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"content": "‘The data released today once again make clear that the Biden-Harris Administration’s relentless efforts to fix the broken student loan system are paying off in a big way.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Combined, the Biden administration said it had approved the cancellation of nearly $132 billion in federal student loan debts for more than 3.6 million Americans. \u003c/p>\n\u003cp>“The data released today once again make clear that the Biden-Harris Administration’s relentless efforts to fix the broken student loan system are paying off in a big way. … ” U.S. Secretary of Education Miguel Cardona said in a statement. “This level of debt relief is unparalleled, and we have no intention of slowing down.”\u003c/p>\n\u003cp>The announcement is the latest result of a complex, slow-moving “account adjustment” the Department promised in \u003ca href=\"https://www.npr.org/2022/04/19/1093310151/student-loans-income-based-repayment\">April 2022\u003c/a>. That effort came after advocates and an \u003ca href=\"https://www.npr.org/2022/04/01/1089750113/student-loan-debt-investigation\">NPR investigation\u003c/a> revealed mistakes and mismanagement of IDR plans, which promise affordable monthly payments based on a borrower’s income and loan forgiveness after 20 or 25 years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the problems the Biden administration committed to address: Some loan servicers weren’t keeping track of borrowers’ progress toward forgiveness, low-income borrowers didn’t always receive credit toward forgiveness when they made their monthly payments, and \u003ca href=\"https://www.npr.org/2022/12/19/1144064881/millions-of-student-loan-borrowers-debt-unnecessarily-spent-years-in-forbearance\">millions of borrowers spent long periods in forbearance\u003c/a> because that was easier for servicers than helping borrowers enroll in an IDR plan.\u003c/p>\n\u003cp>As a result, the Department committed to reviewing the loan histories of millions of borrowers and giving them retroactive credit for these mistakes, bringing many of them much closer to loan forgiveness.\u003c/p>\n\u003cp>This account adjustment has taken considerable time as the Department has been reviewing borrowers’ records in tranches. It \u003ca href=\"https://www.npr.org/2023/07/14/1187660793/student-loan-forgiveness-income-driven-repayment\">announced the first and largest tranche of loan forgiveness in July\u003c/a>, with 804,000 borrowers receiving $39 billion in debt relief. In early October, \u003ca href=\"https://www.ed.gov/news/press-releases/biden-harris-administration-announces-additional-9-billion-student-debt-relief\">it announced a second tranche\u003c/a> of 51,000 borrowers receiving another $2.8 billion in relief.\u003c/p>\n\u003cp>Wednesday marks the Department’s latest tranche of borrowers – an additional 46,000 who will receive $2.2 billion in relief – under the IDR account adjustment.\u003c/p>\n\u003ch2>‘I immediately just burst into tears’\u003c/h2>\n\u003cp>At the same time, the Education Department has also been updating its tally of borrowers who have received debt relief following its efforts to make it easier to qualify for Public Service Loan Forgiveness, a\u003ca href=\"https://www.npr.org/2018/10/17/653853227/the-student-loan-whistleblower\"> long-troubled program\u003c/a> that promises debt relief for borrowers who stay current on their payments while working for a decade in public service.\u003c/p>\n\u003cp>Phoema Dubra is one of those borrowers. She earned her master’s degree from Ole Miss and, until earlier this year, had about $80,000 in student loans. She now works as a speech-language pathologist in the public schools in Dallas. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>More than once over the years, Dubra struggled to afford her monthly loan payment but didn’t know she could enroll in a more flexible, income-based repayment plan. Instead, when she called her loan servicer for help, she said her loans were put into forbearance, pausing payments but allowing interest to keep accruing.\u003c/p>\n\u003cp>She wasn’t alone. According to federal data, nearly 12 million borrowers spent at least 12 straight months in forbearance in the decade before \u003ca href=\"https://www.npr.org/2023/10/02/1202937029/pause-on-federal-student-loans-ends-millions-have-to-make-payments-again\">the pandemic payment pause\u003c/a>. Nearly 5.5 million borrowers, including Dubra, spent at least \u003cem>three years\u003c/em> in forbearance. Many, perhaps most, could have benefited from income-based repayment had they known about it.\u003c/p>\n\u003cp>In February, Dubra was told that, under changes to PSLF rules, her remaining loans had been canceled in return for her decade of service in schools and a stint in a public hospital.\u003c/p>\n\u003cp>“I immediately just burst into tears,” Dubra said. She had called her loan servicer, “and the [call center worker] was so nice, and she said, ‘This is the purpose of this.’ I’ll never forget her saying that. ‘This is why we do this, because you’ve worked so hard to help other people, and now is our time to help you.'”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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