California Department of EducationCalifornia Department of Education
California Public School Enrollment Continues Post-Pandemic Decline
OUSD After-School Programs Could Be Cut By At Least 50%
Deadline Approaches for Bill Requiring Research-Based Literacy Strategies
California and Other States Gear Up to Fight Department of Education’s Dismantling
How Trump’s Drastic K–12 Plans Will — and Won’t — Affect California Schools
OUSD on Track to Run Out of Cash After Avoiding Hard Decisions, Scathing Letter Says
California Schools Brace for Possible Funding Cuts Under Trump
Report Gives California Schools a ‘D’ on Data Transparency
California Schools Keep Losing Teachers. The State Wants to Help Build Homes for Them
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"content": "\u003cp>Enrollment in \u003ca href=\"https://www.kqed.org/news/12027158/how-oakland-and-sf-ended-up-among-7-ca-school-districts-who-cant-pay-their-bills\">California public schools\u003c/a> declined for the seventh straight year, placing continuing financial pressure on school districts to cut staff or close schools to account for the lower number of students in their classrooms.\u003c/p>\n\u003cp>Enrollment for the current school year totaled 5,806,221 students, down 31,469 or 0.54% from the prior year, according to \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrGrdYears.aspx?cds=00&agglevel=state&year=2024-25\">data released Tuesday\u003c/a> by the California Department of Education. The number is significantly lower than the 6.1 million students enrolled in the state’s public schools in the year before the COVID-19 pandemic hit.\u003c/p>\n\u003cp>“The most striking indication of these latest enrollment data is that … the dramatic exodus of families and students from public schools early in the pandemic has not reversed itself,” said Thomas Dee, an education professor at Stanford University who has been studying public school enrollment since the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dee said a substantial amount of enrollment decline is due to lower birth rates, families moving out of the state, and a rise in private school and homeschooling enrollment. The most recent \u003ca href=\"https://www.cde.ca.gov/ds/si/ps/psastatcountsbyyear.asp\">state data shows\u003c/a> enrollment in homeschools almost doubled from 25,423 in 2018–19 to 49,402 in 2023–24, while private school enrollment increased from 521,116 to 551,052.\u003c/p>\n\u003cp>Districts that saw substantial enrollment declines “cannot expect these families to come back anytime soon,” Dee said. “They’ll have to reckon with the financial implications of underpopulated schools that still have the same number of staff.”\u003c/p>\n\u003cfigure id=\"attachment_12031806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12031806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Four-year-old students head back to their transitional kindergarten class at Tule Elk Park Early Educational School in San Francisco on Jan. 8, 2001. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Growing enrollment for transitional kindergarten and dual language programs slowed the overall decline. The number of TK students grew 17.2%, from 151,491 to 177,570, while most other grade levels saw a dip in enrollment.\u003c/p>\n\u003cp>“While we have more work to do, the dramatic growth in TK is inspiring and shows that providing rigorous and quality programs can be a key ingredient to bringing more families back to our schools,” Tony Thurmond, the state Superintendent of Public Instruction, said in a statement.[aside postID=news_11989955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-07-BL-KQED-1020x680.jpg']California is in the middle of expanding this new grade so that by this fall, any child who turns 4 by Sept. 1 can enroll in a free year of pre-kindergarten. San Francisco Unified School District, which is facing a major budget shortfall partly caused by declining enrollment, reported \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">a 10% increase in applications\u003c/a> for the 2025-26 school year, with the biggest surge in enrollment for TK.\u003c/p>\n\u003cp>Gov. Gavin Newsom initially proposed spending $3.9 billion in the 2025–26 budget to fully implement the program, anticipating roughly 60,000 additional TK students would enroll. But last week, he \u003ca href=\"https://ebudget.ca.gov/2025-26/pdf/Revised/BudgetSummary/TK-12Education.pdf\">scaled back funding for TK in the May revision \u003c/a>of his proposed budget by $300 million, partly due to a reduction in the state’s projected enrollment for this grade.\u003c/p>\n\u003cp>Proponents of the state’s TK expansion said the growth is worth celebrating.\u003c/p>\n\u003cp>“We’re going to become the state with the largest universal preschool program in the nation,” said Carolyne Crolotte, director of policy at Early Edge California. “We know the importance of early learning in this critical time in children’s life, and we have the opportunity to set them up for success in their K–12 journey and beyond, so this is very exciting.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Enrollment in \u003ca href=\"https://www.kqed.org/news/12027158/how-oakland-and-sf-ended-up-among-7-ca-school-districts-who-cant-pay-their-bills\">California public schools\u003c/a> declined for the seventh straight year, placing continuing financial pressure on school districts to cut staff or close schools to account for the lower number of students in their classrooms.\u003c/p>\n\u003cp>Enrollment for the current school year totaled 5,806,221 students, down 31,469 or 0.54% from the prior year, according to \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrGrdYears.aspx?cds=00&agglevel=state&year=2024-25\">data released Tuesday\u003c/a> by the California Department of Education. The number is significantly lower than the 6.1 million students enrolled in the state’s public schools in the year before the COVID-19 pandemic hit.\u003c/p>\n\u003cp>“The most striking indication of these latest enrollment data is that … the dramatic exodus of families and students from public schools early in the pandemic has not reversed itself,” said Thomas Dee, an education professor at Stanford University who has been studying public school enrollment since the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dee said a substantial amount of enrollment decline is due to lower birth rates, families moving out of the state, and a rise in private school and homeschooling enrollment. The most recent \u003ca href=\"https://www.cde.ca.gov/ds/si/ps/psastatcountsbyyear.asp\">state data shows\u003c/a> enrollment in homeschools almost doubled from 25,423 in 2018–19 to 49,402 in 2023–24, while private school enrollment increased from 521,116 to 551,052.\u003c/p>\n\u003cp>Districts that saw substantial enrollment declines “cannot expect these families to come back anytime soon,” Dee said. “They’ll have to reckon with the financial implications of underpopulated schools that still have the same number of staff.”\u003c/p>\n\u003cfigure id=\"attachment_12031806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12031806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/TKSF-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Four-year-old students head back to their transitional kindergarten class at Tule Elk Park Early Educational School in San Francisco on Jan. 8, 2001. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Growing enrollment for transitional kindergarten and dual language programs slowed the overall decline. The number of TK students grew 17.2%, from 151,491 to 177,570, while most other grade levels saw a dip in enrollment.\u003c/p>\n\u003cp>“While we have more work to do, the dramatic growth in TK is inspiring and shows that providing rigorous and quality programs can be a key ingredient to bringing more families back to our schools,” Tony Thurmond, the state Superintendent of Public Instruction, said in a statement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>California is in the middle of expanding this new grade so that by this fall, any child who turns 4 by Sept. 1 can enroll in a free year of pre-kindergarten. San Francisco Unified School District, which is facing a major budget shortfall partly caused by declining enrollment, reported \u003ca href=\"https://www.kqed.org/news/12031802/san-francisco-public-schools-see-surge-applications-thanks-transitional-kindergarten-demand\">a 10% increase in applications\u003c/a> for the 2025-26 school year, with the biggest surge in enrollment for TK.\u003c/p>\n\u003cp>Gov. Gavin Newsom initially proposed spending $3.9 billion in the 2025–26 budget to fully implement the program, anticipating roughly 60,000 additional TK students would enroll. But last week, he \u003ca href=\"https://ebudget.ca.gov/2025-26/pdf/Revised/BudgetSummary/TK-12Education.pdf\">scaled back funding for TK in the May revision \u003c/a>of his proposed budget by $300 million, partly due to a reduction in the state’s projected enrollment for this grade.\u003c/p>\n\u003cp>Proponents of the state’s TK expansion said the growth is worth celebrating.\u003c/p>\n\u003cp>“We’re going to become the state with the largest universal preschool program in the nation,” said Carolyne Crolotte, director of policy at Early Edge California. “We know the importance of early learning in this critical time in children’s life, and we have the opportunity to set them up for success in their K–12 journey and beyond, so this is very exciting.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Updated at 3:24 pm Thursday \u003c/em>\u003c/p>\n\u003cp>Oakland’s schools might not be able to offer at least half of their after-school programs next year after a set of budget solutions meant to keep cuts away from students appears to have backfired.\u003c/p>\n\u003cp>School Board President Jennifer Brouhard said Wednesday that it was shocking to see the proposal to cut funding for aftercare, but emails show that the board was warned by its fiscal adviser more than a month ago that the resolution could endanger the programs.\u003c/p>\n\u003cp>“Merely adding the Expanded Learning Opportunity Program and After School Education and Safety grants to the list of unavoidable expenses, the cap is exceeded,” the letter from fiscal adviser Luz Cázares on April 8 said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cázares sent the letter warning that the programs would be at risk after she lifted a stay on a board resolution capping spending on the district’s outside contracts, among other expenses, earlier this year.\u003c/p>\n\u003cp>Last week, local organizations that facilitate campuses’ after-school care and enrichment programs said they were informed that 50%-80% funding cuts could now leave at least 3,000 students without somewhere to go after class.\u003c/p>\n\u003cfigure id=\"attachment_12039974\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">During an Oakland Unified School District board meeting at Metwest High School in Oakland on April 23, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“These cuts would displace more than half of all students currently served by OUSD after-school programs, eliminating a critical support system for families, violating core requirements of state and federal education grants, and the legal mandate to provide after-school services,” the groups said in a joint letter addressed to board members asking them to rescind the resolution.\u003c/p>\n\u003cp>In March, \u003ca href=\"https://www.kqed.org/news/12029001/oakland-school-board-approves-over-100-layoffs-a-day-after-similar-vote-in-sf\">amid approvals for layoffs\u003c/a> and bickering between board members, a slim majority voted to approve a set of “alternative budget solutions” brought forward by Board President Jennifer Brouhard and Vice President Valarie Bachelor.\u003c/p>\n\u003cp>The five-item list capped spending on outside contracts, books and supplies and some employee salaries, along with cutting travel spending. It served as a supplement to a larger package of budget-balancing solutions the board approved in December to patch a \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">$95 million deficit\u003c/a>. That deficit has since shrunk to $70 million.\u003c/p>\n\u003cp>[aside postID=news_12039972 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/DSC06624_qed-1020x680.jpg']\u003c/p>\n\u003cp>In a statement, Brouhard said that she stands by the spirit of the proposal, which aimed to “reduce consultant and contract spending and ensure every dollar directly supports students.”\u003c/p>\n\u003cp>She blamed the district’s staff for the way it interpreted the resolution.\u003c/p>\n\u003cp>“I was angry to see after-school programs and field trips cut — programs essential to student learning, safety and well-being,” she said. “These cuts deeply harmed students. This was never our intent, and district leadership knew that.”\u003c/p>\n\u003cp>However, chief business officer Lisa Grant-Dawson said in an email to Brouhard that she was told prior to voting on the resolution, and again in April, about the “massive changes” it would mean, including to after-school program funding.\u003c/p>\n\u003cp>The cuts were intended to reallocate some funding back to campuses that were facing budget cuts, Brouhard said at the time. But the district’s plan to slash after-school spending won’t free up any money that’s usable elsewhere, according to the nonprofits.\u003c/p>\n\u003cp>“All OUSD funding for after-school comes from the state and federal government and can only be used during out-of-school hours,” the nonprofits’ letter to the board said. “The funding reductions will result in OUSD returning funds it otherwise could have spent on students and staff, and it will lose tens of millions of dollars now and into the future.”\u003c/p>\n\u003cp>Lukas Brekke-Miesner, the executive director of Oakland Kids First, which runs Castlemont High School’s after-school enrichment, said these programs are a lifeline for families.\u003c/p>\n\u003cp>“I work full time, my partner works full time, and my kids have a safe place to be and someone who they really love looking after them,” he said. “A lot of families — working class, low income, et cetera — just don’t have the necessary support systems to function any other way.”\u003c/p>\n\u003cp>He said these programs often provide food, homework help and, for younger kids, fun activities like crafts or arts performances.\u003c/p>\n\u003cp>At the high school level, Oakland Kids First has “leadership development and enrichment programs, we have on-campus and off-campus internships, we run a one-acre farm on campus that young folks also work on” at Castlemont, Brekke-Miesner said.\u003c/p>\n\u003cp>These programs keep them safe and engaged in their communities — a tall order for many teenagers.\u003c/p>\n\u003cp>[aside postID=news_12039737 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/OaklandSchoolChildren-1020x696.jpg']\u003c/p>\n\u003cp>“Oftentimes, there’s a certain distance that young people feel, a certain frustration, …and having caring adult allies that are able to connect with them and do programs that are in alignment with their interests — those are things that are pretty unique to after-school,” he said.\u003c/p>\n\u003cp>Drastically reducing after-school services could also threaten the district’s compliance with state law and decrease student attendance, the nonprofit partners’ letter said.\u003c/p>\n\u003cp>Board members Mike Hutchinson and Clifford Thompson, both of whom opposed the alternative budget solutions proposal, plan to introduce legislation on Wednesday that would rescind it.\u003c/p>\n\u003cp>Hutchinson said on social media that the policy sent “shockwaves” through the district last week, when schools found out about the total of $29 million of frozen funds.\u003c/p>\n\u003cp>In the district he represents, schools have between $100,000 and $200,000 cut from their budgets. Separately, the district is considering centralizing some services and reducing school site funding allocations to reduce spending next year.\u003c/p>\n\u003cp>Danielle Davis, the principal of McClymonds High School, wrote on Facebook that her campus was losing funding for college advisers and mentorship and summer internship stipends.\u003c/p>\n\u003cp>While Brekke-Miesner believes the school board members’ proposal was well-intentioned, he said they should be deliberate about what its impact will be.\u003c/p>\n\u003cp>“Electeds need to be really wary of running afoul of families in this district and voters in this district,” he said. “Ultimately, we have to make decisions in this district that are oriented towards our students and our families.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated at 3:24 pm Thursday \u003c/em>\u003c/p>\n\u003cp>Oakland’s schools might not be able to offer at least half of their after-school programs next year after a set of budget solutions meant to keep cuts away from students appears to have backfired.\u003c/p>\n\u003cp>School Board President Jennifer Brouhard said Wednesday that it was shocking to see the proposal to cut funding for aftercare, but emails show that the board was warned by its fiscal adviser more than a month ago that the resolution could endanger the programs.\u003c/p>\n\u003cp>“Merely adding the Expanded Learning Opportunity Program and After School Education and Safety grants to the list of unavoidable expenses, the cap is exceeded,” the letter from fiscal adviser Luz Cázares on April 8 said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cázares sent the letter warning that the programs would be at risk after she lifted a stay on a board resolution capping spending on the district’s outside contracts, among other expenses, earlier this year.\u003c/p>\n\u003cp>Last week, local organizations that facilitate campuses’ after-school care and enrichment programs said they were informed that 50%-80% funding cuts could now leave at least 3,000 students without somewhere to go after class.\u003c/p>\n\u003cfigure id=\"attachment_12039974\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12039974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/20250423_OUSDSupe_GC-6_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">During an Oakland Unified School District board meeting at Metwest High School in Oakland on April 23, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“These cuts would displace more than half of all students currently served by OUSD after-school programs, eliminating a critical support system for families, violating core requirements of state and federal education grants, and the legal mandate to provide after-school services,” the groups said in a joint letter addressed to board members asking them to rescind the resolution.\u003c/p>\n\u003cp>In March, \u003ca href=\"https://www.kqed.org/news/12029001/oakland-school-board-approves-over-100-layoffs-a-day-after-similar-vote-in-sf\">amid approvals for layoffs\u003c/a> and bickering between board members, a slim majority voted to approve a set of “alternative budget solutions” brought forward by Board President Jennifer Brouhard and Vice President Valarie Bachelor.\u003c/p>\n\u003cp>The five-item list capped spending on outside contracts, books and supplies and some employee salaries, along with cutting travel spending. It served as a supplement to a larger package of budget-balancing solutions the board approved in December to patch a \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">$95 million deficit\u003c/a>. That deficit has since shrunk to $70 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a statement, Brouhard said that she stands by the spirit of the proposal, which aimed to “reduce consultant and contract spending and ensure every dollar directly supports students.”\u003c/p>\n\u003cp>She blamed the district’s staff for the way it interpreted the resolution.\u003c/p>\n\u003cp>“I was angry to see after-school programs and field trips cut — programs essential to student learning, safety and well-being,” she said. “These cuts deeply harmed students. This was never our intent, and district leadership knew that.”\u003c/p>\n\u003cp>However, chief business officer Lisa Grant-Dawson said in an email to Brouhard that she was told prior to voting on the resolution, and again in April, about the “massive changes” it would mean, including to after-school program funding.\u003c/p>\n\u003cp>The cuts were intended to reallocate some funding back to campuses that were facing budget cuts, Brouhard said at the time. But the district’s plan to slash after-school spending won’t free up any money that’s usable elsewhere, according to the nonprofits.\u003c/p>\n\u003cp>“All OUSD funding for after-school comes from the state and federal government and can only be used during out-of-school hours,” the nonprofits’ letter to the board said. “The funding reductions will result in OUSD returning funds it otherwise could have spent on students and staff, and it will lose tens of millions of dollars now and into the future.”\u003c/p>\n\u003cp>Lukas Brekke-Miesner, the executive director of Oakland Kids First, which runs Castlemont High School’s after-school enrichment, said these programs are a lifeline for families.\u003c/p>\n\u003cp>“I work full time, my partner works full time, and my kids have a safe place to be and someone who they really love looking after them,” he said. “A lot of families — working class, low income, et cetera — just don’t have the necessary support systems to function any other way.”\u003c/p>\n\u003cp>He said these programs often provide food, homework help and, for younger kids, fun activities like crafts or arts performances.\u003c/p>\n\u003cp>At the high school level, Oakland Kids First has “leadership development and enrichment programs, we have on-campus and off-campus internships, we run a one-acre farm on campus that young folks also work on” at Castlemont, Brekke-Miesner said.\u003c/p>\n\u003cp>These programs keep them safe and engaged in their communities — a tall order for many teenagers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Oftentimes, there’s a certain distance that young people feel, a certain frustration, …and having caring adult allies that are able to connect with them and do programs that are in alignment with their interests — those are things that are pretty unique to after-school,” he said.\u003c/p>\n\u003cp>Drastically reducing after-school services could also threaten the district’s compliance with state law and decrease student attendance, the nonprofit partners’ letter said.\u003c/p>\n\u003cp>Board members Mike Hutchinson and Clifford Thompson, both of whom opposed the alternative budget solutions proposal, plan to introduce legislation on Wednesday that would rescind it.\u003c/p>\n\u003cp>Hutchinson said on social media that the policy sent “shockwaves” through the district last week, when schools found out about the total of $29 million of frozen funds.\u003c/p>\n\u003cp>In the district he represents, schools have between $100,000 and $200,000 cut from their budgets. Separately, the district is considering centralizing some services and reducing school site funding allocations to reduce spending next year.\u003c/p>\n\u003cp>Danielle Davis, the principal of McClymonds High School, wrote on Facebook that her campus was losing funding for college advisers and mentorship and summer internship stipends.\u003c/p>\n\u003cp>While Brekke-Miesner believes the school board members’ proposal was well-intentioned, he said they should be deliberate about what its impact will be.\u003c/p>\n\u003cp>“Electeds need to be really wary of running afoul of families in this district and voters in this district,” he said. “Ultimately, we have to make decisions in this district that are oriented towards our students and our families.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Last April, \u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-classrooms-dies/709717\">Assembly Speaker Robert Rivas pulled a bill\u003c/a> on early literacy instruction and asked proponents and adversaries to reach a compromise on legislation for improving the reading skills of California students, which overall are dismal.\u003c/p>\n\u003cp>That hasn’t happened. After several broad discussions yielding little, the three main opponents — the\u003ca class=\"external\" href=\"https://www.cta.org/\" target=\"_blank\" rel=\"noopener\"> California Teachers Association\u003c/a>,\u003ca class=\"external\" href=\"https://gocabe.org/?\" target=\"_blank\" rel=\"noopener\"> the California Association for Bilingual Education\u003c/a> (CABE), and\u003ca class=\"external\" href=\"https://californianstogether.org/\" target=\"_blank\" rel=\"noopener\"> Californians Together\u003c/a> — released statements within the past month opposing the latest version of the legislation.\u003c/p>\n\u003cp>Both sides say they are willing to keep talking. However, the April 30 deadline for an initial hearing of bills is fast approaching, and with it, the rising level of frustration of the revised bill’s author, Assemblymember Blanca Rubio, D-Baldwin Park.\u003c/p>\n\u003cp>“The kids don’t have unions. They only have us. We can’t keep kicking the can down the road. Our kids are not achieving, and not doing anything different is not working,” Rubio said. “We have a great opportunity right now so we don’t keep falling behind.”\u003c/p>\n\u003cp>Like its\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\"> 2024 version\u003c/a>, Rubio’s \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1121\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1121\u003c/a> would require state-funded training of all K-5 teachers in reading instruction grounded in decades of evidence-based studies and brain research known as the science of reading. The bill would require the State Board of Education to approve a choice of textbooks and materials aligned to those practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The advocacy groups sponsoring AB 1121 —\u003ca class=\"external\" href=\"https://decodingdyslexiaca.org/\" target=\"_blank\" rel=\"noopener\"> Decoding Dyslexia CA\u003c/a>,\u003ca class=\"external\" href=\"https://edvoice.org/\" target=\"_blank\" rel=\"noopener\"> EdVoice\u003c/a>,\u003ca class=\"external\" href=\"https://www.familiesinschools.org/\" target=\"_blank\" rel=\"noopener\"> Families In Schools\u003c/a>, and\u003ca class=\"external\" href=\"https://cahinaacp.org/\" target=\"_blank\" rel=\"noopener\"> the California NAACP\u003c/a> — insist that failure to approve the bill would stall the piecemeal progress by the Newsom administration and the Legislature. It would leave big holes vital to establish a coherent statewide system of teaching reading.\u003c/p>\n\u003cp>“Teachers are doing their best with what they know and can’t figure out why their kids are not reading at grade level,” said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents.\u003c/p>\n\u003cp>The state’s approach of creating academic frameworks and letting districts implement them as they want is harming children, she said. “Guidance isn’t cutting it. This bill is about taking it to the next level and making sure that teachers get this training and have the right materials.”\u003c/p>\n\u003ch2>Wide disparities in proficiency\u003c/h2>\n\u003cp>On the 2024 National Assessment of Educational Progress, the 41 percentage point gap in proficiency between economically and non-economically disadvantaged students was among the widest in the nation — and growing. Only 8% of Black and 23% of Hispanic\u003ca class=\"external\" href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2024/pdf/2024220CA4.pdf\" target=\"_blank\" rel=\"noopener\"> fourth graders in California\u003c/a> were proficient in reading, compared with 56% of white and 67% of Asian students.\u003c/p>\n\u003cp>On the 2024 results from California’s standardized tests, only 43% of all students were proficient in English language arts in third grade, a critical predictor of future academic success; a third of low-income students were proficient, compared with 63% of non-low income students. Of the third-grade English learners taking the initial English Language Proficiency Assessments for California, 14% were proficient.\u003c/p>\n\u003cp>The opposing groups say they share concern over low test scores but that AB 1121 is not the solution. Their disagreement appears deep-seated and perhaps unbridgeable.\u003c/p>\n\u003cp>The opponents are centering their criticism on phonics, a contentious issue for 40 years. They assert the bill overemphasizes decoding skills of phonics and phonemic awareness at the expense of developing other foundational skills needed by all children, but especially English learners: oral fluency, vocabulary, background knowledge, and comprehension. Phonics refers to explicit instruction on how to connect letters to sounds. Phonemic awareness refers to the ability to recognize elements of sound.\u003c/p>\n\u003cp>Rubio and the bill’s supporters say the opponents are mischaracterizing the intent of the bill and what it actually says.\u003c/p>\n\u003cp>“I don’t know anyone who advocates for just a phonics-based approach. That would be ridiculous,” said Leslie Zoroya, reading project director for the Los Angeles County of Education. “Why would you teach them just to decode and not work on vocabulary and background knowledge and fluency and all the other pieces that are included?”\u003c/p>\n\u003cp>With a $5 million state grant, more than 8,000 teachers have taken “\u003ca class=\"external\" href=\"https://lacoe.edu/content/dam/lacoeedu/documents/curriculum-instruction/rla/GRR%20Flyer%20for%20Info%20Linked.pdf\" target=\"_blank\" rel=\"noopener\">Getting Reading Right\u003c/a>,” a short course on the principles of the science of reading offered by Zoroya’s office; they include all K-2 teachers in Long Beach, the state’s fourth-largest district.\u003c/p>\n\u003cp>“It’s not either-or. We do decoding work, vocabulary work, oral language, knowledge building, the whole kit and caboodle,” Zoroya said. “There’s been more of a heavier emphasis on phonics over the last couple of years in California because our teachers don’t understand it. They weren’t taught it in their teacher ed programs. I got a reading certificate from USC, and I didn’t get it.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association union, stated that the union opposed the bill in its current form because “it negatively impacts locally made decisions to set priorities that meet the instructional needs of their students.”\u003c/p>\n\u003cp>Adding an unlikely precondition for supporting the bill, Goldberg insists that “any comprehensive, statewide approach to literacy must include fully funded and staffed schools with qualified educators and staff.”\u003c/p>\n\u003cp>Californians Together, an organization that advocates for the spread of bilingual education as well as the needs of English learners — who make up a fifth of California’s students — wrote in \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2025/04/AB1121-CalTog-let-oppose-033125.pdf\" target=\"_blank\" rel=\"noopener\">its three-page opposition letter\u003c/a> that “without a clear emphasis on meeting the needs of multilingual learners, the bill’s professional development requirement is inadequate and misaligned with the needs of California’s diverse student population.”\u003c/p>\n\u003cp>[aside postID=\"news_12034679,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>The letter also criticizes the bill for taking “an overly narrow approach that prioritizes foundational reading skills at the expense of other critical components of literacy.”\u003c/p>\n\u003cp>An authority in English learner education who disagrees is Claude Goldenberg, a Professor of Education, emeritus, at Stanford University, \u003ca class=\"external\" href=\"http://claudegoldenberg.substack.com/\" target=\"_blank\" rel=\"noopener\">who wrote\u003c/a> that passage of the bill would be “an important, even if modest, step forward.”\u003c/p>\n\u003cp>“The fact is that the research that applies to kids who know English already applies to kids who are learning English, it’s just that they also need English language development,” he wrote.\u003c/p>\n\u003ch2>State policy’s shift toward the science of reading\u003c/h2>\n\u003cp>Under Newsom, the state has implemented pieces of a coherent, evidence-based system of reading instruction that shifts from a “balanced” and “whole” language approach to reading instruction. Balanced language downplays phonics in favor of teaching words through looking at pictures and guessing based on a word’s context in a paragraph.\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Starting next fall, the state will require kindergarten through second grade teachers to test students for potential reading challenges like dyslexia with a multi-language screening tool.\u003c/li>\n\u003cli>The Legislature passed a law that requires teacher credentialing programs to teach science of reading instruction.\u003c/li>\n\u003cli>Using one-time money, Newsom appropriated $500 million to train reading coaches in lowest-income schools in the science of reading.\u003c/li>\n\u003cli>The Department of Education is creating guides and instruction modules for a\u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\"> “literacy road map.”\u003c/a> It emphasizes “explicit instruction in phonics, phonemic awareness, and other decoding skills” in the early grades.\u003c/li>\n\u003c/ul>\n\u003cp>While the new guidance is helpful, Zoroya said, “we have not put the same amount of effort into wide-scale professional learning for teachers. And that’s a disservice to them.”\u003c/p>\n\u003cp>‘It only makes sense, Rubio and allies argue, to take the next step and universally provide the same evidence-based instruction to all elementary school teachers and textbooks that support it. Otherwise, newly trained teachers face the confusing prospect of working in a “balanced language” district where instruction will contradict what they just learned.\u003c/p>\n\u003cp>Rubio and the sponsors had assumed they answered opponents’ main concerns in writing AB 1121. They deleted the previous bill’s numerous references to the “science of reading,” a source of contention. Instead, they tied the bill’s wording to the existing, but unenforced, requirements for evidence-based reading instruction in the state’s English Language Arts and English Language Development instructional frameworks and in the California \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=44259.&lawCode=EDC\" target=\"_blank\" rel=\"noopener\">Education Code\u003c/a>.\u003c/p>\n\u003cp>Their opposition letters showed that the opponents were not at all mollified.\u003c/p>\n\u003cp>The sponsors said they have repeatedly asked CABE, Californians Together and CTA for further changes to AB 1121 but haven’t received any.\u003c/p>\n\u003cp>“The author has been clear; the sponsors are clear. We are very open to improving the bill if there are improvements,” said Marshall Tuck, CEO of EdVoice, who has participated in the discussions with opponents.\u003c/p>\n\u003cp>In an email responding to questions about her group’s opposition to the bill, Martha Hernandez, executive director of Californians Together, wrote, “We understand that amendments to AB 1121 may be forthcoming, and we remain committed to engaging in the process with a focus on ensuring that any policy advances equitable access to effective, research-based literacy instruction for English learners.”\u003c/p>\n\u003cp>Rubio was blunt. “I can’t guess what they’re thinking. That’s the whole point of a negotiation. They have to bring something to the table. I can’t negotiate against myself.”\u003c/p>\n\u003cp>Rubio said she expects the bill to get a hearing before April 30 and will ask Speaker Rivas for a way forward, regardless of the continued opposition.\u003c/p>\n\u003cp>Meanwhile, Assembly Education Chair Al Muratsuchi, D-Torrance, is discussing a compromise with individuals he wouldn’t name through\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1194\" target=\"_blank\" rel=\"noopener\"> a separate bill\u003c/a> he is authoring. It would create incentives but not require school administrators to take similar early literacy training that teachers would receive under AB 1121. But, like CTA, he said he favors “local control of allowing local school districts to determine what works best for their kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Rivas was noncommittal. Stating he was tracking negotiations, a statement from his office said, “The Speaker looks forward to legislation that reflects greater consensus on this issue, and one that supports all students, including multilingual learners.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last April, \u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-classrooms-dies/709717\">Assembly Speaker Robert Rivas pulled a bill\u003c/a> on early literacy instruction and asked proponents and adversaries to reach a compromise on legislation for improving the reading skills of California students, which overall are dismal.\u003c/p>\n\u003cp>That hasn’t happened. After several broad discussions yielding little, the three main opponents — the\u003ca class=\"external\" href=\"https://www.cta.org/\" target=\"_blank\" rel=\"noopener\"> California Teachers Association\u003c/a>,\u003ca class=\"external\" href=\"https://gocabe.org/?\" target=\"_blank\" rel=\"noopener\"> the California Association for Bilingual Education\u003c/a> (CABE), and\u003ca class=\"external\" href=\"https://californianstogether.org/\" target=\"_blank\" rel=\"noopener\"> Californians Together\u003c/a> — released statements within the past month opposing the latest version of the legislation.\u003c/p>\n\u003cp>Both sides say they are willing to keep talking. However, the April 30 deadline for an initial hearing of bills is fast approaching, and with it, the rising level of frustration of the revised bill’s author, Assemblymember Blanca Rubio, D-Baldwin Park.\u003c/p>\n\u003cp>“The kids don’t have unions. They only have us. We can’t keep kicking the can down the road. Our kids are not achieving, and not doing anything different is not working,” Rubio said. “We have a great opportunity right now so we don’t keep falling behind.”\u003c/p>\n\u003cp>Like its\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\"> 2024 version\u003c/a>, Rubio’s \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1121\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1121\u003c/a> would require state-funded training of all K-5 teachers in reading instruction grounded in decades of evidence-based studies and brain research known as the science of reading. The bill would require the State Board of Education to approve a choice of textbooks and materials aligned to those practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The advocacy groups sponsoring AB 1121 —\u003ca class=\"external\" href=\"https://decodingdyslexiaca.org/\" target=\"_blank\" rel=\"noopener\"> Decoding Dyslexia CA\u003c/a>,\u003ca class=\"external\" href=\"https://edvoice.org/\" target=\"_blank\" rel=\"noopener\"> EdVoice\u003c/a>,\u003ca class=\"external\" href=\"https://www.familiesinschools.org/\" target=\"_blank\" rel=\"noopener\"> Families In Schools\u003c/a>, and\u003ca class=\"external\" href=\"https://cahinaacp.org/\" target=\"_blank\" rel=\"noopener\"> the California NAACP\u003c/a> — insist that failure to approve the bill would stall the piecemeal progress by the Newsom administration and the Legislature. It would leave big holes vital to establish a coherent statewide system of teaching reading.\u003c/p>\n\u003cp>“Teachers are doing their best with what they know and can’t figure out why their kids are not reading at grade level,” said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents.\u003c/p>\n\u003cp>The state’s approach of creating academic frameworks and letting districts implement them as they want is harming children, she said. “Guidance isn’t cutting it. This bill is about taking it to the next level and making sure that teachers get this training and have the right materials.”\u003c/p>\n\u003ch2>Wide disparities in proficiency\u003c/h2>\n\u003cp>On the 2024 National Assessment of Educational Progress, the 41 percentage point gap in proficiency between economically and non-economically disadvantaged students was among the widest in the nation — and growing. Only 8% of Black and 23% of Hispanic\u003ca class=\"external\" href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2024/pdf/2024220CA4.pdf\" target=\"_blank\" rel=\"noopener\"> fourth graders in California\u003c/a> were proficient in reading, compared with 56% of white and 67% of Asian students.\u003c/p>\n\u003cp>On the 2024 results from California’s standardized tests, only 43% of all students were proficient in English language arts in third grade, a critical predictor of future academic success; a third of low-income students were proficient, compared with 63% of non-low income students. Of the third-grade English learners taking the initial English Language Proficiency Assessments for California, 14% were proficient.\u003c/p>\n\u003cp>The opposing groups say they share concern over low test scores but that AB 1121 is not the solution. Their disagreement appears deep-seated and perhaps unbridgeable.\u003c/p>\n\u003cp>The opponents are centering their criticism on phonics, a contentious issue for 40 years. They assert the bill overemphasizes decoding skills of phonics and phonemic awareness at the expense of developing other foundational skills needed by all children, but especially English learners: oral fluency, vocabulary, background knowledge, and comprehension. Phonics refers to explicit instruction on how to connect letters to sounds. Phonemic awareness refers to the ability to recognize elements of sound.\u003c/p>\n\u003cp>Rubio and the bill’s supporters say the opponents are mischaracterizing the intent of the bill and what it actually says.\u003c/p>\n\u003cp>“I don’t know anyone who advocates for just a phonics-based approach. That would be ridiculous,” said Leslie Zoroya, reading project director for the Los Angeles County of Education. “Why would you teach them just to decode and not work on vocabulary and background knowledge and fluency and all the other pieces that are included?”\u003c/p>\n\u003cp>With a $5 million state grant, more than 8,000 teachers have taken “\u003ca class=\"external\" href=\"https://lacoe.edu/content/dam/lacoeedu/documents/curriculum-instruction/rla/GRR%20Flyer%20for%20Info%20Linked.pdf\" target=\"_blank\" rel=\"noopener\">Getting Reading Right\u003c/a>,” a short course on the principles of the science of reading offered by Zoroya’s office; they include all K-2 teachers in Long Beach, the state’s fourth-largest district.\u003c/p>\n\u003cp>“It’s not either-or. We do decoding work, vocabulary work, oral language, knowledge building, the whole kit and caboodle,” Zoroya said. “There’s been more of a heavier emphasis on phonics over the last couple of years in California because our teachers don’t understand it. They weren’t taught it in their teacher ed programs. I got a reading certificate from USC, and I didn’t get it.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association union, stated that the union opposed the bill in its current form because “it negatively impacts locally made decisions to set priorities that meet the instructional needs of their students.”\u003c/p>\n\u003cp>Adding an unlikely precondition for supporting the bill, Goldberg insists that “any comprehensive, statewide approach to literacy must include fully funded and staffed schools with qualified educators and staff.”\u003c/p>\n\u003cp>Californians Together, an organization that advocates for the spread of bilingual education as well as the needs of English learners — who make up a fifth of California’s students — wrote in \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2025/04/AB1121-CalTog-let-oppose-033125.pdf\" target=\"_blank\" rel=\"noopener\">its three-page opposition letter\u003c/a> that “without a clear emphasis on meeting the needs of multilingual learners, the bill’s professional development requirement is inadequate and misaligned with the needs of California’s diverse student population.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The letter also criticizes the bill for taking “an overly narrow approach that prioritizes foundational reading skills at the expense of other critical components of literacy.”\u003c/p>\n\u003cp>An authority in English learner education who disagrees is Claude Goldenberg, a Professor of Education, emeritus, at Stanford University, \u003ca class=\"external\" href=\"http://claudegoldenberg.substack.com/\" target=\"_blank\" rel=\"noopener\">who wrote\u003c/a> that passage of the bill would be “an important, even if modest, step forward.”\u003c/p>\n\u003cp>“The fact is that the research that applies to kids who know English already applies to kids who are learning English, it’s just that they also need English language development,” he wrote.\u003c/p>\n\u003ch2>State policy’s shift toward the science of reading\u003c/h2>\n\u003cp>Under Newsom, the state has implemented pieces of a coherent, evidence-based system of reading instruction that shifts from a “balanced” and “whole” language approach to reading instruction. Balanced language downplays phonics in favor of teaching words through looking at pictures and guessing based on a word’s context in a paragraph.\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Starting next fall, the state will require kindergarten through second grade teachers to test students for potential reading challenges like dyslexia with a multi-language screening tool.\u003c/li>\n\u003cli>The Legislature passed a law that requires teacher credentialing programs to teach science of reading instruction.\u003c/li>\n\u003cli>Using one-time money, Newsom appropriated $500 million to train reading coaches in lowest-income schools in the science of reading.\u003c/li>\n\u003cli>The Department of Education is creating guides and instruction modules for a\u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\"> “literacy road map.”\u003c/a> It emphasizes “explicit instruction in phonics, phonemic awareness, and other decoding skills” in the early grades.\u003c/li>\n\u003c/ul>\n\u003cp>While the new guidance is helpful, Zoroya said, “we have not put the same amount of effort into wide-scale professional learning for teachers. And that’s a disservice to them.”\u003c/p>\n\u003cp>‘It only makes sense, Rubio and allies argue, to take the next step and universally provide the same evidence-based instruction to all elementary school teachers and textbooks that support it. Otherwise, newly trained teachers face the confusing prospect of working in a “balanced language” district where instruction will contradict what they just learned.\u003c/p>\n\u003cp>Rubio and the sponsors had assumed they answered opponents’ main concerns in writing AB 1121. They deleted the previous bill’s numerous references to the “science of reading,” a source of contention. Instead, they tied the bill’s wording to the existing, but unenforced, requirements for evidence-based reading instruction in the state’s English Language Arts and English Language Development instructional frameworks and in the California \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=44259.&lawCode=EDC\" target=\"_blank\" rel=\"noopener\">Education Code\u003c/a>.\u003c/p>\n\u003cp>Their opposition letters showed that the opponents were not at all mollified.\u003c/p>\n\u003cp>The sponsors said they have repeatedly asked CABE, Californians Together and CTA for further changes to AB 1121 but haven’t received any.\u003c/p>\n\u003cp>“The author has been clear; the sponsors are clear. We are very open to improving the bill if there are improvements,” said Marshall Tuck, CEO of EdVoice, who has participated in the discussions with opponents.\u003c/p>\n\u003cp>In an email responding to questions about her group’s opposition to the bill, Martha Hernandez, executive director of Californians Together, wrote, “We understand that amendments to AB 1121 may be forthcoming, and we remain committed to engaging in the process with a focus on ensuring that any policy advances equitable access to effective, research-based literacy instruction for English learners.”\u003c/p>\n\u003cp>Rubio was blunt. “I can’t guess what they’re thinking. That’s the whole point of a negotiation. They have to bring something to the table. I can’t negotiate against myself.”\u003c/p>\n\u003cp>Rubio said she expects the bill to get a hearing before April 30 and will ask Speaker Rivas for a way forward, regardless of the continued opposition.\u003c/p>\n\u003cp>Meanwhile, Assembly Education Chair Al Muratsuchi, D-Torrance, is discussing a compromise with individuals he wouldn’t name through\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB1194\" target=\"_blank\" rel=\"noopener\"> a separate bill\u003c/a> he is authoring. It would create incentives but not require school administrators to take similar early literacy training that teachers would receive under AB 1121. But, like CTA, he said he favors “local control of allowing local school districts to determine what works best for their kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rivas was noncommittal. Stating he was tracking negotiations, a statement from his office said, “The Speaker looks forward to legislation that reflects greater consensus on this issue, and one that supports all students, including multilingual learners.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California joined nearly two dozen other states in suing the U.S. Department of Education on Thursday over its move to almost halve its workforce, which Attorney General \u003ca href=\"https://www.kqed.org/news/tag/rob-bonta\">Rob Bonta\u003c/a> said would hamper funding for low-income students and anti-discrimination efforts in districts across the state and Bay Area.\u003c/p>\n\u003cp>The department announced Tuesday that it would place 1,350 employees on administrative leave next week. Combined with nearly 600 employees who have accepted voluntary buy-outs or resignations since President Trump took office, that constitutes a cut of almost 50% of the department’s workforce — what Education Secretary Linda McMahon \u003ca href=\"https://www.foxnews.com/video/6369901522112\">told Fox News\u003c/a> was the first step to shutting down the department entirely.\u003c/p>\n\u003cp>“This en masse firing exceeds any statutory authority granted by Congress,” Bonta said at a press conference announcing the suit, joined by 20 other Democratic attorneys general on Thursday morning. “Alongside numerous other actions the Trump administration has taken, this sweeping mass firing is, simply put, illegal.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Created by Congress in 1979, the Department of Education administers federal education programs for K–12 schools and provides grants to local education agencies, including for special and early education services, among other duties. \u003ca href=\"https://www.kqed.org/mindshift/65178/what-does-the-us-department-of-education-do-some-facts-about-its-role-in-schools\">Unwinding it fully\u003c/a> would almost certainly require an act of Congress.\u003c/p>\n\u003cp>Thursday’s lawsuit alleges that the mass firings will impede the department’s ability to carry out those statutory functions.\u003c/p>\n\u003cp>The reductions will also gut the department’s civil rights division, which enforces anti-discrimination laws in school districts. Seven of the division’s 12 offices, including the one in San Francisco, will be closed.\u003c/p>\n\u003cfigure id=\"attachment_12013319\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12013319\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The U.S. Capitol Building on Feb. 5, 2019, in Washington, D.C. \u003ccite>(Zach Gibson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Office for Civil Rights protects students from race-based discrimination and sexual assault, and it supports students who have disabilities or are members of other protected classes — all obligations that Bonta said would be impossible for a diminished Department of Education to carry out.\u003c/p>\n\u003cp>“That is a congressionally required function of the Department of Education,” he said. “It must be fulfilled, and it is unlawful and unconstitutional for it to be dismantled the way that the Trump administration has sought to dismantle it.”\u003c/p>\n\u003cp>It’s unclear to what extent Bay Area schools will feel the effects of the cuts, but McMahon said that the department will retain the “right people” to ensure its grants and appropriations from Congress are being met.\u003c/p>\n\u003cp>San Francisco’s public school budget for 2024–25 included more than $45 million in federal funding — including millions for both early child development and care and nutrition programs. That’s just short of 4% of the district’s $1.3 billion budget.\u003c/p>\n\u003cp>[aside postID=news_12031166 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/DonaldTrumpEOGetty-1020x664.jpg']\u003c/p>\n\u003cp>The suit follows another Bonta joined against the Department of Education last week, which \u003ca href=\"https://www.kqed.org/news/12030028/trump-cut-education-grants-over-dei-it-will-worsen-teacher-shortages-lawsuit-says\">aimed to reverse funding cuts\u003c/a> for teacher training programs at universities, including eight California State and University of California campuses.\u003c/p>\n\u003cp>On Monday, U.S. District Judge Myong J. Joun granted a temporary two-week restraining order blocking the Trump administration from terminating $600 million worth of Teacher Quality Partnership (TQP) and Supporting Effective Educator Development (SEED) grants. That funding supports residency programs that train K–12 teachers in difficult-to-staff regions and specialties, such as special education.\u003c/p>\n\u003cp>Bonta said Thursday he was prepared to take action if that order wasn’t followed.\u003c/p>\n\u003cp>The attorneys general who have signed onto the suit against the mass firings also said the move was somewhat anticipatory, as the Trump administration has signaled that it will issue an executive order calling for McMahon to \u003ca href=\"https://www.npr.org/2025/03/05/nx-s1-5316227/trump-order-dismantling-education-department\">dismantle her agency\u003c/a> “to the maximum extent appropriate and permitted by law.”\u003c/p>\n\u003cp>“In many ways, we’re getting ahead of what may come,” Massachusetts Attorney General Andrea Campbell said. “What we know to be true is that you have a president and an education secretary where their goal is to dismantle this agency in its entirety.\u003c/p>\n\u003cp>“Number one, we are pointing out to this court and to the public that they do not have the authority to dismantle any agency that was created by Congress. [And] second … [the employees] who were recently suspended or let go, they have critical functions that they serve.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California joined nearly two dozen other states in suing the U.S. Department of Education on Thursday over its move to almost halve its workforce, which Attorney General \u003ca href=\"https://www.kqed.org/news/tag/rob-bonta\">Rob Bonta\u003c/a> said would hamper funding for low-income students and anti-discrimination efforts in districts across the state and Bay Area.\u003c/p>\n\u003cp>The department announced Tuesday that it would place 1,350 employees on administrative leave next week. Combined with nearly 600 employees who have accepted voluntary buy-outs or resignations since President Trump took office, that constitutes a cut of almost 50% of the department’s workforce — what Education Secretary Linda McMahon \u003ca href=\"https://www.foxnews.com/video/6369901522112\">told Fox News\u003c/a> was the first step to shutting down the department entirely.\u003c/p>\n\u003cp>“This en masse firing exceeds any statutory authority granted by Congress,” Bonta said at a press conference announcing the suit, joined by 20 other Democratic attorneys general on Thursday morning. “Alongside numerous other actions the Trump administration has taken, this sweeping mass firing is, simply put, illegal.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Created by Congress in 1979, the Department of Education administers federal education programs for K–12 schools and provides grants to local education agencies, including for special and early education services, among other duties. \u003ca href=\"https://www.kqed.org/mindshift/65178/what-does-the-us-department-of-education-do-some-facts-about-its-role-in-schools\">Unwinding it fully\u003c/a> would almost certainly require an act of Congress.\u003c/p>\n\u003cp>Thursday’s lawsuit alleges that the mass firings will impede the department’s ability to carry out those statutory functions.\u003c/p>\n\u003cp>The reductions will also gut the department’s civil rights division, which enforces anti-discrimination laws in school districts. Seven of the division’s 12 offices, including the one in San Francisco, will be closed.\u003c/p>\n\u003cfigure id=\"attachment_12013319\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12013319\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/02052019_capitol_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The U.S. Capitol Building on Feb. 5, 2019, in Washington, D.C. \u003ccite>(Zach Gibson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Office for Civil Rights protects students from race-based discrimination and sexual assault, and it supports students who have disabilities or are members of other protected classes — all obligations that Bonta said would be impossible for a diminished Department of Education to carry out.\u003c/p>\n\u003cp>“That is a congressionally required function of the Department of Education,” he said. “It must be fulfilled, and it is unlawful and unconstitutional for it to be dismantled the way that the Trump administration has sought to dismantle it.”\u003c/p>\n\u003cp>It’s unclear to what extent Bay Area schools will feel the effects of the cuts, but McMahon said that the department will retain the “right people” to ensure its grants and appropriations from Congress are being met.\u003c/p>\n\u003cp>San Francisco’s public school budget for 2024–25 included more than $45 million in federal funding — including millions for both early child development and care and nutrition programs. That’s just short of 4% of the district’s $1.3 billion budget.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The suit follows another Bonta joined against the Department of Education last week, which \u003ca href=\"https://www.kqed.org/news/12030028/trump-cut-education-grants-over-dei-it-will-worsen-teacher-shortages-lawsuit-says\">aimed to reverse funding cuts\u003c/a> for teacher training programs at universities, including eight California State and University of California campuses.\u003c/p>\n\u003cp>On Monday, U.S. District Judge Myong J. Joun granted a temporary two-week restraining order blocking the Trump administration from terminating $600 million worth of Teacher Quality Partnership (TQP) and Supporting Effective Educator Development (SEED) grants. That funding supports residency programs that train K–12 teachers in difficult-to-staff regions and specialties, such as special education.\u003c/p>\n\u003cp>Bonta said Thursday he was prepared to take action if that order wasn’t followed.\u003c/p>\n\u003cp>The attorneys general who have signed onto the suit against the mass firings also said the move was somewhat anticipatory, as the Trump administration has signaled that it will issue an executive order calling for McMahon to \u003ca href=\"https://www.npr.org/2025/03/05/nx-s1-5316227/trump-order-dismantling-education-department\">dismantle her agency\u003c/a> “to the maximum extent appropriate and permitted by law.”\u003c/p>\n\u003cp>“In many ways, we’re getting ahead of what may come,” Massachusetts Attorney General Andrea Campbell said. “What we know to be true is that you have a president and an education secretary where their goal is to dismantle this agency in its entirety.\u003c/p>\n\u003cp>“Number one, we are pointing out to this court and to the public that they do not have the authority to dismantle any agency that was created by Congress. [And] second … [the employees] who were recently suspended or let go, they have critical functions that they serve.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools",
"title": "How Trump’s Drastic K–12 Plans Will — and Won’t — Affect California Schools",
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"content": "\u003cp>From private school vouchers to threats over “woke” curriculum, the Trump administration has launched a slew of reforms intended to reshape K–12 schools. But it’s still too soon to determine how — or if — those efforts will play out in California, experts say.\u003c/p>\n\u003cp>“There’s been a strategy of rapid-fire change, and Trump is very publicly testing his authority,” said Julie Marsh, executive faculty director at Policy Analysis for California Education. “That’s led to a lot of anxiety and uncertainty. But the state still makes most decisions about what happens in schools.”\u003c/p>\n\u003cp>In a barrage of executive orders and promises since he was inaugurated, President Donald Trump has said he wants to:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Dismantle the U.S. Department of Education, transferring its duties to other departments;\u003c/li>\n\u003cli>Legalize school vouchers for parents to send their children to private and religious schools;\u003c/li>\n\u003cli>Withhold funding from schools that use curriculum focused on race or ethnicity, or offer protections for transgender students;\u003c/li>\n\u003cli>Overhaul Title IX, which prohibits against discrimination based on gender.\u003c/li>\n\u003c/ul>\n\u003cp>Conservatives are celebrating Trump’s efforts to reshape education. Joseph Komrosky, a member of the Temecula Valley Unified school board who was recalled in June and re-elected in November, said Trump’s orders, particularly those related to “woke” curriculum, will “protect innocent students and empower parents.”\u003c/p>\n\u003cp>“The hyper-sensitivity to LGBT issues, race, social justice — those days are over,” Komrosky said. “We need a return to common sense and a focus on the basics of reading, writing and math.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, Temecula’s school board was among a handful statewide to adopt a policy requiring school staff to notify parents if a student identifies as transgender. The policy was later \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/california-forced-outing-lgbtq-new-laws-2025/\">struck down by the courts\u003c/a>.\u003c/p>\n\u003cp>“This feels like vindication from the top down,” Komrosky said. “I don’t know how it’s going to play out in California, but I’m optimistic.”\u003c/p>\n\u003cp>Some of Trump’s plans have already come to pass, such as eliminating a ban on\u003ca href=\"https://calmatters.org/california-divide/2025/02/trump-executive-orders-immigration/\"> immigration raids at so-called sensitive locations\u003c/a>, including schools. Although there have been few reports of federal agents entering schools, the possibility has led to panic in many parts of California, with parents keeping their children home from school for fear of getting deported. In some areas, superintendents say attendance has declined significantly, a blow to school funding and student learning.\u003c/p>\n\u003ch2>Immigration and symbolism\u003c/h2>\n\u003cp>In Ventura County, the threat of deportation has been a top concern about the Trump presidency, said County Superintendent Cesar Morales. Schools throughout the county have seen drops in attendance over the past few weeks, and school districts are taking steps to reassure families. They’ve held community meetings and set up resource websites, and Morales has done interviews in Spanish on local radio stations.\u003c/p>\n\u003cp>But the other threats may also have equally serious consequences, particularly for the most vulnerable students, Morales said. With the proposed elimination of the Department of Education, Morales worries about disruptions to special education and Title I funding for students with low income. Special education would likely move to another federal agency, but Project 2025, the conservative policy roadmap, calls for \u003ca href=\"https://static.project2025.org/2025_MandateForLeadership_CHAPTER-11.pdf\">phasing out Title I (PDF)\u003c/a>.\u003c/p>\n\u003cp>Typically, districts use their Title I money to hire tutors, classroom aides and counselors; train teachers; and provide other services to students who need extra help. Morales fears that Title I cuts will lead to layoffs, at a time when schools are already grappling with budget uncertainty due to the end of COVID-19 relief grants.\u003c/p>\n\u003cp>But perhaps the biggest impact of Trump’s actions is symbolic, Morales said.\u003c/p>\n\u003cp>“When you have the most powerful country in the world dismantling its Department of Education, it means the interest is not there,” he said. “At a time when we need a renaissance in public education to meet the rapidly changing needs of society, we need to fortify public education, not tear it down.”\u003c/p>\n\u003ch2>Budget may be a bigger concern\u003c/h2>\n\u003cp>Andy Rotherham, a senior partner at Bellwether, an educational consulting organization, noted that most of Trump’s proposals have not happened, and may never happen. States make most decisions about schools, and receive relatively little federal funding — about 8% of their overall education budgets, even though much of that money goes to districts with high poverty.\u003c/p>\n\u003cp>A more urgent concern, he said, is whether — and how — the Republican-controlled Congress will reach a budget agreement before the mid-March deadline. A budget deal could include cuts to education, reflecting Trump’s desire to slash federal spending. That could affect everything from student loans to \u003ca href=\"https://calmatters.org/education/k-12-education/2025/01/rural-schools-2/\">funding for rural schools\u003c/a>. This week, Trump cut nearly \u003ca href=\"https://www.chalkbeat.org/2025/02/11/elon-musk-and-doge-cancel-education-department-research-contracts/\">$900 million\u003c/a> in contracts at the U.S. Department of Education, affecting research and program evaluation.\u003c/p>\n\u003cp>Curriculum changes are a little more nuanced, Rotherham said. Activists from both sides have long lobbied for curriculum changes, especially in history and social studies. In California’s ethnic studies curriculum, for example, some want lessons that include the plight of Palestinians, while others want that topic excluded because they say it could be construed as antisemitic. Other fights center on how teachers cover subjects like colonialism, segregation, slavery and capitalism.\u003c/p>\n\u003cp>Rotherham suspects those fights will continue in California and elsewhere. Also, he said, how much those arguments affect what happens in classrooms varies, because teachers have a lot of leeway in what they teach.\u003c/p>\n\u003cp>Regardless, it’s too early to predict the impacts from Trump’s proposals, he said.\u003c/p>\n\u003cp>“Although there’s a lot of chaos, many of the big-picture ideas are still outstanding,” Rotherham said.\u003c/p>\n\u003ch2>‘Hatred feels normalized’\u003c/h2>\n\u003cp>That’s not much comfort for students. Some said they’re already experiencing the aftershocks of Trump’s attacks on immigrants and transgender youth, even if the policies haven’t taken effect yet. They also worry about their futures, especially in light of Trump’s pushback against environmental policies.\u003c/p>\n\u003cp>Kayla Houston, a senior at Luther Burbank High School in Sacramento, said that since Trump was elected in November, she’s seen an uptick in racist and homophobic bullying at her school. She’s even seen swastika graffiti on the walls, she said.[aside label=\"Related Stories\" postID=\"news_12021521,news_12020519,news_12013686\"]“It affects how people feel at school,” she said. “Students need to feel safe. … Now hatred feels normalized.”\u003c/p>\n\u003cp>Damian Martinez, a sophomore at Fowler High School in Fowler, south of Fresno, said he has friends who are afraid to leave their homes, even to go to the store, for fear of being deported. The threat of immigration raids has overwhelmed the entire community, a quiet farming town known for its grapes and citrus.\u003c/p>\n\u003cp>Beyond deportations, Martinez worries about the local economy. He wonders who will pick the crops if immigrants are afraid to show up for work, and whether the upheaval in the agricultural industry will drag down the local economy.\u003c/p>\n\u003cp>“This isn’t just stuff on the news. It’s affecting the people around me,” Martinez said. “It makes me sad because it feels like we’re going in the wrong direction.”\u003c/p>\n\u003cp>Another Trump proposal is expanding school vouchers and school choice. School vouchers, which \u003ca href=\"https://www.edweek.org/policy-politics/which-states-have-private-school-choice/2024/01\">already exist in 28 states\u003c/a>, provide tax credits or other incentives for parents to send their children to private schools.\u003c/p>\n\u003cp>Vouchers, which teachers unions strongly oppose, have never been popular in California. In 2000, a ballot initiative that would have legalized vouchers \u003ca href=\"https://ballotpedia.org/California_Proposition_38,_School_Vouchers_Initiative_(2000)\">lost by 70%\u003c/a>. But school choice — families’ right to send children to schools other than their locally assigned school, including charter or magnet schools — has been legal for decades. In fact, California has more charter schools than any other state, and one of the \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=30\">highest enrollment percentages\u003c/a>.\u003c/p>\n\u003ch2>Confusion and resistance\u003c/h2>\n\u003cp>California officials are fighting back against many of Trump’s proposals. Attorney General Rob Bonta has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-bonta-california-schools-will-remain-welcoming-inclusive-safe\">vowed to sue the federal government\u003c/a> if it interferes with the state’s protections for transgender and immigrant students, and issued guidelines for schools on how to handle potential immigration raids and attacks on LGBTQ students.\u003c/p>\n\u003cp>The Association of California School Administrators pledged its “unwavering support” for transgender students and recently urged its members to uphold state laws protecting them. The California School Boards Association recently hosted a webinar on how schools should handle immigration threats, and it was among its most well-attended ever.\u003c/p>\n\u003cp>But plenty of school board members in California support Trump’s moves to overhaul K–12 education. School boards in Chino Valley, Temecula, Roseville and a dozen other districts have voted in the past year or two to require school staff to “out” transgender students to their parents. The policies were struck down by courts, but advocates \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/california-forced-outing-lgbtq-new-laws-2025/\">vowed to continue to fight\u003c/a>.\u003c/p>\n\u003cp>“We have communities that will be enraged at what’s happening, and some that will be enthusiastic, and everything in between,” said Troy Flint, spokesperson for the school boards association. “It’s a difficult time for school boards because traditionally the federal government has stayed out of local school decisions. It adds a layer of complexity, and there’s some confusion about that.”\u003c/p>\n\u003cp>Marsh, at Policy Analysis for California Education, echoed the sentiment about confusion. Some of Trump’s policy ideas are contradictory — for example, his belief that the federal government should have a reduced role in education, while he also wants to dictate curriculum.\u003c/p>\n\u003cp>“Right now, we don’t know how this will work out,” Marsh said. “Still, it’s a lot to deal with.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Despite Trump’s plans, federal funding is a small part of California’s education budget and the state oversees curriculum.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From private school vouchers to threats over “woke” curriculum, the Trump administration has launched a slew of reforms intended to reshape K–12 schools. But it’s still too soon to determine how — or if — those efforts will play out in California, experts say.\u003c/p>\n\u003cp>“There’s been a strategy of rapid-fire change, and Trump is very publicly testing his authority,” said Julie Marsh, executive faculty director at Policy Analysis for California Education. “That’s led to a lot of anxiety and uncertainty. But the state still makes most decisions about what happens in schools.”\u003c/p>\n\u003cp>In a barrage of executive orders and promises since he was inaugurated, President Donald Trump has said he wants to:\u003c/p>\n\u003cul class=\"wp-block-list\">\n\u003cli>Dismantle the U.S. Department of Education, transferring its duties to other departments;\u003c/li>\n\u003cli>Legalize school vouchers for parents to send their children to private and religious schools;\u003c/li>\n\u003cli>Withhold funding from schools that use curriculum focused on race or ethnicity, or offer protections for transgender students;\u003c/li>\n\u003cli>Overhaul Title IX, which prohibits against discrimination based on gender.\u003c/li>\n\u003c/ul>\n\u003cp>Conservatives are celebrating Trump’s efforts to reshape education. Joseph Komrosky, a member of the Temecula Valley Unified school board who was recalled in June and re-elected in November, said Trump’s orders, particularly those related to “woke” curriculum, will “protect innocent students and empower parents.”\u003c/p>\n\u003cp>“The hyper-sensitivity to LGBT issues, race, social justice — those days are over,” Komrosky said. “We need a return to common sense and a focus on the basics of reading, writing and math.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, Temecula’s school board was among a handful statewide to adopt a policy requiring school staff to notify parents if a student identifies as transgender. The policy was later \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/california-forced-outing-lgbtq-new-laws-2025/\">struck down by the courts\u003c/a>.\u003c/p>\n\u003cp>“This feels like vindication from the top down,” Komrosky said. “I don’t know how it’s going to play out in California, but I’m optimistic.”\u003c/p>\n\u003cp>Some of Trump’s plans have already come to pass, such as eliminating a ban on\u003ca href=\"https://calmatters.org/california-divide/2025/02/trump-executive-orders-immigration/\"> immigration raids at so-called sensitive locations\u003c/a>, including schools. Although there have been few reports of federal agents entering schools, the possibility has led to panic in many parts of California, with parents keeping their children home from school for fear of getting deported. In some areas, superintendents say attendance has declined significantly, a blow to school funding and student learning.\u003c/p>\n\u003ch2>Immigration and symbolism\u003c/h2>\n\u003cp>In Ventura County, the threat of deportation has been a top concern about the Trump presidency, said County Superintendent Cesar Morales. Schools throughout the county have seen drops in attendance over the past few weeks, and school districts are taking steps to reassure families. They’ve held community meetings and set up resource websites, and Morales has done interviews in Spanish on local radio stations.\u003c/p>\n\u003cp>But the other threats may also have equally serious consequences, particularly for the most vulnerable students, Morales said. With the proposed elimination of the Department of Education, Morales worries about disruptions to special education and Title I funding for students with low income. Special education would likely move to another federal agency, but Project 2025, the conservative policy roadmap, calls for \u003ca href=\"https://static.project2025.org/2025_MandateForLeadership_CHAPTER-11.pdf\">phasing out Title I (PDF)\u003c/a>.\u003c/p>\n\u003cp>Typically, districts use their Title I money to hire tutors, classroom aides and counselors; train teachers; and provide other services to students who need extra help. Morales fears that Title I cuts will lead to layoffs, at a time when schools are already grappling with budget uncertainty due to the end of COVID-19 relief grants.\u003c/p>\n\u003cp>But perhaps the biggest impact of Trump’s actions is symbolic, Morales said.\u003c/p>\n\u003cp>“When you have the most powerful country in the world dismantling its Department of Education, it means the interest is not there,” he said. “At a time when we need a renaissance in public education to meet the rapidly changing needs of society, we need to fortify public education, not tear it down.”\u003c/p>\n\u003ch2>Budget may be a bigger concern\u003c/h2>\n\u003cp>Andy Rotherham, a senior partner at Bellwether, an educational consulting organization, noted that most of Trump’s proposals have not happened, and may never happen. States make most decisions about schools, and receive relatively little federal funding — about 8% of their overall education budgets, even though much of that money goes to districts with high poverty.\u003c/p>\n\u003cp>A more urgent concern, he said, is whether — and how — the Republican-controlled Congress will reach a budget agreement before the mid-March deadline. A budget deal could include cuts to education, reflecting Trump’s desire to slash federal spending. That could affect everything from student loans to \u003ca href=\"https://calmatters.org/education/k-12-education/2025/01/rural-schools-2/\">funding for rural schools\u003c/a>. This week, Trump cut nearly \u003ca href=\"https://www.chalkbeat.org/2025/02/11/elon-musk-and-doge-cancel-education-department-research-contracts/\">$900 million\u003c/a> in contracts at the U.S. Department of Education, affecting research and program evaluation.\u003c/p>\n\u003cp>Curriculum changes are a little more nuanced, Rotherham said. Activists from both sides have long lobbied for curriculum changes, especially in history and social studies. In California’s ethnic studies curriculum, for example, some want lessons that include the plight of Palestinians, while others want that topic excluded because they say it could be construed as antisemitic. Other fights center on how teachers cover subjects like colonialism, segregation, slavery and capitalism.\u003c/p>\n\u003cp>Rotherham suspects those fights will continue in California and elsewhere. Also, he said, how much those arguments affect what happens in classrooms varies, because teachers have a lot of leeway in what they teach.\u003c/p>\n\u003cp>Regardless, it’s too early to predict the impacts from Trump’s proposals, he said.\u003c/p>\n\u003cp>“Although there’s a lot of chaos, many of the big-picture ideas are still outstanding,” Rotherham said.\u003c/p>\n\u003ch2>‘Hatred feels normalized’\u003c/h2>\n\u003cp>That’s not much comfort for students. Some said they’re already experiencing the aftershocks of Trump’s attacks on immigrants and transgender youth, even if the policies haven’t taken effect yet. They also worry about their futures, especially in light of Trump’s pushback against environmental policies.\u003c/p>\n\u003cp>Kayla Houston, a senior at Luther Burbank High School in Sacramento, said that since Trump was elected in November, she’s seen an uptick in racist and homophobic bullying at her school. She’s even seen swastika graffiti on the walls, she said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It affects how people feel at school,” she said. “Students need to feel safe. … Now hatred feels normalized.”\u003c/p>\n\u003cp>Damian Martinez, a sophomore at Fowler High School in Fowler, south of Fresno, said he has friends who are afraid to leave their homes, even to go to the store, for fear of being deported. The threat of immigration raids has overwhelmed the entire community, a quiet farming town known for its grapes and citrus.\u003c/p>\n\u003cp>Beyond deportations, Martinez worries about the local economy. He wonders who will pick the crops if immigrants are afraid to show up for work, and whether the upheaval in the agricultural industry will drag down the local economy.\u003c/p>\n\u003cp>“This isn’t just stuff on the news. It’s affecting the people around me,” Martinez said. “It makes me sad because it feels like we’re going in the wrong direction.”\u003c/p>\n\u003cp>Another Trump proposal is expanding school vouchers and school choice. School vouchers, which \u003ca href=\"https://www.edweek.org/policy-politics/which-states-have-private-school-choice/2024/01\">already exist in 28 states\u003c/a>, provide tax credits or other incentives for parents to send their children to private schools.\u003c/p>\n\u003cp>Vouchers, which teachers unions strongly oppose, have never been popular in California. In 2000, a ballot initiative that would have legalized vouchers \u003ca href=\"https://ballotpedia.org/California_Proposition_38,_School_Vouchers_Initiative_(2000)\">lost by 70%\u003c/a>. But school choice — families’ right to send children to schools other than their locally assigned school, including charter or magnet schools — has been legal for decades. In fact, California has more charter schools than any other state, and one of the \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=30\">highest enrollment percentages\u003c/a>.\u003c/p>\n\u003ch2>Confusion and resistance\u003c/h2>\n\u003cp>California officials are fighting back against many of Trump’s proposals. Attorney General Rob Bonta has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-bonta-california-schools-will-remain-welcoming-inclusive-safe\">vowed to sue the federal government\u003c/a> if it interferes with the state’s protections for transgender and immigrant students, and issued guidelines for schools on how to handle potential immigration raids and attacks on LGBTQ students.\u003c/p>\n\u003cp>The Association of California School Administrators pledged its “unwavering support” for transgender students and recently urged its members to uphold state laws protecting them. The California School Boards Association recently hosted a webinar on how schools should handle immigration threats, and it was among its most well-attended ever.\u003c/p>\n\u003cp>But plenty of school board members in California support Trump’s moves to overhaul K–12 education. School boards in Chino Valley, Temecula, Roseville and a dozen other districts have voted in the past year or two to require school staff to “out” transgender students to their parents. The policies were struck down by courts, but advocates \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/california-forced-outing-lgbtq-new-laws-2025/\">vowed to continue to fight\u003c/a>.\u003c/p>\n\u003cp>“We have communities that will be enraged at what’s happening, and some that will be enthusiastic, and everything in between,” said Troy Flint, spokesperson for the school boards association. “It’s a difficult time for school boards because traditionally the federal government has stayed out of local school decisions. It adds a layer of complexity, and there’s some confusion about that.”\u003c/p>\n\u003cp>Marsh, at Policy Analysis for California Education, echoed the sentiment about confusion. Some of Trump’s policy ideas are contradictory — for example, his belief that the federal government should have a reduced role in education, while he also wants to dictate curriculum.\u003c/p>\n\u003cp>“Right now, we don’t know how this will work out,” Marsh said. “Still, it’s a lot to deal with.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "ousd-on-track-run-out-of-cash-after-avoiding-hard-decisions-scathing-letter-says",
"title": "OUSD on Track to Run Out of Cash After Avoiding Hard Decisions, Scathing Letter Says",
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"headTitle": "OUSD on Track to Run Out of Cash After Avoiding Hard Decisions, Scathing Letter Says | KQED",
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"content": "\u003cp>\u003cem>Updated 4:39 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>Oakland’s school district will run out of money as soon as next fall if it doesn’t make significant budget changes, the head of the Alameda County Office of Education said in a new letter that lays out in stark terms the \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">fiscal crisis gripping the district\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a>, while facing a $152 million budget shortfall this year, is putting off difficult but consequential decisions, according to the letter sent to the district on Tuesday and obtained by KQED. The letter went on to say OUSD could be out of cash by November and unable to meet its financial obligations if it doesn’t approve long-delayed cost-saving measures — most significantly by possibly \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">closing and merging schools\u003c/a> — in the next six months.\u003c/p>\n\u003cp>“If the Board does not make decisions now, it will rapidly lose the ability to make them at all,” Alameda County Superintendent Alysse Castro wrote in the letter, raising the specter of the total loss of local control if the district needs another bankruptcy loan from the state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Castro’s office is also stepping up its oversight of the beleaguered district, a move that was automatically triggered by the district’s negative budget certification in its first fiscal review of the year. The Alameda County Office of Education will assign a fiscal adviser to guide OUSD through the next six months as it rolls out its latest budget-balancing plan, passed in June.\u003c/p>\n\u003cp>“This is a last opportunity to provide additional intervention to support the Board in their decision-making efforts,” Castro wrote in the letter.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of 10 different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The warning comes on the heels of a tense final \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">school board meeting in December\u003c/a>, where board members were expected to vote on a proposal to merge 10 small schools that are co-located on five campuses. Despite the standing-room-only crowd of emotional parents, students and staff, no representative made a motion to vote on the plan, leaving it stalled indefinitely.\u003c/p>\n\u003cp>Former board president Sam Davis, who opted not to run for re-election, cautioned against kicking the can further down the road, since it would only mean making larger cuts later.\u003c/p>\n\u003cp>“I did my best this year as your president to carry us through the AB 1912 [consolidation] process,” he said before the meeting closed. “Yet here we are in December without a decision to move forward with the school closures and consolidations that we all know are inevitable given the rising cost of living that is pushing families out of Oakland and declining enrollment overall.”\u003c/p>\n\u003cp>[aside postID=news_12021883 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/02172023_ksuzuki_tkprogress-010_qed-1020x679.jpg']\u003c/p>\n\u003cp>OUSD has backed off of plans to close schools twice since 2021, when a plan to shutter 11 schools led to widespread anger from families and a hunger strike by two staff members. That proposal passed, but it was \u003ca href=\"https://www.kqed.org/news/11937906/oakland-school-board-halts-controversial-closure-plan-sparing-5-elementary-schools\">reversed\u003c/a> when a new board took office in January 2023.\u003c/p>\n\u003cp>Last fall, the mergers were proposed after a \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">larger list of schools\u003c/a> to shutter was floated to board members by OUSD Superintendent Kyla Johnson-Trammell but didn’t receive enough support, Davis told KQED at the time.\u003c/p>\n\u003cp>FCMAT, the financial company tasked with assisting the district and county with financial management, said the district has repeatedly failed to use its tools to develop a “coherent” fiscal solvency plan, according to the Alameda County letter.\u003c/p>\n\u003cp>“Instead of using these resources, the district has created multiple alternative plans, which it continues to alter or bypass when faced with difficult decisions,” FCMAT’s review said. “As a result, the district board defers necessary decisions, and when made, they are either rescinded or their implementation is delayed.”\u003c/p>\n\u003cp>The budget crisis isn’t new — OUSD has been in state receivership since 2003 and is currently set to regain full financial control in 2026 after making its final loan payment to the state — but it has been exacerbated by declining enrollment and significant increases in compensation.\u003c/p>\n\u003cp>During the COVID-19 pandemic, OUSD was able to lean on one-time relief funds, especially as its number of students declined, but those have now dried up.\u003c/p>\n\u003cfigure id=\"attachment_12017854\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017854\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students, families, educators and community members attend the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they went on a \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">seven-day strike\u003c/a>, but without making necessary budget adjustments elsewhere, it’s been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>While enrollment dropped in the early 2000s, OUSD opened \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools\">more than 40 new small campuses\u003c/a> as part of a movement meant to improve equity for students in Oakland’s lower-income neighborhoods.\u003c/p>\n\u003cp>Lisa Grant-Dawson, the district’s chief budget officer, said that in the past, declining enrollment was something “almost not accepted” by the district. For years, they’ve pushed off restructuring and scraped by by making mid-year cuts.\u003c/p>\n\u003cp>“It’s been decades of not dealing with systemic issues and ultimately asking the superintendent … and the staff to make it work for the year with some commitment that ‘We’ll do something in the future,’” she told KQED. “That doesn’t happen and we just reach the place where we’ve run out of space for us to be able to make amends as we have historically.”\u003c/p>\n\u003cp>The current budget-balancing process — known as the Re-Envision, Redesign, and Restructure plan — includes reviewing the district’s footprint, which could mean closing or merging schools and restructuring its staffing formula, business and operations, and school site allocations. The board will also examine equity and student outcomes.\u003c/p>\n\u003cp>It will add to the cost savings the budget team identifies in the 2025-2026 spending plan after the board approved more than two dozen budget-balancing solutions for district staff last month. These include centralizing contracts with community agencies and supply manufacturers and reducing school site discretionary funding.\u003c/p>\n\u003cp>The new board seems less amenable to school consolidations than the last without Davis, but Castro warned that officials have reached the “fork in the road” she’s warned about for the last year of the budget discussion.\u003c/p>\n\u003cp>“One path leads back to full local control: paying off the loan, exiting trusteeship, and embarking on a new era of sustainable community schools. The other path — one paved by refusing to make tradeoffs and by deferring hard decisions — leads quickly to another bankruptcy loan from the State and a forfeit of local decision-making authority,” she wrote.\u003c/p>\n\u003cp>Grant-Dawson isn’t sure that’s enough time to fully develop a strategic fiscal plan or if the board will move to implement it.\u003c/p>\n\u003cp>“I think that they can develop concepts. I think what we’ve seen historically, though, is there is a commitment to move in a direction, you just don’t get there,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "OUSD on Track to Run Out of Cash After Avoiding Hard Decisions, Scathing Letter Says | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 4:39 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>Oakland’s school district will run out of money as soon as next fall if it doesn’t make significant budget changes, the head of the Alameda County Office of Education said in a new letter that lays out in stark terms the \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">fiscal crisis gripping the district\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a>, while facing a $152 million budget shortfall this year, is putting off difficult but consequential decisions, according to the letter sent to the district on Tuesday and obtained by KQED. The letter went on to say OUSD could be out of cash by November and unable to meet its financial obligations if it doesn’t approve long-delayed cost-saving measures — most significantly by possibly \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">closing and merging schools\u003c/a> — in the next six months.\u003c/p>\n\u003cp>“If the Board does not make decisions now, it will rapidly lose the ability to make them at all,” Alameda County Superintendent Alysse Castro wrote in the letter, raising the specter of the total loss of local control if the district needs another bankruptcy loan from the state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Castro’s office is also stepping up its oversight of the beleaguered district, a move that was automatically triggered by the district’s negative budget certification in its first fiscal review of the year. The Alameda County Office of Education will assign a fiscal adviser to guide OUSD through the next six months as it rolls out its latest budget-balancing plan, passed in June.\u003c/p>\n\u003cp>“This is a last opportunity to provide additional intervention to support the Board in their decision-making efforts,” Castro wrote in the letter.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of 10 different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The warning comes on the heels of a tense final \u003ca href=\"https://www.kqed.org/news/12017719/oaklands-school-merger-plan-stalled-districts-huge-deficit-remains\">school board meeting in December\u003c/a>, where board members were expected to vote on a proposal to merge 10 small schools that are co-located on five campuses. Despite the standing-room-only crowd of emotional parents, students and staff, no representative made a motion to vote on the plan, leaving it stalled indefinitely.\u003c/p>\n\u003cp>Former board president Sam Davis, who opted not to run for re-election, cautioned against kicking the can further down the road, since it would only mean making larger cuts later.\u003c/p>\n\u003cp>“I did my best this year as your president to carry us through the AB 1912 [consolidation] process,” he said before the meeting closed. “Yet here we are in December without a decision to move forward with the school closures and consolidations that we all know are inevitable given the rising cost of living that is pushing families out of Oakland and declining enrollment overall.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>OUSD has backed off of plans to close schools twice since 2021, when a plan to shutter 11 schools led to widespread anger from families and a hunger strike by two staff members. That proposal passed, but it was \u003ca href=\"https://www.kqed.org/news/11937906/oakland-school-board-halts-controversial-closure-plan-sparing-5-elementary-schools\">reversed\u003c/a> when a new board took office in January 2023.\u003c/p>\n\u003cp>Last fall, the mergers were proposed after a \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">larger list of schools\u003c/a> to shutter was floated to board members by OUSD Superintendent Kyla Johnson-Trammell but didn’t receive enough support, Davis told KQED at the time.\u003c/p>\n\u003cp>FCMAT, the financial company tasked with assisting the district and county with financial management, said the district has repeatedly failed to use its tools to develop a “coherent” fiscal solvency plan, according to the Alameda County letter.\u003c/p>\n\u003cp>“Instead of using these resources, the district has created multiple alternative plans, which it continues to alter or bypass when faced with difficult decisions,” FCMAT’s review said. “As a result, the district board defers necessary decisions, and when made, they are either rescinded or their implementation is delayed.”\u003c/p>\n\u003cp>The budget crisis isn’t new — OUSD has been in state receivership since 2003 and is currently set to regain full financial control in 2026 after making its final loan payment to the state — but it has been exacerbated by declining enrollment and significant increases in compensation.\u003c/p>\n\u003cp>During the COVID-19 pandemic, OUSD was able to lean on one-time relief funds, especially as its number of students declined, but those have now dried up.\u003c/p>\n\u003cfigure id=\"attachment_12017854\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017854\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-016-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students, families, educators and community members attend the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they went on a \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">seven-day strike\u003c/a>, but without making necessary budget adjustments elsewhere, it’s been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>While enrollment dropped in the early 2000s, OUSD opened \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools\">more than 40 new small campuses\u003c/a> as part of a movement meant to improve equity for students in Oakland’s lower-income neighborhoods.\u003c/p>\n\u003cp>Lisa Grant-Dawson, the district’s chief budget officer, said that in the past, declining enrollment was something “almost not accepted” by the district. For years, they’ve pushed off restructuring and scraped by by making mid-year cuts.\u003c/p>\n\u003cp>“It’s been decades of not dealing with systemic issues and ultimately asking the superintendent … and the staff to make it work for the year with some commitment that ‘We’ll do something in the future,’” she told KQED. “That doesn’t happen and we just reach the place where we’ve run out of space for us to be able to make amends as we have historically.”\u003c/p>\n\u003cp>The current budget-balancing process — known as the Re-Envision, Redesign, and Restructure plan — includes reviewing the district’s footprint, which could mean closing or merging schools and restructuring its staffing formula, business and operations, and school site allocations. The board will also examine equity and student outcomes.\u003c/p>\n\u003cp>It will add to the cost savings the budget team identifies in the 2025-2026 spending plan after the board approved more than two dozen budget-balancing solutions for district staff last month. These include centralizing contracts with community agencies and supply manufacturers and reducing school site discretionary funding.\u003c/p>\n\u003cp>The new board seems less amenable to school consolidations than the last without Davis, but Castro warned that officials have reached the “fork in the road” she’s warned about for the last year of the budget discussion.\u003c/p>\n\u003cp>“One path leads back to full local control: paying off the loan, exiting trusteeship, and embarking on a new era of sustainable community schools. The other path — one paved by refusing to make tradeoffs and by deferring hard decisions — leads quickly to another bankruptcy loan from the State and a forfeit of local decision-making authority,” she wrote.\u003c/p>\n\u003cp>Grant-Dawson isn’t sure that’s enough time to fully develop a strategic fiscal plan or if the board will move to implement it.\u003c/p>\n\u003cp>“I think that they can develop concepts. I think what we’ve seen historically, though, is there is a commitment to move in a direction, you just don’t get there,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/donald-trump\">Donald Trump\u003c/a> said he would eliminate the Department of Education and cut funding to K–12 schools as he campaigned. He denounced efforts by the Biden administration to forgive student loans. Now that the former president has been reelected, his second term in office is almost certain to spell trouble for public education, including in \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>, home to the largest public school system in the country.\u003c/p>\n\u003cp>California education officials are already calling on President-elect Trump to protect public school funding but are preparing for the worst.\u003c/p>\n\u003cp>State Superintendent Tony Thurmond addressed concerns at a press conference on Friday, surrounded by teachers holding “Education is for everyone” and “Protect all students” signs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is not a partisan issue,” he said. “This is an issue of continuing to assure that students have access to the resources that they are entitled to under the law. And we will continue to do that.”\u003c/p>\n\u003cp>If Trump follows through on his vow to abolish the Department of Education, California could face a nearly $8 billion loss in funding for public education. If that happens, Thurmond said he would call on the state Legislature and Gov. Gavin Newsom’s office to backfill that funding.\u003c/p>\n\u003cp>“We’ll see where things end up, but we are already prepared to take legislative action and steps to protect funding in education,” Thurmond said.\u003c/p>\n\u003cp>He said he’s already heard from educators worried about the threat to their most vulnerable students, including those from immigrant families, as well as those enrolled in special education programs.\u003c/p>\n\u003cp>“They said, ‘If the U.S. Department of Education is abolished, does that mean that we’re getting rid of special education services for California students?’ And let me be clear: We will not be ever getting rid of special education services in the great state of California,” he said.\u003c/p>\n\u003cp>During Trump’s first term, he rolled back many Obama-era protections for marginalized students, including students of color and transgender students. Then-Education Secretary Betsy DeVos rescinded Obama’s Title IX guidance for transgender students, which allowed them to use restrooms and locker rooms that matched their gender identity. Trump’s administration also tossed Obama-era civil rights efforts in schools, including a policy aimed at preventing schools from disproportionately disciplining students of color.\u003c/p>\n\u003cp>Not every education-related rollback was successful. For instance, \u003ca href=\"https://www.edweek.org/policy-politics/trump-budget-would-make-massive-cuts-to-ed-dept-but-boost-school-choice/2017/03\">Trump tried to cut funding\u003c/a> to the Department of Education by 13% and eliminate popular programs like after-school programs and teacher training, but a Republican-controlled Congress rejected those efforts.\u003c/p>\n\u003cp>Still, California educators are worried about the damage a second Trump presidency could do to their schools and students.\u003c/p>\n\u003cp>“We want to make sure we have a safe space for every student, regardless of their immigration status,” said Jeff Freitas, president of the California Federation of Teachers and a high school math teacher. “We want to make sure this is a safe space for every LGBTQ+ student.”\u003c/p>\n\u003cp>A decrease in funding would be especially troublesome in the Bay Area, where local school districts are already under financial strain.\u003c/p>\n\u003cp>San Francisco Unified School District is currently \u003ca href=\"https://www.kqed.org/news/12006395/sf-school-district-should-focus-on-budget-before-deciding-on-campus-closures-breed-says\">facing a massive budget deficit\u003c/a>, which has forced it to consider closing and merging some schools, causing outcry among parents, teachers and staff.\u003c/p>\n\u003cp>Oakland’s school district is also grappling with a big budget deficit of $174 million. On Friday, the district announced \u003cspan style=\"margin: 0px;padding: 0px\">it \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\" target=\"_blank\" rel=\"noopener\">plans\u003c/a>\u003c/span>\u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\"> to merge 10 campuses\u003c/a> to reduce costs.[aside label=\"Related Stories\" postID=\"news_12013558,news_12013269,forum_2010101907754\"]“At a time when we’re facing a fiscal cliff for other reasons, losing $10 million here or $10 million there … it would be really serious for us,” said Sam Davis, outgoing president of the Oakland Unified School District board.\u003c/p>\n\u003cp>Federal funding accounts for about 7% of the district’s funding, according to Davis. That includes funding for Title I programs, which provide academic opportunities for lower-income students, as well as for special education programs.\u003c/p>\n\u003cp>The vast majority of the district’s funding, though, comes from the state. And Davis said he’s encouraged by Thurmond’s commitment to backfill funding should the federal dollars go away.\u003c/p>\n\u003cp>During Trump’s first term in office, Davis said the district didn’t face significant cuts despite Trump’s focus on education privatization.\u003c/p>\n\u003cp>“The last time around, what we saw was an incompetent administration and a lot of infighting, so they weren’t very effective at implementing their agenda,” he said.\u003c/p>\n\u003cp>This time, Davis said the guardrails have come off, and he’s worried about the extreme plans \u003ca href=\"https://www.kqed.org/news/11998288/what-is-project-2025-donald-trump-heritage-foundation-director-steps-down\">laid out in Project 2025\u003c/a>, for example.\u003c/p>\n\u003cp>Davis said he’s most concerned for the more vulnerable students in the district, especially those from immigrant families. Oakland has one of the highest proportional populations of students who have been in the U.S. for fewer than three years in the state, he said.\u003c/p>\n\u003cp>“We are committed to supporting our families through this difficult time,” he said. “I think we just need to be clear-eyed about the fight that we have on our hands over the next four years.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "On the campaign trail, Trump said he would eliminate the Department of Education, slash funding to K–12 education and roll back Title IX protections. Now, California education officials are preparing to protect against an administration they say will target the most vulnerable students. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/donald-trump\">Donald Trump\u003c/a> said he would eliminate the Department of Education and cut funding to K–12 schools as he campaigned. He denounced efforts by the Biden administration to forgive student loans. Now that the former president has been reelected, his second term in office is almost certain to spell trouble for public education, including in \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>, home to the largest public school system in the country.\u003c/p>\n\u003cp>California education officials are already calling on President-elect Trump to protect public school funding but are preparing for the worst.\u003c/p>\n\u003cp>State Superintendent Tony Thurmond addressed concerns at a press conference on Friday, surrounded by teachers holding “Education is for everyone” and “Protect all students” signs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is not a partisan issue,” he said. “This is an issue of continuing to assure that students have access to the resources that they are entitled to under the law. And we will continue to do that.”\u003c/p>\n\u003cp>If Trump follows through on his vow to abolish the Department of Education, California could face a nearly $8 billion loss in funding for public education. If that happens, Thurmond said he would call on the state Legislature and Gov. Gavin Newsom’s office to backfill that funding.\u003c/p>\n\u003cp>“We’ll see where things end up, but we are already prepared to take legislative action and steps to protect funding in education,” Thurmond said.\u003c/p>\n\u003cp>He said he’s already heard from educators worried about the threat to their most vulnerable students, including those from immigrant families, as well as those enrolled in special education programs.\u003c/p>\n\u003cp>“They said, ‘If the U.S. Department of Education is abolished, does that mean that we’re getting rid of special education services for California students?’ And let me be clear: We will not be ever getting rid of special education services in the great state of California,” he said.\u003c/p>\n\u003cp>During Trump’s first term, he rolled back many Obama-era protections for marginalized students, including students of color and transgender students. Then-Education Secretary Betsy DeVos rescinded Obama’s Title IX guidance for transgender students, which allowed them to use restrooms and locker rooms that matched their gender identity. Trump’s administration also tossed Obama-era civil rights efforts in schools, including a policy aimed at preventing schools from disproportionately disciplining students of color.\u003c/p>\n\u003cp>Not every education-related rollback was successful. For instance, \u003ca href=\"https://www.edweek.org/policy-politics/trump-budget-would-make-massive-cuts-to-ed-dept-but-boost-school-choice/2017/03\">Trump tried to cut funding\u003c/a> to the Department of Education by 13% and eliminate popular programs like after-school programs and teacher training, but a Republican-controlled Congress rejected those efforts.\u003c/p>\n\u003cp>Still, California educators are worried about the damage a second Trump presidency could do to their schools and students.\u003c/p>\n\u003cp>“We want to make sure we have a safe space for every student, regardless of their immigration status,” said Jeff Freitas, president of the California Federation of Teachers and a high school math teacher. “We want to make sure this is a safe space for every LGBTQ+ student.”\u003c/p>\n\u003cp>A decrease in funding would be especially troublesome in the Bay Area, where local school districts are already under financial strain.\u003c/p>\n\u003cp>San Francisco Unified School District is currently \u003ca href=\"https://www.kqed.org/news/12006395/sf-school-district-should-focus-on-budget-before-deciding-on-campus-closures-breed-says\">facing a massive budget deficit\u003c/a>, which has forced it to consider closing and merging some schools, causing outcry among parents, teachers and staff.\u003c/p>\n\u003cp>Oakland’s school district is also grappling with a big budget deficit of $174 million. On Friday, the district announced \u003cspan style=\"margin: 0px;padding: 0px\">it \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\" target=\"_blank\" rel=\"noopener\">plans\u003c/a>\u003c/span>\u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\"> to merge 10 campuses\u003c/a> to reduce costs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“At a time when we’re facing a fiscal cliff for other reasons, losing $10 million here or $10 million there … it would be really serious for us,” said Sam Davis, outgoing president of the Oakland Unified School District board.\u003c/p>\n\u003cp>Federal funding accounts for about 7% of the district’s funding, according to Davis. That includes funding for Title I programs, which provide academic opportunities for lower-income students, as well as for special education programs.\u003c/p>\n\u003cp>The vast majority of the district’s funding, though, comes from the state. And Davis said he’s encouraged by Thurmond’s commitment to backfill funding should the federal dollars go away.\u003c/p>\n\u003cp>During Trump’s first term in office, Davis said the district didn’t face significant cuts despite Trump’s focus on education privatization.\u003c/p>\n\u003cp>“The last time around, what we saw was an incompetent administration and a lot of infighting, so they weren’t very effective at implementing their agenda,” he said.\u003c/p>\n\u003cp>This time, Davis said the guardrails have come off, and he’s worried about the extreme plans \u003ca href=\"https://www.kqed.org/news/11998288/what-is-project-2025-donald-trump-heritage-foundation-director-steps-down\">laid out in Project 2025\u003c/a>, for example.\u003c/p>\n\u003cp>Davis said he’s most concerned for the more vulnerable students in the district, especially those from immigrant families. Oakland has one of the highest proportional populations of students who have been in the U.S. for fewer than three years in the state, he said.\u003c/p>\n\u003cp>“We are committed to supporting our families through this difficult time,” he said. “I think we just need to be clear-eyed about the fight that we have on our hands over the next four years.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Report Gives California Schools a ‘D’ on Data Transparency",
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"content": "\u003cp>California has a wealth of data about K-12 public schools — test scores, attendance rates, who’s headed to college and more.\u003c/p>\n\u003cp>Finding it is another story.\u003c/p>\n\u003cp>Information about the state’s 5.8 million students and their schools is spread across at least five websites, each outfitted with dozens of filters, drop-down menus and color-coded graphics. That scattered approach to data transparency prevents parents from truly understanding how their children’s schools are faring — and taking action to improve them, according to a report released Thursday.\u003c/p>\n\u003cp>“I have a PhD in education policy and I can barely navigate these sites,” said Morgan Polikoff, a USC professor who worked on the report. “How do we expect a typical parent to access this information and make sense of it?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report, published by the Center for Reinventing Public Education at Arizona State University, gave California a “D” for \u003ca href=\"https://crpe.org/transparent-state-report-card-grades-2024/\">school data transparency\u003c/a>, compared to other states. Researchers looked at how states present test scores in math, social studies, reading and science, as well as absenteeism and graduation rates and English learner progress.\u003c/p>\n\u003cp>\u003ca href=\"https://public-edsight.ct.gov/overview/next-generation-accountability-dashboard?language=en_US\">Connecticut\u003c/a>, \u003ca href=\"https://www.mischooldata.org/dashboard/\">Michigan\u003c/a> and \u003ca href=\"https://tdepublicschools.ondemand.sas.com/\">Tennessee\u003c/a> were among the states that received A’s for their easy-to-navigate data portals. California ranked alongside Arkansas, West Virginia and Arizona, among others.\u003c/p>\n\u003ch2>Dissecting the school data dashboard\u003c/h2>\n\u003cp>The state’s primary data source for parents is the \u003ca href=\"https://www.caschooldashboard.org/\">California School Dashboard\u003c/a>. The Department of Education consults with data experts, including the \u003ca href=\"https://dataqualitycampaign.org/resources/flagship-resources/show-me-the-data-2023/\">Data Quality Campaign\u003c/a>’s “Show Me the Data” report, when it updates the information, said Elizabeth Sanders, spokesperson for the department. The state often makes adjustments based on advice from experts and parents, she said, and is continually seeking to improve its data portals.\u003c/p>\n\u003cp>Sanders was unaware of the methods Polikoff and his colleagues used to critique California’s data transparency, but “Show Me the Data” also dinged California for not showing year-over-year growth data. In fact, California is one of only four states nationwide that doesn’t show any growth data at all (the others are Kansas, Kentucky and Washington, D.C.).\u003c/p>\n\u003cp>“We always remain open to the feedback and needs of our families, and we look forward to understanding more,” Sanders said. [aside label=\"Education Stories\" tag=\"california-schools\"]The education department unveiled the California School Dashboard in 2016–17 on the heels of the state’s shift to a revised funding formula that was meant to steer \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">more money to underprivileged students\u003c/a>. It was meant to paint a more nuanced picture of schools’ performance, beyond just test scores. The dashboard measures academic achievement alongside chronic absenteeism, graduation rates, suspension rates, college and career readiness and English learner progress, broken down by 13 student groups.\u003c/p>\n\u003cp>Schools are assigned colors based on their performance, but sometimes those colors can be misleading. For example, one school might rank as orange, the second-lowest color, if it’s made progress even though its scores remain very low. Another school might rank as red, the lowest color, if it’s shown little progress but has higher scores.\u003c/p>\n\u003cp>Last year, for example, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590125161/2023#english-language-arts-card\">Castlemont High School\u003c/a> In Oakland earned an orange ranking in English even though its scores were 223 points below the state standard. Just a few miles away, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590137943/2023#english-language-arts-card\">Skyline High\u003c/a> rated a lower color — red — even though its scores were only 123 points below the standard.\u003c/p>\n\u003cp>Researchers said the dashboard is unnecessarily opaque and cumbersome. While Polikoff generally supports showing a school’s performance in relation to the state standard, he also believes parents should have easy access to the test scores in a way they can understand. In addition, the dashboard should present year-over-year trends. Currently, users must collect the numbers themselves and make their own graphs.\u003c/p>\n\u003cp>Other organizations have also criticized California’s dashboard. EdTrust-West, an Oakland-based education research nonprofit, has said the confusing data prevents parents at low-performing schools from advocating for their children.\u003c/p>\n\u003cp>“The dashboard portrays performance data using colors that in many instances suggest that schools and districts are adequately supporting their students to succeed. This is not the case in far too many California schools, and it’s especially true for \u003ca href=\"https://calmatters.org/education/k-12-education/2024/06/discrimination-lawsuit/\">students of color and multilingual learners\u003c/a>,” said Natalie Wheatfall-Lum, EdTrust-West’s director of TK–12 policy. “Families can’t be effective partners if we don’t give them a clear picture of what’s going on.”\u003c/p>\n\u003ch2>Student data system ‘feels like a smokescreen’\u003c/h2>\n\u003cp>California has other portals for student data, including \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">Data Quest\u003c/a>, an exhaustive database of the student population; the \u003ca href=\"https://sarconline.org/public/findASarc\">School Accountability Report Card\u003c/a>, which shows information about specific schools such as how many teachers are credentialed, whether textbooks are current or if the school needs repairs; and the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/\">California Assessment of Student Performance and Progress\u003c/a>, a breakdown of Smarter Balanced standardized test scores. The \u003ca href=\"https://calschls.org/\">California Healthy Kids Survey\u003c/a> looks at topics like substance use, bullying and parent involvement at the state, county and district levels.\u003c/p>\n\u003cp>This can be frustrating for parents trying to get a snapshot of their child’s school. Knowing where to find specific details — and putting them in context — can take hours.\u003c/p>\n\u003cp>“It feels like a smokescreen,” said Crystal Trull, a parent of three children in San Diego Unified. “Parents don’t understand what the data means, which makes it difficult to get a sense of a particular school.”\u003c/p>\n\u003cp>Adding to the confusion, Trull said, the state changes assessments every few years, making it almost impossible to gauge long-term trends.\u003c/p>\n\u003cfigure id=\"attachment_12003321\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1536x1152.jpg 1536w\" sizes=\"(max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">A boy writes on his desk at a Morgan Hill schools. \u003ccite>(Francesca Segre/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students are the ones ultimately harmed, she said. Parents might not have all the available information when evaluating a school, and their children risk falling behind. “By the time parents realize their children don’t actually have the skills they need, it could be too late,” she said. “And that’s the real tragedy here.”\u003c/p>\n\u003cp>\u003ca href=\"https://rossier.usc.edu/news-insights/news/reality-covid-19-learning-loss\">Research\u003c/a> backs that up. In a previous study, Polikoff and his colleagues at USC found a disconnect between parent concerns and policy analysis of the state of schools, particularly post-pandemic. An \u003ca href=\"https://calmatters.org/education/k-12-education/2024/02/learning-loss/\">avalanche of research\u003c/a> showed steep learning declines stemming from school closures, yet many parents seemed unfazed, Polikoff said.\u003c/p>\n\u003cp>“Experts raise all these alarm bells but parents don’t seem that concerned or even aware there’s a crisis,” Polikoff said. “So we decided to find out why. The lack of accessible data is likely one significant reason.”\u003c/p>\n\u003cp>Another reason is grade inflation, researchers found. If students are mostly getting A’s and B’s, parents are less inclined to pay attention to standardized test scores or alarming reports from policy experts, Polikoff said.\u003c/p>\n\u003cp>“Parents tend to think schools have their kids’ best interests in mind, and kids are resilient,” Polikoff said. “That can be true, but it can also mean that parents don’t always have a realistic idea of what’s actually happening.”\u003c/p>\n\u003ch2>Better measures of student success?\u003c/h2>\n\u003cp>At Irvine Unified, parent Jim Leung said he’d like to see the dashboard show specific test scores, not whether students are “meeting standards,” a metric that he says is not well defined. He’d also like more information about college readiness, social-emotional growth and life skills — topics that provide a far more accurate picture of how well schools are preparing students for the future, he said.\u003c/p>\n\u003cp>“Most students in Irvine already meet or exceed the standards, so the dashboard isn’t really helpful,” said Leung, father of a high school sophomore. “Parents want to go beyond the minimum. We want to know how well our schools are really preparing students for college and career and life in general.”\u003c/p>\n\u003cp>Some of that information — such as \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/admissions-source-school\">University of California\u003c/a> and \u003ca href=\"https://tableau.calstate.edu/views/Application_withsystemwide/AppAdmitEnroll?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3Arender=true&%3AshowVizHome=no&%3Aorigin=viz_share_link\">California State University\u003c/a> admission numbers by high school — is available elsewhere online, but can be hard to locate.\u003c/p>\n\u003cp>“I know the information is out there,” Leung said. “But there’s so much data, and parents are busy.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Information about how the state’s K–12 students are performing is located on several sites and is difficult to understand, a new report finds.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California has a wealth of data about K-12 public schools — test scores, attendance rates, who’s headed to college and more.\u003c/p>\n\u003cp>Finding it is another story.\u003c/p>\n\u003cp>Information about the state’s 5.8 million students and their schools is spread across at least five websites, each outfitted with dozens of filters, drop-down menus and color-coded graphics. That scattered approach to data transparency prevents parents from truly understanding how their children’s schools are faring — and taking action to improve them, according to a report released Thursday.\u003c/p>\n\u003cp>“I have a PhD in education policy and I can barely navigate these sites,” said Morgan Polikoff, a USC professor who worked on the report. “How do we expect a typical parent to access this information and make sense of it?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report, published by the Center for Reinventing Public Education at Arizona State University, gave California a “D” for \u003ca href=\"https://crpe.org/transparent-state-report-card-grades-2024/\">school data transparency\u003c/a>, compared to other states. Researchers looked at how states present test scores in math, social studies, reading and science, as well as absenteeism and graduation rates and English learner progress.\u003c/p>\n\u003cp>\u003ca href=\"https://public-edsight.ct.gov/overview/next-generation-accountability-dashboard?language=en_US\">Connecticut\u003c/a>, \u003ca href=\"https://www.mischooldata.org/dashboard/\">Michigan\u003c/a> and \u003ca href=\"https://tdepublicschools.ondemand.sas.com/\">Tennessee\u003c/a> were among the states that received A’s for their easy-to-navigate data portals. California ranked alongside Arkansas, West Virginia and Arizona, among others.\u003c/p>\n\u003ch2>Dissecting the school data dashboard\u003c/h2>\n\u003cp>The state’s primary data source for parents is the \u003ca href=\"https://www.caschooldashboard.org/\">California School Dashboard\u003c/a>. The Department of Education consults with data experts, including the \u003ca href=\"https://dataqualitycampaign.org/resources/flagship-resources/show-me-the-data-2023/\">Data Quality Campaign\u003c/a>’s “Show Me the Data” report, when it updates the information, said Elizabeth Sanders, spokesperson for the department. The state often makes adjustments based on advice from experts and parents, she said, and is continually seeking to improve its data portals.\u003c/p>\n\u003cp>Sanders was unaware of the methods Polikoff and his colleagues used to critique California’s data transparency, but “Show Me the Data” also dinged California for not showing year-over-year growth data. In fact, California is one of only four states nationwide that doesn’t show any growth data at all (the others are Kansas, Kentucky and Washington, D.C.).\u003c/p>\n\u003cp>“We always remain open to the feedback and needs of our families, and we look forward to understanding more,” Sanders said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The education department unveiled the California School Dashboard in 2016–17 on the heels of the state’s shift to a revised funding formula that was meant to steer \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">more money to underprivileged students\u003c/a>. It was meant to paint a more nuanced picture of schools’ performance, beyond just test scores. The dashboard measures academic achievement alongside chronic absenteeism, graduation rates, suspension rates, college and career readiness and English learner progress, broken down by 13 student groups.\u003c/p>\n\u003cp>Schools are assigned colors based on their performance, but sometimes those colors can be misleading. For example, one school might rank as orange, the second-lowest color, if it’s made progress even though its scores remain very low. Another school might rank as red, the lowest color, if it’s shown little progress but has higher scores.\u003c/p>\n\u003cp>Last year, for example, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590125161/2023#english-language-arts-card\">Castlemont High School\u003c/a> In Oakland earned an orange ranking in English even though its scores were 223 points below the state standard. Just a few miles away, \u003ca href=\"https://www.caschooldashboard.org/reports/01612590137943/2023#english-language-arts-card\">Skyline High\u003c/a> rated a lower color — red — even though its scores were only 123 points below the standard.\u003c/p>\n\u003cp>Researchers said the dashboard is unnecessarily opaque and cumbersome. While Polikoff generally supports showing a school’s performance in relation to the state standard, he also believes parents should have easy access to the test scores in a way they can understand. In addition, the dashboard should present year-over-year trends. Currently, users must collect the numbers themselves and make their own graphs.\u003c/p>\n\u003cp>Other organizations have also criticized California’s dashboard. EdTrust-West, an Oakland-based education research nonprofit, has said the confusing data prevents parents at low-performing schools from advocating for their children.\u003c/p>\n\u003cp>“The dashboard portrays performance data using colors that in many instances suggest that schools and districts are adequately supporting their students to succeed. This is not the case in far too many California schools, and it’s especially true for \u003ca href=\"https://calmatters.org/education/k-12-education/2024/06/discrimination-lawsuit/\">students of color and multilingual learners\u003c/a>,” said Natalie Wheatfall-Lum, EdTrust-West’s director of TK–12 policy. “Families can’t be effective partners if we don’t give them a clear picture of what’s going on.”\u003c/p>\n\u003ch2>Student data system ‘feels like a smokescreen’\u003c/h2>\n\u003cp>California has other portals for student data, including \u003ca href=\"https://dq.cde.ca.gov/dataquest/\">Data Quest\u003c/a>, an exhaustive database of the student population; the \u003ca href=\"https://sarconline.org/public/findASarc\">School Accountability Report Card\u003c/a>, which shows information about specific schools such as how many teachers are credentialed, whether textbooks are current or if the school needs repairs; and the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/\">California Assessment of Student Performance and Progress\u003c/a>, a breakdown of Smarter Balanced standardized test scores. The \u003ca href=\"https://calschls.org/\">California Healthy Kids Survey\u003c/a> looks at topics like substance use, bullying and parent involvement at the state, county and district levels.\u003c/p>\n\u003cp>This can be frustrating for parents trying to get a snapshot of their child’s school. Knowing where to find specific details — and putting them in context — can take hours.\u003c/p>\n\u003cp>“It feels like a smokescreen,” said Crystal Trull, a parent of three children in San Diego Unified. “Parents don’t understand what the data means, which makes it difficult to get a sense of a particular school.”\u003c/p>\n\u003cp>Adding to the confusion, Trull said, the state changes assessments every few years, making it almost impossible to gauge long-term trends.\u003c/p>\n\u003cfigure id=\"attachment_12003321\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12003321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/IMG_2615_qed-1536x1152.jpg 1536w\" sizes=\"(max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">A boy writes on his desk at a Morgan Hill schools. \u003ccite>(Francesca Segre/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students are the ones ultimately harmed, she said. Parents might not have all the available information when evaluating a school, and their children risk falling behind. “By the time parents realize their children don’t actually have the skills they need, it could be too late,” she said. “And that’s the real tragedy here.”\u003c/p>\n\u003cp>\u003ca href=\"https://rossier.usc.edu/news-insights/news/reality-covid-19-learning-loss\">Research\u003c/a> backs that up. In a previous study, Polikoff and his colleagues at USC found a disconnect between parent concerns and policy analysis of the state of schools, particularly post-pandemic. An \u003ca href=\"https://calmatters.org/education/k-12-education/2024/02/learning-loss/\">avalanche of research\u003c/a> showed steep learning declines stemming from school closures, yet many parents seemed unfazed, Polikoff said.\u003c/p>\n\u003cp>“Experts raise all these alarm bells but parents don’t seem that concerned or even aware there’s a crisis,” Polikoff said. “So we decided to find out why. The lack of accessible data is likely one significant reason.”\u003c/p>\n\u003cp>Another reason is grade inflation, researchers found. If students are mostly getting A’s and B’s, parents are less inclined to pay attention to standardized test scores or alarming reports from policy experts, Polikoff said.\u003c/p>\n\u003cp>“Parents tend to think schools have their kids’ best interests in mind, and kids are resilient,” Polikoff said. “That can be true, but it can also mean that parents don’t always have a realistic idea of what’s actually happening.”\u003c/p>\n\u003ch2>Better measures of student success?\u003c/h2>\n\u003cp>At Irvine Unified, parent Jim Leung said he’d like to see the dashboard show specific test scores, not whether students are “meeting standards,” a metric that he says is not well defined. He’d also like more information about college readiness, social-emotional growth and life skills — topics that provide a far more accurate picture of how well schools are preparing students for the future, he said.\u003c/p>\n\u003cp>“Most students in Irvine already meet or exceed the standards, so the dashboard isn’t really helpful,” said Leung, father of a high school sophomore. “Parents want to go beyond the minimum. We want to know how well our schools are really preparing students for college and career and life in general.”\u003c/p>\n\u003cp>Some of that information — such as \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/admissions-source-school\">University of California\u003c/a> and \u003ca href=\"https://tableau.calstate.edu/views/Application_withsystemwide/AppAdmitEnroll?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3Arender=true&%3AshowVizHome=no&%3Aorigin=viz_share_link\">California State University\u003c/a> admission numbers by high school — is available elsewhere online, but can be hard to locate.\u003c/p>\n\u003cp>“I know the information is out there,” Leung said. “But there’s so much data, and parents are busy.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-schools-keep-losing-teachers-the-state-wants-to-help-build-homes-for-them",
"title": "California Schools Keep Losing Teachers. The State Wants to Help Build Homes for Them",
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"headTitle": "California Schools Keep Losing Teachers. The State Wants to Help Build Homes for Them | KQED",
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"content": "\u003cp>To stem an outflow of teachers from schools across the state, California’s Department of Education encourages districts to venture into a different business: \u003ca href=\"https://www.kqed.org/news/tag/housing\">housing\u003c/a>.\u003c/p>\n\u003cp>Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the department as a go-to resource for districts looking to build homes for teachers on their property. The move comes as the state faces a housing affordability crisis and a shortage of some \u003ca href=\"https://storymaps.arcgis.com/stories/94729ab1648d43b1811c1698a748c136\">2.5 million homes\u003c/a>. School districts lose, on average, \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">12% of their staff\u003c/a> each year to retirements and turnover.\u003c/p>\n\u003cp>“This is a strategy to help allow us to keep our workforce,” Thurmond said. “This is part of a larger plan to make sure that people can afford to live where they work, that they can afford the American dream and to buy a home, and that they have earnings that support them.”\u003c/p>\n\u003cp>The nearly 11,000 school districts across the state control more than 151,000 acres of total property. A 2021 analysis by UC Berkeley and UCLA found that of that land, there are enough developable parcels to support \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">2.3 million new homes\u003c/a> or more than 90% of the state’s estimated shortage.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Districts have shown recent success in overcoming \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/san-jose-unified-teachers-react-affordable-housing-proposal/\">opposition\u003c/a> to affordable housing for teachers. In Menlo Park, voters in 2022 defeated an attempt to \u003ca href=\"https://www.kqed.org/news/11929505/from-menlo-park-to-laguna-beach-residents-turn-to-ballot-box-to-fight-new-california-housing-mandates\">block a teacher housing project\u003c/a> in a single-family neighborhood. And in San Jose, school district leaders voted last week to \u003ca href=\"https://www.mercurynews.com/2024/07/26/1-2-billion-south-bay-school-facilities-bond-headed-for-november-ballot/\">place a $1.2 billion bond\u003c/a> on the November ballot, part of which would fund new teacher housing.\u003c/p>\n\u003cp>Thurmond plans to convene a housing summit on Aug. 14, bringing together members of the construction and building trades, labor unions, school districts and others to identify barriers to housing development and ensure the Department of Education can make it easier for districts to build.\u003c/p>\n\u003cfigure id=\"attachment_11998056\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11998056\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the Department of Education as a go-to resource for districts looking to build homes for teachers on their property. \u003ccite>(Courtesy of the Thurmond Campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The school districts have one of the most important parts of being able to create educator housing: They own land,” Thurmond said. “So there’s no need to make a purchase, to acquire land to develop that land.”\u003c/p>\n\u003cp>Districts can use local bonds and \u003ca href=\"https://ahcd.assembly.ca.gov/sites/ahcd.assembly.ca.gov/files/AB%203308_Gabriel_AHCD_ABPCA.pdf\">state tax credits\u003c/a>, some $500 million of which were approved for educator housing as part of the 2020 state budget. And in 2022, the Legislature approved AB 2295, which \u003ca href=\"https://legiscan.com/CA/text/AB2295/id/2609196#:~:text=This%20bill%20would%20deem%20a,objective%20design%20review%20standards%2C%20as\">essentially rezoned\u003c/a> school properties to allow housing.\u003c/p>\n\u003cp>However, despite the additional tax credit funding and legislation, only a \u003ca href=\"https://www.google.com/maps/d/u/0/viewer?mid=1CZW87xekMzSDEidilfGRyzE-QlbosGo&ll=36.526851860206364%2C-120.4401245&z=6\">handful of districts\u003c/a> across the state have completed educator housing projects, though dozens more have \u003ca href=\"https://www.edweek.org/leadership/more-districts-are-building-housing-for-teachers-heres-what-to-know/2023/11\">expressed interest\u003c/a> or are in various stages of the development process, according to the California School Boards Association. Andrew Keller, a senior director with the association, said one big reason is that not enough districts know how to go about building housing.[aside postID=news_11996949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/005_KQED_Housing_Berkeley_ShadowStandards_02272020__qed-1-1020x680.jpg']“Chief among those roadblocks, actually, is the fact that schools aren’t in the housing business,” Keller said. “This is something that’s new to them.”\u003c/p>\n\u003cp>The school board association leads workshops for district staff on approaching and constructing housing on their properties, including connecting them with developers and financial institutions. But uptake has been slow.\u003c/p>\n\u003cp>Thurmond said he was hoping to accelerate that with the new initiative, which will include creating a “scalable blueprint” for districts to use to develop housing and exploring potential legislation that may include allowing school bond funds to go toward housing for families in the district, not just teachers and staff members.\u003c/p>\n\u003cp>Andy Lie, a trustee of the Jefferson Union High School District in San Mateo County, said he’s seen the impact of educator housing firsthand. The district faced a 25% staff turnover before completing a 122-unit apartment complex in May 2022. Since then, the district has had no vacancies, he said.\u003c/p>\n\u003cp>“The staff morale is up,” Lie said. “But most importantly, we can’t give our best to our students if our educators are struggling with housing insecurity.”\u003c/p>\n\u003cp>In Palo Alto, the local educators association is supporting two housing projects that association president Teri Baldwin said would go a long way toward enabling teachers and other school staff to live in the districts where they teach.\u003c/p>\n\u003cp>“Our teachers, especially our newer teachers who are lower on the salary scale, they can’t afford to live close by,” Baldwin said. “As a teacher, you want to be part of your community.”\u003c/p>\n\u003cp>\u003cem>Editor’s Note: An earlier version of this story incorrectly identified Andrew Keller’s title. He is the Senior Director of Executive Office Operations & Strategic Initiatives.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"headline": "California Schools Keep Losing Teachers. The State Wants to Help Build Homes for Them",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>To stem an outflow of teachers from schools across the state, California’s Department of Education encourages districts to venture into a different business: \u003ca href=\"https://www.kqed.org/news/tag/housing\">housing\u003c/a>.\u003c/p>\n\u003cp>Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the department as a go-to resource for districts looking to build homes for teachers on their property. The move comes as the state faces a housing affordability crisis and a shortage of some \u003ca href=\"https://storymaps.arcgis.com/stories/94729ab1648d43b1811c1698a748c136\">2.5 million homes\u003c/a>. School districts lose, on average, \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">12% of their staff\u003c/a> each year to retirements and turnover.\u003c/p>\n\u003cp>“This is a strategy to help allow us to keep our workforce,” Thurmond said. “This is part of a larger plan to make sure that people can afford to live where they work, that they can afford the American dream and to buy a home, and that they have earnings that support them.”\u003c/p>\n\u003cp>The nearly 11,000 school districts across the state control more than 151,000 acres of total property. A 2021 analysis by UC Berkeley and UCLA found that of that land, there are enough developable parcels to support \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">2.3 million new homes\u003c/a> or more than 90% of the state’s estimated shortage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Districts have shown recent success in overcoming \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/san-jose-unified-teachers-react-affordable-housing-proposal/\">opposition\u003c/a> to affordable housing for teachers. In Menlo Park, voters in 2022 defeated an attempt to \u003ca href=\"https://www.kqed.org/news/11929505/from-menlo-park-to-laguna-beach-residents-turn-to-ballot-box-to-fight-new-california-housing-mandates\">block a teacher housing project\u003c/a> in a single-family neighborhood. And in San Jose, school district leaders voted last week to \u003ca href=\"https://www.mercurynews.com/2024/07/26/1-2-billion-south-bay-school-facilities-bond-headed-for-november-ballot/\">place a $1.2 billion bond\u003c/a> on the November ballot, part of which would fund new teacher housing.\u003c/p>\n\u003cp>Thurmond plans to convene a housing summit on Aug. 14, bringing together members of the construction and building trades, labor unions, school districts and others to identify barriers to housing development and ensure the Department of Education can make it easier for districts to build.\u003c/p>\n\u003cfigure id=\"attachment_11998056\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11998056\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the Department of Education as a go-to resource for districts looking to build homes for teachers on their property. \u003ccite>(Courtesy of the Thurmond Campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The school districts have one of the most important parts of being able to create educator housing: They own land,” Thurmond said. “So there’s no need to make a purchase, to acquire land to develop that land.”\u003c/p>\n\u003cp>Districts can use local bonds and \u003ca href=\"https://ahcd.assembly.ca.gov/sites/ahcd.assembly.ca.gov/files/AB%203308_Gabriel_AHCD_ABPCA.pdf\">state tax credits\u003c/a>, some $500 million of which were approved for educator housing as part of the 2020 state budget. And in 2022, the Legislature approved AB 2295, which \u003ca href=\"https://legiscan.com/CA/text/AB2295/id/2609196#:~:text=This%20bill%20would%20deem%20a,objective%20design%20review%20standards%2C%20as\">essentially rezoned\u003c/a> school properties to allow housing.\u003c/p>\n\u003cp>However, despite the additional tax credit funding and legislation, only a \u003ca href=\"https://www.google.com/maps/d/u/0/viewer?mid=1CZW87xekMzSDEidilfGRyzE-QlbosGo&ll=36.526851860206364%2C-120.4401245&z=6\">handful of districts\u003c/a> across the state have completed educator housing projects, though dozens more have \u003ca href=\"https://www.edweek.org/leadership/more-districts-are-building-housing-for-teachers-heres-what-to-know/2023/11\">expressed interest\u003c/a> or are in various stages of the development process, according to the California School Boards Association. Andrew Keller, a senior director with the association, said one big reason is that not enough districts know how to go about building housing.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Chief among those roadblocks, actually, is the fact that schools aren’t in the housing business,” Keller said. “This is something that’s new to them.”\u003c/p>\n\u003cp>The school board association leads workshops for district staff on approaching and constructing housing on their properties, including connecting them with developers and financial institutions. But uptake has been slow.\u003c/p>\n\u003cp>Thurmond said he was hoping to accelerate that with the new initiative, which will include creating a “scalable blueprint” for districts to use to develop housing and exploring potential legislation that may include allowing school bond funds to go toward housing for families in the district, not just teachers and staff members.\u003c/p>\n\u003cp>Andy Lie, a trustee of the Jefferson Union High School District in San Mateo County, said he’s seen the impact of educator housing firsthand. The district faced a 25% staff turnover before completing a 122-unit apartment complex in May 2022. Since then, the district has had no vacancies, he said.\u003c/p>\n\u003cp>“The staff morale is up,” Lie said. “But most importantly, we can’t give our best to our students if our educators are struggling with housing insecurity.”\u003c/p>\n\u003cp>In Palo Alto, the local educators association is supporting two housing projects that association president Teri Baldwin said would go a long way toward enabling teachers and other school staff to live in the districts where they teach.\u003c/p>\n\u003cp>“Our teachers, especially our newer teachers who are lower on the salary scale, they can’t afford to live close by,” Baldwin said. “As a teacher, you want to be part of your community.”\u003c/p>\n\u003cp>\u003cem>Editor’s Note: An earlier version of this story incorrectly identified Andrew Keller’s title. He is the Senior Director of Executive Office Operations & Strategic Initiatives.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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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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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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},
"radiolab": {
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"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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