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"content": "\u003cp>Following a \u003ca href=\"https://edsource.org/2022/california-community-colleges-eye-a-different-future-amid-pandemic-disruption/681483\">steep drop\u003c/a> in enrollment during the pandemic, a growing number of community colleges in California are offering free tuition to draw more students and avoid losing funding.\u003c/p>\n\u003cp>Tuition-free community college has been a reality for many students for several decades under the \u003ca class=\"external\" href=\"https://www.cccapply.org/en/money/california-college-promise-grant\" target=\"_blank\" rel=\"noopener\">California College Promise Grant,\u003c/a> which waives tuition fees for eligible California residents, as well as those who are \u003ca href=\"https://icangotocollege.com/financial-aid/california-college-promise-grant#:~:text=CCPG%20gets%20awarded%20based%20on,under%20the%20California%20Dream%20Act.\">exempt from non-resident fees \u003c/a>under the California Dream Act.\u003c/p>\n\u003cp>For students who don’t qualify, community colleges can also dip into another pot of funding to waive tuition. The separate but similarly named \u003ca class=\"external\" href=\"https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Educational-Services-and-Support/Student-Service/What-we-do/California-Promise\" target=\"_blank\" rel=\"noopener\">California Promise\u003c/a>, created under Assembly Bill 19 in 2017, sets aside $46 million annually to be split among the state’s community colleges to support students — and many schools are now using those funds to waive tuition.\u003c/p>\n\u003cp>As of the current semester, all 116 California community college campuses offer some form of tuition-free education.[aside label=\"related coverage\" tag=\"community-college\"]That shift seems to be paying off. After years of pandemic-related enrollment decline, a growing number of community colleges across the state, from San Diego to San Jose, \u003ca href=\"https://edsource.org/2023/why-enrollment-is-rebounding-at-californias-community-colleges/697875\">reported significant increases\u003c/a> this fall. That comes after an 8% increase in enrollment last spring across the system of 116 colleges, according to \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/09/2022_23-Enrollment-Memo-for-the-Chancellor_2023.9.21-2.pdf\" target=\"_blank\" rel=\"noopener\">a memo prepared by the state chancellor’s office.\u003c/a>\u003c/p>\n\u003cp>The tuition-free move has also been well-received by students like Paige Stevens, who attends Folsom Lake College.\u003c/p>\n\u003cp>“I didn’t even know about it. I was set up on a payment plan, paid my first payment, and then the next time I checked my balance, it said it was paid by the California College Promise Grant. I had to look it up,” Stevens said. “Now that I received this financial aid, I was super excited and enrolled in another two classes to take advantage.”\u003c/p>\n\u003cp>Some campuses have gone a step further and offered awards to students who may not qualify for the Promise Grant program.\u003c/p>\n\u003cp>Since the 2020-21 semester, Diablo Valley College in Contra Costa County has been offering a “full-time free tuition award” that refunds tuition to students who are California residents, enrolled in at least 12 units, and are maintaining at least a 2.0 GPA and following an education plan.\u003c/p>\n\u003cp>“DVC is experiencing a moderate increase in enrollment this semester, and although many factors impact enrollment, we are confident that the college’s free tuition programs have played a role,” Marisa Greenberg, a spokesperson for the school, said in an email. “We know from conversations with students that receiving free tuition makes it possible for many students to either remain in college or to take more units, thereby accelerating their time to completing a degree or certificate.”\u003c/p>\n\u003cp>In the \u003ca href=\"https://smccd.edu/freecollege/\">San Mateo County Community College District\u003c/a>, tuition has been waived for all students, regardless of income, since the fall 2022 semester. That year, about 1,500 more students enrolled in the district’s three campuses, as compared to the previous year — marking a roughly 9.5% increase, according to \u003ca class=\"external\" href=\"https://datamart.cccco.edu/students/Student_Headcount_Term_Annual.aspx\" target=\"_blank\" rel=\"noopener\">Chancellor’s Office data\u003c/a>.\u003c/p>\n\u003cp>The district’s ad campaign, as seen in mailers and online ads, has focused heavily on the free-tuition offering.\u003c/p>\n\u003cp>Chabot College in Hayward also recently implemented tuition-free enrollment for first-year students, regardless of income.\u003c/p>\n\u003cp>“At Chabot College, we understand that the ability to pay or offset college expenses yields a greater probability of enrollment,” President Jamal A. Cooks said in an email. “We wanted to make sure to break down the barriers to postsecondary education,” he added, noting that college offers a path to social mobility.\u003cbr>\n[ad fullwidth]\u003cbr>\nThe growing free-tuition trend comes as community colleges are increasingly feeling pressure to rebuild their student ranks to near pre-pandemic levels to avoid cuts from the state, which, starting in 2025, will largely base funding on enrollment numbers.\u003c/p>\n\u003cp>Chip Woerner, a spokesperson for Los Positas College, said that offering free tuition allows the school to offer students access to other key services.\u003c/p>\n\u003cp>“A tuition-free campaign … opens a conversation with students about the many resources available to them at our college,” he said in an email.\u003c/p>\n\u003cp>\u003cem>Joshua Picazo is majoring in media studies at UC Berkeley and is a member of EdSource’s \u003c/em>\u003ca href=\"https://edsource.org/california-student-journalism-corps\">\u003cem>California Student Journalism Corps\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/tuition-free-access-expanding-across-california-community-college-campuses/699832\">This story originally published on EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That shift seems to be paying off. After years of pandemic-related enrollment decline, a growing number of community colleges across the state, from San Diego to San Jose, \u003ca href=\"https://edsource.org/2023/why-enrollment-is-rebounding-at-californias-community-colleges/697875\">reported significant increases\u003c/a> this fall. That comes after an 8% increase in enrollment last spring across the system of 116 colleges, according to \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/09/2022_23-Enrollment-Memo-for-the-Chancellor_2023.9.21-2.pdf\" target=\"_blank\" rel=\"noopener\">a memo prepared by the state chancellor’s office.\u003c/a>\u003c/p>\n\u003cp>The tuition-free move has also been well-received by students like Paige Stevens, who attends Folsom Lake College.\u003c/p>\n\u003cp>“I didn’t even know about it. I was set up on a payment plan, paid my first payment, and then the next time I checked my balance, it said it was paid by the California College Promise Grant. I had to look it up,” Stevens said. “Now that I received this financial aid, I was super excited and enrolled in another two classes to take advantage.”\u003c/p>\n\u003cp>Some campuses have gone a step further and offered awards to students who may not qualify for the Promise Grant program.\u003c/p>\n\u003cp>Since the 2020-21 semester, Diablo Valley College in Contra Costa County has been offering a “full-time free tuition award” that refunds tuition to students who are California residents, enrolled in at least 12 units, and are maintaining at least a 2.0 GPA and following an education plan.\u003c/p>\n\u003cp>“DVC is experiencing a moderate increase in enrollment this semester, and although many factors impact enrollment, we are confident that the college’s free tuition programs have played a role,” Marisa Greenberg, a spokesperson for the school, said in an email. “We know from conversations with students that receiving free tuition makes it possible for many students to either remain in college or to take more units, thereby accelerating their time to completing a degree or certificate.”\u003c/p>\n\u003cp>In the \u003ca href=\"https://smccd.edu/freecollege/\">San Mateo County Community College District\u003c/a>, tuition has been waived for all students, regardless of income, since the fall 2022 semester. That year, about 1,500 more students enrolled in the district’s three campuses, as compared to the previous year — marking a roughly 9.5% increase, according to \u003ca class=\"external\" href=\"https://datamart.cccco.edu/students/Student_Headcount_Term_Annual.aspx\" target=\"_blank\" rel=\"noopener\">Chancellor’s Office data\u003c/a>.\u003c/p>\n\u003cp>The district’s ad campaign, as seen in mailers and online ads, has focused heavily on the free-tuition offering.\u003c/p>\n\u003cp>Chabot College in Hayward also recently implemented tuition-free enrollment for first-year students, regardless of income.\u003c/p>\n\u003cp>“At Chabot College, we understand that the ability to pay or offset college expenses yields a greater probability of enrollment,” President Jamal A. Cooks said in an email. “We wanted to make sure to break down the barriers to postsecondary education,” he added, noting that college offers a path to social mobility.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nThe growing free-tuition trend comes as community colleges are increasingly feeling pressure to rebuild their student ranks to near pre-pandemic levels to avoid cuts from the state, which, starting in 2025, will largely base funding on enrollment numbers.\u003c/p>\n\u003cp>Chip Woerner, a spokesperson for Los Positas College, said that offering free tuition allows the school to offer students access to other key services.\u003c/p>\n\u003cp>“A tuition-free campaign … opens a conversation with students about the many resources available to them at our college,” he said in an email.\u003c/p>\n\u003cp>\u003cem>Joshua Picazo is majoring in media studies at UC Berkeley and is a member of EdSource’s \u003c/em>\u003ca href=\"https://edsource.org/california-student-journalism-corps\">\u003cem>California Student Journalism Corps\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/tuition-free-access-expanding-across-california-community-college-campuses/699832\">This story originally published on EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Five years ago, California embarked on an ambitious plan to bring computer science to all K–12 students, bolstering the state economy and opening doors to promising careers — especially for lower-income students and students of color.\u003c/p>\n\u003cp>But a lack of qualified teachers has stalled these efforts and left California — a global hub for the technological industry — ranked \u003ca href=\"https://advocacy.code.org/state-handouts/California.pdf\">near the bottom (PDF)\u003c/a> of states nationally in the percentage of high schools offering computer science classes.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Allison Scott, CEO, Kapor Foundation\"]‘I truly believe that California’s future is dependent on preparing students for the tech-driven global economy. You see where the world is going, and it’s urgent that we make this happen.’[/pullquote]“I truly believe that California’s future is dependent on preparing students for the tech-driven global economy. You see where the world is going, and it’s urgent that we make this happen,” said Allison Scott, chief executive officer of the Kapor Foundation, an Oakland-based organization that advocates for equity in the technology sector.\u003c/p>\n\u003cp>Scott was among those at a \u003ca href=\"https://www.summit.csforall.org/\">conference\u003c/a> in Oakland this week aimed at expanding computer science education nationally. While some states — such as Arkansas, Maryland and South Carolina — are well on their way to offering computer science to all students, California lags far behind. According to a \u003ca href=\"https://advocacy.code.org/state-handouts/California.pdf\">2022 report by Code.org (PDF)\u003c/a>, only 40% of California high schools offer computer science classes, well below the national average of 53%.\u003c/p>\n\u003cp>California’s lower-income students, rural students and students of color were significantly less likely to have access to computer science classes, putting them at a disadvantage in the job market, \u003ca href=\"https://csforca.org/wp-content/uploads/2021/09/KC21007_CS-for-CA_9-28-21-1-1.pdf\">according to a 2021 report (PDF)\u003c/a> by the Kapor Center and Computer Science for California.\u003c/p>\n\u003ch2 id=\"h-slow-signs-of-progress\" class=\"wp-block-heading\">Slow signs of progress\u003c/h2>\n\u003cp>The state has made some progress in the past few years since adopting its sweeping \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/cssip.asp\">Computer Science Strategic Implementation Plan\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/be/st/ss/computerscicontentstds.asp\">curriculum standards\u003c/a> in 2018. More students are taking and passing the Advanced Placement computer science exams, and schools are gradually adding computer science curriculum either as a stand-alone class or integrated into math, science or other courses. The University of California now accepts computer science as satisfying a third or fourth year of math or science, instead of just as an elective. And some districts, such as Oakland Unified and San Francisco Unified, have greatly expanded their computer science offerings, thanks in part to a grant from the Salesforce Foundation.\u003c/p>\n\u003cp>To help solve the computer science teacher shortage, Gov. Gavin Newsom this month signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1251\">Assembly Bill 1251\u003c/a>, which creates a commission that will look at ways to streamline the process of becoming a computer science teacher. The current process is so arduous, some say, that it’s keeping high-quality teachers from the classroom, especially in rural and lower-income areas.\u003c/p>\n\u003cfigure id=\"attachment_11965796\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965796\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy.jpg\" alt=\"A woman speaks into a microphone while another looks on behind her.\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Camie Belgrave, the senior director of programs and partnerships at CSforALL, speaks to the hundreds of people gathered at the Oakland Scottish Rite Center on Oct. 26, 2023, for the CSforALL Summit. She explained the importance of commitments to computer science education and noted that, according to the CSforALL commitment map, California has the most commitment makers of any U.S. state. \u003ccite>(Emily Steinberger for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Currently, there are three ways to teach computer science in California. One is to earn a career and technical education credential, which requires work experience but no post-graduate coursework. Another is to hold a math, business or industrial technology credential. The third is to obtain a credential in any subject and then add an extra 20 units of computer science. Because of confusion over requirements, funding and curriculum, schools have difficulty finding the right teachers to teach specific classes.\u003c/p>\n\u003cp>“The goal is to ensure we have well-prepared computer science teachers for all students so they can engage in the world around them. We’re making progress, but we have a ways to go,” said Julie Flapan, director of the Computer Science Equity Project at UCLA. The new law should help eliminate that confusion, possibly leading to the creation of a computer science credential.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"forum_2010101894069,news_11930171\"]Due in part to the lack of teachers, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202320240AB1054\">a bill that would have required\u003c/a> all California high schools to offer computer science stalled in the Senate this year. It’s also a reason California is among the states that don’t require computer science to graduate, although State Superintendent of Public Instruction Tony Thurmond said Wednesday that he might propose such legislation next year.\u003c/p>\n\u003cp>A lack of teachers isn’t the only roadblock to expanding computer science. School administrators and counselors also must prioritize the subject, Flapan said, making sure it’s offered and that students in underrepresented groups understand the benefits and have access to classes.\u003c/p>\n\u003cp>Computer science has evolved to include more than basic coding. A good class now includes lessons on artificial intelligence, media literacy, data science, ethics and biased algorithms, so “students know how to think critically to solve problems using technology,” Flapan said.\u003c/p>\n\u003ch2 id=\"h-easier-paths-to-teach-computer-science\" class=\"wp-block-heading\">Easier paths to teach computer science\u003c/h2>\n\u003cp>Becoming a computer science teacher can be a long and expensive process, but San Francisco State University has found a way to make the pathway more enticing. Using grant money from the National Science Foundation, the university offers online courses for teachers who want to gain the extra 20 units in computer science, enabling them to teach at the high school level.\u003c/p>\n\u003cp>Since it launched the program in 2018, San Francisco State has trained more than 150 computer science teachers and is helping other universities start similar programs. Every year, it’s flooded with applications from throughout California, said Hao Yue, assistant chair of the computer science department at San Francisco State and a leader of the computer science education program.\u003c/p>\n\u003cp>Some participants are current teachers who want to broaden their qualifications, in some cases for a bump in pay, while others are referred by their districts. The university is trying to broaden the pool further by luring undergraduates.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Shana V. White, director of computer science equity, Kapor Center\"]‘We know that if you focus on the most marginalized, the most vulnerable students, everyone benefits. That’s true everywhere, but especially in tech.’[/pullquote]“When you’re majoring in computer science, all you hear about is becoming a software engineer. They don’t know that teaching is an option. But some of them love working with kids, love teaching, and we’re able to help them become teachers,” Yue said.\u003c/p>\n\u003cp>Two years ago, Newsom \u003ca href=\"https://www.ctc.ca.gov/educator-prep/grant-funded-programs/cs-incentive-grant\">allotted $15 million in the state budget\u003c/a> to help teachers of other subjects obtain their 20 extra units of computer science. The state Department of Education has also made \u003ca href=\"https://www.cde.ca.gov/fg/fo/r12/csewig23rfa.asp\">$20 million available\u003c/a> to train teachers, counselors and administrators in computer science.\u003c/p>\n\u003cp>UC Berkeley also runs a free program to help teachers qualify to teach computer science. Funded in part through a grant from Google, the program gives teachers the credits they need to teach computer science, as well as guidance on how to make computer science more accessible to students of color, students with disabilities and students with lower income.\u003c/p>\n\u003cp>Shana V. White, director of computer science equity at the Kapor Center, said making computer science available to underrepresented students in the technology field must be a priority as California rolls out its program.\u003c/p>\n\u003cp>“We know that if you focus on the most marginalized, the most vulnerable students, everyone benefits,” White said. “That’s true everywhere, but especially in tech.”\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>Five years ago, California embarked on an ambitious plan to bring computer science to all K–12 students, bolstering the state economy and opening doors to promising careers — especially for lower-income students and students of color.\u003c/p>\n\u003cp>But a lack of qualified teachers has stalled these efforts and left California — a global hub for the technological industry — ranked \u003ca href=\"https://advocacy.code.org/state-handouts/California.pdf\">near the bottom (PDF)\u003c/a> of states nationally in the percentage of high schools offering computer science classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I truly believe that California’s future is dependent on preparing students for the tech-driven global economy. You see where the world is going, and it’s urgent that we make this happen,” said Allison Scott, chief executive officer of the Kapor Foundation, an Oakland-based organization that advocates for equity in the technology sector.\u003c/p>\n\u003cp>Scott was among those at a \u003ca href=\"https://www.summit.csforall.org/\">conference\u003c/a> in Oakland this week aimed at expanding computer science education nationally. While some states — such as Arkansas, Maryland and South Carolina — are well on their way to offering computer science to all students, California lags far behind. According to a \u003ca href=\"https://advocacy.code.org/state-handouts/California.pdf\">2022 report by Code.org (PDF)\u003c/a>, only 40% of California high schools offer computer science classes, well below the national average of 53%.\u003c/p>\n\u003cp>California’s lower-income students, rural students and students of color were significantly less likely to have access to computer science classes, putting them at a disadvantage in the job market, \u003ca href=\"https://csforca.org/wp-content/uploads/2021/09/KC21007_CS-for-CA_9-28-21-1-1.pdf\">according to a 2021 report (PDF)\u003c/a> by the Kapor Center and Computer Science for California.\u003c/p>\n\u003ch2 id=\"h-slow-signs-of-progress\" class=\"wp-block-heading\">Slow signs of progress\u003c/h2>\n\u003cp>The state has made some progress in the past few years since adopting its sweeping \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/cssip.asp\">Computer Science Strategic Implementation Plan\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/be/st/ss/computerscicontentstds.asp\">curriculum standards\u003c/a> in 2018. More students are taking and passing the Advanced Placement computer science exams, and schools are gradually adding computer science curriculum either as a stand-alone class or integrated into math, science or other courses. The University of California now accepts computer science as satisfying a third or fourth year of math or science, instead of just as an elective. And some districts, such as Oakland Unified and San Francisco Unified, have greatly expanded their computer science offerings, thanks in part to a grant from the Salesforce Foundation.\u003c/p>\n\u003cp>To help solve the computer science teacher shortage, Gov. Gavin Newsom this month signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1251\">Assembly Bill 1251\u003c/a>, which creates a commission that will look at ways to streamline the process of becoming a computer science teacher. The current process is so arduous, some say, that it’s keeping high-quality teachers from the classroom, especially in rural and lower-income areas.\u003c/p>\n\u003cfigure id=\"attachment_11965796\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965796\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy.jpg\" alt=\"A woman speaks into a microphone while another looks on behind her.\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/102623-Computer-Science-BIPOC-ES-CM-009-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Camie Belgrave, the senior director of programs and partnerships at CSforALL, speaks to the hundreds of people gathered at the Oakland Scottish Rite Center on Oct. 26, 2023, for the CSforALL Summit. She explained the importance of commitments to computer science education and noted that, according to the CSforALL commitment map, California has the most commitment makers of any U.S. state. \u003ccite>(Emily Steinberger for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Currently, there are three ways to teach computer science in California. One is to earn a career and technical education credential, which requires work experience but no post-graduate coursework. Another is to hold a math, business or industrial technology credential. The third is to obtain a credential in any subject and then add an extra 20 units of computer science. Because of confusion over requirements, funding and curriculum, schools have difficulty finding the right teachers to teach specific classes.\u003c/p>\n\u003cp>“The goal is to ensure we have well-prepared computer science teachers for all students so they can engage in the world around them. We’re making progress, but we have a ways to go,” said Julie Flapan, director of the Computer Science Equity Project at UCLA. The new law should help eliminate that confusion, possibly leading to the creation of a computer science credential.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Due in part to the lack of teachers, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202320240AB1054\">a bill that would have required\u003c/a> all California high schools to offer computer science stalled in the Senate this year. It’s also a reason California is among the states that don’t require computer science to graduate, although State Superintendent of Public Instruction Tony Thurmond said Wednesday that he might propose such legislation next year.\u003c/p>\n\u003cp>A lack of teachers isn’t the only roadblock to expanding computer science. School administrators and counselors also must prioritize the subject, Flapan said, making sure it’s offered and that students in underrepresented groups understand the benefits and have access to classes.\u003c/p>\n\u003cp>Computer science has evolved to include more than basic coding. A good class now includes lessons on artificial intelligence, media literacy, data science, ethics and biased algorithms, so “students know how to think critically to solve problems using technology,” Flapan said.\u003c/p>\n\u003ch2 id=\"h-easier-paths-to-teach-computer-science\" class=\"wp-block-heading\">Easier paths to teach computer science\u003c/h2>\n\u003cp>Becoming a computer science teacher can be a long and expensive process, but San Francisco State University has found a way to make the pathway more enticing. Using grant money from the National Science Foundation, the university offers online courses for teachers who want to gain the extra 20 units in computer science, enabling them to teach at the high school level.\u003c/p>\n\u003cp>Since it launched the program in 2018, San Francisco State has trained more than 150 computer science teachers and is helping other universities start similar programs. Every year, it’s flooded with applications from throughout California, said Hao Yue, assistant chair of the computer science department at San Francisco State and a leader of the computer science education program.\u003c/p>\n\u003cp>Some participants are current teachers who want to broaden their qualifications, in some cases for a bump in pay, while others are referred by their districts. The university is trying to broaden the pool further by luring undergraduates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“When you’re majoring in computer science, all you hear about is becoming a software engineer. They don’t know that teaching is an option. But some of them love working with kids, love teaching, and we’re able to help them become teachers,” Yue said.\u003c/p>\n\u003cp>Two years ago, Newsom \u003ca href=\"https://www.ctc.ca.gov/educator-prep/grant-funded-programs/cs-incentive-grant\">allotted $15 million in the state budget\u003c/a> to help teachers of other subjects obtain their 20 extra units of computer science. The state Department of Education has also made \u003ca href=\"https://www.cde.ca.gov/fg/fo/r12/csewig23rfa.asp\">$20 million available\u003c/a> to train teachers, counselors and administrators in computer science.\u003c/p>\n\u003cp>UC Berkeley also runs a free program to help teachers qualify to teach computer science. Funded in part through a grant from Google, the program gives teachers the credits they need to teach computer science, as well as guidance on how to make computer science more accessible to students of color, students with disabilities and students with lower income.\u003c/p>\n\u003cp>Shana V. White, director of computer science equity at the Kapor Center, said making computer science available to underrepresented students in the technology field must be a priority as California rolls out its program.\u003c/p>\n\u003cp>“We know that if you focus on the most marginalized, the most vulnerable students, everyone benefits,” White said. “That’s true everywhere, but especially in tech.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>On a Saturday morning in late August, the Silicon Valley Association of Republican Women hosted a meeting to recruit candidates for local school board races.\u003c/p>\n\u003cp>The gathering at Calvary Chapel on Hillsdale Avenue in San José began with a prayer from the group’s vice president, Mingi Bodine. [pullquote size=\"medium\" align=\"right\" citation=\"Mingi Bodine, vice president, Silicon Valley Association of Republican Women\"]‘Father, we are asking not only for your forgiveness of our sins, but rescuing the children, who have been under the most evil public school system America has ever seen.’[/pullquote]“Father, we are asking not only for your forgiveness of our sins but rescuing the children, who have been under the most evil public school system America has ever seen,” Bodine said.\u003c/p>\n\u003cp>For the next two hours, advocates implored potential candidates to pursue school board seats under the banner of “parents’ rights” — with the goal of policing textbooks and transgender expression and countering the influence of teacher unions.\u003c/p>\n\u003cp>The leader of one local parents’ rights group, Informed Parents of Silicon Valley, shared his plans to encourage parents to opt their children out of sex ed classes. And conservatives who had won seats on South Bay school boards offered unvarnished explanations for their leap into politics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I decided I’m going to run. Why? Because they were hurting the children,” said Linda Chavez, who was elected to the board of the Alum Rock Union Elementary School District, in East San José, in 2018.\u003c/p>\n\u003cp>“They had just finished passing all of this gay stuff,” Chavez said. “And this is one of the first districts who did it, and I looked around and said, this is all going to go this way — not on my watch.”\u003c/p>\n\u003cp>In 2022, Chavez and three other candidates backed by the Silicon Valley Association of Republican Women won school board seats in the South Bay. A year later — as clashes over transgender rights, Pride flags, and LGBTQ+ inclusive curriculum have spread across California and the nation — conservative organizations in liberal Santa Clara County are redoubling their efforts to gain a foothold on local school boards.\u003c/p>\n\u003cp>But they are facing growing pushback from opponents who are raising alarms about the groups’ collective aims. [pullquote size=\"medium\" align=\"right\" citation=\"San José City Councilmember Omar Torres\"]‘Right-wing individuals and organizations have made it clear to me, to our transgender community, to our LGBTQ community that we should be retreating back into the closet to hide our true selves and to conform to a version of society that denies me to be my true authentic self.’[/pullquote]On Tuesday, members of San José’s City Council denounced Informed Parents of Silicon Valley for using anti-LGBTQ+ rhetoric in their campaign to remove kids from sex-ed. In response, the council unanimously passed a resolution “affirming support of the transgender and broader LGBTQ+ communities.”\u003c/p>\n\u003cp>Councilmember Omar Torres, the city’s first openly gay Latino councilmember, co-authored the resolution. He was overcome with emotion as he attempted to speak from the dais — twice asking for more time to collect his thoughts, as other council members walked over to embrace him.\u003c/p>\n\u003cp>“I stand here crying not only as a councilmember but as a human who has been the target of hate solely because of my sexual orientation,” Torres said. “Right-wing individuals and organizations have made it clear to me, to our transgender community, to our LGBTQ community that we should be retreating back into the closet to hide our true selves and to conform to a version of society that denies me to be my true authentic self.”\u003c/p>\n\u003cp>Members of the council and their allies vowed to counter the influence of the conservative organizations — drawing battle lines ahead of what could be a more significant confrontation on school board ballots in 2024.\u003c/p>\n\u003cp>“What you don’t want to have happen is that everybody stays quiet,” said Ken Yeager, a professor of political science at San José State and the first openly gay elected official in Santa Clara County. “Then, these evangelicals think, ‘Oh, OK, the political climate has changed, we can be much more bold in our actions because there isn’t going to be any type of reaction to it.” [aside postID=news_11962571 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/230927-CHINO-TRANSGENDER-SCHOOL-BOARD-Getty-DM-KQED-1020x680.jpg']Informed Parents caught the attention of the council last month when their volunteers distributed literature outside of schools in the Cambrian, Franklin-McKinney and San José Unified school districts, which declared “Your children are at risk!” and accused local schools of teaching “Gender confusion and gender transitioning.”\u003c/p>\n\u003cp>Councilmember Pam Foley called the literature “inappropriate and totally unnecessary.”\u003c/p>\n\u003cp>“These fliers contain misinformation and hateful dog whistles that target our LGBTQ community,” she said.\u003c/p>\n\u003cp>Larry Pegram, the founder of Informed Parents of Silicon Valley, defended his group’s outreach to parents and said their agenda is not anti-LGBTQ+.\u003c/p>\n\u003cp>“We welcome anyone and everyone who’s interested in asserting parental rights over their children’s education,” said Pegram, a former San José councilmember, told KQED. “Whether those parents are gay, trans, cisgendered, or anything else really doesn’t matter to us.”\u003c/p>\n\u003cp>A core goal of the group’s opt-out campaign, Pegram said, is to teach parents about their ability to remove their children from classes they consider inappropriate, such as comprehensive sex education (which includes LGBTQ+ inclusive language) and HIV/AIDS prevention education.\u003c/p>\n\u003cp>A 2015 California law requires students to receive sex ed once in middle school and once in high school, although it can be taught earlier. School districts are required to notify parents about the instruction and inform them about their ability to excuse their child.\u003c/p>\n\u003cp>“All that we are doing is helping parents know what their rights are and make a decision as to whether or not they want to opt their children out of these various activities,” Pegram said. [pullquote size=\"medium\" align=\"right\" citation=\"Larry Pegram, founder, Informed Parents of Silicon Valley\"]‘If we can create parent organizations at the various school districts, we’ve got the army. So that when someone stands up and says, ‘Yes, I want to run,’ we’ve got an army. … and we can begin to use that army for all of the labor needs that occur in a political campaign’[/pullquote]Pegram told KQED his group is not involved in politics. But at the August church meeting for prospective school board candidates, Pegram offered extensive guidance to candidates about campaigning, fundraising and messaging, saying, “If you want to see a change in curriculum in the schools, you have to make a change in the face of the people that are running the district.”\u003c/p>\n\u003cp>“Our organization, Informed Parents of Silicon Valley, is dedicated to helping you candidates get elected,” Pegram said before adding, “Now, we’re a 501(c)(3) organization. We don’t — I’m doing this for the tape — we do not endorse any candidates.”\u003c/p>\n\u003cp>Pegram said his group’s distribution of the “opt-out bookmarks” will encourage like-minded parents to form organizations.\u003c/p>\n\u003cp>“If we can create parent organizations at the various school districts, we’ve got the army. So that when someone stands up and says, ‘Yes, I want to run,’ we’ve got an army … and we can begin to use that army for all of the labor needs that occur in a political campaign,” he added.\u003c/p>\n\u003cp>Critics of Informed Parents see the group as Pegram’s latest effort to target LGBTQ+ rights in the South Bay.\u003c/p>\n\u003cp>Yeager, who detailed the history of local LGBTQ+ politics in his book \u003cem>Run!, \u003c/em>recounted Pegram’s opposition to ordinances protecting the city’s gay residents from discrimination in 1980. Later, Pegram was a local advocate for Proposition 8, which banned gay marriage statewide in 2008.\u003c/p>\n\u003cp>“The focus is always on children,” Yeager said. “But obviously, their main aim is really to sort of take over politics and to sort of deprive LGBTQ people of the same rights as everybody else.”\u003c/p>\n\u003cp>Pegram maintained that his own political history is “irrelevant” to the current work of Informed Parents.\u003c/p>\n\u003cp>Dr. Melissa Michelson, a political science professor at Menlo College, said she sees a similar playbook at work in the current debates playing out over LGBTQ+ issues in schools.\u003c/p>\n\u003cp>“The culture wars are all about finding that new thing that divides and tries to, you know, to pull away from the opposition’s coalition. And so maybe 10, 15 years ago, it was marriage equality,” said Michelson, who studies LGBTQ+ politics and transgender rights. “And now the focus has turned to what’s going on in schools, what’s going on in school libraries, what’s going on in school curriculums.”\u003c/p>\n\u003cp>Michelson said school board elections present a unique opportunity for small groups of well-organized activists. The races are often low-information contests, and candidates don’t run as a member of a political party, leaving voters without a partisan cue.\u003c/p>\n\u003cp>It’s also a strategic move in a blue state like California, where anti-LGBTQ+ legislation is unlikely to succeed at the state level. Instead, California’s Republican Party has made a concerted effort to \u003ca href=\"https://www.kqed.org/news/11922860/california-republicans-are-betting-big-on-local-school-board-races\">invest in school board candidates as a way of building political power\u003c/a> at the local level.\u003c/p>\n\u003cp>Last year, the Silicon Valley Association of Republican Women supported more than a dozen candidates for school board across Santa Clara County.\u003c/p>\n\u003cp>Four of those candidates won: Marc Cooper in the Franklin-McKinley School District; Pamela Gardiner in the Morgan Hill Unified School District; Jim Zito in the Evergreen School District; and Linda Chavez, in her bid for reelection in the Alum Rock Union Elementary School District.\u003c/p>\n\u003cp>But their ties to conservative parents’ rights groups have created divisions at the local level. Cooper was censured last month by his board colleagues for appearing on a flier promoting his presence at an event organized by Informed Parents. The group was \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-f7e7b8f6-de8e-4fa1-b10d-7c41d2c291df\">forced to apologize to San José councilmember Bien Doan\u003c/a> for featuring his image on the same flier without his knowledge.\u003c/p>\n\u003cp>Tensions were already high leading into Tuesday’s council meeting. The resolution had initially called for the explicit condemnation of Informed Parents and accused the group of harassing families in their attempts to distribute opt-out literature. But after legal threats from the group, Informed Parents’ name was removed from the legislation.\u003c/p>\n\u003cp>At the meeting, about two dozen residents showed up to testify — many sharing personal experiences.\u003c/p>\n\u003cp>Sandra Rivera, a teacher and president of the teachers union in Alum Rock, told the council about raising a transgender son in local schools.\u003c/p>\n\u003cp>“As my son navigated who he was, it was through educators here in San José and in safe spaces created by them that helped him feel safe exploring his gender,” Rivera said. “Groups such as Informed Parents of Silicon Valley are wolves in sheep’s clothing trying to justify hate.” [aside label='More Stories on LGBTQ+ Discrimination' tag='lgbtq-discrimination']Other parents showed up to support Informed Parents and blasted the school board for condemning the group. Ha Tran, a San José parent of two, said the resolution was full of “false claims and should be discarded.”\u003c/p>\n\u003cp>“These groups are there because schools are not doing their jobs,” Tran added. “These schools are biased and promote LGBQT+ and cause kids to be confused.”\u003c/p>\n\u003cp>Michelson said that on its face, Informed Parents’ campaign to opt children out of sex ed classes is a far cry from efforts to out transgender students and ban books.\u003c/p>\n\u003cp>“I think for most people, that’s where it crosses the line — versus telling people, ‘Hey, just a reminder, you can opt your kid out of this curriculum,’” Michelson said.\u003c/p>\n\u003cp>But Informed Parents’ fear-mongering rhetoric and political activity, Michelson added, could undermine their stated goals.\u003c/p>\n\u003cp>“If you’re going to give it up that easy and people are going to know that that’s what you’re really doing, then you’re going to have to expect some backlash,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Saturday morning in late August, the Silicon Valley Association of Republican Women hosted a meeting to recruit candidates for local school board races.\u003c/p>\n\u003cp>The gathering at Calvary Chapel on Hillsdale Avenue in San José began with a prayer from the group’s vice president, Mingi Bodine. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Father, we are asking not only for your forgiveness of our sins but rescuing the children, who have been under the most evil public school system America has ever seen,” Bodine said.\u003c/p>\n\u003cp>For the next two hours, advocates implored potential candidates to pursue school board seats under the banner of “parents’ rights” — with the goal of policing textbooks and transgender expression and countering the influence of teacher unions.\u003c/p>\n\u003cp>The leader of one local parents’ rights group, Informed Parents of Silicon Valley, shared his plans to encourage parents to opt their children out of sex ed classes. And conservatives who had won seats on South Bay school boards offered unvarnished explanations for their leap into politics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I decided I’m going to run. Why? Because they were hurting the children,” said Linda Chavez, who was elected to the board of the Alum Rock Union Elementary School District, in East San José, in 2018.\u003c/p>\n\u003cp>“They had just finished passing all of this gay stuff,” Chavez said. “And this is one of the first districts who did it, and I looked around and said, this is all going to go this way — not on my watch.”\u003c/p>\n\u003cp>In 2022, Chavez and three other candidates backed by the Silicon Valley Association of Republican Women won school board seats in the South Bay. A year later — as clashes over transgender rights, Pride flags, and LGBTQ+ inclusive curriculum have spread across California and the nation — conservative organizations in liberal Santa Clara County are redoubling their efforts to gain a foothold on local school boards.\u003c/p>\n\u003cp>But they are facing growing pushback from opponents who are raising alarms about the groups’ collective aims. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>On Tuesday, members of San José’s City Council denounced Informed Parents of Silicon Valley for using anti-LGBTQ+ rhetoric in their campaign to remove kids from sex-ed. In response, the council unanimously passed a resolution “affirming support of the transgender and broader LGBTQ+ communities.”\u003c/p>\n\u003cp>Councilmember Omar Torres, the city’s first openly gay Latino councilmember, co-authored the resolution. He was overcome with emotion as he attempted to speak from the dais — twice asking for more time to collect his thoughts, as other council members walked over to embrace him.\u003c/p>\n\u003cp>“I stand here crying not only as a councilmember but as a human who has been the target of hate solely because of my sexual orientation,” Torres said. “Right-wing individuals and organizations have made it clear to me, to our transgender community, to our LGBTQ community that we should be retreating back into the closet to hide our true selves and to conform to a version of society that denies me to be my true authentic self.”\u003c/p>\n\u003cp>Members of the council and their allies vowed to counter the influence of the conservative organizations — drawing battle lines ahead of what could be a more significant confrontation on school board ballots in 2024.\u003c/p>\n\u003cp>“What you don’t want to have happen is that everybody stays quiet,” said Ken Yeager, a professor of political science at San José State and the first openly gay elected official in Santa Clara County. “Then, these evangelicals think, ‘Oh, OK, the political climate has changed, we can be much more bold in our actions because there isn’t going to be any type of reaction to it.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Informed Parents caught the attention of the council last month when their volunteers distributed literature outside of schools in the Cambrian, Franklin-McKinney and San José Unified school districts, which declared “Your children are at risk!” and accused local schools of teaching “Gender confusion and gender transitioning.”\u003c/p>\n\u003cp>Councilmember Pam Foley called the literature “inappropriate and totally unnecessary.”\u003c/p>\n\u003cp>“These fliers contain misinformation and hateful dog whistles that target our LGBTQ community,” she said.\u003c/p>\n\u003cp>Larry Pegram, the founder of Informed Parents of Silicon Valley, defended his group’s outreach to parents and said their agenda is not anti-LGBTQ+.\u003c/p>\n\u003cp>“We welcome anyone and everyone who’s interested in asserting parental rights over their children’s education,” said Pegram, a former San José councilmember, told KQED. “Whether those parents are gay, trans, cisgendered, or anything else really doesn’t matter to us.”\u003c/p>\n\u003cp>A core goal of the group’s opt-out campaign, Pegram said, is to teach parents about their ability to remove their children from classes they consider inappropriate, such as comprehensive sex education (which includes LGBTQ+ inclusive language) and HIV/AIDS prevention education.\u003c/p>\n\u003cp>A 2015 California law requires students to receive sex ed once in middle school and once in high school, although it can be taught earlier. School districts are required to notify parents about the instruction and inform them about their ability to excuse their child.\u003c/p>\n\u003cp>“All that we are doing is helping parents know what their rights are and make a decision as to whether or not they want to opt their children out of these various activities,” Pegram said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Pegram told KQED his group is not involved in politics. But at the August church meeting for prospective school board candidates, Pegram offered extensive guidance to candidates about campaigning, fundraising and messaging, saying, “If you want to see a change in curriculum in the schools, you have to make a change in the face of the people that are running the district.”\u003c/p>\n\u003cp>“Our organization, Informed Parents of Silicon Valley, is dedicated to helping you candidates get elected,” Pegram said before adding, “Now, we’re a 501(c)(3) organization. We don’t — I’m doing this for the tape — we do not endorse any candidates.”\u003c/p>\n\u003cp>Pegram said his group’s distribution of the “opt-out bookmarks” will encourage like-minded parents to form organizations.\u003c/p>\n\u003cp>“If we can create parent organizations at the various school districts, we’ve got the army. So that when someone stands up and says, ‘Yes, I want to run,’ we’ve got an army … and we can begin to use that army for all of the labor needs that occur in a political campaign,” he added.\u003c/p>\n\u003cp>Critics of Informed Parents see the group as Pegram’s latest effort to target LGBTQ+ rights in the South Bay.\u003c/p>\n\u003cp>Yeager, who detailed the history of local LGBTQ+ politics in his book \u003cem>Run!, \u003c/em>recounted Pegram’s opposition to ordinances protecting the city’s gay residents from discrimination in 1980. Later, Pegram was a local advocate for Proposition 8, which banned gay marriage statewide in 2008.\u003c/p>\n\u003cp>“The focus is always on children,” Yeager said. “But obviously, their main aim is really to sort of take over politics and to sort of deprive LGBTQ people of the same rights as everybody else.”\u003c/p>\n\u003cp>Pegram maintained that his own political history is “irrelevant” to the current work of Informed Parents.\u003c/p>\n\u003cp>Dr. Melissa Michelson, a political science professor at Menlo College, said she sees a similar playbook at work in the current debates playing out over LGBTQ+ issues in schools.\u003c/p>\n\u003cp>“The culture wars are all about finding that new thing that divides and tries to, you know, to pull away from the opposition’s coalition. And so maybe 10, 15 years ago, it was marriage equality,” said Michelson, who studies LGBTQ+ politics and transgender rights. “And now the focus has turned to what’s going on in schools, what’s going on in school libraries, what’s going on in school curriculums.”\u003c/p>\n\u003cp>Michelson said school board elections present a unique opportunity for small groups of well-organized activists. The races are often low-information contests, and candidates don’t run as a member of a political party, leaving voters without a partisan cue.\u003c/p>\n\u003cp>It’s also a strategic move in a blue state like California, where anti-LGBTQ+ legislation is unlikely to succeed at the state level. Instead, California’s Republican Party has made a concerted effort to \u003ca href=\"https://www.kqed.org/news/11922860/california-republicans-are-betting-big-on-local-school-board-races\">invest in school board candidates as a way of building political power\u003c/a> at the local level.\u003c/p>\n\u003cp>Last year, the Silicon Valley Association of Republican Women supported more than a dozen candidates for school board across Santa Clara County.\u003c/p>\n\u003cp>Four of those candidates won: Marc Cooper in the Franklin-McKinley School District; Pamela Gardiner in the Morgan Hill Unified School District; Jim Zito in the Evergreen School District; and Linda Chavez, in her bid for reelection in the Alum Rock Union Elementary School District.\u003c/p>\n\u003cp>But their ties to conservative parents’ rights groups have created divisions at the local level. Cooper was censured last month by his board colleagues for appearing on a flier promoting his presence at an event organized by Informed Parents. The group was \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-f7e7b8f6-de8e-4fa1-b10d-7c41d2c291df\">forced to apologize to San José councilmember Bien Doan\u003c/a> for featuring his image on the same flier without his knowledge.\u003c/p>\n\u003cp>Tensions were already high leading into Tuesday’s council meeting. The resolution had initially called for the explicit condemnation of Informed Parents and accused the group of harassing families in their attempts to distribute opt-out literature. But after legal threats from the group, Informed Parents’ name was removed from the legislation.\u003c/p>\n\u003cp>At the meeting, about two dozen residents showed up to testify — many sharing personal experiences.\u003c/p>\n\u003cp>Sandra Rivera, a teacher and president of the teachers union in Alum Rock, told the council about raising a transgender son in local schools.\u003c/p>\n\u003cp>“As my son navigated who he was, it was through educators here in San José and in safe spaces created by them that helped him feel safe exploring his gender,” Rivera said. “Groups such as Informed Parents of Silicon Valley are wolves in sheep’s clothing trying to justify hate.” \u003c/p>\u003c/div>",
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"content": "\u003cp>About 30% of Head Start programs in California are not located within walking distance from a public transit stop, according to \u003ca href=\"https://www.civicmaps.org/head-start-transit-map\">a report and interactive map \u003c/a>released Monday by advocates calling on transit planners to improve access to the nation’s main early childhood education program for lower-income families. [pullquote size=\"medium\" align=\"right\" citation=\"Abigail Seldin, co-founder, Seldin / Haring-Smith Foundation\"]‘Anybody who’s tried to walk 2,000 feet with a squirming toddler understands intuitively, understands viscerally, why this is so important.’[/pullquote]The National Head Start Association and the Seldin / Haring-Smith Foundation’s Civic Mapping Initiative measured the proximity of local transit stops to Head Start centers across the country.\u003c/p>\n\u003cp>In California, almost 600 out of 1,900 Head Start centers are more than 0.2 miles (or 2,000 feet) away from a public transit stop, which researchers consider beyond walking distance for a preschooler.\u003c/p>\n\u003cp>“Anybody who’s tried to walk 2,000 feet with a squirming toddler understands intuitively, understands viscerally, why this is so important,” said Abigail Seldin, a co-founder of the mapping initiative.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lack of transportation was identified as one of the top reasons income-eligible families don’t enroll or stay enrolled, according to a \u003ca href=\"https://nhsa.org/wp-content/uploads/2022/04/Head-Start-United-Removing-Barriers-to-Access-for-Children-and-Families-1.pdf\">nationwide survey of Head Start programs in 2021\u003c/a>.\u003c/p>\n\u003cp>Challenges around transportation access are linked to gentrification. Some Head Start centers built decades ago are in areas that are no longer affordable for families that are income-eligible for the federally subsidized, early learning program, the survey found.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.google.com/maps/d/embed?mid=1rO36W8FQeOoyc2R8_43Mj9Kt8g_1So8&ehbc=2E312F\" width=\"640\" height=\"480\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The analysis also discovered that nationally, 42% of Head Start centers have a transit stop within walking distance for a toddler and that another 19% are located within a mile of a bus stop. It’s close enough that a transit agency could reconfigure a route to accommodate families and Head Start staffers trying to get there. [aside postID=news_11943982 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS63080_02172023_ksuzuki_tkprogress-121-qut-1-1020x678.jpg']Seldin said she hopes the data will lead transit planners to rethink how they can better serve families with young children, as the Memphis Area Transit Authority in Tennessee has done by moving bus stops nearer to three Head Start centers in their service area.\u003c/p>\n\u003cp>“Why should we make it difficult for families to access the number one anti-poverty program in America,” she said. “Ensuring transit access for families seems like a slam dunk way to ensure the success of families participating in that program.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Seldin said she hopes the data will lead transit planners to rethink how they can better serve families with young children, as the Memphis Area Transit Authority in Tennessee has done by moving bus stops nearer to three Head Start centers in their service area.\u003c/p>\n\u003cp>“Why should we make it difficult for families to access the number one anti-poverty program in America,” she said. “Ensuring transit access for families seems like a slam dunk way to ensure the success of families participating in that program.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "California’s K-8 Students Guaranteed Outdoor Time with New Recess Law",
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"content": "\u003cp>Kids across California are getting a lot more time to play outside. Gov. Gavin Newsom signed \u003ca href=\"https://sd29.senate.ca.gov/news/press-release/new-legislation-would-guarantee-daily-recess-all-california-students-k-8\">Senate Bill 291\u003c/a> into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state.\u003c/p>\n\u003cp>The new law will also prohibit educators from withholding recess as a form of punishment. Laura Medina Quintanar, executive director of the nonprofit \u003ca href=\"https://www.playworks.org/northern-california/\">Playworks, Northern California\u003c/a>, which encourages kids to stay active while building valuable social and emotional skills through play, sat down with KQED’s Brian Watt to discuss the impacts quality outdoor recess can have on growing minds.\u003c/p>\n\u003cp>She also discussed what parents and educators can expect once the law goes into effect next school year.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: This law guarantees kids half an hour of playtime outside. Why does that matter?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11965301\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11965301\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg\" alt=\"A smiling woman with long brown hair and a hot pink sweatshirt is seen standing on a playground on a sunny afternoon.\" width=\"800\" height=\"1100\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1020x1402.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-160x220.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1117x1536.jpg 1117w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks.jpg 1455w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Medina Quintanar is the executive director at the nonprofit Playworks, Northern California. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Medina Quintanar: First and foremost, this legislation puts a very needed spotlight on the importance of recess time. A lot of times, we think of recess almost as a throwaway in between that really valuable academic time.\u003c/p>\n\u003cp>But we learned, especially during the pandemic, that recess, and the way that it complements the school day, is incredibly valuable for all kinds of cognitive, social, emotional, and, of course, physical activity opportunities.\u003c/p>\n\u003cp>\u003cstrong>Do you believe that outside playtime is equally important as the classroom learning the children are gaining?\u003c/strong>\u003c/p>\n\u003cp>Oh yes, absolutely. Playworks has over 25 years of experience working directly with schools, with programs helping them build a sustainable capacity for safe and healthy play. What we’ve seen time and time again, is that when there are structures for high-quality recess in place, there are positive benefits that spill over from the recess time into the classroom. So we’re talking about higher retention rates, teachers having easier transitions, greater cooperation and greater collaboration among peers. So you can imagine how that contributes to a positive school climate and, ultimately, to positive life outcomes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the pandemic earlier — did the social isolation resulting from distance learning significantly contribute to this change?\u003c/strong>\u003c/p>\n\u003cp>One-hundred percent. Students were home for months, and months, and months; a year, even beyond. They didn’t get to learn to be among their peers. Meaning, they didn’t get to play. They didn’t get to practice and learn conflict-resolution strategies.\u003c/p>\n\u003cfigure id=\"attachment_11965300\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11965300 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg\" alt=\"Children are playing rock, paper, scissors at recess on the schoolgrounds.\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay03.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay03-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom signed Senate Bill 291 into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That makes it really hard to all of a sudden be expected to go back into the classroom. In addition to isolation, the trauma that was brought on by the pandemic, that was impacted by the pandemic.\u003c/p>\n\u003cp>It’s a lot to be expected to suddenly perform in this academic setting. Recess is more important than ever to help continue to ease that transition and fill all those gaps that became even larger during the pandemic.\u003c/p>\n\u003cp>\u003cstrong>Is it true that under SB 291, schools will no longer be allowed to deny recess as a form of punishment?\u003c/strong>\u003c/p>\n\u003cp>That’s very good news. We love to hear that. Any time that a student is denied the opportunity to participate in recess, they miss out on all that good stuff: All those social-emotional skill-building opportunities, the physical, the relational.\u003c/p>\n\u003cp>I would also highlight that, disproportionately, it’s students who come from underrepresented communities and low-income backgrounds who most often are held back and get their resources taken away from them.\u003c/p>\n\u003cp>From the lens of equity, it’s also very promising and great news to hear that schools will no longer be able to take away recess as a form of punishment. Instead, I really want to emphasize this: This is an opportunity for schools to really adopt the value of recess, to have the adults step up and make sure that they’re implementing quality recess, so that they can use that time to improve the experience of every student. So we’re definitely glad that it’s not a punitive space anymore.\u003c/p>\n\u003cp>\u003cstrong>This law goes into effect next school year. Are California schools going to be ready to meet this requirement? Are all campuses equipped to hold recess every day?\u003c/strong>\u003c/p>\n\u003cp>It’s going to be a challenge. At Playworks, we definitely know and believe that it is possible for every school to have safe and healthy play, but it definitely takes a lot of work. Here at Playworks, we use what we call a great recess framework, which outlines some indicators of what you might see at a high-quality recess.\u003c/p>\n\u003cfigure id=\"attachment_11965299\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11965299 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg\" alt=\"Children are running around at recess on the schoolgrounds. A building with painted orange butterflies is seen in the background.\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay02-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The new law will also prohibit educators from withholding recess as a form of punishment. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That looks like having caring, consistent adults who are present to play and engage with youth. It looks like kids having options of many games to play in, and the choice about what they want to do and also leadership within those games. It involves conflict-resolution strategies that are agreed upon by the school culture, but it takes time to build that.\u003c/p>\n\u003cp>I would say that it’s realistically going to be a process. It will be really important for schools and adults to take this new law seriously, not just as adopting the lens that quality matters as much as quantity. So it’s great that students are now going to get recess time. The work is going to be to make sure that they’re getting quality recess time.\u003c/p>\n\u003cp>\u003cstrong>Outside time seems to be very important. Does Playworks Northern California offer strategies for schools when the weather doesn’t allow for kids to play outdoors? \u003c/strong>[aside postID=news_11959904 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/RS68797_iStock-684059604-qut.jpg'] We love a sunny recess with a big yard, lots of equipment and lots of teachers. That’s the dream that doesn’t often happen. Schools might be underresourced or they might have all the resources, but surprise, it’s raining. So what happens then?\u003c/p>\n\u003cp>At Playworks, we believe in recess skills as being something that can be transformable and modified into different spaces. So many of the activities that we practice with our students can be adopted by any educator who has the opportunity to participate in our training or takes the time to look at the resources online.\u003c/p>\n\u003cp>You can easily modify a lot of those recess games in the classroom, which is what often happens when it rains. Students usually either stay in their classroom or take turns rotating to the school cafeteria. The benefits of recess, engaging students and those social-emotional practices, the relational pieces, you can do that inside, it’s just a little bit different and takes take some planning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kids across California are getting a lot more time to play outside. Gov. Gavin Newsom signed \u003ca href=\"https://sd29.senate.ca.gov/news/press-release/new-legislation-would-guarantee-daily-recess-all-california-students-k-8\">Senate Bill 291\u003c/a> into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state.\u003c/p>\n\u003cp>The new law will also prohibit educators from withholding recess as a form of punishment. Laura Medina Quintanar, executive director of the nonprofit \u003ca href=\"https://www.playworks.org/northern-california/\">Playworks, Northern California\u003c/a>, which encourages kids to stay active while building valuable social and emotional skills through play, sat down with KQED’s Brian Watt to discuss the impacts quality outdoor recess can have on growing minds.\u003c/p>\n\u003cp>She also discussed what parents and educators can expect once the law goes into effect next school year.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: This law guarantees kids half an hour of playtime outside. Why does that matter?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11965301\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11965301\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg\" alt=\"A smiling woman with long brown hair and a hot pink sweatshirt is seen standing on a playground on a sunny afternoon.\" width=\"800\" height=\"1100\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1020x1402.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-160x220.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1117x1536.jpg 1117w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks.jpg 1455w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Medina Quintanar is the executive director at the nonprofit Playworks, Northern California. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Medina Quintanar: First and foremost, this legislation puts a very needed spotlight on the importance of recess time. A lot of times, we think of recess almost as a throwaway in between that really valuable academic time.\u003c/p>\n\u003cp>But we learned, especially during the pandemic, that recess, and the way that it complements the school day, is incredibly valuable for all kinds of cognitive, social, emotional, and, of course, physical activity opportunities.\u003c/p>\n\u003cp>\u003cstrong>Do you believe that outside playtime is equally important as the classroom learning the children are gaining?\u003c/strong>\u003c/p>\n\u003cp>Oh yes, absolutely. Playworks has over 25 years of experience working directly with schools, with programs helping them build a sustainable capacity for safe and healthy play. What we’ve seen time and time again, is that when there are structures for high-quality recess in place, there are positive benefits that spill over from the recess time into the classroom. So we’re talking about higher retention rates, teachers having easier transitions, greater cooperation and greater collaboration among peers. So you can imagine how that contributes to a positive school climate and, ultimately, to positive life outcomes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the pandemic earlier — did the social isolation resulting from distance learning significantly contribute to this change?\u003c/strong>\u003c/p>\n\u003cp>One-hundred percent. Students were home for months, and months, and months; a year, even beyond. They didn’t get to learn to be among their peers. Meaning, they didn’t get to play. They didn’t get to practice and learn conflict-resolution strategies.\u003c/p>\n\u003cfigure id=\"attachment_11965300\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11965300 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg\" alt=\"Children are playing rock, paper, scissors at recess on the schoolgrounds.\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay03.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay03-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom signed Senate Bill 291 into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That makes it really hard to all of a sudden be expected to go back into the classroom. In addition to isolation, the trauma that was brought on by the pandemic, that was impacted by the pandemic.\u003c/p>\n\u003cp>It’s a lot to be expected to suddenly perform in this academic setting. Recess is more important than ever to help continue to ease that transition and fill all those gaps that became even larger during the pandemic.\u003c/p>\n\u003cp>\u003cstrong>Is it true that under SB 291, schools will no longer be allowed to deny recess as a form of punishment?\u003c/strong>\u003c/p>\n\u003cp>That’s very good news. We love to hear that. Any time that a student is denied the opportunity to participate in recess, they miss out on all that good stuff: All those social-emotional skill-building opportunities, the physical, the relational.\u003c/p>\n\u003cp>I would also highlight that, disproportionately, it’s students who come from underrepresented communities and low-income backgrounds who most often are held back and get their resources taken away from them.\u003c/p>\n\u003cp>From the lens of equity, it’s also very promising and great news to hear that schools will no longer be able to take away recess as a form of punishment. Instead, I really want to emphasize this: This is an opportunity for schools to really adopt the value of recess, to have the adults step up and make sure that they’re implementing quality recess, so that they can use that time to improve the experience of every student. So we’re definitely glad that it’s not a punitive space anymore.\u003c/p>\n\u003cp>\u003cstrong>This law goes into effect next school year. Are California schools going to be ready to meet this requirement? Are all campuses equipped to hold recess every day?\u003c/strong>\u003c/p>\n\u003cp>It’s going to be a challenge. At Playworks, we definitely know and believe that it is possible for every school to have safe and healthy play, but it definitely takes a lot of work. Here at Playworks, we use what we call a great recess framework, which outlines some indicators of what you might see at a high-quality recess.\u003c/p>\n\u003cfigure id=\"attachment_11965299\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11965299 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg\" alt=\"Children are running around at recess on the schoolgrounds. A building with painted orange butterflies is seen in the background.\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/kidsatplay02-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The new law will also prohibit educators from withholding recess as a form of punishment. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That looks like having caring, consistent adults who are present to play and engage with youth. It looks like kids having options of many games to play in, and the choice about what they want to do and also leadership within those games. It involves conflict-resolution strategies that are agreed upon by the school culture, but it takes time to build that.\u003c/p>\n\u003cp>I would say that it’s realistically going to be a process. It will be really important for schools and adults to take this new law seriously, not just as adopting the lens that quality matters as much as quantity. So it’s great that students are now going to get recess time. The work is going to be to make sure that they’re getting quality recess time.\u003c/p>\n\u003cp>\u003cstrong>Outside time seems to be very important. Does Playworks Northern California offer strategies for schools when the weather doesn’t allow for kids to play outdoors? \u003c/strong>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> We love a sunny recess with a big yard, lots of equipment and lots of teachers. That’s the dream that doesn’t often happen. Schools might be underresourced or they might have all the resources, but surprise, it’s raining. So what happens then?\u003c/p>\n\u003cp>At Playworks, we believe in recess skills as being something that can be transformable and modified into different spaces. So many of the activities that we practice with our students can be adopted by any educator who has the opportunity to participate in our training or takes the time to look at the resources online.\u003c/p>\n\u003cp>You can easily modify a lot of those recess games in the classroom, which is what often happens when it rains. Students usually either stay in their classroom or take turns rotating to the school cafeteria. The benefits of recess, engaging students and those social-emotional practices, the relational pieces, you can do that inside, it’s just a little bit different and takes take some planning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-student-test-scores-still-far-behind-pre-covid-levels-of-achievement",
"title": "California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement",
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"content": "\u003cp class=\"dropcap\">In the second year fully back in school after remote learning, California school districts made negligible progress overall in reversing the steep declines in test scores that have lingered since COVID struck in 2020.\u003c/p>\n\u003cp>There was a slight improvement in math while English language arts declined a smidgeon, and the wide proficiency gap between Black and Latino students and whites and Asians showed little change.\u003c/p>\n\u003cp>Only 34.6% of students met or exceeded standards on the Smarter Balanced math test in 2023, which is 1.2 percentage points higher than a year ago. In 2019, the year before the pandemic, 39.8% of all students were at grade level. Only 16.9% of Black students, 22.7% of Latino students, and 9.9% of English learners were at grade level in 2023.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Year-over-year scores in English language arts dropped less than 1 percentage point to 46.7% for students meeting or exceeding standards in 2023; in 2019, it was 51.7%. The large proficiency gaps between Black and Hispanic students compared with Asian and white students showed little change. In 2019, the year before the pandemic, about four in 10 students in the state and three out of four Asian students, the highest-scoring student group, were at grade level in English language arts.\u003c/p>\n\u003cp>Among the state’s nearly 1,000 districts, small districts tended to show more gains, results show.\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/15381571/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" 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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15382313/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" 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>Smarter Balanced tests are given to students in grades three to eight and grade 11.\u003c/p>\n\u003cp>English language arts scores dropped slightly in every grade except 11th and third grades, which showed slight growth. The 0.8% percentage point increase in third grade may reflect that students had two years of face-to-face instruction, which is critical for learning how to read. It could also reflect concerted efforts to focus on and change reading instruction to phonics-focused curriculums in districts like Long Beach, up 4.1 points over 2022 for all third graders, and Palo Alto, where reading scores for lower-income Latino students increased 47 percentage points above pre-pandemic levels.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11964081,news_11930171,news_11953408\"]Fewer English learners met or exceeded standards in English language arts this year. In 2023, 10.9% of English learners met or exceeded the standard for English language arts, down from 12.5% in 2022. Among students who were ever English learners, including those who are now proficient, 35.7% met or exceeded the standard in English language arts, down from 36.5% in 2022.\u003c/p>\n\u003cp>In math, English learners were about the same as last year, with 9.9% meeting or exceeding the standard. Among those who were ever English learners, including those who are now proficient, 24.2% met or exceeded the standard, up from 23.4% in 2021-22.\u003c/p>\n\u003cp>A slightly larger share of English learners achieved a proficient score this year on the English Language Proficiency Assessments for California (ELPAC): 16.5%. Students who speak a language other than English at home are required to take the ELPAC every year until they are proficient in English.\u003c/p>\n\u003cp>Shelly Spiegel-Coleman, strategic adviser to Californians Together, an organization that advocates for English learners, said the fact that a higher percentage of English learners are not achieving proficiency each year shows that California needs to invest more in training teachers in how to help students improve their English language skills, especially within other classes.\u003c/p>\n\u003cp>“That’s when we see a big bump in students’ language proficiency — when they’re using language to learn about something, when their language development is taught while they’re learning science, while they’re learning social studies, while they’re doing art,” Spiegel-Coleman said. “There’s been no major funding and no major effort to do this kind of work. It’s time now.”\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/15398870/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399353/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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\u003ch2>Shifting demographics\u003c/h2>\n\u003cp>In its news release, the California Department of Education stressed that over the past year, the proportion of lower-income students statewide rose from 60% to 63% of all students and the increase in homeless students who took the test by 2,000 to 94,000, the equivalent of the third-largest district in California.\u003c/p>\n\u003cp>Given “the relationship between student advantage and achievement, California’s statewide scores are particularly promising as the proportion of high-need students has also increased in California schools,” the department said.\u003c/p>\n\u003cp>Christopher Nellum, executive director of The Education Trust–West, an advocacy organization, viewed the results differently.\u003c/p>\n\u003cp>“Seeing only slight improvements in already alarmingly low levels of student achievement is cause for concern, not celebration. In recent years, as in this year’s results, the state’s progress on student outcomes in English and math has been marginal at best. In fact, at no point in the past 9 years have we seen more than 1 out of 5 Black students at grade level in math.\u003c/p>\n\u003cp>“This trend is an indictment not of the efforts of California’s K-12 students but of the efforts and choices of the state’s adult decision-makers,” he said in a statement.\u003c/p>\n\u003cp>Mark Rosenbaum, lead attorney for the public interest law firm Public Counsel, cited the lack of improvement as further evidence of why it \u003ca href=\"https://edsource.org/2023/the-case-of-cayla-j-judge-to-decide-if-california-failed-low-income-students-during-covid/696235\">sued the State Board of Education, the California Department of Education and State Superintendent of Public Instruction Tony Thurmond\u003c/a>, charging the state mishandled remote learning and failed to remedy the harm caused to lower-income and minority students.\u003c/p>\n\u003cp>The latest test results, he said, “are as unsurprising as they are disappointing. What they mean is that California’s most disadvantaged students are falling further and further behind their more affluent counterparts, in large part because the state failed to assure the delivery of remote instruction to their communities during the pandemic and compounded that failure by failing to assure meaningful remediation once schools reopened.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/23908009-caylaj-original-complaint-2020-publiccounsel\" target=\"_blank\" rel=\"noopener\">Cayla J. v. the State of California (DOC)\u003c/a>, is set for trial in December in Alameda County Superior Court.\u003c/p>\n\u003cp>The latest test statewide results will disappoint others who had hoped to appreciably reclaim some of the lost academic ground. That has not happened in California or in neighboring states that also give the Smarter Balanced assessment. In Oregon, English language arts scores also fell less than 1 percentage point to 43% proficient, and math scores increased less than point to 31.6%. In Washington, it was the same story: English language arts scores were flat at 48.8% while math scores rose 1.8 percentage points to 40.8%.\u003c/p>\n\u003cp>A handful of states reached pre-pandemic levels on their state tests. They include Iowa and Mississippi in both reading and math, and Tennessee, which created a statewide tutoring program in reading, according to the \u003ca class=\"external\" href=\"https://assets.ctfassets.net/9fbw4onh0qc1/59ZMlGVC2fkTG4fBCBpneI/516d69b386a8e86858aff5714bcb277e/Press_Release__Dr._Emily_Oster_Launches_the_Most_Comprehensive_Base_of_Data_on_COVID-19_and_Schools.pdf\" target=\"_blank\" rel=\"noopener\">COVID-19 School Data Hub\u003c/a>, an effort led by Brown University economics professor Emily Oster.\u003c/p>\n\u003cp>Before COVID struck, changes in California’s test scores occurred slowly, a percentage point or two annually, said Heather Hough, executive director of PACE, a Stanford-based education research organization. “It took years of dedicated effort, with investments in education and the workforce, with steady increases in achievement over time, and then we had this huge drop. We can’t afford another 10- to 20-year period of slow incremental change, especially when what we know we’re facing is huge inequities in student achievement,” she said. “We have to keep that intensity that we have not fixed this problem, despite investments and despite good intentions.”\u003c/p>\n\u003cp>Los Angeles Unified, the state’s largest district with 429,000 students, is representative of where most districts are. It has seen widespread improvement in math scores across most grade levels, with 30.5% of students meeting or exceeding state standards. Its English language arts scores have been a “mixed bag,” said district Superintendent Alberto Carvalho at Tuesday’s board meeting. Forty-one percent of students in the district met or exceeded standards in English language arts — a drop of less than point from the past year.\u003c/p>\n\u003cp>Carvalho said he was pleased to see third- and fourth-grade English language arts scores moving in the “right direction” — but stressed the need for improvement among upper elementary grades and middle schools. The district has found small-group instruction and “high dosage tutoring” to be critical, and hopes \u003ca href=\"https://edsource.org/updates/carvalho-says-replacing-primary-promise-will-do-more-for-lausd-for-less-money\">changes to the district’s Primary Promise program\u003c/a> will help, he said.\u003c/p>\n\u003ch3>Infusion of funding\u003c/h3>\n\u003cp>California school districts received record levels of one-time and ongoing funding since the start of COVID and had wide discretion on how to use it. This includes the last $12.5 billion in federal pandemic relief, which districts must spend by next September. At least 20% must be spent on learning recovery.\u003c/p>\n\u003cp>Some districts, mainly small ones, saw double-digit gains in 2023. Escondido Union High School District in San Diego County, with 7,000 students, saw its English language arts proficiency rise from 43.5% to 53.7%. The 800-student Wheatland Union High School District in Yuba County raised its proficiency level in English language arts by 21.5 percentage points, to 60%; its math scores rose 13.3 percentage points to nearly the state average for meeting state standards. Math scores in Healdsburg Unified in Sonoma County, with 1,200 students, rose 11.9 percentage points to 39.3% at grade level.\u003c/p>\n\u003cp>But in most districts, record student absences and staff shortages — not only among STEM and special education teachers but also vacant positions for aides and counselors and unfilled jobs for substitute teachers — undermine strategies for recovery. And the problems linger.\u003c/p>\n\u003ch2>Stubbornly high chronic absences\u003c/h2>\n\u003cp>Along with test scores, the state released chronic absenteeism data on Wednesday showing nearly a quarter of all students chronically absent in 2023, double the 12.1% rate in 2019.\u003c/p>\n\u003cp>While the 2023 chronic absenteeism rate is high, it’s a drop from 2022, which saw an unprecedented high rate of nearly a third. Students are counted as chronically absent for missing 10% or more of school days. The rates of the state’s minority groups and most vulnerable students remain disproportionately high: 34.6% for students with disabilities, 40.6% for homeless youths and 28.1% for English learners.\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/15399210/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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>“The staffing has been a huge struggle for us, but so has absenteeism,” said Rick Miller, chief executive officer of the CORE districts, a school improvement organization that works with eight urban districts, including Los Angeles, Long Beach, Fresno and Sacramento City. “There was the notion that kids go to school every day. The pandemic changed that. And there’s a mindset we’re working through that you don’t need to be in school every day. You be there when you can.”\u003c/p>\n\u003cp>That appears to be the case in kindergarten, where the chronic absenteeism rate was 40.4% in 2021–22 and 36.3% in 2022–23, compared with 15.6% in 2018–19. Unlike many states, California includes excused absences in its chronic absentee rate calculations.\u003c/p>\n\u003cp>Other factors are working against student learning, PACE’s Hough said. At the same time, teachers need to accelerate learning, they are backfilling the needs of absent students. Some students come to school with mental health issues or lack socialization. Political disputes at school board meetings are diverting attention from districts’ learning priorities.\u003c/p>\n\u003cp>“The basic work of educating kids and running school districts has gotten a lot more complicated,” she said.\u003c/p>\n\u003cp>Amy Slavensky, interim deputy superintendent of San Juan Unified, agreed. “When you’re in schools every day, or nearly every day like we are, we can see the direct impact of that on our students,” she said. “It’s just not the same as it was before. So it’s going to take time.”\u003c/p>\n\u003cp>San Juan Unified, in Sacramento County, has sharply increased training for teachers, added intervention teachers and improved attendance at its schools, but its students’ test scores still have not rebounded to pre-pandemic levels.\u003c/p>\n\u003cp>Nearly 42% of the 49,000 students met or exceeded state standards in English language arts in 2023, down about 1 percentage point from 2022. Math scores were stagnant with 29.6% meeting or exceeding state standards, down 7.5 percentage points from 2019.\u003c/p>\n\u003cp>The district has used multiple tactics to increase achievement, including hiring intervention teachers and expanding training for teachers in reading and math. The district is training grade-level cohorts of teachers using some of the latest research to strengthen their strategies around reading instruction, Slavensky said. The district is seeing gains in kindergarten and first grade at Dyer-Kelly Elementary School, which has been focusing intensely on early literacy, she said.\u003c/p>\n\u003cp>“Anytime you implement a new change initiative, it takes four or five years to really see the impact of that, and especially on a summative assessment like CAASPP,” Slavensky said.\u003c/p>\n\u003cp>To increase math scores, the district is also adding math sections in middle and high school master schedules to reduce class sizes so teachers can offer deeper instruction and differentiated instruction, Slavensky said.\u003c/p>\n\u003cp>But pulling dozens of teachers out of their classrooms for training isn’t always possible during a teacher shortage, said Superintendent Melissa Bassanelli. Training schedules often fall apart when there aren’t enough teachers to fill the classrooms.\u003c/p>\n\u003cp>Garden Grove Unified in Orange County, with 79% lower-income students and 94% students of color, has scored well above state averages on Smarter Balanced tests and ranks highest among the CORE districts, but saw its math scores fall 7.5 percentage points from pre-pandemic 2019. In 2023, it clawed back half of the difference, though it wasn’t easy, Superintendent Gabriela Mafi said. Many families still struggled financially; resurgent COVID kept students at home; and a lack of subs strained schools.\u003c/p>\n\u003cp>But Garden Grove, a highly centralized district, stayed true to its system of deploying teacher coaches to schools and encouraging conversations around math concepts in elementary grades. It is using extended learning time at Boys and Girls Clubs and summer programs for academic interventions and supports, Mafi said. “We haven’t quite rebounded to our pre-COVID, but we’re getting close,” she said.\u003c/p>\n\u003cp>Perhaps no district high-achieving in math took a bigger hit to its Smarter Balanced scores than \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\" target=\"_blank\" rel=\"noopener\">Rocketship Public Schools\u003c/a>, a network with 13 K–5 Title I charter schools in the Bay Area. In 2018-19, 60% of students were at or above standard. By 2021–22, the proficiency rate, while still above the state average, had fallen to 40%. In 2023, overall scores increased by 2 percentage points with variations among schools.\u003c/p>\n\u003cp>Recovery will entail a multipronged, multiyear strategy, said Danny Echeverry, Rocketship’s Bay Area director of schools. It started with using its community schools funding to hire a Care Corps worker, akin to a social worker, at each site to help families who experienced housing and food insecurity during COVID. “We’ve seen ourselves as a hub of connecting at-risk families with social services in the community,” he said. Chronic absenteeism fell 10 percentage points, and attendance increased 7 percentage points in 2022–23.\u003c/p>\n\u003cp>Students in kindergarten, first grade or second grade during the pandemic had foundational skill gaps that had to be filled before students could handle grade-level content and move to proficiency on state tests, Etcheverry said. The Rocketship model builds in flex time so that teachers can provide one-on-one interventions.\u003c/p>\n\u003cp>Scores increased 2 percentage points overall on the 2023 math test, with variations among schools from a decline of 7.4 percentage points to a gain of 15.8 percentage points. Rocketship Los Sueños in San Jose, which piloted the Eureka Math curriculum, gained 5.4 percentage points in 2023, leading to a decision to adopt it in all Bay Area schools.\u003c/p>\n\u003cp>“We’re building traction, and we have no reason to believe that we’re not going to continue that momentum and see greater gains this year,” Etcheverry said.\u003c/p>\n\u003cp>Twin Rivers Unified, in Sacramento, made incremental gains this year but still has a long way to go before catching up to 2019 scores. More than 80% of the students are from low-income families.\u003c/p>\n\u003cp>“Our scores might be below the state average, but our growth is ahead in both English and math,” said Lori Grace, associate superintendent of school leadership.\u003c/p>\n\u003cp>In 2023, 31.9% of its students met or exceeded state standards in English language arts, up 0.5 points from 2022. In math, 22.7% of the district’s students met or exceeded state standards, an increase of 2.7 points. In 2019, 37% of students were proficient in English language arts and 29% in math.\u003c/p>\n\u003cp>To combat pandemic-related learning loss, the district added a multitiered system of support at schools, a framework that gives targeted support to struggling students, Grace said. To improve literacy skills, the district began a reading intervention program focusing on the science of reading for kindergarten through third grade. The district also tapped its best teachers to offer coaching on the subject to fourth through sixth grade teachers.\u003c/p>\n\u003ch2>Central Valley strategies\u003c/h2>\n\u003cp>Most students in Fresno Unified, the state’s third-largest school district with over 70,000 students, are not meeting standards. Last year, 33.2% of Fresno Unified students met or exceeded English language arts standards, a 1 percentage point gain from a year ago. In math, 23.3% met or exceeded state standards, a 2.5 point increase.\u003c/p>\n\u003cp>“We are definitely not satisfied with our results,” said Zerina Hargrove, the Fresno Unified assistant superintendent of research, evaluation and assessment. “While we had many students grow in their achievement, we had just as many who slid backward, contributing to very little change overall.”\u003c/p>\n\u003cp>Fresno Unified plans to focus on ensuring that every child shows growth, specifically targeting the needs of historically underserved student groups, Hargrove said.\u003c/p>\n\u003cp>One way to do that is by evaluating the “shining stars,” the schools that made significant progress. For example, at Jefferson Elementary, 6.9% more students met or exceeded standards in English, and 15.6% more students met or exceeded math standards. At Bullard High School, 17.6% more students met or exceeded English standards; at Patiño School of Entrepreneurship, 27.5% more students met or exceeded math standards.\u003c/p>\n\u003cp>“We desire to learn from the schools that have made significant gains and dig deeper into the why of those who didn’t,” she said.\u003c/p>\n\u003cp>Fresno Unified’s neighbor, Clovis Unified, has some of the highest student achievement scores in the area.\u003c/p>\n\u003cp>With more than 40,000 students, 72.7% were at or above state standards for English language arts in 2019. By 2022, that percentage dropped to 66.2% and remained flat in 2023. In 2019, 58.7% of Clovis Unified’s students met or exceeded math standards, and in 2022, 49.3% did so. The nearly 2 percentage-point growth in math in 2023 puts the proficiency level at more than 51%.\u003c/p>\n\u003cp>Still, the numbers haven’t returned to their pre-pandemic proficiency levels.\u003c/p>\n\u003cp>“Some of our schools saw student achievement grow by anywhere from 15 to 22% at certain grade levels. We must now work together to replicate that level of achievement across every grade level and school in our district,” said Superintendent Corrine Folmer.\u003c/p>\n\u003cp>The pandemic’s impact persists, district spokesperson Kelly Avants said, citing continuing challenges to learning. They include, she said, “restoring classroom behavior expectations; re-developing the interpersonal relationships between students and between students and their teachers that equates to success in the classroom and facing the impact of decreases in attendance rates has on learning.”\u003c/p>\n\u003cp>\u003cem>EdSource reporters also contributed to this report: Diana Lambert, Lasherica Thornton, Mallika Seshadri and Zaidee Stavely.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "California's test scores have yet to recover from steep declines since 2020, with a wide gap remaining between Latino and Black students compared to white and Asian students.",
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"title": "California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement | KQED",
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"headline": "California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement",
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"nprByline": "\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a> and \u003ca href=\"https://edsource.org/author/dwillis\">Daniel J. Willis\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap\">In the second year fully back in school after remote learning, California school districts made negligible progress overall in reversing the steep declines in test scores that have lingered since COVID struck in 2020.\u003c/p>\n\u003cp>There was a slight improvement in math while English language arts declined a smidgeon, and the wide proficiency gap between Black and Latino students and whites and Asians showed little change.\u003c/p>\n\u003cp>Only 34.6% of students met or exceeded standards on the Smarter Balanced math test in 2023, which is 1.2 percentage points higher than a year ago. In 2019, the year before the pandemic, 39.8% of all students were at grade level. Only 16.9% of Black students, 22.7% of Latino students, and 9.9% of English learners were at grade level in 2023.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Year-over-year scores in English language arts dropped less than 1 percentage point to 46.7% for students meeting or exceeding standards in 2023; in 2019, it was 51.7%. The large proficiency gaps between Black and Hispanic students compared with Asian and white students showed little change. In 2019, the year before the pandemic, about four in 10 students in the state and three out of four Asian students, the highest-scoring student group, were at grade level in English language arts.\u003c/p>\n\u003cp>Among the state’s nearly 1,000 districts, small districts tended to show more gains, results show.\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/15381571/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" 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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15382313/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" 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>Smarter Balanced tests are given to students in grades three to eight and grade 11.\u003c/p>\n\u003cp>English language arts scores dropped slightly in every grade except 11th and third grades, which showed slight growth. The 0.8% percentage point increase in third grade may reflect that students had two years of face-to-face instruction, which is critical for learning how to read. It could also reflect concerted efforts to focus on and change reading instruction to phonics-focused curriculums in districts like Long Beach, up 4.1 points over 2022 for all third graders, and Palo Alto, where reading scores for lower-income Latino students increased 47 percentage points above pre-pandemic levels.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Fewer English learners met or exceeded standards in English language arts this year. In 2023, 10.9% of English learners met or exceeded the standard for English language arts, down from 12.5% in 2022. Among students who were ever English learners, including those who are now proficient, 35.7% met or exceeded the standard in English language arts, down from 36.5% in 2022.\u003c/p>\n\u003cp>In math, English learners were about the same as last year, with 9.9% meeting or exceeding the standard. Among those who were ever English learners, including those who are now proficient, 24.2% met or exceeded the standard, up from 23.4% in 2021-22.\u003c/p>\n\u003cp>A slightly larger share of English learners achieved a proficient score this year on the English Language Proficiency Assessments for California (ELPAC): 16.5%. Students who speak a language other than English at home are required to take the ELPAC every year until they are proficient in English.\u003c/p>\n\u003cp>Shelly Spiegel-Coleman, strategic adviser to Californians Together, an organization that advocates for English learners, said the fact that a higher percentage of English learners are not achieving proficiency each year shows that California needs to invest more in training teachers in how to help students improve their English language skills, especially within other classes.\u003c/p>\n\u003cp>“That’s when we see a big bump in students’ language proficiency — when they’re using language to learn about something, when their language development is taught while they’re learning science, while they’re learning social studies, while they’re doing art,” Spiegel-Coleman said. “There’s been no major funding and no major effort to do this kind of work. It’s time now.”\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/15398870/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399353/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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\u003ch2>Shifting demographics\u003c/h2>\n\u003cp>In its news release, the California Department of Education stressed that over the past year, the proportion of lower-income students statewide rose from 60% to 63% of all students and the increase in homeless students who took the test by 2,000 to 94,000, the equivalent of the third-largest district in California.\u003c/p>\n\u003cp>Given “the relationship between student advantage and achievement, California’s statewide scores are particularly promising as the proportion of high-need students has also increased in California schools,” the department said.\u003c/p>\n\u003cp>Christopher Nellum, executive director of The Education Trust–West, an advocacy organization, viewed the results differently.\u003c/p>\n\u003cp>“Seeing only slight improvements in already alarmingly low levels of student achievement is cause for concern, not celebration. In recent years, as in this year’s results, the state’s progress on student outcomes in English and math has been marginal at best. In fact, at no point in the past 9 years have we seen more than 1 out of 5 Black students at grade level in math.\u003c/p>\n\u003cp>“This trend is an indictment not of the efforts of California’s K-12 students but of the efforts and choices of the state’s adult decision-makers,” he said in a statement.\u003c/p>\n\u003cp>Mark Rosenbaum, lead attorney for the public interest law firm Public Counsel, cited the lack of improvement as further evidence of why it \u003ca href=\"https://edsource.org/2023/the-case-of-cayla-j-judge-to-decide-if-california-failed-low-income-students-during-covid/696235\">sued the State Board of Education, the California Department of Education and State Superintendent of Public Instruction Tony Thurmond\u003c/a>, charging the state mishandled remote learning and failed to remedy the harm caused to lower-income and minority students.\u003c/p>\n\u003cp>The latest test results, he said, “are as unsurprising as they are disappointing. What they mean is that California’s most disadvantaged students are falling further and further behind their more affluent counterparts, in large part because the state failed to assure the delivery of remote instruction to their communities during the pandemic and compounded that failure by failing to assure meaningful remediation once schools reopened.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/23908009-caylaj-original-complaint-2020-publiccounsel\" target=\"_blank\" rel=\"noopener\">Cayla J. v. the State of California (DOC)\u003c/a>, is set for trial in December in Alameda County Superior Court.\u003c/p>\n\u003cp>The latest test statewide results will disappoint others who had hoped to appreciably reclaim some of the lost academic ground. That has not happened in California or in neighboring states that also give the Smarter Balanced assessment. In Oregon, English language arts scores also fell less than 1 percentage point to 43% proficient, and math scores increased less than point to 31.6%. In Washington, it was the same story: English language arts scores were flat at 48.8% while math scores rose 1.8 percentage points to 40.8%.\u003c/p>\n\u003cp>A handful of states reached pre-pandemic levels on their state tests. They include Iowa and Mississippi in both reading and math, and Tennessee, which created a statewide tutoring program in reading, according to the \u003ca class=\"external\" href=\"https://assets.ctfassets.net/9fbw4onh0qc1/59ZMlGVC2fkTG4fBCBpneI/516d69b386a8e86858aff5714bcb277e/Press_Release__Dr._Emily_Oster_Launches_the_Most_Comprehensive_Base_of_Data_on_COVID-19_and_Schools.pdf\" target=\"_blank\" rel=\"noopener\">COVID-19 School Data Hub\u003c/a>, an effort led by Brown University economics professor Emily Oster.\u003c/p>\n\u003cp>Before COVID struck, changes in California’s test scores occurred slowly, a percentage point or two annually, said Heather Hough, executive director of PACE, a Stanford-based education research organization. “It took years of dedicated effort, with investments in education and the workforce, with steady increases in achievement over time, and then we had this huge drop. We can’t afford another 10- to 20-year period of slow incremental change, especially when what we know we’re facing is huge inequities in student achievement,” she said. “We have to keep that intensity that we have not fixed this problem, despite investments and despite good intentions.”\u003c/p>\n\u003cp>Los Angeles Unified, the state’s largest district with 429,000 students, is representative of where most districts are. It has seen widespread improvement in math scores across most grade levels, with 30.5% of students meeting or exceeding state standards. Its English language arts scores have been a “mixed bag,” said district Superintendent Alberto Carvalho at Tuesday’s board meeting. Forty-one percent of students in the district met or exceeded standards in English language arts — a drop of less than point from the past year.\u003c/p>\n\u003cp>Carvalho said he was pleased to see third- and fourth-grade English language arts scores moving in the “right direction” — but stressed the need for improvement among upper elementary grades and middle schools. The district has found small-group instruction and “high dosage tutoring” to be critical, and hopes \u003ca href=\"https://edsource.org/updates/carvalho-says-replacing-primary-promise-will-do-more-for-lausd-for-less-money\">changes to the district’s Primary Promise program\u003c/a> will help, he said.\u003c/p>\n\u003ch3>Infusion of funding\u003c/h3>\n\u003cp>California school districts received record levels of one-time and ongoing funding since the start of COVID and had wide discretion on how to use it. This includes the last $12.5 billion in federal pandemic relief, which districts must spend by next September. At least 20% must be spent on learning recovery.\u003c/p>\n\u003cp>Some districts, mainly small ones, saw double-digit gains in 2023. Escondido Union High School District in San Diego County, with 7,000 students, saw its English language arts proficiency rise from 43.5% to 53.7%. The 800-student Wheatland Union High School District in Yuba County raised its proficiency level in English language arts by 21.5 percentage points, to 60%; its math scores rose 13.3 percentage points to nearly the state average for meeting state standards. Math scores in Healdsburg Unified in Sonoma County, with 1,200 students, rose 11.9 percentage points to 39.3% at grade level.\u003c/p>\n\u003cp>But in most districts, record student absences and staff shortages — not only among STEM and special education teachers but also vacant positions for aides and counselors and unfilled jobs for substitute teachers — undermine strategies for recovery. And the problems linger.\u003c/p>\n\u003ch2>Stubbornly high chronic absences\u003c/h2>\n\u003cp>Along with test scores, the state released chronic absenteeism data on Wednesday showing nearly a quarter of all students chronically absent in 2023, double the 12.1% rate in 2019.\u003c/p>\n\u003cp>While the 2023 chronic absenteeism rate is high, it’s a drop from 2022, which saw an unprecedented high rate of nearly a third. Students are counted as chronically absent for missing 10% or more of school days. The rates of the state’s minority groups and most vulnerable students remain disproportionately high: 34.6% for students with disabilities, 40.6% for homeless youths and 28.1% for English learners.\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/15399210/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;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>“The staffing has been a huge struggle for us, but so has absenteeism,” said Rick Miller, chief executive officer of the CORE districts, a school improvement organization that works with eight urban districts, including Los Angeles, Long Beach, Fresno and Sacramento City. “There was the notion that kids go to school every day. The pandemic changed that. And there’s a mindset we’re working through that you don’t need to be in school every day. You be there when you can.”\u003c/p>\n\u003cp>That appears to be the case in kindergarten, where the chronic absenteeism rate was 40.4% in 2021–22 and 36.3% in 2022–23, compared with 15.6% in 2018–19. Unlike many states, California includes excused absences in its chronic absentee rate calculations.\u003c/p>\n\u003cp>Other factors are working against student learning, PACE’s Hough said. At the same time, teachers need to accelerate learning, they are backfilling the needs of absent students. Some students come to school with mental health issues or lack socialization. Political disputes at school board meetings are diverting attention from districts’ learning priorities.\u003c/p>\n\u003cp>“The basic work of educating kids and running school districts has gotten a lot more complicated,” she said.\u003c/p>\n\u003cp>Amy Slavensky, interim deputy superintendent of San Juan Unified, agreed. “When you’re in schools every day, or nearly every day like we are, we can see the direct impact of that on our students,” she said. “It’s just not the same as it was before. So it’s going to take time.”\u003c/p>\n\u003cp>San Juan Unified, in Sacramento County, has sharply increased training for teachers, added intervention teachers and improved attendance at its schools, but its students’ test scores still have not rebounded to pre-pandemic levels.\u003c/p>\n\u003cp>Nearly 42% of the 49,000 students met or exceeded state standards in English language arts in 2023, down about 1 percentage point from 2022. Math scores were stagnant with 29.6% meeting or exceeding state standards, down 7.5 percentage points from 2019.\u003c/p>\n\u003cp>The district has used multiple tactics to increase achievement, including hiring intervention teachers and expanding training for teachers in reading and math. The district is training grade-level cohorts of teachers using some of the latest research to strengthen their strategies around reading instruction, Slavensky said. The district is seeing gains in kindergarten and first grade at Dyer-Kelly Elementary School, which has been focusing intensely on early literacy, she said.\u003c/p>\n\u003cp>“Anytime you implement a new change initiative, it takes four or five years to really see the impact of that, and especially on a summative assessment like CAASPP,” Slavensky said.\u003c/p>\n\u003cp>To increase math scores, the district is also adding math sections in middle and high school master schedules to reduce class sizes so teachers can offer deeper instruction and differentiated instruction, Slavensky said.\u003c/p>\n\u003cp>But pulling dozens of teachers out of their classrooms for training isn’t always possible during a teacher shortage, said Superintendent Melissa Bassanelli. Training schedules often fall apart when there aren’t enough teachers to fill the classrooms.\u003c/p>\n\u003cp>Garden Grove Unified in Orange County, with 79% lower-income students and 94% students of color, has scored well above state averages on Smarter Balanced tests and ranks highest among the CORE districts, but saw its math scores fall 7.5 percentage points from pre-pandemic 2019. In 2023, it clawed back half of the difference, though it wasn’t easy, Superintendent Gabriela Mafi said. Many families still struggled financially; resurgent COVID kept students at home; and a lack of subs strained schools.\u003c/p>\n\u003cp>But Garden Grove, a highly centralized district, stayed true to its system of deploying teacher coaches to schools and encouraging conversations around math concepts in elementary grades. It is using extended learning time at Boys and Girls Clubs and summer programs for academic interventions and supports, Mafi said. “We haven’t quite rebounded to our pre-COVID, but we’re getting close,” she said.\u003c/p>\n\u003cp>Perhaps no district high-achieving in math took a bigger hit to its Smarter Balanced scores than \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\" target=\"_blank\" rel=\"noopener\">Rocketship Public Schools\u003c/a>, a network with 13 K–5 Title I charter schools in the Bay Area. In 2018-19, 60% of students were at or above standard. By 2021–22, the proficiency rate, while still above the state average, had fallen to 40%. In 2023, overall scores increased by 2 percentage points with variations among schools.\u003c/p>\n\u003cp>Recovery will entail a multipronged, multiyear strategy, said Danny Echeverry, Rocketship’s Bay Area director of schools. It started with using its community schools funding to hire a Care Corps worker, akin to a social worker, at each site to help families who experienced housing and food insecurity during COVID. “We’ve seen ourselves as a hub of connecting at-risk families with social services in the community,” he said. Chronic absenteeism fell 10 percentage points, and attendance increased 7 percentage points in 2022–23.\u003c/p>\n\u003cp>Students in kindergarten, first grade or second grade during the pandemic had foundational skill gaps that had to be filled before students could handle grade-level content and move to proficiency on state tests, Etcheverry said. The Rocketship model builds in flex time so that teachers can provide one-on-one interventions.\u003c/p>\n\u003cp>Scores increased 2 percentage points overall on the 2023 math test, with variations among schools from a decline of 7.4 percentage points to a gain of 15.8 percentage points. Rocketship Los Sueños in San Jose, which piloted the Eureka Math curriculum, gained 5.4 percentage points in 2023, leading to a decision to adopt it in all Bay Area schools.\u003c/p>\n\u003cp>“We’re building traction, and we have no reason to believe that we’re not going to continue that momentum and see greater gains this year,” Etcheverry said.\u003c/p>\n\u003cp>Twin Rivers Unified, in Sacramento, made incremental gains this year but still has a long way to go before catching up to 2019 scores. More than 80% of the students are from low-income families.\u003c/p>\n\u003cp>“Our scores might be below the state average, but our growth is ahead in both English and math,” said Lori Grace, associate superintendent of school leadership.\u003c/p>\n\u003cp>In 2023, 31.9% of its students met or exceeded state standards in English language arts, up 0.5 points from 2022. In math, 22.7% of the district’s students met or exceeded state standards, an increase of 2.7 points. In 2019, 37% of students were proficient in English language arts and 29% in math.\u003c/p>\n\u003cp>To combat pandemic-related learning loss, the district added a multitiered system of support at schools, a framework that gives targeted support to struggling students, Grace said. To improve literacy skills, the district began a reading intervention program focusing on the science of reading for kindergarten through third grade. The district also tapped its best teachers to offer coaching on the subject to fourth through sixth grade teachers.\u003c/p>\n\u003ch2>Central Valley strategies\u003c/h2>\n\u003cp>Most students in Fresno Unified, the state’s third-largest school district with over 70,000 students, are not meeting standards. Last year, 33.2% of Fresno Unified students met or exceeded English language arts standards, a 1 percentage point gain from a year ago. In math, 23.3% met or exceeded state standards, a 2.5 point increase.\u003c/p>\n\u003cp>“We are definitely not satisfied with our results,” said Zerina Hargrove, the Fresno Unified assistant superintendent of research, evaluation and assessment. “While we had many students grow in their achievement, we had just as many who slid backward, contributing to very little change overall.”\u003c/p>\n\u003cp>Fresno Unified plans to focus on ensuring that every child shows growth, specifically targeting the needs of historically underserved student groups, Hargrove said.\u003c/p>\n\u003cp>One way to do that is by evaluating the “shining stars,” the schools that made significant progress. For example, at Jefferson Elementary, 6.9% more students met or exceeded standards in English, and 15.6% more students met or exceeded math standards. At Bullard High School, 17.6% more students met or exceeded English standards; at Patiño School of Entrepreneurship, 27.5% more students met or exceeded math standards.\u003c/p>\n\u003cp>“We desire to learn from the schools that have made significant gains and dig deeper into the why of those who didn’t,” she said.\u003c/p>\n\u003cp>Fresno Unified’s neighbor, Clovis Unified, has some of the highest student achievement scores in the area.\u003c/p>\n\u003cp>With more than 40,000 students, 72.7% were at or above state standards for English language arts in 2019. By 2022, that percentage dropped to 66.2% and remained flat in 2023. In 2019, 58.7% of Clovis Unified’s students met or exceeded math standards, and in 2022, 49.3% did so. The nearly 2 percentage-point growth in math in 2023 puts the proficiency level at more than 51%.\u003c/p>\n\u003cp>Still, the numbers haven’t returned to their pre-pandemic proficiency levels.\u003c/p>\n\u003cp>“Some of our schools saw student achievement grow by anywhere from 15 to 22% at certain grade levels. We must now work together to replicate that level of achievement across every grade level and school in our district,” said Superintendent Corrine Folmer.\u003c/p>\n\u003cp>The pandemic’s impact persists, district spokesperson Kelly Avants said, citing continuing challenges to learning. They include, she said, “restoring classroom behavior expectations; re-developing the interpersonal relationships between students and between students and their teachers that equates to success in the classroom and facing the impact of decreases in attendance rates has on learning.”\u003c/p>\n\u003cp>\u003cem>EdSource reporters also contributed to this report: Diana Lambert, Lasherica Thornton, Mallika Seshadri and Zaidee Stavely.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "On the Heels of Proposition 28, California Colleges Pave New Pathways for Arts Teachers",
"headTitle": "On the Heels of Proposition 28, California Colleges Pave New Pathways for Arts Teachers | KQED",
"content": "\u003cp>Eric Engdahl once ran away to join the circus. Always one with a flair for the dramatic, he became a ringmaster at Circus Flora, a one-ring boutique circus with a Civil War theme. He says the experience, learning to communicate with gymnasts and clowns, elephants and horses, prepared him well for the challenge of being a teacher.\u003c/p>\n\u003cp>“There was no one common language,” said Engdahl, now professor emeritus in the department of teacher education at Cal State East Bay. “So I learned how to build communication, how to tell stories, and that a common goal is essential.”\u003c/p>\n\u003cp>Helping students find their creative voice is a key reason \u003ca href=\"https://www.facebook.com/watch/?v=499179797721377\">Engdahl spearheaded an online credential program in theater and dance at Cal State East Bay in 2021\u003c/a>, making it the first CSU to offer those credentials just as \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> promises to create thousands of new arts teaching jobs at California schools. Similarly, Cal State San Marcos will soon become the first CSU to create a pathway specifically for undergraduate art majors who wish to teach. Cal State Northridge is poised to launch a dance credential program next spring. Given the anticipated demand for newly minted arts educators in the wake of \u003ca href=\"https://edsource.org/2023/behind-the-scenes-californias-new-arts-education-plans/694383\">Proposition 28, the state’s 2022 groundbreaking initiative to bring arts education back into schools\u003c/a>, many expect other campuses to follow their lead.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I would like to claim that I was prescient about Prop. 28, and while I did a lot of groundwork to get the credentials going, there is always the unexpected, e.g., COVID,” said Engdahl, who wrote his dissertation on the antebellum circus movement in America. “It turned out to be great timing.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzsprout.com/2243528/13535178-why-arts-and-music-must-be-restored-to-school-curriculum?client_source=twitter_card&player_type=full_screen\">Merryl Goldberg, a longtime music professor, has long seen arts education as an equity issue\u003c/a>. She believes that all students should have access to the arts, not just the privileged ones, particularly because of \u003ca href=\"https://www.amacad.org/sites/default/files/publication/downloads/2021-Art-for-Lifes-Sake.pdf\">the well-established links between arts education, academic achievement and social-emotional learning (PDF)\u003c/a>. That’s what inspired her to launch the state’s first undergraduate pathway to arts education at Cal State San Marcos.\u003c/p>\n\u003cp>“We have the most wonderful diverse students at CSUSM, who I know will make incredible arts teachers,” said Goldberg, a saxophonist who spent 13 years on the road with the Klezmer Conservatory Band. “It kills me that so many students in California have had a limited arts background, and I’m thrilled this will finally change. The arts truly matter.”\u003c/p>\n\u003cfigure id=\"attachment_11964458\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11964458\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1.jpeg\" alt=\"Children reach up towards artwork.\" width=\"1200\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-800x500.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-1020x638.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-160x100.jpeg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Children visit a gallery to learn about bugs by making art projects in Merryl Goldberg’s class at Cal State San Marcos. \u003ccite>(Courtesy of Merryl Goldberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Engdahl’s students are now reaping the benefits of his fortuitous planning efforts. They are sitting in the catbird seat as many school districts are clamoring to hire arts educators to teach classes funded by \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">the state’s historic mandate to restore arts and music education to California schools\u003c/a>. Last year, an LAUSD official visiting his theater credential class offered jobs to all his students.\u003c/p>\n\u003cp>“I regularly get phone calls and emails from people all over the state wanting to recruit my students,” said Engdahl. “Los Angeles, San Francisco, and to some extent, San Diego, the big districts are all aggressively implementing Proposition 28 and hiring people to fill those jobs.”\u003c/p>\n\u003cp>Goldberg is also hearing from school districts eager to hire arts educators. Some are having to recruit out-of-state teachers to fill the slots, she says.\u003c/p>\n\u003cp>“This opens up the world to so many students who want to be an art teacher, a music teacher, a dance or theater teacher,” said Goldberg. “It’s especially important for first-generation college students. The majority of our students are first-generation, and many are low-income. They have to work so hard to go to college, and they are beaming with potential to make a difference. They have so much passion.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Music Professor Merryl Goldberg, Cal State San Marcos\"]‘This opens up the world to so many students who want to be an art teacher, a music teacher, a dance or theater teacher.’[/pullquote]\u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">One major concern is how best to widen the arts credential pipeline (PDF)\u003c/a>, which has shriveled amid decades of cutbacks, for the next generation of arts ed teachers. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, only a few focus on theater and dance. That’s not enough to feed a field that has gone from famine to feast, experts say.\u003c/p>\n\u003cp>“We know we’re short about 15,000 arts teachers in the state,” said Goldberg. “Most of the CSUs or UCs or even private colleges haven’t been churning out a lot of art and music and dance and theater teachers because there haven’t been a whole lot of jobs. Now, all of a sudden, there’s so many jobs.”\u003c/p>\n\u003cp>Despite this arts teacher crunch, \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">there are various workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential. Prospective arts educators with sufficient college credits in their discipline can also apply for a \u003ca href=\"https://www.ctc.ca.gov/docs/default-source/credentials/manuals-handbooks/supplement-auth.pdf\">supplemental authorization to teach instead of getting a credential (PDF)\u003c/a>.\u003c/p>\n\u003cp>It should be noted, however, that not all districts are anxious to raise the curtain on new arts programs. The myriad complexities of the Proposition 28 rollout may have contributed to many smaller and rural districts proceeding cautiously as they expand their arts offerings.\u003c/p>\n\u003cp>“The rural districts are not as well-resourced due to fewer students,” said Letty Kraus, director of the California County Superintendents’ statewide arts initiative, “and it is harder to staff rural schools with credentialed arts teachers due to shortages.”\u003c/p>\n\u003cp>In the wake of the COVID pandemic, many school administrators are also overwhelmed by pressing matters, experts say, from the dearth of teachers to deep learning loss, marked by falling rates of literacy and numeracy.\u003c/p>\n\u003cp>“Elementary principals don’t have time to deal with this,” said Engdahl. “You’re already struggling to hire teachers. You’re looking to fill classrooms, you’re doing a lot of jobs and there’s not enough administrative support.”\u003c/p>\n\u003cp>Some districts, having eliminated their arts classes long ago due to budget cuts, are now starting from scratch with no expertise in the arts. They need help to build out a plan for arts education, and some arts advocates note the California Department of Education, which is administering the program, \u003ca href=\"https://createca.org/create-cas-request-to-cde-for-urgent-staffing-and-guidance-about-prop-28/\">has not been sufficiently responsive\u003c/a> regarding the \u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">rules of implementation\u003c/a>.\u003c/p>\n\u003cp>“Many school districts are taking a go-slow approach,” said Engdahl, who is consulting with several districts on how to flesh out their programs. “They want to wait and see how the money flows. They don’t know quite what to do with it because they don’t have enough administrative staff to figure it out.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"proposition-28\"]A slow-and-steady approach might make sense, some say, because schools have three years to use the funds. A little extra time also means that more colleges can get in on the act and develop their own arts credential programs to help fill the burgeoning pipeline.\u003c/p>\n\u003cp>“You have to take the long view,” Goldberg said. “It’s not a bad idea to hold off and not rush into things. That gives you time to really look at the language of the law. It also gives colleges time to launch new programs to widen the pipeline. My team feels confident our work is 100% replicable among any of the CSUs, private colleges and UCs.”\u003c/p>\n\u003cp>Cal State San Marcos plans to welcome its first arts education cohort next fall. Goldberg says there’s been a lot of demand thus far from both arts-focused undergraduates who want to teach their craft and from seasoned teachers interested in transitioning into arts education.\u003c/p>\n\u003cp>“We are reaching out to teaching artists who may wish to come back to get a credential, and to in-service teachers who have already or might soon transition to becoming an arts teacher,” she said. “We want to ensure they have the support and training they need. There is an extreme need for new arts teachers and support for transitioning teachers.”\u003c/p>\n\u003cp>She also argues that California offers many career opportunities for graduates with arts expertise, from arts education and the entertainment industry to the exploding cybersecurity sector, which has been known to \u003ca href=\"https://www.fastcompany.com/3064676/musicians-may-be-the-key-to-the-cybersecurity-shortage\">recruit music majors\u003c/a> for their ability to construct complex elements into intricate patterns.\u003c/p>\n\u003cp>“The amount of jobs relating directly to the arts is crazy,” said Goldberg. “Arts ain’t fluff, they really are a career opportunity. The importance of arts in preparation for careers is giant.”\u003c/p>\n\u003cp>For his part, Engdahl is hopeful that as the new arts mandate rolls out, more districts will see that arts education could also be a powerful tool for healing children traumatized by the pandemic.\u003c/p>\n\u003cp>“The arts and arts education, because of the way it’s taught, could really be a wonderful resource for helping students heal from the pandemic and catch up with the developmental and the social skills that they lost,” he said. “I think probably many administrators know that, but it’s just they’re so overwhelmed with what’s going on in the trenches right now.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/on-the-heels-of-prop-28-california-colleges-pave-new-pathways-for-arts-teachers/698426\">This story was first published on EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eric Engdahl once ran away to join the circus. Always one with a flair for the dramatic, he became a ringmaster at Circus Flora, a one-ring boutique circus with a Civil War theme. He says the experience, learning to communicate with gymnasts and clowns, elephants and horses, prepared him well for the challenge of being a teacher.\u003c/p>\n\u003cp>“There was no one common language,” said Engdahl, now professor emeritus in the department of teacher education at Cal State East Bay. “So I learned how to build communication, how to tell stories, and that a common goal is essential.”\u003c/p>\n\u003cp>Helping students find their creative voice is a key reason \u003ca href=\"https://www.facebook.com/watch/?v=499179797721377\">Engdahl spearheaded an online credential program in theater and dance at Cal State East Bay in 2021\u003c/a>, making it the first CSU to offer those credentials just as \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> promises to create thousands of new arts teaching jobs at California schools. Similarly, Cal State San Marcos will soon become the first CSU to create a pathway specifically for undergraduate art majors who wish to teach. Cal State Northridge is poised to launch a dance credential program next spring. Given the anticipated demand for newly minted arts educators in the wake of \u003ca href=\"https://edsource.org/2023/behind-the-scenes-californias-new-arts-education-plans/694383\">Proposition 28, the state’s 2022 groundbreaking initiative to bring arts education back into schools\u003c/a>, many expect other campuses to follow their lead.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I would like to claim that I was prescient about Prop. 28, and while I did a lot of groundwork to get the credentials going, there is always the unexpected, e.g., COVID,” said Engdahl, who wrote his dissertation on the antebellum circus movement in America. “It turned out to be great timing.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzsprout.com/2243528/13535178-why-arts-and-music-must-be-restored-to-school-curriculum?client_source=twitter_card&player_type=full_screen\">Merryl Goldberg, a longtime music professor, has long seen arts education as an equity issue\u003c/a>. She believes that all students should have access to the arts, not just the privileged ones, particularly because of \u003ca href=\"https://www.amacad.org/sites/default/files/publication/downloads/2021-Art-for-Lifes-Sake.pdf\">the well-established links between arts education, academic achievement and social-emotional learning (PDF)\u003c/a>. That’s what inspired her to launch the state’s first undergraduate pathway to arts education at Cal State San Marcos.\u003c/p>\n\u003cp>“We have the most wonderful diverse students at CSUSM, who I know will make incredible arts teachers,” said Goldberg, a saxophonist who spent 13 years on the road with the Klezmer Conservatory Band. “It kills me that so many students in California have had a limited arts background, and I’m thrilled this will finally change. The arts truly matter.”\u003c/p>\n\u003cfigure id=\"attachment_11964458\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11964458\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1.jpeg\" alt=\"Children reach up towards artwork.\" width=\"1200\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-800x500.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-1020x638.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/bugs-from-merryl-1200x750-1-160x100.jpeg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Children visit a gallery to learn about bugs by making art projects in Merryl Goldberg’s class at Cal State San Marcos. \u003ccite>(Courtesy of Merryl Goldberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Engdahl’s students are now reaping the benefits of his fortuitous planning efforts. They are sitting in the catbird seat as many school districts are clamoring to hire arts educators to teach classes funded by \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">the state’s historic mandate to restore arts and music education to California schools\u003c/a>. Last year, an LAUSD official visiting his theater credential class offered jobs to all his students.\u003c/p>\n\u003cp>“I regularly get phone calls and emails from people all over the state wanting to recruit my students,” said Engdahl. “Los Angeles, San Francisco, and to some extent, San Diego, the big districts are all aggressively implementing Proposition 28 and hiring people to fill those jobs.”\u003c/p>\n\u003cp>Goldberg is also hearing from school districts eager to hire arts educators. Some are having to recruit out-of-state teachers to fill the slots, she says.\u003c/p>\n\u003cp>“This opens up the world to so many students who want to be an art teacher, a music teacher, a dance or theater teacher,” said Goldberg. “It’s especially important for first-generation college students. The majority of our students are first-generation, and many are low-income. They have to work so hard to go to college, and they are beaming with potential to make a difference. They have so much passion.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">One major concern is how best to widen the arts credential pipeline (PDF)\u003c/a>, which has shriveled amid decades of cutbacks, for the next generation of arts ed teachers. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, only a few focus on theater and dance. That’s not enough to feed a field that has gone from famine to feast, experts say.\u003c/p>\n\u003cp>“We know we’re short about 15,000 arts teachers in the state,” said Goldberg. “Most of the CSUs or UCs or even private colleges haven’t been churning out a lot of art and music and dance and theater teachers because there haven’t been a whole lot of jobs. Now, all of a sudden, there’s so many jobs.”\u003c/p>\n\u003cp>Despite this arts teacher crunch, \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">there are various workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential. Prospective arts educators with sufficient college credits in their discipline can also apply for a \u003ca href=\"https://www.ctc.ca.gov/docs/default-source/credentials/manuals-handbooks/supplement-auth.pdf\">supplemental authorization to teach instead of getting a credential (PDF)\u003c/a>.\u003c/p>\n\u003cp>It should be noted, however, that not all districts are anxious to raise the curtain on new arts programs. The myriad complexities of the Proposition 28 rollout may have contributed to many smaller and rural districts proceeding cautiously as they expand their arts offerings.\u003c/p>\n\u003cp>“The rural districts are not as well-resourced due to fewer students,” said Letty Kraus, director of the California County Superintendents’ statewide arts initiative, “and it is harder to staff rural schools with credentialed arts teachers due to shortages.”\u003c/p>\n\u003cp>In the wake of the COVID pandemic, many school administrators are also overwhelmed by pressing matters, experts say, from the dearth of teachers to deep learning loss, marked by falling rates of literacy and numeracy.\u003c/p>\n\u003cp>“Elementary principals don’t have time to deal with this,” said Engdahl. “You’re already struggling to hire teachers. You’re looking to fill classrooms, you’re doing a lot of jobs and there’s not enough administrative support.”\u003c/p>\n\u003cp>Some districts, having eliminated their arts classes long ago due to budget cuts, are now starting from scratch with no expertise in the arts. They need help to build out a plan for arts education, and some arts advocates note the California Department of Education, which is administering the program, \u003ca href=\"https://createca.org/create-cas-request-to-cde-for-urgent-staffing-and-guidance-about-prop-28/\">has not been sufficiently responsive\u003c/a> regarding the \u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">rules of implementation\u003c/a>.\u003c/p>\n\u003cp>“Many school districts are taking a go-slow approach,” said Engdahl, who is consulting with several districts on how to flesh out their programs. “They want to wait and see how the money flows. They don’t know quite what to do with it because they don’t have enough administrative staff to figure it out.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A slow-and-steady approach might make sense, some say, because schools have three years to use the funds. A little extra time also means that more colleges can get in on the act and develop their own arts credential programs to help fill the burgeoning pipeline.\u003c/p>\n\u003cp>“You have to take the long view,” Goldberg said. “It’s not a bad idea to hold off and not rush into things. That gives you time to really look at the language of the law. It also gives colleges time to launch new programs to widen the pipeline. My team feels confident our work is 100% replicable among any of the CSUs, private colleges and UCs.”\u003c/p>\n\u003cp>Cal State San Marcos plans to welcome its first arts education cohort next fall. Goldberg says there’s been a lot of demand thus far from both arts-focused undergraduates who want to teach their craft and from seasoned teachers interested in transitioning into arts education.\u003c/p>\n\u003cp>“We are reaching out to teaching artists who may wish to come back to get a credential, and to in-service teachers who have already or might soon transition to becoming an arts teacher,” she said. “We want to ensure they have the support and training they need. There is an extreme need for new arts teachers and support for transitioning teachers.”\u003c/p>\n\u003cp>She also argues that California offers many career opportunities for graduates with arts expertise, from arts education and the entertainment industry to the exploding cybersecurity sector, which has been known to \u003ca href=\"https://www.fastcompany.com/3064676/musicians-may-be-the-key-to-the-cybersecurity-shortage\">recruit music majors\u003c/a> for their ability to construct complex elements into intricate patterns.\u003c/p>\n\u003cp>“The amount of jobs relating directly to the arts is crazy,” said Goldberg. “Arts ain’t fluff, they really are a career opportunity. The importance of arts in preparation for careers is giant.”\u003c/p>\n\u003cp>For his part, Engdahl is hopeful that as the new arts mandate rolls out, more districts will see that arts education could also be a powerful tool for healing children traumatized by the pandemic.\u003c/p>\n\u003cp>“The arts and arts education, because of the way it’s taught, could really be a wonderful resource for helping students heal from the pandemic and catch up with the developmental and the social skills that they lost,” he said. “I think probably many administrators know that, but it’s just they’re so overwhelmed with what’s going on in the trenches right now.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/on-the-heels-of-prop-28-california-colleges-pave-new-pathways-for-arts-teachers/698426\">This story was first published on EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'We Can't Pretend It Away': Schools Grapple With Guidelines for Using Generative AI on College Applications",
"headTitle": "‘We Can’t Pretend It Away’: Schools Grapple With Guidelines for Using Generative AI on College Applications | KQED",
"content": "\u003cp>Artificial intelligence might be the new frontier in technology, but Toby Reed, a senior at Fremont High in Oakland, is unequivocal about whether to harness its powers — at least on his college application essay.\u003c/p>\n\u003cp>“No. It’s blatantly plagiarizing,” said Reed, who, like hundreds of thousands of other California seniors, is in the process of applying to colleges. “It’s bad enough stealing content, but with ChatGPT you’re not even stealing from a real person.”\u003c/p>\n\u003cp>In the first application season since generative AI tools like ChatGPT have become widely available, colleges and high schools are grappling with the ethical and practical implications of text-writing technology.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Katherine Goyette, computer science coordinator, California Department of Education\"]‘We want our students to understand how AI works and how to leverage it, but also understand the ethical implications. AI is here. We need to teach students and educators how to learn with it, and learn about it.’[/pullquote]“We can’t pretend it away,” said Josh Godinez, a counselor at Centennial High School in Riverside County, and former president of the California Association of School Counselors. Students are using AI on their college application essays, whether grown-ups like it or not, he said.\u003c/p>\n\u003cp>Most school leaders and college experts that CalMatters interviewed agree that students who rely exclusively on AI to write their college application essays are violating academic integrity rules and are subject to having their applications rejected. But there’s plenty of nuance in the details, and guidelines can be vague and confusing.\u003c/p>\n\u003cp>The California Department of Education \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">encourages districts to explore\u003c/a> the potential benefits of AI, particularly in computer science curriculum or as part of broader lessons in media literacy. But it leaves decisions about AI use in classrooms up to school districts — many of which have policies prohibiting plagiarism, which could include the use of AI for writing essays, for example.\u003c/p>\n\u003cp>That means most students applying to college now are at least familiar with the ethics of using technology to write their essays for them.\u003c/p>\n\u003cp>“We want our students to understand how AI works and how to leverage it, but also understand the ethical implications,” said Katherine Goyette, the state education department’s computer science coordinator. “AI is here. We need to teach students and educators how to learn with it, and learn about it.”\u003c/p>\n\u003cp>And even if colleges prohibit essays whose provenance is generative AI, nabbing a student for robotic plagiarism is an imprecise science. The company behind ChatGPT \u003ca href=\"https://www.theverge.com/2023/7/25/23807487/openai-ai-generated-low-accuracy\">shut down its own tool\u003c/a> for detecting text generated by AI in July, citing a high rate of error. One scholar \u003ca href=\"https://www.wired.com/story/ai-detection-chat-gpt-college-students/\">in a \u003cem>Wired\u003c/em> article\u003c/a> noted that even a 1% rate of false-positives is inexcusable, because for every 1,000 essays, that’s 10 students who could be accused of an academic theft they didn’t commit.\u003c/p>\n\u003cp>José Gonzalez, chief technology officer for the Los Angeles County Office of Education, noted that no AI detection tool is 100% accurate. And AI itself can occasionally produce incorrect information.\u003c/p>\n\u003ch2>Varying policies on AI in admissions essays\u003c/h2>\n\u003cp>Common App, the college application tool used by \u003ca href=\"https://www.commonapp.org/explore/\">1,000 institutions nationwide\u003c/a>, in August included a restriction on “substantive” AI use in college admissions applications as part of its \u003ca href=\"https://www.commonapp.org/files/Common-App-Fraud-Policy.pdf\">fraud policy (PDF)\u003c/a>. The addition was a response to feedback from member colleges and an internal desire to “keep up with the changing technologies,” a spokesperson wrote.\u003c/p>\n\u003cp>What does “substantive” mean? Common App’s CEO, Jenny Rickard, said there’s no definition, and that’s intentional, writing in an email that “we will evaluate the totality of the circumstances to determine if a student truly intended to misrepresent content generated by AI technology as their own work.”\u003c/p>\n\u003cp>Common App doesn’t determine whether students are being honest — that’s up to the member colleges to figure out. But if Common App concludes that a student plagiarized, that student’s account may be terminated and Common App will notify the campuses to which the student applied, Rickard wrote.\u003c/p>\n\u003cp>University of Southern California, which uses the Common App exclusively to process its admissions and is a \u003ca href=\"https://s3.us-west-2.amazonaws.com/ca.research.publish/State+2020/California2020.pdf\">top choice for Common App applicants (PDF)\u003c/a>, is less lenient.\u003c/p>\n\u003cp>“Were we to learn that an applicant had used generative AI for any part of their application, their application would be immediately rejected,” the university said in a written statement. The school turned down CalMatters’ request to interview an admissions official.\u003c/p>\n\u003cfigure id=\"attachment_11964280\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11964280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg\" alt=\"A Black student with long hair leans against a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Toby Reed, a senior at Fremont High School in Oakland, on campus on Oct. 10, 2023. \u003ccite>(Laure Andrillon/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But those stern words lack teeth. The highly selective private university isn’t employing any AI-detection software, a spokesperson wrote.\u003c/p>\n\u003cp>The University of California and its nine undergraduate campuses permit students to use generative AI in admissions essays in limited form, such as “advice on content and editing,” but “content and final written text must be their own,” \u003ca href=\"https://apply.universityofcalifornia.edu/docs/StatementOfIntegrity.pdf\">its written policy states (PDF)\u003c/a>. Unlike the state’s private campuses, UC operates its own admissions portal.\u003c/p>\n\u003cp>But the UC Office of the President, which also turned down a CalMatters request for an interview on the topic, wouldn’t specify how it detects whether students relied on AI tools to write their essays. “UC conducts regular screenings to verify the integrity of the responses, may request authentication of the content or writing as the student’s, and will take action when it is determined that the integrity of the response is compromised,” including plagiarism through AI, its guidance states.\u003c/p>\n\u003cp>Ryan King, a UC spokesperson, suggested students are wasting their effort by relying on AI generative tools, writing “it would be more work for them to try building a strong ChatGPT prompt than it would be to develop their own original responses to the (essay questions).”\u003c/p>\n\u003cp>Campuses that responded to CalMatters indicated that while generative AI can be a source to spitball ideas, structure an outline and generally shape the essay-writing process, the tools are no match for human voices to communicate nuance and detail how an applicant’s life experiences tie into the various essay questions. There’s also limited room for the banal writing AI tools typically generate — the Common App essay response can’t exceed 650 words while UC’s four essays are capped at 350 words each.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"artificial-intelligence\"]Pomona College, a highly selective institution that accepts applications through the Common App, has no formal policy on AI use in admissions essays, though its admissions director, Adam Sapp, wrote in an email that the technology is “not very good at nuance, personalization or helping a student communicate in their authentic voice, which is what we’re really looking for when we evaluate an application.”\u003c/p>\n\u003cp>“The value of a 350-word response on topics like leadership, resiliency, or creativity may be diminished if it doesn’t directly reflect a student’s own experiences,” noted UC Riverside’s director of undergraduate admissions, Veronica Zendejas, in email.\u003c/p>\n\u003cp>Admissions officials at Stanford University and UC Berkeley conveyed similar sentiments.\u003c/p>\n\u003cp>Zendejas offers practical tips for crafting essay responses, a process that can often cause anxiety in students. She tells prospective students to “write in clear, straightforward prose, much like they would in an interview or a conversation. This approach should alleviate concerns about the need for AI tools to assist in writing their responses.”\u003c/p>\n\u003cp>University of San Francisco, another Common App partner, won’t use AI detection software for college applications because school officials don’t think it’s necessary. The full picture of a student’s fit on campus comes into view from their grades, letters of recommendation and other aspects of the holistic application review, said Sherie Gilmore-Cleveland, the university’s associate provost who oversees undergraduate admissions.\u003c/p>\n\u003cp>After a student’s high school academics, the essay is the second-most important factor in a student’s application, she said. But in her 20-plus years of working in admissions, Gilmore-Cleveland noted, she’s never encountered a case in which a student with weak grades and a strong essay was admitted.\u003c/p>\n\u003cp>On the flip side, however, a student with good grades and an awful essay may be rejected from the university if they’re trying to apply for a competitive major. The student may be re-routed to another major, or just be rejected outright — it’s a case-by-case basis, Gilmore-Cleveland said.\u003c/p>\n\u003ch2>Using generative AI is easy\u003c/h2>\n\u003cp>But not everyone applying to college is a good writer, said Jeffrey Hancock, a Stanford University \u003ca href=\"https://news.stanford.edu/2023/02/13/will-chatgpt-change-way-think-work/\">professor of communication\u003c/a>, and some students will “probably find that they do better when they use a tool like this.”\u003c/p>\n\u003cp>Hancock said students with no coding experience can train a tool like ChatGPT, especially the latest premium version, to generate strong essays, in a process known as fine-tuning.[ad fullwidth]\u003c/p>\n\u003cp>First, an applicant pastes old essays written by students who were admitted to top colleges into an AI tool, and tells it to analyze them for positive traits. Then, the applicant pastes essays from students who were rejected from schools and prompts the AI to look for patterns to avoid. Along the way, the applicant can also confirm that the AI tool is understanding the task.\u003c/p>\n\u003cp>Finally, the applicant prompts the tool to generate a rough draft based on those findings.\u003c/p>\n\u003cp>Hancock co-published a peer-reviewed study in March showing that humans can detect AI-written work \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2208839120\">about as accurately as predicting a coin toss\u003c/a> — meaning poorly. And “as you build detectors, the AI gets better,” said Hancock, who anticipates there will soon be an arms race between detection and evasion tools.\u003c/p>\n\u003cp>And while generative AI may be the latest cause célèbre, it’s part of a long line of help students have been able to access for decades. Teachers, counselors and family members offer students writing support. So can pricey tutors, who — even if they’re \u003ca href=\"https://slate.com/human-interest/2023/09/college-essay-personal-statement-narrative-common-app.html#:~:text=Hiring%20an%20expensive,and%20editing%20drafts.\">ethically opposed\u003c/a> to writing an essay for a student — can still provide tailored coaching in a way that’s inaccessible to most lower-income students.\u003c/p>\n\u003cp>The debate over AI use in college applications reflects a larger trend in classrooms. Educators are deciding how to adapt to artificial intelligence, especially as it improves and becomes more ubiquitous. Some districts have yet to address the issue, while others have adopted comprehensive guidelines promoting its benefits and warning of its dangers.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Tara Sorkhabi, senior at Monte Vista High School in Danville\"]‘Admissions officers wouldn’t know who they’re accepting. They’d basically be admitting a bot.’[/pullquote]The Los Angeles County Office of Education held an AI symposium last summer for hundreds of educators, and is crafting guidelines for the 80 districts it oversees. Despite AI’s obvious risks, the most obvious benefits, according to Gonzalez, are for teachers and administrators: creating lesson plans, making master schedules, tracking student achievement and attendance, writing grant applications and even crafting state-mandated accountability plans.\u003c/p>\n\u003cp>Christine Elgersma, senior editor for learning content strategy at Common Sense Media, a research and advocacy nonprofit, suggests that schools move forward thoughtfully as they create AI policies and include students in the discussion. Students should understand the ethical implications, the biases that exist in AI algorithms, the potential for misinformation and the privacy risks, she said.\u003c/p>\n\u003cp>“Since college essays are so personal, it brings up a question of privacy,” Elgersma said. “For example, pieces of your story could turn up folded into another student’s AI-generated essay.”\u003c/p>\n\u003cp>Students should also understand the value of learning to write, and think, independently, “developing your own ideas and expressing yourself in words, with clarity and profundity and a flair that’s your own,” she said.\u003c/p>\n\u003cp>Tara Sorkhabi, a senior at Monte Vista High School in Danville, said her teachers have been clear in discouraging, if not outright banning, the use of AI for writing assignments. While Sorkhabi has found AI useful in studying chemistry, for example, she does not believe students should use it for college application essays.\u003c/p>\n\u003cp>“Admissions officers wouldn’t know who they’re accepting. They’d basically be admitting a bot,” she said.\u003c/p>\n\u003cp>She also thinks that allowing AI in college application essays is unfair to students who toil for weeks perfecting their own essays without the help of machines.\u003c/p>\n\u003cp>Reed, the Fremont High senior, said students who over-rely on AI for writing assignments are ultimately cheating themselves, because they’re not learning valuable skills like research, expression and critical thinking.\u003c/p>\n\u003cp>“It’s your future,” Reed said, emphasizing that students should take advantage of opportunities to expand their minds, not use short-cuts. “You can’t plagiarize in school. You can’t do it at work. People like AI because it’s quick and easy, but it’s not good.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"description": "In the first college application season since generative AI tools like ChatGPT have become widely available, colleges and high schools are weighing the ethical and practical implications of text-writing technology.",
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"nprByline": "\u003ca href=\"https://calmatters.org/author/carolyn-jones/\">Carolyn Jones\u003c/a> and \u003ca href=\"https://calmatters.org/author/mikhailzinshteyn/\">Mikhail Zinshteyn\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Artificial intelligence might be the new frontier in technology, but Toby Reed, a senior at Fremont High in Oakland, is unequivocal about whether to harness its powers — at least on his college application essay.\u003c/p>\n\u003cp>“No. It’s blatantly plagiarizing,” said Reed, who, like hundreds of thousands of other California seniors, is in the process of applying to colleges. “It’s bad enough stealing content, but with ChatGPT you’re not even stealing from a real person.”\u003c/p>\n\u003cp>In the first application season since generative AI tools like ChatGPT have become widely available, colleges and high schools are grappling with the ethical and practical implications of text-writing technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We want our students to understand how AI works and how to leverage it, but also understand the ethical implications. AI is here. We need to teach students and educators how to learn with it, and learn about it.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We can’t pretend it away,” said Josh Godinez, a counselor at Centennial High School in Riverside County, and former president of the California Association of School Counselors. Students are using AI on their college application essays, whether grown-ups like it or not, he said.\u003c/p>\n\u003cp>Most school leaders and college experts that CalMatters interviewed agree that students who rely exclusively on AI to write their college application essays are violating academic integrity rules and are subject to having their applications rejected. But there’s plenty of nuance in the details, and guidelines can be vague and confusing.\u003c/p>\n\u003cp>The California Department of Education \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">encourages districts to explore\u003c/a> the potential benefits of AI, particularly in computer science curriculum or as part of broader lessons in media literacy. But it leaves decisions about AI use in classrooms up to school districts — many of which have policies prohibiting plagiarism, which could include the use of AI for writing essays, for example.\u003c/p>\n\u003cp>That means most students applying to college now are at least familiar with the ethics of using technology to write their essays for them.\u003c/p>\n\u003cp>“We want our students to understand how AI works and how to leverage it, but also understand the ethical implications,” said Katherine Goyette, the state education department’s computer science coordinator. “AI is here. We need to teach students and educators how to learn with it, and learn about it.”\u003c/p>\n\u003cp>And even if colleges prohibit essays whose provenance is generative AI, nabbing a student for robotic plagiarism is an imprecise science. The company behind ChatGPT \u003ca href=\"https://www.theverge.com/2023/7/25/23807487/openai-ai-generated-low-accuracy\">shut down its own tool\u003c/a> for detecting text generated by AI in July, citing a high rate of error. One scholar \u003ca href=\"https://www.wired.com/story/ai-detection-chat-gpt-college-students/\">in a \u003cem>Wired\u003c/em> article\u003c/a> noted that even a 1% rate of false-positives is inexcusable, because for every 1,000 essays, that’s 10 students who could be accused of an academic theft they didn’t commit.\u003c/p>\n\u003cp>José Gonzalez, chief technology officer for the Los Angeles County Office of Education, noted that no AI detection tool is 100% accurate. And AI itself can occasionally produce incorrect information.\u003c/p>\n\u003ch2>Varying policies on AI in admissions essays\u003c/h2>\n\u003cp>Common App, the college application tool used by \u003ca href=\"https://www.commonapp.org/explore/\">1,000 institutions nationwide\u003c/a>, in August included a restriction on “substantive” AI use in college admissions applications as part of its \u003ca href=\"https://www.commonapp.org/files/Common-App-Fraud-Policy.pdf\">fraud policy (PDF)\u003c/a>. The addition was a response to feedback from member colleges and an internal desire to “keep up with the changing technologies,” a spokesperson wrote.\u003c/p>\n\u003cp>What does “substantive” mean? Common App’s CEO, Jenny Rickard, said there’s no definition, and that’s intentional, writing in an email that “we will evaluate the totality of the circumstances to determine if a student truly intended to misrepresent content generated by AI technology as their own work.”\u003c/p>\n\u003cp>Common App doesn’t determine whether students are being honest — that’s up to the member colleges to figure out. But if Common App concludes that a student plagiarized, that student’s account may be terminated and Common App will notify the campuses to which the student applied, Rickard wrote.\u003c/p>\n\u003cp>University of Southern California, which uses the Common App exclusively to process its admissions and is a \u003ca href=\"https://s3.us-west-2.amazonaws.com/ca.research.publish/State+2020/California2020.pdf\">top choice for Common App applicants (PDF)\u003c/a>, is less lenient.\u003c/p>\n\u003cp>“Were we to learn that an applicant had used generative AI for any part of their application, their application would be immediately rejected,” the university said in a written statement. The school turned down CalMatters’ request to interview an admissions official.\u003c/p>\n\u003cfigure id=\"attachment_11964280\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11964280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg\" alt=\"A Black student with long hair leans against a wall.\" width=\"2000\" height=\"1333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/101023-AI-College-Toby-Reed-LA-CM-17-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Toby Reed, a senior at Fremont High School in Oakland, on campus on Oct. 10, 2023. \u003ccite>(Laure Andrillon/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But those stern words lack teeth. The highly selective private university isn’t employing any AI-detection software, a spokesperson wrote.\u003c/p>\n\u003cp>The University of California and its nine undergraduate campuses permit students to use generative AI in admissions essays in limited form, such as “advice on content and editing,” but “content and final written text must be their own,” \u003ca href=\"https://apply.universityofcalifornia.edu/docs/StatementOfIntegrity.pdf\">its written policy states (PDF)\u003c/a>. Unlike the state’s private campuses, UC operates its own admissions portal.\u003c/p>\n\u003cp>But the UC Office of the President, which also turned down a CalMatters request for an interview on the topic, wouldn’t specify how it detects whether students relied on AI tools to write their essays. “UC conducts regular screenings to verify the integrity of the responses, may request authentication of the content or writing as the student’s, and will take action when it is determined that the integrity of the response is compromised,” including plagiarism through AI, its guidance states.\u003c/p>\n\u003cp>Ryan King, a UC spokesperson, suggested students are wasting their effort by relying on AI generative tools, writing “it would be more work for them to try building a strong ChatGPT prompt than it would be to develop their own original responses to the (essay questions).”\u003c/p>\n\u003cp>Campuses that responded to CalMatters indicated that while generative AI can be a source to spitball ideas, structure an outline and generally shape the essay-writing process, the tools are no match for human voices to communicate nuance and detail how an applicant’s life experiences tie into the various essay questions. There’s also limited room for the banal writing AI tools typically generate — the Common App essay response can’t exceed 650 words while UC’s four essays are capped at 350 words each.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Pomona College, a highly selective institution that accepts applications through the Common App, has no formal policy on AI use in admissions essays, though its admissions director, Adam Sapp, wrote in an email that the technology is “not very good at nuance, personalization or helping a student communicate in their authentic voice, which is what we’re really looking for when we evaluate an application.”\u003c/p>\n\u003cp>“The value of a 350-word response on topics like leadership, resiliency, or creativity may be diminished if it doesn’t directly reflect a student’s own experiences,” noted UC Riverside’s director of undergraduate admissions, Veronica Zendejas, in email.\u003c/p>\n\u003cp>Admissions officials at Stanford University and UC Berkeley conveyed similar sentiments.\u003c/p>\n\u003cp>Zendejas offers practical tips for crafting essay responses, a process that can often cause anxiety in students. She tells prospective students to “write in clear, straightforward prose, much like they would in an interview or a conversation. This approach should alleviate concerns about the need for AI tools to assist in writing their responses.”\u003c/p>\n\u003cp>University of San Francisco, another Common App partner, won’t use AI detection software for college applications because school officials don’t think it’s necessary. The full picture of a student’s fit on campus comes into view from their grades, letters of recommendation and other aspects of the holistic application review, said Sherie Gilmore-Cleveland, the university’s associate provost who oversees undergraduate admissions.\u003c/p>\n\u003cp>After a student’s high school academics, the essay is the second-most important factor in a student’s application, she said. But in her 20-plus years of working in admissions, Gilmore-Cleveland noted, she’s never encountered a case in which a student with weak grades and a strong essay was admitted.\u003c/p>\n\u003cp>On the flip side, however, a student with good grades and an awful essay may be rejected from the university if they’re trying to apply for a competitive major. The student may be re-routed to another major, or just be rejected outright — it’s a case-by-case basis, Gilmore-Cleveland said.\u003c/p>\n\u003ch2>Using generative AI is easy\u003c/h2>\n\u003cp>But not everyone applying to college is a good writer, said Jeffrey Hancock, a Stanford University \u003ca href=\"https://news.stanford.edu/2023/02/13/will-chatgpt-change-way-think-work/\">professor of communication\u003c/a>, and some students will “probably find that they do better when they use a tool like this.”\u003c/p>\n\u003cp>Hancock said students with no coding experience can train a tool like ChatGPT, especially the latest premium version, to generate strong essays, in a process known as fine-tuning.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, an applicant pastes old essays written by students who were admitted to top colleges into an AI tool, and tells it to analyze them for positive traits. Then, the applicant pastes essays from students who were rejected from schools and prompts the AI to look for patterns to avoid. Along the way, the applicant can also confirm that the AI tool is understanding the task.\u003c/p>\n\u003cp>Finally, the applicant prompts the tool to generate a rough draft based on those findings.\u003c/p>\n\u003cp>Hancock co-published a peer-reviewed study in March showing that humans can detect AI-written work \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2208839120\">about as accurately as predicting a coin toss\u003c/a> — meaning poorly. And “as you build detectors, the AI gets better,” said Hancock, who anticipates there will soon be an arms race between detection and evasion tools.\u003c/p>\n\u003cp>And while generative AI may be the latest cause célèbre, it’s part of a long line of help students have been able to access for decades. Teachers, counselors and family members offer students writing support. So can pricey tutors, who — even if they’re \u003ca href=\"https://slate.com/human-interest/2023/09/college-essay-personal-statement-narrative-common-app.html#:~:text=Hiring%20an%20expensive,and%20editing%20drafts.\">ethically opposed\u003c/a> to writing an essay for a student — can still provide tailored coaching in a way that’s inaccessible to most lower-income students.\u003c/p>\n\u003cp>The debate over AI use in college applications reflects a larger trend in classrooms. Educators are deciding how to adapt to artificial intelligence, especially as it improves and becomes more ubiquitous. Some districts have yet to address the issue, while others have adopted comprehensive guidelines promoting its benefits and warning of its dangers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Admissions officers wouldn’t know who they’re accepting. They’d basically be admitting a bot.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The Los Angeles County Office of Education held an AI symposium last summer for hundreds of educators, and is crafting guidelines for the 80 districts it oversees. Despite AI’s obvious risks, the most obvious benefits, according to Gonzalez, are for teachers and administrators: creating lesson plans, making master schedules, tracking student achievement and attendance, writing grant applications and even crafting state-mandated accountability plans.\u003c/p>\n\u003cp>Christine Elgersma, senior editor for learning content strategy at Common Sense Media, a research and advocacy nonprofit, suggests that schools move forward thoughtfully as they create AI policies and include students in the discussion. Students should understand the ethical implications, the biases that exist in AI algorithms, the potential for misinformation and the privacy risks, she said.\u003c/p>\n\u003cp>“Since college essays are so personal, it brings up a question of privacy,” Elgersma said. “For example, pieces of your story could turn up folded into another student’s AI-generated essay.”\u003c/p>\n\u003cp>Students should also understand the value of learning to write, and think, independently, “developing your own ideas and expressing yourself in words, with clarity and profundity and a flair that’s your own,” she said.\u003c/p>\n\u003cp>Tara Sorkhabi, a senior at Monte Vista High School in Danville, said her teachers have been clear in discouraging, if not outright banning, the use of AI for writing assignments. While Sorkhabi has found AI useful in studying chemistry, for example, she does not believe students should use it for college application essays.\u003c/p>\n\u003cp>“Admissions officers wouldn’t know who they’re accepting. They’d basically be admitting a bot,” she said.\u003c/p>\n\u003cp>She also thinks that allowing AI in college application essays is unfair to students who toil for weeks perfecting their own essays without the help of machines.\u003c/p>\n\u003cp>Reed, the Fremont High senior, said students who over-rely on AI for writing assignments are ultimately cheating themselves, because they’re not learning valuable skills like research, expression and critical thinking.\u003c/p>\n\u003cp>“It’s your future,” Reed said, emphasizing that students should take advantage of opportunities to expand their minds, not use short-cuts. “You can’t plagiarize in school. You can’t do it at work. People like AI because it’s quick and easy, but it’s not good.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Nationwide ACT Test Scores Drop to 30-Year Low",
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"content": "\u003cp>High school students’ scores on the ACT college admissions test have dropped to their lowest in more than three decades, showing a lack of student \u003ca href=\"https://apnews.com/article/college-math-test-help-6cca6a5e873d5aeb5e75b4f94125d48c\">preparedness for college-level coursework\u003c/a>, according to the nonprofit organization that administers the test.\u003c/p>\n\u003cp>Scores have been falling for six consecutive years, but the trend accelerated during the COVID-19 pandemic. Students in the graduating class of 2023, whose scores were reported Wednesday, were in their first year of high school when \u003ca href=\"https://apnews.com/article/health-education-covid-46cb725e08110f8ad3c1b303ec9eefad\">the virus reached the U.S.\u003c/a>\u003c/p>\n\u003cp>“The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career,” said Janet Godwin, CEO for the nonprofit ACT, which stands for American College Testing.\u003c/p>\n\u003cp>The \u003ca href=\"https://leadershipblog.act.org/2023/10/act-scores-decline.html\">average ACT composite score\u003c/a> for U.S. students was 19.5 out of 36. Last year, the average score was 19.8.\u003c/p>\n\u003cp>Among \u003ca href=\"https://www.act.org/content/dam/act/unsecured/documents/2023-Average-ACT-Scores-by-State.pdf\">California’s 2023 high school graduates (PDF)\u003c/a>, the average composite score — of 25.7 — was significantly higher than the national average. But that’s in large part because only an estimated 4% of high school graduates in the state actually took the exam, among the lowest rates in the nation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The average scores in reading, science and math were all below benchmarks the ACT says students must reach to have a high probability of success in first-year college courses. The average score in English was just above the benchmark but still declined compared to last year.\u003c/p>\n\u003cp>Many universities have made \u003ca href=\"https://apnews.com/article/sat-test-going-digital-4887adbfba984e0943de0a0262e9349e\">standardized admissions tests optional\u003c/a> amid criticism that they favor the wealthy and disadvantage students with lower-income. Some, \u003ca href=\"https://www.nytimes.com/2021/05/15/us/SAT-scores-uc-university-of-california.html\">including the University of California system\u003c/a>, have stopped considering the ACT or SAT scores even if submitted.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"standardized-testing\"]But Godwin said the scores are still helpful for placing students in the right college courses and preparing academic advisors to better support them.\u003c/p>\n\u003cp>“In terms of college readiness, even in a test-optional environment, these kinds of objective test scores about academic readiness are incredibly important,” she said.\u003c/p>\n\u003cp>At Denise Cabrera’s high school in Oahu, Hawaii, all students are required to take the ACT as juniors. She said she would have taken it anyway to improve her chances of getting into college.\u003c/p>\n\u003cp>“Honestly, I’m unsure why the test was ever required because colleges can look at different qualities of the students who are applying outside of just a one-time test score,” said Cabrera, a 17-year-old senior at Waianae High School.\u003c/p>\n\u003cp>About 1.4 million students in the U.S. took the ACT this year, an increase from last year. However, the numbers have not returned to pre-pandemic levels. Godwin said she doesn’t believe those numbers will ever fully recover, partly because of test-optional admission policies.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of students who were tested, only 21% met benchmarks for success in college-level classes in all subjects. Research from Godwin’s group shows students who meet those benchmarks have a 50% chance of earning a B or better and nearly a 75% chance of earning a C or better in corresponding courses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school students’ scores on the ACT college admissions test have dropped to their lowest in more than three decades, showing a lack of student \u003ca href=\"https://apnews.com/article/college-math-test-help-6cca6a5e873d5aeb5e75b4f94125d48c\">preparedness for college-level coursework\u003c/a>, according to the nonprofit organization that administers the test.\u003c/p>\n\u003cp>Scores have been falling for six consecutive years, but the trend accelerated during the COVID-19 pandemic. Students in the graduating class of 2023, whose scores were reported Wednesday, were in their first year of high school when \u003ca href=\"https://apnews.com/article/health-education-covid-46cb725e08110f8ad3c1b303ec9eefad\">the virus reached the U.S.\u003c/a>\u003c/p>\n\u003cp>“The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career,” said Janet Godwin, CEO for the nonprofit ACT, which stands for American College Testing.\u003c/p>\n\u003cp>The \u003ca href=\"https://leadershipblog.act.org/2023/10/act-scores-decline.html\">average ACT composite score\u003c/a> for U.S. students was 19.5 out of 36. Last year, the average score was 19.8.\u003c/p>\n\u003cp>Among \u003ca href=\"https://www.act.org/content/dam/act/unsecured/documents/2023-Average-ACT-Scores-by-State.pdf\">California’s 2023 high school graduates (PDF)\u003c/a>, the average composite score — of 25.7 — was significantly higher than the national average. But that’s in large part because only an estimated 4% of high school graduates in the state actually took the exam, among the lowest rates in the nation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The average scores in reading, science and math were all below benchmarks the ACT says students must reach to have a high probability of success in first-year college courses. The average score in English was just above the benchmark but still declined compared to last year.\u003c/p>\n\u003cp>Many universities have made \u003ca href=\"https://apnews.com/article/sat-test-going-digital-4887adbfba984e0943de0a0262e9349e\">standardized admissions tests optional\u003c/a> amid criticism that they favor the wealthy and disadvantage students with lower-income. Some, \u003ca href=\"https://www.nytimes.com/2021/05/15/us/SAT-scores-uc-university-of-california.html\">including the University of California system\u003c/a>, have stopped considering the ACT or SAT scores even if submitted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But Godwin said the scores are still helpful for placing students in the right college courses and preparing academic advisors to better support them.\u003c/p>\n\u003cp>“In terms of college readiness, even in a test-optional environment, these kinds of objective test scores about academic readiness are incredibly important,” she said.\u003c/p>\n\u003cp>At Denise Cabrera’s high school in Oahu, Hawaii, all students are required to take the ACT as juniors. She said she would have taken it anyway to improve her chances of getting into college.\u003c/p>\n\u003cp>“Honestly, I’m unsure why the test was ever required because colleges can look at different qualities of the students who are applying outside of just a one-time test score,” said Cabrera, a 17-year-old senior at Waianae High School.\u003c/p>\n\u003cp>About 1.4 million students in the U.S. took the ACT this year, an increase from last year. However, the numbers have not returned to pre-pandemic levels. Godwin said she doesn’t believe those numbers will ever fully recover, partly because of test-optional admission policies.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of students who were tested, only 21% met benchmarks for success in college-level classes in all subjects. Research from Godwin’s group shows students who meet those benchmarks have a 50% chance of earning a B or better and nearly a 75% chance of earning a C or better in corresponding courses.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>This month, payments on student loan debt for millions of borrowers across the country restarted after the three-year pandemic pause. California has some of the lowest tuition rates in the nation, but the state’s residents carry higher than average student debt balances, risky graduate school debt, and a unique reliance on parent-held debt, according to a\u003ca href=\"https://edsource.org/2023/despite-low-public-tuition-california-ranks-in-top-third-among-states-for-average-student-debt/697841?amp=1\"> recently released report\u003c/a> from The Century Foundation.\u003c/p>\n\u003ch2>Here’s what borrowers need to know if they already have student loans:\u003c/h2>\n\u003ch2>When do repayments restart?\u003c/h2>\n\u003cp>The pandemic-era pause on federal student loan payments has ended. Repayment for most borrowers resumed Oct. 1. Interest has already restarted accruing, as of September. However, if you’re currently enrolled in school or recently graduated, then for most federal student loan types, you have a six- to nine-month grace period from the moment you graduate, leave school or drop below half-time enrollment. And for most loans, interest accrues during your grace period.\u003c/p>\n\u003cp>The U.S. Department of Education is giving borrowers a one-year “on-ramp” to repayment through Sept. 30, 2024, which prevents people from falling into delinquency or default if they miss payments. Interest will still accrue, but any missed payments won’t lead to negative credit reporting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What repayment plans are available?\u003c/h2>\n\u003cul>\n\u003cli>\u003cstrong>Standard: \u003c/strong>Payments are a fixed amount that ensures your loans are paid off within 10 years, or 10 to 30 for consolidated loans.\u003c/li>\n\u003cli>\u003cstrong>Graduated: \u003c/strong>Payments are lower at first and then increase, usually every two years, and are for an amount that will ensure loans are paid off within 10 years or 10 to 30 years for consolidated loans.\u003c/li>\n\u003cli>\u003cstrong>Extended: \u003c/strong>Borrower must have more than $30,000 in outstanding direct loans. Payments are fixed or graduated and will ensure loans are paid off within 25 years.\u003c/li>\n\u003cli>\u003cstrong>Saving on a Valuable Education (SAVE) Plan, formerly the REPAYE plan \u003c/strong>\n\u003cul>\n\u003cli>Monthly payments will be 10% of \u003ca href=\"https://studentaid.gov/help-center/answers/topic/glossary/article/discretionary-income\">discretionary income\u003c/a>, which the department defines as the difference between annual income and a percentage of the \u003ca href=\"https://aspe.hhs.gov/topics/poverty-economic-mobility/poverty-guidelines\">poverty \u003c/a>guideline for a borrower’s family size and state of residence.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003cli>Spousal income or debt is considered if the borrower files a joint tax return.\u003c/li>\n\u003cli>Any outstanding balance is forgiven if the loan isn’t repaid after 20 years for undergraduate study or 25 years for graduate or professional study.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Pay-as-you-earn repayment plan (PAYE) \u003c/strong>\n\u003cul>\n\u003cli>Must be a new borrower on or after Oct. 1, 2007, or received a loan on or after Oct. 1, 2011.\u003c/li>\n\u003cli>Monthly payments will be 10% of discretionary income but never more than what you could pay under the 10-year standard repayment plan.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Income-based repayment plan (IBR)\u003c/strong>\n\u003cul>\n\u003cli>Must have high debt relative to income.\u003c/li>\n\u003cli>Monthly payments will be either 10% or 15% of discretionary income, but never more than what you could pay under the 10-year standard repayment plan.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003cli>Spousal income or debt is considered if the borrower files joint tax returns.\u003c/li>\n\u003cli>Any outstanding balance.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Income-contingent Repayment Plan: \u003c/strong>Monthly payments are the lesser of what you would pay on a repayment plan with a fixed monthly payment over 12 years and adjusted based on income, or 20% of your discretionary income, divided by 12. Parent PLUS borrowers are eligible if they consolidate the debt into a direct loan.\u003c/li>\n\u003c/ul>\n\u003ch2>What about my interest rate?\u003c/h2>\n\u003cp>Interest rates remain unchanged from what borrowers had before the pandemic pause. However, you may see a different rate if you enter a new repayment plan or consolidate your loans.\u003c/p>\n\u003cp>Interest rates are set by the Department of Education and tied to the 10-year Treasury note. Federal student loans borrowed after 2006 have fixed rates.\u003c/p>\n\u003ch2>Why does the government charge interest on student loans?\u003c/h2>\n\u003cp>“One argument would be we want people to have the incentive to pay back the loans, hence their interest rates,” said Peter Granville, a fellow at The Century Foundation studying federal and state policy efforts to improve college affordability. Other arguments include appealing to Congress to get rid of interest rates, or moving to debt-free college altogether, he said.\u003c/p>\n\u003cp>“Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need,” Granville said.\u003c/p>\n\u003ch2>Does the federal government make money off student loans?\u003c/h2>\n\u003cp>It’s unclear. Last year, a report from the U.S. Government Accountability Office found the Department of Education miscalculated the cost of the federal student loan program. The department initially estimated that it would generate $114 billion from federal direct student loans; however, the GAO discovered that as of 2021, the program \u003ca href=\"https://www.gao.gov/products/gao-22-105365\">cost the government\u003c/a> $197 billion. Part of the shortfall is due to the cost of the three-year pandemic pause, but most of it is because the department failed to consider the percentage of borrowers who would choose to enroll in income-driven repayment plans, the GAO concluded.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Peter Granville, fellow, The Century Foundation\"]‘Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need.’[/pullquote]The GAO further explained it’s difficult to estimate future costs because borrowers’ incomes, family sizes and payment decisions change over time. It’s also difficult to examine past costs because there is a lack of historical data when new changes are introduced to student loan programs.\u003c/p>\n\u003cp>The Congressional Budget Office in 2022 \u003ca href=\"https://www.cbo.gov/system/files/2022-05/51310-2022-05-studentloan.pdf\">projected (PDF)\u003c/a> that the only loan program the government would see revenue from is the Parent PLUS program. The government loses money or subsidizes undergraduates, graduates and Grad PLUS loans.\u003c/p>\n\u003cp>Tiara Moultrie, a fellow at The Century Foundation focusing on higher education accountability, said there is concern among those analyzing student loans that the government will lose more money on student loans as more people enroll in income-driven repayment plans like the new SAVE plan. The \u003ca href=\"https://www.cbo.gov/system/files/2023-03/58983-IDR.pdf\">CBO estimates (PDF)\u003c/a> that by 2027, the total percentage of borrowers in an income-driven plan will increase by about 12% annually. Typically, for every $1 invested in an income-driven covered loan, the government loses 17 cents.\u003c/p>\n\u003cp>Currently, out of 43.4 million borrowers, 8.5 million are in an income-driven repayment plan.\u003c/p>\n\u003ch2>What if I have trouble repaying my loan?\u003c/h2>\n\u003cp>Contact your loan servicer to discuss options. You may choose to change repayment plans to lower monthly costs, request deferments, or enter forbearance, which allows you to stop making payments temporarily.\u003c/p>\n\u003ch2>What is the department’s relationship to loan servicers?\u003c/h2>\n\u003cp>Loan servicers like MOHELA, Nelnet, EdFinancial and ECSI are private contractors hired by the department to service loans. They are assigned to handle billing, and payment plans, and advise and assist borrowers with their student loans at no cost to borrowers.\u003c/p>\n\u003cp>Your servicer may have changed during the pandemic from one company to another because their contract with the department wasn’t renewed, or a new servicer was awarded a contract. These contracts typically last five years until renewal or cancellation. Sometimes a change happens when a borrower enters a new repayment or forgiveness program — for example, only one servicer handles Public Service Loan Forgiveness.\u003c/p>\n\u003cp>The servicers should notify borrowers if there is a change.\u003c/p>\n\u003ch2>Can I discharge my loans in bankruptcy?\u003c/h2>\n\u003cp>Yes, but it depends on the terms of the bankruptcy court’s decision. Those terms may include full discharge, partial discharge, or full repayment but with different terms like a lower interest rate.\u003c/p>\n\u003ch2>How can I get my student loan forgiven, canceled or discharged?\u003c/h2>\n\u003cp>There are a variety of ways to get a federal student loan canceled. For example, teachers are eligible for up to $17,500 in forgiveness through the \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/teacher\">Teacher Loan Forgiveness program\u003c/a>. Government employees, nurses, police officers, nonprofit workers and other people who work in public service may qualify for the \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/public-service/public-service-loan-forgiveness-application\">Public Service Loan Forgiveness program\u003c/a>. For those with a disability, there is the \u003ca href=\"https://www.disabilitydischarge.com/\">Total and Permanent Disability Discharge\u003c/a> program. Finally, borrowers who participate in \u003ca href=\"https://studentaid.gov/manage-loans/repayment/plans/income-driven\">income-driven repayment plans\u003c/a> are eligible for loan forgiveness if they’ve been in repayment for 20 or 25 years.\u003c/p>\n\u003cp>[aside postID=news_11959751 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/08/GettyImages-1242692566-1020x689.jpg']Loans are also discharged or forgiven if your college or school closed while you were enrolled or shortly after you withdrew, or, if your college misled you or engaged in some other misconduct. Such forgiveness plans are known as \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/closed-school\">closed-school discharge\u003c/a> and \u003ca href=\"https://studentaid.gov/borrower-defense/\">borrower defense\u003c/a>.\u003c/p>\n\u003cp>On Wednesday, President Joe Biden \u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2023/10/04/president-biden-announces-an-additional-9-billion-in-student-debt-relief-for-125000-americans/\">announced $9 billion\u003c/a> more in student debt relief for borrowers under Public Service Loan Forgiveness, disability forgiveness, and other income-driven repayment plans.\u003c/p>\n\u003ch2>What happens to my loans if I die?\u003c/h2>\n\u003cp>Loans will be discharged after the required proof of death is submitted.\u003c/p>\n\u003ch2>What happens to my parent’s PLUS loan if my parent dies, or if I die?\u003c/h2>\n\u003cp>The loan will be discharged if your parent dies or you, the student, dies.\u003c/p>\n\u003ch2>For students applying for loans:\u003c/h2>\n\u003ch2>How do I apply for student loans?\u003c/h2>\n\u003cp>You may be offered student loans as part of your college’s financial aid offer. Loans can come from a variety of sources, such as private banks, organizations and the federal government.\u003c/p>\n\u003ch2>What types of federal student loans exist?\u003c/h2>\n\u003cp>Undergraduate students who demonstrate financial need can receive Direct Subsidized Loans. Direct Unsubsidized Loans do not require students to demonstrate need. They are available to eligible undergraduate, graduate and professional students.\u003c/p>\n\u003cp>Complete the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a>. Your college will tell you how to accept all or part of the loan offered. However, before receiving money you are required to enter loan entrance counseling and sign a Master Promissory Note.\u003c/p>\n\u003cp>There are also Direct PLUS Loans:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://studentaid.gov/plus-app/grad/landing\">Grad PLUS \u003c/a>loans are given to graduate or professional students to help cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements.\u003c/li>\n\u003cli>Parent PLUS loans are given to parents of dependent undergraduate students to cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements.\u003c/li>\n\u003c/ul>\n\u003ch2>How much can I borrow?\u003c/h2>\n\u003cp>Undergraduate students can receive direct subsidized and unsubsidized loans from $5,500 to $12,500 per year, depending on the year they are in school and their dependency status.\u003c/p>\n\u003cp>Graduate and professional students can borrow up to $20,500 each year for unsubsidized loans. PLUS loans are uncapped and determined by the student’s school to cover any expenses not covered by other financial aid.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/what-you-need-to-know-about-student-loan-debt-and-repayments/698337\">\u003cem>This report 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>This month, payments on student loan debt for millions of borrowers across the country restarted after the three-year pandemic pause. California has some of the lowest tuition rates in the nation, but the state’s residents carry higher than average student debt balances, risky graduate school debt, and a unique reliance on parent-held debt, according to a\u003ca href=\"https://edsource.org/2023/despite-low-public-tuition-california-ranks-in-top-third-among-states-for-average-student-debt/697841?amp=1\"> recently released report\u003c/a> from The Century Foundation.\u003c/p>\n\u003ch2>Here’s what borrowers need to know if they already have student loans:\u003c/h2>\n\u003ch2>When do repayments restart?\u003c/h2>\n\u003cp>The pandemic-era pause on federal student loan payments has ended. Repayment for most borrowers resumed Oct. 1. Interest has already restarted accruing, as of September. However, if you’re currently enrolled in school or recently graduated, then for most federal student loan types, you have a six- to nine-month grace period from the moment you graduate, leave school or drop below half-time enrollment. And for most loans, interest accrues during your grace period.\u003c/p>\n\u003cp>The U.S. Department of Education is giving borrowers a one-year “on-ramp” to repayment through Sept. 30, 2024, which prevents people from falling into delinquency or default if they miss payments. Interest will still accrue, but any missed payments won’t lead to negative credit reporting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What repayment plans are available?\u003c/h2>\n\u003cul>\n\u003cli>\u003cstrong>Standard: \u003c/strong>Payments are a fixed amount that ensures your loans are paid off within 10 years, or 10 to 30 for consolidated loans.\u003c/li>\n\u003cli>\u003cstrong>Graduated: \u003c/strong>Payments are lower at first and then increase, usually every two years, and are for an amount that will ensure loans are paid off within 10 years or 10 to 30 years for consolidated loans.\u003c/li>\n\u003cli>\u003cstrong>Extended: \u003c/strong>Borrower must have more than $30,000 in outstanding direct loans. Payments are fixed or graduated and will ensure loans are paid off within 25 years.\u003c/li>\n\u003cli>\u003cstrong>Saving on a Valuable Education (SAVE) Plan, formerly the REPAYE plan \u003c/strong>\n\u003cul>\n\u003cli>Monthly payments will be 10% of \u003ca href=\"https://studentaid.gov/help-center/answers/topic/glossary/article/discretionary-income\">discretionary income\u003c/a>, which the department defines as the difference between annual income and a percentage of the \u003ca href=\"https://aspe.hhs.gov/topics/poverty-economic-mobility/poverty-guidelines\">poverty \u003c/a>guideline for a borrower’s family size and state of residence.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003cli>Spousal income or debt is considered if the borrower files a joint tax return.\u003c/li>\n\u003cli>Any outstanding balance is forgiven if the loan isn’t repaid after 20 years for undergraduate study or 25 years for graduate or professional study.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Pay-as-you-earn repayment plan (PAYE) \u003c/strong>\n\u003cul>\n\u003cli>Must be a new borrower on or after Oct. 1, 2007, or received a loan on or after Oct. 1, 2011.\u003c/li>\n\u003cli>Monthly payments will be 10% of discretionary income but never more than what you could pay under the 10-year standard repayment plan.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Income-based repayment plan (IBR)\u003c/strong>\n\u003cul>\n\u003cli>Must have high debt relative to income.\u003c/li>\n\u003cli>Monthly payments will be either 10% or 15% of discretionary income, but never more than what you could pay under the 10-year standard repayment plan.\u003c/li>\n\u003cli>Payments are recalculated each year based on updated income and family size.\u003c/li>\n\u003cli>Spousal income or debt is considered if the borrower files joint tax returns.\u003c/li>\n\u003cli>Any outstanding balance.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Income-contingent Repayment Plan: \u003c/strong>Monthly payments are the lesser of what you would pay on a repayment plan with a fixed monthly payment over 12 years and adjusted based on income, or 20% of your discretionary income, divided by 12. Parent PLUS borrowers are eligible if they consolidate the debt into a direct loan.\u003c/li>\n\u003c/ul>\n\u003ch2>What about my interest rate?\u003c/h2>\n\u003cp>Interest rates remain unchanged from what borrowers had before the pandemic pause. However, you may see a different rate if you enter a new repayment plan or consolidate your loans.\u003c/p>\n\u003cp>Interest rates are set by the Department of Education and tied to the 10-year Treasury note. Federal student loans borrowed after 2006 have fixed rates.\u003c/p>\n\u003ch2>Why does the government charge interest on student loans?\u003c/h2>\n\u003cp>“One argument would be we want people to have the incentive to pay back the loans, hence their interest rates,” said Peter Granville, a fellow at The Century Foundation studying federal and state policy efforts to improve college affordability. Other arguments include appealing to Congress to get rid of interest rates, or moving to debt-free college altogether, he said.\u003c/p>\n\u003cp>“Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need,” Granville said.\u003c/p>\n\u003ch2>Does the federal government make money off student loans?\u003c/h2>\n\u003cp>It’s unclear. Last year, a report from the U.S. Government Accountability Office found the Department of Education miscalculated the cost of the federal student loan program. The department initially estimated that it would generate $114 billion from federal direct student loans; however, the GAO discovered that as of 2021, the program \u003ca href=\"https://www.gao.gov/products/gao-22-105365\">cost the government\u003c/a> $197 billion. Part of the shortfall is due to the cost of the three-year pandemic pause, but most of it is because the department failed to consider the percentage of borrowers who would choose to enroll in income-driven repayment plans, the GAO concluded.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The GAO further explained it’s difficult to estimate future costs because borrowers’ incomes, family sizes and payment decisions change over time. It’s also difficult to examine past costs because there is a lack of historical data when new changes are introduced to student loan programs.\u003c/p>\n\u003cp>The Congressional Budget Office in 2022 \u003ca href=\"https://www.cbo.gov/system/files/2022-05/51310-2022-05-studentloan.pdf\">projected (PDF)\u003c/a> that the only loan program the government would see revenue from is the Parent PLUS program. The government loses money or subsidizes undergraduates, graduates and Grad PLUS loans.\u003c/p>\n\u003cp>Tiara Moultrie, a fellow at The Century Foundation focusing on higher education accountability, said there is concern among those analyzing student loans that the government will lose more money on student loans as more people enroll in income-driven repayment plans like the new SAVE plan. The \u003ca href=\"https://www.cbo.gov/system/files/2023-03/58983-IDR.pdf\">CBO estimates (PDF)\u003c/a> that by 2027, the total percentage of borrowers in an income-driven plan will increase by about 12% annually. Typically, for every $1 invested in an income-driven covered loan, the government loses 17 cents.\u003c/p>\n\u003cp>Currently, out of 43.4 million borrowers, 8.5 million are in an income-driven repayment plan.\u003c/p>\n\u003ch2>What if I have trouble repaying my loan?\u003c/h2>\n\u003cp>Contact your loan servicer to discuss options. You may choose to change repayment plans to lower monthly costs, request deferments, or enter forbearance, which allows you to stop making payments temporarily.\u003c/p>\n\u003ch2>What is the department’s relationship to loan servicers?\u003c/h2>\n\u003cp>Loan servicers like MOHELA, Nelnet, EdFinancial and ECSI are private contractors hired by the department to service loans. They are assigned to handle billing, and payment plans, and advise and assist borrowers with their student loans at no cost to borrowers.\u003c/p>\n\u003cp>Your servicer may have changed during the pandemic from one company to another because their contract with the department wasn’t renewed, or a new servicer was awarded a contract. These contracts typically last five years until renewal or cancellation. Sometimes a change happens when a borrower enters a new repayment or forgiveness program — for example, only one servicer handles Public Service Loan Forgiveness.\u003c/p>\n\u003cp>The servicers should notify borrowers if there is a change.\u003c/p>\n\u003ch2>Can I discharge my loans in bankruptcy?\u003c/h2>\n\u003cp>Yes, but it depends on the terms of the bankruptcy court’s decision. Those terms may include full discharge, partial discharge, or full repayment but with different terms like a lower interest rate.\u003c/p>\n\u003ch2>How can I get my student loan forgiven, canceled or discharged?\u003c/h2>\n\u003cp>There are a variety of ways to get a federal student loan canceled. For example, teachers are eligible for up to $17,500 in forgiveness through the \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/teacher\">Teacher Loan Forgiveness program\u003c/a>. Government employees, nurses, police officers, nonprofit workers and other people who work in public service may qualify for the \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/public-service/public-service-loan-forgiveness-application\">Public Service Loan Forgiveness program\u003c/a>. For those with a disability, there is the \u003ca href=\"https://www.disabilitydischarge.com/\">Total and Permanent Disability Discharge\u003c/a> program. Finally, borrowers who participate in \u003ca href=\"https://studentaid.gov/manage-loans/repayment/plans/income-driven\">income-driven repayment plans\u003c/a> are eligible for loan forgiveness if they’ve been in repayment for 20 or 25 years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Loans are also discharged or forgiven if your college or school closed while you were enrolled or shortly after you withdrew, or, if your college misled you or engaged in some other misconduct. Such forgiveness plans are known as \u003ca href=\"https://studentaid.gov/manage-loans/forgiveness-cancellation/closed-school\">closed-school discharge\u003c/a> and \u003ca href=\"https://studentaid.gov/borrower-defense/\">borrower defense\u003c/a>.\u003c/p>\n\u003cp>On Wednesday, President Joe Biden \u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2023/10/04/president-biden-announces-an-additional-9-billion-in-student-debt-relief-for-125000-americans/\">announced $9 billion\u003c/a> more in student debt relief for borrowers under Public Service Loan Forgiveness, disability forgiveness, and other income-driven repayment plans.\u003c/p>\n\u003ch2>What happens to my loans if I die?\u003c/h2>\n\u003cp>Loans will be discharged after the required proof of death is submitted.\u003c/p>\n\u003ch2>What happens to my parent’s PLUS loan if my parent dies, or if I die?\u003c/h2>\n\u003cp>The loan will be discharged if your parent dies or you, the student, dies.\u003c/p>\n\u003ch2>For students applying for loans:\u003c/h2>\n\u003ch2>How do I apply for student loans?\u003c/h2>\n\u003cp>You may be offered student loans as part of your college’s financial aid offer. Loans can come from a variety of sources, such as private banks, organizations and the federal government.\u003c/p>\n\u003ch2>What types of federal student loans exist?\u003c/h2>\n\u003cp>Undergraduate students who demonstrate financial need can receive Direct Subsidized Loans. Direct Unsubsidized Loans do not require students to demonstrate need. They are available to eligible undergraduate, graduate and professional students.\u003c/p>\n\u003cp>Complete the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a>. Your college will tell you how to accept all or part of the loan offered. However, before receiving money you are required to enter loan entrance counseling and sign a Master Promissory Note.\u003c/p>\n\u003cp>There are also Direct PLUS Loans:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://studentaid.gov/plus-app/grad/landing\">Grad PLUS \u003c/a>loans are given to graduate or professional students to help cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements.\u003c/li>\n\u003cli>Parent PLUS loans are given to parents of dependent undergraduate students to cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements.\u003c/li>\n\u003c/ul>\n\u003ch2>How much can I borrow?\u003c/h2>\n\u003cp>Undergraduate students can receive direct subsidized and unsubsidized loans from $5,500 to $12,500 per year, depending on the year they are in school and their dependency status.\u003c/p>\n\u003cp>Graduate and professional students can borrow up to $20,500 each year for unsubsidized loans. PLUS loans are uncapped and determined by the student’s school to cover any expenses not covered by other financial aid.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/what-you-need-to-know-about-student-loan-debt-and-repayments/698337\">\u003cem>This report originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "A School By Any Other Name: Branding Committee Recommends Cal Sports Add 'Berkeley' to Its Sports Logo",
"headTitle": "A School By Any Other Name: Branding Committee Recommends Cal Sports Add ‘Berkeley’ to Its Sports Logo | KQED",
"content": "\u003cp>Cal? UC Berkeley? Cal-Berkeley? Or the official-sounding, University of California, Berkeley?\u003c/p>\n\u003cp>In the Bay Area, we’ve grown accustomed to hearing that giant university in the city of Berkeley go by a few different names. But, outside the Bay, the school’s multiple personalities may be causing more than a little confusion.\u003c/p>\n\u003cp>“We’re all pretty used to calling it Cal or Berkeley interchangeably,” said Sam Littrell, a senior in computer science. “But I do notice that a lot of people that aren’t from Berkeley don’t always know it is Cal. So if we say Cal, people are like: ‘I don’t really know what that is?’”\u003c/p>\n\u003cp>Littrell has a point.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last September, the university convened \u003ca href=\"https://chancellor.berkeley.edu/berkeleycal-identity-task-force\">a Cal/Berkeley Identity Task Force\u003c/a> to help create one unified identity for the school. Now, the task force has released \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/berkeley_cal_identity_task_force_recommendations_3.pdf\">its report (PDF) \u003c/a>— and among the findings: People don’t realize all these names are actually the same school.\u003c/p>\n\u003cp>In a national survey, when asked if they knew “Berkeley,” “UC Berkeley,” “Cal Berkeley” and “Cal” referred to the same university, 42% said they didn’t know and another 24% said they weren’t sure. Even within California, 36% didn’t know the names were connected.\u003c/p>\n\u003cp>The difference is that “California” (in cursive script) or “Cal” tends to refer to sports teams (or is a term of endearment by alumni), where “Berkeley” is what’s known among academic and research settings.\u003c/p>\n\u003cp>“I don’t think that Oppenheimer ever once said ‘Cal,’” said journalism professor Bill Drummond — who first came to Cal as an undergrad in 1961 and returned as a professor in 1983. Nor, for that matter, he added, “did any of the Nobel Prize winners refer to it as ‘Cal.’”\u003c/p>\n\u003cp>Why does that matter?\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Bill Drummond, journalism professor, UC Berkeley\"]‘They want to homogenize it. That flies in the face of what this whole thing is about. … It’s not the kind of community where you can regiment them. That’s its strength.’[/pullquote]“Having two distinct identities for one entity is highly problematic from a branding perspective,” \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/identity_task_force_charge_letter.pdf\">wrote Chancellor Carol Christ to the task force last fall (PDF)\u003c/a>. This will come up even more often as Cal moves into the Atlantic Coast Conference next year, where East Coast viewers are unlikely to know what school “California” is.\u003c/p>\n\u003cp>The problem with this, reads the task force’s report, is that the full scope of what UC Berkeley offers is then missed. “The breadth of the institution is lost on them,” says the report.\u003c/p>\n\u003cp>The solution they recommend: Moving sports teams to the name “Cal Berkeley.” Cal script on top, Berkeley written underneath or next to.\u003c/p>\n\u003cp>But Drummond says it’s all just a bunch of marketing that doesn’t have anything to do with most of the students, the labs, the work or the research that happens at the school. “They need to create something the people who sell that, as a product, can hang their hat on,” he said.\u003c/p>\n\u003cp>“It’s not going to work,” he added.\u003c/p>\n\u003cp>And he believes it won’t work for precisely the reason that makes UC Berkeley or Cal or Berkeley (whatever you want to call it) such a great place: all the different communities co-existing together in one place. “They want to homogenize it,” he said. “That flies in the face of what this whole thing is about.”\u003c/p>\n\u003cp>“It’s not the kind of community where you can regiment them,” said Drummond. “That’s its strength.”\u003c/p>\n\u003cp>But that’s not going to stop the school from trying to wrestle this thing into one cohesive name. The other recommendation from the task force is to use “Berkeley” as the principal campus brand and to let Cal and Golden Bears be used in conjunction for community building.\u003c/p>\n\u003cp>[aside postID=news_11959989 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/GettyImages-1443354055-1020x701.jpg']This was another issue Chancellor Christ called out \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/identity_task_force_charge_letter.pdf\">in her letter (PDF)\u003c/a>: The term “bears” or bear imagery actually cannot currently be used, per brand guidelines, with the word “Berkeley,” and the word “Cal” is only allowed in reference to sports. “Some students, such as student-athletes, feel excluded from the UC Berkeley identity because they’re only allowed to use Cal in athletics contexts. Similarly, multiple affinity groups have expressed concerns that current restrictions on the use of the Cal name hinder their equity and inclusion efforts,” she wrote.\u003c/p>\n\u003cp>Many people don’t even realize the school has \u003ca href=\"https://brand.berkeley.edu/berkeley-brand/our-name\">official branding guidelines \u003c/a>— which ban the use of UC-Berkeley, UCB, and University of California at Berkeley — as well as separate \u003ca href=\"https://calbears.com/documents/2017/6/1/17_Cal_BrandGuidelines.pdf\">Cal Athletics branding rules (PDF)\u003c/a>. What’s allowed under the Cal sports parameters? California, Golden Bears, Cal Bears — absolutely not Cal Berkeley. At least not yet.\u003c/p>\n\u003cp>That directive, it turns out, was a remnant of a previous round of discussion about 30 years ago, said Drummond, when people associated with the sports teams started calling it “Cal-Berkeley.”\u003c/p>\n\u003cp>This isn’t the first time someone has aimed to tame the unruly campus community and create order. “Better people have tried,” he joked.\u003c/p>\n\u003cp>The task force’s recommendations, the report said, were based on the history of the UC system. Whereas other state school systems typically have a known flagship that’s referred to by the state (e.g., “Michigan” refers to the main school in Ann Arbor), the University of California’s schools all have developed distinct identities (e.g., UCLA, UC Davis, UCSF).\u003c/p>\n\u003cp>The task force also noted, “concerns were raised about George Berkeley’s \u003ca href=\"https://www.sfchronicle.com/bayarea/article/uc-berkeley-name-change-18086129.php\">legacy of white supremacy\u003c/a>. The vice chancellor for equity and inclusion has been asked to help lead the university’s examination of these issues. These concerns are being considered as part of implementing these recommendations.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cal? UC Berkeley? Cal-Berkeley? Or the official-sounding, University of California, Berkeley?\u003c/p>\n\u003cp>In the Bay Area, we’ve grown accustomed to hearing that giant university in the city of Berkeley go by a few different names. But, outside the Bay, the school’s multiple personalities may be causing more than a little confusion.\u003c/p>\n\u003cp>“We’re all pretty used to calling it Cal or Berkeley interchangeably,” said Sam Littrell, a senior in computer science. “But I do notice that a lot of people that aren’t from Berkeley don’t always know it is Cal. So if we say Cal, people are like: ‘I don’t really know what that is?’”\u003c/p>\n\u003cp>Littrell has a point.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last September, the university convened \u003ca href=\"https://chancellor.berkeley.edu/berkeleycal-identity-task-force\">a Cal/Berkeley Identity Task Force\u003c/a> to help create one unified identity for the school. Now, the task force has released \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/berkeley_cal_identity_task_force_recommendations_3.pdf\">its report (PDF) \u003c/a>— and among the findings: People don’t realize all these names are actually the same school.\u003c/p>\n\u003cp>In a national survey, when asked if they knew “Berkeley,” “UC Berkeley,” “Cal Berkeley” and “Cal” referred to the same university, 42% said they didn’t know and another 24% said they weren’t sure. Even within California, 36% didn’t know the names were connected.\u003c/p>\n\u003cp>The difference is that “California” (in cursive script) or “Cal” tends to refer to sports teams (or is a term of endearment by alumni), where “Berkeley” is what’s known among academic and research settings.\u003c/p>\n\u003cp>“I don’t think that Oppenheimer ever once said ‘Cal,’” said journalism professor Bill Drummond — who first came to Cal as an undergrad in 1961 and returned as a professor in 1983. Nor, for that matter, he added, “did any of the Nobel Prize winners refer to it as ‘Cal.’”\u003c/p>\n\u003cp>Why does that matter?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Having two distinct identities for one entity is highly problematic from a branding perspective,” \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/identity_task_force_charge_letter.pdf\">wrote Chancellor Carol Christ to the task force last fall (PDF)\u003c/a>. This will come up even more often as Cal moves into the Atlantic Coast Conference next year, where East Coast viewers are unlikely to know what school “California” is.\u003c/p>\n\u003cp>The problem with this, reads the task force’s report, is that the full scope of what UC Berkeley offers is then missed. “The breadth of the institution is lost on them,” says the report.\u003c/p>\n\u003cp>The solution they recommend: Moving sports teams to the name “Cal Berkeley.” Cal script on top, Berkeley written underneath or next to.\u003c/p>\n\u003cp>But Drummond says it’s all just a bunch of marketing that doesn’t have anything to do with most of the students, the labs, the work or the research that happens at the school. “They need to create something the people who sell that, as a product, can hang their hat on,” he said.\u003c/p>\n\u003cp>“It’s not going to work,” he added.\u003c/p>\n\u003cp>And he believes it won’t work for precisely the reason that makes UC Berkeley or Cal or Berkeley (whatever you want to call it) such a great place: all the different communities co-existing together in one place. “They want to homogenize it,” he said. “That flies in the face of what this whole thing is about.”\u003c/p>\n\u003cp>“It’s not the kind of community where you can regiment them,” said Drummond. “That’s its strength.”\u003c/p>\n\u003cp>But that’s not going to stop the school from trying to wrestle this thing into one cohesive name. The other recommendation from the task force is to use “Berkeley” as the principal campus brand and to let Cal and Golden Bears be used in conjunction for community building.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>This was another issue Chancellor Christ called out \u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/identity_task_force_charge_letter.pdf\">in her letter (PDF)\u003c/a>: The term “bears” or bear imagery actually cannot currently be used, per brand guidelines, with the word “Berkeley,” and the word “Cal” is only allowed in reference to sports. “Some students, such as student-athletes, feel excluded from the UC Berkeley identity because they’re only allowed to use Cal in athletics contexts. Similarly, multiple affinity groups have expressed concerns that current restrictions on the use of the Cal name hinder their equity and inclusion efforts,” she wrote.\u003c/p>\n\u003cp>Many people don’t even realize the school has \u003ca href=\"https://brand.berkeley.edu/berkeley-brand/our-name\">official branding guidelines \u003c/a>— which ban the use of UC-Berkeley, UCB, and University of California at Berkeley — as well as separate \u003ca href=\"https://calbears.com/documents/2017/6/1/17_Cal_BrandGuidelines.pdf\">Cal Athletics branding rules (PDF)\u003c/a>. What’s allowed under the Cal sports parameters? California, Golden Bears, Cal Bears — absolutely not Cal Berkeley. At least not yet.\u003c/p>\n\u003cp>That directive, it turns out, was a remnant of a previous round of discussion about 30 years ago, said Drummond, when people associated with the sports teams started calling it “Cal-Berkeley.”\u003c/p>\n\u003cp>This isn’t the first time someone has aimed to tame the unruly campus community and create order. “Better people have tried,” he joked.\u003c/p>\n\u003cp>The task force’s recommendations, the report said, were based on the history of the UC system. Whereas other state school systems typically have a known flagship that’s referred to by the state (e.g., “Michigan” refers to the main school in Ann Arbor), the University of California’s schools all have developed distinct identities (e.g., UCLA, UC Davis, UCSF).\u003c/p>\n\u003cp>The task force also noted, “concerns were raised about George Berkeley’s \u003ca href=\"https://www.sfchronicle.com/bayarea/article/uc-berkeley-name-change-18086129.php\">legacy of white supremacy\u003c/a>. The vice chancellor for equity and inclusion has been asked to help lead the university’s examination of these issues. These concerns are being considered as part of implementing these recommendations.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Biden administration is cracking down on college programs that don’t adequately prepare graduates for gainful employment. On Wednesday, the U.S. Education Department announced new federal regulations that aim to hold for-profit colleges accountable for student outcomes.\u003c/p>\n\u003cp>“Higher education is supposed to be an invaluable investment in your future. There is nothing valuable about being ripped off or sold on a worthless degree,” Education Secretary Miguel Cardona said at a press briefing announcing the final rules.\u003c/p>\n\u003cp>The gainful employment rule is meant to safeguard students from making a bad investment at for-profit institutions and non-degree, certificate programs. If programs don’t earn their graduates adequate pay, or if graduates’ earnings are too low to afford their student loan payments, programs could lose access to federal money.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Too often, students and parents navigate decisions without a clear picture of which schools offer the best value for your money,” Cardona said. “This rule would make sure students know they’re about to take out loans for programs known to leave graduates with unaffordable debt and poor career prospects.”\u003c/p>\n\u003cp>Starting next school year — July 1, 2024 — programs will have to demonstrate that graduates are able to afford their student debt payments and make more money than an adult in their state who didn’t go to college. If a program fails either of those metrics, students will get a warning before they take out federal student loans. If a program fails the same metric twice in a three-year period, it will lose eligibility to collect federal student aid money from students. The first year this could happen to a program is 2026.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"US Education Secretary Miguel Cardona\"]‘This rule would make sure students know they’re about to take out loans for programs known to leave graduates with unaffordable debt and poor career prospects.’[/pullquote]“Today’s action … is the strongest action ever taken by an administration to hold low-quality programs accountable,” says Carolyn Fast, the director of higher education at \u003ca href=\"https://tcf.org/content/report/for-profit-colleges-say-the-gainful-employment-rule-will-kill-access-dont-believe-them/\">The Century Foundation\u003c/a>. Fast was also involved in the rulemaking. “It steers students toward high-value programs and holds institutions accountable for what it is they should be doing: offering students quality education and preparing them for stable future careers.”\u003c/p>\n\u003cp>Data from the Education Department anticipates that about \u003ca href=\"https://www2.ed.gov/policy/highered/reg/hearulemaking/2021/gainful-employment-notice-of-final-review-factsheet.pdf\">1,700 programs will fail (PDF)\u003c/a> to meet the thresholds set forth in the rule. While many public and private nonprofit colleges offer non-degree programs, very few would fail, according to the department. Rather, many of the failed programs would be at for-profit schools.\u003c/p>\n\u003cp>The rule applies to all for-profit programs but doesn’t include bachelor’s degrees and most graduate programs at traditional public and nonprofit colleges. Critics of the rule \u003ca href=\"https://www.career.org/releases-and-statements/cecu-statement-on-gainful-employment-final-rule\">say that’s unfair\u003c/a>.\u003c/p>\n\u003cp>“Once again, the Department has rushed the process, overlooking critical issues, to hastily implement and weaponize a final Gainful Employment rule against for-profit institutions,” said Jason Altmire, president of Career Education Colleges and Universities, a national organization that represents for-profit colleges.\u003c/p>\n\u003cp>[aside postID=news_11773028,lowdown_17525,news_72575 label='For-Profit Colleges']Gainful employment first came to be a federal rule under the Obama administration in 2014. It \u003ca href=\"https://www.npr.org/sections/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">was met with legal challenges\u003c/a>, and when the Trump administration took over, former Secretary of Education \u003ca href=\"https://www.npr.org/sections/ed/2017/06/17/531930366/devos-rolls-back-for-profit-college-regs-harvards-president-to-step-down\">Betsy Devos \u003c/a>seriously delayed the rule and \u003ca href=\"https://www.nytimes.com/2019/06/28/us/politics/betsy-devos-for-profit-colleges.html\">later scrapped it all together\u003c/a>.\u003c/p>\n\u003cp>This spring, the Biden administration resuscitated the rule with an updated proposal that saw \u003ca href=\"https://www.regulations.gov/comment/ED-2023-OPE-0089-3073\">thousands of comments\u003c/a>, many from organizations related to the \u003ca href=\"https://www.regulations.gov/document/ED-2023-OPE-0089-0001/comment?filter=Cosmetology\">cosmetology industry\u003c/a>, which include schools that\u003ca href=\"https://www.nytimes.com/2018/12/26/business/cosmetology-school-debt-iowa.html\"> have historically struggled with favorable debt-to-earnings ratios\u003c/a>.\u003c/p>\n\u003cp>The new rule’s timeline may put it at odds with political headwinds: A lot could happen between now and 2026, when the first programs could lose eligibility to collect federal student aid — including a Republican winning back the White House.\u003c/p>\n\u003cp>The final rule will be published in the \u003cem>Federal Register\u003c/em> on Oct. 10.\u003c/p>\n\u003cp>\u003cem>Copyright 2023 NPR. To see more, visit \u003ca href=\"https://www.npr.org\">www.npr.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Gainful employment first came to be a federal rule under the Obama administration in 2014. It \u003ca href=\"https://www.npr.org/sections/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">was met with legal challenges\u003c/a>, and when the Trump administration took over, former Secretary of Education \u003ca href=\"https://www.npr.org/sections/ed/2017/06/17/531930366/devos-rolls-back-for-profit-college-regs-harvards-president-to-step-down\">Betsy Devos \u003c/a>seriously delayed the rule and \u003ca href=\"https://www.nytimes.com/2019/06/28/us/politics/betsy-devos-for-profit-colleges.html\">later scrapped it all together\u003c/a>.\u003c/p>\n\u003cp>This spring, the Biden administration resuscitated the rule with an updated proposal that saw \u003ca href=\"https://www.regulations.gov/comment/ED-2023-OPE-0089-3073\">thousands of comments\u003c/a>, many from organizations related to the \u003ca href=\"https://www.regulations.gov/document/ED-2023-OPE-0089-0001/comment?filter=Cosmetology\">cosmetology industry\u003c/a>, which include schools that\u003ca href=\"https://www.nytimes.com/2018/12/26/business/cosmetology-school-debt-iowa.html\"> have historically struggled with favorable debt-to-earnings ratios\u003c/a>.\u003c/p>\n\u003cp>The new rule’s timeline may put it at odds with political headwinds: A lot could happen between now and 2026, when the first programs could lose eligibility to collect federal student aid — including a Republican winning back the White House.\u003c/p>\n\u003cp>The final rule will be published in the \u003cem>Federal Register\u003c/em> on Oct. 10.\u003c/p>\n\u003cp>\u003cem>Copyright 2023 NPR. To see more, visit \u003ca href=\"https://www.npr.org\">www.npr.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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},
"link": "/radio/program/bbc-world-service",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"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.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"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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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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