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"content": "\u003cp>A Bay Area school district has settled \u003ca href=\"https://edsource.org/2021/aclu-sues-bay-area-school-district-over-separate-unequal-and-illegal-special-education-program/661126\">a lawsuit\u003c/a> claiming that Black students and English learners were denied a proper education and were disproportionately suspended, expelled or funneled into special education classrooms offering poor instruction.\u003c/p>\n\u003cp>Pittsburg Unified School District in Contra Costa County reached the settlement on Oct. 23 in a suit filed in 2021 by the American Civil Liberties Union (ACLU) of Northern California and the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>As part of the agreement, the district agreed to hire two independent consultants to help address the issues raised in the case — the district’s disciplinary practices, special education placement and literacy education for students with disabilities, especially English learners.\u003c/p>\n\u003cp>“This is an excellent settlement that is an important step in the right direction for Pittsburg Unified,” said Linnea Nelson, senior staff attorney at the ACLU of Northern California. “It seeks to dismantle past practices that have marginalized students, particularly Black students, English learners and disabled students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003ch2>The case\u003c/h2>\n\u003cp>The lawsuit claimed that the district illegally denied meaningful instruction to Black students, students with disabilities and English learners; that special education teachers were not trained to teach disabled students grade-level standards, and that general education teachers were not trained to differentiate their instruction for disabled students.\u003c/p>\n\u003cp>According to the complaint, one plaintiff, special education teacher Michell Redfoot, claimed that the district dissuaded teachers from holding special education students to the same standards as general education students. Another plaintiff, Mark S., an English learner with autism, spent his school days doing arts and crafts and watching Disney movies instead of learning to read and write.\u003c/p>\n\u003cp>Pittsburg Unified meted out discipline, including suspensions and expulsions, to disabled students and Black students at disproportionate rates, the complaint stated. The district had one of the largest disparities between Black and white students in the state for days of instruction missed due to disruption or defiance, according to the suit. It also claimed that Black students were transported to psychiatric wards at three times the rate of other students.\u003c/p>\n\u003cp>Jessica Black said her daughter, who has since graduated from high school, is still traumatized from an incident when she was in the sixth grade, and the school called police, strapped her to a gurney and transported her to a psychiatric ward.\u003c/p>\n\u003cp>“The fact that the state sanctions this level of violence — that we pay for with tax dollars — is egregious,” Black said.\u003c/p>\n\u003cp>After the approval of the settlement at a meeting on Oct. 23, Pittsburg Unified board President Heliodoro Moreno read a statement on behalf of the board, stating that district practices affecting Black students, English learners and disabled students were not consistent with a district that views itself as a champion of equity and inclusivity.\u003c/p>\n\u003cp>“For instance, Black/African American students have and continue to have suspensions at a disproportionate rate than their peers,” according to the statement. “Our system requires consistent courage, honest dialogue, and continuous growth to interrupt practices that lead to disproportionate outcomes for our scholars, especially for some of our African American scholars and scholars receiving special education services.”\u003c/p>\n\u003ch2>The settlement\u003c/h2>\n\u003cp>Superintendent Janet Schulze said the district had been working to address issues even before the suit was filed and that the settlement process will ultimately improve the district in the long run.\u003c/p>\n\u003cp>“The settlement agreement is focused on areas where we still have work to do, and I see it as a positive outcome of a hard process,” Schulze said in a statement to EdSource.\u003c/p>\n\u003cp>The district agreed to hire two independent experts to create a plan to address the issues.\u003c/p>\n\u003cp>One expert, Mildred Browne, will address how the district disciplines students and places students into special education, while the other, Linda Cavazos, will address the district’s early literacy program for special education students with an emphasis on English learners.\u003c/p>\n\u003cp>The district had previously been working with Browne and recognized the importance of retaining her.\u003c/p>\n\u003cp>“It will allow us to continue and deepen the work we have been doing and were already doing when we were served with the lawsuit,” Schulze stated in an email to EdSource.\u003c/p>\n\u003cp>Under the agreement, working with the district, Browne and Cavazos will create a plan by next May and then, through 2028–29, monitor the district’s progress in implementing their recommendations. They will submit reports twice a year that will be publicly presented to the board.\u003c/p>\n\u003cp>The district had previously come under scrutiny for its special education practices. The 2021 suit alleges that the district failed to implement \u003ca href=\"https://pittsburgusd.net/documents/Departments/Educational-Services/Special-Education/All-of-Our-Students-Succeeding-Task-Force/Program-Evaluation-2015-Stetson-Review.pdf\">recommendations to improve special education evaluations\u003c/a> made in 2016 by Frances Stetson, another consultant.\u003c/p>\n\u003cp>According to Stetson’s report, “the positives to report are few and the concerns are many.” It noted that the district fell below the state requirement that disabled students spend at least 80% of their day in a general education classroom — a concern echoed in the 2021 suit.\u003c/p>\n\u003cp>Nelson, the ACLU attorney, is hopeful that the district will address the issues this time because the settlement agreement is legally binding with accountability measures.\u003c/p>\n\u003cp>She added that the district has already taken important steps demonstrating good faith, such as eliminating “willful defiance” as a reason for suspension, ahead of a statewide requirement.\u003c/p>\n\u003cp>Pittsburg Unified was flagged by the California Department of Education for having significant “\u003ca href=\"https://www.cde.ca.gov/sp/se/qa/disproportionality.asp\">disproportionality\u003c/a>,” which happens when students of a certain race or ethnicity in a district are three times more likely to be identified as having a disability, receiving discipline or being placed in special education for three years in a row.\u003c/p>\n\u003cp>Black students at Pittsburg Unified were more likely to be identified as having an emotional disability or other health impairment. But Schulze said the district is no longer flagged for significant disproportionality.\u003c/p>\n\u003cp>[aside tag='education' label='More Education News.']\u003c/p>\n\u003cp>Malhar Shah, an ACLU attorney who previously worked on the case as an attorney for the Disability Rights Education and Defense Fund, said the settlement could create a program that is a model for other districts.\u003c/p>\n\u003cp>Literacy is a hot-button topic in education right now, but Shah said that literacy instruction in California doesn’t always address the individual needs of a student. For instance, plaintiff Mark S. has unique needs as both an English learner and a student with autism. Teachers in California need training on how to best support all students with evidence-based literacy instruction, Shah said.\u003c/p>\n\u003cp>However, Black, one of the parent plaintiffs in the suit, is not optimistic that the settlement will result in the serious change that students like her daughter would have needed. Her daughter’s time at Pittsburg Unified was marked by fighting to get her daughter the social-emotional support and tutoring she needed, Black said. But even under the threat of litigation, her daughter’s education didn’t improve. She said she lost faith in the district and the state of California.\u003c/p>\n\u003cp>Ultimately, Black pulled her daughter out of Pittsburg Unified and sent her to St. Paul, Minnesota, to live with family members. She thrived in the school system there, graduating from high school early. A teacher at Pittsburg Unified told her daughter that welding or manual labor was her only career options. Black is proud that her daughter is currently studying to be a registered nurse.\u003c/p>\n\u003cp>She said educators in Minnesota “stopped, paused and listened” to her daughter and “considered what she needed.”\u003c/p>\n\u003cp>The case against Pittsburg Unified also named the state of California as a defendant, claiming that, by not intervening, the state failed to protect students’ fundamental right to an education. The state \u003ca href=\"https://www.kqed.org/news/11992394/state-and-aclu-agree-on-more-hands-on-approach-to-tracking-discrimination-in-schools\">settled its part of the case\u003c/a> separately this summer.\u003c/p>\n\u003cp>Shah said the state previously took a “hands-off approach,” relying on school districts to monitor themselves when data showed that school practices disproportionately harmed certain racial or ethnic groups.\u003c/p>\n\u003cp>The state agreed \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">in a settlement\u003c/a> to monitor districts much more closely by reviewing individual student files, observing classrooms and conducting interviews.\u003c/p>\n\u003cp>Malhar said this is important because there are plenty of problems in school districts that don’t “pop up on paper.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Bay Area District Settles Suit Alleging Inequitable Education Practices | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A Bay Area school district has settled \u003ca href=\"https://edsource.org/2021/aclu-sues-bay-area-school-district-over-separate-unequal-and-illegal-special-education-program/661126\">a lawsuit\u003c/a> claiming that Black students and English learners were denied a proper education and were disproportionately suspended, expelled or funneled into special education classrooms offering poor instruction.\u003c/p>\n\u003cp>Pittsburg Unified School District in Contra Costa County reached the settlement on Oct. 23 in a suit filed in 2021 by the American Civil Liberties Union (ACLU) of Northern California and the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>As part of the agreement, the district agreed to hire two independent consultants to help address the issues raised in the case — the district’s disciplinary practices, special education placement and literacy education for students with disabilities, especially English learners.\u003c/p>\n\u003cp>“This is an excellent settlement that is an important step in the right direction for Pittsburg Unified,” said Linnea Nelson, senior staff attorney at the ACLU of Northern California. “It seeks to dismantle past practices that have marginalized students, particularly Black students, English learners and disabled students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003ch2>The case\u003c/h2>\n\u003cp>The lawsuit claimed that the district illegally denied meaningful instruction to Black students, students with disabilities and English learners; that special education teachers were not trained to teach disabled students grade-level standards, and that general education teachers were not trained to differentiate their instruction for disabled students.\u003c/p>\n\u003cp>According to the complaint, one plaintiff, special education teacher Michell Redfoot, claimed that the district dissuaded teachers from holding special education students to the same standards as general education students. Another plaintiff, Mark S., an English learner with autism, spent his school days doing arts and crafts and watching Disney movies instead of learning to read and write.\u003c/p>\n\u003cp>Pittsburg Unified meted out discipline, including suspensions and expulsions, to disabled students and Black students at disproportionate rates, the complaint stated. The district had one of the largest disparities between Black and white students in the state for days of instruction missed due to disruption or defiance, according to the suit. It also claimed that Black students were transported to psychiatric wards at three times the rate of other students.\u003c/p>\n\u003cp>Jessica Black said her daughter, who has since graduated from high school, is still traumatized from an incident when she was in the sixth grade, and the school called police, strapped her to a gurney and transported her to a psychiatric ward.\u003c/p>\n\u003cp>“The fact that the state sanctions this level of violence — that we pay for with tax dollars — is egregious,” Black said.\u003c/p>\n\u003cp>After the approval of the settlement at a meeting on Oct. 23, Pittsburg Unified board President Heliodoro Moreno read a statement on behalf of the board, stating that district practices affecting Black students, English learners and disabled students were not consistent with a district that views itself as a champion of equity and inclusivity.\u003c/p>\n\u003cp>“For instance, Black/African American students have and continue to have suspensions at a disproportionate rate than their peers,” according to the statement. “Our system requires consistent courage, honest dialogue, and continuous growth to interrupt practices that lead to disproportionate outcomes for our scholars, especially for some of our African American scholars and scholars receiving special education services.”\u003c/p>\n\u003ch2>The settlement\u003c/h2>\n\u003cp>Superintendent Janet Schulze said the district had been working to address issues even before the suit was filed and that the settlement process will ultimately improve the district in the long run.\u003c/p>\n\u003cp>“The settlement agreement is focused on areas where we still have work to do, and I see it as a positive outcome of a hard process,” Schulze said in a statement to EdSource.\u003c/p>\n\u003cp>The district agreed to hire two independent experts to create a plan to address the issues.\u003c/p>\n\u003cp>One expert, Mildred Browne, will address how the district disciplines students and places students into special education, while the other, Linda Cavazos, will address the district’s early literacy program for special education students with an emphasis on English learners.\u003c/p>\n\u003cp>The district had previously been working with Browne and recognized the importance of retaining her.\u003c/p>\n\u003cp>“It will allow us to continue and deepen the work we have been doing and were already doing when we were served with the lawsuit,” Schulze stated in an email to EdSource.\u003c/p>\n\u003cp>Under the agreement, working with the district, Browne and Cavazos will create a plan by next May and then, through 2028–29, monitor the district’s progress in implementing their recommendations. They will submit reports twice a year that will be publicly presented to the board.\u003c/p>\n\u003cp>The district had previously come under scrutiny for its special education practices. The 2021 suit alleges that the district failed to implement \u003ca href=\"https://pittsburgusd.net/documents/Departments/Educational-Services/Special-Education/All-of-Our-Students-Succeeding-Task-Force/Program-Evaluation-2015-Stetson-Review.pdf\">recommendations to improve special education evaluations\u003c/a> made in 2016 by Frances Stetson, another consultant.\u003c/p>\n\u003cp>According to Stetson’s report, “the positives to report are few and the concerns are many.” It noted that the district fell below the state requirement that disabled students spend at least 80% of their day in a general education classroom — a concern echoed in the 2021 suit.\u003c/p>\n\u003cp>Nelson, the ACLU attorney, is hopeful that the district will address the issues this time because the settlement agreement is legally binding with accountability measures.\u003c/p>\n\u003cp>She added that the district has already taken important steps demonstrating good faith, such as eliminating “willful defiance” as a reason for suspension, ahead of a statewide requirement.\u003c/p>\n\u003cp>Pittsburg Unified was flagged by the California Department of Education for having significant “\u003ca href=\"https://www.cde.ca.gov/sp/se/qa/disproportionality.asp\">disproportionality\u003c/a>,” which happens when students of a certain race or ethnicity in a district are three times more likely to be identified as having a disability, receiving discipline or being placed in special education for three years in a row.\u003c/p>\n\u003cp>Black students at Pittsburg Unified were more likely to be identified as having an emotional disability or other health impairment. But Schulze said the district is no longer flagged for significant disproportionality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Malhar Shah, an ACLU attorney who previously worked on the case as an attorney for the Disability Rights Education and Defense Fund, said the settlement could create a program that is a model for other districts.\u003c/p>\n\u003cp>Literacy is a hot-button topic in education right now, but Shah said that literacy instruction in California doesn’t always address the individual needs of a student. For instance, plaintiff Mark S. has unique needs as both an English learner and a student with autism. Teachers in California need training on how to best support all students with evidence-based literacy instruction, Shah said.\u003c/p>\n\u003cp>However, Black, one of the parent plaintiffs in the suit, is not optimistic that the settlement will result in the serious change that students like her daughter would have needed. Her daughter’s time at Pittsburg Unified was marked by fighting to get her daughter the social-emotional support and tutoring she needed, Black said. But even under the threat of litigation, her daughter’s education didn’t improve. She said she lost faith in the district and the state of California.\u003c/p>\n\u003cp>Ultimately, Black pulled her daughter out of Pittsburg Unified and sent her to St. Paul, Minnesota, to live with family members. She thrived in the school system there, graduating from high school early. A teacher at Pittsburg Unified told her daughter that welding or manual labor was her only career options. Black is proud that her daughter is currently studying to be a registered nurse.\u003c/p>\n\u003cp>She said educators in Minnesota “stopped, paused and listened” to her daughter and “considered what she needed.”\u003c/p>\n\u003cp>The case against Pittsburg Unified also named the state of California as a defendant, claiming that, by not intervening, the state failed to protect students’ fundamental right to an education. The state \u003ca href=\"https://www.kqed.org/news/11992394/state-and-aclu-agree-on-more-hands-on-approach-to-tracking-discrimination-in-schools\">settled its part of the case\u003c/a> separately this summer.\u003c/p>\n\u003cp>Shah said the state previously took a “hands-off approach,” relying on school districts to monitor themselves when data showed that school practices disproportionately harmed certain racial or ethnic groups.\u003c/p>\n\u003cp>The state agreed \u003ca href=\"https://www.aclunc.org/sites/default/files/Mark%20S%20Settlement%20Agreement%20with%20CDE_0.pdf\">in a settlement\u003c/a> to monitor districts much more closely by reviewing individual student files, observing classrooms and conducting interviews.\u003c/p>\n\u003cp>Malhar said this is important because there are plenty of problems in school districts that don’t “pop up on paper.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Half of California High School Seniors Are Unprepared for State University Requirements",
"headTitle": "Half of California High School Seniors Are Unprepared for State University Requirements | KQED",
"content": "\u003cp>Christian Robinson always planned to go to college, but when she graduated from Adelanto High School in California’s High Desert, she felt aimless. Without a plan or preparation for higher education, she decided to go to work instead.\u003c/p>\n\u003cp>She regrets that now.\u003c/p>\n\u003cp>“I wish I would have gone straight into college because I would have had everything done, finished and over with,” said Robinson, who, at 20, is now enrolling at Victor Valley College.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West\"]‘These kinds of numbers should be treated as a five-alarm fire.’[/pullquote]Currently, Robinson juggles two jobs, working for a security company and serving fast food. She wishes she had received more guidance about attending college from her school.\u003c/p>\n\u003cp>Robinson’s story was typical for Black students at Adelanto High School, where over 8 out of 10 Black students graduated in 2020 without the college prep courses — known as A-G — required for admission to California’s public universities.\u003c/p>\n\u003cp>The path has been different for her younger brother, MarQuan Thornton, currently a high school senior at Adelanto. Months away from graduation, Thornton is one of a small group of students deciding not whether he will go to college but which one.\u003c/p>\n\u003cfigure id=\"attachment_11975561\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11975561 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg\" alt=\"\" width=\"768\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1-160x120.jpeg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college. \u003ccite>(Emma Gallegos/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thornton has worked hard but recognizes that the key difference between his trajectory and his sister’s is the support he’s getting from school that did not exist during his sister’s time there.\u003c/p>\n\u003cp>Three years after his sister graduated, his high school began the Heritage Program to ensure that Black students like him are on track to complete their A-G requirements.\u003c/p>\n\u003cp>Thornton knows he’s on track to meet the requirements that will make him eligible to attend a state university.\u003c/p>\n\u003cp>“If she (Christian Robinson) had this type of chance when she was in high school, she probably would have been where I am at,” Thornton said. “I can see the difference.”\u003c/p>\n\u003cp>While the vast majority of students in California — 86% of seniors in 2023 — graduate from high school, most — 56% in 2023 — do not complete their A-G requirements, according to an EdSource analysis of data from the California Department of Education. EdSource’s analysis found that Black and Latino students are the hardest hit.\u003c/p>\n\u003cp>In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412611/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The highest non-completion group is foster students at 88%, followed by disabled students at 85% and English learners at 82%.\u003c/p>\n\u003cp>“These kinds of numbers should be treated as a five-alarm fire,” said Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West, a nonprofit that advocates for justice in education.\u003c/p>\n\u003cp>Valenzuela-Stookey said high school graduates are being shut out of affordable four-year public college options because they are not getting the support they need to complete the A-G coursework.\u003c/p>\n\u003cp>“Our education systems urgently need to invest more in our students of color,” Valenzuela-Stookey said.\u003c/p>\n\u003cp>As Robinson neared graduation in the early days of the pandemic, she said everyone, even teachers, seemed to lose track of how to prepare students for college and life after high school.\u003c/p>\n\u003cp>But long before the pandemic, the district was not preparing its Black students to meet their A-G requirements and be ready for higher education, according to Ratmony Yee, assistant superintendent of educational services for Victor Valley Union High.\u003c/p>\n\u003cp>Robinson’s mother, Crystal Francisco, said she is proud of how hard her daughter works to earn her own money. But she concurs that if Heritage had been around, Robinson might have gone straight to college.\u003c/p>\n\u003cp>“She probably would have gone a different way,” Francisco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412809/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Snapshot of California\u003c/h2>\n\u003cp>Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses.\u003c/p>\n\u003cp>Fewer than 2 out of 10 students met A-G rates in 2023 in many northern counties, such as Lake, Del Norte, Plumas, Lassen, Nevada, Tehama, Trinity. Just 3 out of 10 students in Kern, Merced, Tulare and Kings counties met the requirements. That compares to the Bay Area in San Mateo, Santa Clara, Alameda and Marin counties, where more than 5 out of 10 students met A-G requirements.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11975572\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png\" alt=\"Graphic showing that to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-1020x673.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic.png 1118w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Improving low A-G completion rates has been a longtime goal of both educators and state policymakers. Still, it’s a problem that resists easy answers or quick fixes, said Sherrie Reed, executive director of the California Education Lab at UC Davis and a researcher with Policy Analysis for California Education (PACE), an independent research nonprofit affiliated with several California universities.\u003c/p>\n\u003cp>The idea of simply aligning the state’s minimum high school requirements with A-G requirements hasn’t gained steam because of the concern that it would result in fewer students graduating, said Mayra Lara, the director of Southern California partnerships and engagement with Ed Trust-West.\u003c/p>\n\u003ch3 style=\"padding-left: 40px\">What are A-G requirements?\u003c/h3>\n\u003cp style=\"padding-left: 40px\">\u003cem>The details of A-G requirements can be arcane, especially for students and parents who are not familiar with the college admissions process. The state requires students to complete a minimum of 13 courses to receive a high school diploma.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>But to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>These courses overlap with high school requirements, but they are also more rigorous. For instance, three years of English are required to graduate from high school, while A-G eligibility requires four years. Only one of those years can include English as a Second Language or English Language Development — courses that English learners are often enrolled in.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>Low grades are a common way students fall off the A-G track. A “D” is considered a passing grade for a high school diploma, but A-G classes require at least a “C” to count as eligible.\u003c/em>\u003c/p>\n\u003cp>The state, instead, has offered carrots for districts working on improving poor A-G rates, especially those that have a large marginalized student population, such as those who are low-income, English learners, homeless or have a disability. In 2021–22, the state set aside over $547 million for the \u003ca href=\"https://www.cde.ca.gov/fg/fo/profile.asp?id=5785&recID=5785\">A-G Completion Improvement Grant Program\u003c/a>. The state has also pushed dual enrollment and career technical education to the high school curriculum, both of which can help students meet their A-G requirements.\u003c/p>\n\u003cp>Progress has been slow. The number of students who have met A-G requirements statewide has ticked up just shy of four points over the last six years.\u003c/p>\n\u003cp>Understanding why any given student may or may not meet A-G requirements requires examining what is happening in a particular region or district, as well as disparities within schools.\u003c/p>\n\u003cp>“The answer is that it is all of that,” Reed said. “No one factor accounts for it.”\u003c/p>\n\u003cp>Some students said that graduating without meeting A-G requirements sent them the message that they were not college material.\u003c/p>\n\u003cp>Brock Wooster-Mills, 20, said he felt “doomed to fail” as a student with a disability attending Liberty High School in Bakersfield, where 49% of students do not meet A-G requirements.\u003c/p>\n\u003cp>Partial hearing loss had affected Wooster-Mills’ ability to speak and follow lessons in elementary school. But even when his hearing improved, his counselors in the Kern High School District wouldn’t allow him to transfer into required A-G courses such as French and geometry.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]He remembers one special education teacher telling his class they likely wouldn’t even attend a community college, but Wooster-Mills said he always knew he was capable of more. He enrolled in Bakersfield College in 2021, the fall after he graduated.\u003c/p>\n\u003cp>He’s now in his sixth semester, but his lack of academic confidence and inadequate preparation continue to dog him. In high school, he had never been taught how to write an essay. He had never studied a foreign language, which made Spanish daunting. He failed the first time he took it.\u003c/p>\n\u003cp>“I feel like I’m still behind,” he said. “I wasn’t taught what I was supposed to be taught.”\u003c/p>\n\u003ch2>College increasingly important for economy\u003c/h2>\n\u003cp>Researchers said preparing students for college is increasingly important for the American economy. By 2031, 72% of jobs will require a college degree or post-secondary education, such as an associate degree, \u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">according to the Georgetown University Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Most high schools in the state — 91.4% of traditional district schools, according to PACE — do offer a full slate of A-G coursework that puts them on track for college. But the degree of access students get to those courses or support, once they have enrolled, varies greatly, resulting in wide disparities between groups of students.\u003c/p>\n\u003cp>[aside label=\"Interactive Map\" link1=\"https://edsource.org/2024/interactive-map-most-california-high-school-students-dont-take-courses-needed-to-apply-to-csu-or-uc/705550, Most California high school students don't take courses needed to apply to CSU or UC\"]PACE released a \u003ca href=\"http://blog.csba.org/ag-completion/\">series of briefs and reports\u003c/a> on the A-G completion rates in summer 2023, noting that access to rigorous coursework — whether dual enrollment, Advanced Placement or other college preparatory courses — can profoundly change the trajectory of a student’s life. These courses not only set students up for college admission but make it more likely that a student will pursue college in the first place.\u003c/p>\n\u003cp>Researchers found that some high schools do not offer the full range of A-G courses. In 2018–19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses. The list also includes small and rural schools that struggle to hire teachers who are qualified to teach A-G required classes in fields such as math, science or foreign language.\u003c/p>\n\u003cp>However, 84% of schools that do not offer a full range of A-G courses are charter schools focused primarily on credit recovery for students at risk of not graduating from high school. Charter schools tend to be outliers in both directions; schools with the highest and lowest A-G rates — where fewer than 40% or greater than 80% of students meet A-G requirement — tend to be charters.\u003c/p>\n\u003ch2>Changes in high school can help\u003c/h2>\n\u003cp>Adelanto High is a part of Victor Valley Union High School District, which serves communities in the High Desert, including Victorville. Cheap, abundant land attracts residents priced out of the Southern California housing market, but there is little economic opportunity. Unemployment is high, and so is the poverty rate.\u003c/p>\n\u003cp>“The kids get stuck here because there’s a cycle of poverty,” said Aleka Jackson-Jarrell, the coordinator of the Heritage program at Adelanto High.\u003c/p>\n\u003cp>Educators in Victor Valley Union High said that beyond ensuring that students have all of their options open to them upon graduation, it is not their role to choose a path for students. Military or trade school are options celebrated at the school, but educators tell students that a bachelor’s degree will be key for most students who aim to earn better wages and escape the cycle of poverty.\u003c/p>\n\u003cp>“Money talks,” said Yee, assistant superintendent of instructional services for Victor Valley Union High.\u003c/p>\n\u003cp>District leaders said ensuring that students meet their A-G requirements opens up two key options for students: being eligible to apply for a CSU or UC school and having the preparation to succeed at a community college.\u003c/p>\n\u003cp>Like much of inland California, the rate of students completing their A-G is low in Victor Valley Union High. In 2016–17, 13% of students in the district completed their A-G coursework, but it has been improving: that number rose to 29% last year.\u003c/p>\n\u003cp>Victor Valley Union High has been making districtwide changes that administrators said are key to putting more students on track for A-G completion.\u003c/p>\n\u003cp>Scheduling is important, Yee said. Creating a master schedule that prioritizes disabled students or English learners ensures these students aren’t missing A-G coursework because of a scheduling conflict. Some schools also build tutoring into daily schedules for struggling students.\u003c/p>\n\u003cp>The district studied students’ transcripts to figure out how to improve their chances of meeting A-G requirements. For instance, they found that students who took foreign language classes as freshmen or sophomores were more likely to fulfill this requirement because they had time to retake classes to make up for any poor grades. Students are now required to begin their foreign language courses by sophomore year.\u003c/p>\n\u003cp>Victor Valley Union High also rolled out two programs aimed specifically at groups of students that were struggling the most: Black students and long-term English learners.\u003c/p>\n\u003ch2>Homing in on groups who need the most help\u003c/h2>\n\u003cp>The Heritage program, aimed at Black students like MarQuan Thornton, was piloted in 2022–23 at Adelanto High. Beginning sophomore year, every Black student in this High Desert school is automatically enrolled in this program that ensures students are prepared for graduation as well as college and a career.\u003c/p>\n\u003cp>Thornton said the program had helped him, even ensuring he made up classes he struggled with during his sophomore year. He now boasts a 3.7 GPA.\u003c/p>\n\u003cp>A-G completion rates for Black students at his high school improved. In 2021–22, 6% of Black students met their A-G. The following year, when Heritage began, that number jumped to 26%.\u003c/p>\n\u003cp>Because of its early success, the program is not only being rolled out at other campuses in the district but is also being used as a model for Legacy, a program aimed at long-term English learners.\u003c/p>\n\u003cp>Students in both Heritage and Legacy are sorted into four groups. Level 1 students are on track to graduate from high school with A-G requirements, while Level 4 students may be in danger of not graduating from high school at all. The coordinators hold monthly sessions with each group on topics ranging from filling out the FAFSA form or making up failed classes to basic life skills students need when approaching adulthood. Students also visit college campuses.\u003c/p>\n\u003cp>Parents are invited for workshops at school to understand the importance of A-G classes and learn how to support — and perhaps badger — their children into staying on track.\u003c/p>\n\u003cp>Heritage coordinator Jackson-Jarrell said that having a background similar to her students’ helps her connect with them. She dropped out of high school when she was younger. She tells students that earning degrees — starting with an associate degree and ultimately obtaining a doctorate — helped her go from making $4.25 an hour to making six figures.\u003c/p>\n\u003cp>Her counterpart at Silverado High, Jose Velasco, teaches Spanish and runs the Legacy program. Like many of his students, Velasco is a child of immigrants whose first language was Spanish. He checks in to make sure students have access to bilingual aides so that they can understand the content in their college preparatory classes, such as geometry or history.\u003c/p>\n\u003cp>When Heritage first began, Jackson-Jarrell experienced pushback from non-Black teachers, parents and students questioning the need for a program focused solely on one group of students and pointing to other programs, such as AVID, that focused on college and career readiness.\u003c/p>\n\u003cp>“We were hit with questions like, ‘Why is this program just for Black students? It’s not fair,’” she said.\u003c/p>\n\u003cp>Jackson-Jarrell would tell them that the data was showing that overwhelmingly, Black students need the most support meeting A-G requirements and that they have unique needs and challenges that Heritage addresses. When students visit college campuses, they try to imagine themselves fitting in. Not seeing Black students on campus can reinforce the idea that they don’t belong on a college campus.\u003c/p>\n\u003cp>“They’re looking for themselves,” Jackson-Jarrell said. “They feel like they don’t belong.”\u003c/p>\n\u003cp>So, Heritage will often ensure that when they visit campuses, they can meet directly with students from the Black student resource centers. This upcoming spring, Heritage students are invited on a tour through the American South, visiting historically Black colleges and universities. Legacy makes a point of visiting with Latino student groups on campus for similar purposes.\u003c/p>\n\u003cp>Jackson-Jarrell said that programs like Heritage and Legacy are important for the community’s economic development and hopes to see more programs like them in other districts in the High Desert.\u003c/p>\n\u003cp>Superintendent Carl Coles concurs. Increasing the rigor of students’ coursework and preparing them for higher education doesn’t just set students up for success; it improves the prospects of their families and the larger community. The district’s renewed focus on A-G requirements, he said, goes right to the core of why education is so important.\u003c/p>\n\u003cp>Coles said, “It really is so that every kid can live a life of purpose.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/most-california-high-school-seniors-shut-out-of-even-applying-to-the-states-universities/705635\">\u003cem>This story originally appeared on EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses. ",
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"nprByline": "\u003ca href=\"https://edsource.org/author/egallegos\">Emma Gallegos \u003c/a> and \u003ca href=\"https://edsource.org/author/dwillis\">Daniel J. Willis \u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Christian Robinson always planned to go to college, but when she graduated from Adelanto High School in California’s High Desert, she felt aimless. Without a plan or preparation for higher education, she decided to go to work instead.\u003c/p>\n\u003cp>She regrets that now.\u003c/p>\n\u003cp>“I wish I would have gone straight into college because I would have had everything done, finished and over with,” said Robinson, who, at 20, is now enrolling at Victor Valley College.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Currently, Robinson juggles two jobs, working for a security company and serving fast food. She wishes she had received more guidance about attending college from her school.\u003c/p>\n\u003cp>Robinson’s story was typical for Black students at Adelanto High School, where over 8 out of 10 Black students graduated in 2020 without the college prep courses — known as A-G — required for admission to California’s public universities.\u003c/p>\n\u003cp>The path has been different for her younger brother, MarQuan Thornton, currently a high school senior at Adelanto. Months away from graduation, Thornton is one of a small group of students deciding not whether he will go to college but which one.\u003c/p>\n\u003cfigure id=\"attachment_11975561\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11975561 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg\" alt=\"\" width=\"768\" height=\"576\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Edsource_2_IMG_0022-768x576-1-160x120.jpeg 160w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college. \u003ccite>(Emma Gallegos/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Thornton has worked hard but recognizes that the key difference between his trajectory and his sister’s is the support he’s getting from school that did not exist during his sister’s time there.\u003c/p>\n\u003cp>Three years after his sister graduated, his high school began the Heritage Program to ensure that Black students like him are on track to complete their A-G requirements.\u003c/p>\n\u003cp>Thornton knows he’s on track to meet the requirements that will make him eligible to attend a state university.\u003c/p>\n\u003cp>“If she (Christian Robinson) had this type of chance when she was in high school, she probably would have been where I am at,” Thornton said. “I can see the difference.”\u003c/p>\n\u003cp>While the vast majority of students in California — 86% of seniors in 2023 — graduate from high school, most — 56% in 2023 — do not complete their A-G requirements, according to an EdSource analysis of data from the California Department of Education. EdSource’s analysis found that Black and Latino students are the hardest hit.\u003c/p>\n\u003cp>In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412611/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>The highest non-completion group is foster students at 88%, followed by disabled students at 85% and English learners at 82%.\u003c/p>\n\u003cp>“These kinds of numbers should be treated as a five-alarm fire,” said Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West, a nonprofit that advocates for justice in education.\u003c/p>\n\u003cp>Valenzuela-Stookey said high school graduates are being shut out of affordable four-year public college options because they are not getting the support they need to complete the A-G coursework.\u003c/p>\n\u003cp>“Our education systems urgently need to invest more in our students of color,” Valenzuela-Stookey said.\u003c/p>\n\u003cp>As Robinson neared graduation in the early days of the pandemic, she said everyone, even teachers, seemed to lose track of how to prepare students for college and life after high school.\u003c/p>\n\u003cp>But long before the pandemic, the district was not preparing its Black students to meet their A-G requirements and be ready for higher education, according to Ratmony Yee, assistant superintendent of educational services for Victor Valley Union High.\u003c/p>\n\u003cp>Robinson’s mother, Crystal Francisco, said she is proud of how hard her daughter works to earn her own money. But she concurs that if Heritage had been around, Robinson might have gone straight to college.\u003c/p>\n\u003cp>“She probably would have gone a different way,” Francisco said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16412809/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" width=\"800\" height=\"800\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch2>Snapshot of California\u003c/h2>\n\u003cp>Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses.\u003c/p>\n\u003cp>Fewer than 2 out of 10 students met A-G rates in 2023 in many northern counties, such as Lake, Del Norte, Plumas, Lassen, Nevada, Tehama, Trinity. Just 3 out of 10 students in Kern, Merced, Tulare and Kings counties met the requirements. That compares to the Bay Area in San Mateo, Santa Clara, Alameda and Marin counties, where more than 5 out of 10 students met A-G requirements.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11975572\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png\" alt=\"Graphic showing that to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-1020x673.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/EdSource_graphic.png 1118w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Improving low A-G completion rates has been a longtime goal of both educators and state policymakers. Still, it’s a problem that resists easy answers or quick fixes, said Sherrie Reed, executive director of the California Education Lab at UC Davis and a researcher with Policy Analysis for California Education (PACE), an independent research nonprofit affiliated with several California universities.\u003c/p>\n\u003cp>The idea of simply aligning the state’s minimum high school requirements with A-G requirements hasn’t gained steam because of the concern that it would result in fewer students graduating, said Mayra Lara, the director of Southern California partnerships and engagement with Ed Trust-West.\u003c/p>\n\u003ch3 style=\"padding-left: 40px\">What are A-G requirements?\u003c/h3>\n\u003cp style=\"padding-left: 40px\">\u003cem>The details of A-G requirements can be arcane, especially for students and parents who are not familiar with the college admissions process. The state requires students to complete a minimum of 13 courses to receive a high school diploma.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>But to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>These courses overlap with high school requirements, but they are also more rigorous. For instance, three years of English are required to graduate from high school, while A-G eligibility requires four years. Only one of those years can include English as a Second Language or English Language Development — courses that English learners are often enrolled in.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003cem>Low grades are a common way students fall off the A-G track. A “D” is considered a passing grade for a high school diploma, but A-G classes require at least a “C” to count as eligible.\u003c/em>\u003c/p>\n\u003cp>The state, instead, has offered carrots for districts working on improving poor A-G rates, especially those that have a large marginalized student population, such as those who are low-income, English learners, homeless or have a disability. In 2021–22, the state set aside over $547 million for the \u003ca href=\"https://www.cde.ca.gov/fg/fo/profile.asp?id=5785&recID=5785\">A-G Completion Improvement Grant Program\u003c/a>. The state has also pushed dual enrollment and career technical education to the high school curriculum, both of which can help students meet their A-G requirements.\u003c/p>\n\u003cp>Progress has been slow. The number of students who have met A-G requirements statewide has ticked up just shy of four points over the last six years.\u003c/p>\n\u003cp>Understanding why any given student may or may not meet A-G requirements requires examining what is happening in a particular region or district, as well as disparities within schools.\u003c/p>\n\u003cp>“The answer is that it is all of that,” Reed said. “No one factor accounts for it.”\u003c/p>\n\u003cp>Some students said that graduating without meeting A-G requirements sent them the message that they were not college material.\u003c/p>\n\u003cp>Brock Wooster-Mills, 20, said he felt “doomed to fail” as a student with a disability attending Liberty High School in Bakersfield, where 49% of students do not meet A-G requirements.\u003c/p>\n\u003cp>Partial hearing loss had affected Wooster-Mills’ ability to speak and follow lessons in elementary school. But even when his hearing improved, his counselors in the Kern High School District wouldn’t allow him to transfer into required A-G courses such as French and geometry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>He remembers one special education teacher telling his class they likely wouldn’t even attend a community college, but Wooster-Mills said he always knew he was capable of more. He enrolled in Bakersfield College in 2021, the fall after he graduated.\u003c/p>\n\u003cp>He’s now in his sixth semester, but his lack of academic confidence and inadequate preparation continue to dog him. In high school, he had never been taught how to write an essay. He had never studied a foreign language, which made Spanish daunting. He failed the first time he took it.\u003c/p>\n\u003cp>“I feel like I’m still behind,” he said. “I wasn’t taught what I was supposed to be taught.”\u003c/p>\n\u003ch2>College increasingly important for economy\u003c/h2>\n\u003cp>Researchers said preparing students for college is increasingly important for the American economy. By 2031, 72% of jobs will require a college degree or post-secondary education, such as an associate degree, \u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">according to the Georgetown University Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Most high schools in the state — 91.4% of traditional district schools, according to PACE — do offer a full slate of A-G coursework that puts them on track for college. But the degree of access students get to those courses or support, once they have enrolled, varies greatly, resulting in wide disparities between groups of students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>PACE released a \u003ca href=\"http://blog.csba.org/ag-completion/\">series of briefs and reports\u003c/a> on the A-G completion rates in summer 2023, noting that access to rigorous coursework — whether dual enrollment, Advanced Placement or other college preparatory courses — can profoundly change the trajectory of a student’s life. These courses not only set students up for college admission but make it more likely that a student will pursue college in the first place.\u003c/p>\n\u003cp>Researchers found that some high schools do not offer the full range of A-G courses. In 2018–19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses. The list also includes small and rural schools that struggle to hire teachers who are qualified to teach A-G required classes in fields such as math, science or foreign language.\u003c/p>\n\u003cp>However, 84% of schools that do not offer a full range of A-G courses are charter schools focused primarily on credit recovery for students at risk of not graduating from high school. Charter schools tend to be outliers in both directions; schools with the highest and lowest A-G rates — where fewer than 40% or greater than 80% of students meet A-G requirement — tend to be charters.\u003c/p>\n\u003ch2>Changes in high school can help\u003c/h2>\n\u003cp>Adelanto High is a part of Victor Valley Union High School District, which serves communities in the High Desert, including Victorville. Cheap, abundant land attracts residents priced out of the Southern California housing market, but there is little economic opportunity. Unemployment is high, and so is the poverty rate.\u003c/p>\n\u003cp>“The kids get stuck here because there’s a cycle of poverty,” said Aleka Jackson-Jarrell, the coordinator of the Heritage program at Adelanto High.\u003c/p>\n\u003cp>Educators in Victor Valley Union High said that beyond ensuring that students have all of their options open to them upon graduation, it is not their role to choose a path for students. Military or trade school are options celebrated at the school, but educators tell students that a bachelor’s degree will be key for most students who aim to earn better wages and escape the cycle of poverty.\u003c/p>\n\u003cp>“Money talks,” said Yee, assistant superintendent of instructional services for Victor Valley Union High.\u003c/p>\n\u003cp>District leaders said ensuring that students meet their A-G requirements opens up two key options for students: being eligible to apply for a CSU or UC school and having the preparation to succeed at a community college.\u003c/p>\n\u003cp>Like much of inland California, the rate of students completing their A-G is low in Victor Valley Union High. In 2016–17, 13% of students in the district completed their A-G coursework, but it has been improving: that number rose to 29% last year.\u003c/p>\n\u003cp>Victor Valley Union High has been making districtwide changes that administrators said are key to putting more students on track for A-G completion.\u003c/p>\n\u003cp>Scheduling is important, Yee said. Creating a master schedule that prioritizes disabled students or English learners ensures these students aren’t missing A-G coursework because of a scheduling conflict. Some schools also build tutoring into daily schedules for struggling students.\u003c/p>\n\u003cp>The district studied students’ transcripts to figure out how to improve their chances of meeting A-G requirements. For instance, they found that students who took foreign language classes as freshmen or sophomores were more likely to fulfill this requirement because they had time to retake classes to make up for any poor grades. Students are now required to begin their foreign language courses by sophomore year.\u003c/p>\n\u003cp>Victor Valley Union High also rolled out two programs aimed specifically at groups of students that were struggling the most: Black students and long-term English learners.\u003c/p>\n\u003ch2>Homing in on groups who need the most help\u003c/h2>\n\u003cp>The Heritage program, aimed at Black students like MarQuan Thornton, was piloted in 2022–23 at Adelanto High. Beginning sophomore year, every Black student in this High Desert school is automatically enrolled in this program that ensures students are prepared for graduation as well as college and a career.\u003c/p>\n\u003cp>Thornton said the program had helped him, even ensuring he made up classes he struggled with during his sophomore year. He now boasts a 3.7 GPA.\u003c/p>\n\u003cp>A-G completion rates for Black students at his high school improved. In 2021–22, 6% of Black students met their A-G. The following year, when Heritage began, that number jumped to 26%.\u003c/p>\n\u003cp>Because of its early success, the program is not only being rolled out at other campuses in the district but is also being used as a model for Legacy, a program aimed at long-term English learners.\u003c/p>\n\u003cp>Students in both Heritage and Legacy are sorted into four groups. Level 1 students are on track to graduate from high school with A-G requirements, while Level 4 students may be in danger of not graduating from high school at all. The coordinators hold monthly sessions with each group on topics ranging from filling out the FAFSA form or making up failed classes to basic life skills students need when approaching adulthood. Students also visit college campuses.\u003c/p>\n\u003cp>Parents are invited for workshops at school to understand the importance of A-G classes and learn how to support — and perhaps badger — their children into staying on track.\u003c/p>\n\u003cp>Heritage coordinator Jackson-Jarrell said that having a background similar to her students’ helps her connect with them. She dropped out of high school when she was younger. She tells students that earning degrees — starting with an associate degree and ultimately obtaining a doctorate — helped her go from making $4.25 an hour to making six figures.\u003c/p>\n\u003cp>Her counterpart at Silverado High, Jose Velasco, teaches Spanish and runs the Legacy program. Like many of his students, Velasco is a child of immigrants whose first language was Spanish. He checks in to make sure students have access to bilingual aides so that they can understand the content in their college preparatory classes, such as geometry or history.\u003c/p>\n\u003cp>When Heritage first began, Jackson-Jarrell experienced pushback from non-Black teachers, parents and students questioning the need for a program focused solely on one group of students and pointing to other programs, such as AVID, that focused on college and career readiness.\u003c/p>\n\u003cp>“We were hit with questions like, ‘Why is this program just for Black students? It’s not fair,’” she said.\u003c/p>\n\u003cp>Jackson-Jarrell would tell them that the data was showing that overwhelmingly, Black students need the most support meeting A-G requirements and that they have unique needs and challenges that Heritage addresses. When students visit college campuses, they try to imagine themselves fitting in. Not seeing Black students on campus can reinforce the idea that they don’t belong on a college campus.\u003c/p>\n\u003cp>“They’re looking for themselves,” Jackson-Jarrell said. “They feel like they don’t belong.”\u003c/p>\n\u003cp>So, Heritage will often ensure that when they visit campuses, they can meet directly with students from the Black student resource centers. This upcoming spring, Heritage students are invited on a tour through the American South, visiting historically Black colleges and universities. Legacy makes a point of visiting with Latino student groups on campus for similar purposes.\u003c/p>\n\u003cp>Jackson-Jarrell said that programs like Heritage and Legacy are important for the community’s economic development and hopes to see more programs like them in other districts in the High Desert.\u003c/p>\n\u003cp>Superintendent Carl Coles concurs. Increasing the rigor of students’ coursework and preparing them for higher education doesn’t just set students up for success; it improves the prospects of their families and the larger community. The district’s renewed focus on A-G requirements, he said, goes right to the core of why education is so important.\u003c/p>\n\u003cp>Coles said, “It really is so that every kid can live a life of purpose.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/most-california-high-school-seniors-shut-out-of-even-applying-to-the-states-universities/705635\">\u003cem>This story originally appeared on EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.[aside tag= \"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\n\u003cp>https://youtu.be/UThKEg5Tdos?list=PLgIRGe0-q7SbwGbnaL0Phdox9gx6iq_Sd\u003c/p>\n\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UThKEg5Tdos'\n title='//www.youtube.com/embed/UThKEg5Tdos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The University of California on Thursday took a first step toward allowing the hiring of undocumented students for jobs across the 10-campus system, a move that follows months of pleas from those students.\u003c/p>\n\u003cp>\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/may23/b2.pdf\">The action by the system’s board of regents (PDF)\u003c/a> Thursday does not immediately authorize the employment of undocumented students. Instead, UC plans to create a working group that will spend the next six months considering the proposal.\u003c/p>\n\u003cp>Regent leaders insisted Thursday that their intention is to ultimately permit the hiring of undocumented students, but said they want time to carefully consider the issue, including legal strategies. If implemented, UC would be the first known institution to argue that a federal statute barring the hiring of undocumented immigrants doesn’t apply to state entities. Doing so could attract a legal challenge.\u003c/p>\n\u003cp>“It is our intention to find a way to allow employment opportunities for all our students regardless of their immigration status,” John Pérez, a regent and former chair of the board, told reporters following the vote.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Richard Leib, chair, Board of Regents, University of California\"]‘We have a moral obligation to try to do what we can, because it is ridiculous. We are the University of California. We’re educating people. What are we educating them for? In part, to get into the workforce.’[/pullquote]First, though, the regents want to ensure they have “the best case to do that” legally, said Richard Leib, the current chair of the board who will be responsible for creating the working group, which will be made up entirely of regents.\u003c/p>\n\u003cp>“I think people would enjoy having a decision right away, but it would be irresponsible from our standpoint,” he said.\u003c/p>\n\u003cp>The working group will complete its work by Nov. 30, at which point it will direct the system’s president, Michael Drake, on how to move forward.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since last fall, a coalition of undocumented students and their allies, including legal scholars at UCLA, \u003ca href=\"https://edsource.org/2023/university-of-californias-undocumented-students-push-for-right-to-work-campus-jobs/690413\">have called on the system to authorize the hiring of undocumented students\u003c/a> who don’t have protections offered under the Obama-era Deferred Action for Childhood Arrivals program. DACA offered permission to work for tens of thousands of young people, but the Trump administration ended the program in 2017 and no new applications have been accepted since then, leaving many undocumented students in higher education ineligible to work.\u003c/p>\n\u003cp>Undocumented student leaders with the Opportunity for All Campaign, the coalition that advocated for the policy, said they consider Thursday’s vote a victory. Students had lobbied the regents with a demonstration Wednesday, the second day of the three-day regents meeting, on the campus of UCLA, where the meeting was held. The students and their allies held signs calling for UC to allow the hiring of undocumented students as they took turns speaking and then marching across the campus.\u003c/p>\n\u003cp>“What we were going for was full implementation, but I still consider this a win,” said Carlos Alarcón, who is pursuing a master’s degree in public policy at UCLA. “They’re creating a working group to come up with a plan of how the UC will implement and there’s a deadline of November. That is very important to us, so we can hold them accountable.”\u003c/p>\n\u003cp>Alarcón said the campaign’s goal over the next several months will be to engage the regents and make sure the working group is considering the input of undocumented students.\u003c/p>\n\u003cp>“We don’t have the same opportunities our classmates are afforded,” said Carelia Maya Rios, an undocumented student who spoke during the regents meeting. “Yesterday, hundreds of students marched and rallied for victory… to let you know this is a critical and urgent need.”\u003c/p>\n\u003cfigure id=\"attachment_11950066\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11950066\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut.jpg\" alt=\"A large, bronze statue of a bear showing its teeth is displayed outdoors on an university campus. Six students in UCLA hooded sweatshirts and jeans walk around the statue on their way to class. One young woman sits on a tan, chunky bench writing on a notepad.\" width=\"1920\" height=\"1291\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-800x538.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-1020x686.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-160x108.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-1536x1033.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students sit around the Bruin Bear statue during lunchtime on the campus of UCLA on April 23, 2012 in Los Angeles, California. \u003ccite>(Kevork Djansezian/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Diana Ortiz Aguilar, a student advocate and organizer for the group Opportunity4All at UC Berkeley, told KQED she’s familiar with the hardships many undocumented students face trying to find jobs on campus. She said, as an undocumented student herself, the regents’ decision directly impacts her life.\u003c/p>\n\u003cp>[aside label='More Stories on Education' tag='education']\u003c/p>\n\u003cp>“I’ve been barred from multiple opportunities to continue developing my career and even [getting] financial security,” she said. “This isn’t the first time that [the regents are] deciding on undocumented rights, on my rights. Mainly, it’s fear of just continuing to live in uncertainty and living in a state where I don’t feel welcome. But I’m also just very hopeful, mainly because we’ve had such strong support from multiple UCs across the UC system. So it’s a little bit of both, happiness and just fear.”\u003c/p>\n\u003cp>The legal theory was developed by \u003ca href=\"https://law.ucla.edu/academics/centers/center-immigration-law-and-policy\">UCLA’s Center for Immigration Law and Policy\u003c/a> and is supported by legal scholars including \u003ca href=\"https://www.law.berkeley.edu/our-faculty/faculty-profiles/erwin-chemerinsky/\">Erwin Chemerinsky, the dean of UC Berkeley’s School of Law.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11950082\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11950082\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut.jpg\" alt=\"A tall, white clock tower punctuates the middle of a college campus outdoor space. Sections of grass and chunky trees are scattered throughout. The sky is gray. Three college students walk down a brick pathway together toward the clock tower. They wear book bags and jackets.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-1536x1026.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students walk near Sather Tower on the University of California at Berkeley campus on February 24, 2005, in Berkeley, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Historically, states have followed a 1986 federal statute, the Immigration Reform and Control Act, that bans the hiring of undocumented immigrants without legal status and have required proof of legal status for employment. But in the view of UC’s undocumented students and their allies, UC is free to hire undocumented students because the statute doesn’t apply to state entities like UC. The legal theory was developed by \u003ca href=\"https://law.ucla.edu/academics/centers/center-immigration-law-and-policy\">UCLA’s Center for Immigration Law and Policy\u003c/a>.\u003c/p>\n\u003cp>If the idea were to ultimately be adopted, it could impact thousands of students at UC. There are more than 4,000 undocumented students across the ten campuses. It’s not known how many are without DACA protections, but it’s at least hundreds and likely many more, according to a spokesperson for the Opportunity for All Campaign.\u003c/p>\n\u003cp>Without the ability to work at UC, undocumented students not only have a harder time affording college, but they are also shut out of critical opportunities that further their educational experience, such as internships and research jobs.\u003c/p>\n\u003cp>“We have a moral obligation to try to do what we can, because it is ridiculous,” Leib said. “We are the University of California. We’re educating people. What are we educating them for? In part, to get into the workforce.”\u003c/p>\n\u003cp>If UC were to ultimately allow the hiring of undocumented students, it could have national implications, Pérez predicted. He compared it to \u003ca href=\"https://edsource.org/2020/in-historic-action-uc-moves-to-drop-sat-act-and-develop-a-replacement-exam-for-admissions/632174\">UC’s decision to drop the SAT and ACT as admissions requirements\u003c/a>, a policy that many other universities across the country later adopted.\u003c/p>\n\u003cp>“We are often at the cutting edge of big national conversations. I think this will be much in the same way,” he said.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED’s \u003ca href=\"https://www.kqed.org/author/bwatt#:~:text=Brian%20Watt%20is%20KQED's%20morning,his%20work%20won%20several%20awards.\">Brian Watt\u003c/a>, \u003ca href=\"https://www.kqed.org/author/agonzalez\">Alexander Gonzalez\u003c/a> and \u003ca href=\"https://www.kqed.org/author/lesleymcclurg\">Lesley McClurg\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/uc-signals-support-for-hiring-of-undocumented-students-following-six-month-study/690855\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California on Thursday took a first step toward allowing the hiring of undocumented students for jobs across the 10-campus system, a move that follows months of pleas from those students.\u003c/p>\n\u003cp>\u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/may23/b2.pdf\">The action by the system’s board of regents (PDF)\u003c/a> Thursday does not immediately authorize the employment of undocumented students. Instead, UC plans to create a working group that will spend the next six months considering the proposal.\u003c/p>\n\u003cp>Regent leaders insisted Thursday that their intention is to ultimately permit the hiring of undocumented students, but said they want time to carefully consider the issue, including legal strategies. If implemented, UC would be the first known institution to argue that a federal statute barring the hiring of undocumented immigrants doesn’t apply to state entities. Doing so could attract a legal challenge.\u003c/p>\n\u003cp>“It is our intention to find a way to allow employment opportunities for all our students regardless of their immigration status,” John Pérez, a regent and former chair of the board, told reporters following the vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>First, though, the regents want to ensure they have “the best case to do that” legally, said Richard Leib, the current chair of the board who will be responsible for creating the working group, which will be made up entirely of regents.\u003c/p>\n\u003cp>“I think people would enjoy having a decision right away, but it would be irresponsible from our standpoint,” he said.\u003c/p>\n\u003cp>The working group will complete its work by Nov. 30, at which point it will direct the system’s president, Michael Drake, on how to move forward.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since last fall, a coalition of undocumented students and their allies, including legal scholars at UCLA, \u003ca href=\"https://edsource.org/2023/university-of-californias-undocumented-students-push-for-right-to-work-campus-jobs/690413\">have called on the system to authorize the hiring of undocumented students\u003c/a> who don’t have protections offered under the Obama-era Deferred Action for Childhood Arrivals program. DACA offered permission to work for tens of thousands of young people, but the Trump administration ended the program in 2017 and no new applications have been accepted since then, leaving many undocumented students in higher education ineligible to work.\u003c/p>\n\u003cp>Undocumented student leaders with the Opportunity for All Campaign, the coalition that advocated for the policy, said they consider Thursday’s vote a victory. Students had lobbied the regents with a demonstration Wednesday, the second day of the three-day regents meeting, on the campus of UCLA, where the meeting was held. The students and their allies held signs calling for UC to allow the hiring of undocumented students as they took turns speaking and then marching across the campus.\u003c/p>\n\u003cp>“What we were going for was full implementation, but I still consider this a win,” said Carlos Alarcón, who is pursuing a master’s degree in public policy at UCLA. “They’re creating a working group to come up with a plan of how the UC will implement and there’s a deadline of November. That is very important to us, so we can hold them accountable.”\u003c/p>\n\u003cp>Alarcón said the campaign’s goal over the next several months will be to engage the regents and make sure the working group is considering the input of undocumented students.\u003c/p>\n\u003cp>“We don’t have the same opportunities our classmates are afforded,” said Carelia Maya Rios, an undocumented student who spoke during the regents meeting. “Yesterday, hundreds of students marched and rallied for victory… to let you know this is a critical and urgent need.”\u003c/p>\n\u003cfigure id=\"attachment_11950066\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11950066\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut.jpg\" alt=\"A large, bronze statue of a bear showing its teeth is displayed outdoors on an university campus. Six students in UCLA hooded sweatshirts and jeans walk around the statue on their way to class. One young woman sits on a tan, chunky bench writing on a notepad.\" width=\"1920\" height=\"1291\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-800x538.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-1020x686.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-160x108.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS19451_GettyImages-143309520-qut-1536x1033.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students sit around the Bruin Bear statue during lunchtime on the campus of UCLA on April 23, 2012 in Los Angeles, California. \u003ccite>(Kevork Djansezian/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Diana Ortiz Aguilar, a student advocate and organizer for the group Opportunity4All at UC Berkeley, told KQED she’s familiar with the hardships many undocumented students face trying to find jobs on campus. She said, as an undocumented student herself, the regents’ decision directly impacts her life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’ve been barred from multiple opportunities to continue developing my career and even [getting] financial security,” she said. “This isn’t the first time that [the regents are] deciding on undocumented rights, on my rights. Mainly, it’s fear of just continuing to live in uncertainty and living in a state where I don’t feel welcome. But I’m also just very hopeful, mainly because we’ve had such strong support from multiple UCs across the UC system. So it’s a little bit of both, happiness and just fear.”\u003c/p>\n\u003cp>The legal theory was developed by \u003ca href=\"https://law.ucla.edu/academics/centers/center-immigration-law-and-policy\">UCLA’s Center for Immigration Law and Policy\u003c/a> and is supported by legal scholars including \u003ca href=\"https://www.law.berkeley.edu/our-faculty/faculty-profiles/erwin-chemerinsky/\">Erwin Chemerinsky, the dean of UC Berkeley’s School of Law.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11950082\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11950082\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut.jpg\" alt=\"A tall, white clock tower punctuates the middle of a college campus outdoor space. Sections of grass and chunky trees are scattered throughout. The sky is gray. Three college students walk down a brick pathway together toward the clock tower. They wear book bags and jackets.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/05/RS18894_GettyImages-52237594-qut-1536x1026.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students walk near Sather Tower on the University of California at Berkeley campus on February 24, 2005, in Berkeley, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Historically, states have followed a 1986 federal statute, the Immigration Reform and Control Act, that bans the hiring of undocumented immigrants without legal status and have required proof of legal status for employment. But in the view of UC’s undocumented students and their allies, UC is free to hire undocumented students because the statute doesn’t apply to state entities like UC. The legal theory was developed by \u003ca href=\"https://law.ucla.edu/academics/centers/center-immigration-law-and-policy\">UCLA’s Center for Immigration Law and Policy\u003c/a>.\u003c/p>\n\u003cp>If the idea were to ultimately be adopted, it could impact thousands of students at UC. There are more than 4,000 undocumented students across the ten campuses. It’s not known how many are without DACA protections, but it’s at least hundreds and likely many more, according to a spokesperson for the Opportunity for All Campaign.\u003c/p>\n\u003cp>Without the ability to work at UC, undocumented students not only have a harder time affording college, but they are also shut out of critical opportunities that further their educational experience, such as internships and research jobs.\u003c/p>\n\u003cp>“We have a moral obligation to try to do what we can, because it is ridiculous,” Leib said. “We are the University of California. We’re educating people. What are we educating them for? In part, to get into the workforce.”\u003c/p>\n\u003cp>If UC were to ultimately allow the hiring of undocumented students, it could have national implications, Pérez predicted. He compared it to \u003ca href=\"https://edsource.org/2020/in-historic-action-uc-moves-to-drop-sat-act-and-develop-a-replacement-exam-for-admissions/632174\">UC’s decision to drop the SAT and ACT as admissions requirements\u003c/a>, a policy that many other universities across the country later adopted.\u003c/p>\n\u003cp>“We are often at the cutting edge of big national conversations. I think this will be much in the same way,” he said.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED’s \u003ca href=\"https://www.kqed.org/author/bwatt#:~:text=Brian%20Watt%20is%20KQED's%20morning,his%20work%20won%20several%20awards.\">Brian Watt\u003c/a>, \u003ca href=\"https://www.kqed.org/author/agonzalez\">Alexander Gonzalez\u003c/a> and \u003ca href=\"https://www.kqed.org/author/lesleymcclurg\">Lesley McClurg\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/uc-signals-support-for-hiring-of-undocumented-students-following-six-month-study/690855\">This story was originally published in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California’s proposed state budget revision could make a dent in the state’s ongoing teacher shortage by reducing obstacles to earning teaching credentials, such as making it easier for members of the military and their spouses to earn teaching credentials, requiring that teacher residents are paid and preparing more bilingual teachers.\u003c/p>\n\u003cp>Despite a $2 billion cut to TK-12 and community colleges from the budget proposed in January, the \u003ca href=\"https://ebudget.ca.gov/\">budget revision\u003c/a> adds funding for state programs that train teachers for hard-to-fill positions. The \u003ca href=\"https://esd.dof.ca.gov/trailer-bill/public/trailerBill/pdf/909\">budget trailer bill\u003c/a> also alters former legislation to remove impediments to becoming a teacher.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Shireen Pavri, assistant vice chancellor of educator and leadership programs, California State University\"]‘Residencies are high quality, clinically rich pathways to teacher preparation, and it is essential to provide affordable options for teacher candidates to select this preparation pathway.’[/pullquote]“In California, we are rising to the challenge and removing financial barriers to the profession in ways that are proven to not only recruit but retain quality educators,” said Superintendent of Public Instruction Tony Thurmond \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel36.asp\">in a statement\u003c/a>. “It is estimated that California needs to recruit 27,000 teachers, including thousands of universal transitional kindergarten teachers, and we are stepping in to fill this gap and find solutions.”\u003c/p>\n\u003cp>The budget, if passed this summer as revised, would clear the way for U.S. military service members and their spouses, who hold a valid teaching credential in another state, to earn a California credential. Currently, they must go through the \u003ca href=\"https://www.ctc.ca.gov/credentials/out-of-state-app\">same process\u003c/a> as other teachers who have out-of-state credentials, including meeting the state’s basic skills requirement and verifying out-of-state teaching preparation and experience.\u003c/p>\n\u003cp>The budget would also give concessions to those who were unable to earn their teaching credential during the Covid-19 pandemic because they could not complete the required Teaching Performance Assessment. It would allow them to meet the requirement through a state-approved induction program or two years of satisfactory teacher evaluations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers in California must complete an induction program, focused on extensive support and mentoring during their first two years of teaching, before they can clear their credential.\u003c/p>\n\u003ch2>Teaching residents in state-funded program would be paid\u003c/h2>\n\u003cp>The budget would also go a long way toward \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">fixing flaws\u003c/a> in the state’s Teacher and School Counselor Residency Grant Program. The proposed budget wouldn’t add any funding to the program, but it would ensure residents get paid.\u003c/p>\n\u003cp>Residents work alongside experienced mentors for a year of clinical training, while completing required university coursework. A report by the \u003ca href=\"https://nctresidencies.org/annual-report/\">National Center for Teacher Residencies\u003c/a> found that 89% of graduates of teacher residency programs remain in the profession for at least three years.\u003c/p>\n\u003cp>The state residency grant program, initially funded with $350 million in the 2021-22 state budget, pays school districts to operate teacher residency programs in partnership with university teacher preparation programs. Another $250 million and school counselor residency programs were added to the grant program in the 2022-23 fiscal year.\u003c/p>\n\u003cp>[aside postID=\"mindshift_61532,news_11945189,news_11949458\" label=\"Related Posts\"]Currently, school districts can apply for grants of $25,000 per resident to administer a residency program, pay costs of resident teachers’ preparation and induction, as well as stipends to mentors. School districts are not required to pay residents a salary or stipend, although most pay something.\u003c/p>\n\u003cp>The budget proposes increasing the amount paid to school districts and charter schools to $40,000 per resident. It also requires the residency programs pay residents a minimum of $20,000 a year.\u003c/p>\n\u003cp>Shireen Pavri, assistant vice chancellor of educator and leadership programs at California State University, is in favor of a minimum salary for residents preparing to be teachers.\u003c/p>\n\u003cp>“Residencies are high quality, clinically rich pathways to teacher preparation, and it is essential to provide affordable options for teacher candidates to select this preparation pathway,” she said.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.wested.org/wp-content/uploads/2022/01/Teacher-Residency-Programs-in-California_Brief.pdf\">evaluation of the grant program by WestEd\u003c/a> earlier this year revealed that residency programs funded by the state grant were \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">struggling to fill their rosters\u003c/a> because teacher candidates could not afford to live on the stipends provided. The time commitment required of residents usually precludes them from taking even a part-time job to pay the bills.\u003c/p>\n\u003cp>About 30% of teacher residents experience food or housing insecurity during their year of residency and about half of them experienced an inability to pay their bills, Kate Hirschboeck, a senior researcher for WestEd, told the California Commission on Teacher Credentialing.\u003c/p>\n\u003cp>A \u003ca href=\"https://esd.dof.ca.gov/trailer-bill/public/trailerBill/pdf/909\">trailer bill\u003c/a> to the budget would remove other hurdles for residents in the state-funded program. Residents, who are required to serve four years as a teacher after completing their preliminary credential, would no longer be restricted to the school district that hosted their residency. Instead, they could serve in any public school in the state. They also have eight years to complete their four-year teaching obligation, instead of the five years required by previous legislation.\u003c/p>\n\u003cp>The proposal also eases financial sanctions against former residents who don’t complete the four-year obligation to teach. If the budget passes, school districts who run a residency program will only be able to recover the cost of tuition and materials from former residents, and not the cost of administering the grant or the stipends paid to mentors and residents. The amount owed also depends on how long the former resident taught before quitting.\u003c/p>\n\u003cp>School districts also could be held responsible for residents’ success. Districts where more than 10% of the residents fail to earn a preliminary teaching credential in a year or fail to complete their service commitment may have to repay a portion of their grant to the state.\u003c/p>\n\u003ch2>State adds funds to prepare special education teachers\u003c/h2>\n\u003cp>The new budget also adds $6 million to the Golden State Teacher Grant Program, which offers up to $20,000 to a teacher candidate who commits to working in a priority school for four years. The funds will support grants to teacher candidates enrolled in a special education teacher preparation program who agree to teach at a high-needs school site.\u003c/p>\n\u003cp>The nation has had a severe shortage of special education teachers. The U.S.Bureau of Labor Statistics predicted an annual need for 37,600 special education teachers between 2021 and 2031.\u003c/p>\n\u003ch2>Budget would bring back program to prepare bilingual teachers\u003c/h2>\n\u003cp>The governor’s proposed budget also includes $20 million, to be used over five years, to renew a program that helps prepare bilingual teachers.\u003c/p>\n\u003cp>School districts in California have \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/California_COVID_Teacher_Workforce_REPORT.pdf\">struggled for years\u003c/a> to hire teachers with bilingual authorizations – a specialized credential required to teach English language learners. Demand has grown as more schools open dual language immersion programs, which teach all students in two languages.\u003c/p>\n\u003cp>The shortage is in part a legacy of Proposition 227, which voters passed in 1998, limiting bilingual education in the state. After it passed, the number of teachers receiving bilingual credentials dropped. When voters \u003ca href=\"https://edsource.org/2017/a-new-era-for-bilingual-education-explaining-californias-proposition-58/574852\">repealed the law\u003c/a> in 2016, school districts began increasing the number of bilingual classrooms, but had a hard time finding enough teachers who had both the credentials and the experience or preparation to work in dual-language settings.\u003c/p>\n\u003cp>In 2018, the Bilingual Teacher Professional Development Program began to prepare bilingual teachers through eight county offices of education and school districts. According to the California Department of Education, the program helped 353 teachers get bilingual credentials, and helped prepare an additional 392 teachers who already had their bilingual credentials but had been teaching only in English.\u003c/p>\n\u003cp>Since the program \u003ca href=\"https://edsource.org/2021/why-training-california-bilingual-teachers-just-got-harder/656558\">ended in 2021\u003c/a>, a number of advocacy organizations, county offices of education and school districts have called for it to be renewed, and bills have been introduced in the legislature, including\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1127\"> AB 1127\u003c/a> this year, but funding was not included in the state budget until now.\u003c/p>\n\u003cp>District officials and bilingual education advocates celebrated the proposed renewal.\u003c/p>\n\u003cp>“It’s important that we provide these incentives, to help them pay for coursework, to help them pay for taking the tests. It really does help them get across the finish line,” said Martha I. Martínez, senior director of research and evaluation for SEAL, a nonprofit organization that provides training and assistance to help school districts implement bilingual programs.\u003c/p>\n\u003cp>Nicole Knight, executive director of English Language Learner and Multilingual Achievement at Oakland Unified School District said the funding to renew this program is a step in the right direction, but not enough to fill the shortage of bilingual teachers. She said more colleges need to offer bilingual authorizations as part of their teacher credentialing programs and there needs to be more done to prepare bilingual middle and high school teachers to teach single-subject classes in languages other than English.\u003c/p>\n\u003cp>“We have really struggled with getting our teachers bilingually authorized,” she said. “We’re completely reliant on the Spain and Mexico visiting teachers program, and ideally what we’re looking for is to be able to grow our own and develop completely bilingual and biliterate students and encourage cohorts of those students to enroll in programs that are affordable.”\u003c/p>\n\u003cp>\u003ca class=\"c-link\" href=\"https://edsource.org/2023/proposed-state-budget-could-make-becoming-a-teacher-easier/690789\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2023/proposed-state-budget-could-make-becoming-a-teacher-easier/690789\" data-sk=\"tooltip_parent\">This story was originally published by EdSource\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s proposed state budget revision could make a dent in the state’s ongoing teacher shortage by reducing obstacles to earning teaching credentials, such as making it easier for members of the military and their spouses to earn teaching credentials, requiring that teacher residents are paid and preparing more bilingual teachers.\u003c/p>\n\u003cp>Despite a $2 billion cut to TK-12 and community colleges from the budget proposed in January, the \u003ca href=\"https://ebudget.ca.gov/\">budget revision\u003c/a> adds funding for state programs that train teachers for hard-to-fill positions. The \u003ca href=\"https://esd.dof.ca.gov/trailer-bill/public/trailerBill/pdf/909\">budget trailer bill\u003c/a> also alters former legislation to remove impediments to becoming a teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“In California, we are rising to the challenge and removing financial barriers to the profession in ways that are proven to not only recruit but retain quality educators,” said Superintendent of Public Instruction Tony Thurmond \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel36.asp\">in a statement\u003c/a>. “It is estimated that California needs to recruit 27,000 teachers, including thousands of universal transitional kindergarten teachers, and we are stepping in to fill this gap and find solutions.”\u003c/p>\n\u003cp>The budget, if passed this summer as revised, would clear the way for U.S. military service members and their spouses, who hold a valid teaching credential in another state, to earn a California credential. Currently, they must go through the \u003ca href=\"https://www.ctc.ca.gov/credentials/out-of-state-app\">same process\u003c/a> as other teachers who have out-of-state credentials, including meeting the state’s basic skills requirement and verifying out-of-state teaching preparation and experience.\u003c/p>\n\u003cp>The budget would also give concessions to those who were unable to earn their teaching credential during the Covid-19 pandemic because they could not complete the required Teaching Performance Assessment. It would allow them to meet the requirement through a state-approved induction program or two years of satisfactory teacher evaluations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers in California must complete an induction program, focused on extensive support and mentoring during their first two years of teaching, before they can clear their credential.\u003c/p>\n\u003ch2>Teaching residents in state-funded program would be paid\u003c/h2>\n\u003cp>The budget would also go a long way toward \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">fixing flaws\u003c/a> in the state’s Teacher and School Counselor Residency Grant Program. The proposed budget wouldn’t add any funding to the program, but it would ensure residents get paid.\u003c/p>\n\u003cp>Residents work alongside experienced mentors for a year of clinical training, while completing required university coursework. A report by the \u003ca href=\"https://nctresidencies.org/annual-report/\">National Center for Teacher Residencies\u003c/a> found that 89% of graduates of teacher residency programs remain in the profession for at least three years.\u003c/p>\n\u003cp>The state residency grant program, initially funded with $350 million in the 2021-22 state budget, pays school districts to operate teacher residency programs in partnership with university teacher preparation programs. Another $250 million and school counselor residency programs were added to the grant program in the 2022-23 fiscal year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Currently, school districts can apply for grants of $25,000 per resident to administer a residency program, pay costs of resident teachers’ preparation and induction, as well as stipends to mentors. School districts are not required to pay residents a salary or stipend, although most pay something.\u003c/p>\n\u003cp>The budget proposes increasing the amount paid to school districts and charter schools to $40,000 per resident. It also requires the residency programs pay residents a minimum of $20,000 a year.\u003c/p>\n\u003cp>Shireen Pavri, assistant vice chancellor of educator and leadership programs at California State University, is in favor of a minimum salary for residents preparing to be teachers.\u003c/p>\n\u003cp>“Residencies are high quality, clinically rich pathways to teacher preparation, and it is essential to provide affordable options for teacher candidates to select this preparation pathway,” she said.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.wested.org/wp-content/uploads/2022/01/Teacher-Residency-Programs-in-California_Brief.pdf\">evaluation of the grant program by WestEd\u003c/a> earlier this year revealed that residency programs funded by the state grant were \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">struggling to fill their rosters\u003c/a> because teacher candidates could not afford to live on the stipends provided. The time commitment required of residents usually precludes them from taking even a part-time job to pay the bills.\u003c/p>\n\u003cp>About 30% of teacher residents experience food or housing insecurity during their year of residency and about half of them experienced an inability to pay their bills, Kate Hirschboeck, a senior researcher for WestEd, told the California Commission on Teacher Credentialing.\u003c/p>\n\u003cp>A \u003ca href=\"https://esd.dof.ca.gov/trailer-bill/public/trailerBill/pdf/909\">trailer bill\u003c/a> to the budget would remove other hurdles for residents in the state-funded program. Residents, who are required to serve four years as a teacher after completing their preliminary credential, would no longer be restricted to the school district that hosted their residency. Instead, they could serve in any public school in the state. They also have eight years to complete their four-year teaching obligation, instead of the five years required by previous legislation.\u003c/p>\n\u003cp>The proposal also eases financial sanctions against former residents who don’t complete the four-year obligation to teach. If the budget passes, school districts who run a residency program will only be able to recover the cost of tuition and materials from former residents, and not the cost of administering the grant or the stipends paid to mentors and residents. The amount owed also depends on how long the former resident taught before quitting.\u003c/p>\n\u003cp>School districts also could be held responsible for residents’ success. Districts where more than 10% of the residents fail to earn a preliminary teaching credential in a year or fail to complete their service commitment may have to repay a portion of their grant to the state.\u003c/p>\n\u003ch2>State adds funds to prepare special education teachers\u003c/h2>\n\u003cp>The new budget also adds $6 million to the Golden State Teacher Grant Program, which offers up to $20,000 to a teacher candidate who commits to working in a priority school for four years. The funds will support grants to teacher candidates enrolled in a special education teacher preparation program who agree to teach at a high-needs school site.\u003c/p>\n\u003cp>The nation has had a severe shortage of special education teachers. The U.S.Bureau of Labor Statistics predicted an annual need for 37,600 special education teachers between 2021 and 2031.\u003c/p>\n\u003ch2>Budget would bring back program to prepare bilingual teachers\u003c/h2>\n\u003cp>The governor’s proposed budget also includes $20 million, to be used over five years, to renew a program that helps prepare bilingual teachers.\u003c/p>\n\u003cp>School districts in California have \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/California_COVID_Teacher_Workforce_REPORT.pdf\">struggled for years\u003c/a> to hire teachers with bilingual authorizations – a specialized credential required to teach English language learners. Demand has grown as more schools open dual language immersion programs, which teach all students in two languages.\u003c/p>\n\u003cp>The shortage is in part a legacy of Proposition 227, which voters passed in 1998, limiting bilingual education in the state. After it passed, the number of teachers receiving bilingual credentials dropped. When voters \u003ca href=\"https://edsource.org/2017/a-new-era-for-bilingual-education-explaining-californias-proposition-58/574852\">repealed the law\u003c/a> in 2016, school districts began increasing the number of bilingual classrooms, but had a hard time finding enough teachers who had both the credentials and the experience or preparation to work in dual-language settings.\u003c/p>\n\u003cp>In 2018, the Bilingual Teacher Professional Development Program began to prepare bilingual teachers through eight county offices of education and school districts. According to the California Department of Education, the program helped 353 teachers get bilingual credentials, and helped prepare an additional 392 teachers who already had their bilingual credentials but had been teaching only in English.\u003c/p>\n\u003cp>Since the program \u003ca href=\"https://edsource.org/2021/why-training-california-bilingual-teachers-just-got-harder/656558\">ended in 2021\u003c/a>, a number of advocacy organizations, county offices of education and school districts have called for it to be renewed, and bills have been introduced in the legislature, including\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1127\"> AB 1127\u003c/a> this year, but funding was not included in the state budget until now.\u003c/p>\n\u003cp>District officials and bilingual education advocates celebrated the proposed renewal.\u003c/p>\n\u003cp>“It’s important that we provide these incentives, to help them pay for coursework, to help them pay for taking the tests. It really does help them get across the finish line,” said Martha I. Martínez, senior director of research and evaluation for SEAL, a nonprofit organization that provides training and assistance to help school districts implement bilingual programs.\u003c/p>\n\u003cp>Nicole Knight, executive director of English Language Learner and Multilingual Achievement at Oakland Unified School District said the funding to renew this program is a step in the right direction, but not enough to fill the shortage of bilingual teachers. She said more colleges need to offer bilingual authorizations as part of their teacher credentialing programs and there needs to be more done to prepare bilingual middle and high school teachers to teach single-subject classes in languages other than English.\u003c/p>\n\u003cp>“We have really struggled with getting our teachers bilingually authorized,” she said. “We’re completely reliant on the Spain and Mexico visiting teachers program, and ideally what we’re looking for is to be able to grow our own and develop completely bilingual and biliterate students and encourage cohorts of those students to enroll in programs that are affordable.”\u003c/p>\n\u003cp>\u003ca class=\"c-link\" href=\"https://edsource.org/2023/proposed-state-budget-could-make-becoming-a-teacher-easier/690789\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2023/proposed-state-budget-could-make-becoming-a-teacher-easier/690789\" data-sk=\"tooltip_parent\">This story was originally published by EdSource\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Sinbad Creek, swollen from hours of heavy rainfall, burst through the fence surrounding Sunol Glen School in Alameda County on Saturday night, damaging three classrooms and two offices, destroying the school’s garden, athletic track and playground, and leaving 8 inches of mud and downed trees in its wake.\u003c/p>\n\u003cp>By the time Superintendent Molleen Barnes arrived at the Spanish-style campus Sunday, the water had receded, but she found that the school’s day care classroom, tutoring center and art classroom had been badly damaged when the rush of water pushed the portables they were housed in off their foundations.\u003c/p>\n\u003cp>Five large storage containers used by the school and community, also unmoored by the water, had slammed into playground equipment and destroyed it.[pullquote size=\"medium\" align=\"right\" citation=\"Molleen Barnes, superintendent, Sunol Glen Unified School District\"]‘The fence line is a mess. The yard is a mess, and our beautiful garden is pretty much kaput.’[/pullquote]\u003c/p>\n\u003cp>“The fence line is a mess. The yard is a mess, and our beautiful garden is pretty much kaput,” Barnes told families in a video message. “We are working hard to get things back together as best we can and ready for Jan. 9. The idea is to open on Jan. 9 and welcome your children in.”\u003c/p>\n\u003cp>An atmospheric river storm brought heavy rain and snowfall and high winds to California over the New Year’s holiday weekend. The result was flooding, downed trees and power outages that threatened to delay the reopening of school after the winter holiday break.\u003c/p>\n\u003cp>Members of the Sunol Glen community helped with cleanup on the campus that houses the 270 students in transitional kindergarten through eighth grade. The campus, which shares Main Street with a mini-mart, a barbershop and a restaurant, has been a school and community hub, hosting community meetings, plays and events, since it was built in 1925.\u003c/p>\n\u003cp>Although many volunteers pitched in to help, including a father with a backhoe, much of the work is being completed by a restoration management company. Insurance adjusters will determine how much of the damaged property can be salvaged and what is a loss.\u003c/p>\n\u003cp>It’s not clear how many other schools in the state were damaged by last weekend’s storm. In many cases, school staff are still inspecting properties.\u003c/p>\n\u003cp>The one-school district, and others in flood-prone areas of the state, are preparing for the next big storm, expected to arrive today. The storm and atmospheric river could bring more heavy rain, causing flooding in urban areas and around rivers, streams and creeks, according to the National Weather Service. Snow and high winds could also make getting to and from school treacherous in the mountains. Power outages are again likely in some parts of the state.\u003c/p>\n\u003cp>“We are sandbagging and moving shipping containers, clearing the drains, trying to do everything we can do to batten down the hatches for round No. 2,” Barnes said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=E7dq1otD3cI&list=PLED7qK1o_OX-TKLF_E5_Zbd6UC_ZMq5_M&t=2s\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Santa Cruz County is one of the areas in the state expected to be hit hard by heavy rains and runoff through Thursday. School and county emergency staff met Monday to plan for the storm, including deciding which schools should be closed Tuesday, said Nick Ibarra, spokesperson for the Santa Cruz County Office of Education.\u003c/p>\n\u003cp>Schools in areas still under evacuation orders and that are determined to be inaccessible to students will be closed. Decisions to close schools once the storm hits will be made on a case-by-case basis depending on conditions, he said.\u003c/p>\n\u003cp>“Most of our students have not yet returned from winter break, which is fortunate in that sense considering the severity of the storm we are expecting,” Ibarra said.\u003c/p>\n\u003cp>Some schools in the county will be used as evacuation centers, he said.\u003c/p>\n\u003cp>New Alameda County Office of Education Superintendent Alysse Castro hadn’t even been sworn in yet when she got the call from Barnes about the damage to Sunol Glen School. She called Jake Wolf, a member of the California Department of Education’s Emergency Services Team.\u003c/p>\n\u003cp>The team, formed in 2020, includes Wolf and Joe Anderson, both former employees of the Governor’s Office of Emergency Services. The duo helps school officials communicate with state and federal agencies during emergencies like wildfires, earthquakes and storms. They offer up-to-date information about the emergency from the state operations center briefings they attend daily, give technical assistance about accessing government funds, connect school officials with needed resources and offer them advice on how to safely reopen schools.\u003c/p>\n\u003cp>“We know there is a significant storm front that’s rolling in on Wednesday and Thursday, so we’ll be monitoring those impacts statewide,” Wolf said. “We will be trying to determine what level of support may be needed on the local and county front.”\u003c/p>\n\u003cp>Predicting where problems will pop up is difficult, he said.\u003c/p>\n\u003cp>“We don’t actually know where the rain is going to fall,” Wolf said. “And then you have counties like Alameda and Sacramento, where there’s a lot of channels, a lot of rivers, creeks and streams that are floating through. All it takes is somebody’s shed to get washed into a creek, and it’ll block a culvert and then all of a sudden now you’ve got a flood.”\u003c/p>\n\u003cp>Wolf’s best advice to school officials who could be affected by the storm is to track National Weather Service reports for their area and to stay connected with their county Office of Education to ensure they have the most up-to-date information available.\u003c/p>\n\u003cp>Nicholas Zafiratos, program coordinator for Safe Schools for All at the Monterey County Office of Education, has been visiting the county’s Office of Emergency Services daily to get updates on the storms.[aside postID=news_11936674,news_1935067]County Superintendent of Schools Deneen Guss posts regular updates to the county’s 20 school district superintendents on a WhatsApp chat. If there is a need for more detailed information there are emails and phone calls, she said.\u003c/p>\n\u003cp>So far, the county’s schools have fared well in the storms, but levees near Chualar Elementary School near Salinas are expected to break, according to Guss. Cal Fire crews are at the school doing their best to protect it, she said.\u003c/p>\n\u003cp>Guss urged superintendents to take precautions before the next storm, which is expected to bring heavy rain and high winds to the area this afternoon and evening.\u003c/p>\n\u003cp>“We put all our schools on notice yesterday,” she said. “We know they are prepared. When we get really strong rains like this in older facilities, like portables, the roofs leak.”\u003c/p>\n\u003cp>South San Francisco Unified canceled after-school sports and activities scheduled for Wednesday because of the storm, and Superintendent Shawnterra Moore announced that schools in Daly City, South San Francisco and San Bruno will be closed Thursday.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/schools-dig-out-from-big-weekend-storm-prepare-for-next-one/683540\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sinbad Creek, swollen from hours of heavy rainfall, burst through the fence surrounding Sunol Glen School in Alameda County on Saturday night, damaging three classrooms and two offices, destroying the school’s garden, athletic track and playground, and leaving 8 inches of mud and downed trees in its wake.\u003c/p>\n\u003cp>By the time Superintendent Molleen Barnes arrived at the Spanish-style campus Sunday, the water had receded, but she found that the school’s day care classroom, tutoring center and art classroom had been badly damaged when the rush of water pushed the portables they were housed in off their foundations.\u003c/p>\n\u003cp>Five large storage containers used by the school and community, also unmoored by the water, had slammed into playground equipment and destroyed it.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The fence line is a mess. The yard is a mess, and our beautiful garden is pretty much kaput,” Barnes told families in a video message. “We are working hard to get things back together as best we can and ready for Jan. 9. The idea is to open on Jan. 9 and welcome your children in.”\u003c/p>\n\u003cp>An atmospheric river storm brought heavy rain and snowfall and high winds to California over the New Year’s holiday weekend. The result was flooding, downed trees and power outages that threatened to delay the reopening of school after the winter holiday break.\u003c/p>\n\u003cp>Members of the Sunol Glen community helped with cleanup on the campus that houses the 270 students in transitional kindergarten through eighth grade. The campus, which shares Main Street with a mini-mart, a barbershop and a restaurant, has been a school and community hub, hosting community meetings, plays and events, since it was built in 1925.\u003c/p>\n\u003cp>Although many volunteers pitched in to help, including a father with a backhoe, much of the work is being completed by a restoration management company. Insurance adjusters will determine how much of the damaged property can be salvaged and what is a loss.\u003c/p>\n\u003cp>It’s not clear how many other schools in the state were damaged by last weekend’s storm. In many cases, school staff are still inspecting properties.\u003c/p>\n\u003cp>The one-school district, and others in flood-prone areas of the state, are preparing for the next big storm, expected to arrive today. The storm and atmospheric river could bring more heavy rain, causing flooding in urban areas and around rivers, streams and creeks, according to the National Weather Service. Snow and high winds could also make getting to and from school treacherous in the mountains. Power outages are again likely in some parts of the state.\u003c/p>\n\u003cp>“We are sandbagging and moving shipping containers, clearing the drains, trying to do everything we can do to batten down the hatches for round No. 2,” Barnes said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/E7dq1otD3cI'\n title='//www.youtube.com/embed/E7dq1otD3cI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>Santa Cruz County is one of the areas in the state expected to be hit hard by heavy rains and runoff through Thursday. School and county emergency staff met Monday to plan for the storm, including deciding which schools should be closed Tuesday, said Nick Ibarra, spokesperson for the Santa Cruz County Office of Education.\u003c/p>\n\u003cp>Schools in areas still under evacuation orders and that are determined to be inaccessible to students will be closed. Decisions to close schools once the storm hits will be made on a case-by-case basis depending on conditions, he said.\u003c/p>\n\u003cp>“Most of our students have not yet returned from winter break, which is fortunate in that sense considering the severity of the storm we are expecting,” Ibarra said.\u003c/p>\n\u003cp>Some schools in the county will be used as evacuation centers, he said.\u003c/p>\n\u003cp>New Alameda County Office of Education Superintendent Alysse Castro hadn’t even been sworn in yet when she got the call from Barnes about the damage to Sunol Glen School. She called Jake Wolf, a member of the California Department of Education’s Emergency Services Team.\u003c/p>\n\u003cp>The team, formed in 2020, includes Wolf and Joe Anderson, both former employees of the Governor’s Office of Emergency Services. The duo helps school officials communicate with state and federal agencies during emergencies like wildfires, earthquakes and storms. They offer up-to-date information about the emergency from the state operations center briefings they attend daily, give technical assistance about accessing government funds, connect school officials with needed resources and offer them advice on how to safely reopen schools.\u003c/p>\n\u003cp>“We know there is a significant storm front that’s rolling in on Wednesday and Thursday, so we’ll be monitoring those impacts statewide,” Wolf said. “We will be trying to determine what level of support may be needed on the local and county front.”\u003c/p>\n\u003cp>Predicting where problems will pop up is difficult, he said.\u003c/p>\n\u003cp>“We don’t actually know where the rain is going to fall,” Wolf said. “And then you have counties like Alameda and Sacramento, where there’s a lot of channels, a lot of rivers, creeks and streams that are floating through. All it takes is somebody’s shed to get washed into a creek, and it’ll block a culvert and then all of a sudden now you’ve got a flood.”\u003c/p>\n\u003cp>Wolf’s best advice to school officials who could be affected by the storm is to track National Weather Service reports for their area and to stay connected with their county Office of Education to ensure they have the most up-to-date information available.\u003c/p>\n\u003cp>Nicholas Zafiratos, program coordinator for Safe Schools for All at the Monterey County Office of Education, has been visiting the county’s Office of Emergency Services daily to get updates on the storms.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>County Superintendent of Schools Deneen Guss posts regular updates to the county’s 20 school district superintendents on a WhatsApp chat. If there is a need for more detailed information there are emails and phone calls, she said.\u003c/p>\n\u003cp>So far, the county’s schools have fared well in the storms, but levees near Chualar Elementary School near Salinas are expected to break, according to Guss. Cal Fire crews are at the school doing their best to protect it, she said.\u003c/p>\n\u003cp>Guss urged superintendents to take precautions before the next storm, which is expected to bring heavy rain and high winds to the area this afternoon and evening.\u003c/p>\n\u003cp>“We put all our schools on notice yesterday,” she said. “We know they are prepared. When we get really strong rains like this in older facilities, like portables, the roofs leak.”\u003c/p>\n\u003cp>South San Francisco Unified canceled after-school sports and activities scheduled for Wednesday because of the storm, and Superintendent Shawnterra Moore announced that schools in Daly City, South San Francisco and San Bruno will be closed Thursday.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/schools-dig-out-from-big-weekend-storm-prepare-for-next-one/683540\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>On Nov. 8, Californians overwhelmingly passed Proposition 28, which will bring a windfall of arts education funding to California schools. Advocates say the investment is long overdue, as arts education has declined in most districts — particularly those in lower-income areas — for decades. While the state requires arts education in grades one to six and a year of arts education in high school, it’s up to districts to decide how to fund and implement it. The result has been an inconsistent patchwork of arts programs that leave many children with little exposure to music, dance, art and other creative forms of expression.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11928837,news_11927353,mindshift_58668\"]Proposition 28 funds will be distributed according to enrollment, with 70% based on overall enrollment and 30% based on Title 1 enrollment. In all, districts will receive an additional 1% of their funding allotment to spend on the arts. School boards must certify districts’ Prop. 28 budgets annually, post the expenses on the district’s website and submit the information to the state Department of Education, where it will be available to the public.\u003c/p>\n\u003cp>Schools must spend 80% of the money on teachers and aides, which should help alleviate California’s teacher shortage, with the remainder of the funds earmarked for art supplies and materials.\u003c/p>\n\u003cp>We talked to former Los Angeles Unified Superintendent Austin Beutner, a chief backer of Proposition 28, about what students, families and schools can expect when the measure goes into effect in 2023.\u003c/p>\n\u003cp>\u003cstrong>What, specifically, will Proposition 28 do for California schools?\u003c/strong>\u003c/p>\n\u003cp>Prop. 28 will provide about $1 billion each year in funding to California public schools, so all 6 million students in pre-K through 12th grade can participate in arts and music at school.\u003c/p>\n\u003cp>\u003cstrong>Where will the money come from?\u003c/strong>\u003c/p>\n\u003cp>The funds will come from the state’s general fund. There will be no new taxes or increase in tax rates.\u003c/p>\n\u003cp>\u003cstrong>Why is arts education important to you, personally?\u003c/strong>\u003c/p>\n\u003cp>As a shy kid entering a new school in fifth grade during the middle of a school year, my concern was not literacy or math. It was who was I going to have lunch with my first day of school since I didn’t know anyone. Fortunately, a music teacher invited me to a lunchtime class. Cello became bass and then guitar. Along with it came a sense of agency and confidence. I could play in front of thousands of people before I could speak in front of tens. But it all started with a group of friends and a sense of belonging in that fifth grade class.\u003c/p>\n\u003cp>Everyone who has had the opportunity to participate in arts and music has a story like mine. The arts are universal, and they’re the glue that bonds together literacy and math in a good education. I want to make sure every child in every classroom has the opportunity to participate in arts and music and experience their own story.\u003c/p>\n\u003cp>\u003cstrong>What’s the status of arts education in California schools currently?\u003c/strong>\u003c/p>\n\u003cp>Unfortunately, barely 1 in 5 California public schools has a full-time arts or music teacher. That’s not acceptable.\u003c/p>\n\u003cp>\u003cstrong>What kinds of arts activities and projects can students and families expect to see come out of this?\u003c/strong>\u003c/p>\n\u003cp>Proposition 28 will provide funding for traditional forms of creative expression like music, theater, dance and visual arts, as well as more contemporary areas including filmmaking, animation and graphic design. A novel feature of Prop. 28 is each school community will get to decide how the funds are used. We didn’t want the bureaucrats in Sacramento or school districts to dictate any particular approach. Families can help decide what they want for their children.\u003c/p>\n\u003cfigure id=\"attachment_11934207\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/12/RS35690__DSC6710-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11934207\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/12/RS35690__DSC6710-qut-800x534.jpg\" alt=\"three high school students work on a colorful nature-inspired mural\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on a mural in an urban art class at Rudsdale Newcomer High School in Oakland in 2019. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Will there be a broader impact in California?\u003c/strong>\u003c/p>\n\u003cp>The impact will be seen in schools and communities, where Prop. 28 will create more than 15,000 additional jobs for teachers and teachers’ aides as well as in community arts organizations. This will help prepare California schoolchildren for good-paying jobs, not just in the arts but in other sectors where the creative-thinking and problem-solving skills they learn can be applied.\u003c/p>\n\u003cp>Longer term, Prop. 28 will lead to greater diversity in the technology, media and entertainment industries as a broader population of students in California public schools find the doors of opportunity open for them with their newfound skills and experiences.\u003c/p>\n\u003cp>\u003cstrong>What’s the benefit of arts education generally for students?\u003c/strong>\u003c/p>\n\u003cp>Research shows children who participate in the arts have better attendance in school and higher achievement in academic subjects. In addition, the arts help students with their social and emotional well-being. That’s timely and important as school communities and the children they serve recover from the effects of the COVID-19 pandemic.\u003c/p>\n\u003cp>\u003cstrong>With the passage of Proposition 28, how will California compare to other states in arts education?\u003c/strong>\u003c/p>\n\u003cp>The passage of Prop. 28 makes California a leader in arts education and will lead to the largest investment in arts and music in our nation’s history. My hope is this will start a movement which other states join to provide all 55 million children in public schools the opportunity to participate in arts and music at school.\u003c/p>\n\u003cp>\u003cstrong>Prop. 28 passed by a wide margin. What does that tell you?\u003c/strong>\u003c/p>\n\u003cp>Proposition 28 passed with more than 64% of the vote, the largest margin of victory ever for an education initiative in California. The state Voter Guide showed our arguments for the initiative while the opposing page was blank but for the words, “No Argument Was Submitted in Opposition to Prop. 28.” Because there are none.\u003c/p>\n\u003cp>For the first time in a long, long time, teachers and school staff were joined by artists and entrepreneurs along with business, labor and community organizations to support public education. Proposition 28 is the first guaranteed increase in funding for California public schools in 34 years. I hope we can build on this and continue to advocate for the best possible education for the children in California’s public schools.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/what-prop-28-funding-will-mean-for-arts-education-in-california/682054\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Passed by a large majority in November, the ballot measure will bring $1 billion in annual funding to public school arts and music programs, impacting up to 6 million students in pre-K through 12th grade.",
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"title": "What Prop. 28 Funding Will Mean for Arts Education in California | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Nov. 8, Californians overwhelmingly passed Proposition 28, which will bring a windfall of arts education funding to California schools. Advocates say the investment is long overdue, as arts education has declined in most districts — particularly those in lower-income areas — for decades. While the state requires arts education in grades one to six and a year of arts education in high school, it’s up to districts to decide how to fund and implement it. The result has been an inconsistent patchwork of arts programs that leave many children with little exposure to music, dance, art and other creative forms of expression.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Proposition 28 funds will be distributed according to enrollment, with 70% based on overall enrollment and 30% based on Title 1 enrollment. In all, districts will receive an additional 1% of their funding allotment to spend on the arts. School boards must certify districts’ Prop. 28 budgets annually, post the expenses on the district’s website and submit the information to the state Department of Education, where it will be available to the public.\u003c/p>\n\u003cp>Schools must spend 80% of the money on teachers and aides, which should help alleviate California’s teacher shortage, with the remainder of the funds earmarked for art supplies and materials.\u003c/p>\n\u003cp>We talked to former Los Angeles Unified Superintendent Austin Beutner, a chief backer of Proposition 28, about what students, families and schools can expect when the measure goes into effect in 2023.\u003c/p>\n\u003cp>\u003cstrong>What, specifically, will Proposition 28 do for California schools?\u003c/strong>\u003c/p>\n\u003cp>Prop. 28 will provide about $1 billion each year in funding to California public schools, so all 6 million students in pre-K through 12th grade can participate in arts and music at school.\u003c/p>\n\u003cp>\u003cstrong>Where will the money come from?\u003c/strong>\u003c/p>\n\u003cp>The funds will come from the state’s general fund. There will be no new taxes or increase in tax rates.\u003c/p>\n\u003cp>\u003cstrong>Why is arts education important to you, personally?\u003c/strong>\u003c/p>\n\u003cp>As a shy kid entering a new school in fifth grade during the middle of a school year, my concern was not literacy or math. It was who was I going to have lunch with my first day of school since I didn’t know anyone. Fortunately, a music teacher invited me to a lunchtime class. Cello became bass and then guitar. Along with it came a sense of agency and confidence. I could play in front of thousands of people before I could speak in front of tens. But it all started with a group of friends and a sense of belonging in that fifth grade class.\u003c/p>\n\u003cp>Everyone who has had the opportunity to participate in arts and music has a story like mine. The arts are universal, and they’re the glue that bonds together literacy and math in a good education. I want to make sure every child in every classroom has the opportunity to participate in arts and music and experience their own story.\u003c/p>\n\u003cp>\u003cstrong>What’s the status of arts education in California schools currently?\u003c/strong>\u003c/p>\n\u003cp>Unfortunately, barely 1 in 5 California public schools has a full-time arts or music teacher. That’s not acceptable.\u003c/p>\n\u003cp>\u003cstrong>What kinds of arts activities and projects can students and families expect to see come out of this?\u003c/strong>\u003c/p>\n\u003cp>Proposition 28 will provide funding for traditional forms of creative expression like music, theater, dance and visual arts, as well as more contemporary areas including filmmaking, animation and graphic design. A novel feature of Prop. 28 is each school community will get to decide how the funds are used. We didn’t want the bureaucrats in Sacramento or school districts to dictate any particular approach. Families can help decide what they want for their children.\u003c/p>\n\u003cfigure id=\"attachment_11934207\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/12/RS35690__DSC6710-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11934207\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/12/RS35690__DSC6710-qut-800x534.jpg\" alt=\"three high school students work on a colorful nature-inspired mural\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/12/RS35690__DSC6710-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on a mural in an urban art class at Rudsdale Newcomer High School in Oakland in 2019. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Will there be a broader impact in California?\u003c/strong>\u003c/p>\n\u003cp>The impact will be seen in schools and communities, where Prop. 28 will create more than 15,000 additional jobs for teachers and teachers’ aides as well as in community arts organizations. This will help prepare California schoolchildren for good-paying jobs, not just in the arts but in other sectors where the creative-thinking and problem-solving skills they learn can be applied.\u003c/p>\n\u003cp>Longer term, Prop. 28 will lead to greater diversity in the technology, media and entertainment industries as a broader population of students in California public schools find the doors of opportunity open for them with their newfound skills and experiences.\u003c/p>\n\u003cp>\u003cstrong>What’s the benefit of arts education generally for students?\u003c/strong>\u003c/p>\n\u003cp>Research shows children who participate in the arts have better attendance in school and higher achievement in academic subjects. In addition, the arts help students with their social and emotional well-being. That’s timely and important as school communities and the children they serve recover from the effects of the COVID-19 pandemic.\u003c/p>\n\u003cp>\u003cstrong>With the passage of Proposition 28, how will California compare to other states in arts education?\u003c/strong>\u003c/p>\n\u003cp>The passage of Prop. 28 makes California a leader in arts education and will lead to the largest investment in arts and music in our nation’s history. My hope is this will start a movement which other states join to provide all 55 million children in public schools the opportunity to participate in arts and music at school.\u003c/p>\n\u003cp>\u003cstrong>Prop. 28 passed by a wide margin. What does that tell you?\u003c/strong>\u003c/p>\n\u003cp>Proposition 28 passed with more than 64% of the vote, the largest margin of victory ever for an education initiative in California. The state Voter Guide showed our arguments for the initiative while the opposing page was blank but for the words, “No Argument Was Submitted in Opposition to Prop. 28.” Because there are none.\u003c/p>\n\u003cp>For the first time in a long, long time, teachers and school staff were joined by artists and entrepreneurs along with business, labor and community organizations to support public education. Proposition 28 is the first guaranteed increase in funding for California public schools in 34 years. I hope we can build on this and continue to advocate for the best possible education for the children in California’s public schools.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/what-prop-28-funding-will-mean-for-arts-education-in-california/682054\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Going back to school is always a bit of a sticky transition. But for many, this year brings more to worry about — from teacher shortages to mask rules — than the usual concerns. On top of all that, there are many more children who will be going to \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">transitional kindergarten\u003c/a> (TK) in California this year because of expanded age guidelines. These children are younger than the usual TK cohort of almost 5-year-old children who just missed the cutoff for kindergarten.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"mindshift_49130,news_11893791\"]Paula Merrigan, for one, is up for the challenge. A \u003ca href=\"https://edsource.org/2021/one-early-educator-explains-the-importance-of-transitional-kindergarten/664899\">veteran early childhood educator\u003c/a> with 15 years teaching kindergarten and TK in the Castro Valley Unified School District, she’s long been a champion of making transitional kindergarten, a stepping-stone between preschool and kindergarten, available to more children.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp\">universal transitional kindergarten program\u003c/a> is being gradually phased in until it includes all the state’s 4-year-olds by the 2025-26 school year. In the 2022–23 school year, children who will turn 5 between September and Feb. 2 are eligible for TK. In the 2023–24 school year, children who will turn 5 between Sept. 2 and April 2 are eligible for TK.\u003c/p>\n\u003cp>Merrigan recently took a few minutes out from her back-to-school preparations to share some of her tips for parents on how to help their children get ready for TK this year.\u003c/p>\n\u003cp>\u003cstrong>What should parents know as they try to support kids who are younger than usual starting TK? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If they haven’t been going to day care or preschool, they will probably have a hard time separating from you. It’s normal, and it may last a few days, but it gets better and easier. Just say your goodbyes and let the teacher or staff handle it. The longer you linger, the harder it is on both of you.\u003c/p>\n\u003cp>\u003cstrong>What should parents keep in mind? \u003c/strong>\u003c/p>\n\u003cp>Create routines you can stick with. Bedtime should be at a reasonable time for young kids (lights out by 8:30 p.m., not starting getting ready for bed at 8:30 p.m.). Well-rested children perform better at school. Have them set out their wardrobe for the next day so you don’t have arguments over what they are going to wear. Let them have some autonomy. It gives them a sense of power over something small. Teachers don’t care if they come to school in polka dots and stripes with zigzags. It actually makes us smile.\u003c/p>\n\u003cp>\u003cstrong>Is there stuff parents should practice with their kids? \u003c/strong>\u003c/p>\n\u003cp>Give them safety scissors (blunt-tip kid scissors) and have them practice cutting magazines, drawn lines, newspapers, etc. You’d be surprised how many students we see who don’t have any idea how to hold scissors, let alone use them.\u003c/p>\n\u003cp>Practice using a glue stick so they know how to use it in class. Let them create collages with all that cut-up paper and pictures from their scissors practicing. Practice the proper grip with a pencil; small pencils are perfect for their little hands (golf-pencil size). Playing with Legos and Play-Doh, or picking up small things like pony beads, beans or small pasta, etc., is great for practicing fine motor skills and building up hand strength.\u003c/p>\n\u003cp>\u003cstrong>Should they work on things like early reading or early math? \u003c/strong>\u003c/p>\n\u003cp>Write their name with a highlighter and have them practice tracing their name. Talk about the letters in their name so they know what letters they are writing.\u003c/p>\n\u003cp class=\"p1\">[aside label=\"Related Stories\" postID=\"news_11892267,news_11921165\"]They don’t need to be reading yet, but parents and guardians need to be reading to them every single day. It’s great bonding time and shows them you value reading as well.\u003c/p>\n\u003cp>Math is easier: counting things around the house, talking about what’s bigger or smaller, longer or taller, heavier or lighter, etc. Count with them as they pick up things that they are playing with.\u003c/p>\n\u003cp>I’m a huge fan of “Sesame Street.” They are always practicing pre-academic skills on the show in a fun, young kid-friendly manner. That’s a great show to watch with your child, or at least in proximity, so you can talk about what’s happening.\u003c/p>\n\u003cp>\u003cstrong>How important is it to talk about sharing or lining up at school?\u003c/strong>\u003c/p>\n\u003cp>I always tell my students that sharing does not mean, “Give it to me now because I want it!” Sharing means, “May I have that when you’re done using it?” That’s an important thing to explain to your children.\u003c/p>\n\u003cp>Lining up. Explain you won’t always be the first one in line and that’s OK. I always tell my students we are all going to the same place to do the same thing, so it doesn’t matter where you are in line. Teach them about personal space and to tell others if they are getting in your space, but don’t push someone who is in your space.\u003c/p>\n\u003cp>\u003cstrong>What is the hardest part for most kids about starting TK? \u003c/strong>\u003c/p>\n\u003cp>It’s the separation from their parents and guardians. Some kids take a few weeks to adjust to their new routine. It’s normal. Eventually, they will rush from their parents to run into class without even looking back to say goodbye. That’s a hard one for parents.\u003c/p>\n\u003cp>I know I will have crying students and crying parents, kiddos who can’t write their names, don’t know how to hold a pencil, have never held scissors, don’t understand sharing, etc. And it’s OK, that’s why I’m there.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/what-parents-should-know-about-getting-kids-ready-for-transitional-kindergarten/676655\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Paula Merrigan, for one, is up for the challenge. A \u003ca href=\"https://edsource.org/2021/one-early-educator-explains-the-importance-of-transitional-kindergarten/664899\">veteran early childhood educator\u003c/a> with 15 years teaching kindergarten and TK in the Castro Valley Unified School District, she’s long been a champion of making transitional kindergarten, a stepping-stone between preschool and kindergarten, available to more children.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp\">universal transitional kindergarten program\u003c/a> is being gradually phased in until it includes all the state’s 4-year-olds by the 2025-26 school year. In the 2022–23 school year, children who will turn 5 between September and Feb. 2 are eligible for TK. In the 2023–24 school year, children who will turn 5 between Sept. 2 and April 2 are eligible for TK.\u003c/p>\n\u003cp>Merrigan recently took a few minutes out from her back-to-school preparations to share some of her tips for parents on how to help their children get ready for TK this year.\u003c/p>\n\u003cp>\u003cstrong>What should parents know as they try to support kids who are younger than usual starting TK? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If they haven’t been going to day care or preschool, they will probably have a hard time separating from you. It’s normal, and it may last a few days, but it gets better and easier. Just say your goodbyes and let the teacher or staff handle it. The longer you linger, the harder it is on both of you.\u003c/p>\n\u003cp>\u003cstrong>What should parents keep in mind? \u003c/strong>\u003c/p>\n\u003cp>Create routines you can stick with. Bedtime should be at a reasonable time for young kids (lights out by 8:30 p.m., not starting getting ready for bed at 8:30 p.m.). Well-rested children perform better at school. Have them set out their wardrobe for the next day so you don’t have arguments over what they are going to wear. Let them have some autonomy. It gives them a sense of power over something small. Teachers don’t care if they come to school in polka dots and stripes with zigzags. It actually makes us smile.\u003c/p>\n\u003cp>\u003cstrong>Is there stuff parents should practice with their kids? \u003c/strong>\u003c/p>\n\u003cp>Give them safety scissors (blunt-tip kid scissors) and have them practice cutting magazines, drawn lines, newspapers, etc. You’d be surprised how many students we see who don’t have any idea how to hold scissors, let alone use them.\u003c/p>\n\u003cp>Practice using a glue stick so they know how to use it in class. Let them create collages with all that cut-up paper and pictures from their scissors practicing. Practice the proper grip with a pencil; small pencils are perfect for their little hands (golf-pencil size). Playing with Legos and Play-Doh, or picking up small things like pony beads, beans or small pasta, etc., is great for practicing fine motor skills and building up hand strength.\u003c/p>\n\u003cp>\u003cstrong>Should they work on things like early reading or early math? \u003c/strong>\u003c/p>\n\u003cp>Write their name with a highlighter and have them practice tracing their name. Talk about the letters in their name so they know what letters they are writing.\u003c/p>\n\u003cp class=\"p1\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>They don’t need to be reading yet, but parents and guardians need to be reading to them every single day. It’s great bonding time and shows them you value reading as well.\u003c/p>\n\u003cp>Math is easier: counting things around the house, talking about what’s bigger or smaller, longer or taller, heavier or lighter, etc. Count with them as they pick up things that they are playing with.\u003c/p>\n\u003cp>I’m a huge fan of “Sesame Street.” They are always practicing pre-academic skills on the show in a fun, young kid-friendly manner. That’s a great show to watch with your child, or at least in proximity, so you can talk about what’s happening.\u003c/p>\n\u003cp>\u003cstrong>How important is it to talk about sharing or lining up at school?\u003c/strong>\u003c/p>\n\u003cp>I always tell my students that sharing does not mean, “Give it to me now because I want it!” Sharing means, “May I have that when you’re done using it?” That’s an important thing to explain to your children.\u003c/p>\n\u003cp>Lining up. Explain you won’t always be the first one in line and that’s OK. I always tell my students we are all going to the same place to do the same thing, so it doesn’t matter where you are in line. Teach them about personal space and to tell others if they are getting in your space, but don’t push someone who is in your space.\u003c/p>\n\u003cp>\u003cstrong>What is the hardest part for most kids about starting TK? \u003c/strong>\u003c/p>\n\u003cp>It’s the separation from their parents and guardians. Some kids take a few weeks to adjust to their new routine. It’s normal. Eventually, they will rush from their parents to run into class without even looking back to say goodbye. That’s a hard one for parents.\u003c/p>\n\u003cp>I know I will have crying students and crying parents, kiddos who can’t write their names, don’t know how to hold a pencil, have never held scissors, don’t understand sharing, etc. And it’s OK, that’s why I’m there.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/what-parents-should-know-about-getting-kids-ready-for-transitional-kindergarten/676655\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Although college graduation and degree attainment rates are among the highest in the state for Asian American Californians, the same can’t be said for Native Hawaiians and Pacific Islanders in California.[pullquote size=\"medium\" align=\"right\" citation=\"Michele Siqueiros, president, Campaign for College Opportunity\"]'This report makes it abundantly clear that analyzing and acting upon disaggregated data concerning Asian American, Native Hawaiian and Pacific Islander students is essential by college leaders and California policymakers in order to more effectively direct resources to close equity gaps in student outcomes.'[/pullquote]\u003c/p>\n\u003cp>The vast diversity of the racial groups can hide that Native Hawaiians and Pacific Islanders in California have lower admission rates into the University of California and Asian Americans have low transfer rates from the California Community Colleges, according to a \u003ca href=\"https://collegecampaign.org/portfolio/state-higher-education-asian-american-native-hawaiian-pacific-islander-californians/\">report released today by The Campaign for College Opportunity\u003c/a>, a nonprofit research organization.\u003c/p>\n\u003cp>“This report makes it abundantly clear that analyzing and acting upon disaggregated data concerning Asian American, Native Hawaiian and Pacific Islander students is essential by college leaders and California policymakers in order to more effectively direct resources to close equity gaps in student outcomes,” said Michele Siqueiros, president of The Campaign for College Opportunity. “California’s ability to thrive economically depends greatly on the contributions made by Asian American and NHPI students, which necessitates understanding the unique needs of our diverse student populations and tailoring support to ensure that all students have an equal opportunity to attend and succeed in college.”\u003c/p>\n\u003cp>California has the largest Asian American population of any state, with nearly 6.8 million, and the largest of Native Hawaiians and Pacific Islanders, with more than 332,000. In the traditional 18-24 college age group, the state has approximately 480,000 Asian Americans and 15,000 NHPIs.\u003c/p>\n\u003cp>Transfer rates from community colleges to a public university are low for nearly all students. But of Asian Americans, only 38% transfer after six years, and only 15% earn a degree or a certificate. Among Native Hawaiian and Pacific Islander students, 22% transfer, and 11% earn a degree or certificate in six years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Graduation across the 23-campus California State University system varies, as well, because of the diversity within both racial groups. Less than 29% of Asian Americans and 24% of NHPI freshmen graduate in four years. However, the variability in graduation rates goes from an 85% graduation rate for Malaysian American students to a 35% rate for Samoan students.\u003c/p>\n\u003cp>Graduation rates for Asian and NHPI students are high within the UC system, but also vary by ethnicity. The report found that six-year graduation rates for these students range from 50% for Tongans to 94% for Sri Lankan students.\u003c/p>\n\u003cp>The campaign also found that there are not nearly as many Asian and NHPI faculty as there are students across the three higher-education systems. The ratio of students to faculty members of the same race is two to three times higher than for their white classmates, according to the study.[aside tag=\"education, asian-american\" label=\"More Related Stories\"]The campaign recommended that high schools improve graduation rates for NHPI students to at least 90% and make A-G coursework the default for all California students (A-G coursework refers to the series of classes in English, math, science, foreign language, history and other core subjects necessary for UC and CSU admission). They also called for more support for Asian American and NHPI students affected by the rise in hate crimes and the COVID-19 pandemic.\u003c/p>\n\u003cp>“This report provides important calls to action that derive from extensive consultation with community organizations and leaders in policy and educational systems,” said Karthick Ramakrishnan, chair of the California Commission on Asian and Pacific Islander American Affairs (CAPIAA). “I am hopeful that this report will prompt decision-makers to invite in community narrative and expertise, creating the conditions for strategic action that meaningfully advances inclusion and equity in higher education.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/new-study-reveals-hidden-facts-on-college-for-california-asian-american-and-pacific-islander-students/673178\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The vast diversity of the racial groups can hide that Native Hawaiians and Pacific Islanders in California have lower admission rates into the University of California and Asian Americans have low transfer rates from the California Community Colleges, according to a \u003ca href=\"https://collegecampaign.org/portfolio/state-higher-education-asian-american-native-hawaiian-pacific-islander-californians/\">report released today by The Campaign for College Opportunity\u003c/a>, a nonprofit research organization.\u003c/p>\n\u003cp>“This report makes it abundantly clear that analyzing and acting upon disaggregated data concerning Asian American, Native Hawaiian and Pacific Islander students is essential by college leaders and California policymakers in order to more effectively direct resources to close equity gaps in student outcomes,” said Michele Siqueiros, president of The Campaign for College Opportunity. “California’s ability to thrive economically depends greatly on the contributions made by Asian American and NHPI students, which necessitates understanding the unique needs of our diverse student populations and tailoring support to ensure that all students have an equal opportunity to attend and succeed in college.”\u003c/p>\n\u003cp>California has the largest Asian American population of any state, with nearly 6.8 million, and the largest of Native Hawaiians and Pacific Islanders, with more than 332,000. In the traditional 18-24 college age group, the state has approximately 480,000 Asian Americans and 15,000 NHPIs.\u003c/p>\n\u003cp>Transfer rates from community colleges to a public university are low for nearly all students. But of Asian Americans, only 38% transfer after six years, and only 15% earn a degree or a certificate. Among Native Hawaiian and Pacific Islander students, 22% transfer, and 11% earn a degree or certificate in six years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Graduation across the 23-campus California State University system varies, as well, because of the diversity within both racial groups. Less than 29% of Asian Americans and 24% of NHPI freshmen graduate in four years. However, the variability in graduation rates goes from an 85% graduation rate for Malaysian American students to a 35% rate for Samoan students.\u003c/p>\n\u003cp>Graduation rates for Asian and NHPI students are high within the UC system, but also vary by ethnicity. The report found that six-year graduation rates for these students range from 50% for Tongans to 94% for Sri Lankan students.\u003c/p>\n\u003cp>The campaign also found that there are not nearly as many Asian and NHPI faculty as there are students across the three higher-education systems. The ratio of students to faculty members of the same race is two to three times higher than for their white classmates, according to the study.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The campaign recommended that high schools improve graduation rates for NHPI students to at least 90% and make A-G coursework the default for all California students (A-G coursework refers to the series of classes in English, math, science, foreign language, history and other core subjects necessary for UC and CSU admission). They also called for more support for Asian American and NHPI students affected by the rise in hate crimes and the COVID-19 pandemic.\u003c/p>\n\u003cp>“This report provides important calls to action that derive from extensive consultation with community organizations and leaders in policy and educational systems,” said Karthick Ramakrishnan, chair of the California Commission on Asian and Pacific Islander American Affairs (CAPIAA). “I am hopeful that this report will prompt decision-makers to invite in community narrative and expertise, creating the conditions for strategic action that meaningfully advances inclusion and equity in higher education.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/new-study-reveals-hidden-facts-on-college-for-california-asian-american-and-pacific-islander-students/673178\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What California Parents and Teachers Need to Know About Universal Transitional Kindergarten",
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"content": "\u003cp>Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Championed by Gov. Gavin Newsom and many lawmakers, the new $2.7 billion \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noopener noreferrer\">universal transitional kindergarten\u003c/a> program is being hailed by many experts as a game changer for families in California with almost \u003ca href=\"https://www.kidsdata.org/topic/34/child-population-age-gender/table#fmt=141&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=110&ch=1\">3 million children under the age of 5\u003c/a>.\u003c/p>\n\u003cp>In keeping with President Joe Biden’s vision of universal preschool, this expansion of the current TK program will create more equity in early education, many experts say. Increasing access to preschool may be one of the keys to closing the achievement gap, they say, since about \u003ca href=\"https://www.firstthingsfirst.org/early-childhood-matters/brain-development/#:~:text=90%25%20of%20Brain%20Growth%20Happens,full%20grown%20%E2%80%93%20by%20age%205.\">90% of brain growth happens before kindergarten\u003c/a>.\u003c/p>\n\u003cp>However, there are myriad opinions about how universal transitional kindergarten should be rolled out. While the state’s plan is to implement universal TK through the public school system, some advocates argue the program should also be available through preschools and child care centers in a \u003ca href=\"https://edsource.org/2021/why-some-early-childhood-advocates-want-more-transitional-kindergarten-choices/656600\" target=\"_blank\" rel=\"noopener noreferrer\">mixed delivery model\u003c/a> that would help bolster the struggling child care industry.\u003c/p>\n\u003ch3>1. What is transitional kindergarten, or TK, and is it mandatory?\u003c/h3>\n\u003cp>TK is a stepping-stone between preschool and kindergarten. Both TK and kindergarten are entirely optional. Children are only required to attend school in California once they turn 6. Until that age, it is up to parents to decide whether to enroll their children in preschool, transitional kindergarten, or other child care arrangements or keep them at home.\u003c/p>\n\u003ch3>\u003cstrong>2. Is TK free? How is it paid for?\u003c/strong>\u003c/h3>\n\u003cp>Children can attend TK at no cost because it is part of California’s K-12 public school system. Districts receive funding for TK students based on average daily attendance, which is the average number of students in attendance over the course of the school year.\u003c/p>\n\u003ch3>\u003cstrong>3. Why was TK first introduced in California?\u003c/strong>\u003c/h3>\n\u003cp>\u003ca href=\"https://edsource.org/2017/understanding-transitional-kindergarten-a-quick-guide/585073\" target=\"_blank\" rel=\"noopener noreferrer\">TK\u003c/a> came about after the Legislature approved the \u003ca href=\"http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1381_bill_20100930_chaptered.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Kindergarten Readiness Act\u003c/a> in 2010. Until then, children who were 4 years old on Sept. 1 could still enroll in regular kindergarten as long as they turned 5 by Dec. 2 of that year. But the new law changed that. Beginning in 2012, children had to be 5 by Sept. 1 to enroll in kindergarten.[aside tag=\"education, kindergarten\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>That left out about 100,000 kids who had to wait an extra year. In response, transitional kindergarten was established in 2012 to serve those 4-year-olds who would previously have been eligible for kindergarten.\u003c/p>\n\u003ch3>\u003cstrong>4. What is the difference between the current TK program and the new universal transitional kindergarten program?\u003c/strong>\u003c/h3>\n\u003cp>Currently, TK serves about 100,000 children, primarily those who turn 5 between Sept. 2 and Dec. 2. These are the students who narrowly miss the cutoff for regular kindergarten. The new $2.7 billion universal TK program, by contrast, will gradually be made available to every 4-year-old in California, eventually serving nearly 400,000 students. It will essentially become California’s version of a universal preschool program, available to all children regardless of income.\u003c/p>\n\u003ch3>5. How long will it take for universal transitional kindergarten to be fully rolled out?\u003c/h3>\n\u003cp>It is expected to be rolled out beginning in the 2022-2023 school year, expanding annually until it is available to all the state’s 4-year-olds by 2025-2026. The plan is to gradually phase in younger students each year. However, some school districts are ahead of the curve, having already expanded TK to most 4-year-olds.\u003c/p>\n\u003ch3>6. How large will the class sizes be?\u003c/h3>\n\u003cp>Small class sizes are optimal to give young kids the attention they need. Individual instruction is a pillar of quality early education, experts say. The ratios for TK are expected to start out at 12 students to 1 teacher or teaching assistant and transition to 10 students to 1 teacher by the 2025-2026 school year. That is about half the size of many current TK classes, many of which rely on parent volunteers to help teachers. Many preschool settings enjoy an even smaller ratio. Head Start, for instance, generally keeps an 8-1 ratio in its preschool programs.\u003c/p>\n\u003ch3>7. How will school districts pay for the new classrooms and facilities necessary to suit small children?\u003c/h3>\n\u003cp>The state has earmarked about \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">$490 million in the latest budget to build new facilities and make adjustments to existing ones\u003c/a>, such as building out right-size water fountains and restrooms with pint-size potties and sinks.\u003c/p>\n\u003ch3>8. What are the challenges facing this massive expansion of TK?\u003c/h3>\n\u003cp>Staffing is one of the biggest hurdles ahead. There is already a teacher shortage in the state. California will need an estimated 10,000 to 12,000 new teachers and 16,000 new teaching assistants as transitional kindergarten expands, experts say.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>9. What will the credential requirements for TK teachers be?\u003c/h3>\n\u003cp>Currently, TK teachers are required to have a multiple-subject teaching credential, the same credential teachers need for all the elementary grades. By 2023, TK teachers also will need to complete an additional 24 units of early childhood education coursework or the equivalent, as deemed by their employer, or they will need to hold a \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/child-development-permits-(cl-797)\" target=\"_blank\" rel=\"noopener noreferrer\">child-development permit\u003c/a>.\u003c/p>\n\u003ch3>10. What are the plans for recruiting and training new transitional kindergarten teachers?\u003c/h3>\n\u003cp>The state has allocated \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">$100 million in competitive grants\u003c/a> to school districts for recruiting teachers and providing ongoing professional learning. The state is also looking at various options for making it easier to meet the credential requirements.\u003c/p>\n\u003ch3>11. What will TK teachers get paid?\u003c/h3>\n\u003cp>That is ultimately determined by districts, but typically, TK teachers are paid the same as kindergarten teachers. It should be noted that K-12 teachers generally earn about 38% more than preschool teachers and child care workers, according to \u003ca href=\"https://cscce.berkeley.edu/workforce-index-2020/\" target=\"_blank\" rel=\"noopener noreferrer\">the Center for the Study of Child Care Employment\u003c/a> at the University of California, Berkeley. That wage disparity helps explain why 17% of the state’s early childhood educators live in poverty, experts say.\u003c/p>\n\u003ch3>12. Is there a pathway for preschool teachers, a workforce that's predominately women of color, to move into TK careers?\u003c/h3>\n\u003cp>The state’s \u003ca href=\"https://www.ctc.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\">Commission on Teacher Credentialing\u003c/a> has developed a proposal that would create a pathway for preschool teacher permit holders to gain the preparation they need to teach TK without completing all the requirements for a multiple-subject teaching credential.\u003c/p>\n\u003cp>Right now, about 49% of early childhood teachers in child care centers have a bachelor’s degree or higher, according to Berkeley’s \u003ca href=\"https://cscce.berkeley.edu/early-educators-equipped-to-teach-tk/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for the Study of Child Care Employment\u003c/a>.\u003c/p>\n\u003ch3>13. Will TK be a full-day or a half-day program?\u003c/h3>\n\u003cp>Universal TK, like kindergarten, is a local choice of full-day or part-day. However, the state’s new \u003ca href=\"https://edsource.org/2021/staffing-shortage-delays-ambitious-program-to-extend-school-day-and-year-in-california/661436\" target=\"_blank\" rel=\"noopener noreferrer\">Expanded Learning Opportunities Program\u003c/a> requires that local educational agencies offer a nine-hour school day including before- and after-class services.\u003c/p>\n\u003ch3>14. Do children in universal TK have to meet the same vaccination requirements as in regular kindergarten?\u003c/h3>\n\u003cp>Yes, the same vaccination criteria apply.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Here's a quick guide to universal transitional kindergarten.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Championed by Gov. Gavin Newsom and many lawmakers, the new $2.7 billion \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noopener noreferrer\">universal transitional kindergarten\u003c/a> program is being hailed by many experts as a game changer for families in California with almost \u003ca href=\"https://www.kidsdata.org/topic/34/child-population-age-gender/table#fmt=141&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=110&ch=1\">3 million children under the age of 5\u003c/a>.\u003c/p>\n\u003cp>In keeping with President Joe Biden’s vision of universal preschool, this expansion of the current TK program will create more equity in early education, many experts say. Increasing access to preschool may be one of the keys to closing the achievement gap, they say, since about \u003ca href=\"https://www.firstthingsfirst.org/early-childhood-matters/brain-development/#:~:text=90%25%20of%20Brain%20Growth%20Happens,full%20grown%20%E2%80%93%20by%20age%205.\">90% of brain growth happens before kindergarten\u003c/a>.\u003c/p>\n\u003cp>However, there are myriad opinions about how universal transitional kindergarten should be rolled out. While the state’s plan is to implement universal TK through the public school system, some advocates argue the program should also be available through preschools and child care centers in a \u003ca href=\"https://edsource.org/2021/why-some-early-childhood-advocates-want-more-transitional-kindergarten-choices/656600\" target=\"_blank\" rel=\"noopener noreferrer\">mixed delivery model\u003c/a> that would help bolster the struggling child care industry.\u003c/p>\n\u003ch3>1. What is transitional kindergarten, or TK, and is it mandatory?\u003c/h3>\n\u003cp>TK is a stepping-stone between preschool and kindergarten. Both TK and kindergarten are entirely optional. Children are only required to attend school in California once they turn 6. Until that age, it is up to parents to decide whether to enroll their children in preschool, transitional kindergarten, or other child care arrangements or keep them at home.\u003c/p>\n\u003ch3>\u003cstrong>2. Is TK free? How is it paid for?\u003c/strong>\u003c/h3>\n\u003cp>Children can attend TK at no cost because it is part of California’s K-12 public school system. Districts receive funding for TK students based on average daily attendance, which is the average number of students in attendance over the course of the school year.\u003c/p>\n\u003ch3>\u003cstrong>3. Why was TK first introduced in California?\u003c/strong>\u003c/h3>\n\u003cp>\u003ca href=\"https://edsource.org/2017/understanding-transitional-kindergarten-a-quick-guide/585073\" target=\"_blank\" rel=\"noopener noreferrer\">TK\u003c/a> came about after the Legislature approved the \u003ca href=\"http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1381_bill_20100930_chaptered.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Kindergarten Readiness Act\u003c/a> in 2010. Until then, children who were 4 years old on Sept. 1 could still enroll in regular kindergarten as long as they turned 5 by Dec. 2 of that year. But the new law changed that. Beginning in 2012, children had to be 5 by Sept. 1 to enroll in kindergarten.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That left out about 100,000 kids who had to wait an extra year. In response, transitional kindergarten was established in 2012 to serve those 4-year-olds who would previously have been eligible for kindergarten.\u003c/p>\n\u003ch3>\u003cstrong>4. What is the difference between the current TK program and the new universal transitional kindergarten program?\u003c/strong>\u003c/h3>\n\u003cp>Currently, TK serves about 100,000 children, primarily those who turn 5 between Sept. 2 and Dec. 2. These are the students who narrowly miss the cutoff for regular kindergarten. The new $2.7 billion universal TK program, by contrast, will gradually be made available to every 4-year-old in California, eventually serving nearly 400,000 students. It will essentially become California’s version of a universal preschool program, available to all children regardless of income.\u003c/p>\n\u003ch3>5. How long will it take for universal transitional kindergarten to be fully rolled out?\u003c/h3>\n\u003cp>It is expected to be rolled out beginning in the 2022-2023 school year, expanding annually until it is available to all the state’s 4-year-olds by 2025-2026. The plan is to gradually phase in younger students each year. However, some school districts are ahead of the curve, having already expanded TK to most 4-year-olds.\u003c/p>\n\u003ch3>6. How large will the class sizes be?\u003c/h3>\n\u003cp>Small class sizes are optimal to give young kids the attention they need. Individual instruction is a pillar of quality early education, experts say. The ratios for TK are expected to start out at 12 students to 1 teacher or teaching assistant and transition to 10 students to 1 teacher by the 2025-2026 school year. That is about half the size of many current TK classes, many of which rely on parent volunteers to help teachers. Many preschool settings enjoy an even smaller ratio. Head Start, for instance, generally keeps an 8-1 ratio in its preschool programs.\u003c/p>\n\u003ch3>7. How will school districts pay for the new classrooms and facilities necessary to suit small children?\u003c/h3>\n\u003cp>The state has earmarked about \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">$490 million in the latest budget to build new facilities and make adjustments to existing ones\u003c/a>, such as building out right-size water fountains and restrooms with pint-size potties and sinks.\u003c/p>\n\u003ch3>8. What are the challenges facing this massive expansion of TK?\u003c/h3>\n\u003cp>Staffing is one of the biggest hurdles ahead. There is already a teacher shortage in the state. California will need an estimated 10,000 to 12,000 new teachers and 16,000 new teaching assistants as transitional kindergarten expands, experts say.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>9. What will the credential requirements for TK teachers be?\u003c/h3>\n\u003cp>Currently, TK teachers are required to have a multiple-subject teaching credential, the same credential teachers need for all the elementary grades. By 2023, TK teachers also will need to complete an additional 24 units of early childhood education coursework or the equivalent, as deemed by their employer, or they will need to hold a \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/child-development-permits-(cl-797)\" target=\"_blank\" rel=\"noopener noreferrer\">child-development permit\u003c/a>.\u003c/p>\n\u003ch3>10. What are the plans for recruiting and training new transitional kindergarten teachers?\u003c/h3>\n\u003cp>The state has allocated \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">$100 million in competitive grants\u003c/a> to school districts for recruiting teachers and providing ongoing professional learning. The state is also looking at various options for making it easier to meet the credential requirements.\u003c/p>\n\u003ch3>11. What will TK teachers get paid?\u003c/h3>\n\u003cp>That is ultimately determined by districts, but typically, TK teachers are paid the same as kindergarten teachers. It should be noted that K-12 teachers generally earn about 38% more than preschool teachers and child care workers, according to \u003ca href=\"https://cscce.berkeley.edu/workforce-index-2020/\" target=\"_blank\" rel=\"noopener noreferrer\">the Center for the Study of Child Care Employment\u003c/a> at the University of California, Berkeley. That wage disparity helps explain why 17% of the state’s early childhood educators live in poverty, experts say.\u003c/p>\n\u003ch3>12. Is there a pathway for preschool teachers, a workforce that's predominately women of color, to move into TK careers?\u003c/h3>\n\u003cp>The state’s \u003ca href=\"https://www.ctc.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\">Commission on Teacher Credentialing\u003c/a> has developed a proposal that would create a pathway for preschool teacher permit holders to gain the preparation they need to teach TK without completing all the requirements for a multiple-subject teaching credential.\u003c/p>\n\u003cp>Right now, about 49% of early childhood teachers in child care centers have a bachelor’s degree or higher, according to Berkeley’s \u003ca href=\"https://cscce.berkeley.edu/early-educators-equipped-to-teach-tk/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for the Study of Child Care Employment\u003c/a>.\u003c/p>\n\u003ch3>13. Will TK be a full-day or a half-day program?\u003c/h3>\n\u003cp>Universal TK, like kindergarten, is a local choice of full-day or part-day. However, the state’s new \u003ca href=\"https://edsource.org/2021/staffing-shortage-delays-ambitious-program-to-extend-school-day-and-year-in-california/661436\" target=\"_blank\" rel=\"noopener noreferrer\">Expanded Learning Opportunities Program\u003c/a> requires that local educational agencies offer a nine-hour school day including before- and after-class services.\u003c/p>\n\u003ch3>14. Do children in universal TK have to meet the same vaccination requirements as in regular kindergarten?\u003c/h3>\n\u003cp>Yes, the same vaccination criteria apply.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "you-always-feel-that-someones-missing-how-a-trump-era-immigration-policy-has-kept-a-california-family-apart-for-two-years",
"title": "'You Always Feel That Someone’s Missing': How a Trump-Era Immigration Policy Has Kept a California Family Apart for Two Years",
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"headTitle": "‘You Always Feel That Someone’s Missing’: How a Trump-Era Immigration Policy Has Kept a California Family Apart for Two Years | KQED",
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"content": "\u003cp>There are reminders of José Luis Ruiz Arévalos everywhere in the three-bedroom trailer where his wife and four children live in the small Central Valley city of Los Baños: the family photos along the hallway, the triple bunk bed he built to accommodate a growing family, the fence he installed out front.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nathan Gutiérrez Ramírez\"]‘There’s like this space where he used to be, but he’s not there anymore.’[/pullquote]But Ruiz Arévalos isn’t there. After he was forced to stay in Mexico two years ago, the college plans for the three oldest children have unraveled. The oldest dropped out of college and joined the U.S. Army Reserve. The second oldest is prioritizing work while studying. And their younger brother, a senior in high school, caught the eye of Harvard recruiters but instead is considering vocational school closer to home.\u003c/p>\n\u003cp>“There’s like this space where he used to be, but he’s not there anymore,” said Nathan Gutiérrez Ramírez, 19. “And like, every time you come home, you’re just like, ‘Oh, I feel like something’s missing.’ You always feel that someone’s missing, that he’s missing.”\u003c/p>\n\u003cfigure id=\"attachment_11888939\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888939 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1.jpg\" alt=\"A family of six, with the parents sitting on the couch and four children standing behind, most smiling at the camera.\" width=\"1024\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Armanda Ruiz (front left) with her husband, José Luis Ruiz Arévalos, and children Elena Gutiérrez Ramírez, Priscila Ruiz Ramírez, Ignacio Gutiérrez Ramírez, and Nathan Gutiérrez Ramírez. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May 2019, Ruiz Arévalos — also known as José, Dad or Papa, depending on whom you ask — went to Mexico for what he thought would be the final step to apply for his green card: an interview at the U.S. Consulate.\u003c/p>\n\u003cp>He and his family — the rest of whom all are U.S. citizens — expected he would be able to come back in a week or two.\u003c/p>\n\u003cp>But he was unexpectedly refused a green card when U.S. Consulate officials decided that under Trump administration guidance he was likely to become a “public charge,” dependent on government services.\u003c/p>\n\u003cp>Unable to return to the U.S., he remains in Hermosillo, Sonora, a thousand miles from his family, while he tries to appeal the decision.\u003c/p>\n\u003cp>Former President Donald Trump’s \u003ca href=\"https://apnews.com/article/immigration-donald-trump-ap-top-news-politics-business-f440cbe61eb642c99f4d9a47e437c526\">changes to the “public charge” immigration policy made headlines\u003c/a> the year of Ruiz Arévalos’s green card interview in 2019. What was less publicized is that in January 2018, the Trump administration had already made changes to the public charge policy at consulates outside the country.\u003cbr>\n[ad fullwidth]\u003cbr>\nThe changes gave consulate officers more discretion to scrutinize applicants’ age, education, job skills, and health insurance and whether they or their family members received any type of public benefits.\u003c/p>\n\u003cp>Between Oct. 1, 2018, and Sept. 30, 2019, \u003ca href=\"https://travel.state.gov/content/travel/en/legal/visa-law0/visa-statistics/annual-reports/report-of-the-visa-office-2019.html\">consulate officials refused almost 21,000 people applying for immigrant visas\u003c/a> based on the revised public charge policy. That was seven times as many people as had been refused under the same policy two years before.\u003c/p>\n\u003cp>The changes that were made have now been reversed under President Joe Biden. But the effects still remain, not only for immigrants, but also for their spouses and children. When Ruiz Arévalos couldn’t return home, it triggered economic hardship and emotional grief for his wife and children.\u003c/p>\n\u003cp>It also disrupted the education of his oldest stepchild, Elena Gutiérrez Ramírez.\u003c/p>\n\u003cp>Elena, 21, dropped out of the University of California, Merced so she could work to support the family. The decision was gut-wrenching and scary. Elena thought she might never return to college.\u003c/p>\n\u003cp>Ruiz Arévalos had been helping her pay for her college expenses not covered by financial aid with his income as a handyperson. Without his help, not only could she not afford to stay in school, but she also needed to help the rest of her family.\u003c/p>\n\u003cfigure id=\"attachment_11888944\" class=\"wp-caption alignnone\" style=\"max-width: 767px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888944 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Ruiz1-768x562-1.jpg\" alt=\"A man in a white T-shirt and jeans holds hands with an 11-year-old girl, amid pink and white balloons and decorations.\" width=\"767\" height=\"511\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz1-768x562-1.jpg 767w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz1-768x562-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 767px) 100vw, 767px\">\u003cfigcaption class=\"wp-caption-text\">José Luis Ruiz Arévalos dances with daughter Priscila Ruiz Ramírez, at her birthday party in Mexico. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her mother, Armanda Ruiz, has a full-time job taking care of her little sister, Priscila Ruiz Ramírez, 11, who was born prematurely and has had four surgeries and multiple health issues her entire life.\u003c/p>\n\u003cp>Priscila has developmental delays and is under continuous medical care with speech, occupational and physical therapy. Her other two siblings, Ignacio and Nathan, were still in high school at the time Ruiz Arévalos was told he could not return from Mexico. Nathan had been struggling with severe depression. Elena felt she had no other choice but to drop out.\u003c/p>\n\u003cp>“Counselors usually advised me to, like, try to stay in school, but they didn’t really understand that I was the only one that was able to work,” Elena said.\u003c/p>\n\u003cp>There was one other thing motivating her decision: If she stayed in college, she reasoned, the burden to support the family would fall on her younger siblings. She wanted them to follow their dreams.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"800\" height=\"450\" src=\"https://www.youtube.com/embed/mwGywQnW88s\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The oldest three have always excelled in school. Nathan, 19, got A’s and B’s at Merced College last year. Ignacio, 17, just finished his junior year at Los Baños High School with a 4.6 grade point average — all A’s, including four in Advanced Placement classes. He recently received a letter from Harvard, encouraging him to apply.\u003c/p>\n\u003cp>“Right now I just want to provide for my family and keep ourselves from sinking into debt,” Elena said. “With my dad out of the country and with no family but ourselves, I don’t want the lack of money to be the reason why my siblings don’t go where they want to go and get their degree in what they want.”\u003c/p>\n\u003cp>So Elena applied for dozens of jobs. She worked at a tomato-packing plant, at Big 5 Sporting Goods as a cashier, and with the U.S. Census Bureau for the 2020 census.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Elena Gutiérrez Ramírez\"]‘Right now I just want to provide for my family and keep ourselves from sinking into debt … I don’t want the lack of money to be the reason why my siblings don’t go where they want to go.’[/pullquote]Then the coronavirus pandemic hit California, and work became even harder to find. Determined to continue toward a college degree, she began taking classes at Merced College. As the months dragged on and the family continued to struggle financially, she became increasingly worried.\u003c/p>\n\u003cp>In Mexico, Ruiz Arévalos felt that his world had broken into a million pieces. He has been part of this blended family for 12 years. When he first met his wife, Armanda Ramírez, her name before she married him, her daughter Elena was 8. Nathan was 6, and Ignacio was 5. The children have their father’s last name and their mother’s maiden name: Gutiérrez Ramírez. Later the couple had Priscila together.\u003c/p>\n\u003cp>When he talks about his children, his voice becomes soft with love as he recalls each of their personalities. Little Priscila is his treasure, his spoiled baby. Elena is loving and noble, he said, a “super daughter.” Nathan is both tough and affectionate. Ignacio, he said, could do anything he wants — studying comes easily to him.\u003c/p>\n\u003cp>“And the worst thing is that my kids really put their heart into their studies,” he said in Spanish. “I feel like I am clipping their wings.”\u003c/p>\n\u003cfigure id=\"attachment_11888946\" class=\"wp-caption alignnone\" style=\"max-width: 968px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888946 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Ruiz-1024x645-1.jpg\" alt=\"A family stands in a line for a picture amid pink and white birthday decorations. The girl in the middle wears a unicorn outfit.\" width=\"968\" height=\"645\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1.jpg 968w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 968px) 100vw, 968px\">\u003cfigcaption class=\"wp-caption-text\">Ignacio Gutiérrez Ramírez, José Luis Ruiz Arévalos, Armanda Ruiz, Priscila Ruiz Ramirez, Elena Gutiérrez Ramírez and Nathan Gutiérrez Ramírez celebrating Priscila’s birthday in Mexico. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ruiz Arévalos had been living in the U.S. without immigration papers since his parents brought him in the early ’90s, when he was 17. Since 1996, immigration law makes it difficult for anyone who crossed the border illegally and stayed in the U.S. for more than a year to get a green card, even if they are married to a U.S. citizen. They have to leave the country to apply, and if they lived here without immigration papers, they are banned from reentering the country for 10 years.\u003c/p>\n\u003cp>[aside postID=\"news_11858316\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/gettyimages-1230936271-66a4f28f0f4c76f8936d96115f8be7f11c103ec7-1020x765.jpg\"]There is one way around the 10-year ban: You can apply for a waiver if you can prove that being forced to stay outside the U.S. would cause “extreme hardship” for a U.S. citizen spouse or parent.\u003c/p>\n\u003cp>Before going to his interview appointment in Ciudad Juárez, Ruiz Arévalos applied for a waiver, arguing that his absence would cause severe hardship for his wife. In the documents they submitted, they detailed how hard it would be for her to be left alone to care for their four children, including Priscila, with her medical issues and developmental delays, and Nathan, with severe depression and panic attacks.\u003c/p>\n\u003cp>U.S. Citizenship and Immigration Services approved the waiver. The couple believed they had all their paperwork in order. They secured a fiscal sponsor — a family friend who agreed to support Ruiz Arévalos and his family. The sponsor made far more than the minimum income required by federal regulations, which is 125% of the federal poverty level.\u003c/p>\n\u003cp>But when Ruiz Arévalos showed up for his appointment, the consulate official questioned whether his fiscal sponsor would actually support the family if needed and asked Ruiz Arévalos whether his family had used welfare. Priscila has received Supplemental Security Income — provided to disabled people in lower-income families — since she was born.\u003c/p>\n\u003cp>The other children in the family had received food stamps. The consulate told him he would need an additional fiscal sponsor to prove he wouldn’t become dependent on the government.\u003c/p>\n\u003cp>But instead of waiting for him to turn in the new paperwork, the consulate told him he was inadmissible to the U.S. because he was likely to become a public charge, and canceled his waiver of the 10-year ban.\u003c/p>\n\u003cp>The U.S. State Department declined to say how many other applicants for green cards had their waivers revoked because of the new public charge policy that was in place from 2018 to 2020. U.S. Citizenship and Immigration Services said the data was not available.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Erin Quinn, Immigrant Legal Resource Center\"]‘They can overcome the public charge issue … but the damage was already done, because the real harm for families like this one is those years of separation that can’t be undone.’[/pullquote]Erin Quinn, senior staff attorney at the \u003ca href=\"https://www.ilrc.org/\">Immigrant Legal Resource Center\u003c/a>, said likely thousands of the people denied entry under “public charge” in 2018 and 2019 had previously lived in the U.S. and had waivers to show that being separated from their families would cause extreme hardship, like Ruiz Arévalos.\u003c/p>\n\u003cp>“After that guidance came out, officers had clearly gotten marching orders to go on this fishing expedition, as a way to begin denying cases that were otherwise clearly eligible for their permanent resident status,” Quinn said. “They can overcome the public charge issue by turning in the information requested, but the damage was already done, because the real harm for families like this one is those years of separation that can’t be undone.”\u003c/p>\n\u003cp>Ruiz Arévalos submitted the names of three different fiscal sponsors to the consulate. But the process slowed almost to a halt because of the pandemic. While he waited, he tried his best to stay connected to his family across the border. They do regular video calls so the kids can talk with their dad. Ignacio even calls Ruiz Arévalos for help when he has to fix something at home — how to change the oil in the car, how to unclog the toilet, how to fix the fence.\u003c/p>\n\u003cfigure id=\"attachment_11888941\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888941 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Elena-642x800-1.jpg\" alt='A woman in a dress embraces a high school graduate in a yellow cap and gown with a red \"2020\" sash.' width=\"534\" height=\"799\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Elena-642x800-1.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Elena-642x800-1-160x239.jpg 160w\" sizes=\"auto, (max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Nathan Gutiérrez Ramírez, right, at high school graduation with mom Armanda Ruiz. José Luis Ruiz Arévalos had to miss Nathan’s graduation. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A few months before Ruiz Arévalos went to Mexico, the Gutiérrez Ramírez kids’ biological father died. They didn’t have much contact with him the last few years he was alive, but when they found out he died, it was painful.\u003c/p>\n\u003cp>“I had a dad, and I didn’t get along very well with him. We had problems. Then I get another dad, and they take him away,” Nathan told Ruiz Arévalos recently. “It’s not fair. I want my dad.”\u003c/p>\n\u003cp>“It hit us all very hard that he wasn’t able to come back,” Ruiz said. She said Priscila especially didn’t understand why her dad was in Mexico. “Why is my dad over there?” Ruiz said she would ask. “Why doesn’t he come here? Why doesn’t he sleep here with us?”\u003c/p>\n\u003cp>Ruiz Arévalos wasn’t there to see Nathan’s graduation from high school, or Priscila’s ceremony for “reclassification” to show she is no longer considered an English-language learner at school.\u003c/p>\n\u003cp>He’s missed two years of birthdays and movie watching and countless dance sessions in the family living room. He wasn’t there to see them all stuff eggshells with confetti for Easter, or to watch how they made distance learning work, with all five of them learning from home — Elena and Nathan in college classes, Ignacio in high school, Priscila in special education, and their mother taking an English class.\u003c/p>\n\u003cp>“Sometimes it feels different not having a father figure,” Ignacio said. “’Cause you know, there’s a different kind of relationship with your dad than your mother, I’d say, if you’re a guy, ’cause like, you know, guys just understand each other. Like you don’t even have to say something, you already know.”\u003c/p>\n\u003cp>A few months ago, Elena met with a college counselor and decided to join the Army Reserve. She went to basic training in July and will be there until November, so she won’t be able to attend college classes in the fall. She’s hoping she can return to college in the spring.\u003c/p>\n\u003cp>“During this time of uncertainty, at least the Army will bring some form of certainty,” Elena said. “In addition, if something were to happen to my mom, I will be the one taking care of my siblings, and without a stable job, I can’t guarantee that. That’s why the Army sounds like a good deal.”\u003c/p>\n\u003cp>There may finally be some hope in Ruiz Arévalos’s case. In July 2020, a U.S. District Court in New York issued a temporary injunction requiring consulates to stop using the new guidance on public charge.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='immigration']And most recently in August, the Department of Homeland Security began the process to ask the public how the public charge rule should be changed in the future, specifically mentioning it does not want the rule to “unduly impose barriers” on people seeking adjustment of status, like Ruiz Arévalos.\u003c/p>\n\u003cp>This summer, Ruiz Arévalos received another letter in the mail from the consulate in Ciudad Juárez, the first in months. For the first time, there was no mention of “public charge.” The letter said he could now apply again for a waiver. The process could take months.\u003c/p>\n\u003cp>In June, Ruiz and the kids went to visit Ruiz Arévalos in Mexico, the last family trip before Elena headed to basic training.\u003c/p>\n\u003cp>They went to the beach — a first for some of the children — and waded into the ocean, playing in the waves. From the sand, Ruiz watched and took a video with her phone — her husband, with her children, walking toward the horizon. They jumped over wave after wave coming at them. For the moment, they were all together.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "'You Always Feel That Someone’s Missing': How a Trump-Era Immigration Policy Has Kept a California Family Apart for Two Years | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are reminders of José Luis Ruiz Arévalos everywhere in the three-bedroom trailer where his wife and four children live in the small Central Valley city of Los Baños: the family photos along the hallway, the triple bunk bed he built to accommodate a growing family, the fence he installed out front.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But Ruiz Arévalos isn’t there. After he was forced to stay in Mexico two years ago, the college plans for the three oldest children have unraveled. The oldest dropped out of college and joined the U.S. Army Reserve. The second oldest is prioritizing work while studying. And their younger brother, a senior in high school, caught the eye of Harvard recruiters but instead is considering vocational school closer to home.\u003c/p>\n\u003cp>“There’s like this space where he used to be, but he’s not there anymore,” said Nathan Gutiérrez Ramírez, 19. “And like, every time you come home, you’re just like, ‘Oh, I feel like something’s missing.’ You always feel that someone’s missing, that he’s missing.”\u003c/p>\n\u003cfigure id=\"attachment_11888939\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888939 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1.jpg\" alt=\"A family of six, with the parents sitting on the couch and four children standing behind, most smiling at the camera.\" width=\"1024\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/ruiz_family_crop-1024x768-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Armanda Ruiz (front left) with her husband, José Luis Ruiz Arévalos, and children Elena Gutiérrez Ramírez, Priscila Ruiz Ramírez, Ignacio Gutiérrez Ramírez, and Nathan Gutiérrez Ramírez. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In May 2019, Ruiz Arévalos — also known as José, Dad or Papa, depending on whom you ask — went to Mexico for what he thought would be the final step to apply for his green card: an interview at the U.S. Consulate.\u003c/p>\n\u003cp>He and his family — the rest of whom all are U.S. citizens — expected he would be able to come back in a week or two.\u003c/p>\n\u003cp>But he was unexpectedly refused a green card when U.S. Consulate officials decided that under Trump administration guidance he was likely to become a “public charge,” dependent on government services.\u003c/p>\n\u003cp>Unable to return to the U.S., he remains in Hermosillo, Sonora, a thousand miles from his family, while he tries to appeal the decision.\u003c/p>\n\u003cp>Former President Donald Trump’s \u003ca href=\"https://apnews.com/article/immigration-donald-trump-ap-top-news-politics-business-f440cbe61eb642c99f4d9a47e437c526\">changes to the “public charge” immigration policy made headlines\u003c/a> the year of Ruiz Arévalos’s green card interview in 2019. What was less publicized is that in January 2018, the Trump administration had already made changes to the public charge policy at consulates outside the country.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nThe changes gave consulate officers more discretion to scrutinize applicants’ age, education, job skills, and health insurance and whether they or their family members received any type of public benefits.\u003c/p>\n\u003cp>Between Oct. 1, 2018, and Sept. 30, 2019, \u003ca href=\"https://travel.state.gov/content/travel/en/legal/visa-law0/visa-statistics/annual-reports/report-of-the-visa-office-2019.html\">consulate officials refused almost 21,000 people applying for immigrant visas\u003c/a> based on the revised public charge policy. That was seven times as many people as had been refused under the same policy two years before.\u003c/p>\n\u003cp>The changes that were made have now been reversed under President Joe Biden. But the effects still remain, not only for immigrants, but also for their spouses and children. When Ruiz Arévalos couldn’t return home, it triggered economic hardship and emotional grief for his wife and children.\u003c/p>\n\u003cp>It also disrupted the education of his oldest stepchild, Elena Gutiérrez Ramírez.\u003c/p>\n\u003cp>Elena, 21, dropped out of the University of California, Merced so she could work to support the family. The decision was gut-wrenching and scary. Elena thought she might never return to college.\u003c/p>\n\u003cp>Ruiz Arévalos had been helping her pay for her college expenses not covered by financial aid with his income as a handyperson. Without his help, not only could she not afford to stay in school, but she also needed to help the rest of her family.\u003c/p>\n\u003cfigure id=\"attachment_11888944\" class=\"wp-caption alignnone\" style=\"max-width: 767px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888944 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Ruiz1-768x562-1.jpg\" alt=\"A man in a white T-shirt and jeans holds hands with an 11-year-old girl, amid pink and white balloons and decorations.\" width=\"767\" height=\"511\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz1-768x562-1.jpg 767w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz1-768x562-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 767px) 100vw, 767px\">\u003cfigcaption class=\"wp-caption-text\">José Luis Ruiz Arévalos dances with daughter Priscila Ruiz Ramírez, at her birthday party in Mexico. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her mother, Armanda Ruiz, has a full-time job taking care of her little sister, Priscila Ruiz Ramírez, 11, who was born prematurely and has had four surgeries and multiple health issues her entire life.\u003c/p>\n\u003cp>Priscila has developmental delays and is under continuous medical care with speech, occupational and physical therapy. Her other two siblings, Ignacio and Nathan, were still in high school at the time Ruiz Arévalos was told he could not return from Mexico. Nathan had been struggling with severe depression. Elena felt she had no other choice but to drop out.\u003c/p>\n\u003cp>“Counselors usually advised me to, like, try to stay in school, but they didn’t really understand that I was the only one that was able to work,” Elena said.\u003c/p>\n\u003cp>There was one other thing motivating her decision: If she stayed in college, she reasoned, the burden to support the family would fall on her younger siblings. She wanted them to follow their dreams.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"800\" height=\"450\" src=\"https://www.youtube.com/embed/mwGywQnW88s\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The oldest three have always excelled in school. Nathan, 19, got A’s and B’s at Merced College last year. Ignacio, 17, just finished his junior year at Los Baños High School with a 4.6 grade point average — all A’s, including four in Advanced Placement classes. He recently received a letter from Harvard, encouraging him to apply.\u003c/p>\n\u003cp>“Right now I just want to provide for my family and keep ourselves from sinking into debt,” Elena said. “With my dad out of the country and with no family but ourselves, I don’t want the lack of money to be the reason why my siblings don’t go where they want to go and get their degree in what they want.”\u003c/p>\n\u003cp>So Elena applied for dozens of jobs. She worked at a tomato-packing plant, at Big 5 Sporting Goods as a cashier, and with the U.S. Census Bureau for the 2020 census.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Then the coronavirus pandemic hit California, and work became even harder to find. Determined to continue toward a college degree, she began taking classes at Merced College. As the months dragged on and the family continued to struggle financially, she became increasingly worried.\u003c/p>\n\u003cp>In Mexico, Ruiz Arévalos felt that his world had broken into a million pieces. He has been part of this blended family for 12 years. When he first met his wife, Armanda Ramírez, her name before she married him, her daughter Elena was 8. Nathan was 6, and Ignacio was 5. The children have their father’s last name and their mother’s maiden name: Gutiérrez Ramírez. Later the couple had Priscila together.\u003c/p>\n\u003cp>When he talks about his children, his voice becomes soft with love as he recalls each of their personalities. Little Priscila is his treasure, his spoiled baby. Elena is loving and noble, he said, a “super daughter.” Nathan is both tough and affectionate. Ignacio, he said, could do anything he wants — studying comes easily to him.\u003c/p>\n\u003cp>“And the worst thing is that my kids really put their heart into their studies,” he said in Spanish. “I feel like I am clipping their wings.”\u003c/p>\n\u003cfigure id=\"attachment_11888946\" class=\"wp-caption alignnone\" style=\"max-width: 968px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888946 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Ruiz-1024x645-1.jpg\" alt=\"A family stands in a line for a picture amid pink and white birthday decorations. The girl in the middle wears a unicorn outfit.\" width=\"968\" height=\"645\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1.jpg 968w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Ruiz-1024x645-1-160x107.jpg 160w\" sizes=\"auto, (max-width: 968px) 100vw, 968px\">\u003cfigcaption class=\"wp-caption-text\">Ignacio Gutiérrez Ramírez, José Luis Ruiz Arévalos, Armanda Ruiz, Priscila Ruiz Ramirez, Elena Gutiérrez Ramírez and Nathan Gutiérrez Ramírez celebrating Priscila’s birthday in Mexico. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ruiz Arévalos had been living in the U.S. without immigration papers since his parents brought him in the early ’90s, when he was 17. Since 1996, immigration law makes it difficult for anyone who crossed the border illegally and stayed in the U.S. for more than a year to get a green card, even if they are married to a U.S. citizen. They have to leave the country to apply, and if they lived here without immigration papers, they are banned from reentering the country for 10 years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>There is one way around the 10-year ban: You can apply for a waiver if you can prove that being forced to stay outside the U.S. would cause “extreme hardship” for a U.S. citizen spouse or parent.\u003c/p>\n\u003cp>Before going to his interview appointment in Ciudad Juárez, Ruiz Arévalos applied for a waiver, arguing that his absence would cause severe hardship for his wife. In the documents they submitted, they detailed how hard it would be for her to be left alone to care for their four children, including Priscila, with her medical issues and developmental delays, and Nathan, with severe depression and panic attacks.\u003c/p>\n\u003cp>U.S. Citizenship and Immigration Services approved the waiver. The couple believed they had all their paperwork in order. They secured a fiscal sponsor — a family friend who agreed to support Ruiz Arévalos and his family. The sponsor made far more than the minimum income required by federal regulations, which is 125% of the federal poverty level.\u003c/p>\n\u003cp>But when Ruiz Arévalos showed up for his appointment, the consulate official questioned whether his fiscal sponsor would actually support the family if needed and asked Ruiz Arévalos whether his family had used welfare. Priscila has received Supplemental Security Income — provided to disabled people in lower-income families — since she was born.\u003c/p>\n\u003cp>The other children in the family had received food stamps. The consulate told him he would need an additional fiscal sponsor to prove he wouldn’t become dependent on the government.\u003c/p>\n\u003cp>But instead of waiting for him to turn in the new paperwork, the consulate told him he was inadmissible to the U.S. because he was likely to become a public charge, and canceled his waiver of the 10-year ban.\u003c/p>\n\u003cp>The U.S. State Department declined to say how many other applicants for green cards had their waivers revoked because of the new public charge policy that was in place from 2018 to 2020. U.S. Citizenship and Immigration Services said the data was not available.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘They can overcome the public charge issue … but the damage was already done, because the real harm for families like this one is those years of separation that can’t be undone.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Erin Quinn, senior staff attorney at the \u003ca href=\"https://www.ilrc.org/\">Immigrant Legal Resource Center\u003c/a>, said likely thousands of the people denied entry under “public charge” in 2018 and 2019 had previously lived in the U.S. and had waivers to show that being separated from their families would cause extreme hardship, like Ruiz Arévalos.\u003c/p>\n\u003cp>“After that guidance came out, officers had clearly gotten marching orders to go on this fishing expedition, as a way to begin denying cases that were otherwise clearly eligible for their permanent resident status,” Quinn said. “They can overcome the public charge issue by turning in the information requested, but the damage was already done, because the real harm for families like this one is those years of separation that can’t be undone.”\u003c/p>\n\u003cp>Ruiz Arévalos submitted the names of three different fiscal sponsors to the consulate. But the process slowed almost to a halt because of the pandemic. While he waited, he tried his best to stay connected to his family across the border. They do regular video calls so the kids can talk with their dad. Ignacio even calls Ruiz Arévalos for help when he has to fix something at home — how to change the oil in the car, how to unclog the toilet, how to fix the fence.\u003c/p>\n\u003cfigure id=\"attachment_11888941\" class=\"wp-caption alignright\" style=\"max-width: 534px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11888941 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/Elena-642x800-1.jpg\" alt='A woman in a dress embraces a high school graduate in a yellow cap and gown with a red \"2020\" sash.' width=\"534\" height=\"799\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Elena-642x800-1.jpg 534w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Elena-642x800-1-160x239.jpg 160w\" sizes=\"auto, (max-width: 534px) 100vw, 534px\">\u003cfigcaption class=\"wp-caption-text\">Nathan Gutiérrez Ramírez, right, at high school graduation with mom Armanda Ruiz. José Luis Ruiz Arévalos had to miss Nathan’s graduation. \u003ccite>(Courtesy of Armanda Ruiz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A few months before Ruiz Arévalos went to Mexico, the Gutiérrez Ramírez kids’ biological father died. They didn’t have much contact with him the last few years he was alive, but when they found out he died, it was painful.\u003c/p>\n\u003cp>“I had a dad, and I didn’t get along very well with him. We had problems. Then I get another dad, and they take him away,” Nathan told Ruiz Arévalos recently. “It’s not fair. I want my dad.”\u003c/p>\n\u003cp>“It hit us all very hard that he wasn’t able to come back,” Ruiz said. She said Priscila especially didn’t understand why her dad was in Mexico. “Why is my dad over there?” Ruiz said she would ask. “Why doesn’t he come here? Why doesn’t he sleep here with us?”\u003c/p>\n\u003cp>Ruiz Arévalos wasn’t there to see Nathan’s graduation from high school, or Priscila’s ceremony for “reclassification” to show she is no longer considered an English-language learner at school.\u003c/p>\n\u003cp>He’s missed two years of birthdays and movie watching and countless dance sessions in the family living room. He wasn’t there to see them all stuff eggshells with confetti for Easter, or to watch how they made distance learning work, with all five of them learning from home — Elena and Nathan in college classes, Ignacio in high school, Priscila in special education, and their mother taking an English class.\u003c/p>\n\u003cp>“Sometimes it feels different not having a father figure,” Ignacio said. “’Cause you know, there’s a different kind of relationship with your dad than your mother, I’d say, if you’re a guy, ’cause like, you know, guys just understand each other. Like you don’t even have to say something, you already know.”\u003c/p>\n\u003cp>A few months ago, Elena met with a college counselor and decided to join the Army Reserve. She went to basic training in July and will be there until November, so she won’t be able to attend college classes in the fall. She’s hoping she can return to college in the spring.\u003c/p>\n\u003cp>“During this time of uncertainty, at least the Army will bring some form of certainty,” Elena said. “In addition, if something were to happen to my mom, I will be the one taking care of my siblings, and without a stable job, I can’t guarantee that. That’s why the Army sounds like a good deal.”\u003c/p>\n\u003cp>There may finally be some hope in Ruiz Arévalos’s case. In July 2020, a U.S. District Court in New York issued a temporary injunction requiring consulates to stop using the new guidance on public charge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>And most recently in August, the Department of Homeland Security began the process to ask the public how the public charge rule should be changed in the future, specifically mentioning it does not want the rule to “unduly impose barriers” on people seeking adjustment of status, like Ruiz Arévalos.\u003c/p>\n\u003cp>This summer, Ruiz Arévalos received another letter in the mail from the consulate in Ciudad Juárez, the first in months. For the first time, there was no mention of “public charge.” The letter said he could now apply again for a waiver. The process could take months.\u003c/p>\n\u003cp>In June, Ruiz and the kids went to visit Ruiz Arévalos in Mexico, the last family trip before Elena headed to basic training.\u003c/p>\n\u003cp>They went to the beach — a first for some of the children — and waded into the ocean, playing in the waves. From the sand, Ruiz watched and took a video with her phone — her husband, with her children, walking toward the horizon. They jumped over wave after wave coming at them. For the moment, they were all together.\u003cbr>\n\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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