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Seize the opportunity to select more effective math curriculum for California students
Credit: English Learners Success Forum

I am a daughter of Mexican immigrants, born in the United States. Spanish is my first language. When I entered school, the language barrier was overwhelming. I see my story in the recent National Assessment of Educational Progress (NAEP) numbers. The report unveiled troubling trends in math performance, especially among English learners, underscoring the urgency of addressing this critical area.

As a young Spanish speaker still learning English, I sat in the back of the classroom, feeling lost while my classmates actively participated. Contrary to what my parents taught my siblings and me, in school our linguistic background was considered a disadvantage, rather than an asset. I was a bright student with a father who was great with numbers without a calculator. Though my parents had only a second-grade education, they ensured my siblings and I could do math well. Yet, at school the perception was that because I didn’t know English, I couldn’t comprehend the content in other subjects either.

Though my parents encouraged us to embrace learning, education and our cultural roots through our language, I struggled with my identity and found it challenging to express myself in English. The class instruction did not support my need to learn English while also helping me grasp rigorous content.

As California confronts its educational challenges, a critical concern has emerged: the need for math instruction and a math curriculum that is accessible and meets the needs of all students, especially English learners.

The National NAEP data indicates a concerning trend in math scores for both native English speakers and English learners showing a national decline in math scores for 4th and 8th graders, with 40% of 4th graders and only 28% of 8th graders achieving proficiency. Among Grade 8 math scores, English learners in the lowest percentile group experienced a six-point drop, widening the achievement gap with non-English learners, who only decreased by two points. In California, where nearly one out of every five students is learning English as a second language, it’s even more urgent that we address this crisis.

Teacher voices and research consistently show that effective instructional materials are crucial. The California Math Framework adopted in 2023 specifically underscored that sense-making in mathematics is intricately linked to language development. It is critical for any math curriculum we choose to support all students in developing the skills needed to excel in mathematics.

This is a critical moment for California as it is currently in the process of adopting math materials for 2026, which could significantly influence students’ achievement for years to come. The curriculum materials needed to change future outcomes are being selected now, and educators can demand high-quality instructional materials that are designed to support the needs of English learners.

Education leaders play a pivotal role in this adoption process. We must advocate fiercely for the best interests of our students, especially English learners, to ensure they receive the education they deserve. Collaboration with educators, parents, and the community is crucial to ensure that we make informed decisions that cater to the diverse needs of our students.

As California’s education leaders, we play a pivotal role, and there are specific actions that we can take to drive change.
- Learn what high-quality materials for English learners look like. It’s vital to recognize what makes instructional materials effective. They should be culturally responsive, linguistically suitable and engaging, helping students access content while promoting language development.
- Include representation of interest in committees. Ensuring voices are present in decision-making, like curriculum committees, fosters inclusivity. Engaging families and communities provides insights that create a more equitable educational environment.
- Get involved now in curriculum adoption. Participating in the curriculum selection process enables educators to advocate for materials that support English learners. District leaders, school board members, educators and parents all have a role to play here.
- Shift mindsets about materials together with professional learning. Changing educator perceptions and recognizing that traditional materials may not meet the diverse needs of English learners encourages innovative teaching strategies.
If we fail to address the specific needs of the 1.1 million English learners in California’s K-12 schools, we risk perpetuating systemic inequalities, which broadens the achievement gap. The California Math Framework explicitly calls for the integration of language and content. California has an opportunity to make better curriculum choices that benefit all students and significantly improve the educational experience for English learners.

By implementing these strategies, education leaders can foster change and a sustainable education process for English learners. Our children deserve nothing less.

•••

Alma Castro is the president of the Los Angeles County Schools Trustee Association, a member of the Lynwood Unified School Board, and director of California initiatives at the English Learners Success Forum, a collaboration of researchers, teachers, district leaders, and funders working to improve the quality and accessibility of instructional materials for English learners.

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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13/04/2025
4 Strategies to Help Compassion Fatigue Teachers

Before even attending this training, I was looking for a new coffee mug for school that was big enough to hold my morning coffee. I came across the perfect one that read “Life does not have to be perfect to be wonderful.” Every morning as I am making my coffee, I take a second to reflect on this. My life is far from perfect. I’ve have had so many ups and downs and many times I questioned “can I have a break yet?” I have cried while making dinner, taking a shower, and into my pillow at night. Between the 20 kids that call me mom at school along with my own two boys, there is always someone to worry about. I worry about being enough for my kids, how their day is going while I am away, and if I am making the best choice going to work each day. I need to keep reminding myself to keep the balance of school and family. When I am at school, I worry about the kids being happy, if I am teaching them all they need to know, and if they are safe and happy when they leave my classroom. Then comes the struggles with a teaching job: classroom behaviors, changing curriculum, administration, standardized testing, and a school system that is constantly changing and expected more from teachers. But my life is wonderful! I have a wonderful husband and two happy and healthy kids. I love my job and I am excited for all that is to come. Life isn’t perfect but it is wonderful. Take time to focus on yourself and getting back to being positive and not fatigued. Compassion fatigue sneaks up on you quickly, having these strategies ready to go will help you combat it and make you feel more in control of your life and classroom and overall a happier and more positive person.

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13/04/2025
What Did You Do to Stop Fascism?

ECE Professional says:

What did I do? I have health problems and can’t get out much, so at a distance, I’ve tried to help others understand what the concerns and issues are, and I’ve contacted representatives in Congress many times and urged them to take action.

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12/04/2025
The Power of Laura Brettle’s “Active Observation” + Hope to See You in Miami

“Shea, you mentioned the word “equal”…

In a few weeks I’ll be in Miami with my colleague Hannah Solomon talking about techniques to Check for Understanding (There’s still room to join us: info and registration here).

One of the things we’ll talk about is the power of Active Observation–the idea that building systems to harvest data and observations about student thinking during independent work is one of a teacher’s most powerful tools.

Here’s a great example of what that looks like and one reason why it can be so powerful, courtesy of Laura Brettle, a Year 6 (5th grade) teacher at Manor Way Primary in Halesowen, England.

Laura starts by giving her students the task of describing the relationship between two fractions, which are equivalent.

They’ve got two minutes to answer in a “silent solo stop and jot.” Here Laura is cue-ing a familiar routine. Whenever students think in writing it’s called a stop and jot. Having a name for it reminds them that it’s a familiar routine and familiarity is important- when a procedure is familiar to the point of routine, students can complete the task with no additional load on working memory. All their thinking is on the math, rather than the logistics of what Laura has asked them to do.

But Laura has some great routines here too! As her students write she circulates and takes careful notes on her clipboard. She’s able to spot students who need a bit of prompting and to take note of students whose work is exemplary. Because she has notes on what many of her students think, she’ll be able to start the discussion intentionally.

“During the active observation,” my colleague Alonte Johnson-James noted when we watched the video with our team, “Laura monitors student thinking/writing in her first lap. As she launches into the second lap she begins to drop in feedback. First, to push a student to make their answer better and more precise. Additionally, she challenges students who might have finished early to push their thinking to identify additional equivalent fractions. She also recognizes where students struggle and uses intentional, appreciative Cold Calls of Shea and Joanna to explain how and why 5/6 and 10/12 are equivalent.”

And of course she does that in the most appreciative of ways.

First she asks students to track Shea: “Shea, you mentioned the word equal.” In doing so she’s let Shea know that the Cold Call is a result of her good work– she’s done well and this is her reward. And she also tells Shea what part of her answer she wants her to talk about. It’s a great way to honor students and make them feel seen for their hard work and to make Cold Call fell like an honor.

But you can see that Laura’s notes were really comprehensive. She also credits Finn for using the word double in his answer too.

Side note for one of my favorite moves–she magnifies the positive peer to peer symbol of the hand gestures students give to show they agree–“I can see people appreciating…” this helps Shea to see how much her peers approve of her good work!

Next Laura goes to Joanna. “What I liked about your answer is that you showed the calculation…. we know it’s double but what calculation did you use?”

Another super-positive Cold Call that makes a student feel honored for her work. And a very efficient discussion of the problem in which Jen has let students discuss the key points but avoided wasting any time.

We often refer to this as “hunting not fishing”: while students work, Laura “hunts” for useful answers and tracks them. When she calls on students she can be ultra-strategic and efficient, rather than calling on students and “fishing” for a good answer: that is, merely hoping that they’ll have something on-point to say.

Her simple but beautifully implemented systems for gathering data during independent work allow her to work efficiently and honor the best of student thinking.

If you’re as inspired by Laura’s work as we are (Thank you, Laura!!) please come join us in Miami to study this and other techniques for getting the most out of your classroom!

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12/04/2025
Slow down and take a closer look at the issue of trans athletes
Credit: Philip Strong / Unsplash

As a San Francisco liberal, I was surprised to find myself agreeing with some MAGA arguments. It reflects a common way of thinking these days: You are either with us or against us. You are either a flaming woke liberal or an ignorant nutcase conservative.

Not so.

There are two basic ways people make decisions. Thinking fast and thinking slow. That’s the analysis of Nobel Prize winner Daniel Kahneman.

Thinking fast is how we make emotional, stereotypic, unconscious decisions. Knee-jerk reactions. Thinking slow, on the other hand, takes more effort and analysis.

Unfortunately, we sometimes come up with quick, simple answers to questions that require more complicated analysis.

Let’s take the controversy of whether trans athletes should play on girls sports teams.

President Donald Trump successfully used this issue to fuel culture wars between Democrats and Republicans during the 2024 presidential campaign.

The first reaction is emotional, on both sides of the political divide.
- Conservative response: It’s not fair to give one team a competitive advantage and risk injury to students.
- Liberal response: Of course they should play on girls teams. We should never discriminate against trans athletes. Banning the athlete treats her as an outsider or misfit. This further traumatizes the trans athlete, who is already struggling with acceptance.
These “my way or the highway” approaches are playing out at both the federal and state levels.

One of Trump’s first acts as president was an executive order titled “Keeping Men Out of Women’s Sports.”

“In recent years, many educational institutions and athletic associations have allowed men to compete in women’s sports. This is demeaning, unfair, and dangerous to women and girls, and denies women and girls the equal opportunity to participate and excel in competitive sports.”

Democrats later blocked an effort in Congress to turn Trump’s executive order into law.

Since 2014, California students have had the right to play on a sports team that aligns with their gender identity, irrespective of the gender listed on the student’s records.

However, two bills were recently introduced in the Legislature to ban this.
- Assembly Bill 89 (Sanchez), would have required the California Interscholastic Federation to amend its constitution, bylaws and policies to prohibit a pupil whose sex was assigned male at birth from participating on a girls interscholastic sports team.
- Assembly Bill 844 (Essayli) would have required that a pupil’s participation in sex-segregated school programs and activities, including athletic teams and competitions, and use of facilities, be based upon the pupil’s sex at birth, irrespective of the gender listed on the pupil’s records.
Both bills were blocked in committee on Tuesday, but Republicans have promised to continue their efforts.

Gov. Gavin Newsom has angered Democrats and human rights advocates by breaking from the party line. He believes that allowing transgender girls and women to participate in female sports leagues is “deeply unfair.”

Let’s now take the “think slow” approach: Analyze the issue. Don’t jump to conclusions.

This issue is not hypothetical for me. My son has played on a girls team, and my daughter has played on a boys team. I have played on women’s soccer teams against trans athletes. For years, I played on co-ed teams.

But there is one undisputed fact: On average, adolescent boys and men are stronger, taller and faster than girls.

I absolutely support trans athletes playing on girls’ teams … unless they are bigger and stronger than the girls.

The table below shows you the physical differences.

There are no simple answers.

Conservative response: Ban all trans athletes from playing on a girls team. To heck with equity.

Liberal response: Allow all trans athletes to play on a girls team. To heck with competitive advantage and safety.

Neither approach makes sense. We need a middle ground.

Let’s try an approach that puts students first.
- Recognize this is an issue of fairness and equity for both the trans athlete and the members of the girls team.
- For high school interscholastic sports, base the solution on the particular situation in junior and senior year of high school. That’s when the dramatic differences in strength, weight and height can influence the outcome of the game and impact the safety of the students.
- For college sports, assess whether there will be a competitive advantage or risk of injury.
- Understand that whatever the decision, people will be angry.
- Forget the political divide and rest your decision on what you think is best for students.
•••

Carol Kocivar is a child advocate, writer for Ed100.org, retired attorney and past president of the California State PTA.

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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12/04/2025
First PBL Project Modest in Scope Achieve Best Results
Scope

First PBL Project needs to be modest in scope to achieve the best result. Andrew Miller stresses that if you are just getting started with Project Based Learning, “Don’t Go Crazy”. Miller’s article “Getting Started with Project-Based Learning (Hint: Don’t Go Crazy)” suggests a few things to consider if you are just started with PBL:

Limited Scope:

Try to focus on two or three priority standards for your first project. Concentrate the learning on one subject rather than multiple disciplines. Aim for a two-to-three-week project, or approximately 10 to 15 contact hours.

In addition to limiting the time, you might consider narrowing choice. Instead of many product options, offer a short menu. Allow students to choose how they want to work but choose the teams for the project yourself. There are many ways to build voice and choice into a project, but these aspects can be limited.

By narrowing the scope of a project, teachers and their students can have short-term success that builds stamina for more complex projects later.

Plan Early:

One of the challenges of PBL, but also one of the joys, is the planning process. In PBL, you plan up front, and it does take a significant amount of time. You need to plan assessments and scaffolds and gather resources to support project learning.

While you might be able to do some of this during scheduled planning time, ask your leadership for creative structures to carve out time for planning. Perhaps staff meetings can be used for this time, or release days can be offered.

It is important to get ahead and feel prepared for and confident about a project. By using the backward design process, you can effectively map out a project that is ready to go in the classroom.

Once you plan, you can differentiate instruction and meet the needs of your students, rather than being in permanent crisis mode trying to figure out what will happen tomorrow.

Gather Feedback:

When you have a great project planned, contact colleagues both digitally and in person to get feedback. This can be done through posting an idea on X or having a gallery walk of ideas, where teachers walk your project gallery and leave feedback on Post-its. If you can, have a 30-minute conversation with a teacher colleague or instructional coach.

Main Course, Not Dessert:

It is easy in a short-term project to fall into the trap of a “dessert” project that isn’t necessarily inquiry based. With PBL, the project itself is the learning- it’s the “main course.” In fact, many teachers who think they are doing PBL are actually doing project. In PBL you are teaching through the project-not teaching and then doing the project.

Use an effective PBL project checklist to ensure a high-quality experience, while still keeping a narrow focus and timeline. It helps ensure that you focus on aspects such as inquiry, voice and choice, and significant content.

Commit to Reflection:

We are all learners, and when we start something new, we start small, limiting our focus to help us master the bigger thing step by step. A key aspect of this is that when you finish a project, you should take time to reflect on it.

Consider journaling, having a dialogue with an instructional coach, or following a structured reflection protocol with a team of teachers.

Through reflection, projects become better and may live on for many years, so that reflection time pays off with time saved on subsequent runs through the project.

Tips From the Classroom

From PBL in the Elementary Grades Step-by-Step Guidance book provides the following tips:

First Project? Modest is Best

A project ambitious in scope might last a month or more. It would involve multiple subjects and complex products, community outreach, presentations to a large public audience, advanced technology…but if this is your first project, you don’t need to go there yet. You might want to get comfortable with the basics of PBL first. Here’s what we advise for a modest first project:
- 2 weeks in duration
- 1 curricular area of focus (with integrated literacy standards)
- limited complexity and number of student products
- takes place completely in the classroom, does not include trips into the community
Hallermann, Sara; Larmer, John; Mergendoller PhD, John. PBL in the Elementary Grades: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects (p. 28). Buck Institute for Education. Kindle Edition.

Reminder:

If you have no idea for your first Project Based Learning, you can read my post Explore Project Idea with 5 Tips for Authentic Learning.

You can read my next post PBL Project Design Focus on Content Knowledge & 3Cs Students Need
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12/04/2025
Unlocking the Potential of Live Streaming to Support Your School Community
Jeff Bradbury is an author, podcaster, public speaker, creator of the TeacherCast Educational Network and father of the world famous #EduTriplets.

Latest posts by Jeffrey D. Bradbury (see all)

In today’s digital landscape, live streaming has emerged as a powerful tool for schools and educators to enhance communication, foster transparency, and build stronger connections with their communities. From board meetings to student performances, the ability to broadcast events in real-time is transforming how educational institutions engage with stakeholders.

The question isn’t whether schools should embrace live streaming, but rather how quickly they can implement this transformative technology. Let’s explore why live streaming has become essential for modern educational institutions and how it can benefit your school community.

In this blog post, we will cover not only the most popular live streaming platforms for education but also share our top 10 reasons why your school district should have a live streaming solution to support your community.

Popular Live Streaming Platforms

There are several powerful platforms available for educational live streaming, each offering unique features to support teaching and learning.

StreamYard

StreamYard is a professional-grade browser-based streaming studio that offers powerful features for educational broadcasters:
- Multi-Platform Broadcasting
  
  Stream simultaneously to Facebook, YouTube, LinkedIn, and custom RTMP destinations
  
  Manage comments from all platforms in one unified dashboard
- Production Features
  
  Custom overlays, backgrounds, and branded elements
  
  Screen sharing with multiple display options
  
  Up to 10 on-screen participants with individual audio controls
- Advanced Capabilities
  
  ISO recording of individual video tracks
  
  Studio sound mode for high-quality audio output
  
  Green screen virtual backgrounds with chroma key
- Video Production Tools
  
  Scene transitions and layouts
  
  Lower thirds and custom call-to-action banners
  
  Background music and sound effect integration
Its cloud-based architecture eliminates the need for powerful hardware, making it an ideal choice for educational institutions looking for professional streaming capabilities without complex technical requirements.

Microsoft Teams

Microsoft Teams offers robust live streaming capabilities within its unified communication platform. It provides dedicated spaces for different subjects and seamless integration with other Microsoft apps, making it ideal for educational settings.

Google Meet

As part of Google Workspace for Education, Google Meet provides reliable video conferencing and live streaming features, enabling real-time discussions and virtual classrooms with easy document sharing capabilities.

Riverside.fm is a professional-grade platform offering comprehensive features for educational content creation:
- Core Features
  
  Professional-grade broadcasting and recording capabilities
  
  Video clip exports for content repurposing
  
  Multi-camera support for dynamic presentations
- Content Creation Tools
  
  Short-form content creation from longer recordings
  
  Professional development content production
  
  Educational podcast recording capabilities
- User Experience
  
  Streamlined studio link system
  
  Easy guest access management
  
  Reliable recording quality
Wirecast

Wirecast is a software-based application available for both Mac and Windows platforms that offers advanced features like multi-camera support, scoreboards for sports events, and the ability to stream to multiple platforms simultaneously.

When choosing a platform, consider factors such as:
- Your budget and available equipment
- The size of your intended audience
- Technical requirements and ease of use
- Integration with existing school systems
- Privacy and security features
10 Reasons Why School Districts Should Embrace Live Streaming

Live streaming school board meetings, district events, and important announcements creates an inclusive environment where all community members can participate, regardless of their schedule or location.

#2: Cost-Effective Communication

With minimal investment in basic equipment, districts can reach their entire community without the expense of printing newsletters or hosting multiple in-person sessions.

#3: Accessibility for All Stakeholders

Parents like Sarah, caregivers with limited mobility, and other stakeholders who cannot attend in-person meetings can still stay informed and engaged with district activities.

#4: Enhanced Emergency Communications

During weather events, health emergencies, or other critical situations, live streaming provides an immediate, direct channel to communicate important updates to the entire school community.

#5: Digital Documentation

Live streams can be archived for future reference, creating a valuable record of district meetings, events, and decisions that can be accessed by stakeholders at any time.

#6: Showcase District Achievements

From student performances to athletic events, live streaming allows districts to broadcast their successes and achievements to a wider audience, building community pride and support.

#7: Professional Development Opportunities

Districts can use live streaming to conduct staff training sessions, reaching teachers and staff across multiple buildings simultaneously while reducing travel time and costs.

#8: Multilingual Communication

Live streaming platforms often include features for closed captioning and translation services, making district communications more accessible to diverse communities.

#9: Student Learning Opportunities

By incorporating live streaming technology, districts can provide students with hands-on experience in digital media production, broadcasting, and communications.

#10: Future-Ready Leadership

Embracing live streaming demonstrates a district’s commitment to modern communication methods and prepares the organization for future technological advances in educational communication.

Getting Started with District Live Streaming

Implementation doesn’t have to be complicated. Start with basic equipment like a good quality camera and microphone, reliable internet connection, and a streaming platform that meets your district’s needs.

Best Practices for District Live Streaming
- Establish clear policies for what events will be streamed
- Train staff members on equipment use and streaming procedures
- Ensure compliance with student privacy laws and district policies
- Create a consistent schedule for regular streams
- Develop protocols for archiving and accessing recorded content
Take Your District’s Communication to the Next Level

Are you ready to transform how your district connects with its community? I invite you to join our growing community of educational leaders who are embracing digital communication strategies to better serve their stakeholders.

Sign up for my weekly newsletter to receive:
- Expert tips on educational technology implementation
- Case studies of successful district communication strategies
- Early access to webinars and training resources
- Exclusive community member discounts on consulting services
Visit www.BuildYourEDUBrand.com today to join our community and sign up for the newsletter. Together, we can build stronger, more connected school communities through effective digital communication.

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12/04/2025
Democrats reject California bills banning transgender athletes

A general view of the California State Capitol building in Sacramento.

Credit: Kirby Lee / AP

California Democrats on an Assembly committee blocked two bills Tuesday that would have banned transgender athletes from girls’ sports, locker rooms, bathrooms and dorms, after an emotional three-hour hearing that underscored the political divide in both the country and state.

Assembly Bill 89 would have required the California Interscholastic Federation to change its policies and prohibit an athlete who was male at birth from participating in a girls’ interscholastic sports team. Assembly Bill 844 would have changed state law to require college and K-12 students who play sports to play on the teams and use the facilities that align with the sex they were assigned at birth.

Both bills failed in party-line votes to move out of the Committee on Arts, Entertainment, Sports and Tourism.

The hearing drew an overflow crowd of people with strong opinions on transgender rights, the political divide and President Donald Trump.

Assemblymember Kate Sanchez, R-Rancho Santa Margarita, author of Assembly Bill 89, said the bill was not politically motivated.

“Let’s be clear; it is not about hate,” Sanchez said. “It is not about fear, and it’s not right-wing talking points. This is entirely about fairness, safety and integrity in girls’ competitive high school athletics. That’s it.”

Committee member Rick Chavez Zbur, D-Hollywood, disagreed.

“It’s about playing on the hate and fear of transgender people, one of our most marginalized communities,” he said. “And it is right-wing talking points.”

Transgender rights are political

The rights of transgender people, who make up less than 1% of the U.S. population, have been rolled back under the Trump administration. Since Jan. 20, Donald Trump has signed executive orders restricting gender-affirming care and proclaiming there are only two biological sexes. He has announced plans to ban transgender troops from serving openly in the military, directed federal agencies to recognize only a person’s biological sex on passports and ordered that incarcerated transgender women be moved to men’s prisons.

“The Trump administration has not only targeted transgender people through hateful executive orders, but has tried to erase their existence — erasing websites that talk about them, erasing studies that inform us about the needs of the community, (and) attempting to ban them from medical care, from public life,” Zbur said. “And, you know, the thing I just want to say is this is really reminiscent, to me, of what happened in Nazi Germany in the 1930s.”

Since 2013, the California School Success and Opportunity Act has allowed students to participate in sports based on their gender identity. It’s not a popular stance in much of the nation. According to a Pew Research Center study released last month, two-thirds of the country prefer laws and policies that require athletes to compete on teams that match the sex assigned at birth.

Bill supporters quote Newsom

Republican lawmakers and other supporters of the bills were quick to bring up comments made by California Gov. Gavin Newsom during a recent podcast, during which the Democrat called the participation of transgender athletes in female sports “deeply unfair.”

“This bill is not just about compliance with federal law, it’s about doing the right thing for our girls,” said Assemblymember Bill Essayli, R-Corona, who authored Assembly Bill 844. “To quote Gov. Newsom — that right-wing extremist — this is an issue of fundamental fairness.”

Essayli has authored two other failed bills aimed at transgender students. Assembly Bill 1314, introduced in 2023, would have required schools to notify parents within three days if their child identifies as transgender. Assembly Bill 3146, introduced last year, would have banned health care providers from providing gender-affirming care in the form of procedures or prescriptions to people younger than 18.

California in the federal crosshairs

Last month, the U.S. Department of Education announced it was investigating the California Interscholastic Federation because it allegedly violated federal nondiscrimination laws by allowing transgender athletes to participate in women’s and girls’ sports.

Essayli called California’s law allowing transgender students to participate in sports and to use facilities based on their gender identity a violation of Title IX, a federal civil rights law that prohibits discrimination and harassment based on sex.

“If the Legislature does not take action to bring California into compliance with Title IX and federal directives, we will not only be failing our female students and athletes, but we are also jeopardizing a critical funding source for our school districts,” he said.

The Department of Education announced last month that it would revert to the Title IX regulations put in place during Trump’s first term in office, which base protections on biological sex, instead of on gender identity.

U.S. Secretary of Education Linda McMahon sent a letter to Newsom last week warning that the state could lose funding because of its policies, Essayli said. The federal government contributes about $8 billion annually to California schools.

The department has also announced it is investigating the California Department of Education because of a state law that bans schools from implementing parental notification policies requiring teachers to inform parents if their child asks to use a name or pronoun different from the one assigned at birth.

Democrats on the dais, including Assembly Speaker Robert Rivas, D-Salinas, who showed up at the hearing as a substitute for an absent committee member, railed against the Trump administration’s policies.

“Meanwhile, here in California, residents are facing cuts to Medicare, to schools, and to veterans’ services,” Rivas said. “Californians have lost their jobs because of DOGE (the Department of Government Efficiency). But our Republican colleagues, they don’t want to talk about that. Republicans keep emphasizing how this bill protects women and girls. And women do face threats today, but not from the very small number of transgender kids playing sports.”

Rivas said that in his more than six years in office, he has never been stopped at the grocery store by constituents concerned about transgender athletes playing sports on girls’ teams.

“There is no epidemic of transgender kids playing basketball and soccer or any other sport for that matter,” he said. “There are more kids right now with measles in Texas than there are transgender athletes playing in the NCAA. Look, this past December, NCAA President Charlie Baker testified at a congressional hearing that out of more than 500,000 total college student athletes, he believed that fewer than 10 of those athletes were transgender. That’s not an epidemic.”

Both sides cite harm to girls

Sanchez said Tuesday that the California policy has had “devastating consequences,” resulting in transgender athletes taking titles girls should have won and hurting girls physically during competition.

Both sides rolled out stories of girls who they say have been harmed. An athlete who lost a spot on a team to a transgender athlete. A girl in a conservative state who had to pull up her top in a bathroom to prove she was not transgender. A girl who was knocked unconscious by a ball spiked by a transgender athlete.

“I don’t feel there’s such a thing as girls’ sports anymore,” said a high school student identified only as Jaden, who says her chance to compete in the CIF State Track and Field Championships is at risk because of a transgender athlete with a No. 1 ranking.

“It feels wrong,” she said. “I don’t understand how my hard work, my dedication, my very best can be rendered meaningless by a policy that ignores the differences between males and females. If we keep on the way we’re going, it sends a horrible message to young women like me that our achievements can be erased, our opportunities diminished, and our voices silenced.”

Committee Chair Christopher Ward, D-San Diego, who also chairs the LGBTQ Caucus, called the bills harmful to all girls, many of whom could find themselves faced with intrusive methods to prove they were born female.

Female athletes would be better served with legislation that would provide equitable funding and facilities for girls’ sports, diminish the harassment of players, and combat the exploitation and abuse by coaches and support staff, instead of by legislation aimed at banning transgender athletes, he said.

“It sickens me that we’ve normalized that the cruelty is the point and that the collateral impact affects all girls,” Ward said.

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12/04/2025
On Attention, ‘cognitive endurance’ and reading
In our forthcoming book on the Science of Reading, Colleen Driggs, Erica Woolway and I discuss the importance of attention to reading.

Short version: if nothing else, the smartphone, having fractured the attention of millions, has taught us that attention is malleable. This is especially important in reading, which places such intense demands on students’ ability to sustain periods of focus attentiveness.

The flip side, we argue, is that by attending to attention in reading classrooms—by bringing the act of reading back into the classroom where we can shape the experience of reading for students–could help rebuild students’ attentional capacity. To quote our own forthcoming book:

If we build a habit in which reading is done with focus and concentration and even, to go a step further, with empathy and connectedness, and if we do that regularly for a sustained period of time, our brains will get better at reading that way—more familiar with and attuned to such attentional states… We can re-build attention and empathy in part by causing students to engage in stretches of sustained and fully engaged reading. One thing this implies is more actual reading in the classroom with more attention paid by teachers to how that reading unfolds. Attending to how we read—thinking of the reading we do in the classroom as “wiring”—gives us an opportunity to shape the reading experience intentionally for students.

In light of this is was struck by this study by Christina Brown and colleagues: COGNITIVE ENDURANCE AS HUMAN CAPITAL.

“We focus specifically on cognitive endurance: the ability to sustain effortful mental activity over a continuous stretch of time,” the authors write and what they find is stunning.

“Using a field experiment with 1,600 Indian primary school students, we randomly increase the amount of time students spend in sustained cognitive activity during the school day,” the authors write. Doing so, they find, “markedly improves cognitive endurance: students show 22% less decline in performance over time when engaged in intellectual activities.”

“This indicates that the experience of effortful thinking itself increases the ability to accumulate traditional human capital.”

One of the key benefits good schooling can provide is the ability to sustain deep, focused attention. Acquired via the habit of being caused to engage via deep, focused attention.

Sadly the authors find that access to such environments correlates to wealth: “Globally and in the US, the poor exhibit cognitive fatigue more quickly than the rich across field settings; they also attend schools that offer fewer opportunities to practice thinking for continuous stretches.”

So two takeaways from this very important study.
- In reading classrooms its urgently important to cause students to engage in focused reading for sustained blocks of time as a matter of habit. If you’re interested in this, there’s a whole chapter in our forthcoming book about harvesting attention in reading classrooms. Among other things it means bringing shared reading back to the heart of the classroom.
- It also means recommitting to orderly schools, something many educators have sadly abandoned in recent years. One of the things you need to be able to practice “cognitive endurance” is reliable and predictable quiet in which to focus your attention and stay on task without disruption. There’s lots of research on the frequency of low-level disruptions in most classrooms, I would only argue that it is “low-level” only in the level of noise it creates. It’s consequences are far from small.
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12/04/2025
California lawmaker again attempts to make computer science class mandatory

Across more than two dozen Fresno County school districts, Quiq Labs, a tech education company, teaches students science, technology, engineering, art and mathematics through afterschool and summer or winter break enrichment programs.

Photo courtesy of Quiq Labs

Despite decadeslong efforts through legislation, funding and advocacy, California’s schools have still not caught up with — and are falling further behind — three dozen other states in the percentage of high schools offering at least one computer science course.

According to the national 2024 State of Computer Science report, 52% of high schools across California offered computer science in the 2023-24 school year.

In other states, statewide policy has been pivotal in expanding access to computing skills for all students.

What is computer science?

Computer science, as described in the computer science academic content standards adopted by the State Board of Education, is “the study of computers and algorithmic processes, including their principles … implementation and impact on society.” Proposed legislation has included the desire for students to go beyond using technology to understand how and why those technologies work.

Assemblymember Marc Berman, for the third time, has introduced legislation to require every public high school to teach a computer science course, a mandate that will bring access to the 48% of California schools that do not offer a single class.

Because Assembly Bill 887 would require schools to implement computer science by the 2029-30 school year, it would expand access to all of California’s students in a way that initiatives have not been able to.

“Not having a requirement,” Berman told EdSource last year, “it’s not yielding the progress that our students deserve.”

The percentage of computer science classes offered statewide has increased slightly in the last 10 years because of legislation supporting standards and course development, funding for teacher training and on-the-ground efforts to address challenges in diverse communities across the state.

In 2014, legislation ordered the Instructional Quality Commission to develop computer science standards. Also, legislation established a method for computer science to satisfy graduation requirements in math.

In 2016, the state passed legislation to allow educators in other disciplines to pursue computer science certification with required coursework.

In 2018, the state adopted its computer science standards to ensure students received high-quality content in the subject.

In 2019, the governor and superintendent of public instruction appointed a committee to develop a long-term strategic plan for the state to provide computer science courses to all students. Computer science is approved to count as a science credit.

In 2021, the state budgeted $20 million to computer science: $5 million for the Educator Workforce Investment Grant, which is professional development for teachers, counselors and administrators, and $15 million for teacher certifications and a statewide coordinator.

Under the Educator Workforce Investment Grant, the state created Seasons of CS, California’s year-round computer science professional learning program.

In 2023, the California Department of Education granted $50 million to expand existing educator professional learning in math, science and computer science. Gov. Gavin Newsom signed legislation, requiring the California Commission on Teacher Credentialing to establish a work group to develop a teacher preparation pathway for computer science to boost the number of qualified course teachers.

For two consecutive years, a bill similar to AB 887 failed to come out of the Senate Appropriations Committee, which considers the fiscal impact of proposed legislation.

According to the Appropriations Committee’s analysis of the 2024 bill, about 425 school districts would have had to purchase instructional materials and provide professional development to teachers at an unknown cost. The Department of Finance opposed the bill because implementation would cost $50 million to $73 million in ongoing funding from Proposition 98.

In 2023, Berman’s first iteration of the bill requiring all high schools to teach computer science stalled, in part, because of a lack of teachers, CalMatters reported.

The state has, since 2016, invested more than $1.2 billion to address the state’s teacher shortage, including nearly $100 million for computer science teacher training. In 2021, $20 million was allocated to computer science in the state budget: $5 million for the Educator Workforce Investment Grant for professional development of teachers, counselors and administrators and most of $15 million for certifications of educators in other disciplines.

Efforts across California have supported over a thousand educators.

For example, the Small School Districts’ Association, through a nearly $4 million federal CS4NorCal grant, has provided intensive summer workshops for nearly five years as well as ongoing training, coaching and networking throughout the year for educators in small and rural school districts in six Northern California communities of Glenn, Lassen, Modoc, Plumas, Shasta and Siskiyou counties, said Kathy Hamilton and Karen Mix, director and co-director for the grant.

As a result, teachers have integrated computer science into agriculture, communication, media, digital literacy, math, science and general education classes, electives and clubs.

A Redding teacher rotates between five schools to make sure students have access to computer science at least once a week. Middle school teachers have added computer science to their schools’ elective wheels for students to rotate through.

Collaboration between regional and statewide organizations focused on computer science as well as partnerships with local entities that can support program growth and development have also been critical in increasing the number of qualified teachers and expanding access, advocates say.

In the 2018-19 school year, Modoc County high schoolers had no access to any computer science courses, but numerous nonprofits and community organizations have over the last few years participated in training opportunities to better collaborate in the development of computer science. The nonprofit Advancing Modoc, which eventually began leading the implementation, recruited tutors and other staff to support the initiative. Some educators have since integrated computer science into core content classes and offered elective courses.

The professional development, which included year-round training, has led teachers to provide computer science classes, merge concepts into other subjects or offer lessons through electives or clubs.

Even with robust professional development, some challenges persist, particularly the reluctance or inability of administrators to include computer science courses in school offerings.

“In the past, teachers were reporting back to us in our research, ‘I need support from my administrator to make sure that computer science gets on the master schedule, that we are providing more classes to reach more students,’” said Julie Flapan, an educator and researcher leading two initiatives to expand access and participation in computer science.

Amy Pezzoni, computer science teacher at Modesto City Schools, told EdSource last year that passionate teachers are not enough.

“You need admin to support you. You need the district to be on board with you,” she said, noting the importance of a legislative mandate.

Computer science advocates statewide and nationally have recommended a legislative mandate to bolster California’s efforts and increase access to the course.

Since 2013, the Code.org Advocacy Coalition, an organization of over 100 nonprofit, advocacy and industry groups across the country, has made policy recommendations for states to “address the urgent need to build capacity in computer science education,” including statewide policy.

“Strong policies, supported by resources, action, and implementation, are key to building the capacity needed to improve student access, participation, and experience in computer science education,” according to the national computer science report, which the coalition authored.

Legislation requiring schools to offer computer science has been implemented in states such as Arkansas, where all high schools offer computer science, and in neighboring Nevada, where 96% of the state’s high schools offer the course, based on the 2024 report.

Alabama also passed legislation in 2019, phasing in the computer science requirement, starting with high schools, followed by middle and elementary schools. This has resulted in an increase from 57% in the 2019-20 school year to 94% this past school year in the rate of high schools offering computer science and more than 90% of middle and elementary schools teaching computer science.

Akin among Arkansas, Nevada and Alabama is the adoption of the recommended policies and actions by the Code.org Advocacy Coalition.

Although California has implemented most of the policy recommendations — a state plan, state position, funding, K-12 standards, certification programs and allowing it to count for other subjects — the state has not created programs at higher education institutions to encourage aspiring teachers to gain exposure to computer science; nor has it required all schools to offer the course or mandated it as a graduation requirement.

Due to the policy recommendations and the state, regional and local efforts, there’s been a double-digit percentage increase of high schools offering computer science since the 2018-19 school year — still far from the national average of 60%.

In both the 2023 and 2024 national computer science reports, the authors encouraged California to require all high schools to offer at least one computer science course, “as it would greatly help support the 48% of high schools that currently do not offer any (computer) science courses.”

The 2025 legislative attempt to do so passed out of the Assembly Education Committee and was referred to the Appropriations Committee in late March.

If computer science courses become a requirement, some schools, such as small, rural schools, will have a harder time offering computer science because of a teacher shortage. Often, educators are already teaching multiple grades and/or subject areas on top of other duties.

Integrating, or merging computer science into another subject area, may be the best short-term solution to providing the content to students, especially when semester- or year-long courses aren’t offered, said Kathy Hamilton, who works for the Small School Districts’ Association.

“Integration needs to be one of the delivery mechanisms if you want to truly provide access for all students around the state,” she said.

And it will be.

Aware of the unique challenges that some schools face, the legislation acknowledges the need for a course requirement to offer some flexibility. It would require the state’s computer science coordinator to develop an implementation guide that includes “varied computer science course options to best meet local capacity and context,” including computer science concepts being integrated or merged into other subjects.

And thanks to federal and statewide funding and advocates’ regional and local efforts, there are now scores of teachers trained and ready to teach or integrate computer science. Whether that is enough to compel the Legislature to require all schools to teach computer science is unknown.

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12/04/2025