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  • Education concerns remain high at LA County juvenile hall

    Education concerns remain high at LA County juvenile hall


    Minors detained at Los Padrinos juvenile hall in Los Angeles County.

    Credit: Richard Ross

    Los Padrinos Juvenile Hall in Los Angeles County remains open a year after the state’s corrections oversight board deemed it “unsuitable for the confinement of minors” and four months after it ordered the center to shut down due to ongoing noncompliance with the state’s minimum standards for juvenile facilities.

    The problems plaguing the facility, located in the southeast LA city of Downey, include insufficient probation officers, students arriving to class late, abysmal performance on standardized education testing, and the center’s heavy reliance on substitute teachers.

    A court hearing that had been scheduled for Friday was to decide the hall’s fate, but L.A. County Superior Court Judge Miguel Espinoza deferred the decision until April, to allow for the completion of a re-inspection by the Bureau of State and Community Corrections, known as BSCC, the state agency that deemed it unsuitable after multiple inspections.

    Advocates say they are concerned that the situation could impact the quality of education the youth are receiving.

    “When we are thinking about young folks who are in these camps and halls, we want to make sure they’re having access to academic rigor that is deeper than just a packet, that they’re actually being challenged, and that they have the opportunity that when they leave these sites, to either return to their school of origin and be ready for the next thing — for trades, for college, for these things that allow them to be productive members of our community and society,” said Yasmine-Imani McMorrin, director of education equity at Children’s Defense Fund California.

    While the issues found at Los Padrinos appear to be improving according to reports from an ongoing inspection, advocates are skeptical because such moments of compliance in the past were short-lived.

    “We have a history of these independent bodies identifying issues with the education being provided, and then it might improve for a little bit, but then, once eyes are off or the settlement ends, we see those issues persist and get even worse,” said Vivian Wong, an education attorney and interim director of the Youth Justice Education Clinic at the Loyola Law Cchool, whose recent clients have included Los Padrinos students.

    This chaotic history has led to the formation of groups like the Education Justice Coalition, which started in 2020 to advocate for the release of as many youth as possible at the height of the pandemic and high-quality education for detained youth.

    Advocates like Wong insist that while conditions must improve inside the juvenile facilities, the priority should be to release youth back into their communities.

    “Our policy recommendation, and something we’ve been consistently advocating for, is keeping people in the community as much as possible,” Wong said of the education coalition. “If you don’t have the staff, we should really question why young people are in here.”

    In less than two years since its reopening, Los Padrinos has been plagued with accusations and findings of violence, allegedly incited by probation staff, and about the inadequacy of its programs, including the residents’ access to education. This site was to provide relief after two other juvenile halls, Central Juvenile Hall in Sylmar and the Barry J. Nidorf Juvenile Hall in Boyle Heights, were shuttered and deemed unsuitable given their ongoing problems. Issues included insufficient staffing, lack of proper training on the use-of-force policy, as well as youth being confined to their rooms for too long.

    Los Padrinos itself was closed in 2019 amid allegations of abuse, with six officers charged with assault and child abuse the year of its closure, and a history of concerns about safety for both youth and probation officers. Then- California Attorney General Xavier Becerra, the county, and the county office of education entered into settlements in 2021 after problems were revealed with access to education for the youth. A 2010 settlement in a class action lawsuit showed inadequate education programs for the youth in the county’s largest juvenile detention facility. Reforms focused on 13 major areas, including literacy, instruction, transition, special education, and after care.

    School at Los Padrinos Juvenile Hall

    Over 230 youth are at Los Padrinos and, as of Jan. 6, 190 of them were attending the hall’s court school, which is operated by the county’s office of education. They are all pre-disposition youth who are awaiting court action or transfer to another facility.

    The student population consists of 167 male students across 21 living units in the hall and 23 female students across two units. Students’ ages can range from 13 to 22 years old in grade levels from sixth to 12th. Some youth remain at Los Padrinos for months, up to a couple of years, but the average stay is about 22 days.

    A typical day at Los Padrinos is supposed to go as follows: School is scheduled to begin at 8:30 a.m., and students remain for two class periods until 11:50 a.m. Then they return to their units for lunch for the next hour and a half, after which they return to class until 3 p.m. for their third and final period of the day. The only shortened day is Friday, which ends at 1 p.m. for teacher professional development.

    Probation staff are tasked both with taking students from their units to their classroom and remaining in the classroom while class is in session.

    But the BSCC’s inspection from December 2024 noted that inspections have found an “inability of facility staff to get youth to school on time due to lack of staff available for supervision within the classroom.”

    The issue seems to have subsided at least once in the last year and a half. During an annual inspection in June last year, both the county office of education and youth reported that students had not been late to class in months due to low staffing. That inspection was conducted by the county’s Probation Oversight Commission, a group created by the county Board of Supervisors in 2020 to monitor and advise the Probation Department and the Board of Supervisors as they implement justice system reforms.

    But that appears to be one of the few inspections since Los Padrinos reopened that found that students arrived at class on time. On-time arrival to class — of both students and teachers — has been listed as a problem during inspections more often than not.

    It is unclear how many instructional minutes students have missed due to low staffing, but the 2024 California Assessment of Student Performance and Progress showed that not a single 11th grader at Los Padrinos met the state standard for math, and just over 2% met the English standard.

    Students enrolled in LA County’s juvenile court schools take additional assessments referred to as STAR Reading and Star Math, which measure achievement and growth in the two subject areas.

    Assessment results for the fall of 2023 showed that 0% of students tested proficient in reading and less than 5% tested proficient in math.

    In the most recent STAR assessments from winter 2024-25, “urgent intervention” was needed for nearly half of all students in reading and about 44% in math. Just about 10% of students met or surpassed the benchmark for reading; 11.5% in math. The remainder were either bordering on needing intervention, or they needed it already, in both subjects.

    While the numbers indicate progress, they remain low for the students’ grade levels.

    At Los Padrinos, there are currently no reading specialists on staff, according to Erin Simon, associate superintendent at the county’s office of education. Reading intervention is provided by students’ teachers.

    Many students arrive with “very low reading levels,” she said, and the county education office has implemented intervention programs such as Read180 to increase reading levels.

    “They’re adjusting to their environment; there’s mental health and trauma,” said Simon, who was hired nearly 11 months ago to provide oversight over the county’s juvenile facilities, with an emphasis on Los Padrinos.

    “The complexity of it is knowing that many of those students only stay with us for a very short period of time, so we are always pushing to have more intervention and more instruction, but we also know that there are certain things that happen when a student gets here.”

    She added that more counselors are available now to help Los Padrinos students address mental health concerns, first addressing social-emotional learning and mental health challenges and then moving into academic intervention programming.

    On a typical day, students might be taught by their assigned and credentialed teacher, but it is not uncommon for a substitute to lead the class instead.

    While Los Padrinos, the county’s largest juvenile hall, has 33 permanent, credentialed teachers — up from 26 in October 2023 — they rely on nine to 14 substitute teachers on a daily basis, according to Simon. There are also seven vacancies at this time.

    “It does require a teacher who is really not afraid to work in those camps and halls; a teacher who can really build relationships with many of our students, knowing they have trauma and also some mental health issues, and so it does become a very difficult position to fill, especially at Los Padrinos,” Simon said.

    On the day of last year’s inspection by the county’s probation oversight commission, there were seven full-time teachers on the job and 16 substitute teachers.

    “It’s a huge problem, especially for this population, where they have adults come in and out of their lives, and, frequently, there is already so much instability in their education. They’re coming and going in and out of schools, transferring school districts,” said Wong about the reliance on substitutes. “If the teacher is not there, then they have to build up that trust again with the new person.”

    It can be especially difficult for a student who requires accommodation in the classroom, as is the case with Wong’s clients. She said a client, currently at a county juvenile camp, was doing well in school after having developed a relationship with a teacher. But when the teacher was out for a month, the student could no longer access his curriculum in a similar fashion, “because every teacher implements accommodations differently.”

    As the debate continues over whether Los Padrinos will close or remain open, in part depending on the result of the latest BSCC inspection that began last week, advocates are pushing to maintain the focus on the youth inside the hall.

    “We’re dealing with fires and fire recovery, climate change, housing, homelessness, all these things that overlap with our young folks and their needs,” McMorrin said. “But it’s such a priority to get it right, because there is no do-over for these critical years of youth and to do what we can to prepare them for this world.”





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  • Gettysburg College – Edu Alliance Journal

    Gettysburg College – Edu Alliance Journal


    March 10, 2025, by Dean Hoke: This profile of Gettysburg College is the fifth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1832, Gettysburg College is a private liberal arts institution located in Gettysburg, Pennsylvania. The 225-acre campus is steeped in history, having served as a field hospital during the Battle of Gettysburg​. An alumnus (David Wills, Class of 1851) invited President Abraham Lincoln to deliver the Gettysburg Address in 1863, tying the college to this pivotal moment in American history​. Gettysburg’s historical significance (from its Civil War connections to President Dwight D. Eisenhower’s post-presidency involvement on its Board of Trustees) contributes to its distinctive identity.​

    The college is known for its rigorous academics, close faculty-student mentorship, and emphasis on leadership development. Gettysburg maintains a 10:1 student-to-faculty ratio, ensuring personalized instruction. It enrolls approximately 2,200 students from across the country and abroad, fostering a diverse and engaged learning community.

    Curricula

    Gettysburg College offers more than 40 majors and 40 minors, spanning the arts, humanities, sciences, and social sciences. Popular programs include Business, Political Science, Economics, Psychology, and Health Sciences. The college is home to the Eisenhower Institute provides students with opportunities to engage in public policy and leadership development, while the Civil War Era Studies minor leverages the college’s historical location for in-depth academic exploration. Five years after graduation (as of Fall 2021), 45 percent of this graduating class had received and/or were enrolled in a graduate/professional degree program five years after graduating from Gettysburg. Graduation rates have remained high. The latest 6-year graduation rate was 83%

    Strengths

    • Strong Post-Graduate Outcomes: 98% of graduates are employed or enrolled in graduate school within a year of graduation.
    • Experiential Learning: Over 78% of students complete at least one internship, and 55% participate in faculty-mentored research.
    • Leadership Development: Programs such as the Eisenhower Institute provide hands-on training in policy and governance.
    • Historical and Civic Engagement: The college’s proximity to the Gettysburg Battlefield and its Civil War Era Studies program offer students a unique educational experience.

    Weaknesses

    • Financial Resources: Gettysburg’s endowment is moderate compared to some peer institutions, affecting the availability of internal funding for scholarships and program expansion.
    • Enrollment Challenges: The college has seen a gradual decline in student enrollment over the past decade, from a peak of over 2,700 students in 2013 to approximately 2,207 in 2024. Gettysburg’s rural location and relatively small town setting may also be a hurdle in recruiting students who prefer an urban environment or a more expansive social scene.
    • Diversity Initiatives: About 21% of undergraduates are domestic students of color, and 14% are international. While improving, the college’s domestic student diversity (21%) lags behind national averages.

    Economic Impact

    Gettysburg College serves as a major economic engine in its local and regional economy. As one of the largest employers in Adams County, the college provides hundreds of jobs for faculty, administrators, and staff, injecting substantial income into the community through payroll and benefits. The college also attracts thousands of visitors annually for events like Orientation, Family Weekend, Homecoming, and Commencement, as well as academic conferences and cultural events at its facilities (such as the Majestic Theater, a college-owned performing arts center). Also, Gettysburg College’s investment in revitalizing downtown Gettysburg through projects like the Majestic Theater restoration and its support of local internships/service programs help strengthen the social and economic fabric of the area.

    Broader economic analyses highlight the significant spillover effects of colleges like Gettysburg. Many graduates remain in or return to Pennsylvania, joining the workforce and paying taxes. (Statewide data from the Association of Independent Colleges & Universities of PA suggests that if ~57% of one graduating class stays in Pennsylvania to work, that cohort would add about $1.5 billion to the state economy over their careers.​

    Enrollment Trends

    As of Fall 2024, Gettysburg College enrolls approximately 2,207 students. Over the past five years, undergraduate enrollment has declined from a peak of 2,500 to 2,200. The shift is attributed to demographic changes and increasing competition among liberal arts colleges. Efforts to stabilize enrollment include enhanced recruitment strategies and expanded financial aid options.

    In the Fall of 2022, Gettysburg College launched and began offering classes for its first part-time master’s degree program, the Master of Arts in American History, in partnership with the Gilder Lehrman Institute of American History. This fully online, 30-credit program is designed for K-12 educators, district supervisors, librarians, museum professionals, and National Park Service employees affiliated with the Gilder Lehrman Institute. It is growing; new graduate programs are in the process of being offered.

    Degrees Awarded by Major

    In the 2023 graduating class, Gettysburg College conferred degrees across the various disciplines.

    Alumni

    According to the college, Gettysburg College has an alumni network of over 32,000 graduates. Approximately 25% of alumni reside in Pennsylvania, with a significant concentration in the greater Washington, D.C., and Philadelphia areas. The college’s alumni are well-represented in fields such as business, law, government, education, and the arts. Career services and networking opportunities ensure that graduates remain engaged and professionally supported.

    Notable Alumni

    • Michael Bishop (Class of 1957): Nobel Prize-winning biomedical researcher in virology and cancer research.
    • Fred Fielding (Class of 1961): 9/11commissioner and White House Council for President Ronald Regan and  George W. Bush.
    • Carol Bellamy (Class of 1963): Former Executive Director of UNICEF and Peace Corps Director.
    • Bruce S. Gordon (Class of 1968): Former President of the NAACP.
    • Kathryn Wolford (Class of 1979: Former President of the McKnight Foundation and Past President of Lutheran World Relief.
    • Carson Kressley (Class of 1991): Television personality, fashion expert, and actor.

    Endowment and Financial Standing

    As of 2023, Gettysburg College’s endowment stands at approximately $380–$400 million. While this represents growth over the past five years, the college remains tuition-dependent, with about 80% of its operating budget coming from student fees. Gettysburg College is stable but budget-conscious. Forbes’ 2023 financial health evaluation gave Gettysburg an approximate “B–” grade, with a financial GPA of around 2.71 on a 4.5 scale, indicating that while the college is not financially distressed.

    Why is Gettysburg College Important

    • Academic Excellence: The college provides a strong liberal arts foundation with small class sizes and individualized instruction.
    • High Graduate Success Rates: With 98% of graduates employed or in graduate school within a year, Gettysburg’s outcomes are among the best for liberal arts colleges.
    • Leadership Development: Programs such as the Eisenhower Institute and Center for Public Service prepare students for civic engagement and public service careers.
    • Historical Significance and Cultural Impact: Its Civil War connections and Lincoln’s legacy make it a unique institution with a strong civic mission. Also Gettysburg College plays a key role in supporting local businesses, employment, and tourism in Gettysburg and beyond.

    With its strong commitment to liberal arts education, leadership development, and historical legacy, Gettysburg College remains a distinguished institution that prepares students for success in an ever-changing world.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins on March 11, 2025.



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  • Santa Ana to drop contested ethnic studies courses to settle closely watched lawsuit

    Santa Ana to drop contested ethnic studies courses to settle closely watched lawsuit


    Diane Diederich for iStock

    To avoid further embarrassing and expensive litigation, Santa Ana Unified has agreed to terminate three staff-created high school ethnic studies courses starting next fall and to start again from scratch. Next time, according to a settlement released Thursday, the district will comply with the state’s open meeting law it sought to evade and to seek public input, including Jewish advocacy organizations that brought the lawsuit and signed the settlement with the district.

    The 13-page agreement ends a lawsuit that the American Jewish Committee and the Louis D. Brandeis Center for Human Rights Under Law filed in September 2023. The lawsuit asked the board to reject ethnic studies courses that it had approved in violation of the Brown Act, the open-meetings law. The lawsuit also claimed that the courses included sections on the Palestinian-Israeli conflict that were biased against Jews and Israel.

    The deal followed a hearing in Orange County Superior Court in December and two months of negotiations.

    “We hope this is a cautionary tale to all the districts in California and anyone else who’s hoping to infuse ethnic studies with antisemitism, especially if they’re doing it in secret,” said Marci Miller, director of legal investigations for the Brandeis Center, Thursday. Miller said that the terms of the settlement should act as a deterrent for other districts.

    The agreement also could help other districts avoid similar conflicts. It spells out the procedure for “meaningful, substantive input from members of the public.”  There will be at least one public meeting no sooner than seven days before a school board considers an ethnic studies course;  representatives of community groups will be invited to offer their comments. The district will prominently publish drafts of course outlines on its website at least a week before the meeting.

    The Brandeis Center has also filed related state or federal discrimination complaints against Berkeley Unified, Fremont High School and Santa Clara Unified. A separate nonprofit law firm, the Deborah Project, has filed antisemitism lawsuits against a San Jose charter school and another Bay Area district, Sequoia Union High School District.

    In a statement that Santa Ana Unified provided Friday, district Superintendent Jerry Almendarez cleared up “some misperceptions” that led to the filing of the lawsuit.

    “At no time has the district supported the teaching of instructional content to students that reflects adversely on any group on the basis of religion, race, ethnicity, or national origin as alleged in the lawsuit,” Almendarez’s statement said. “The settlement of this lawsuit affirms that principle and resolves any misunderstanding that may have occurred.”

    Board President Hector Bustos signed the agreement for the district.

    The lawsuit focused on the work of the school board’s ethnic studies steering committee, which was led by two board members, Carolyn Torres, a seventh-grade teacher and longtime ethnic studies advocate; and Rigo Rodriguez, an associate professor in the Department of Chicana/o and Latina/o Studies at CSU Long Beach. He lost his re-election bid in November.

    The lawsuit said the committee members “consisted of a narrow and insular group of individuals who were ‘handpicked’ to promote a ‘very pro-ethnic studies’ vision, without any ‘naysayers.’”  

    Damaging court documents

    The district adopted three ethnic studies courses grounded in Liberated Ethnic Studies, a doctrine that stresses that the forces of white supremacy and capitalism are continuing to oppress minorities. It has made the conflict in Israel, which it characterizes as an oppressor state and a modern example of  “white settler colonialism,”  a central element in its curriculum.

    Promoted by the Liberated Ethnic Studies Model Curriculum Consortium as an alternative to the mainstream state-adopted ethnic studies curriculum framework, the liberated approach has been adopted by more than two dozen school districts in California.

    Emails, documents, text messages, and chats obtained by attorneys during the discovery process revealed Santa Ana steering committee members’ biases. In a summary of the remarks submitted to the court, one unnamed member referred to the Jewish Federation of Orange County as “racist [Z]ionists” to whom the district should not “cave.” Additionally, in a chat, the same employee referred to the lone Jewish member of the steering committee as a “colonized Jewish mind,” as well as a “pretender,” a “f—— baby,” and as “stupid” because of the person’s reservations about some of the committee’s work.

    In an online chat, the Jewish member summarized what he heard as members were preparing to meet with the Jewish Federation: “Jews greatly benefit from White privilege and so have it better,” and “We don’t need to give both sides. We only support the oppressed, and the Jews are the oppressors.”

    According to the lawsuit, the federation had asked to contribute its perspective to the committee. Instead, the committee worked “under the radar” to avoid public scrutiny. When deciding when to present two proposed ethnic studies courses to the board, two senior district officials in text messages suggested scheduling it on a Jewish holiday so that Jews would not attend.

    “We may need to use Passover to get all new courses approved,” one suggested.  The other official responded, “That’s actually a good strategy.” 

    In March 2023, the steering committee submitted the proposed World Geography and World Histories ethnic studies courses to the school board. There was no discussion, public comment or presentation by the select committee. The plaintiffs’ memorandum said the agenda item consisted of “merely reading the titles of the courses. The entire ‘presentation’ was over in less than 30 seconds.”

    The school board approved the courses at a subsequent meeting, again without discussion. Jewish residents learned about the courses’ content only after their adoption, the lawsuit claimed.

    “There is reason to require that meetings have to be open to the public,” Miller said. “When nobody is watching, people will be left to their own prejudices.”’

    Details of the settlement

    Other points in the agreement include:

    Santa Ana’s previous steering committee and subcommittee that created the ethnic studies courses will be abolished.

    The superintendent, not the school board, will appoint members to future committees considering an ethnic studies course; board members will not be involved in that work until the final approval process.

    The district will recognize that the Israeli-Palestinian conflict is a controversial issue; as such, any classroom instruction or curriculum will comply with the district’s own policy on dealing with controversial issues. Many districts have adopted a similar document consistent with state law. Among the provisions:

    • The issue provides opportunities for critical thinking, for developing tolerance, and for understanding conflicting points of view
    • All sides of the issue are given a proper hearing using established facts and primary evidence.
    • Teachers do not use their positions to press their own bias
    • The discussion does not reflect adversely on anyone because of their race, sex, color, creed, national origin, ancestry, handicap or occupation.

    To create the ethnic studies courses, Santa Ana hired the Xicanx Institute for Teaching and Organizing (XITO); its leader, Sean Arce, is a team member of the Liberated Ethnic Studies Model Curriculum Consortium. According to records, the district contracted $300,663 for its services, plus $79,200 for another Liberated ethnic studies contractor. Under the agreement, the district will stop using XITO’s services and any individuals associated with it.

    Arce did not respond to a request for comment.

    Under the agreement, Ethnic Studies World Geography; Ethnic Studies World Histories; and Ethnic Studies Honors: Perspectives, Identities and Social Justice courses can continue for the rest of 2024-25 under the condition that materials and instruction with claims like “the existence of Israel is a racist endeavor” will not be taught — unless done so in a way that complies with the controversial issues policy. A glossary by the Liberated Ethnic Studies Model Curriculum Coalition will be stripped from the courses.

    The district may have time to create new courses. A 2021 state law would require that school districts offer a semesterlong ethnic studies course starting in fall 2025 and that students must take it to graduate as of 2030-31. However, Assembly Bill 101 requires funding to become a mandate, and the Legislature and Gov. Gavin Newsom have not provided money so far. Last month, Newsom did not include ethnic studies funding in his proposed 2025-25 state budget.

    The district will also reimburse $43,091 in plaintiff lawyers’ direct costs, like filing expenses. But the agreement did not cover attorney fees, which would easily have been so much more than the direct costs, at a time when the district faces laying off up to 300 employees.  The law firm Covington and Burling, doing pro bono work, and the Anti-Defamation League were co-counsels on the case,

    Miller said that was a deliberate choice in the negotiations. “Money was not the main goal of the lawyers,” she said. “Making systemic change was.” 





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  • What does threatened federal funding do for California K-12 schools? | Quick Guide

    What does threatened federal funding do for California K-12 schools? | Quick Guide


    Students read and write at Frank Sparkes Elementary in Winton School District in Madera County.

    Credit: Zaidee Stavely / EdSource

    Este artículo está disponible en Español. Léelo en español.

    The U.S. Department of Education alarmed school leaders last week by threatening to withhold federal funding from schools and colleges that do not abandon “diversity, equity and inclusion” programs. President Donald Trump has also threatened to withhold federal funding from states or schools that allow transgender students to play sports on teams that align with their gender identity.

    It is unclear exactly which federal funding could be targeted to be cut from schools. There are several different educational programs funded by the federal government. Many of these programs have been approved in federal legislation since the Elementary and Secondary Education Act of 1965 and have continued in the current Every Student Succeeds Act (ESSA).

    California K-12 schools received about $8 billion in federal funding in 2024-25, according to the Legislative Analyst’s Office — about 6% of total K-12 funding. Federal funding may represent a much larger percentage of the budget in some districts, particularly those in rural areas.

    Elizabeth Sanders, a spokesperson for the California Department of Education, emphasized that federal education funds “are appropriations made by Congress and would need to be changed by Congress, not by an executive order.”

    Below are some of the largest K-12 programs funded by the U.S. Department of Education. All numbers were provided by the California Department of Education for the fiscal year 2024-25, unless otherwise specified.

    Students from low-income families (ESSA, Title I, Part A) — $2.4 billion

    California school districts and charter schools with large numbers of students from low-income families receive funding from Title I, intended to make sure children from low-income families have the same opportunities as other students to receive a high-quality education. Schools where at least 40% of students are from low-income families can use these funds to improve education for the entire school. Otherwise, schools are expected to use the funds to serve low-income students achieving the lowest scores on state assessments.

    Students with disabilities (Individuals with Disabilities Education Act) — $1.5 billion

    This funding is specifically to help school districts provide special education and services to children with disabilities. Under the federal Individuals with Disabilities Education Act, children with disabilities are entitled to a free public education in the “least restrictive environment” — meaning as close as possible to the education offered to peers who do not have disabilities.

    The state also receives funding for serving infants and toddlers with disabilities and their families and preschoolers with disabilities.

    Training, recruiting and retaining teachers and principals (ESSA, Title II) — $232 million 

    These grants, called Supporting Effective Instruction, can be used for reforming teacher and principal certification programs, supporting new teachers, providing additional training for existing teachers and principals, and reducing class size by hiring more teachers. The goal is to make sure that all students have high-quality principals and teachers in their schools.

    English learners and immigrant students (ESSA, Title III, Part A) — $157 million

    California schools use this funding to help recent immigrant students and students who speak languages other than English at home to learn to speak, read and write English fluently, to learn other subjects such as math and science, and to meet graduation requirements.

    Student support and academic enrichment (ESSA, Title IV) — $152 million

    These grants are intended to make sure all students have access to a well-rounded education. Programs can include college and career guidance, music and arts education, science, technology, engineering and mathematics, foreign language, and U.S. history, among other topics. In addition, funding can be used for wellness programs, including prevention of suicide, violence, bullying, drug abuse and child sexual abuse. Finally, funds can be used for improving the use of technology in the classroom, particularly for providing students in rural, remote and underserved areas expanded access to technology.

    Before- and after-school programs (ESSA, Title IV, Part B) — $146 million 

    The 21st Century Community Learning Centers grants are for expanding or starting before- and after-school programs that provide tutoring or academic help in math, science, English language arts and other subjects. These grants are intended particularly to help students who attend high-poverty and low-performing schools.

    Migratory students (ESSA, Title I, Part C) — $120 million

    These funds are used for programs to help students whose parent or guardian is a migratory worker in the agricultural, dairy, lumber, or fishing industries and whose family has moved during the past three years.

    Impact Aid (ESSA, Title VII) — $82.2 million, according to the Education Law Center

    These programs help fund school districts that have lost property tax revenue because of property owned by the federal government, including Native American lands, and that have large numbers of children living on Native American land, military bases, or federal low-rent housing. The money can be used for school construction and maintenance, in addition to teacher salaries, advanced placement classes, tutoring, and supplies such as computers and textbooks.

    Career and technical education (Perkins V) — $77 million

    This funding is aimed at programs that help prepare students for careers and vocations, including “pathway programs” in high schools.

    State assessments (ESSA, Title I, Part B) — $27 million

    This funding is used to develop and administer state assessments, such as the California Assessment of Student Performance and Progress and the English Language Proficiency Assessments of California.

    Children in juvenile justice system and foster care (ESSA, Title I, Part D) — $17 million

    This funding is labeled for “prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk.” It is intended to improve education for children in juvenile detention facilities and other facilities run by the state.

    Homeless children (McKinney-Vento Act) — $15 million

    This federal funding is specifically to serve children who are experiencing homelessness, as defined by the McKinney-Vento Act, which includes children whose families are sharing housing with others because they lost housing or because of economic hardship. The funds can be spent on a variety of different things, including identifying homeless students, tutoring and instruction, training teachers and staff to understand homeless students’ needs and rights, referring students to health services, and transportation to help students get to school.

    Small rural schools (ESSA, Title V, Part B, 1) — $7.9 million, according to the Education Law Center

    These federal funds are available to rural school districts that enroll fewer than 600 students or are located in counties with fewer than 10 people per square mile.

    School breakfast and lunch (child nutrition programs) — $5.7 million

    This funding from the U.S. Department of Education supplements a much bigger amount of funding from the U.S. Department of Agriculture ($2.6 billion in 2023, according to the Public Policy Institute of California), to help provide free breakfast and lunch to low-income students during the school year, meals and snacks during after-school programs, and meals for low-income children during the summer.

    Low-income rural schools (ESSA, Title V, Part B, 2) — $5 million

    These federal funds are available to rural school districts where at least 20% of students are from families with incomes below the poverty line.

    Native American students (ESSA, Title VI) — $4.6 million, according to the Education Law Center

    This funding goes to districts for programs to help Native American students, for example, tutoring in reading, math or science, after-school programs, Native language classes, programs that increase awareness about going to college or career preparation, or programs to improve attendance and graduation rates.

    Literacy (ESSA, Title II, Part B) — $3.8 million 

    This is funding for California’s Literacy Initiative, which seeks to ensure that all children are reading well by third grade.

    Competitive grants for teacher training, community schools, desegregation and more

    The U.S. Department of Education also has grants for which school districts can apply directly, rather than going through the state Department of Education. These are harder to track, but many school districts in California have received funding from these grants. 

    For example, in 2023, the department sent out $14 million in grants to help districts desegregate schools, some of which went to Oakland Unified. In 2024, Congress put aside $150 million for grants to help school districts set up full-service community schools, offering wraparound services to students and families.

    Other grants have focused on teacher preparation, career pathways and other issues. The U.S. Department of Education announced Monday that it had already canceled $600 million in grants for teacher training.

    California Department of Education staff

    According to the California Department of Education, the department receives federal funding for 875 positions, about half of which are fully funded by the federal government.





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  • In the age of AI, students urgently need access to computer science

    In the age of AI, students urgently need access to computer science


    Credit: Alison Yin for EdSource

    For school leaders, artificial intelligence (AI) might feel like the latest shiny new thing to tackle in education. 

    With ethical questions to reflect on, it may be shiny, but computer science teachers will tell you it’s not new — it’s been part of computer science education for 60 years. 

    Computer science is foundational to learning about artificial intelligence, including thinking critically about AI’s ethics and impacts, data and algorithms, and equipping students to use technology responsibly. Like learning to drive a car, it’s good to know what’s under the hood, and be aware of the dangers, troubleshoot problems, know where you’re going and how to get there safely.  If technology is driving the future, how can we prepare students to do the steering if they do not learn computer science in school?

    Yet, only 5% of California students take computer science in high school­, something we need urgent action to change.

    A high-quality computer science education offers a new way of teaching in the currency students understand best: with their technological devices. Learning to think computationally — using algorithms to construct learning — can be a tool for engaging students to think critically about technology’s influence in making meaning of their world. Whether we like it or not, the choice facing us now is: either we teach students how to use technology safely and be justice-minded creators of it, or risk students’ harm of getting used and manipulated by it.

    Despite widespread use of technology, school leaders are overwhelmed with decisions about teaching with AI tools and teaching about artificial intelligence in the classroom. Research conducted by the UCLA Computer Science Equity Project affirms that administrators struggle to juggle their overflowing plate of responsibilities. But instead of seeing AI as yet another thing to fit into the school schedule — one of the main reasons more schools aren’t offering computer science — understanding how it’s part of a high-quality computer science education can help expand access to this foundational learning.

    California’s computer science (CS) strategic implementation plan serves as a road map to realizing the state’s vision that all schools offer computer science education and all teachers are prepared to teach it. To make good on that plan, the Legislature funded the Educator Workforce Investment Grant, to provide professional learning in computer science for thousands of California’s educators. This comprehensive model of professional development, Seasons of CS, equips educators with knowledge and skills to engage students with culturally responsive curriculum and pedagogy aligned with the state’s computer science standards (which classifies AI as a sub-discipline of computer science).

    California, a hub of innovation across industries, has made significant efforts to prioritize equity, access and engagement in computer science education, but remarkably, California lags behind the national average and 38 other states in the percentage of high schools offering at least one computer science course. As of 2021, just 34% of schools serving high proportions of Black, Indigenous, Latino, and Pacific Islander students offered computer science courses, compared with 52% of schools serving a greater proportion of white and Asian students. Despite student interest in computer science, not enough schools prioritize it because they are not held accountable for it by the state.

    Yet, exposure to computer science can impact college majors and increase earnings, especially for students of color who are underrepresented in computer science. 

    Educators need support bringing computer science to every student, regardless of their background, and school leaders have a role to play in bridging this gap. District and county-level supervisors can leverage state-level initiatives like the Math, Science, Computer Science Partnership Grant to build a pathway with more computer science class offerings that are integrated into other subjects.

    To ensure every student has access to this foundational knowledge that prepares them for college, careers and community engagement, every school should offer computer science education. This year, Assemblymember Marc Berman is re-introducing legislation that will add California to the list of states whose schools are required to offer CS. Assembly Bill 887 would require every high school to offer at least one course in computer science by the 2028-29 school year, with support for schools in rural and urban areas.

    Regardless of a student’s post-high school plan, computer science can help students grapple with the good and bad of technology, including effects of social media, biased algorithms that lead to inequitable outcomes, and controversial issues around privacy and disinformation that influences our democracy. All students should have access to the foundational learning computer science provides, building critical skills for our students’ future, no matter whether their future career is in tech or not.

    It’s not easy keeping up with the rapid change of technology’s newest tools, but one thing is clear: Computer science education can inspire students to become competent and confident navigating online life. Expanding access to opportunities to teach and learn computer science and ensuring all schools offer it, will help respond to the ever-changing landscape of technology and prepare students for our digital future.

    •••

    Julie Flapan is a researcher, educator and the director of the Computer Science Equity Project at UCLA Center X, School of Education and Information Studies and co-lead of the CSforCA coalition.

    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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  • Whitman College – Edu Alliance Journal


    March 17, 2025, by Dean Hoke: This profile of Whitman College is the sixth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1859, Whitman College is a private liberal arts institution located in Walla Walla, Washington. Its 117-acre campus blends historic architecture with modern facilities, creating an inviting environment for academic pursuits and campus life. Originally established as a seminary, Whitman transitioned to a secular liberal arts institution in the early 1880s and has since garnered recognition for its academic rigor, liberal arts commitment, and tight-knit community.

    Whitman prides itself on a student-to-faculty ratio of 9:1, facilitating personalized education. Approximately 1,500 students from across the United States and internationally enroll at Whitman, attracted by its personalized instruction and strong emphasis on experiential learning.

    Curricula

    Whitman College offers over 45 majors and numerous minors spanning the arts, humanities, sciences, and social sciences. Popular disciplines include Environmental Studies, Political Science, Psychology, Economics, and Biology. The curriculum, deeply rooted in the traditional liberal arts, continues to evolve, notably introducing two new majors in Fall 2023: Brain, Behavior & Cognition (Neuroscience) and Ethics & Society, reflecting increasing student interest in neuroscience and applied ethics.

    One hallmark program at Whitman is Semester in the West, a unique field-based study experience where students engage directly with environmental and policy research across the American West. Additionally, Whitman’s Encounters Program forms a cornerstone of the first-year academic experience, promoting critical thinking and interdisciplinary learning.

    Graduate outcomes at Whitman are exceptional, with nearly 70% of alumni enrolling in graduate or professional programs within five years of graduation. The six-year graduation rate stands at an impressive 88%, among the highest for liberal arts colleges in the Pacific Northwest.

    Strengths

    • Strong Post-Graduate Outcomes: Over 91% of Whitman graduates secure employment or enroll in graduate programs within six months after graduation, highlighting the institution’s effectiveness in preparing students for professional success.
    • Experiential Learning: More than 80% of students participate in internships, research, or off-campus programs such as Semester in the West and the Whitman in China teaching fellowship, exemplifying Whitman’s commitment to hands-on learning experiences.
    • Prestigious Recognition: Whitman students consistently win competitive fellowships and awards, including Fulbright grants, Watson Fellowships, and NSF Fellowships. Since 2000, students have secured more than 600 awards.
    • Sustainability and Outdoor Leadership: Whitman’s Outdoor Program provides extensive opportunities for students to engage in activities like hiking, kayaking, skiing, and environmental stewardship, reflecting the institution’s emphasis on sustainability and outdoor leadership.
    • Financial Strength and Support: Despite its modest enrollment, Whitman maintains a substantial endowment nearing $800 million. This financial strength enables the college to offer robust financial aid packages, greatly reducing costs for middle-income families and improving access.

    Weaknesses

    • Geographic Isolation and Limited Visibility: Whitman’s location in Walla Walla presents both advantages and challenges. While the picturesque rural setting fosters a tight-knit community, the distance from major urban centers—roughly four hours from Seattle or Portland—can deter prospective students seeking metropolitan amenities. Consequently, Whitman must invest heavily in marketing and recruitment to attract students beyond the Pacific Northwest.
    • Dependence on Tuition Revenue: While Whitman is financially stable, its operating model remains heavily reliant on tuition, with endowment payouts currently covering around 40% of operational expenses. This reliance necessitates careful financial management and continued growth in the endowment.
    • Enrollment and Demographic Trends: Like many liberal arts colleges, Whitman faces a national decline in the traditional college-age population, coupled with increased competition for top-tier students. In response, Whitman has significantly expanded merit-based and need-based financial aid packages, currently averaging a tuition discount rate over 50%. To address demographic challenges, Whitman is actively broadening its applicant pool through partnerships with organizations such as the Posse Foundation and Matriculate.

    Economic Impact

    Whitman College is a significant economic driver in Walla Walla. It is among the largest employers in the region, accounting collectively for roughly 1,600 jobs in Walla Walla County​.

    Beyond direct employment, Whitman attracts thousands of students and visitors to the area each year, which boosts the local hospitality and retail sectors. Students spend on housing, groceries, dining, and entertainment in town, and their families visit for events like orientation, Family Weekend, and Commencement, filling hotels and restaurants​. The tourism bureau has even created guides for families visiting their “scholars” at Whitman, recognizing the economic benefit of college-related travel​.

    Whitman also fosters long-term regional economic growth through strategic partnerships. A key example is the Gateway Program, in collaboration with Walla Walla Community College, which encourages community college students—particularly first-generation and low-income students—to pursue four-year degrees at Whitman. These initiatives enhance local educational attainment and create a talent pipeline beneficial to the regional economy. Additionally, Whitman engages actively with the Confederated Tribes of the Umatilla Indian Reservation, supporting educational and cultural initiatives that enrich the local community.

    Enrollment Trends As of Fall 2024, Whitman enrollment is 1,561 students. Over the past decade, enrollment has slightly increased despite national declines in liberal arts college applications and the COVID crisis. To counteract demographic shifts, Whitman has expanded financial aid offerings and enhanced recruitment efforts in the Western U.S., international markets, and underrepresented student populations.

    Degrees Awarded by Major In the 2023 graduating class, ​Whitman College conferred degrees across various disciplines.

    Alumni

    Whitman College boasts a vibrant alumni network comprising over 18,000 graduates worldwide. Alumni connections are notably strong in the Pacific Northwest, California, and Washington, D.C., providing substantial networking opportunities through programs such as “Whitties Helping Whitties.” This network significantly aids in securing internships, job placements, and mentoring opportunities for current students.

    Notable Alumni

    • Adam West (Class of 1951) – Actor best known for portraying Batman in the 1960s television series.
    • William O. Douglas (Class of 1920) – U.S. Supreme Court Justice, serving from 1939 to 1975.
    • John W. Stanton (Class of 1977)- Chairman of the Board Trilogy Partners and majority owners of the Seattle Mariners.
    • Peter Adkison (Class of 1985) – Founder of Wizards of the Coast, publisher of Magic: The Gathering.
    • Dorothy Marie “Dottie” Metcalf-Lindenburger (Class of 1997) is a retired American astronaut. She was a high school science teacher when she was selected in 2004 as an educator mission specialist. 
    • Holly Brooks (Class 2004) – Winter Olympian in Nordic Skiing

    Endowment and Financial Standing

    As of 2024, Whitman College’s endowment is valued at nearly $800 million. While this places Whitman on solid financial footing, the college remains largely tuition-dependent. In the 2024–25 budget year, the endowment payout will cover over 40% of Whitman’s operating expenses, which significantly reduces reliance on tuition revenue.​

    Whitman College Endowment Growth:

    Whitman’s financial aid program has expanded in recent years, aiming to increase affordability and access for students from all economic backgrounds. Forbes 2023 Financial Health Evaluation gave Whitman a B+ grade and a financial grade of 3.345  out of 4.5. Whitman enters 2025 in a favorable financial position.​

    Why is Whitman College Important?

    • Academic Excellence: Whitman College maintains a challenging liberal arts curriculum that prepares students for a wide range of careers and graduate studies.
    • High Graduate Success Rates: With 91% of graduates employed or in graduate school within six months, Whitman produces competitive and well-rounded professionals.
    • Experiential Learning and Outdoor Leadership: Signature programs such as Semester in the West and the Outdoor Program allow students to engage in real-world learning.
    • Sustainability and Civic Engagement: Whitman plays a key role in environmental advocacy, sustainability, and community service.

    With its strong academic reputation, experiential learning opportunities, and commitment to sustainability, Whitman College remains a leading liberal arts institution in the Pacific Northwest.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. 



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  • Cal Poly Humboldt will cover gap between tuition and aid for eligible students next fall

    Cal Poly Humboldt will cover gap between tuition and aid for eligible students next fall


    A new initiative at California State Polytechnic University, Humboldt, seeks to allay students’ doubts about whether they can afford to enroll there. If there is a gap remaining after traditional financial aid awards, Humboldt says it will pick up the balance starting in the fall.

    Cal Poly Humboldt’s Green & Gold Guarantee makes it the second among the 23 California State University (CSU) campuses to launch a last-dollar tuition guarantee after California State University, Fresno began one last fall. Based on previous enrollment trends, the Humboldt program could cover as many as 2,000 students a year.

    The average award is expected to fill a gap of roughly $200 on average, not an enormous amount on its own but enough to provide a sense of stability to worried students, officials say. And by attracting and keeping more students, Humboldt hopes to continue its climb back from a drastic enrollment drop in the past decade. 

    Chrissy Holliday, Humboldt’s vice president for enrollment management and student success, said students will learn whether they are eligible for the guarantee soon after submitting financial aid applications, rather than having to wait for their entire aid package to be determined in detail. “It creates just a level of certainty that they wouldn’t have otherwise,” she said. 

    Cal Poly Humboldt’s guarantee program is open initially to new first-year and transfer students who are California residents or otherwise qualify for in-state tuition and meet financial criteria. It can continue for up to four years for full-time students and two for transfers. There is no separate application after filing the usual Free Application for Federal Student Aid (FAFSA) or the California Dream Act Application. The guarantee at the campus of roughly 6,000 students covers tuition and mandatory fees — such as those used to fund health services and the student center — but does not cover other expenses like food and housing.

    Admissions trends suggest the program could benefit hundreds of incoming students, if not more. Cal Poly Humboldt estimates that 300 first-time students per year would have received the guarantee in 2023 and 2024 if the program had existed. The university additionally admitted an average of 1,700 applicants who would have been eligible had they chosen to enroll at Humboldt. 

    “When it comes to programs like this, it’s so, so helpful to students that are low-income, maybe first-generation, whose primary barrier to college access is going to be financial aid,” said Rachel Perry, who assists high school students with financial aid applications through her work with the North Coast California Student Opportunity and Access Program Consortium. “There are so many students who I see at my workshops every week that are discouraged because they feel like, ‘Even if I get some financial aid, is it going to be enough?’”

    California State University, Fresno, launched a similar initiative, Tuition Advantage, in fall 2024. Phong Yang, the interim vice president for student affairs and enrollment management at Fresno State, said the program is a response to concerns from students who report in surveys that “the cost of college is always towards the top of their priorities.” Given that reality, university officials were also concerned about how the troubled rollout of the 2024-25 Free Application for Federal Student Aid might impact prospective students.

    In its first year, Fresno State awarded 111 students between $70 and $3,300 through Tuition Advantage, Yang said, at a total cost of roughly $200,000. It’s hard to gauge whether the new program was a deciding factor for those students in its first year, he added, but enrollment rose 3.6% this fall from 2023.

    Students weighing whether to pursue a college degree may have difficulty estimating how much their education will cost because the sticker price on many academic programs can deviate from students’ actual costs after scholarships, financial aid and loans. Living expenses can also add to students’ overall cost of attendance, adding to unpredictability.

    At Cal Poly Humboldt, a full-time, first-time undergraduate living off campus with family and receiving in-state tuition could expect expenses of $12,316 a year including food, housing and other costs before aid, according to federal data for the 2022-23 school year. An in-state student living on campus faced estimated expenses of $24,856 before aid. 

    But if a student qualifies for financial aid, that won’t be their final price tag. At Cal Poly Humboldt, in-state undergraduates in the lowest income bracket — those with a family income of $30,000 or less — faced an average net price of $8,090 for all costs in the 2022-23 school year after average aid awards, the most recent data available. Those in the next-highest income bracket, which is capped at $48,000, had an average net price of $9,623.

    The Green & Gold Guarantee could reduce tuition and fee costs further for selected students. Eligibility will be based on a measure of financial need called the student aid index, which is calculated when students apply for state or federal assistance to attend college. Manny Rodriguez, the director of policy and advocacy in California for The Institute for College Access & Success, said the program seems like it will support low- to moderate-income students, including those who receive a minimum or partial Pell Grant, a common form of federal aid. It also could support students who do not qualify for a Cal Grant because of factors like age or time out of high school, he said, even though they are Pell-eligible.

    Students who take a break from school or return to Humboldt after transferring to another institution lose eligibility. The guarantee is also not open to students in graduate, credential or extended education programs, nor to students who entered Humboldt before fall 2025.

    To be eligible, students must also be enrolled full time, maintain at least a 2.0 GPA and renew their financial aid application annually.

    Cal Poly Humboldt, formerly Humboldt State, has in recent years transitioned to a polytechnic university, concentrating more on science, technology, engineering and mathematics programs. 

    The university in far Northern California anticipated that its polytechnic status would bring a wave of new students after a period of decline. That prediction has proven at least partially true: The student body grew 5% between 2021, the year before its name change became official, and fall 2024. However, overall enrollment remains more than 30% lower than a decade ago in 2015. While Cal Poly Humboldt’s beautiful location attracts students, others have felt too far away from metro areas around the state. 

    Cal State data shows that another challenge has been retaining students who are already enrolled. Though Cal Poly Humboldt’s first year continuation rate has risen slightly in recent school years, it still lags most of its sister campuses in the CSU system. Across the CSU system, 83% of full-time, first-time freshmen who started in fall 2023 continued to a second year, while a slimmer 76% of Cal Poly Humboldt first-year students returned to the campus for year two. 

    Mary Mangubat, a Cal Poly Humboldt student who participates in the Students for Quality Education internship program, which is funded by the California Faculty Association, said one of her concerns about the Green & Gold Guarantee is that it’s not open to current students. “We as continuing students don’t get a lot of support or outreach from the university,” Mangubat said, “and so people often can’t sustain themselves here on this campus and they transfer out.” 

    The university anticipates that the program will cost about $82,000 annually. In its first year, it will receive one-time funding from the university’s contract with food vendor Chartwells, Humboldt VP Holliday said, and will be funded by tuition revenue going forward.

    This post has been updated with the legal name of California State University, Fresno.





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  • California takes a big step in how it measures school performance, but there’s still more to do

    California takes a big step in how it measures school performance, but there’s still more to do


    Credit: Alison Yin / EdSource

    Accountability has been a central plank in California’s — and our nation’s — school reform efforts for over two decades. Over nearly that entire period, California has been criticized (including by me) for being one of the few states that does not include a measure of student achievement growth in our accountability system. The current approach, exemplified in the California School Dashboard, rates schools on their average performance levels on the state’s standardized tests, and on the difference between the school’s average performance this year and last year.

    But the state doesn’t have, and has never had, a student-level growth model for test scores. Student-level growth models are important because they do a much better job than the state’s existing measures of capturing school effectiveness at improving student achievement. This is because growth models directly compare students to themselves over time, asking how much individual children are learning each year and how this compares across schools and to established benchmarks for annual learning. The crude difference models the state currently displays in the dashboard could give the wrong idea about school performance, for instance, if there are enrollment changes over time in schools (as there have been since the pandemic).

    Growth models can help more fairly identify schools that are often overlooked because they are getting outsize results with underserved student groups. In other words, they send better, more accurate signals to report card users and to the state Department of Education about which schools need support and for which students. Along with Kansas, California has been the last holdout state in adopting a report card that highlights a growth model.

    Though the state’s task force on accountability and continuous improvement, on which I served, wrapped up its work and recommended a growth model almost nine years ago, the process of adopting and implementing a growth model has been — to say the least — laborious and drawn-out. Still, I was delighted to see that the California Department of Education (CDE) has finally started providing growth model results in the California School Dashboard! This is a great step forward for the state.

    Beyond simply including the results in the dashboard, there are some good things about how the state is reporting these growth model results. The growth model figures present results in a way I think many users will understand (points above typical growth), and results for different student groups can be easily viewed and compared.

    There is a clear link to resources to help understand the growth model, too. The state should be commended for its efforts to make the results clear and usable in this way.

    It doesn’t take a detailed look at the dashboard to see, however, that there are some important fixes that the State Board of Education should require — and CDE should adopt — as soon as possible. Broadly, I think these fixes fall into two categories: technical fixes about presentation and data availability, and more meaningful fixes about how the growth model results are used.

    First, the data are currently buried too deeply for the average user to even find them. As far as I can tell, the growth model results do not appear on the landing page for an individual school. You have to click through using the “view more details” button on some other indicator, and only then can you see the growth model results. The growth model results should, at minimum, be promoted to the front page, even if they are put alongside the other “informational purposes indicator” for science achievement. A downloadable statewide version of the growth model results should also be made available, so that researchers and other interested analysts can examine trends. Especially in light of the long shadow of Covid on California’s students, we need to know which schools could benefit from more support to recover.

    Second, the state should prioritize the growth model results in actually creating schools’ dashboard ratings. Right now, the color-coded dashboard rating is based on schools’ status (their average scale score) and change (the difference between this year’s average score and last year’s). It would be much more appropriate to replace the change score with these growth model results.

    There are many reasons why a growth model is superior, but the easiest to understand is that the “change” metrics the state currently uses can be affected by compositional changes in the student body (such as which kinds of students are moving into and out of the school). Researchers are unanimous that student-level growth models are superior to these change scores at accurately representing school effectiveness. Even for California’s highly mobile student population, growth models can accommodate student mobility and give “credit” to the schools most responsible for each child’s learning during that academic year.

    To be sure, I think there are other ways the dashboard can likely be improved to make it more useful to parents and other interested users. These suggestions have been detailed extensively over the years, including in a recent report that dinged the state for making it difficult to see how children are recovering post-Covid.

    The adoption of a growth model is a great sign that the state wishes to improve data transparency and utility for California families. I hope it is just the first in a series of improvements in California’s school accountability systems.

    •••

    Morgan Polikoff is a professor at the University of Southern California’s Rossier School of Education.

    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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  • Texas: The Sordid Story Behind the Passage of Vouchers

    Texas: The Sordid Story Behind the Passage of Vouchers


    It was no secret that Governor Abbott was intent on passing voucher legislation by any means necessary. In 2024, he called four special sessions to demand a voucher law, offering a big increase in public school funding as a sweetener. A coalition of rural Republicans and Democrats voted them down again and again. Rural Republicans know that their schools are the most important institution in their community. They know the teachers and the principal. They and everyone else in the community support the school and its activities. In rural areas, the public school is not only the hub of community life, but the largest contributor to the economy.

    With the help of out-of-state billionaires and home-grown evangelical billionaires, Abbott succeeded in defeating most of the Republicans who opposed vouchers. He blatantly lied about them, claiming they opposed his tough tactics at the border (they didn’t), he claimed they didn’t support increased funding for their local schools because they voted against his bribe. He blanketed their districts with lies.

    The Houston Chronicle tells a straightforward account of how the voucher vote went down, based on Abbott’s strong arm tactics. Fear won.

    Benjamin Wermund and Edward McKinley of The Houston Chronicle wrote the back story:

    Pearland Republican Jeff Barry has long been skeptical of school vouchers, but on Thursday morning he voted to create what could become the largest voucher program in the nation. 

    Barry, a freshman House lawmaker, said it felt like he had no choice. 

    “If I voted against it I would have had every statewide and national political…figure against me – not to mention all of my bills vetoed,” Barry wrote in a post responding to one user who called his support for the measure a “betrayal.”

    He added: “The consequences were dire with no upside at all.” 

    Barry wasn’t the only Republican House member who felt cornered after an unprecedented, years-long pressure campaign by Gov. Greg Abbott to bend the chamber to his will. 

    Only two GOP members joined Democrats in opposing the measure on Thursday, a remarkable turnaround from their widespread opposition to vouchers just a few years ago. It was a major vindication of Abbott’s governing approach of strong-arming lawmakers into submission. 

    Where his predecessors, including Gov. Rick Perry, often cozied up to members of the Legislature, Abbott has looked to exploit their weaknesses. His success on what was once seen as an impossible issue marks a potentially major power shift in state leadership, where lieutenant governors have long been seen to hold as much or more power than the governor, because of their control over the Senate. 

    “What Perry got by finesse, Abbott gets by force — and that definitely matters for the power structure,” said Brandon Rottinghaus, a political scientist at the University of Houston. “He, through expending a tremendous amount of political capital and money, was able to reshape the Republican party in his image. That’s something very few governors have been able to do.”

    Abbott spent months on the road advocating for vouchers and poured nearly $12 million into unseating fellow Republicans who opposed the same legislation in 2023. Ahead of the vote this month, he met privately with GOP lawmakers on the fence, and on Wednesday morning he gathered the caucus for a call from President Donald Trump, who not-so-subtly reminded them of his success rate in Texas GOP primaries. 

    Just four years ago, before Abbott began seriously campaigning for vouchers, four out of five House members publicly opposed the thought of using taxpayer dollars for private education. That included House Speaker Dustin Burrows and state Rep. Brad Buckley, the education committee chairman who carried the bill this year in the House. 

    Just one of the remaining Republican holdouts voted the same way early Thursday morningas they did in 2021: state Rep. Gary VanDeaver of New Boston, who narrowly survived a primary runoff election last year against an Abbott-backed challenger.

    State Rep. Drew Darby, R-San Angelo, also defeated one of Abbott’s primary challengers last year. He voted for vouchers this time, calling it a pragmatic move to retain at least some modicum of leverage.

    “We made this decision with a clear understanding: the bill would pass with or without our support,” Darby wrote on social media shortly after the vote. “Rather than stand by, we chose to stay in the fight, negotiating critical amendments to reduce the impact on our communities.”

    Those concessions included annual public audits of the voucher program and its contractors, clarified residency requirements for participants, a requirement that private schools be accredited for at least two years before participating and a permanent one-fifth cap of slots going to students from families that make more than 500% of the federal poverty line — or $160,750 for a family of four. 

    One of the aims, Darby and others said, was to block unproven private schools from popping up in areas with few other options, just to access the new state dollars. And critics hoped to prevent existing private school students with wealthy families from taking up a bulk of the voucher slots, as has happened in other states.

    Darby’s wife, Clarisa Darby, also posted online that not backing vouchers would have jeopardized billions of dollars in new public school funding for teacher raises and special education.

    “School funding would be cut by the Senate in retribution and bills affecting our west Texas economy had a high chance of being vetoed if they voted against the bill,”  she wrote. “Bills affecting school funding, oil, gas, water, jobs, ASU, Howard College, are too important to be vetoed.”

    Ahead of the vote Wednesday night, state Rep. James Talarico, an Austin Democrat, accused Abbott of intimidating Republican colleagues with the threat of a primary “bloodbath.” 

    “No one including the governor should ever threaten a lawmaker,” Talarico said. “We do not serve the governor, we serve our constituents.” 

    Abbott’s office denied the claim. But whether threats were real or implied, House Republicans were clearly feeling the heat after Abbott’s all-out offensive in last year’s primaries. 

    “He’s working behind the scenes to make sure he’s got the vote. There’s no question about that,” state Rep. Sam Harless, a Spring Republican, said Wednesday as the voucher debate was beginning. 

    Trump’s call Wednesday morning helped quash any lingering doubts among Republicans.

    “Many of you I’ve endorsed, and I’ll be endorsing,” Trump told the members. “I won Texas in a landslide. Everybody who was with me got carried.” 

    State Rep. Wes Virdell, who campaigned on supporting school vouchers, said earlier this week it was “no secret that the governor is pressuring a lot of people” to support the proposal. 

    Steve Allison, a former Republican state lawmaker from San Antonio who lost his seat to an Abbott-backed challenger after opposing vouchers last session, said he liked the changes fought for by Darby and others but would have still voted against the bill.

    “I think that members need to prioritize their districts… and I think that was interfered with here, not just in (my) district but elsewhere,” he said, adding that he’d spoken with several current lawmakers who’d been threatened by Abbott. He declined to say who. “It’s just unfortunate what the governor did,” Allison said.

    The House GOP shift on vouchers stretched all the way to its top leadership. Even as he has helped block voucher legislation in the past, newly-elected Speaker Dustin Burrows was a vocal champion of the bill this year, appearing at multiple events with Abbott. 

    “Speaker Burrows was the real X factor in the debate,” said John Colyandro, a former Abbott adviser who lobbied for the legislation. 

    Burrows took the gavel from state Rep. Dade Phelan, one of only two Republicans to vote against the bill. 

    As speaker, Phelan had not openly opposed the legislation. And heading into the speaker’s race he said he would prioritize it. 

    But before the vote, he explained he was planning to vote against it because he felt voters in his Beaumont district did not support vouchers. He wanted to put it on the ballot in November, a failed proposal offered by Talarico. 

    Phelan, who narrowly fended off a Trump-backed primary challenger last year, shrugged off the fear of political threats — real or implied. He brought up the Trump call in an interview ahead of the vote, saying he wasn’t in the room but heard audio of it. 

    Trump noted only one of his endorsed candidates lost, apparently referencing David Covey’s failed bid to unseat Phelan, though the president did not name either candidate. 

    “He said he went 42 and 0,” Phelan said. “And then he remembers he lost one.”



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  • How CSU campuses are helping more students graduate on time, without debt

    How CSU campuses are helping more students graduate on time, without debt


    Student para-planners at the Chico State Financial Wellness Clinic provide the campus community with free financial planning and education services overseen by a licensed financial planner.

    Credit: Jessica Bartlett / Chico State

    There’s a group of students whose fate has largely been forgotten amid the shifting political and policy landscape of higher education. It’s young people from lower-income backgrounds who are taking classes and studying while also working, caring for their families, and struggling to afford housing and basic needs, such as food.

    As the shifts continue, institutions and their allies can step up and do more to ensure these students complete their studies and realize the lifelong benefits of graduating with a bachelor’s degree. And they can do so by prioritizing affordability, recognizing that cost is often a major barrier to student success.

    Consider the example of Dejanae Wilson, who graduated from California State University, Chico, last year with a bachelor’s degree in social science. While working toward her degree, she was also caring for three younger siblings. 

    “I had a lot on my plate trying to manage our finances and keep up with my courses,” she said. 

    To ensure that Dejanae could graduate on schedule and according to plan, she turned to the recently established Financial Wellness Clinic at Chico State. Thanks to consultations with both a student and a faculty adviser at the clinic, she managed the household budget and connected to campus resources (like the Hungry Wildcat Food Pantry), which offered her family crucial support.  

    “It’s easy to get caught up in the flow of life, your job, and taking care of people — and not realize there are resources on campus that can help,” Dejanae said.

    Across California State University’s 23 campuses, administrators, faculty and students are working diligently to support students like Dejanae to complete their studies on time and according to plan. From expanding mentorship, tutoring, and academic advising, to increasing access to financial counseling, to instituting early warning systems to identify and support struggling students, campuses are piloting a range of promising approaches to support student persistence and success. These approaches often build on existing campus policies and programs, making them impactful and achievable.

    The Financial Wellness Clinic at Chico State, led by finance professor Jaycob Arbogast in the university’s College of Business and staffed by finance students, is just one example of these practical and effective strategies. This well-organized and structured program, which seamlessly integrates classroom learning with practical experience to support student needs, was recognized for its effectiveness and bestowed the prestigious Catalyst Fund award by the National Association of Higher Education Systems. The awards recognize replicable programs and strategies that California’s public colleges and universities are pursuing to remove cost as a barrier to higher education.

    At CSU Channel Islands, another innovative initiative that received Catalyst Fund support has provided additional resources to students who are struggling academically so they can stay on track and reduce the time (and costs) of earning a degree. Launched in spring 2022, the initiative targets students who have nonpassing or incomplete grades and/or other indicators that they are not progressing academically. The program connects these students to faculty and peer mentors and special, cohort-based activities where they bond with other students and develop skills and mindsets that support their persistence and success.

    Early results from the program show that participating students’ average GPAs increased, and the percentage of students who graduated or returned for the following semester was higher than that of the general student population. Interestingly, one of the key benefits students point to is how the program builds connections with peers facing similar challenges. As one student said after participating in the program, “You are able to be part of a group that becomes your family, you learn about the experiences of other students, and realize you are not alone.”

    Supporting students to persist in their studies can take several forms. At Sonoma State University, students who are the first in their family to go to college are 47% of all undergraduates. As university officials started to see a decline in retention among these “first-gen” students during the Covid pandemic, they developed an early alert system that pings a student and connects them to their adviser and other support when a faculty member reports low test scores or attendance problems. At the end of the program’s pilot year in 2023-24, 97% of first-year, first-gen students enrolled in the program ended in good academic standing and returned the following fall.

    What’s happening at Sonoma State and the other CSU campuses is part of a broader commitment to closing the equity gap in higher education across a university system that, despite its uniquely diverse student population, continues to experience racial disparities in degree completion. It was in response to these disparities that CSU set a goal to increase graduation rates between 2015 and 2025. Thanks to Graduation Initiative 2025, the system has nearly doubled its four-year graduation rate for first-year students, and undergraduates are earning their degrees faster than ever before.

    Expanding access to a bachelor’s degree and supporting student persistence and success are core functions of the higher education system. In California and across the nation, campuses are showing it’s possible to do better, even in today’s uncertain political and policy environment. All it takes is creativity and a commitment to students who might otherwise struggle to achieve their college dreams.

    •••

    Dilcie Perez is a deputy vice chancellor and chief student affairs officer for the California State University system. Monica Martinez is program director for college success at the Evelyn and Walter Haas, Jr. Fund.

    The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.





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