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"content": "\u003cp>\u003cem>This report contains a clarification.\u003c/em>\u003c/p>\n\u003cp>Faculty members at San Francisco State University gathered on campus on Thursday to oppose the \u003ca href=\"https://www.kqed.org/news/11973267/csu-faculty-start-weeklong-strike-across-23-campuses-heres-what-to-know\">tentative agreement\u003c/a> reached by their union’s leadership with California State University. Faculty from other CSU campuses, including CSU East Bay and San José State, also joined the rally in support.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Brad Erickson, CFA chapter president, SFSU\"]‘Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust. Extending the contract another year without your input means waiting even longer to bargain for a better deal.’[/pullquote]A rally was planned for Thursday, which was meant to be the fourth day of a systemwide strike across all of the CSU’s 23 campuses.\u003c/p>\n\u003cp>But late Monday night, the California Faculty Association announced that it had reached a deal with the university and that the strike was over. Rather than cancel their planned rally, San Francisco faculty chose to use the opportunity \u003ca href=\"https://twitter.com/CFASF/status/1750275984958582810\">to speak out against the deal’s terms\u003c/a>, which many have called unsatisfactory.\u003c/p>\n\u003cp>“Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust,” said Brad Erickson, SF State’s union chapter president. “Extending the contract another year without your input means waiting even longer to bargain for a better deal.”\u003c/p>\n\u003cp>As recently as last Friday, union leaders were still insisting on pushing for a 12% salary increase. Their most recent official proposal demanded that increase be retroactive to last October. The union had also previously rejected an offer of a three-year deal with annual 5% raises. The first would have been retroactive to last July, and the next two would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years.\u003c/p>\n\u003cfigure id=\"attachment_11973756\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973756\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg\" alt=\"A person wearing a red t-shirt holds a cardboard sign in one hand and a trumpet in the other while standing on a grassy area in front of a group of people in mostly red attire.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, students and CFA union members form a ‘No’ in The Quad at San Francisco State University on Jan. 25, 2024, to urge a no vote on the tentative deal that ended this week’s California State University strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So some faculty members were disappointed when they learned that the union had accepted a deal for a 5% retroactive raise and 5% for the coming year, with the future raise including the same contingency language.\u003c/p>\n\u003cp>“A handful of leaders demonstrated a lack of faith in our ability to organize, and this is actually what really hurt a lot of us,” Erickson said. “They say that this is the best deal we could have gotten, but we’ll never know because we didn’t have the option to follow through.”\u003c/p>\n\u003cp>Mark Allan Davis, an associate professor of Africana Studies and member of the contract development and bargaining strategies committee, expressed a similar sentiment.\u003c/p>\n\u003cfigure id=\"attachment_11973741\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg\" alt=\"A person in a red shirt holds a fist in the air surrounded by other people mostly in red clothing.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tobin Galang, from the Metro College Success Program, cheers during a rally with the San Francisco State University chapter of the California Faculty Association at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The biggest disappointment in all of this is that … a few people did not believe that all the work that we were doing, and power that we were generating, and camaraderie and solidarity that was building, it wasn’t believed that it could be successful that whole week,” Davis said.\u003c/p>\n\u003cp>In a written statement, CFA statewide officials said, “Bargaining is an iterative process, and we did not secure everything that we wanted. This has led to disappointment among some of us but also excitement among many. We hope everyone understands that this deal is far beyond what CSU management initially proposed and what they imposed on us earlier this month.”\u003c/p>\n\u003cp>In order for the deal to be ratified, a majority of voting faculty members will need to vote for it. But some faculty are already indicating they plan to vote “no.”\u003c/p>\n\u003cfigure id=\"attachment_11973752\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973752\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco State University (SFSU) chapter of the California Faculty Association (CFA) holds a rally at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco State union chapter polled 360 of its members and 70% said they plan to vote “no,” while only 3% said they plan to vote “yes.”\u003c/p>\n\u003cp>“If you’re not satisfied with the tentative agreement, help organize the ‘no’ vote. And we’re starting that today,” Erickson said.\u003c/p>\n\u003cp>Online, responses to the news of the deal seemed to be \u003ca href=\"https://www.instagram.com/cfasfstate/\">mostly negative\u003c/a> as well.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11973267,news_11973199,news_11972172\"]Aside from the pay, faculty also said they were disappointed that the contract did not include language on course caps for lecturers or increasing the number of mental health counselors.\u003c/p>\n\u003cp>Karla Castillo, a clinical counselor at San Francisco State, said the university has only nine counselors for 23,000 students.\u003c/p>\n\u003cp>“We need more counselors as well as more tenure track counselors for our students now!” Castillo said. “Students can’t wait. Healing can’t wait. The mental health of students who are hurting mentally, emotionally can’t wait.”\u003c/p>\n\u003cp>While the union said the agreement includes language to “move toward” a ratio of one counselor per every 1,500 students, Castillo said that language has “no teeth.”\u003c/p>\n\u003cp>Faculty members ended the rally by standing on a field to form a massive “NO” to signal the union chapter’s intention to vote down the deal.\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">Jan. 26: This story includes a clarification on the details of two further raises proposed by the CSU for next year and the year after that would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years. A further clarification states that a 5% future raise in the tentative agreement for the coming year included the same contingency language.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A rally was planned for Thursday, which was meant to be the fourth day of a systemwide strike across all of the CSU’s 23 campuses.\u003c/p>\n\u003cp>But late Monday night, the California Faculty Association announced that it had reached a deal with the university and that the strike was over. Rather than cancel their planned rally, San Francisco faculty chose to use the opportunity \u003ca href=\"https://twitter.com/CFASF/status/1750275984958582810\">to speak out against the deal’s terms\u003c/a>, which many have called unsatisfactory.\u003c/p>\n\u003cp>“Whatever the specifics, we were not informed, and we were not in the room, and this was a breach of trust,” said Brad Erickson, SF State’s union chapter president. “Extending the contract another year without your input means waiting even longer to bargain for a better deal.”\u003c/p>\n\u003cp>As recently as last Friday, union leaders were still insisting on pushing for a 12% salary increase. Their most recent official proposal demanded that increase be retroactive to last October. The union had also previously rejected an offer of a three-year deal with annual 5% raises. The first would have been retroactive to last July, and the next two would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years.\u003c/p>\n\u003cfigure id=\"attachment_11973756\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973756\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg\" alt=\"A person wearing a red t-shirt holds a cardboard sign in one hand and a trumpet in the other while standing on a grassy area in front of a group of people in mostly red attire.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-47-BL-1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, students and CFA union members form a ‘No’ in The Quad at San Francisco State University on Jan. 25, 2024, to urge a no vote on the tentative deal that ended this week’s California State University strike. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So some faculty members were disappointed when they learned that the union had accepted a deal for a 5% retroactive raise and 5% for the coming year, with the future raise including the same contingency language.\u003c/p>\n\u003cp>“A handful of leaders demonstrated a lack of faith in our ability to organize, and this is actually what really hurt a lot of us,” Erickson said. “They say that this is the best deal we could have gotten, but we’ll never know because we didn’t have the option to follow through.”\u003c/p>\n\u003cp>Mark Allan Davis, an associate professor of Africana Studies and member of the contract development and bargaining strategies committee, expressed a similar sentiment.\u003c/p>\n\u003cfigure id=\"attachment_11973741\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg\" alt=\"A person in a red shirt holds a fist in the air surrounded by other people mostly in red clothing.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-37-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tobin Galang, from the Metro College Success Program, cheers during a rally with the San Francisco State University chapter of the California Faculty Association at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The biggest disappointment in all of this is that … a few people did not believe that all the work that we were doing, and power that we were generating, and camaraderie and solidarity that was building, it wasn’t believed that it could be successful that whole week,” Davis said.\u003c/p>\n\u003cp>In a written statement, CFA statewide officials said, “Bargaining is an iterative process, and we did not secure everything that we wanted. This has led to disappointment among some of us but also excitement among many. We hope everyone understands that this deal is far beyond what CSU management initially proposed and what they imposed on us earlier this month.”\u003c/p>\n\u003cp>In order for the deal to be ratified, a majority of voting faculty members will need to vote for it. But some faculty are already indicating they plan to vote “no.”\u003c/p>\n\u003cfigure id=\"attachment_11973752\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973752\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240125-SFSUNoVote-25-BL-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco State University (SFSU) chapter of the California Faculty Association (CFA) holds a rally at SFSU in San Francisco on Jan. 25, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The San Francisco State union chapter polled 360 of its members and 70% said they plan to vote “no,” while only 3% said they plan to vote “yes.”\u003c/p>\n\u003cp>“If you’re not satisfied with the tentative agreement, help organize the ‘no’ vote. And we’re starting that today,” Erickson said.\u003c/p>\n\u003cp>Online, responses to the news of the deal seemed to be \u003ca href=\"https://www.instagram.com/cfasfstate/\">mostly negative\u003c/a> as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Aside from the pay, faculty also said they were disappointed that the contract did not include language on course caps for lecturers or increasing the number of mental health counselors.\u003c/p>\n\u003cp>Karla Castillo, a clinical counselor at San Francisco State, said the university has only nine counselors for 23,000 students.\u003c/p>\n\u003cp>“We need more counselors as well as more tenure track counselors for our students now!” Castillo said. “Students can’t wait. Healing can’t wait. The mental health of students who are hurting mentally, emotionally can’t wait.”\u003c/p>\n\u003cp>While the union said the agreement includes language to “move toward” a ratio of one counselor per every 1,500 students, Castillo said that language has “no teeth.”\u003c/p>\n\u003cp>Faculty members ended the rally by standing on a field to form a massive “NO” to signal the union chapter’s intention to vote down the deal.\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">Jan. 26: This story includes a clarification on the details of two further raises proposed by the CSU for next year and the year after that would be contingent on California not reducing its base funding to the CSU below 2023 levels over the next two years. A further clarification states that a 5% future raise in the tentative agreement for the coming year included the same contingency language.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools",
"headTitle": "Legislative Analyst’s Office Raises Doubts on Newsom’s $8 Billion Fix for Schools | KQED",
"content": "\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ken Kapphahn, principal fiscal and policy analyst, Legislative Analyst’s Office\"]‘Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year.’[/pullquote]In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>[aside postID=\"news_11969301,news_11972226,news_11936184\" label=\"Related Stories\"]Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "CSU Faculty and Staff Reach Tentative Agreement. Here's What it Includes",
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"content": "\u003cp>\u003cem>Updated 4:30 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>California State University faculty reached a tentative contract agreement with the university system late Monday, after just one day of a planned five-day strike for higher wages.\u003c/p>\n\u003cp>The roughly 29,000 professors, librarians, coaches and other workers across the nation’s largest university system who walked off the job Monday returned to work Tuesday morning.\u003c/p>\n\u003cp>The deal, which still needs to be ratified by the union members, “reflects the solidarity displayed by faculty, staff, and students across all 23 campuses,” the association statement said. “To all the hard-working faculty who have been organizing on the street and on campus, your efforts have earned this victory.”\u003c/p>\n\u003cp>“It caught everyone by surprise that a deal was made so soon,” said Kevin Pina, a lecturer for the Department of Communication at CSU East Bay and the California Faculty Association East Bay Lecturer Council Representative.\u003c/p>\n\u003cp>Pina said the deal includes the following:\u003c/p>\n\u003cul>\n\u003cli>A 5% general salary increase for all faculty, retroactive to July 1st, 2023.\u003c/li>\n\u003cli>A 5% general salary increase for all faculty on July 1st of this year, contingent on the state not reducing the base funding to the CSU.\u003c/li>\n\u003cli>A salary step increase of 2.65% (from 2024 through 2025).\u003c/li>\n\u003cli>Increase in paid parental leave from 6 to 10 weeks.\u003c/li>\n\u003c/ul>\n\u003cp>It also increases the minimum wage for the lowest-paid faculty, according to the union statement. CSU Chancellor Mildred García praised the agreement.\u003c/p>\n\u003cp>“I am extremely pleased and deeply appreciative that we have reached common ground with CFA that will end the strike immediately,” García said in a statement. “The agreement enables the CSU to fairly compensate its valued, world-class faculty while protecting the university system’s long-term financial sustainability.”\u003c/p>\n\u003cp>Kevin Wehr, a professor of sociology at CSU Sacramento and chair of the bargaining team for the CFA called it “an extraordinary and historic contract, settlement after a historic, system-wide 23-campus strike.”\u003c/p>\n\u003cp>He also emphasized the importance of raising the salary floor for some of the lowest-paid colleagues. If someone is working full time in the lowest range, they’re paid $55,000 a year, he said. But, most people working in this category are part-time employees. For those people, average pay is around $35,000 a year. “It’s a matter of economic justice. It’s a matter of equity. And it’s also a matter of getting the best faculty for the students of California,” Wehr said. “I’m incredibly proud that we were able to win this victory for our most precarious colleagues.”\u003c/p>\n\u003cp>Not everyone is content. “I would say that our campus is trending against,” said Brad Erickson, chapter president of the CFA at San Francisco State. Of the 254 people at today’s Zoom meeting, he said more than three-quarters were against it, about 20% were undecided, and just a couple of people were planning to vote yes.\u003c/p>\n\u003cp>“A raise of less than 10% is effectively a pay cut because of how much we’ve lost relative to rising cost of living,” Erickson said. “It feels like we hadn’t reached our power yet.” He heard from several members that they gave in too easily.\u003c/p>\n\u003cp>Many CSU faculty also took quickly to X (formerly Twitter) to lambast the deal, arguing it fell woefully short of what the union had been pushing for, and urging members to vote it down.\u003c/p>\n\u003cp>“5% is a paycut. This is a terrible ‘deal,’” Josh Davis, an SF State journalism professor, said in response to the union’s post announcing the agreement. “CSU faculty deserves stronger leadership.”\u003c/p>\n\u003cp>For Pina, the CFA East Bay Lecturer Council Representative, it was “more a question of the recognition of the strength that we had, the numbers that we had, and the large number of faculty who respected the strike and did not teach.” After the pandemic “derailed a lot of what we considered normal,” he sees this as “a glimmer of hope.”\u003c/p>\n\u003cp>“Do I feel as if my union betrayed me? No. Could we have gotten a better deal? Who knows? We didn’t go there,” Pina said.\u003c/p>\n\u003cp>Pina also added that there are larger structural problems the union can’t solve, “The biggest problem is that the board of trustees that oversee the policymaking for the 23 campus system are political appointees,” he said. “You’ve got people who are business managers running a public institution.”\u003c/p>\n\u003cp>Monday’s massive walkout came two weeks after \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-faculty-strike-58c2a46fb4f532992c1a3c4754e1f7de\">CSU officials ended contract negotiations\u003c/a> with a unilateral offer starting with a 5% pay raise this year, effective Jan. 31, far below the 12% hike that the union was seeking.[pullquote size=\"medium\" align=\"right\" citation=\"Victoria Wilson, political science lecturer, Cal State Northridge in Los Angeles\"]‘We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus.’[/pullquote]Victoria Wilson, a part-time political science lecturer who picketed in the rain at Cal State Northridge in Los Angeles, said her salary fluctuates from semester to semester, which impedes her long-term financial goals.\u003c/p>\n\u003cp>“We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus,” Wilson said.\u003c/p>\n\u003cp>Another 1,100 CSU plumbers, electricians and other skilled trades workers represented by the Teamsters Local 2010 had planned to join the striking faculty but reached their own agreement with the university late Friday.\u003c/p>\n\u003cp>Some students joined the picket lines on Monday to show their support.\u003c/p>\n\u003cfigure id=\"attachment_11973266\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973266\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faculty and staff at California State University, East Bay, strike outside the university in Hayward on Jan. 22, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach student Gabriela Alvarez said she joined the demonstration outside the university to support her professors and to reject \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-deficit-tuition-hike-billion-2e8fc00c9cf88f11e910932a09f336df#:~:text=The%20university's%20governing%20board%20voted,students%20will%20be%20paying%20%247%2C682.\">tuition hikes that will start this fall\u003c/a>.\u003c/p>\n\u003cp>“It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices,” Alvarez said. [pullquote size=\"medium\" align=\"right\" citation=\"Gabriela Alvarez, student, Cal State Long Beach\"]‘It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices.’[/pullquote]“I’m not going to be able to afford next semester if they go through with the tuition spikes,” she added.\u003c/p>\n\u003cp>Senior Roxanne Washington is a little worried about catching up with her in-person classes, but like Eng and Alvarez, she supports the teachers’ demand for a 12% wage increase.\u003c/p>\n\u003cp>“Honestly, I think that it’s good for the professors and themselves,” Washington said. “But for the students, I think that if they were planning on doing the strike, they could have prepared a little bit better, like assigning homework or classwork ahead of time.”\u003c/p>\n\u003cp>Cal State Chancellor Mildred Garcia said Friday in a video call with journalists that the university system had sought to avoid a strike, but the union’s salary demands were simply not viable.\u003c/p>\n\u003cp>“We must work within our financial reality,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11973263\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student Clay Magbojos joins faculty and staff at California State University, East Bay, to strike outside the university in Hayward on Jan. 22, 2024, over wages and working conditions. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, CFA members staged \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-strike-universities-faculty-wages-f20ad3909f7c8360f6fb371a81b5d717\">one-day walkouts on four campuses\u003c/a> in Los Angeles, Pomona, Sacramento and San Francisco to press for higher pay, more manageable workloads and increased parental leave.\u003c/p>\n\u003cp>The union insisted the university has money in its “flush reserve accounts” and could afford the salary increases with funds from operating cash surpluses.\u003c/p>\n\u003cp>Whether the university system can go higher has also been a topic of debate. A financial analyst hired by the union to independently assess the university’s finances found that CSU had regular annual surpluses, high levels of reserves and a commitment from the state government to increase annual funding through 2025.\u003c/p>\n\u003cp>University administrators, however, argue that the analysis was flawed. They say the majority of funds identified by the analyst have to be allocated to specific purposes and cannot be rerouted to salaries.\u003c/p>\n\u003cp>“We have about $766 million in emergency reserves,” said Leora Freedman, the CSU’s vice chancellor for human resources, during a press conference last week. “These emergency reserves could keep our campuses in operation for about 30 days. That is far below the university’s board policy and national best practices on reserves, which is that a university should have enough funds to cover at least three to six months of operations.”\u003c/p>\n\u003cp>The increase the union is seeking would cost the system $380 million in new recurring spending, which the university can’t afford, Freedman said. [aside postID=news_11972719 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1352-CM-copy-1020x680.jpg']Meanwhile, Cal State Los Angeles student Katerina Navarro said she supports the strike. Monday was the first day of classes in her nursing program, and she was surprised her classes were not canceled.\u003c/p>\n\u003cp>“Some more money needs to be invested in salaries and educational resources because people in education are severely underpaid for the work they do,” said Navarro, who noted she was underpaid when she worked as a teacher abroad. Both her mother and sister are teachers.\u003c/p>\n\u003cp>The past year has seen lots of labor activity in the country as \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> picketed for better pay and working conditions.\u003c/p>\n\u003cp>In California, new laws have granted workers \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a> as well as increased wages for \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>In 2022, teaching assistants and graduate student workers in the \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/business-education-california-strikes-16a970385bf508a119ac4e0722b00422\">University of California System\u003c/a> went on strike for a month, disrupting classes as the fall semester ended.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> and \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 4:30 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>California State University faculty reached a tentative contract agreement with the university system late Monday, after just one day of a planned five-day strike for higher wages.\u003c/p>\n\u003cp>The roughly 29,000 professors, librarians, coaches and other workers across the nation’s largest university system who walked off the job Monday returned to work Tuesday morning.\u003c/p>\n\u003cp>The deal, which still needs to be ratified by the union members, “reflects the solidarity displayed by faculty, staff, and students across all 23 campuses,” the association statement said. “To all the hard-working faculty who have been organizing on the street and on campus, your efforts have earned this victory.”\u003c/p>\n\u003cp>“It caught everyone by surprise that a deal was made so soon,” said Kevin Pina, a lecturer for the Department of Communication at CSU East Bay and the California Faculty Association East Bay Lecturer Council Representative.\u003c/p>\n\u003cp>Pina said the deal includes the following:\u003c/p>\n\u003cul>\n\u003cli>A 5% general salary increase for all faculty, retroactive to July 1st, 2023.\u003c/li>\n\u003cli>A 5% general salary increase for all faculty on July 1st of this year, contingent on the state not reducing the base funding to the CSU.\u003c/li>\n\u003cli>A salary step increase of 2.65% (from 2024 through 2025).\u003c/li>\n\u003cli>Increase in paid parental leave from 6 to 10 weeks.\u003c/li>\n\u003c/ul>\n\u003cp>It also increases the minimum wage for the lowest-paid faculty, according to the union statement. CSU Chancellor Mildred García praised the agreement.\u003c/p>\n\u003cp>“I am extremely pleased and deeply appreciative that we have reached common ground with CFA that will end the strike immediately,” García said in a statement. “The agreement enables the CSU to fairly compensate its valued, world-class faculty while protecting the university system’s long-term financial sustainability.”\u003c/p>\n\u003cp>Kevin Wehr, a professor of sociology at CSU Sacramento and chair of the bargaining team for the CFA called it “an extraordinary and historic contract, settlement after a historic, system-wide 23-campus strike.”\u003c/p>\n\u003cp>He also emphasized the importance of raising the salary floor for some of the lowest-paid colleagues. If someone is working full time in the lowest range, they’re paid $55,000 a year, he said. But, most people working in this category are part-time employees. For those people, average pay is around $35,000 a year. “It’s a matter of economic justice. It’s a matter of equity. And it’s also a matter of getting the best faculty for the students of California,” Wehr said. “I’m incredibly proud that we were able to win this victory for our most precarious colleagues.”\u003c/p>\n\u003cp>Not everyone is content. “I would say that our campus is trending against,” said Brad Erickson, chapter president of the CFA at San Francisco State. Of the 254 people at today’s Zoom meeting, he said more than three-quarters were against it, about 20% were undecided, and just a couple of people were planning to vote yes.\u003c/p>\n\u003cp>“A raise of less than 10% is effectively a pay cut because of how much we’ve lost relative to rising cost of living,” Erickson said. “It feels like we hadn’t reached our power yet.” He heard from several members that they gave in too easily.\u003c/p>\n\u003cp>Many CSU faculty also took quickly to X (formerly Twitter) to lambast the deal, arguing it fell woefully short of what the union had been pushing for, and urging members to vote it down.\u003c/p>\n\u003cp>“5% is a paycut. This is a terrible ‘deal,’” Josh Davis, an SF State journalism professor, said in response to the union’s post announcing the agreement. “CSU faculty deserves stronger leadership.”\u003c/p>\n\u003cp>For Pina, the CFA East Bay Lecturer Council Representative, it was “more a question of the recognition of the strength that we had, the numbers that we had, and the large number of faculty who respected the strike and did not teach.” After the pandemic “derailed a lot of what we considered normal,” he sees this as “a glimmer of hope.”\u003c/p>\n\u003cp>“Do I feel as if my union betrayed me? No. Could we have gotten a better deal? Who knows? We didn’t go there,” Pina said.\u003c/p>\n\u003cp>Pina also added that there are larger structural problems the union can’t solve, “The biggest problem is that the board of trustees that oversee the policymaking for the 23 campus system are political appointees,” he said. “You’ve got people who are business managers running a public institution.”\u003c/p>\n\u003cp>Monday’s massive walkout came two weeks after \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-faculty-strike-58c2a46fb4f532992c1a3c4754e1f7de\">CSU officials ended contract negotiations\u003c/a> with a unilateral offer starting with a 5% pay raise this year, effective Jan. 31, far below the 12% hike that the union was seeking.\u003c/p>\u003c/div>",
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"content": "‘We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Victoria Wilson, a part-time political science lecturer who picketed in the rain at Cal State Northridge in Los Angeles, said her salary fluctuates from semester to semester, which impedes her long-term financial goals.\u003c/p>\n\u003cp>“We’re just hoping for a better contract to ensure better pay and also the working conditions here on campus,” Wilson said.\u003c/p>\n\u003cp>Another 1,100 CSU plumbers, electricians and other skilled trades workers represented by the Teamsters Local 2010 had planned to join the striking faculty but reached their own agreement with the university late Friday.\u003c/p>\n\u003cp>Some students joined the picket lines on Monday to show their support.\u003c/p>\n\u003cfigure id=\"attachment_11973266\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973266\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-33-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faculty and staff at California State University, East Bay, strike outside the university in Hayward on Jan. 22, 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach student Gabriela Alvarez said she joined the demonstration outside the university to support her professors and to reject \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-state-university-deficit-tuition-hike-billion-2e8fc00c9cf88f11e910932a09f336df#:~:text=The%20university's%20governing%20board%20voted,students%20will%20be%20paying%20%247%2C682.\">tuition hikes that will start this fall\u003c/a>.\u003c/p>\n\u003cp>“It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices,” Alvarez said. \u003c/p>\u003c/div>",
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"content": "‘It’s important for our professors to be treated right, we need more student resources here, we’re trying to lower tuition prices.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’m not going to be able to afford next semester if they go through with the tuition spikes,” she added.\u003c/p>\n\u003cp>Senior Roxanne Washington is a little worried about catching up with her in-person classes, but like Eng and Alvarez, she supports the teachers’ demand for a 12% wage increase.\u003c/p>\n\u003cp>“Honestly, I think that it’s good for the professors and themselves,” Washington said. “But for the students, I think that if they were planning on doing the strike, they could have prepared a little bit better, like assigning homework or classwork ahead of time.”\u003c/p>\n\u003cp>Cal State Chancellor Mildred Garcia said Friday in a video call with journalists that the university system had sought to avoid a strike, but the union’s salary demands were simply not viable.\u003c/p>\n\u003cp>“We must work within our financial reality,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11973263\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240122-CSUEastBayStrike-21-BL-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student Clay Magbojos joins faculty and staff at California State University, East Bay, to strike outside the university in Hayward on Jan. 22, 2024, over wages and working conditions. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, CFA members staged \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-strike-universities-faculty-wages-f20ad3909f7c8360f6fb371a81b5d717\">one-day walkouts on four campuses\u003c/a> in Los Angeles, Pomona, Sacramento and San Francisco to press for higher pay, more manageable workloads and increased parental leave.\u003c/p>\n\u003cp>The union insisted the university has money in its “flush reserve accounts” and could afford the salary increases with funds from operating cash surpluses.\u003c/p>\n\u003cp>Whether the university system can go higher has also been a topic of debate. A financial analyst hired by the union to independently assess the university’s finances found that CSU had regular annual surpluses, high levels of reserves and a commitment from the state government to increase annual funding through 2025.\u003c/p>\n\u003cp>University administrators, however, argue that the analysis was flawed. They say the majority of funds identified by the analyst have to be allocated to specific purposes and cannot be rerouted to salaries.\u003c/p>\n\u003cp>“We have about $766 million in emergency reserves,” said Leora Freedman, the CSU’s vice chancellor for human resources, during a press conference last week. “These emergency reserves could keep our campuses in operation for about 30 days. That is far below the university’s board policy and national best practices on reserves, which is that a university should have enough funds to cover at least three to six months of operations.”\u003c/p>\n\u003cp>The increase the union is seeking would cost the system $380 million in new recurring spending, which the university can’t afford, Freedman said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Meanwhile, Cal State Los Angeles student Katerina Navarro said she supports the strike. Monday was the first day of classes in her nursing program, and she was surprised her classes were not canceled.\u003c/p>\n\u003cp>“Some more money needs to be invested in salaries and educational resources because people in education are severely underpaid for the work they do,” said Navarro, who noted she was underpaid when she worked as a teacher abroad. Both her mother and sister are teachers.\u003c/p>\n\u003cp>The past year has seen lots of labor activity in the country as \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/kaiser-health-care-workers-strike-b8b40ce8c082c0b8c4f1c0fb7ec38741\">health care professionals\u003c/a>, \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/actors-strike-ends-hollywood-5769ab584bca99fe708c67d00d2ec241\">Hollywood actors and writers\u003c/a>, and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/general-motors-ford-stellantis-uaw-strike-34f6f0d7ca32a671783594722b20fb24\">auto workers\u003c/a> picketed for better pay and working conditions.\u003c/p>\n\u003cp>In California, new laws have granted workers \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-paid-sick-days-manual-vote-counts-1fa0896084e3873efd365b447e87d140\">more paid sick leave\u003c/a> as well as increased wages for \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-health-care-workers-minimum-wage-274c712eec29573731a479bc7ef9b452\">health care\u003c/a> and \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">fast food workers\u003c/a>.\u003c/p>\n\u003cp>In 2022, teaching assistants and graduate student workers in the \u003ca style=\"font-weight: var(--font-weight-reg)\" href=\"https://apnews.com/article/business-education-california-strikes-16a970385bf508a119ac4e0722b00422\">University of California System\u003c/a> went on strike for a month, disrupting classes as the fall semester ended.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/shossaini\">Sara Hossaini\u003c/a> and \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"title": "Teamsters Reach Tentative Deal With CSU to Avert Strike, Picket Lines Still Planned for Cal State Faculty Monday",
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"content": "\u003cp>\u003cem>Updated 6 p.m. Saturday\u003c/em>\u003c/p>\n\u003cp>The California State University system has reached a\u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\"> tentative contract deal\u003c/a> with the union representing skilled trades workers on its campuses. That means those workers will no longer be on the picket lines alongside CSU faculty members who will begin their strike on Monday.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jason Rabinowitz, secretary-treasurer, Teamsters Local 2010\"]‘We achieved this historic agreement by standing together as Teamsters — and in solidarity with our sister Unions at CSU — to take powerful action like CSU has never seen before.’[/pullquote]“We achieved this historic agreement by standing together as Teamsters — and in solidarity with our sister Unions at CSU — to take powerful action like CSU has never seen before,” said Jason Rabinowitz, secretary-treasurer of Teamsters Local 2010, in a \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">statement\u003c/a> on their website.\u003c/p>\n\u003cp>\u003ca href=\"https://teamsters2010.org/\">Teamsters Local 2010\u003c/a>, which represents 1,100 CSU workers, including plumbers, electricians and carpenters, announced they had reached a “historic” tentative agreement with CSU late Friday, some of the details of which were \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">posted on their website\u003c/a> on Saturday. The three-year deal includes an immediate 5% general salary increase retroactive to July 1, 2023, and a new salary advancement system, as well as protections for members’ pensions and more.\u003c/p>\n\u003cp>The agreement must still be voted on by union members and brought to the CSU Board of Trustees for final approval in March.\u003c/p>\n\u003cp>In a statement late Friday, CSU Chancellor Mildred García praised the collective bargaining process.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11972172,news_11968703,news_11969289\"]“The work of our Teamsters-represented employees is invaluable, providing our students with an environment that supports their success, and I am thankful and appreciative that we have been able to arrive at a fiscally sustainable agreement that fairly compensates them for their skilled and dedicated work,” García said in the statement.\u003c/p>\n\u003cp>The California Faculty Association — which had \u003ca href=\"https://www.calfac.org/cfa-members-historic-systemwide-strike-begins-monday/\">announced on Jan. 18\u003c/a> that it was “proud and excited to be joined by Teamsters Local 2010 members” — \u003ca href=\"https://twitter.com/CFA_United/status/1748840852573839392\">congratulated Teamsters in a tweet\u003c/a> late Saturday while announcing that CFA members would still begin their weeklong strike “bright and early Monday, rain or shine.”\u003c/p>\n\u003cp>The CFA has been negotiating for a \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">12% general pay increase (PDF), along with \u003c/a>\u003ca href=\"https://www.cfabargaining.org/proposals\">other benefits,\u003c/a> since May of last year. But with talks at an impasse, the CSU on Jan. 9 announced it was “concluding contract negotiations” and would be providing a general salary increase of 5% to all instructional faculty, librarians, counselors and coaches effective Jan. 31, adding that the 5% raise is “consistent with \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/collective-bargaining-agreements.aspx\">agreements the CSU has already reached\u003c/a> with five of its labor unions.”\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah, Juan Carlos Lara, Attila Pelit and Dana Cronin contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The deal means Teamsters will not be joining their colleagues in the California Faculty Association in a planned weeklong strike beginning Monday. Picket lines for 30,000 faculty members are still planned.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 6 p.m. Saturday\u003c/em>\u003c/p>\n\u003cp>The California State University system has reached a\u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\"> tentative contract deal\u003c/a> with the union representing skilled trades workers on its campuses. That means those workers will no longer be on the picket lines alongside CSU faculty members who will begin their strike on Monday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We achieved this historic agreement by standing together as Teamsters — and in solidarity with our sister Unions at CSU — to take powerful action like CSU has never seen before,” said Jason Rabinowitz, secretary-treasurer of Teamsters Local 2010, in a \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">statement\u003c/a> on their website.\u003c/p>\n\u003cp>\u003ca href=\"https://teamsters2010.org/\">Teamsters Local 2010\u003c/a>, which represents 1,100 CSU workers, including plumbers, electricians and carpenters, announced they had reached a “historic” tentative agreement with CSU late Friday, some of the details of which were \u003ca href=\"https://teamsters2010.org/2024/01/19/teamsters-win-historic-tentative-agreement-with-return-of-steps-significant-guaranteed-raises-and-protection-of-rights/\">posted on their website\u003c/a> on Saturday. The three-year deal includes an immediate 5% general salary increase retroactive to July 1, 2023, and a new salary advancement system, as well as protections for members’ pensions and more.\u003c/p>\n\u003cp>The agreement must still be voted on by union members and brought to the CSU Board of Trustees for final approval in March.\u003c/p>\n\u003cp>In a statement late Friday, CSU Chancellor Mildred García praised the collective bargaining process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“The work of our Teamsters-represented employees is invaluable, providing our students with an environment that supports their success, and I am thankful and appreciative that we have been able to arrive at a fiscally sustainable agreement that fairly compensates them for their skilled and dedicated work,” García said in the statement.\u003c/p>\n\u003cp>The California Faculty Association — which had \u003ca href=\"https://www.calfac.org/cfa-members-historic-systemwide-strike-begins-monday/\">announced on Jan. 18\u003c/a> that it was “proud and excited to be joined by Teamsters Local 2010 members” — \u003ca href=\"https://twitter.com/CFA_United/status/1748840852573839392\">congratulated Teamsters in a tweet\u003c/a> late Saturday while announcing that CFA members would still begin their weeklong strike “bright and early Monday, rain or shine.”\u003c/p>\n\u003cp>The CFA has been negotiating for a \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">12% general pay increase (PDF), along with \u003c/a>\u003ca href=\"https://www.cfabargaining.org/proposals\">other benefits,\u003c/a> since May of last year. But with talks at an impasse, the CSU on Jan. 9 announced it was “concluding contract negotiations” and would be providing a general salary increase of 5% to all instructional faculty, librarians, counselors and coaches effective Jan. 31, adding that the 5% raise is “consistent with \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Pages/collective-bargaining-agreements.aspx\">agreements the CSU has already reached\u003c/a> with five of its labor unions.”\u003c/p>\n\u003cp>\u003cem>KQED’s Lakshmi Sarah, Juan Carlos Lara, Attila Pelit and Dana Cronin contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "National Study Says California Needs to Do More to Teach Kids to Read",
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"content": "\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Heather Peske, president, National Council on Teacher Quality\"]‘While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science.’[/pullquote]The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Denise Forte, president and CEO, The Education Trust\"]‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’[/pullquote]About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969236,mindshift_62794,news_11969087\"]“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.[aside label=\"Related Stories\" postID=\"arts_13923705,bayareabites_21523\"]For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Cal State Faculty Union Vows Weeklong Strike Over Pay Raise and Other Benefits",
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"content": "\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California Faculty Association\"]‘Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike.’[/pullquote]“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California State University\"]‘Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses.’[/pullquote]The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968703,news_11969289,news_11968948\"]The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.[aside tag= \"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\n\u003cp>https://youtu.be/UThKEg5Tdos?list=PLgIRGe0-q7SbwGbnaL0Phdox9gx6iq_Sd\u003c/p>\n\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UThKEg5Tdos'\n title='//www.youtube.com/embed/UThKEg5Tdos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Why This California Community College Only Has 1 Full-Time Black Professor",
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"content": "\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. [pullquote size=\"medium\" align=\"right\" citation=\"Nikia Chaney, professor, Cabrillo College\"]‘You don’t have faculty members who look like you.’[/pullquote]The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. [pullquote size=\"medium\" align=\"right\" citation=\"Olivia Cheche, program associate, New America\"]‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’[/pullquote]Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. [pullquote size=\"medium\" align=\"right\" citation=\"Adam Spickler, trustee, Cabrillo College\"]‘My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address.’[/pullquote]The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. [pullquote size=\"medium\" align=\"right\" citation=\"Mikias Abesha, an international student from Ethiopia, Cabrillo College\"]‘Everything is different. In my first semester, I did not understand any of my teachers.’[/pullquote]“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. [aside label='More Stories on Community College' tag='community-college']Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. \u003c/p>\u003c/div>",
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"content": "‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. \u003c/p>\u003c/div>",
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"content": "‘My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For most K-12 student groups in California, test scores have been maddeningly flat since the pandemic. But for Black students, stagnant scores have been particularly frustrating: Black students’ math and English language arts scores inched downward for most grade levels last year, notching some of the lowest scores among any student group. [pullquote size=\"medium\" align=\"right\" citation=\"Jessica Goode, principal, Emery High School\"]‘I saw those scores, and I was elated. All the work we’ve done has paid off.’[/pullquote]At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. [aside label='More Stories on Education’ Rights' tag='education']For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” [pullquote size=\"medium\" align=\"right\" citation=\"Samantha Burke, TK-5 principal, Emery Unified\"]‘You could see a shift. Students started taking school more seriously.’[/pullquote]The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Emery Unified, a district tucked between Berkeley and Oakland, took a targeted approach, including paying teachers extra to stay after school and tutor students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For most K-12 student groups in California, test scores have been maddeningly flat since the pandemic. But for Black students, stagnant scores have been particularly frustrating: Black students’ math and English language arts scores inched downward for most grade levels last year, notching some of the lowest scores among any student group. \u003c/p>\u003c/div>",
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"content": "‘I saw those scores, and I was elated. All the work we’ve done has paid off.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-unified-literacy-tutor-program-shows-promising-early-results-despite-challenges",
"title": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges",
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"headTitle": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges | KQED",
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"content": "\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”[aside label=\"related coverage\" tag=\"oakland-reach\"]Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n",
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"title": "Oakland Unified Literacy Tutoring Program Shows Promising Early Results, Despite Challenges | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "for-undocumented-california-students-missing-out-on-financial-aid-a-new-application-could-help",
"title": "For Undocumented California Students Missing Out on Financial Aid, a New Application Could Help",
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"headTitle": "For Undocumented California Students Missing Out on Financial Aid, a New Application Could Help | KQED",
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"content": "\u003cp>Each year more than \u003ca href=\"https://www.csac.ca.gov/post/total-applications\">35,000 undocumented students\u003c/a> with dreams of earning a college degree in California apply for the state’s marquee financial aid program, the Cal Grant — but \u003ca href=\"https://www.csac.ca.gov/post/cal-grant-paid-awards\">only about a third receive it\u003c/a>.\u003c/p>\n\u003cp>With no access to federal financial aid and \u003ca href=\"https://calmatters.org/newsletter/california-democrats-convention/#:~:text=From%20CalMatters%20higher,to%20break%20them.\">few work opportunities\u003c/a>, losing out on state dollars further undermines the ability of undocumented students to pay for school. The Cal Grant, for example, waives tuition at California’s public universities and provides cash awards of about $1,650 to community college students\u003c/p>\n\u003cp>Now, after several years of advocacy and a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">state law passed this year\u003c/a>, California financial aid administrators are about to debut a revised application meant to get more college grants for undocumented students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid,” said Jake Brymner, deputy director for policy and public affairs for the California Student Aid Commission. He and a commission staff member provided CalMatters with a virtual walkthrough of the new application.\u003c/p>\n\u003cp>The California Dream Act Application, often called CADAA, will for the first time allow students to also complete a frequently overlooked legal affidavit that’s essential to accessing state aid. The new application \u003ca href=\"https://dream.csac.ca.gov/landing\">will debut by the end of December\u003c/a>.\u003c/p>\n\u003cp>While a seemingly small change, it spares students from having to fill out two documents separately and at different times in the year, which has been the process ever since undocumented students became eligible for state aid through a 2011 state law. That has resulted in many students completing one form but not the other out of confusion or lack of awareness.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jake Brymner, deputy director for policy and public affairs, California Student Aid Commission\"]‘What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid.’[/pullquote]For example, among community college students, about 62,000 completed the affidavit but only around 25,000 finished the dream act application in 2021, according to data from the California Student Aid Commission, the state agency behind the application overhaul.\u003c/p>\n\u003cp>Without the application and affidavit, undocumented community college students \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=20\">can’t receive the Cal Grant and other related aid (PDF)\u003c/a>, such as a \u003ca href=\"https://icangotocollege.com/financial-aid/student-success-completion-grant\">grant for full-time students\u003c/a> and money in exchange for \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/dsig_faq_for_students.pdf?1696383968\">community service (PDF)\u003c/a>. Those three programs together provide more than $14,000 in possible grants annually. Undocumented students at public universities also lose out on key aid. Most undocumented college students in California \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=23\">attend a community college (PDF)\u003c/a>.\u003c/p>\n\u003cp>Now the legal affidavit will be embedded in the California Dream Act Application, the result of a 2023 state law created through \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">Assembly Bill 1540\u003c/a>, authored by Mike Fong, a Democrat from Monterey Park.\u003c/p>\n\u003cp>The changes should help students who are in a situation Leo Rodriguez was in when he began college. “When I first enrolled at a community college, I was billed $6,000 because I was incorrectly deemed an international student, a common occurrence for undocumented students,” he wrote in a \u003ca href=\"https://calmatters.org/commentary/2023/05/undocumented-students-college-financial-aid/\">May CalMatters commentary\u003c/a> about affording college as an undocumented student. Though he attended and graduated from a California high school, he didn’t know that he needed the affidavit “to prove eligibility for in-state tuition, and to separately complete a Dream Act application to be considered for financial aid.”\u003c/p>\n\u003cp>A March report by the commission identified many of the hurdles undocumented students face in accessing state aid, including student confusion over the affidavit. All told, only \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2023/03/california-budget-senate-newsom/#:~:text=From%20CalMatters%20higher%20education%20reporter%20Mikhail%20Zinshteyn%3A%C2%A0\">about 14%\u003c/a> of the state’s nearly 100,000 undocumented college students received any state financial aid in 2021–22, in large part because half didn’t take the first step to apply for aid even though many have low incomes. The report \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=13\">called for a state law to allow the affidavit (PDF)\u003c/a> to be a part of the dream act application. About half a year later, Fong’s bill was signed into law.\u003c/p>\n\u003cp>The affidavit in question stems from a 2001 law that has \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=19\">been amended several times since (PDF)\u003c/a>. It grants \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf#page=5\">undocumented students, certain visa holders and other college-goers (PDF)\u003c/a> in-state tuition at California’s public universities and community colleges. This is a major perk because students deemed non-residents are charged about three times more in tuition. The in-state designation also makes undocumented students eligible for state grants, such as tuition waivers and cash awards.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969685,news_11928582,news_11923249\"]That’s where the California Dream Act Application and the affidavit intersect: One opens the door for aid, the other lets the applicant walk through it.\u003c/p>\n\u003cp>Students who sign the affidavit declare that they’ve either filed an application to legalize their immigration status in the U.S. or will do so once national law creates such a pathway. \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_AB-540-Quick-Guide.pdf\">It also has students confirm (PDF)\u003c/a> that they’ve had three years of K–12, adult school or community college education in California, as well as a high school diploma, an equivalent certificate, an associate degree or proof that they’ve taken the minimum set courses needed to transfer to a University of California or California State University campus.\u003c/p>\n\u003cp>Embedding the affidavit in the dream act application is “going to be a big step forward,” but it’s not the only step needed “to ensure that students can receive all the financial aid for whatever they have eligibility for,” said Nancy Jodaitis, director of higher education issues at Immigrants Rising, a San Francisco-based project of \u003ca href=\"https://communityinitiatives.org/project/immigrants-rising/\">a larger nonprofit\u003c/a>.\u003c/p>\n\u003cp>Sending the affidavit to the schools the student hopes to attend is the first step, but all UCs and Cal States, and about half of community colleges, require official transcripts and attendance records from the student. How campuses will notify students with outstanding paperwork will be an ongoing issue to monitor, Jodaitis said.\u003c/p>\n\u003cp>Immigrants Rising in May \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf\">published a comprehensive guide explaining the affidavit process (PDF)\u003c/a> in partnership with the state’s public colleges and universities. It’s now working on a set of recommendations for how campuses can best apprise students of the remaining paperwork they’ll have to submit once they’ve turned in their affidavit through the dream act. That’ll be published in January, she added.\u003c/p>\n\u003cfigure id=\"attachment_11970805\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970805\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003ccite>(Juliana Yamada for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2024, UC will ask students to submit the affidavits to the campuses directly, instead of through the dream act application, a spokesperson said. That’s because the UC is \u003ca href=\"https://cshe.berkeley.edu/publications/how-and-why-university-california-got-its-autonomy\">constitutionally independent\u003c/a> of many state laws. \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2023-chaptered-legislation-and-guidance-november-report-a11y.pdf#page=21\">Community colleges (PDF)\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540#:~:text=(B)%C2%A0(i)%C2%A0The%20California%20State%20University\">Cal State\u003c/a> have to comply with the law.\u003c/p>\n\u003cp>Advocates who focus on financial aid for undocumented students say that schools, state agencies and nonprofits that share with students information about college affordability should proactively include the dream act application and its related forms.\u003c/p>\n\u003cp>“I hardly saw financial aid workshops tailored for undocumented students in high school,” wrote Rodriguez. Instead, he mostly encountered information about the federal Free Application for Federal Student Aid, “which sent mixed messages about whether or not I was eligible for financial aid to begin with,” he added.\u003c/p>\n\u003cp>State law \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/\">now requires that high school seniors\u003c/a> complete a financial aid application, with few exceptions. The more school districts and nonprofits can stress the federal financial aid grant \u003cem>and \u003c/em>the dream act application, the likelier undocumented students will hear the message and apply, Jodaitis said.\u003c/p>\n\u003cp>Information students place in the dream act application isn’t shared with the federal government or with immigration authorities, the \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">commission and state department of education stressed in a 2022 letter (PDF)\u003c/a>. That’s a message the commission will likely repeat in the face of a presidential election year in which \u003ca href=\"https://www.npr.org/2023/12/13/1218935981/republican-candidates-immigration#:~:text=What%20border%20security%20policies%20should%20the%20U.S.%20put%20in%20place%3F\">anti-immigrant sentiment is bound to take center stage\u003c/a>.\u003c/p>\n\u003cp>Students applying for the dream act who intend to enter college in fall 2024 will submit \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_faq.pdf?1694549553#page=5\">their household’s 2022 income information (PDF)\u003c/a>. Once the application goes live, students pursuing a four-year degree should complete the dream act forms by \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/#:~:text=The%20overhauled%20FAFSA,Student%20Aid%20website.\">April 2 or sooner\u003c/a>. Students planning to attend a community college have until early September to file their paperwork.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The financial aid application for undocumented students is cumbersome and confusing, and many students aren’t completing the forms. A new law streamlines the process.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each year more than \u003ca href=\"https://www.csac.ca.gov/post/total-applications\">35,000 undocumented students\u003c/a> with dreams of earning a college degree in California apply for the state’s marquee financial aid program, the Cal Grant — but \u003ca href=\"https://www.csac.ca.gov/post/cal-grant-paid-awards\">only about a third receive it\u003c/a>.\u003c/p>\n\u003cp>With no access to federal financial aid and \u003ca href=\"https://calmatters.org/newsletter/california-democrats-convention/#:~:text=From%20CalMatters%20higher,to%20break%20them.\">few work opportunities\u003c/a>, losing out on state dollars further undermines the ability of undocumented students to pay for school. The Cal Grant, for example, waives tuition at California’s public universities and provides cash awards of about $1,650 to community college students\u003c/p>\n\u003cp>Now, after several years of advocacy and a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">state law passed this year\u003c/a>, California financial aid administrators are about to debut a revised application meant to get more college grants for undocumented students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid,” said Jake Brymner, deputy director for policy and public affairs for the California Student Aid Commission. He and a commission staff member provided CalMatters with a virtual walkthrough of the new application.\u003c/p>\n\u003cp>The California Dream Act Application, often called CADAA, will for the first time allow students to also complete a frequently overlooked legal affidavit that’s essential to accessing state aid. The new application \u003ca href=\"https://dream.csac.ca.gov/landing\">will debut by the end of December\u003c/a>.\u003c/p>\n\u003cp>While a seemingly small change, it spares students from having to fill out two documents separately and at different times in the year, which has been the process ever since undocumented students became eligible for state aid through a 2011 state law. That has resulted in many students completing one form but not the other out of confusion or lack of awareness.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘What we all recognized was that we’ve asked these students to go through more processes, more forms, unfortunately to receive less financial aid.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For example, among community college students, about 62,000 completed the affidavit but only around 25,000 finished the dream act application in 2021, according to data from the California Student Aid Commission, the state agency behind the application overhaul.\u003c/p>\n\u003cp>Without the application and affidavit, undocumented community college students \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=20\">can’t receive the Cal Grant and other related aid (PDF)\u003c/a>, such as a \u003ca href=\"https://icangotocollege.com/financial-aid/student-success-completion-grant\">grant for full-time students\u003c/a> and money in exchange for \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/dsig_faq_for_students.pdf?1696383968\">community service (PDF)\u003c/a>. Those three programs together provide more than $14,000 in possible grants annually. Undocumented students at public universities also lose out on key aid. Most undocumented college students in California \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=23\">attend a community college (PDF)\u003c/a>.\u003c/p>\n\u003cp>Now the legal affidavit will be embedded in the California Dream Act Application, the result of a 2023 state law created through \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540\">Assembly Bill 1540\u003c/a>, authored by Mike Fong, a Democrat from Monterey Park.\u003c/p>\n\u003cp>The changes should help students who are in a situation Leo Rodriguez was in when he began college. “When I first enrolled at a community college, I was billed $6,000 because I was incorrectly deemed an international student, a common occurrence for undocumented students,” he wrote in a \u003ca href=\"https://calmatters.org/commentary/2023/05/undocumented-students-college-financial-aid/\">May CalMatters commentary\u003c/a> about affording college as an undocumented student. Though he attended and graduated from a California high school, he didn’t know that he needed the affidavit “to prove eligibility for in-state tuition, and to separately complete a Dream Act application to be considered for financial aid.”\u003c/p>\n\u003cp>A March report by the commission identified many of the hurdles undocumented students face in accessing state aid, including student confusion over the affidavit. All told, only \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2023/03/california-budget-senate-newsom/#:~:text=From%20CalMatters%20higher%20education%20reporter%20Mikhail%20Zinshteyn%3A%C2%A0\">about 14%\u003c/a> of the state’s nearly 100,000 undocumented college students received any state financial aid in 2021–22, in large part because half didn’t take the first step to apply for aid even though many have low incomes. The report \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=13\">called for a state law to allow the affidavit (PDF)\u003c/a> to be a part of the dream act application. About half a year later, Fong’s bill was signed into law.\u003c/p>\n\u003cp>The affidavit in question stems from a 2001 law that has \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/renewing_the_dream_full_report.pdf?1677607402#page=19\">been amended several times since (PDF)\u003c/a>. It grants \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf#page=5\">undocumented students, certain visa holders and other college-goers (PDF)\u003c/a> in-state tuition at California’s public universities and community colleges. This is a major perk because students deemed non-residents are charged about three times more in tuition. The in-state designation also makes undocumented students eligible for state grants, such as tuition waivers and cash awards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That’s where the California Dream Act Application and the affidavit intersect: One opens the door for aid, the other lets the applicant walk through it.\u003c/p>\n\u003cp>Students who sign the affidavit declare that they’ve either filed an application to legalize their immigration status in the U.S. or will do so once national law creates such a pathway. \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_AB-540-Quick-Guide.pdf\">It also has students confirm (PDF)\u003c/a> that they’ve had three years of K–12, adult school or community college education in California, as well as a high school diploma, an equivalent certificate, an associate degree or proof that they’ve taken the minimum set courses needed to transfer to a University of California or California State University campus.\u003c/p>\n\u003cp>Embedding the affidavit in the dream act application is “going to be a big step forward,” but it’s not the only step needed “to ensure that students can receive all the financial aid for whatever they have eligibility for,” said Nancy Jodaitis, director of higher education issues at Immigrants Rising, a San Francisco-based project of \u003ca href=\"https://communityinitiatives.org/project/immigrants-rising/\">a larger nonprofit\u003c/a>.\u003c/p>\n\u003cp>Sending the affidavit to the schools the student hopes to attend is the first step, but all UCs and Cal States, and about half of community colleges, require official transcripts and attendance records from the student. How campuses will notify students with outstanding paperwork will be an ongoing issue to monitor, Jodaitis said.\u003c/p>\n\u003cp>Immigrants Rising in May \u003ca href=\"https://immigrantsrising.org/wp-content/uploads/Immigrants-Rising_Statewide-AB-540-FAQ.pdf\">published a comprehensive guide explaining the affidavit process (PDF)\u003c/a> in partnership with the state’s public colleges and universities. It’s now working on a set of recommendations for how campuses can best apprise students of the remaining paperwork they’ll have to submit once they’ve turned in their affidavit through the dream act. That’ll be published in January, she added.\u003c/p>\n\u003cfigure id=\"attachment_11970805\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970805\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg\" alt=\"\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/101423_Collge-Info-Berkeley_JY_CM_23-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003ccite>(Juliana Yamada for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2024, UC will ask students to submit the affidavits to the campuses directly, instead of through the dream act application, a spokesperson said. That’s because the UC is \u003ca href=\"https://cshe.berkeley.edu/publications/how-and-why-university-california-got-its-autonomy\">constitutionally independent\u003c/a> of many state laws. \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2023-chaptered-legislation-and-guidance-november-report-a11y.pdf#page=21\">Community colleges (PDF)\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1540#:~:text=(B)%C2%A0(i)%C2%A0The%20California%20State%20University\">Cal State\u003c/a> have to comply with the law.\u003c/p>\n\u003cp>Advocates who focus on financial aid for undocumented students say that schools, state agencies and nonprofits that share with students information about college affordability should proactively include the dream act application and its related forms.\u003c/p>\n\u003cp>“I hardly saw financial aid workshops tailored for undocumented students in high school,” wrote Rodriguez. Instead, he mostly encountered information about the federal Free Application for Federal Student Aid, “which sent mixed messages about whether or not I was eligible for financial aid to begin with,” he added.\u003c/p>\n\u003cp>State law \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/\">now requires that high school seniors\u003c/a> complete a financial aid application, with few exceptions. The more school districts and nonprofits can stress the federal financial aid grant \u003cem>and \u003c/em>the dream act application, the likelier undocumented students will hear the message and apply, Jodaitis said.\u003c/p>\n\u003cp>Information students place in the dream act application isn’t shared with the federal government or with immigration authorities, the \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_application_1.pdf?1698767919\">commission and state department of education stressed in a 2022 letter (PDF)\u003c/a>. That’s a message the commission will likely repeat in the face of a presidential election year in which \u003ca href=\"https://www.npr.org/2023/12/13/1218935981/republican-candidates-immigration#:~:text=What%20border%20security%20policies%20should%20the%20U.S.%20put%20in%20place%3F\">anti-immigrant sentiment is bound to take center stage\u003c/a>.\u003c/p>\n\u003cp>Students applying for the dream act who intend to enter college in fall 2024 will submit \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/california_dream_act_faq.pdf?1694549553#page=5\">their household’s 2022 income information (PDF)\u003c/a>. Once the application goes live, students pursuing a four-year degree should complete the dream act forms by \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/11/high-school-financial-aid-applications-increase/#:~:text=The%20overhauled%20FAFSA,Student%20Aid%20website.\">April 2 or sooner\u003c/a>. Students planning to attend a community college have until early September to file their paperwork.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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