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  • Stephen Miller Wants to Abolish Habeas Corpus. This Is Why He Is Wrong.

    Stephen Miller Wants to Abolish Habeas Corpus. This Is Why He Is Wrong.


    Stephen Miller is the evil genius of the Trump administration. He has built his reputation as the person with the least heart or soul. He has been the loudest advocate for kicking out immigrants, as many and as quickly as possible. Miller recently proposed that the Trump administration might need to suspend habeas corpus so as to speed up the expulsion of millions of undocumented immigrants.

    Habeas corpus means literally “you should have the body.” It means that a prisoner must be brought before a court so a judge can decide if the detention is lawful.

    The U.S. Constitution guarantees the right to habeas corpus in Article I, Section 9,states that the right to habeas corpus, which is a legal procedure to ensure a person isn’t unjustly imprisoned, “shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it

    Miller said: “The writ of habeas corpus can be suspended in a time of invasion. So I would say that’s an option we’re actively looking at.”

    Legal scholar Steve Vladeck wrote that “Miller made some of the most remarkable (and remarkably scary) comments about federal courts that I think we’ve ever heard from a senior White House official.” In this post, he explains why Miller is wrong.

    He begins with Miller’s words:

    Well, the Constitution is clear. And that, of course, is the supreme law of the land, that the privilege of the writ of habeas corpus can be suspended in a time of invasion. So … that’s an option we’re actively looking at. Look, a lot of it depends on whether the courts do the right thing or not. At the end of the day, Congress passed a body of law known as the Immigration Nationality Act which stripped Article III courts, that’s the judicial branch, of jurisdiction over immigration cases. So Congress actually passed what’s called jurisdiction stripping legislation. It passed a number of laws that say that the Article III courts aren’t even allowed to be involved in immigration cases.

    Vladeck writes that Miller’s view is just plain wrong:

    I know there’s a lot going on, and that Miller says lots of incendiary (and blatantly false) stuff. But this strikes me as raising the temperature to a whole new level—and thus meriting a brief explanation of all of the ways in which this statement is both (1) wrong; and (2) profoundly dangerous. Specifically, it seems worth making five basic points:

    Firstthe Suspension Clause of the Constitution, which is in Article I, Section 9, Clause 2 is meant to limit the circumstances in which habeas can be foreclosed (Article I, Section 9 includes limits on Congress’s powers)—thereby ensuring that judicial review of detentions are otherwise available. (Note that it’s in the original Constitution—adopted before even the Bill of Rights.) I spent a good chunk of the first half of my career writing about habeas and its history, but the short version is that the Founders were hell-bent on limiting, to the most egregious emergencies, the circumstances in which courts could be cut out of the loop. To casually suggest that habeas might be suspended because courts have ruled against the executive branch in a handful of immigration cases is to turn the Suspension Clause entirely on its head.

    Second, Miller is being slippery about the actual text of the Constitution (notwithstanding his claim that it is “clear”). The Suspension Clause does not say habeas can be suspended during any invasion; it says “The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it.” This last part, with my emphasis, is not just window-dressing; again, the whole point is that the default is for judicial review except when there is a specific national security emergency in which judicial review could itself exacerbate the emergency. The emergency itself isn’t enough. Releasing someone like Rümeysa Öztürk from immigration detention poses no threat to public safety—all the more so when the release is predicated on a judicial determination that Öztürk … poses no threat to public safety.

    Third, even if the textual triggers for suspending habeas corpus were satisfied, Miller also doesn’t deign to mention that the near-universal consensus is that only Congress can suspend habeas corpus—and that unilateral suspensions by the President are per se unconstitutional. I’ve written before about the Merryman case at the outset of the Civil War, which provides perhaps the strongest possible counterexample: that the President might be able to claim a unilateral suspension power if Congress is out of session (as it was from the outset of the Civil War in 1861 until July 4). Whatever the merits of that argument, it clearly has no applicability at this moment.

    Fourth, Miller is wrong, as a matter of fact,about the relationship between Article III courts (our usual federal courts) and immigration cases. It’s true that the Immigration and Nationality Act (especially as amended in 1996 and 2005) includes a series of “jurisdiction-stripping” provisions. But most of those provisions simply channel judicial review in immigration cases into immigration courts (which are part of the executive branch) in the first instance, with appeals to Article III courts. And as the district courts (and Second Circuit) have explained in cases like Khalil and Öztürk, even those provisions don’t categorically preclude any review by Article III courts prior to those appeals.

    Toward the end of the video, Miller tries to make a specific point about whether revocations of “TPS” (temporary protected status) are subject to judicial review. Here, he appears to be talking about a California district court ruling in the TPS Alliance case, in which the Trump administration is currently asking the Supreme Court for a stay of the district court’s injunction (the appropriate remedy in case the district court erred). And as the plaintiffs’ response brief in the Supreme Court explains in detail, the district court had very good reasons for holding that it had the power to hear their case.

    I don’t mean to overstate things; some of the questions raised by the INA’s (notoriously unclear) jurisdiction-stripping provisions can get very messy. But there’s a big difference, in my view, between reasonable disagreements over the language of complex jurisdictional statutes and Miller’s insinuation that Congress has categorically precluded judicial review in these cases. It just hasn’t.

    Fifth, and finally, Miller gives away the game when he says “a lot of it depends on whether the courts do the right thing or not.” It’s not just the mafia-esque threat implicit in this statement (“I’ll make him an offer he can’t refuse”); it’s that he’s telling on himself: He’s suggesting that the administration would (unlawfully) suspend habeas corpus if (but apparently only if) it disagrees with how courts rule in these cases. In other words, it’s not the judicial review itself that’s imperiling national security; it’s the possibility that the government might lose. That’s not, and has never been, a viable argument for suspending habeas corpus. Were it otherwise, there’d be no point to having the writ in the first place—let alone to enshrining it in the Constitution.

    If the goal is just to try to bully and intimidate federal judges into acquiescing in more unlawful activity by the Trump administration, that’s shameful enough. But suggesting that the President can unilaterally cut courts out of the loop solely because they’re disagreeing with him is suggesting that judicial review—indeed, that the Constitution itself—is just a convenience. Something tells me that even federal judges and justices who might otherwise be sympathetic to the government’s arguments on the merits in some of these cases will be troubled by the implication that their authority depends entirely upon the President’s beneficence.

    ***

    It’s certainly possible that this doesn’t go anywhere. Indeed, I hope that turns out to be true. But Miller’s comments strike me as a rather serious ratcheting up of the anti-court rhetoric coming out of this administration—and an ill-conceived one at that.



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  • Opening of L.A. schools coincides with earthquake

    Opening of L.A. schools coincides with earthquake


    District Superintendent Alberto Carvalho welcomes students back to campus on Aug. 12, 2024.

    Credit: Los Angeles Unified / X

    A light 4.4-magnitude earthquake and an industrial explosion near one school rattled the Los Angeles Unified School District’s first day of school for the 2024-25 academic year on Monday.

    District Superintendent Alberto Carvalho said at a news conference on Monday afternoon at Venice High School that no LAUSD buildings were damaged in the temblor, and nobody was injured.

    He was only aware of one school — Woodrow Wilson High School — that had to evacuate. 

    Students elsewhere had to duck under their desks and stay far from windows. Meanwhile, Carvalho said LAUSD is working with the district attorney to investigate the report of a fireball and explosion near Jordan Senior High School on Monday. He said the explosion likely took place at an Atlas metal recycling plant.

    The superintendent also addressed the progress LAUSD made this past year — and provided an overview of his goals for the year to come. School board Vice President Scott Schmerelson also weighed in, along with board members Nick Melvoin and Rocio Rivas, and other district officials. 

    “We know that for some of our students and their teachers that the summer felt too short, but we’re glad you’re here. We’re grateful that you’re in seats,” Melvoin said Monday. 

    “We have a lot of work to do to make this a successful school year and make sure that LA Unified is the greatest urban district, not just in the state, not just in the country, but in the world.” 

    Academics

    On top of improved California Smarter Balanced Assessment scores across the board, Carvalho touted the district’s graduation rate, which he said was nearly 87% and the highest in LAUSD history. 

    He also pointed to the district’s Summer of Learning program, which he said was attended by roughly 120,000 students. 

    Schmerelson also briefly discussed adult education and emphasized the importance of recruiting more women into the district’s airplane mechanics programs. 

    “It’s free to our LAUSD students, and adult ed is free — and adult ed students are our students too,” he said. 

    Melvoin, meanwhile, noted that more than 14,000 students are enrolled in LAUSD’s transitional kindergarten (TK) program this year. 

    School facilities and transportation

    Carvalho said LAUSD made history by having enough bus drivers on the road on the first day of school — with no substitute drivers needed. He added that the district hired more than 100 drivers during the summer. 

    The district also made its single largest acquisition of electric buses, 180. Melvoin added that LAUSD students receive a free Metro pass to help with transportation needs. 

    Carvalho also emphasized the importance of the bond measure the school board recently voted to add to the November ballot. 

    “Today’s earthquake underscores the need for our system to be serious… about seismic resilience,” he said Monday. 

    Melvoin added that the district will also be unveiling a new outdoor education center in January. 

    Staffing 

    Carvalho said on Monday that the district has a fully credentialed, certified teacher in every classroom this school year. Meanwhile, he said the district is currently home to an unprecedented network of health care professionals. 

    “The teachers are so welcoming,” Rivas said. “And the students were just so ready, ready to learn.”





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  • California mustn’t lose its chance to address its teacher shortage and diversity problem

    California mustn’t lose its chance to address its teacher shortage and diversity problem


    Credit: Allison Shelley for EDUimages

    For years, California has been faced with a shortage of teachers that predated the pandemic but which the pandemic certainly did not help. A key factor that exacerbates this shortage are the high-stakes teaching performance assessments (TPAs) used in the state, such as the California Teaching Performance Assessment (CalTPA), the Educative Teacher Performance Assessment (edTPA), and the Reading Instruction Competency Assessment (RICA).

    These act as overly restrictive barriers preventing us from solving not just the teacher shortage but also our significant teacher diversity problem. This is why the introduction of Senate Bill 1263 last year was a sign of hope and a step in the right direction.

    The original version of SB 1263, in essence, sought to dismantle the use of TPAs in the state of California and was strongly supported by those of us at the California Alliance of Researchers for Equity in Education (CARE-ED), and the California Teachers Association (CTA).

    But since its introduction, the bill has been modified to keep TPAs intact and instead implement a review panel to oversee the TPA and make recommendations about it to the California Commission on Teacher Credentialing (CTC), the agency tasked with overseeing the TPA.

    We in CARE-ED and the CTA found this development to be deeply disappointing. While there are naturally differing viewpoints about the TPAs, with voices calling for keeping the assessments intact, it is education researchers and actual teachers on the front line who grapple with the realities of classroom pedagogy on a daily basis and are best positioned to know if TPAs are serving their stated purpose of ensuring qualified teachers or are actually undermining this very goal.

    In theory, TPAs are designed to measure and assess the educational knowledge, skills and readiness of teachers and predict their effectiveness in the classroom. In addition to being a measurement tool, they are also framed as being a learning experience in themselves by providing student teachers with feedback regarding their performance. 

    In practice, however, TPAs are a severe source of stress and strain on student teachers, many of whom come from disadvantaged or underrepresented backgrounds and are already overburdened in various ways.

    In 2022, I was part of a team of researchers at CARE-ED that examined the pass rates of the edTPA, CalTPA, and RICA according to different demographic groups. What we found were consistent racial disparities across all three assessments. In effect, the TPAs are functioning as racialized gatekeepers systematically impeding candidates of color — especially Black, Hispanic, Native American, Pacific Islander, and Southeast Asian candidates — from attaining certification. This exacerbates the teacher shortage and the diversity gap, and undermines efforts to mitigate them.

    Then there are the expenses involved with the TPA process which, while temporarily waived during the pandemic, have been resumed. The TPA consists of two cycles, each one costing $150. This is in addition to the California Subject Examinations for Teachers (CSET), which also costs anywhere from a minimum of $63 up to a few hundred dollars. Furthermore, there is the Reading Instruction Competence Assessment (RICA), which costs over $200.

    These fees are all in addition to the expenses student teachers are already paying while completing their coursework, such as tuition, books, supplies and living expenses. And it’s helpful to remember that many student teachers are trying to make ends meet — while raising families, in many cases — with juggling the full responsibilities of leading classrooms of 30-plus students and completing coursework requirements and, at the same time, having to fulfill the stringent requirements of the TPA within the one year they are allotted upon registration.

    Yet, despite the steep costs and stress of the TPAs that student teachers face on top of juggling so many other challenges, there is often also a lack of support from the teacher preparation programs they are enrolled in, as well as insufficient support from state and local government.

    This is why providing concrete support, both financially and educationally, for student teachers is one of my priorities as interim dean for the school of education at Notre Dame de Namur University. If we can’t relieve student teachers of the burden of TPAs, then we can at least alleviate the burden of some of their expenses and provide as much educational support as possible while they navigate the TPA process.

    Based on our research at CARE-ED and the CTA and our many collective years of working with student teachers, we believe the best-case-scenario would be to pass SB 1263 as it was originally written. But since the bill has been modified, I would urge that at the very least the review panel that has been proposed in lieu of removing the TPAs have fair representation.

    This means that representation from the CTC, the aforementioned agency tasked with overseeing the TPA, should be minimal, and there must be a just representation of teacher educators and, most importantly, teachers themselves, because they are the ones who best understand the realities of teaching and what they need to do their jobs. This is critically important. Otherwise we run the risk of losing this precious opportunity to address California’s teacher shortage and lack of teacher diversity in a way that could make a real difference.

    •••

    Tseh-sien Kelly Vaughn, Ph.D., is the interim dean of the school of education at Notre Dame de Namur University.

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





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  • Waiting for financial aid offers creates problems for California students

    Waiting for financial aid offers creates problems for California students


    Sierra Community College in Rocklin.

    Credit: Sierra College / Flickr

    This summer was filled with stress for Leslie Valdovinos as she awaited her financial aid offer letter for her fourth year at California State University, Dominguez Hills.

    “I don’t have a backup plan in case I can’t rely on financial aid,” Valdovinos said. “Financial aid is the only plan that I have.”

    Leslie Valdovinos

    Widespread problems with the revamped Free Application for Federal Student Aid (FAFSA) caused unprecedented difficulties with the application resulting in delays in college decisions and making it particularly hard for the many “mixed-status” students in California — students who have at least one parent without a Social Security number — to complete the form. Students are still experiencing delays in getting their financial aid information.

    “It’s very stressful because tuition is going up, and I’m not sure how my financial situation is going to look like for this school year,” Valdovinos said.

    Valdovinos finally received her financial aid offer letter on Aug. 8, but many are still waiting. As of May, 28% of students nationwide had not received their financial aid offer, according to a survey done by the National Association of Student Financial Aid Administrators.

    Some students have been able to get scholarships to help cover the costs of school. Azul Hernandez, an incoming freshman at California State University, San Bernardino has gotten help from local scholarships. 

    “Right now, I am able to cover my tuition for this year through local scholarships that I was awarded but am still fighting to get aid to help cover the years to come and other fees like books,” Hernandez said. 

    California State University, Monterey Bay (CSUMB) has started offering a $4,000 “backup” scholarship to support low-income students whose financial aid is delayed. The money is aimed at low-income California residents.

    “This initiative comes as a response to the challenges posed by FAFSA delays, with CSUMB committing to support its community by ensuring no student is left behind due to procedural setbacks. The scholarship is designed to provide immediate relief to students who are still awaiting federal and state aid decisions,” said a notice announcing the program.

    While some students might be able to make it through the school year without financial aid, many will not be able to continue with school if they do not get their financial aid offer in time.

    Jonathan Ramirez is supposed to start his first year at Victor Valley College in a few weeks but has not yet received his financial aid letter. 

    “I’m kind of worried because, you know, I don’t really have that much money, and I kind of want that money because I want to keep going to college and get a career and stuff. Without (financial aid) I don’t think I’ll be able to,” Ramirez said.

    If he doesn’t receive his financial aid and has to drop out of school, Ramirez said he plans on going to a trade school or start working to save up money.

    With the decline of completed FAFSA forms across the state, Ashish Vaidya, president and CEO of Growing Inland Achievement, is concerned that fewer students will be able to attend college. Through Aug. 2, 49% or 298,026 members of the Class of 2024 completed an application. That’s 30, 550 fewer than 2023.

    Vaidya described this year’s rollout of the FAFSA as having “a catastrophic impact on the students, especially in the Inland Empire,” referring to a feared drop in the number of students who would attend college.

    Growing Inland Achievement (GIA) is a nonprofit organization working toward education and economic equity in the Inland Empire, which is made up of Riverside and San Bernardino counties. GIA supports students through the financial aid process with workshops, step-by-step guides and digital resources to help students be successful.

    “This is an all-hands-on-deck sort of approach,” Vaidya said. 

    Other organizations, such as uAspire, a nonprofit that focuses on supporting students with the financial aid process, work with students directly with free one-on-one advice and financial aid workshops. 

    Valdovinos took advantage of the workshops and tutorials provided by her school, though she found the one-on-one attention the most helpful because it was so personalized.

    “(The tutorials) gave a nice guideline of what was going on, but I think because me and my brother’s and my sister’s applications were different, it was very frustrating because it didn’t really have all of our personal situations accounted for,” she said.

    Valdovinos said she hopes next year’s application will include “more detailed and accessible explanations for each section of the FAFSA, including examples and FAQs of all the possible scenarios that may come up,” which she said would help reduce confusion. 

    Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities that they’re seeking admission to, so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to make a decision on the college they plan to attend in the fall. 

    But this year’s repeated FAFSA disruptions means colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students that complete a financial aid application is customized with a combination of federal, state and institutional grants, loans and scholarships.

    On Aug. 7, the Department of Education announced that the 2024-25 FAFSA will once again be delayed as the Federal Student Aid office works to identify and correct problems in the form. The new form will have a phased rollout, opening on Oct. 1 for testing, then launching on Dec. 1 with full functionality, “including submission and back-end processing at the same time.”

    “When they roll out the new FAFSA for the following year, you know, it will be a much improved process if you don’t have the glitches and the hiccups that we faced this past year,” Vaidya said. “So we’re hopeful about that; however, we’re not going to rest on our laurels.”

    GIA plans to amp up efforts this coming year to reach more students and get out the message that “college is for everyone.”

    U.S. Secretary of Education Miguel Cardona promised changes for next year’s FAFSA.

    “Following a challenging 2024-25 FAFSA cycle, the Department listened carefully to the input of students, families, and higher education institutions, made substantial changes to leadership and operations at Federal Student Aid, and is taking a new approach this year that will significantly improve the FAFSA experience,” he said.

    Ashley Bolter, a recent graduate of Cal Poly San Luis Obispo, is a member of EdSource’s California Student Journalism Corps.





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  • How the New GOP Tax Bill Benefits the Rich and Forces Vouchers into Every State

    How the New GOP Tax Bill Benefits the Rich and Forces Vouchers into Every State


    www.instagram.com/reel/DJkOywKPU2u/

    Josh Cowen of Michigan State University read the latest GOP tax bill closely. He explains what it contains for schools. It’s a plan to set up tax havens in every state for the wealthiest Americans. It forces vouchers for religious and private schools into every state, even states that don’t want them. It allows every voucher school to determine its own admissions policy.

    It enables discrimination. It enriches those who are already rich.

    It is a spike in the heart of public schools, which admit everyone and bring people from different backgrounds together.

    Cowen is the author of the recently published book about vouchers, called THE PRIVATEERS: HOW BILLIONAIRES CREATED A CULTURE WAR AND SOLD SCHOOL VOUCHERS.





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  • Computer science bill to address disparities in access – if it passes

    Computer science bill to address disparities in access – if it passes


    Photo by Allison Shelley for EDUimages

    Unless Assembly Bill 2097 — requiring every public high school to teach a computer science course — advances in the state Legislature on Thursday, access to computer science in California will continue to be inequitable across socioeconomic, racial, gender and geographic lines, according to the bill’s author.

    “It’s predominantly our underserved communities, our Black and brown communities, our rural communities, where students are going to schools that don’t even give them access to computer science,” said Assemblymember Marc Berman about his bill, which would close gaps and increase access to computer science classes in California, as 30 other states do. 

    Currently, the legislation is under “suspense” in the Senate Appropriations Committee, a process in which the bill’s fiscal impact is considered. If it doesn’t come out of suspense Thursday, the bill dies. 

    According to a September 2021 report, California lagged behind the national average and about three dozen other states in the percentage of high schools offering at least one computer science course, which can build a foundational understanding of technology. 

    Across California, the home state of the Silicon Valley, only 42% of high schools offered computer science in the 2018-19 school year, and just 5% of the state’s 1.9 million students enrolled. Access to the course varied, depending on the socioeconomic status, racial makeup and geographic location of schools. 

    For example, the report showed that 31% of schools serving low-income students offered a course, compared with 69% of high-income schools.

    Policy requiring schools to offer computer science has been implemented in states such as Nevada, where about 96% of the state’s schools offer a course, based on a national 2023 State of Computer Science Education report

    Closing equity gaps: The need for a computer science requirement 

    Since the 2018-19 school year, the percentage of California schools offering a computer science course has slightly increased to 45%, based on 2023 data. But California still lags the national average of 57.5% and still shows disparities among student groups and schools in certain communities. 

    “It’s been frustrating to see either the lack of progress or the remarkably slow progress that we’ve made, and that really emphasizes for me how important it is that we set this requirement,” Berman said. “If we don’t set that requirement, we’re never going to do the work necessary to accomplish it. Not having a requirement — it’s not yielding the progress that our students deserve.” 

    Based on the 2023 data from the 2022-23 school year:

    • 55% of high schools don’t offer any computer science courses. 
    • 27% of rural schools offer a course, compared with 50% of urban schools and 52% of suburban schools. 

    “That’s why we need this effort,” Berman said about the proposed legislation bringing schools to the baseline of offering the course. 

    “The data is clear that depending on what ZIP code you grow up in is determining whether or not you get the chance to get computer science education, and that shouldn’t be the case in California.” 

    National data shows that 99% of high schools in Arkansas and Maryland offer computer science, with Nevada, Alabama, South Carolina and Indiana having rates above 90%. 

    Among other policies, all of those states require their high schools to offer computer science. 

    What is computer science? ‘A fundamental understanding’

    Credit: Allison Shelley for EDUimages

    AB 2097 defines computer science as “the study of computers and algorithmic processes, including their principles … implementation and impact on society, as described in the computer science academic content standards adopted by the state board.” Furthermore, the bill wants students to go beyond using the technology; they should understand how and why those technologies work. 

    The course teaches and prepares students to “meaningfully engage” in a digitally driven world, according to Computer Science for California (CSforCA), a group of educators, nonprofit organizations and industry leaders that has worked to improve equity in computer science access. 

    According to the group, computer science education can improve digital literacy, critical thinking and other skills that can be applied across multiple fields, including education, entertainment, agriculture, art, medicine and social justice. For example, a class may create an app that increases access to health care services or explore the ethics of data privacy.  

    “We require that (our seniors take government), not because we expect them all to become politicians,” said Modesto City Schools computer science teacher Amy Pezzoni, “but because if they are going to be citizens in our world, we want to make sure they understand how their world works, how to have their voice heard, how to make sure they’re not lost in the noise.”

    Technology is everywhere, Pezzoni said.

    According to a 2020 Brookings Institution analysis, jobs requiring a medium and high level of digital skills increased over the last 20 years, and jobs requiring low-level skills decreased, Bloomberg reported. A 2023 analysis from the National Skills Coalition found that 92% of jobs required digital skills.

    Based on 2023 data, each month, California averaged 45,245 open computing jobs with an average salary of $153,544. 

    “We are not giving California students the opportunity and access to these jobs in the state they live in,” said Mary Nicely, the state’s chief deputy superintendent of public instruction, who represented Superintendent of Public Instruction Tony Thurmond during a June 12 Senate Education Committee hearing. 

    Pezzoni said that offering at least one computer science course, such as introductory computer science, builds students’ “fundamental understanding” of technology.  

    “It’s in our personal lives. It’s in every industry,” she said. “We just want to make sure they have the skills and the knowledge — the understanding of tech — to be successful (with whatever) they choose to do.”

    Pointing to computer science concepts such as artificial intelligence, web design and development, graphics, computer programming, robotics, cybersecurity and problem-solving, Pezzoni said, “It’s … the understanding of how technology works and how many different ways that you can engage with computer science.” 

    In 2018-19, high schoolers in Colusa, Mariposa, Modoc, San Benito and Sierra counties had no access to any computer science courses, according to the September 2021 Computer Science Access report.

    In other California schools, only 34% of campuses with a high proportion of Black, Indigenous, Latino and Pacific Islander students offered a course. And only 30% of females were enrolled in computer science courses even though they made up 49% of the student population before the pandemic. 

    Opponents of the bill say the inequity in both access to computer science courses and basic digital skills could create difficulties for some students, making it hard for them to do well in the course. Mark Epstein, with the California Environmental Technology Education Network, said at an April 24 Assembly committee hearing that students need a prerequisite course on basic digital skills to even succeed in a computer science class. 

    But Pezzoni said she meets students where they are. At the beginning of the class, she finds out what motivated students to take the class and what they want to do with their lives. 

    “I give them the skill, but I allow them to apply it in a way … that’s going to be meaningful for them,” Pezzoni said. “And I have seen students who were hell-bent on getting out of the class end up becoming some of my best students because they realized what they could do with it in their own interest. I have some that are continuing on a path that’s not tech, but they’re really appreciating the skills that our classes are giving them.

    “There is no reason students cannot engage in computer science.”

    Berman echoed the importance of meeting students where they are.

    “If they come in and they don’t have any computational skill, all the more reason for them to be taking this course and to get that experience,” he said. “I don’t think that we should penalize or punish students just because they haven’t had the chance yet to get these skills. I think that’s who we should be trying to support.”

    Computer science skills apply to practically any industry a student will pursue in the future, Berman added. The CSforCA coalition, for example, explained how computer science can make agriculture more sustainable and productive, highlighting robotic machines used in farming.

    And it can spark a passion for tech, Berman and Pezzoni said. Pezzoni has even had students who wanted to pursue medicine or business change their minds and decide to go into tech. 

    “They didn’t realize all of the opportunities they have to make a difference in tech, so they made that switch,” she said.

    Implementation is a concern

    Berman’s computer science bill would require the class to be offered in all public high schools by 2028-29. Even though the legislation doesn’t require immediate action, Berman said some school administrators have anxiety about implementation. 

    Pezzoni, who started and grew computer science courses in two low-income schools in the Central San Joaquin Valley, said it is achievable.

    If “this could be done in a low socioeconomic area in the Central Valley,” Pezzoni said, “it could be done anywhere in California.”

    After she started a computer science class in Ceres Unified in Stanislaus County, she said, “Students took it and were like, ‘OK, what’s next?’”

    “‘What can we do with this now?’” she said students asked her. “It, organically, will grow. They will drive that demand. But if they never have the opportunity to experience it, they don’t even know what they’re asking for. Or they just make the assumption, ‘Oh, well, that’s not for me because if it was important, they would offer it.’” 

    Pezzoni said there is a misconception that implementing computer science is a “big scary hurdle to overcome” because of the needed equipment or upgrades and necessary teachers and curriculum. 

    “And really none of that is an issue,” she said. “I think once districts start diving in and making this happen, they’re going to be pleasantly surprised how easy this is going to be for them to do.”

    Berman explained, “You don’t have to create curriculum. You don’t have to create professional development. That all exists already.”

    According to a bill analysis by the Senate Appropriations Committee, school districts would have to purchase instructional materials and provide professional development to current teachers. 

    While the exact cost is unknown, “it could be in the millions to potentially low tens of millions of dollars in Proposition 98 General Fund each year,” the analysis concluded.

    The Department of Finance opposed the bill based on its estimate of $50 million to $73 million in ongoing funding from Proposition 98.

    California has invested nearly $100 million for professional development and certification of computer science teachers, Berman said. In 2016, the state updated credentialing guidelines to allow single-subject credentialed teachers in other disciplines to pursue a computer science supplementary authorization with required coursework, preparing educators to teach the course. 

    Last year, another bill requiring all high schools to teach computer science stalled in the Senate, in part because of the lack of teachers, CalMatters reported. The following October, Gov. Gavin Newsom signed AB 1251, the “next step to increase accessibility for equitable computer science education in California,” the CSforCA coalition said in a news release at the time. The legislation requires the California Commission on Teacher Credentialing to establish a work group to develop a teacher preparation pathway for computer science to address the number of teachers able to teach the course.

    Graduation requirement removed from bill, but not from vision

    Among the 30 states that require high schools to offer a course, eight mandate it as a graduation requirement. 

    “I think that should be an eventual goal,” Berman said. “I think the next logical step, especially as the economy continues to change and people continue to see the value and the benefit, is that every student should take it.”

    When the bill was first introduced in February, it included requiring the course as a graduation requirement. According to Berman, the requirement was removed from the bill. 

    “I have some colleagues that feel like we’ve already created some additional graduation requirements and to add more is not appropriate at this time,” he said. 

    In late June, lawmakers rushed legislation to make California the 26th state with a graduation requirement for personal finance, starting in 2030-31. It adds to mandates such as the 2029-30 graduation requirement for ethnic studies

    The computer science bill passed the Assembly in May and the Senate Education Committee in June. It now sits in the Senate Appropriations Committee, where a similar bill died last year. The bill faces a similar fate on Thursday if the Appropriations Committee doesn’t send it to the full Senate for a vote.

    “What the bill does is, it says this is a priority. This is a priority for our students. This is a priority for our communities,” Berman said. “It forces school districts to make this a priority. But I think once they do that, the benefit is going to be massive.

    “This bill will make computer science availability and access for every student a priority.” 





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  • Federal judge orders UCLA to ensure equal access to Jewish students following pro-Palestinian protests

    Federal judge orders UCLA to ensure equal access to Jewish students following pro-Palestinian protests


    Hundreds of UCLA students protest in support of Palestinians on May 2, 2024.

    Credit: Christine Kao

    A federal judge issued a preliminary injunction that goes into effect Thursday ordering UCLA to ensure equal access to Jewish students in reaction to the university’s handling of pro-Palestinian encampments last spring.

    Three Jewish students in June sued the University of California system, arguing that UCLA allowed protesters to erect an encampment that blocked Jewish students from accessing parts of campus, including classrooms and an undergraduate library.

    U.S. District Judge Mark C. Scarsi agreed that UCLA knew students could not enter parts of campus because of their religious beliefs. 

    “In the year 2024, in the United States of America, in the State of California, in the City of Los Angeles, Jewish students were excluded from portions of the UCLA campus because they refused to denounce their faith,” he wrote. 

    “UCLA does not dispute this,” Scarsi wrote. “Instead, UCLA claims that it has no responsibility to protect the religious freedom of its Jewish students because the exclusion was engineered by third-party protesters. But under constitutional principles, UCLA may not allow services to some students when UCLA knows that other students are excluded on religious grounds, regardless of who engineered the exclusion.”

    The order bars the UC defendants from “knowingly allowing or facilitating the exclusion of Jewish students from ordinarily available portions of UCLA’s programs, activities, and campus areas, whether as a result of a de-escalation strategy or otherwise.” It also gives the campus until Aug. 15 to instruct campus security, police and student affairs “not to aid or participate in any obstruction of access for Jewish students to ordinarily available programs, activities, and campus areas.”

    The order was first reported by the Los Angeles Times.

    UCLA was one in a wave of campuses where protesters built encampments in solidarity with Palestine as part of a campaign demanding universities sever financial ties with Israel.  

    The Los Angeles Times and other news outlets have reported on incidents in which Jewish students said they were blocked from entering the encampment. An April 30 video of Jewish students being rebuffed by protesters when they attempted to walk through the camp went viral. Pro-Palestinian organizers have said restricting who could enter the camp was a measure meant to protect protesters from harassment and abuse.  

    Counter protesters attacked the camp on the evening of April 30, attempting to tear down barricades and hurling objects at the protesters. The university was criticized for not doing more to protect the pro-Palestine students. 

    The university’s police chief was temporarily reassigned in May pending a review of the school’s security processes. UC President Michael Drake has also requested an investigation into how the campus responded to the violent attack on the pro-Palestinian camp.

    Attorneys for the UC system seeking to prevent the injunction argued that the university has already taken steps to ensure its students’ safety and access to education, including by creating a new campus safety office that is “empowered to take decisive action in response to protest.” 

    Mary Osako, UCLA vice chancellor for strategic communications, said in a written statement that the ruling interferes with how the university can react to events on its campus.

    “UCLA is committed to fostering a campus culture where everyone feels welcome and free from intimidation, discrimination, and harassment,” Osako said. “The district court’s ruling would improperly hamstring our ability to respond to events on the ground and to meet the needs of the Bruin community. We’re closely reviewing the Judge’s ruling and considering all our options moving forward.”

    The Becket Fund for Religious Liberty and Clement & Murphy PLLC represent the plaintiffs. Becket indicated in a press release about the order that UC defendants are expected to appeal the ruling.

    “UCLA is still in charge of its own campus,” Mark Rienzi, president of Becket and an attorney for the students, said in a statement to EdSource. “But the court’s order means that however UCLA decides to manage its campus, allowing the exclusion of Jewish students is not an option on the table.”

    The Los Angeles Times reported that UC leaders are working on a systemwide plan regarding how its campuses will respond should protests of the Israel-Hamas war continue in the fall. Drake has until Oct. 1 to issue a report to that effect, according to the Times. 





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  • Breaking News: Trump Administration Cancels Scores of Research Grants at Harvard

    Breaking News: Trump Administration Cancels Scores of Research Grants at Harvard


    The Trump administration is determined to punish Harvard University for defiance of its efforts to take control of Harvard’s curriculum, admissions, and faculty hiring policies. Having already suspended $2.2 billion in research grants, the Trump administration expanded its attack on Harvard.

    This level of petty vengefulness is unprecedented. Trump is turning his wrath upon Harvard and weaponizing the entire federal government to force the nation’s most prestigious institution of higher education to surrender.

    The headline of the story: “A Bloodbath.”

    Chris Serres at the Boston Globe reported this story:

    In yet another escalation of its fight against higher education, the Trump administration has moved to terminate scores of research grants at Harvard University and its medical school, imperiling scores of research projects and potentially upending the futures of dozens of young scientists.

    Harvard researchers who rely on federal grants to study cancer, infectious diseases and a range of other topics began receiving termination notices en masse on Thursday from a number of federal agencies, including the National Institutes of Health, the US Department of Defense and the US Department of Energy, according to emails shared with the Globe.

    The termination notices threaten tens of millions of dollars in research funding for Harvard and affect a broad swath of the university’s scientific community, including graduate students and postdoctoral researchers who are dependent on federal funding for income.

    While not unexpected, the wave of termination letters has roiled the Harvard campus in Cambridge and has left many young scientists anxious about their futures, while others are scrambling to find ways to replace the anticipated loss of federal funding.



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  • 5 Stages Of Mobile App Development


    5 Stages Of Mobile App Development—Infographic

    This infographic about the important stages of mobile app development ensures a seamless journey from idea to execution.

    1. Discovery And Planning

    The first stage is where you define your business goals, analyze the market, and create a strategic roadmap.

    2. UI/UX Design

    Here, you craft visually engaging and user-friendly interfaces for a smooth user experience.

    3. Development

    Now, the goal is to build secure, scalable apps using the latest technologies tailored to your platform needs.

    4. Testing And QA

    Then, you should conduct rigorous testing to eliminate bugs and ensure high performance.

    5. Launch And Support

    Finally, you can smoothly deploy your app on relevant platforms and provide continuous updates and maintenance. This end-to-end process guarantees a high-quality app that drives growth and meets user expectations.



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  • Millions of kids are still skipping school. Could the answer be recess — and a little cash?

    Millions of kids are still skipping school. Could the answer be recess — and a little cash?


    Melinda Gonzalez, 14, poses at Fresno High School where she’ll be a freshman in Fresno on Aug. 14, 2024.

    Credit: Gary Kazanjian / AP Photo

    MEDFORD, Mass. (AP) – Flerentin “Flex” Jean-Baptiste missed so much school he had to repeat his freshman year at Medford High outside Boston. At school, “you do the same thing every day,” said Jean-Baptiste, who was absent 30 days his first year. “That gets very frustrating.”

    Then his principal did something nearly unheard of: She let students play organized sports during lunch — if they attended all their classes. In other words, she offered high schoolers recess.

    “It gave me something to look forward to,” said Jean-Baptiste, 16. The following year, he cut his absences in half. Schoolwide, the share of students who were chronically absent declined from 35% in March 2023 to 23% in March 2024 — one of the steepest declines among Massachusetts high schools.

    Fleretin “Flex” Jean-Baptiste, 16, of Medford, Mass., poses for a photo at Medford High School on Aug. 2, 2024, in Medford, Mass. Jean-Baptiste’s attendance has improved since the school made the gym available to attending students during the school day, in one example of how schools in the state have succeeded in reducing chronic absenteeism.
    Credit: Josh Reynolds / AP Photo

    Years after Covid-19 upended American schooling, nearly every state is still struggling with attendance, according to data collected by The Associated Press and Stanford University economist Thomas Dee.

    Roughly 1 in 4 students in the 2022-23 school year remained chronically absent, meaning they missed at least 10% of the school year. That represents about 12 million children in the 42 states and Washington, D.C., where data is available. 

    Before the pandemic, only 15% of students missed that much school. 

    Society may have largely moved on from Covid, but schools say they are still battling the effects of pandemic school closures. After as much as a year at home, school for many kids has felt overwhelming, boring or socially stressful. More than ever, kids and parents are deciding it’s OK to stay home, which makes catching up even harder.

    In all but one state, Arkansas, absence rates remain higher than they were pre-pandemic. Still, the problem appears to have passed its peak; almost every state saw absenteeism improve at least slightly from 2021-22 to 2022-23.

    Schools are working to identify students with slipping attendance, then providing help. They’re working to close communication gaps with parents, who often aren’t aware their child is missing so much school or why it’s problematic

    So far, the solutions that appear to be helping are simple — like postcards to parents that compare a child’s attendance with peers. But to make more progress, experts say, schools must get creative to address their students’ needs.  

    $50 per week

    In California, Oakland Unified’s chronic absenteeism has been skyrocketing from 34.4% pre-pandemic to 61.4% in the 2022-23 school year, excluding charter schools — one of the few districts in the state where rates increased even as schools reopened for in-person instruction. For the last school year, Oakland reported a drop to 31.9%,

    editors note

    This in-depth report on chronic absenteeism is part of an EdSource partnership with the Associated Press and Stanford Professor Thomas Dee.

    For earlier coverage, go to EdSource’s Getting Students Back to School.

    — Rose Ciotta, investigations and projects editor

    One solution has been for the district to ask students what would convince them to come to class.

    Money, the students replied, and a mentor.

    A grant-funded program launched in spring 2023 paid 45 students $50 weekly for perfect attendance. Students also checked in daily with an assigned adult and completed weekly mental health assessments.

    Paying students isn’t a permanent or sustainable fix, said Zaia Vera, Oakland’s head of social-emotional learning.

    But many absent students lacked stable housing or were helping to support their families. “The money is the hook that got them in the door,” Vera said.

    More than 60% improved their attendance after taking part, Vera said. The program is expected to continue, along with districtwide efforts aimed at creating a sense of belonging.

    A caring teacher made a difference for Golden Tachiquin, 18, who graduated from Oakland’s Skyline High School this spring. When she started 10th grade after a remote freshman year, she felt lost and anxious.  She realized only later these feelings caused the nausea and dizziness that kept her home sick. She was absent at least 25 days that year.

    But she bonded with an Afro-Latina teacher who understood her culturally and made Tachiquin, a straight-A student, feel her poor attendance didn’t define her.

    “I didn’t dread going to her class,” Tachiquin said.

    Another teacher had the opposite effect. “She would say, ‘Wow, guess who decided to come today?’ ” Tachiquin recalled. “I started skipping her class even more.”

    In Massachusetts, Medford High School requires administrators to greet and talk with students each morning, especially those with a history of missing school. 

    But the lunchtime gym sessions have been the biggest driver of improved attendance, Principal Marta Cabral said. High schoolers need freedom and an opportunity to move their bodies, she said. “They’re here for seven hours a day. They should have a little fun.” 

    Stubborn circumstances

    Chronically absent students are at higher risk of illiteracy and eventually dropping out. They also miss the meals, counseling and socialization provided at school.

    Many of the reasons kids missed school early in the pandemic are still firmly in place: financial hardship, transportation problems, mild illness and mental health struggles.

    At Fresno’s Fort Miller Middle School, where half the students were chronically absent, two reasons kept coming up: dirty laundry and no transportation.

    The Central Valley school bought a washer and dryer for students’ use, along with a Chevy Suburban to pick up students who missed the bus. Overall, Fresno’s chronic absenteeism improved to 35% in 2022-23.

    Melinda Gonzalez, 14, missed the school bus about once a week and would call for rides in the Suburban.

    “I don’t have a car; my parents couldn’t drive me to school,” Gonzalez said. “Getting that ride made a big difference.”

    How sick is too sick?

    When chronic absence surged to around 50% in Fresno, officials realized they had to remedy pandemic-era mindsets about keeping kids home sick.

    “Unless your student has a fever or threw up in the last 24 hours, you are coming to school. That’s what we want,” said Abigail Arii, director of student support services.

    Often, said Noreida Perez, who oversees attendance at Fresno Unifed, parents aren’t aware physical symptoms can point to mental health struggles — such as when a child doesn’t feel up to leaving their bedroom.

    More than a dozen states now let students take mental health days as excused absences. But staying home can become a vicious cycle, said Hedy Chang, of Attendance Works, which works with schools on absenteeism.

    “If you continue to stay home from school, you feel more disengaged,” she said. “You get farther behind.”

    In Alaska, 45% of students missed significant school last year. In Amy Lloyd’s high school English classes in Juneau, some families now treat attendance as optional. Last term, several students missed school for extended vacations.

    “I don’t really know how to reset the expectation that was crushed when we sat in front of the computer for that year,” Lloyd said. 

    EdSource contributed to this report.

    Becky Bohrer in Juneau, Alaska, contributed to this report.

    The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.





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