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  • Turning out California student voters with quizzes, coffee sleeves and door-knocking

    Turning out California student voters with quizzes, coffee sleeves and door-knocking


    Cal Poly Pomona students host a voter registration table.

    Credit: Courtesy of ASI, Cal Poly Pomona

    Every Monday for the past few weeks, Cal Poly Pomona student Melvyn Hernandez has been manning a table outside the Bronco Student Center to register fellow students to vote. He comes prepared with snacks, prizes and a quiz testing students’ election year know-how.

    “When it comes to things like Super Tuesday, or what a swing state is, or even who the major candidates are for the elections, a lot of students don’t really have the time to be aware of that,” said Hernandez, an architecture major. “A lot of students — even with how publicized the different debates and everything are– they’re too busy to be following it.” 

    Hernandez and volunteers across California’s colleges and universities are trying to add something important to the endless to-do list of the typical college student this fall: A crash course in Elections 101. In a year when barriers to students voting in states like North Carolina and Arizona have made headlines, California students are getting out the word about key election deadlines and directing their peers to nearby polling places. They’re also raising awareness about down-ballot contests that directly affect students’ lives — such as a proposed minimum wage increase — but which could get lost in the noise of a contentious presidential race.

    Students and administrators involved in nonpartisan voter-turnout efforts at California State University campuses said their task this election cycle is to provide reliable information to a population that’s simultaneously pressed for time and overwhelmed by the volume of biased political messages. Students said another challenge is to galvanize potential voters disappointed by their options in the presidential race — and perhaps turned off from voting altogether.

    “That’s the point of why we’re here,” Hernandez tells students if they’re embarrassed to admit they don’t know much about nominees and ballot measures. “So that you are aware and you can go ahead and further pursue finding out more about the candidates.”

    Similar efforts are underway at many University of California (UC) campuses, community colleges and private schools.

    Youth voter turnout has historically lagged the rates among older voters. But recent elections have seen larger shares of young voters. The Center for Information & Research on Civic Learning and Engagement (CIRCLE) at Tufts University estimates that 50% of voters age 18 to 29 voted in the 2020 election, up 11 points from 2016. That rate still trailed voter participation among older voters, though; 69% of voters 35 to 64 and 74% of voters 65 and older turned out in 2020. 

    But young voters are not a monolith. Those with a bachelor’s degree or more tend to vote at higher rates than peers with a high school education or equivalent, according to a CIRCLE analysis. Which college a student attends matters, too, though not as much. A 2024 working paper by a group of higher education researchers reports that enrolling at a top-rated research university or a liberal arts college increases students’ probability of voting relative to students enrolled at a two-year college. 

    A recognition that colleges should play a role in supporting young voters is part of the impetus behind the California Secretary of State’s California University and College Ballot Bowl Competition, a program that seeks to harness intercollegiate rivalry to encourage voter registration. 

    Going Deeper

    You can look up the nearest polling place to you, including those on or near University of California and California Community College campuses, here. A list of early voting and vote-by-mail drop-off locations is here.

    On-campus voting locations are another way to ease what could be students’ first time filling out a ballot. This year, for example, all Cal State campuses are home to one or more ballot drop-off locations, and many also serve as vote centers.

    College students attending school outside their home county or state usually have a choice of where to register to vote. In California, students can register in the county where they’ve relocated for school or in the home county where their family lives.

    Jackie Wu, a former Orange County election official who has worked with Cal State Fullerton on civic engagement, said that university administrators shouldn’t settle for low voter participation on campus just as they wouldn’t pass up a chance to increase slumping graduation rates.

    College “is our last opportunity, in a structured system, to encourage voting and civic participation,” she said.

    Offering students ‘little hints and pebbles’ 

    Striking the right tone in an election awareness campaign can be a delicate balance for college administrators and student volunteers. 

    They’ve got to educate low-information would-be voters — the students who don’t know the answers to Hernandez’s questionnaire. Yet, they have to be mindful that omnipresent political advertising can leave students unsure of what to believe. And, of course, universities have to offer fastidiously nonpartisan messages, even in a polarized political climate saturated with sensationalist campaigning in the mad dash before Election Day.

    “There’s so much pressure put on everyone. You know, ‘The election is really important. Make sure you turn out to vote. The future depends on it,” said Wu. “A lot of times (students) may not feel like they know where to ask for help and who they can go to for help that isn’t trying to pressure them to vote a certain way.”

    The solution: Lots of voter education events and some casual nudges.

    Besides voter registration booths, Cal State students this fall have helped organize panels about ballot propositions and forums where students can mingle with candidates for local office. Cal State Fullerton student government even had a table at the weekly on-campus farmer’s market to register voters, Wu said.

    A custom coffee sleeve distributed at Cal Poly Pomona ahead of the 2024 election reminds students to vote.
    Credit: Courtesy of Cal Poly Pomona

    Small reminders help, too. Jeanne Tran-Martin, Cal State’s interim director of student affairs programs, said some schools encourage students to confirm whether they are registered to vote by placing a link in their online student dashboards. This year, Cal Poly Pomona ordered custom coffee cup sleeves with a QR code linking to TurboVote, a website where students can register to vote. 

    “We’re not trying to get in anyone’s face and saying, ‘This is so important. Why aren’t you doing this?’” said Michelle Ellis Viorato, the campus’s civic and voter empowerment coordinator. “We’re just trying to drop little hints and pebbles to get people to think about, ‘Oh right, this is coming up. I need to remember to do this.’”

    The low-key messaging could help Cal Poly Pomona to reach this fall’s voter turnout goal of 72%. That would be a slight increase from the school’s 70% voting rate in the last presidential election, according to a report by Tufts University’s Institute for Democracy & Higher Education, which estimates voter participation by merging student records and voting files. (You can look up the voter turnout records of selected other campuses here.)

    For students already registered, breaking down the steps to cast a ballot can help to relieve some election-season jitters. 

    At Cal Poly San Luis Obispo, where about 94% of students were from outside the county and roughly 15% were from outside California as of last fall, voter registration volunteers have been fielding lots of questions about when and where students can find their ballots. 

    Tanner Schinderle, the secretary of executive staff at Associated Students, the school’s student government, said volunteers help students to think through their options, like getting absentee ballots, asking a parent to mail them their ballot or registering in San Luis Obispo County.

    Encouraging students to ‘look down your ballot’

    Voter registration has been a sprint at Cal Poly San Luis Obispo, which kicked off the fall term on Sept. 16, a late start compared with universities that operate on semesters rather than quarters.  

    Associated Students has averaged two to three voter registration drives per week, Schinderle estimates, thanks to more than 80 students trained on the process. Those students have been running a voter registration booth in the University Union Plaza. Volunteers also knocked on the doors of virtually every first-year student living on campus, Schinderle said, offering voter registration help. 

    The overall reaction has been positive, he added. But several students interviewed for this story said they’ve encountered peers frustrated with national politics.

    “There’s a common attitude of, ‘Pick the lesser of two evils,’” said Cade Wheeler, a mechanical engineering student who is Cal Poly Pomona’s student body president.

    Alejandra Lopez Sanchez, who serves as secretary of external affairs at Cal Poly Pomona Associated Students, said a few of the students she met at an on-campus voter outreach event in October remarked they weren’t sure if they would vote in this election. 

    “Especially for the presidential candidates, they’re like, ‘Who am I supposed to vote for if I don’t like either of them?’” she said.

    But voters who look past the race for the presidency will find statewide contests that could make a concrete difference in students’ lives. Proposition 2, for example, would authorize a $10 billion state construction bond for TK-12 schools and community colleges. And for students working minimum wage jobs, Proposition 32 would set higher wage floors.  

    Speakers from the Rose Institute for State and Local Government at Claremont McKenna College share a presentation about ballot measures at a university housing complex at Cal Poly Pomona.
    Courtesy of Cal Poly Pomona

    Weston Patrick, the secretary of external affairs at the Cal Poly San Luis Obispo’s Associated Students, finds the best tactic is to refocus students on local races in San Luis Obispo that influence public transit systems, housing and other areas important to students.

    “That was kind of a guiding principle, telling students, ‘Hey, if you’re not feeling thrilled about your choices at the top of the ballot’ — which we certainly did get some of that sentiment from some students — ‘look down your ballot,’” he said.

    That’s why Patrick was excited to see students strike up conversations with candidates for San Luis Obispo City Council at an event Associated Students hosted on campus. (It probably didn’t hurt that students could grab a free doughnut if they talked to one or more candidates.)

    Iese Esera, president of the systemwide Cal State Student Association, said he hopes strong campus voter turnout will influence legislators shaping legislation relevant to students, like how much the state invests in higher education. 

    “We are tax-paying citizens who also pay tuition, for example, who also have to afford the same cost of living that you do and that our parents do,” Esera said.

    Weighing the election’s impact on jobs and cost of living

    Students said their peers are most concerned about how the election could impact students’ tuition, cost of living and career outlook.  

    “In my generation, a lot of us talk about how expensive everything is, especially in California,” said Megan Shadrick, Cal Poly Pomona Associated Students vice president. “It can be pretty discouraging as we’re trying to move forward into our careers.”

    A national survey of more than 1,000 college students by Inside Higher Ed and Generation Lab in September found that 52% of respondents ranked the economy and cost of living as their top issue at the ballot box this year. 

    Efforts to make voting easier could benefit students who are short on time because they’re working multiple jobs or managing a long commute.

    One thing to know is that California voters can mail their ballots, drop them at any ballot box or deliver them to any polling place in the state. Similarly, Tran-Martin likes to remind students who plan to vote in person that if you are waiting in line to vote when the polls close at 8 p.m., you will still get to cast your ballot.

    And when all else fails, a little positive peer pressure can help.

    Bahar Ahmadi, a student studying environmental engineering at Cal Poly Pomona, volunteered at an election fair held on Oct. 10. Reached about a week later, Ahmadi, a first-time voter, said she might join a group of friends for moral support as they drop off ballots together. 

    “I feel like the first time doing it might feel intimidating alone,” she said.





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  • Texas: Governor Abbott Celebrates His Big Voucher Win and Lies About It

    Texas: Governor Abbott Celebrates His Big Voucher Win and Lies About It


    Governor Gregg Abbott signed his big voucher bill into law yesterday, repeating promises he has made that are most certainly false. He claimed that vouchers will put Texas on a path to being the number one school system in the nation. Several other states have large voucher programs–e.g., Florida, Arizona, and Ohio–and none of them is the number one rated school system in the nation.

    If anything, vouchers and charter schools break up the common school system that states pledge in their constitutions to support. Public schools are one system, regulated by the state, subject to elected local school boards. Charter schools are another, lightly regulated by the state, some for-profit, some as corporate chains, managed by private boards. Voucher schools are a third system, almost entirely deregulated, not required to accept all students, as public schools are. Voucher schools are not required to have certified teachers, as public schools are. Voucher schools are exempt from state testing. Most voucher schools are religious schools, managed by their religious leader. Private and religious schools choose their students.

    Vouchers have been a big issue since the early 1990s. The first voucher program was launched in Milwaukee in 1990. The second started in Cleveland in 1996, ostensibly to save poor kids from failing public schools. Neither Cleveland nor Milwaukee is a high-performing district.

    What we have learned in the past 30-35 years about vouchers is this:

    1. Most students who use vouchers were already enrolled in nonpublic schools.
    2. The students who transfer from public to private schools are likely to fall behind their peers in public schools. Many return to public schools.
    3. The public does not want their taxes to be spent on religious schools or on the children of affluent families. In nearly two dozen state referenda, voters defeated vouchers every time.
    4. The academic performance of students who leave public schools to attend nonpublic schools is either the same or much worse than students in public schools.
    5. Vouchers drain funding from public schools, where the vast majority of students are enrolled. This, the majority of students will have larger classes and fewer electives to subsidize vouchers.
    6. Vouchers are expensive. Arizona is projecting a cost of $1 billion annually. Florida currently is paying $4 billion annually.

    To learn more about the research, read Joshua Cowen’s book The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Educatuon Press).

    Governor Abbott surely knows these facts, but he determined that vouchers were his highest priority. Certainly they make him the champion of parents who send their children to private and religious school. All will be eligible for a subsidy from the state. And Abbott delivered for the billionaires who funded his voucher campaign.

    Edward McKinley of the Houston Chronicle wrote:

    Gov. Greg Abbott signed a $1 billion school voucher program into law Saturday, cementing the biggest legislative victory of his decade in office before a huge crowd including families, legislators and GOP donors.

    Abbott framed the ceremony as the climax of a multiyear effort by himself and advocates around the state, and touted the state’s new program as the largest to ever launch in the nation. 

    “Today is the culmination of a movement that has swept across our state and across our country,” he said, using the speech to call out parents in the crowd who had already pulled their students from “low-performing” public schools to put them into private ones. “It’s time we put our children on a pathway to have the number one-ranked education system in the United States of America.”

    He put pen to paper at a wooden desk in front of the Governor’s Mansion, as a gaggle of children stood around him wearing their private school colors and logos. Someone shouted, “Thank you, governor!” before the crowd of nearly 1,400 people erupted in applause. Abbott pumped his fist in the air. 

    The ceremony marked a major moment for the third-term Republican, who threw his full political weight and millions of campaign dollars into a push for private school vouchers, overcoming a legislative blockade that had lasted for decades. The bill he signed into law will give Texas students roughly $10,000 a year that they can put toward private school tuition, tutoring, textbooks and other expenses…

    Texas Education Agency Commissioner Mike Morath and Pennsylvania billionaire Jeff Yass mingled in the crowd. Yass contributed more than $12 million to Abbott’s campaign last cycle, as the governor sought to unseat anti-voucher Republicans in the 2024 primary election.

    Abbott was joined on stage by U.S. Sen. John Cornyn, Lt. Gov. Dan Patrick, House Speaker Dustin Burrows and the House and Senate authors of the bill. Also in attendance were private school leaders, including Joel Enge, director of Kingdom Life Academy. 

    After Abbott’s address, Enge told the crowd he founded his Christian school after working in public schools in a low-income area of Tyler and watching children fall behind. His speech had the feel of a sermon.

    “Children who have been beaten down by the struggles in the academic system that did not fit the system will now be empowered as they begin to find the right school setting that’s going to support them and to allow them to grow in confidence in who God created them to be,” he yelled, to raucous cheers. “Amen!…”

    Hours earlier, Democratic legislators, union leaders and public educators gathered in the parking lot of the AFL-CIO building across the street from the governor’s mansion, where they had a much different message. 

    Echoing lines used throughout committee hearings and legislative debates for the past few years, they warned that vouchers would hurt already struggling neighborhood public schools by stripping away their funding. About two dozen people swayed under the direct sun, waving signs that said “public dollars belong in public schools” and “students over billionaires.” 

    “Today, big money won and the students of Texas lost,” said state Rep. James Talarico, an Austin Democrat. “Remember this day next time a school closes in your neighborhood. Remember this day next time a beloved teacher quits because they can’t support their family on their salary.”

    Several speakers pointed out that while Republicans fast-tracked the voucher bill, they have yet to agree on a package to increase funding to public schools and raise teacher pay.

    State Rep. Gina Hinojosa, an Austin Democrat, said she hoped this defeat could sow the seeds of future victories. Abbott and most legislators are up for reelection next year.

    “He may have won this battle, but the war is not over,” she said. “There will be a vote on vouchers and he can’t stop it, and it will be in November 2026.”

    What’s in the bill

    The new law stands to remake education in Texas, granting parents access to more than $10,000 in state funds to pay for private school tuition and expenses, or $2,000 for homeschoolers. The first year of operation will begin in 2027, and in the run-up, the state will choose nonprofits to run the program, develop the application process and pick which families will have access.

    All students will be eligible, although families making more than 500% of the federal poverty line, about $160,750 in income for a family of four, cannot take up more than 20% of the funds. The funds will be tied roughly to the amount of money the students would have received in public schools, meaning students with disabilities will receive extra.

    School vouchers have become a signature of Abbott’s three terms in office. 

    After the COVID-19 pandemic, other Republican-controlled states such as Florida, Arizona, Iowa and Indiana created or expanded their own voucher programs. But school choice advocates repeatedly fell short in Texas thanks to an alliance between Democrats and rural Republicans. Bills passed the Senate but failed to gain traction in the House. 

    Then, in May 2022, Abbott announced in a speech at San Antonio’s Southside that he’d be throwing his full weight behind the policy. Even as public schools struggled to keep teachers in the classroom and balance their budgets, the governor told lawmakers he wouldn’t approve extra funds until a voucher bill made it to his desk. When it didn’t happen, even in special sessions, he took to the campaign trail, spending millions to unseat about a dozen key GOP lawmakers who stood in his way.

    This session, he enlisted President Donald Trump’s help at the last minute to rally Republican House members, some of whom said they felt forced to back the policy.

    Critics warn the state’s voucher program lacks safeguards to ensure it reaches the children it was designed to help and say they expect many of the slots to go to students already in private schools, which can pick and choose who they educate. The majority of private schools in Texas are religiously affiliated, and the average tuition costs upwards of $10,900, according to Private School Review.

    Though $1 billion is set aside for the program in the first biennium, the nonpartisan Legislative Budget Board projects it could grow exponentially in the next decade amid huge demand from students currently in private or home schools.

    It remains to be seen how many private schools will accept the vouchers, but many advocated their passage, including Catholic, Jewish and Muslim schools.

    Although Abbott has said repeatedly that the program won’t pull funds from public schools, because schools are funded based on attendance, the LBB analysis showed that the program would reduce state payments to public schools by more than $1 billion by 2030. 



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  • The sound of music returns to students traumatized by the Eaton fire

    The sound of music returns to students traumatized by the Eaton fire


    Student musicians give a concert for Pasadena Unified.

    credit: Pasadena Unified School District

    An Altadena family with four young children was awakened in the middle of the night by a firefighter’s urgent evacuation order. They fled their house with little more than the pajamas on their backs. The youngest child, a violinist, left her instrument behind. When the family arrived at the evacuation shelter, her greatest worry was whether her violin was going to be safe.

    In the wake of the catastrophic Eaton fire that swept through Los Angeles in January, many people lost their lives, homes and possessions to the flames. Many of the students at Altadena Arts Magnet and Eliot Arts Magnet lost not only their houses but also their school and the cherished musical instruments stored in the band room. 

    To a child, losing an instrument can feel almost like losing a loved one. That’s why it was so transformative when Guitar Center and Sony joined forces to put instruments back in the hands of these children.

    “Children are particularly vulnerable, showing their fears through deep emotional responses to the upheaval,” said Natalie Jackson, executive director of the Harmony Project, a group that gives low-income Los Angeles students access to free music education. Eliot Arts Magnet is among their hubs. “When people support music programming, they are not just funding music lessons, they’re investing in stability, healing and opportunity for children, like our young violinist, who have faced and continue to face immense hardship.”

    Myka Miller, executive director of the Guitar Center Music Foundation, spearheads disaster relief efforts, from Hurricane Helene to the LA fires. An oboist who has been playing since she was 12, Miller believes music can be a balm for crushed spirits, a key to unlocking resilience. 

    “Your instrument is a part of you, it’s an extension of our soul,” said Miller, whose initiative received about 1,000 applications and has given away 450 instruments so far. The Altadena music students have received about $200,000 worth. “You can imagine when you’re in a situation like that and you lose everything, that music is the one thing that’s constant in your life.”

    Student musicians rehearse before a concert at Pasadena Unified School District.
    credit: Pasadena Unified School District

    Music has been a guiding light for Karen Klages, a music specialist for Pasadena Unified School District. While her Altadena home was saved by neighbors heroically battling the flames with garden hoses, the trauma still haunts her and her students. Many of her fifth graders, who are still not back in their homes, remain fearful of the future. Others are fighting worry with grit. A group of her music students banded together every day for three weeks to load and unload relief supplies. They became friends for life, she says. 

    “It’s been difficult for me personally and still is. Seeing my whole town burn down has been a shock to the system,” she said sadly. “Music has been a lifeline for everyone. Our band and orchestra is busy, and we all needed that focus.”

    The arts have also been key to healing for Karen Anderson, the arts and enrichment coordinator for the Pasadena Unified School District, who has only now gotten back into her 1918 Altadena house, which was spared during the blaze. She has just begun the long, slow process of repairing the damage from smoke, soot and ash at her home while she tries to bring the sound of music back to the children.

    “It’s been brutal. We made it through Covid, and then there were the fires,” she said, choking up with emotion. “But we were able to leverage a lot of arts programming for well-being. It’s super important to restore normalcy for children as quickly as possible. We didn’t want families to worry about instruments. We wanted to take care of it for them. One less thing to worry about.”

    Anderson has been bound and determined to replace a cavalcade of instruments, including 74 violins, 39 flutes, 61 clarinets, 68 trumpets, 34 saxophones, 17 trombones, 8 french and baritone horns and one tuba. That’s on top of the rock and mariachi instruments. She also made a special effort to replace one of the arts teacher’s prized vintage guitars, a beloved instrument Eric Gothold lost to the fires, like the rest of his family’s earthly possessions. 

    Students from the Eliot Arts Magnet band received new instruments to replace the ones lost in the fire.

    “He was hugging it and he said, ‘You have no idea how much this means to me.’ I felt like it was the least we could do,” she said.

    Anderson is doing her best to help students regain their equilibrium while still coping with her own pain. Like many of the district’s teachers, she has been so focused on helping others that she hasn’t yet had time to fully digest her own feelings. 

    “I’m grateful that we still have a house, you know?,” she said, tears welling in her eyes. “But there’s a period where you almost feel guilty. Our house survived.”

    Klages says that knowing that people care is helping the student community beat back the grief of coping with so much destruction.

    “It’s all part of the healing process, but frankly, everyone is still in a state of shock over so much loss,” she said. “There are rallying cries coming in from everywhere, and we hang on to that encouragement.”

    The deep emotional reward of helping people in dire straits is something Miller knows well, but helping these children transcend their tragedy has been particularly touching for all involved.

    That’s why Miller, who usually just ships gifts out to recipients, broke with tradition and met with a group of students at the Pasadena Guitar Center store to hand them their new instruments. 

    “There’s really nothing like that experience,” she said. “It’s hard to describe. It was really cool for them to meet all the other people in the same boat as them, and for me just to see all their faces light up. The gratitude was overwhelming.”

    These shiny new instruments, she hopes, may bring the children and their families a note of optimism amid the ashes.

    “Donors are giving students back not only their instruments,” said Jackson, “but their dreams, and a sense of hope that resonates beyond the music room.” 





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  • Thousands of LA students experience homelessness; we must act urgently to help them

    Thousands of LA students experience homelessness; we must act urgently to help them


    Encampments line the street that runs along Virgil Middle School’s lower field in Los Angeles County on November 30, 2022.

    Credit: Kate Sequeira / EdSource

    Homelessness and housing are at the center of political, policy and budget conversations across California, with indelible images of tents on sidewalks and people struggling against addiction and mental health often driving our understanding of the crisis.

    But homelessness is not only a story of encampments or shelters; it is a story of women, children and families, who are among the fastest-growing populations of people experiencing homelessness. These are too often the invisible faces of this crisis, and we must recognize them and act urgently to deliver solutions.

    According to the McKinney-Vento Homeless Assistance Act, students qualify as homeless if they lack a fixed, regular and adequate nighttime residence. This includes children who live doubled or tripled up with other families, in hotels, motels, shelters or other temporary arrangements.  

    Today, Los Angeles County serves 1.3 million students across 80 school districts, with 47,689 students identified as experiencing homelessness in 2022-23.

    These figures do not include our earliest learners — children from birth to transitional kindergarten — or the many families on the brink of housing instability, often one emergency away from becoming unhoused. Young children in unstable housing situations are among the most vulnerable, with their development and well-being deeply impacted by housing insecurity.  

    In Los Angeles County, voters are weighing Measure A, a citizens’ initiative that would repeal and replace the existing ¼ cent homelessness sales tax, set to expire in two years, with a new, ½ cent sales tax. The measure, tied to accountability and results, is expected to bring in $1.1 billion annually to the county to fund affordable housing, mental health and substance abuse services.

    Crafted by a coalition of housing experts, mental health professionals, labor leaders and community advocates, Measure A applies lessons learned from past efforts to expand investments in mental health and substance abuse services to get unhoused Angelenos off the streets and into treatment, increase resources for housing to make it more affordable for everyone, require accountability with clear goal-setting, regular audits and spending reports, and move funding away from programs that do not show proven results. 

    Measure A also establishes a new governance approach to deploy resources into one unified plan for addressing homelessness and the housing crisis. This plan is also informed by a Leadership Table made up of a cross-section of community leaders who will make funding and policy decisions about how these critical resources are spent that includes seats for education agency leaders and experts. 

    We believe that the innovations in Measure A would help develop stronger collaborations between school districts, housing agencies and nonprofits to offer wraparound services for families and create systems that make it easier for families to self-identify without stigma. By expanding housing programs that prioritize families and include transitional housing options connected to schools, we can better ensure that no student falls through the cracks.

    On the ground, our dedicated teachers, administrators and campus staff are navigating the challenges of homelessness with our families every day. For example, recently we had a single mother facing homelessness send her older daughter who had special needs to live with relatives, while she tried to find housing with her younger daughter. They moved around often, and getting to school was difficult.

    The school worked with the family to arrange transportation for the younger daughter so she could stay in school and helped the mother find crisis housing. Once the family was in temporary housing, the mom brought her older daughter back home, and the school helped set up transportation for her as well, allowing both children to attend school consistently.

    Measure A would help provide the dedicated resources for housing programs and critical services that our communities need to weather these challenges without disrupting their education to break the cycle of instability. 

    Without stable housing, students struggle to succeed academically and emotionally, leading to long-term consequences for our communities. By shifting some of the county’s homelessness funding toward preventive and family-focused solutions, we can make a lasting difference in the lives of children and help break the cycle of poverty and homelessness. 

    We must recognize the invisible faces of homelessness and prioritize their needs. We owe it to our students and families to ensure sustained funding, accountable spending, and a holistic, regional approach that expands our understanding of homelessness beyond individuals on the street to include students and families living in unstable housing situations. We must center on preventive and family-focused solutions, or risk losing the potential of an entire generation. It’s not just a matter of education; it’s a matter of equity, compassion, and justice, and a thriving future for California. 

    •••

    Debra Duardo, M.S.W., Ed.D., is the Los Angeles County superintendent of schools. Miguel A. Santana, is the president and CEO of the California Community Foundation.

    The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Why is Trump Killing the Voice of America?

    Why is Trump Killing the Voice of America?


    Yesterday was World Press Freedom Day.

    Press Freedom is at risk in every authoritarian regime, but also in the U.S. Trump has filed frivolous lawsuits against ABC and other news outlets. ABC paid him $15 million to make peace.

    Trump sued CBS for $10 billion for editing a “60 Minutes” interview with Kamala Harris and is now in settlement talks. Editing a pre-taped interview is standard practice. The interview may last for an hour, but only 20 minutes is aired. Since Trump won the election, how was he damaged? It is hard to imagine he would win anything in court.

    But Trump’s FCC chairman, Brendan Carr, has the power to destroy CBS. And the owner of CBS–Shari Redstone– is currently negotiating a lucrative deal that needs FCC approval. What will CBS pay Trump?

    Given Trump’s legendary vindictiveness, will he succeed in eviscerating press freedom? Will the media dare criticize him as they have criticized every other president?

    See CNN’s Brian Stelter on the state of press freedom today.

    Now comes Trump’s puzzling vendetta against the Voice of America. In March, he issued an executive order to shut it down, although Republicans have traditionally supported it. On April 22, a federal district court judge overturned Trump’s executive order and demanded the rehiring of VOA staff. They were told they would be back at work in days. But yesterday, a three judge appeals court stayed the lower court’s ruling and VOA’s future is again in doubt. Two of the three appeals court judges were appointed by Trump.

    The Voice of America has a unique responsibility. It brings objective, factual, unbiased news to people around the globe. For millions of people, the Voice of America is their only alternative to either government propaganda or no news at all.

    Why does Donald Trump want to kill the Voice of America.

    He has never explained.

    He has called VOA “radical,” “leftwing,” and “woke,” but there is no factual basis for those attacks. They are talking points, not facts.

    He appointed his devoted friend, Kari Lake, who ran for office in Arizona and lost both times, as the agent of VOA’s demise. She was an on-air commentator, so she knows something about media.

    VOA seems to be in a death spiral, like USAID and the Department of Education.

    The Washington Post reported on the Appeals Court’s ruling. Kari Lake described the decision as a “huge victory for President Trump.”

    Trump has never explained why the Voice of America should be silenced.

    Apparently no one at the VOA understands. I found this interview by Nick Schifrin of PBS (also on Trump’s chopping block), Lisa Curtis, and Michael Abramowitz, Director of VOA:

    • Nick Schifrin: Lisa Curtis is the chair of the board of Radio Free Europe/Radio Liberty and a former senior director on President Trump’s first National Security Council staff.
    • Lisa Curtis: While it’s understandable that President Trump wants to cut down on government waste and fraud, I think this is the wrong organization to be attacking. Russia, Iran, China, these countries are spending billions in their own propaganda, their own anti-American propaganda. So I think it’s critical that the U.S. government is supporting organizations like RFE/RL that are pushing back against that disinformation, misinformation.
    • Nick Schifrin: And she says RFE/RL’s content reaches more than 10 percent of Iranians, many of whom have protested the regime.
    • Lisa Curtis:So I think it really is part of U.S. soft power, but they actually call it the hard edge of soft power because it is so effective in getting out the truth about America, about what’s happening in their local environments. And this is absolutely critical.
    • Nick Schifrin:Curtis said she considers the freeze and their funding illegal because the money is congressionally appropriated and RFE/RL’s mission is congressionally mandated. And they will sue the Trump administration to get it restored.To discuss this, I turn to Michael Abramowitz, who since last year has been the president of Voice of America and before that was the president of Freedom House.Michael Abramowitz, thanks very much. Welcome back to the “News Hour.”As you heard, President Trump in his statement on Friday night referred to VOA as a radical propaganda with a liberal bias. Is it?Michael Abramowitz, Director, Voice of America: I don’t think so.I do think that people at many different news organizations have been accused of bias on both right and left, like many different news organizations. VOA is not perfect, but we’re unusual among news organizations because we are one of the few news organizations that by law has to be fair and balanced.Every year, we look at each of our language services, review it for fairness, for balance. I have been a journalist in this field for a long time, and I think the journalists at VOA stand up very well against people from CNN, FOX, New York Times, et cetera, in terms of the commitment to balance.When we do talk shows, for instance, broadcasting into Iran, we will have Republicans, we will have Democrats. We are presenting the full spectrum of American political opinion, which is required by our charter.
    • Nick Schifrin:You have heard from other administration officials or allies of the president. Ric Grenell, who is a special envoy, called it — quote — “a relic of the past. We don’t need government-paid media outlets.”
    • Elon Musk says:“Shut them down. Nobody listens to them anymore.”Fundamentally, why do you believe taxpayers should pay for VOA journalism?
    • Michael Abramowitz:You know, the media is changing, the world is changing, and the Cold War doesn’t exist anymore.But what is happening around the world is that there is a huge, really, battle over information. The world is awash in propaganda and lies, and our adversaries like Russia and China, Iran are really spreading narratives that directly undermine accurate views about America.And we have to fight back. And VOA in particular has been an incredible asset for fighting back by providing objective news and information in the languages, in 48 languages that people in the local markets we serve. No other news organization does that.
    • Nick Schifrin:Let me ask a little bit about the status of the agency. You and every employee were put on leave over the weekend. Today, all contractors have been terminated. Do you have any notion of what the goal is from the administration? Is it to reform VOA, or is it simply to destroy it?
    • Michael Abramowitz:Candidly, I don’t know.Ms. Kari Lake, who is supposed to be my successor at some point she’s given some interviews, and I think she clearly recognizes in those interviews that VOA serves an important purpose. I think there are a lot of Republicans, in particular, especially on the Hill, who recognize the value of Voice of America, who recognize that, if we shut down, for instance, our program on Iran, which is really an incredible newsroom — we have 100 journalists, most of whom speak Farsi, has a huge audience inside Iran.When the president of Iran, when his helicopter went down over the summer, there was a huge spike in traffic on the VOA Web site because the people of Iran knew that they could not get accurate information about what was going on, so they came to VOA to get it. That’s the kind of thing that we can do.
    • Nick Schifrin:I want to point out, we heard from Lisa Curtis, the chair of the board of Radio Free Europe/Radio Liberty.Voice of America and the Cuba Broadcasting, previously known as Radio Marti — we have got a graphic to show this — those are fully federal networks.(Crosstalk)
    • Nick Schifrin:What RFE/RL is talking about, they are a grantee. They get a grant from the U.S. government. RFE/RL will sue. Does VOA have any recourse today?
    • Michael Abramowitz:Well, I think we are — I mean, there’s a lot of discussion about some lawsuits that different parties are making. I know that the employees may be thinking about that.I think — I’m not sure that litigation in the end is going to be the most productive way. Maybe — I mean, you have to see what happens. But I think what would be really great is if Congress and the administration get together, recognize that this is a very important service, recognize that it’s sorely needed in a world in which our adversaries are spending billions of dollars, like Lisa said, and reformulate VOA to be effective for the modern age.
    • Nick Schifrin:And, finally, how — what’s the impact of this decision and the language that we have heard from the Trump administration on the very idea that information, that journalism sponsored by the U.S. government can support freedom and democracy?
    • Michael Abramowitz:We have been on the air essentially for 83 years through war, 9/11, government shutdown. VOA has kept — has kept its — has kept the lights on, has not been silent.So we’re silenced for the first time in 83 years. That’s devastating to me personally. It’s devastating to the staff. It’s devastating to all the thousands of people who used to work at VOA. I mean, this is a very special and unique news organization. It deserves to live. It doesn’t mean we can’t reform, but it deserves to survive.

    I still don’t understand why Trump wants to close down America’s voice to the world.

    I ask myself, who benefits if the Voice of America is stifled.

    The obvious culprits: America’s enemies, especially Russia.

    During the decades of the Cold War, VOA beamed information to dissenters behind the Iron Curtain. It kept hope alive.

    No one would be happier to see VOA shut down than Putin.



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  • How California teachers have navigated a contentious presidential election

    How California teachers have navigated a contentious presidential election


    Oakland High teacher Rachel Reinhard guides her students through the functions of the legislative branch during a U.S. Government class last week.

    Credit: Andrew Reed / EdSource

    In the months preceding this week’s election, some California history and social studies teachers have proceeded cautiously in covering the presidential campaign, while others have embraced the opportunity confidently and comprehensively.  But most included instruction about the presidential election in their courses, according to responses to an EdSource survey of California history and social science teachers.  

    Their responses underscore that most teachers understood the potential pitfalls of teaching politics in polarized times, compounded by a contagion of misinformation on social media. (Go here to read the questionnaire.)

    “A lot of kids are turned off about government and politics. We in the classroom are giving them a sense of access and empowerment,” said Rachel Reinhard, who teaches 12th grade U.S. History and Government at Oakland High School. “We’re showing that elections are ways that individuals can exert power on the system and make sense of an incredibly fast-paced and changing world.”

    Yet some teachers have struggled to explain how Republican Donald Trump’s rhetoric, threats of retribution, and vows to expel undocumented immigrants have added anxiety to an unprecedentedly tense and divisive election.

    “The dilemma for any responsible teacher right now is to explain the stakes while being nonpartisan,” said Mike Fishback, who teaches seventh- and eighth-grade social studies at Almaden Country Day School, a private school in San Jose.

    The California Council for the Social Studies agreed to send EdSource’s survey to its 2,000-member email list, which includes more than 500 active members, most of them teachers. Of those, 64 teachers — about 1 in 8 member teachers — returned the survey by the Oct. 16 deadline. EdSource did not require teachers to submit their names or their schools, although 16 teachers did identify themselves, and many said they were willing to be contacted for an EdSource article.

    Among the top-line results of the survey:

    • More than three-quarters of teachers who answered the survey said they are teaching about the election and the presidential campaign, and most of those who aren’t said it was their choice, not a district mandate.
    • Asked if they planned to discuss the Jan. 6, 2021, assault on the Capitol, 37% said no, 29% said yes, and 34% said maybe.
    • Asked if they planned to discuss potential election interference, 39% said no, 23% said yes, and 38% said maybe.
    • Asked to express their level of concern about student incivility in dealing with the election, 44% said they were slightly or not at all concerned; 23% said they were somewhat concerned; and 15% said they were moderately, very or greatly concerned. An additional 19% said they were neutral on the issue.

    Inoculating for incivility

    Creating a classroom culture of respect is critical to promoting openness and avoiding disrespect amid disagreements, Barrett Vitol, a U.S. History and Government teacher at Aptos High in Pajaro Valley Unified, told EdSource. He characterized the district as politically and economically diverse with “extreme wealth and hard poverty,” where some students in farmworker families “are genuinely worried” about the outcome of the election.

    “When we come together in August, we spend a lot of time helping to build community,” said Vitol, who said he shares with students his own experience as a volunteer for the 2000 Democratic presidential campaign for then Vice President Al Gore.

    “You have to role model someone who will be politically active without disrespecting other people,” he said, adding that he also relies on humor to defuse tensions.

    Bob Kelly, a U.S. History and Government teacher at the 500-student Minarets High and Charter High School in Chawanakee Unified, also set class norms early in the year, with a “social compact that holds the students accountable to being respectful to each other,” he said. The rural school district abuts Yosemite National Park.

    Bruce Aster, who teaches U.S. Government at Carlsbad High School, said that his goal “is to teach civil discourse from day one.” He tells his students, ‘If you demonize your opponent, you will not get their ears.’ That’s a big theme in all my classes.”

     Many of the teachers cited guides and resources they drew on to promote civil dialogue, bridge differences of opinion and lay out frameworks for discussions. Popular sources include Braver Angels, a volunteer-led national nonprofit, and Boston-based Facing History and Ourselves, which offers lessons, explainers and activities on teaching the election.

    While sources of misinformation have proliferated on the internet, so have tools to expose them. Teachers pointed to sites like adfontesmedia.com, AllSides.com and mediafactcheck.com that analyze news sources’ reliability and point to alternative sources with different political perspectives.

    Reinhard refers to encouraging students to seek trustworthy and accurate news sources as building a “muscle memory.”

    “I am hoping they would create a habit to counter what they are seeing on social media,” said Reinhard, who is in her second year teaching high school in Oakland after serving as director of the UC Berkeley History-Social Science Project; it supports K-12 teachers in planning for history instruction.

    Oakland High teacher Rachel Reinhard interacts with students during a U.S. Government class last week.
    Credit: Andrew Reed / EdSource

    Karen Clark Yamamoto, who chairs the history department at Western High in the Anaheim Union High School District, said students found the revelations of bias in their favorite sites enlightening. “They realized, ‘I don’t know as much as I thought I did,’” she said.

    To help students clarify their own political views, several teachers had students take the Pew Media Typology Quiz, whose questions reveal whether students have conservative or liberal philosophies.  

    Classroom priorities and strategies  

    The EdSource questionnaire asked teachers to describe the focus of their instruction and their plans for covering the election. The consensus was that a teacher should give students the tools to make informed choices about candidates and ballot issues.

    James Yates, a teacher at Stellar Charter School in Redding, wrote, “I will teach my students how to investigate each candidate. I want them to look past the rumors and prejudice to see who will really help our country thrive.”

    Kelly wrote, “We focus on helping the students make sense of the offices, candidates and propositions by understanding which issues matter to them the most.”

    “Essentially, we focus on students informing themselves and using their own ideology to decide what is best,” said Jon Resendez, a U.S. Government and Economics teacher at Portola High in Irvine Unified. He has found that students, unlike some of their parents, are open when forming their political beliefs. 

    Irvine Unified teacher Jon Resendez discusses the political philosophy of the Declaration of Independence during a recent class at Portola High.
    Credit: Kaushika (Kaushi) Palliboyina

    “It’s normal for teenagers to be more flexible than adults in their perspective as they learn more,” he said. “They adjust their voting behavior.”

    Little outside criticism

    Slightly more than a third of teachers responded to the question about whether they had experienced any criticism from teaching about the presidential election. The majority — 16 of 23 — said they had not, but five reported being criticized by parents, three by students and two by administrators or other colleagues. 

    All eight teachers EdSource spoke with said they were unconcerned about parental pressure or criticism.

    “No parents are reaching out to express concern,” said Resendez. “Parents assume we will tackle issues head-on.”

    Kelly, of Chawanakee Unified, uses his students’ work to inform parents about the elections. His students created election guides that they shared at the school’s back-to-school showcase in late October. It included separate objective profiles of Democrat Kamala Harris and Trump, drafted by students chosen because they didn’t support the candidates, Kelly said, along with summaries of local candidates and statewide ballot propositions.

    At his back-to-school night, Fishback, of the Almaden County Day School in San Jose, encourages parents of his middle school students to discuss election issues and candidates with them.

    He said that he tells them, “’I need you. If you have not passed along your political values, now is the time to do it. I want them to come to class knowing what families believe and why. My job is to help the students encounter and engage with different perspectives on a variety of contentious issues.’ ”

    What the teachers taught and how

    The survey asked teachers to check off a list of topics for presenting the presidential election and to add to it. Of 48 teachers who responded to the question, 37 said they reviewed candidates’ positions on key issues and 35 discussed the Electoral College; 28 asked students to explain issues that are important to them and 23 included fact-checking candidates’ claims and statements. Fifteen said they discussed claims that there would be widespread voter fraud.

    One teacher included discussing gerrymandering, and another said classes would focus on differences among political parties but not the candidates themselves.

    The teachers reported that they approached the topics with different strategies. Some had students participate in the traditional statewide mock election organized by the California Secretary of State or held their own elections. Some teachers held candidates’ debates, while others intentionally did not, focusing instead on objective analyses of candidates’ positions and the accuracy of media coverage.

    “I’m not interested in debates,” said Reinhard of Oakland High. “Debates often create false parity. I’m not interested in having students try to win a debate around some information I find problematic.”

    Yamamoto asks her students in Anaheim to pick five issues they care about and investigate the positions of the parties and the candidates’ websites to determine which party more closely aligns with their views. Inflation, health care and reproductive rights were among the issues. They did the same process with the 10 state initiatives on the ballot.

    Barrett organized a model Congress for his students at Aptos High. Students wrote their own bills and had to persuade committee chairs and each legislative house to pass them. “Extreme” bills on immigration didn’t make the cut; those that did pass include creating affordable health care, limiting homework, requiring those over 70 to take an extra diving test, taxing billionaires, and granting immigrants who pay taxes for five years a path to citizenship, he said.

    Some students become deeply invested in their bills, but usually they can control themselves, Barrett said.

    Aster, of Carlsbad, and Kelly, of Chawanakee Unified, continued what they have done for years: bringing in outside speakers to represent parties and candidates for a debate run by students. “We seek regular folks, not politicians,” said Aster. “It’s always civil, and students see that you can be gracious while speaking strongly.”

    Several teachers said they didn’t avoid controversy, including looking at the rhetoric of the campaign: Trump’s racist language and post-election authoritarian threats and Democrats’ calling him a “fascist” and a “clown.” But students looked at the furor through an analytical lens to keep discussions “from going off the rails,” said Fishback. He asked his students, How would you characterize Trump, and what has been the impact of his language on the campaign?

    Most teachers emphasized they kept their own presidential preferences to themselves. “I work hard to be objective; I want it to be a mystery as to my views, though I don’t want them to think I don’t care,” said Aster. Kelly said he would tell students after the election whom he voted for if they asked.

    “As much I like to lean into politics, the line I don’t cross is siding with one candidate over another,” said Fishback.

    Seeing themselves as voters

    Aster has been teaching high school for more than three decades.

    “I see part of my job is to be a cheerleader for the American system and to have them look forward to participating in it,” Aster said.  “I don’t want them to come away thinking the system is rigged.”

    Last spring, when it appeared likely to be Trump vs. Joe Biden, students in Reinhard’s Government class at Oakland High had no interest in the election. “They were deadened by it,” she said. The nomination of Harris, the hometown candidate and a younger woman of color, however, at least sparked interest, she said.

    More findings in the EdSource Questionnaire
    • The teachers were from all regions of the state, with 27% from Southern California, 17% from the Central Valley and Central Coast and 17% from the San Francisco Bay Areas, 14% from the Sacramento area, 10% from Northern California, 9% from the San Diego area and 3% from the Inland Empire of San Bernardino and Riverside counties.
    • Of the teachers who said they aren’t teaching about the presidential election, only three – two who teach in a largely Democratic district and one from a largely Republican district – said it was their school’s and/or district’s policy not to discuss the subject. Another teacher is discussing the election but not the candidates.
    • Offered multiple choices to explain their reasons for not teaching the election to their students, the majority said there is too much other course material to get through, especially AP courses in U.S. History and Economics and one semester in Government. However, one-third of the 24 respondents to this question said they were concerned about complaints from parents, and five teachers said they had reservations that students would discuss the election respectfully. Five teachers said they were unsure how to address the subject.
    • Teachers were evenly split on how much time to spend on the election, with 39% of 49 respondents spending more than one week on it and 39% spending between two days and a week. Several said they spread discussion of the election out over time, based on topics in the courses they were teaching, and another teacher said five to 10 minutes per day.
    • Most of the respondents were high school teachers who teach multiple subjects; 43% introduced the election in a 12th grade Government course, while 42% taught it in 11th grade American History; 27% taught it in 9th grade Ethnic Studies and 25% introduced it in 10th grade World History. A quarter of respondents were middle school social studies teachers. Individual teachers taught it in AP Psychology, ninth grade Geography, and an English course in persuasive essays.





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  • All students can excel in advanced mathematics

    All students can excel in advanced mathematics


    Students in Rebecca Pariso’s seventh-grade math class designed and created piñatas with specific volume and surface area constraints.

    Courtesy: Rebecca Pariso

    Last year, my seventh-grade class created at-scale drawings of cost-efficient cabins for an outdoor education camp. Using three-dimensional figures and proportional reasoning, my students designed and created piñatas with specific volume and surface area constraints. We completed many challenging test questions, such as: If eight and a half cups of flour are needed for five and three-quarter cups of sugar, how much sugar is needed for one cup of flour?

    Such problems require higher-level thinking skills and a lot of grit. The number of students in my classroom who did not meet the standard on the state test was the lowest in nine years. The number of proficient students doubled compared with last year’s seventh-grade class. 

    Contrary to what you might expect, I was not teaching an honors math class. Instead, my students were a diverse group wholly representative of our student population. In my district, 89% of students are Hispanic or Latino, 24% are multilingual learners, and 81% are socioeconomically disadvantaged students. The accomplishments of the students in my class are a testament to what happens when our educational system becomes inclusive. 

    Take Luciana, for example. She walked into my classroom with bangs covering her eyes and an oversize sweatshirt covering the rest of her face. She was used to not being seen by people, but I saw her potential in mathematics. At first, Luciana talked to no one and hid in the back of the classroom while she did the math. By the end of the year, her bangs were parted down the middle and her hands were outside her oversize sweatshirt. It was incredible to see Luciana’s transformation. She had raised her score two band levels and was considered proficient in seventh-grade mathematics. 

    Math is the most tracked subject in the United States. (Tracking is the practice of placing students in different classes or levels based on perceived ability.) Historically, specific student groups, predominantly Black, Latino, and low-income students, have been underrepresented in advanced math courses like honors classes. On the other hand, students from more affluent backgrounds, mainly white and Asian students, tend to be overrepresented in these programs. This can be attributed to many educational inequities, including school funding disparities, which affect the availability and quality of advanced math courses in schools serving low-income communities. Research shows that these schools often need more resources, experienced teachers and challenging curricula that promote success in these advanced courses. 

    This setup doesn’t serve anyone. My students are just as capable as any other students, honors or otherwise, of succeeding in a math class rich in project-based learning and rigorous problem-solving. Furthermore, multiple studies have shown that separating students based on skills and abilities widens the achievement gap between minority students like Luciana, low-performing students, and students of low socioeconomic status. Luciana and every other student in California deserve to be in a class rich in high-quality math instruction, where they can connect their learning to their school and community, conduct open-ended inquiry, and engage in reflective learning. 

    In 2020, I was one of 20 educators to serve on a committee with the California Department of Education to help with the revision of the math framework. As a result, I have come to see that a paradigm shift must occur in how we define an inclusive math classroom. California Common Core State Standards challenge us to go deeper than just recall and procedural fluency, and my students’ achievements reflect a broader truth: All children, regardless of background, can excel when given the opportunity to engage in meaningful, high-quality math instruction. 

    By creating a learning environment emphasizing problem-solving, collaboration, and high expectations, I enabled my students to rise to the challenge — proving that diversity and background is not a barrier but an asset. Our educational system must stop limiting students based on preconceived notions and instead embrace inclusive teaching methods that unlock every student’s potential. Every child deserves the chance to succeed, and my class proves that they can do so with the right approach.

    •••

    Rebecca Pariso is a seventh-grade math teacher at EO Green Junior High School in Oxnard and a Teach Plus California Senior Policy Fellow.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Harris or Trump? A lot at stake today for California students

    Harris or Trump? A lot at stake today for California students


    A person stops to watch a screen displaying the U.S. presidential debate in September between Vice President Kamala Harris and former President Donald Trump in Washington.

    Credit: Democracy News Alliance/news aktuell via AP Images

    Kamala Harris and Donald Trump have contrasting visions of schools and the federal government’s role in funding and shaping them. Today, voters will pick a president and his or her educational agenda.

    Based on what he said during the campaign, Trump would pursue radical changes from the conservative playbook, such as abolishing the Department of Education, withholding federal funding from states like California that protect transgender students, stripping the department’s Office of Civil Rights of defenders of civil rights, and elevating the case for school vouchers and programs of choice.

    Harris also has priorities that would affect the lives of children, including increasing the child tax credit by thousands of dollars and making universal prekindergarten a national priority. During the vice presidential debate, candidates Tim Walz and J.D. Vance found common ground on more federal support for early childhood. Harris wants to expand the federal child tax credit, now $2,000, to $6,000. Vance supports raising it to $5,000, paid for by raising tariffs on all imported goods.

    Harris has vowed to find common ground and negotiate with Republicans. Trump is a disrupter who is confident the Supreme Court won’t stand in his way. Much of his rhetoric could prove to be bluster that a narrowly divided Congress will ignore. Harris’ priorities may face the same fate.

    Here are some examples of policies that, depending on who wins the presidency, could change the nation’s educational system.

    Trump policies could mean big changes

    Abolishing the federal Department of Education has been an idea circulating among Republicans off and on since its creation 45 years ago during the Carter administration.

    Trump has revived the idea of targeting the department, which he calls a waste of money and an intrusion on states’ authority.

    But only Congress can abolish what it established, and it would take Republican control of the House, and perhaps the elimination of the filibuster in the Senate, for this to happen.

    Then Congress would have to decide how to handle, up until now, untouchable funding streams for Title I and special education.

    A less drastic option would be to transfer the department’s functions to the Labor Department or, for Pell Grants and federal higher education aid, to the Treasury Department. But if that happens, there probably wouldn’t be “much impact beyond the Beltway,” observed conservative writer Rick Hess.    

    School choice

    Trump has pledged to offer “universal school choice” through some form of taxpayer support that could underwrite private school tuition, which also was a major goal of his first administration.

    It would not find fertile ground in California. “Twice in the last three decades, California voters have decisively rejected taxpayer-funded voucher plans — the last time in 2020 — and no one has ventured to put a similar initiative on the ballot since. Any such plan would also run into resistance from the state Legislature as well as teachers’ unions, which would see a voucher plan as a threat to public schools.

    It is possible, however, that if Republicans gained control of Congress, they could pass one or more variations of a voucher plan — like setting up education savings accounts that for-profit companies could donate funds to in return for tax credits. These funds could then be awarded in the form of scholarships to eligible students and families. If — and it is a big if — the federal government were to set up a program like this, California might have no choice but to allow families to take advantage of it. 

    “Twice in the last three decades California voters have decisively rejected taxpayer-funded voucher plans –the last time in 2020 — and no one has ventured to put a similar initiative on the ballot since.

    Immigration

    A Trump win could cause widespread fear for many California children. An estimated 1 million California children — about 1 in 10 — have an undocumented immigrant parent. About 165,000 California students are recent immigrants themselves.

    Trump has pledged to deport undocumented immigrants en masse, and has said immigrant children who do not speak English are a burden to public schools, an idea that aligns with a plan from the conservative Heritage Foundation to end the right to public education for undocumented children.

    Curriculum

    Trump wants to have more say about what students are taught in school. He has said they should be taught reading, writing and math, and not about gender, sex and race. He has threatened to stop funding schools that teach students about topics like slavery or systemic racism. 

    In California, the State Board of Education sets policy regarding academic standards, curriculum, instructional materials and assessments. Local school districts decide how they will implement curriculum requirements. It isn’t clear whether Trump would be able to make changes at the federal level that would impact the state’s curriculum, including new ethnic study graduation requirements that will start with the graduating class of 2029-30. 

    Vaccination

    Trump has vowed to cut federal funding to schools that mandate vaccinations, a move that runs counter to California’s requirement that all children have 10 vaccinations against disease to attend school. It is unlikely that Trump could simply strip schools of federal funding and, because there is no federal mandate to vaccinate students, stopping them from doing so will almost certainly require congressional action. 

    Just days before the election, Trump heightened attention to the issue when he told reporters that he will find a place in his administration for campaign adviser Robert F. Kennedy Jr., a prominent vaccine skeptic, and would consider banning some vaccinations.  

    Water fluoridation

    In a late campaign development, Trump said, if elected, he would act on Kennedy’s proposal to remove fluoride from America’s drinking water, although it’s unclear how that would be accomplished.

    Fluoride, which helps children grow strong teeth, is also commonly present in toothpaste and mouthwash. Its use across the country and globe, starting in the 1950s, was considered one of the great public health achievements of the 20th century. Studies have shown that poor oral health is linked to poorer academic outcomes.

    Kennedy, a former environmental lawyer, has long railed against man-made chemicals and claimed some could be making children gay or transgender. Numerous studies have found that the level of fluoride in drinking water is safe.

    Cultural attacks

    Conservative groups leveraged parental angst over Covid-19 school closures and masking policies to ignite a “parents’ rights” movement that has since pushed back against educational policies on gender identity and racial equity, which Trump has vowed to eliminate. Some school board meetings have been so incendiary that school districts have had to pay for additional security to keep unruly audiences in order. Some think a Trump victory will further embolden far-right conservative activists.

    “I think that a Trump victory will lead some on the right to take the message that these sorts of cultural attacks that have been playing out across the United States, and across California in the last couple of years, are an effective strategy for mobilizing the base and for energizing an electorate,” John Rogers, director of UCLA’s Institute for Democracy, Education and Access, told EdSource. 

    Higher education

    In response to pro-Palestinian sentiment on some college campuses in the wake of Hamas’ Oct. 7 attacks on Israel, the Trump campaign in November 2023 proposed “taxing, fining, and suing excessively large private university endowments” and using the money to establish a free, online educational institution where “there will be no wokeness or jihadism allowed.” Politico reported that plans for the new institution — to be called the American Academy — called for giving students credit for previous coursework and granting credentials students could use to seek jobs with the federal government and its contractors.

    Harris to focus on early childhood, paid leave

    Harris has said she would make child care more affordable for American families by starting a program that limits a family’s cost to 7% of their income. It is unclear how this program would be funded.

    Harris also said she would support paid family leave for workers who need to care for newborns or ill family members. So far, attempts to pass paid family leave in Congress have been unsuccessful, and the extent to which a Harris administration would be able to expand child care programs will depend heavily on the makeup of Congress. 

    Even though the Senate almost certainly will be in Republican hands, child care and preschool is one issue that has significant bipartisan support, so this is one area where Harris could make headway. 

    Student loan forgiveness

    Harris’ platform notes that she plans to “continue working to end the unreasonable burden of student loan debt,” though it doesn’t offer specifics, and she has said little else on the campaign trail. Any significant action hinges on the Democrats winning back control of Congress — an unlikely outcome. That’s because President Joe Biden’s most sweeping actions on student loan forgiveness programs have been blocked by the courts. In 2022, for example, the Supreme Court blocked his plan to cancel more than $400 billion in loans, ruling he didn’t have the authority to cancel that debt. However, the Biden administration was able to have millions of loans forgiven through executive action, and Harris would no doubt seek ways to continue to do that.

    Workforce development

    Harris has previously promised that, if elected, her administration would remove degree requirements for some careers in the federal government. In remarks last week, she took that commitment a step further, pledging to “eliminate unnecessary degree requirements for federal jobs” through an executive order signed on the first day of her presidency, according to Politico. 

    For-profit colleges

    During her campaign, Harris has repeatedly referred to her record while attorney general of California when she filed a lawsuit against the California-based Corinthian Colleges for false advertising and deceptive marketing practices, especially those targeting low-income students. 

    The Trump administration reversed Obama-era policies implementing greater regulation of for-profit colleges, and some of these were in turn reversed by the Biden administration. Last year, it introduced regulations intended to ensure that students are prepared by these colleges for “gainful employment.” But the task of regulating for-profit colleges is far from complete, and it is likely that a Harris administration would attempt to extend the efforts of her Democratic predecessors in the White House. 

    Areas of agreement?

    Notwithstanding the candidates’ diametric differences on many issues, there may be opportunities for compromise, whoever wins.

    Both parties want more support for career and technical education. Trump’s platform says he favors funding preferences for schools that provide internships and summer jobs aligned to future careers.

    Both Harris and Trump emphasized support for historically black colleges and universities (HBCUs), which supply 20% of the nation’s Black college graduates. In 2020, Trump reauthorized $225 million in funding for minority-serving institutions, including $85 million in recurring funds for HBCUs. The Biden-Harris administration upped the ante with $17.3 billion during the past four years, including $1.3 billion announced in September.

    During the vice presidential debate, candidates Tim Walz and J.D. Vance found common ground on more federal support for early childhood. Harris wants to expand the federal child tax credit, now $2,000, to $6,000. Vance supports raising it to $5,000, paid for by raising tariffs on all imported goods.





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  • Dana Milbank: Trump and His Ideas are Meshuggene

    Dana Milbank: Trump and His Ideas are Meshuggene


    Dana Milbank tries to find humor in Trump’s disastrous policies. Trump inherited a healthy economy. In only a few months, he has repeatedly crashed the stock market, wiping out trillions of dollars. He announced global tariffs on what he called “Liberation Day,” he lunges forward with his latest nutty idea (seizing control of Greenland), then lurches back for a brief period of sanity. No one seems able to modulate his behavior. The good news is that his poll numbers continue to fall.

    Dana Milbank, a regular columnist for The Washington Post, reviewed some of the latest nuttiness, giving evidence that searing critiques of Trump do survive publication in The Post.

    He writes:

    I love it when MAGA bros speak Yiddish.
    “The president deserves better than the current mishegoss at the Pentagon,” John Ullyot, who just quit as a top aide to Defense Secretary Pete Hegseth, wrote in a takedown of his former boss in Politico this week.

    Ullyot, who had been the department’s chief spokesman, described “a month of total chaos at the Pentagon,” a “near collapse inside the Pentagon’s top ranks” and a “full-blown meltdown at the Pentagon,” and he alleged that “the Pentagon focus is no longer on warfighting, but on endless drama.”

    Let me offer Ullyot a heartfelt mazel tov, both for his courage and for his use of the term “mishegoss” — which is on point, if not entirely precise. It means, literally, “insanity,” though as Leo Rosten noted in “The Joys of Yiddish,” mishegoss “is nearly always used in an amused, indulgent way” to connote tomfoolery. But there is nothing amusing about what these shmegegges are doing at the Pentagon. Their insanity is putting the lives of our troops and the security of our nation at risk.

    We now know the woefully unqualified Hegseth, a former Fox News personality, shared details of a military operation in a second Signal chat; this one, the New York Times reported, included his wife, brother and lawyer. He also had the app put on his Defense Department computer. Hegseth has purged his top staff — people he just hired — and blames them for a series of damaging leaks. He set up a top secret briefing on China for Elon Musk, ignoring an outrageous conflict of interest that even the Trump White House couldn’t stomach. He brought his wife to sensitive meetings. He had a makeup studio set up for TV appearances, CBS News reported.

    Under Hegseth, the whole place has devolved into paranoia and vulgar recriminations. Hegseth’s ousted chief of staff, two of his former colleagues told Politico, “graphically described his bowel movements to colleagues in one high-level meeting.”

    Oy gevalt.

    It’s not just at the Pentagon. Across the executive branch, in agency after agency, it’s amateur hour under the Trump administration.

    That titanic legal battle with Harvard University now underway over academic freedom and billions of dollars in grants? The whole thing might have been set off by mistake. The Times reported that the university, after announcing its intention to fight the administration, received a “frantic call from a Trump official” saying the administration’s letter full of outrageous demands that provoked the standoff was “unauthorized” and should not have been sent.

    Likewise, in the celebrated case of Kilmar Abrego García, deported from Maryland to El Salvador in violation of a court order, the Trump administration blamed “an administrative error” and “an oversight” for the original deportation.

    Now, the administration is trying to justify Abrego García’s deportation retroactively with a statement from a disgraced police officer who claims the Maryland resident was an “active member” of the MS-13 gang in Upstate New York — where he has never lived.

    And — oops — the administration did it again. On Wednesday, a Trump-appointed judge ruled that the administration had deported another person, a 20-year-old Venezuelan migrant, in violation of a court-approved settlement, and must facilitate his return.

    There’s mishegoss at the IRS, which is now on its fifth commissioner in three months; the last one presided for only three days before being replaced last week, the victim of a power struggle between Musk and Treasury Secretary Scott Bessent that exploded into a shouting match in the West Wing.

    Treasury Secretary Scott Bessent listens as President Donald Trump speaks during a meeting with Norwegian Prime Minister Jonas Gahr Store at the White House on Thursday. (Demetrius Freeman/The Washington Post)
    There’s mishegoss at the Department of Homeland Security, where Secretary Kristi Noem had her Gucci bag containing $3,000 in cash stolen from under her seat at the Capital Burger restaurant in D.C. on Sunday. This follows her recent visit to El Salvador, where she posed in front of imprisoned deportees while wearing a $50,000 Rolex.

    There’s mishegoss at the Department of Health and Human Services, where Secretary Robert F. Kennedy Jr. made the ridiculous claims this week that “teenagers in this country have the same testosterone levels as 68-year-old men” and that diseases such as Type 1 diabetes, rheumatoid arthritis and lupus, which have been described in medical literature for centuries, “were just unknown when I was a kid.”

    There’s mishegoss in the White House briefing room, where press secretary Karoline Leavitt this week gave a seat of honor and the first question to far-right influencer Tim Pool, who has various white-nationalist ties and was funded (unknowingly, he says) by a Russian propaganda outlet.

    There’s mishegoss at the National Security Council, where national security adviser Mike Waltz, while promoting the fiction that the president’s unilateral executive orders are acts of Congress, claimed this week that Trump “just passed an amazing executive order” — as though it were a kidney stone.
    But the meshuggener in chief resides in the Oval Office. There, Trump announced this week that “the cost of eggs has come down like 93, 94 percent since we took office.” If that were true, eggs should now cost about 39 cents per dozen.
    Cock-a-doodle-doo!


    Trump edged closer this week to admitting that the centerpiece of his economic agenda — his trade war — was a mistake. Two weeks ago, Trump was still attacking China for its “lack of respect” and raising tariffs on Beijing to 145 percent. But as stock markets were finishing what would have been their worst April since the Great Depression, Trump did another about-face, as he had done earlier with his “reciprocal” tariffs. “We’re going to be very nice” to China, he said this week, and the tariffs “won’t be anywhere near” the current 145 percent. In China, which denied Trump’s claim that the two countries were in talks, analysts claimed victory, citing Trump’s “panicking.”

    The markets also forced Trump to acknowledge error in his plans to oust Federal Reserve Chair Jerome Powell. Last week, Trump proclaimed that Powell’s “termination cannot come fast enough,” and Trump’s top economic adviser, Kevin Hassett, said that “the president and his team will continue to study” the legality of firing Powell. But Trump reversed himself this week, saying he had no plans to fire Powell: “None whatsoever. Never did.”


    Why would anyone think otherwise?

    Federal Reserve Chair Jerome H. Powell during a Senate Banking Committee hearing on Feb. 11. (Valerie Plesch/For The Washington Post)
    The president can’t even seem to keep his endorsements straight. In December, he endorsed Karrin Taylor Robson’s candidacy for Arizona governor. But this week, he announced that he was also endorsing Robson’s opponent in the GOP primary, Rep. Andy Biggs. He offered “MY COMPLETE AND TOTAL ENDORSEMENT TO BOTH.”


    We are by now accustomed to Trump’s amateurism. When he rolled out his “reciprocal” tariffs, they targeted penguin-occupied Antarctic outposts and the like. When his administration rolled out its memo requiring a government-wide spending freeze, the memo was quickly rescinded, as White House officials claimed it (like the Harvard letter) hadn’t been approved.

    The whole meshuggene administration could use some oversight. So what is Congress doing? Well, Sen. Ron Johnson, Republican of Wisconsin and chair of the Permanent Subcommittee on Investigations, announced this week that he would hold a hearing on … his belief that the Sept. 11, 2001, attacks were an inside job. “Start with Building Seven,” he said during a podcast, referring to a common conspiracy theory. He said that the World Trade Center structure collapsed because of a “controlled demolition,” that the evidence was destroyed, and that the National Institute of Standards and Technology’s investigation was “corrupt.” Quoth QAnon Ron: “My guess is there’s an awful lot being covered up in terms of what the American government knows about 9/11.”


    Trump this week voiced his determination that “we’re not going to be a laughingstock” among nations. It’s a bit late for that.


    Let’s review where Trump’s mistakes have left us over the past week.


    The International Monetary Fund reduced growth forecasts for the United States to just 1.8 percent this year, down from 2.8 percent last year, in large part because of Trump’s trade war. After saying it would reach 90 trade deals in 90 days, the administration has yet to negotiate even one. The CEOs of Walmart, Target and Home Depot warned the president that his tariffs would lead to empty shelves, as Axios first reported — part of what caused Trump’s latest surrender on China. Markets were pleased, but Americans have been deeply shaken. A Gallup poll found a record number of people saying their personal financial situation is deteriorating. A Reuters-Ipsos poll found that only 37 percent of Americans approve of Trump’s handling of the economy, lower than it ever was during his first term. Fox News found that Trump is lower in public esteem than any other president has been at the 100-day mark in more than a quarter-century.

    Trump’s cruelty, by contrast, exceeds that of all others. Gothamist, a publication of New York Public Radio, carried a heartbreaking account this week of migrant children at shelters in New York facing an immigration judge alone because the Trump administration has cut off the funding that provides them with lawyers. The judge explained why the United States wants to deport a group that “included a 7-year-old boy, wearing a shirt emblazoned with a pizza cartoon, who spun a toy windmill.” The report went on: “There was an 8-year-old girl and her 4-year-old sister, in a tie-dye shirt, who squeezed a pink plushy toy and stuffed it into her sleeve. None of the children were accompanied by parents or attorneys, only shelter workers who helped them log on to the hearing.”


    In foreign affairs, Trump is proposing the most odious appeasement in Europe since Neville Chamberlain abandoned the Sudetenland. He is demanding Ukraine surrender the 20 percent of its country, including Crimea, that Vladimir Putin has seized and abandon any hope of joining NATO. When Ukraine’s Volodymyr Zelensky understandably protested, Trump dismissed him as a man with “no cards to play.” Putin continues some of his most savage attacks of the war (Russian strikes on Kyiv early Thursday killed at least 12 people and wounded about 90 others) in expectation that Trump will force Ukraine to give up even more. “Vladimir, STOP!” Trump pleaded in a Truth Social post on Thursday morning. (Trump simultaneously resumed his attacks on our former friend and ally Canada, saying it “would cease to exist” as a country without U.S. support.)

    Police officers help an injured woman leave her damaged house in Kyiv after a Russian airstrike on Thursday. (Evgeniy Maloletka/AP)
    Trump’s corruption has become even more brazen. A website promoting Trump’s cryptocurrency “meme coin,” $TRUMP, announced that the top 220 investors in the meme coin — proceeds of which go directly to Trump and his family — would be invited to an “Intimate Private Dinner” with the president and a “Special VIP tour.” The Justice Department has stepped in to help Trump in his appeal of the $83 million jury award against him for defaming writer E. Jean Carroll, which would amount to a gift by the taxpayers to Trump of millions of dollars in legal fees. A Trump political appointee at the Treasury Department has asked the IRS to reconsider audits of two “high profile friends of the president,” including MyPillow’s Mike Lindell, The Post’s Jacob Bogage reported. And Musk’s SpaceX is poised to be given a juicy contract by the Pentagon to build Trump’s “Golden Dome” missile shield.

    To arrest Trump’s ongoing abuses of power, judges have now weighed in more than 100 times blocking his actions, at least temporarily. Though Trump officials, including an increasingly hysterical Stephen Miller, blame a “rogue, radical-left judiciary” and “communist, left-wing judges” (as Miller screamed Wednesday night on Fox News’s “Hannity”), the judges include conservatives such as Royce Lamberth, a Reagan appointee, who this week ordered the administration to restore Voice of America. Lamberth said the administration’s attempt to shut down VOA was “a direct affront to the power of the legislative branch” and said it would be “hard to fathom a more straightforward display of arbitrary and capricious actions.”

    Likewise, appellate Judge J. Harvie Wilkinson III, a conservative icon, last week said the administration’s deportations without due process were a threat to “the foundation of our constitutional order” and should be “shocking not only to judges but to the intuitive sense of liberty that Americans far removed from courthouses still hold dear.” Yet Trump continues to worsen the constitutional crisis by ignoring or slow-walking responses to court orders, not just in deportation cases but also in cases where courts have blocked the firings of federal workers, such as those employed by the Consumer Financial Protection Bureau.

    This largely illegal destruction of federal functions continues to pile up casualties and proposed casualties: Food-safety inspections. Efforts to make infant formula safer. Milk testing. Weather balloons. Monitoring of IVF treatment safety. Data on maternal health. The administration has even tried to sell off the Montgomery, Alabama, bus station where Freedom Riders were attacked in 1961; it now houses the Freedom Rides Museum. Republican Rep. Austin Scott of Georgia proposed a plan that would sharply cut what the federal government spends on Medicaid. Happily, after a disastrous quarter for Tesla (net income fell 71 percent, largely because of its CEO’s antics), Musk said he would “significantly” reduce his time spent on his government work, calling the cost-slashing effort “mostly done.” His boss is apparently moving on. “He was a tremendous help,” Trump said on Wednesday, in an unmistakable shift to the past tense.

    And Trump continues to Trump. Twice in the past week, he has posted a photo from the Oval Office of himself holding an image purporting to show the knuckles of deportee Abrego García, with a message saying “He’s got MS-13 tattooed onto his knuckles.” But the “MS-13” characters are obviously photoshopped, as clumsily done as Trump’s one-time manipulation of a government weather map with a Sharpie.

    Surrounded by young children at the White House Easter Egg Roll, Trump entertained them by showing them a different photo: that of him, bloodied, after last year’s assassination attempt.

    Meshuggene doesn’t begin to capture it.



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  • ‘Nothing about us without us,’ students say as they head to polls

    ‘Nothing about us without us,’ students say as they head to polls


    Student-run school board candidates’ forum at Fremont High School on Oct. 22, 2024. 

    Credit: Louis Freedberg / EdSource

    While most attention in the United States is focused on the presidential elections today, I’ll be watching two local school board races that will be historic for a completely different reason. 

    For the first time, young people aged 16 and 17 in Oakland and nearby Berkeley will be voting in school board elections. 

    Although some smaller communities in Maryland have extended a limited vote to a similar age group, Oakland, with a total population of over 400,000, is the largest community in the nation to do so by far.

    The initiative came about as a result of youth organizing that put pressure on their city councils to place measures on the ballot allowing young people aged 16 and over to vote in their local school board elections. Berkeley voters passed a law approving the change in 2017 and Oakland voters in 2020. It has taken years to bring the idea to fruition.

    When I heard about this effort, I was deeply skeptical.

    After all, school board meetings are, for the most part, sleepy affairs — unless there is a controversy that rouses parents and students, like school closures or political battles over curricula, book bans and other hot-button issues.

    It is hard enough to get parents interested in school board politics. It seemed to me even less likely that teenagers would embrace doing so with enough gusto to justify the effort and expense of giving them the vote.

    But after attending a school board candidates’ forum organized by students in Oakland two weeks ago — and speaking to the candidates vying for their votes, I now have a different view.    

    I’m convinced that having young people involved in school board politics and decision-making is more than just a nice idea.

    For one thing, we know that the earlier young people participate in the democratic process, the more likely they are to do so as adults. It is also a powerful way to get young people involved in shaping institutions that affect them profoundly, and which they have intimate knowledge of:  the schools where they spend much of their time during their adolescence.   

    The forum itself was a rousing affair, and ran from 5 to 8 p.m. Six of the seven candidates running for the board showed up for the event. (The seventh was out of the country and sent a representative.) There were 200 students, most of whom stayed until the end of the marathon interrogation. Many wore T-shirts with the slogans, “My Vote Will Make History” on the front and, on the back, “Nothing About Us Without Us.”

    Each candidate had one minute to respond to a set of questions students projected on a screen. If candidates went over the time limit, their microphones were shut off, so the candidates mostly obeyed the rules. And they answered the questions seriously without being patronizing. 

    Oakland school board candidates spoke in front of 200 students at Fremont High School on Oct. 22, 2024.
    Credit: Louis Freedberg / EdSource

    These student voters are arguably going to be a lot more informed than most older ones who may not have been inside a school in years. Many adult voters have only the barest idea about current school concerns or what goes on inside their walls.

    Let’s be honest: With rare exceptions, votes for school boards are typically the last thing many, if not most, voters pay attention to.

    “A lot of adults are making decisions about our schools when they’re not even the ones in the school,” Edamevoh Ajayi, a senior at Oakland Technical High School who has been a leader in the Oakland youth vote project, told me. “So they wouldn’t even know what to change.”

    “At least for students, we haven’t really been welcomed,” she said, referring to district governance in general. “It’s kind of been an adult-led space.”

    It would be one thing if things were going well in their district, and adult leaders had proven themselves. But once again, the district is in crisis as it copes with declining enrollment, poor attendance, a massive budget deficit, and the prospect of having to close or merge schools next year. There is a real chance of a state takeover — a repeat of what happened 20 years ago when the district had to get a $100 million loan from the state to bail it out.

    Getting students’ voices into the mix certainly can’t hurt, and is more likely to help.  That’s in addition to the long-term benefits of getting young people involved in our democracy at an earlier age.  

    As Patrice Berry, a former teacher running for the Oakland school board, told me after facing students at the candidates’ forum, “They’re going to make us better overall.”

    •••

    Louis Freedberg is EdSource’s interim executive director.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

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