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  • Casey Clementson’s Reflections on What to Do in Music Ensemble + Happy Teacher Appreciation Week!

    Casey Clementson’s Reflections on What to Do in Music Ensemble + Happy Teacher Appreciation Week!


    Give clear, concrete directions. Scan for follow-though

     

    Happy Teacher Appreciation Week! Casey Clementson, author of the following post, is a middle school music teacher at Rosemount Middle School in Rosemount, MN.

    As part of her work as a Teach Like a Champion Fellow, Casey studied the What to Do Cycle, using its principles and adapting them to the challenges of doubly-complex settings like Concert Band.

    Her reflections (below) are so helpful… they’re our Teacher Appreciation Week gift to you!

    Meanwhile if you’re interested in learning more about What to Do Directions or other elements of productve and orderly classrooms, join us for our Building Strong Classroom Cultures workshop in Tarrytown, NY, on June 5th and 6th; info here.

    And if you are interested in finding our more about becoming a TLAC Fellow, applications for our fourth cohort are open and available here: https://teachlikeachampion.org/teach-like-champion-fellows/ and are due by May 30, 2025.

    Meanwhile, here are Casey’s insights:

     

    The Concert Band or Orchestra is a complex environment. Not only are students responsible for their personal materials needed for learning, they are also in charge of a musical instrument (one that costs hundreds of dollars). In my subject area – Concert Band – there could be over ten different types of musical instruments being used among the students, up to four different key signatures, and two different clefs used for reading music notation. To top it off, most percussionists are required to perform musical tasks completely independent but at the same time as the other students in the ensemble!

     

    Self-regulation and self-discipline from the students is essential to making this type of classroom shine. The best Instrumental Music teachers know how to harness these challenges to shape the attention of their student musicians to keep everyone learning and helping every student become an independent musician.

     

    During my time as a TLAC Fellow, I tried on many techniques to see how they fit in a class where nobody sits at a desk to learn. The technique that I fell in love with most was the What to Do Cycle. The What to Do Cycle is a sequence of moves that provides students clarity so they can experience success and belonging in the classroom.

     

    See Casey use the What to Do Cycle here: 

     

     

    Here are a few things I learned during this process:

     

    What To Do Cycles take planning, practice, and refinement.

     

    There is a potency in consciously naming a What to Do Cycle. Teachers may say they are giving clear instructions when they are really not. Teachers may assume the students will magically do what is asked of them no matter what. I was this teacher.

     

    For example, I have been teaching out of the same rhythm workbook for years. This year, I carefully craft my explanations, my examples, and my directions each day we have a rhythm lesson. I learned to change the register and tempo of my voice to make the ask exciting, or magical, or to harness middle school energy into concentration.

     

    Sometimes Be Seen Looking and Correct When Necessary are the most important part of the What to Do Cycle.

     

    A What to Do Cycle is more than just giving clear concise directions. By using Be Seen Looking and some positive narration: “The flute section has really got their pencils moving” or using an Anonymous Individual Correction such as, “Waiting for two saxophones to get their Scale sheet out,” while circulating the room is effective.

     

    One of the greatest benefits has been the use of Private Individual Correction. Anything from softly saying “Check you counts in measure 1” to “Do you have something in your mouth that needs to go in the garbage?” to the more urgent “I need you to turn your body to the front and participate” allows students to feel safe while they practice the expectations of the task at hand or of the classroom in general.

     

    Purpose not Power.

     

    One of my most impactful take-aways from a training of the What to Do cycle was the phrase “Purpose not Power.” In my 26 years of teaching, I certainly remember many instances of power struggles between me and a student. Being able to reframe my thinking that everything I do to guide behavior and culture is for the service of learning music versus trying to control young people has resulted in powerful outcomes:

     

    • Our rehearsals are calmer.
    • My emotional constancy has been easier to maintain.
    • Our students are visibly and audibly improving at a rate we have not seen since pre-pandemic.

     

    My “thank yous” and smiles to students have been more genuine than ever after a Be Seen Looking, an Anonymous Individual Correction, or in celebration of a job well-done.

     

    The purpose of the TLAC Fellows program is a two-way street: The TLAC team learns from the Fellows and receives a ton of great video from us to work with. And, in return, I was inspired to improve my craft, thus reigniting my love of teaching.

     

     

    Post script 1: Since adopting the use of strong WTD cycles, Cold Call has become a natural extension/part of our classroom (even without a roll out). After a Be Seen Looking and making eye contact with multiple students, I can engage in successful Cold Calls, but that’s for another blog post.

     

    Post script 2: Our school is a 1:1 iPad school. After reading the book The Anxious Generation by Jonathan Haidt over the summer, my colleague and I decided the Band Area would be an iPad-free zone. Students turn their iPad in at the beginning of class and don’t pick it up until the bell rings. For 52 minutes, our musicians get to engage in something truly collective – learning music together – without the distraction of gaming, doing work for another class, or communicating with peers online. Could this be another factor in a successful classroom this year? Probably, yes!

     



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  • Sacramento State’s Black Honors College aims to be ‘HBCU of the West’

    Sacramento State’s Black Honors College aims to be ‘HBCU of the West’


    Commencement 2024 at Sacramento State.

    Credit: Bibiana Ortiz / Sacramento State

    It’s not every day that California State University students get a specific greeting from a U.S. president. But this year at CSU Sacramento, former President Barack Obama sent a message to the students of the new Black Honors College.

    “As members of the inaugural class of this college, you have a special responsibility to lead by example,” Obama said in the video message, where he encouraged the first cohort of the country’s first Black Honors College to “make life better for folks no matter what they look like, or where they come from.”

    Launched in August, Sac State’s new Black Honors College, which is uniquely and specifically designed for all students interested in Black history, life, and culture —and it has ambitions of becoming one of the nation’s most respected historically Black colleges and universities (HBCUs).

    As the college aims to create a community of productivity and excellence, students in the Black Honors College are required to attend weekly study hours and have active participation in 80% of college events and programs. Among these programs are seminars on economic empowerment, self-determination and courageous leadership.

    Academically, all general education courses will be taken within the college, and every major offered at Sac State is represented in the Black Honors College. 

    According to Sac State President Luke Wood, who founded the Black Honors College, his inspiration stemmed from the fact that while Sac State has the largest population of Black students in the CSU system, the campus’ graduation rate for Black students is only 17.4%, below the 23.4% average across Cal State campuses.

    “No one serves more Black students than we do, and we’re in the bottom third in terms of success rates,” Wood said. “I don’t believe that it’s a function of students, their families and their communities, but of institutions and educators who have not been adequately prepared and designed to serve them. And so the whole goal was to create an institution within an institution that’s specifically designed to serve students who are interested in Black history, life and culture.” 

    Wood explained that the college is doing this by using research-focused initiatives with past success rates, such as structuring the student body as a “cohort” of individuals connected by a “shared learning experience.”

    According to Wood, this shared learning experience includes faculty members with a demonstrated record of success in teaching and serving Black students, adequate resources and space  — including a 6,000-square-foot space on campus made up of lecture rooms, office spaces and a study center — to properly serve these students’ needs, and a curriculum that’s “reflective of their lives and experiences.”

    “This is why everyone in the honors college has a (general education) pathway where they’re taking classes only in the honors college with those faculty members,” Wood said. 

    Transfer students, who won’t have those same foundational courses, are required to take a specialized minor oriented in fields like real estate and development or health services — all in order to ensure upward socioeconomic mobility.

    According to Wood, another “critical” aspect of this is that their curriculum will be “Afro-centric.” Regardless of students’ majors, the first two years in the college require students to take classes with a specialized focus on Black life, culture and community. This enrichment is supplemented by the “entire ecosystem” of faculty, counselors, academic advisers, staff directors and outreach coordinators, via their “commitment to serving the Black community.” 

    Wood noted that the college’s recent commemorative recognition by the Legislative Assembly emphasizes this commitment by acknowledging that it is a “Black-serving institution.”

    “Sac State has always had a very strong community of Black faculty and staff who have essentially created an informal ‘underground railroad’ through the institution,” Wood said. “Part of what the Black Honors College did was (take) that railroad, and instead of it being underground, it became public.” 

    One of the handpicked Sac State professors who is teaching at the Black Honors College this fall is Ayanna Yonemura, a professor of ethnic and African American studies. She plans to use the concentrated environment of vested interest and smaller class sizes to her advantage.

    “Every single week, we are immersed in so much wealth and positivity of Blackness,” Yonemura said. “With every single reading, video, lecture, discussion, podcast, students will learn about the diversity and resilience of Black people, and that is so powerful because … it’s contrary to the dominant messages, images and narratives that have become hegemonic and dominant in our society.” 

    As she teaches introduction to Pan-African studies this fall — one of the general education requirements for the college — Yonemura will also be helping to develop a curriculum unique to the Black Honors College, as it is currently borrowing relevant courses from other departments across campus. 

    “For me, I have a long background of implementing the curriculum around Black history and culture,” Yonemura said. “But what I think is really exciting is how faculty members from disciplines like STEM, which don’t usually center underrepresented groups, are going to be able to develop a curriculum that really centers Black life, history and culture.” 

    One of these STEM professors selected for the Black Honors College is James Reede, a part-time professor of environmental science who has had a long history of involvement in policy work for African American students as the Northern California chairman for the United Negro College Fund. 

    “I’m starting my 22nd year teaching environmental sciences, and I’ve never had more than four or five Black students in my class,” Reede said. “I expect there’s going to be more students that look like me in my classes now that will learn about what we’re doing to our Mother Earth, and be willing to do something about it.”

    Continued Reede, “I want to encourage and inspire them to take a stand by also focusing on environmental injustices to the POC community, like how they suffer the ill effects of pollution sources by their homes.” 

    In the week before the start of the fall semester, the college hosted various community events to welcome students and professors to their first semester at the Black Honors College, according to Wood. These events featured a three-day orientation including guest speakers and community-building for the incoming students, and a pop-up event called “Black on Campus: Pop Up,” with live music and networking with fellow students, staff, faculty and alumni. 

    “The most beautiful thing that I’ve heard from students, and I’ve heard it at least 20 times over the past few days, is ‘I got accepted by six HBCU’s’ and I chose to come to Sacramento State because of what’s happening here,” Wood said. “I even had a student who was a transfer from Howard University because they wanted to be here. … We’re becoming a first-choice institution, the ‘HBCU of the West’, or I like to say ‘the North Star of the West.’”

    According to Wood, this “skyrocketing” spirit of the Black campus community is evident in how applications from Black freshmen are up 20% this year, while Black transfer student rates are up 43%. He expects enrollment numbers to increase by the spring. 

    Additionally, Wood noted that fundraising efforts are just getting started. The college received a quarter-million dollar grant from the CSU system as an “institutional investment,” as well as various donations from private corporations and donors. 

    Wood said that the only growing pain the college has experienced thus far has been the significant number of students it’s had to turn away due to the need for equitable resource distribution. While the original goal was to grow the college to 500 students, the administration has now changed that goal to about 1,000-2,000 students to meet the tidal wave of applications.

    “That has implications for the number of faculty, the space that we’re allocated, the fundraising that we’re going to need to do for scholarships,” Wood said. “But we’re committed. It’s uphill, we’re building a plane (while) flying it, but we’re building it with great people.”

    Wood also noted that other institutions have reached out to Sac State to build their own “Sacramento State-certified Black Honors College” by utilizing the same academic model as the original.

    “My hope is that 10 years from now, you’ll see 30 Black Honors Colleges spread throughout the West and Midwest, so that there’s safe havens for students who identify as Black throughout those spaces,” Wood said. “It allows them to have an experience that provides them with hope and dignity.”

    Emily Hamill is a third-year student at UC Berkeley double-majoring in comparative literature and media studies and minoring in journalism.





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  • First forecast for 2025-26 school funding: More money with a twist

    First forecast for 2025-26 school funding: More money with a twist


    After years of preparation inside and outside the state Capitol (shown), California has launched a website that gathers all sorts of education and career data in a single, searchable place.

    Credit: Kirby Lee / AP

    Higher revenues than Gov. Gavin Newsom and legislators predicted will likely produce a modest increase in funding in 2025-26 for TK-12 schools and community colleges, the Legislative Analyst’s Office projected on Wednesday. 

    The growth in revenues will also pay down a big portion of the state’s debt to education, with enough to sock away money into a rainy day fund for education that was depleted by the Legislature last year. But at the same time, a rarely invoked constitutional provision would deny schools and community colleges billions in funding that they would otherwise get, the LAO said. 

    The LAO’s annual state budget forecast is the first hint of how much funding schools and community colleges can expect when Newsom releases his budget in early January. How to spend the new funding amid pressure from competing interest groups — always a challenge — will be up to Newsom and the Legislature.

    The LAO is projecting only a $1.5 billion increase (1.3%) for 2025-26 above the $115.3 billion approved in June for 2024-25 for Proposition 98, the quarter-century-old voter-approved formula that determines the minimum amount that must go to schools and community colleges. It comprises 40% of the state’s annual general fund.

    But combined with an additional $3.7 billion freed up from expiring one-time costs and Proposition 98 adjustments, schools and community colleges can anticipate a 2.46% cost-of-living-adjustment for programs like the Local Control Funding Formula, the primary source of spending for TK-12. That will leave $2.8 billion in new, uncommitted spending. (The LAO suggests using a piece of that to wipe off $400 million in “deferrals,” late payments to schools that will be carried over from year to year unless paid off.)

    Even though California’s economy has been slowing and the unemployment rate is higher, the 2024-25 Proposition 98 level is projected to be $118.3 billion, $3 billion more than the Legislature set in June; however, none of the increase will go to the pockets of school districts and community colleges. All of it, by statute, will be deposited into the Proposition 98 reserve account unless the Legislature overrides the law.

    “I think that’s the element of our forecast that will surprise school groups the most,” said Ken Kapphahn, principal fiscal and policy analyst for the LAO. “I think many people do understand revenue is up in 2024-25. What isn’t as well understood is that the increase is going into the reserve and not available for them.”

    “Building reserves is a good use of one-time funding,” he said. “We just saw how valuable those reserves can be when we went through $9.5 billion from the reserve. That was a big reason why the state didn’t have to cut ongoing school programs last year. In some ways, making a deposit makes sense right now; it’s an opportunity to rebuild that reserve.”

    A big increase in tax receipts from capital gains income, which governs when and how much is deposited into the rainy-day fund, is the source of the money, the LAO said. Much of it is from stock options and reflects the wealth gap between well-compensated high-tech employees and other workers.  

    There’s also expected to be enough money by the end of 2024-25 to pay off nearly two-thirds of the $8 billion debt to schools and community colleges in 2022-23, caused by a revenue shortfall resulting from a short Covid-19 recession.

    The Proposition 98 debt to schools is called a “maintenance factor.” Repaying it becomes the top state priority once more revenue becomes available — to the extent of capturing 95 cents of every new dollar in the general fund.  The LAO projects that the maintenance factor will be lowered $4.8 billion this year, leaving $3.3 billion unpaid.

    Proposition 98 is a stunningly complex formula, and the higher 2024-25 funding level will add a new twist. Usually, the Proposition 98 level from one year becomes the base funding level for the next year. But the increase in 2024-25 is expected to be big enough to trigger a rarely used “spike” protection, limiting the increase in 2025-26; without that restriction, Proposition 98 would be $4.1 billion higher than LAO’s forecast. 

    The rationale behind its adoption is to create stability in the non-Proposition 98 side of the general fund. Education advocates view it differently, as a way to fund schools at the minimum constitutionally required level — and no more.

    “The maintenance factor payment increases Prop. 98 on an ongoing basis. On the other hand, the state is making the spike protection adjustment to slow the growth in Prop. 98,” said Kapphahn. “Both of those different formulas are part of the constitution, and they happen to be working in opposite ways.”

    The “spike” clause has been triggered several times before during years of unusual growth in Proposition 98. What would be different this time is that 2025-26 funding of $116.8 billion would be $1.5 billion less than LAO’s projection for 2024-25.

    TK-12 revenue is tied to student attendance, which has been declining in most districts. Attendance statewide fell by nearly 550,000 (9.3%) from 2019-20 to 2021-22 during the height of the Covid pandemic, and has recovered gradually. The LAO expects overall attendance to increase slightly by 12,000 students (0.2%) in 2024-25 and 26,000 (0.5%) in 2025-26 due to the expansion of transitional kindergarten for 4-year-olds. The LAO projects attendance will drop each of the three years after that by about 60,000 students primarily because of a smaller school-age population due to lower births.





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  • Trump Signs Executive Order Urging CPB to Stop Funding NPR and PBS

    Trump Signs Executive Order Urging CPB to Stop Funding NPR and PBS


    The Constitution says Congress has the power of the purse, not the president. The president executes the funding decisions of Congress.

    Yesterday Trump called on the Corporation for Public Broadcasting to stop funding public radio and public television. Never mind that National Public Radio brings news to listeners in areas totally saturated by rightwing Sinclair stations. Never mind that PBS is the best source of documentaries about science, history, nature, medicine, other nations, and global affairs. PBS is educational television at its best.

    The Washington Post reported:

    President Donald Trump signed an executive order on Thursday evening seeking to prohibit federal funding for NPR and the Public Broadcasting Service (PBS). The order, which could be subject to legal challenge, called the broadcasters’ news coverage “biased and partisan.”

    It instructs the Corporation for Public Broadcasting to cease providing direct funds to either broadcaster. It also orders CPB to cease indirect funding of the services through grants to local public radio and television stations.

    CPB is the main distributor of federal funds to public media. It receives about $535 million in federal funds per fiscal year, which it mostly spends on grants to hundreds of stations nationwide. The stations spend the grants on making their own programming or on buying programming from services such as NPR and PBS.

    CPB, created by an act of Congress in 1967, also sometimes provides direct grants to NPR and PBS to produce national programs.
    Thursday’s order instructs the CPB board to ensure that stations receiving its grants “do not use Federal funds for NPR and PBS.”



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  • AmeriCorps cuts slash support services, programs for vulnerable communities

    AmeriCorps cuts slash support services, programs for vulnerable communities


    During small group reading instruction, AmeriCorps member Valerie Caballero reminds third graders in Porterville Unified to use their fingers to follow along as they read a passage.

    Lasherica Thornton/ EdSource

    Twenty-three-year-old Valerie Caballero worked with seven third-graders, guiding numerous activities on decoding words, on Thursday at Roche Elementary in Portersville. In another small group of three students, teacher Shelly Noble focused on building reading comprehension. The rest of the class, also in small groups, read independently or completed literacy assignments online, until it was time for the groups to change stations – to go to Caballero or Noble.

    Caballero is one of 85 community members trained as AmeriCorps volunteers to tutor and support over 2,000 students at 10 elementary schools in Porterville Unified. 

    The AmeriCorps program deployed her and others to third to fifth grade classrooms to provide students with additional time for reading and math intervention that they wouldn’t get elsewhere. 

    “Families rely on programs like AmeriCorps to give their child one-on-one support and attention that they need,” Caballero said. 

    Fifth grader Jizelle Alvarado, who has benefited from the AmeriCorps program since her third grade year, said volunteer Stephanie Rector has helped her read at a better pace and to multiply three-digit numbers. Without hesitation, the fifth grader said she and other students would still be struggling with reading and math if not for Rector’s daily support. 

    Last Friday, the program was one of many whose survival became uncertain because of the reduction of federal AmeriCorps grants by the Department of Government Efficiency, or DOGE, under the Trump administration. 

    Nearly $400 million in AmeriCorps funding was cut, jeopardizing more than 1,000 programs and the jobs of tens of thousands of employees, tutors, mentors and volunteers, the national volunteer service organization reported. 

    Attorney General Rob Bonta announced in a statement earlier this week that California has “taken action to hold the Trump Administration and DOGE accountable to the law.” Two dozen states, including California, filed a lawsuit Tuesday against the Trump administration for “dismantling AmeriCorps.” 

    Unless the lawsuit prevails, the AmeriCorps funding cuts – estimated at $60 million for educational, economic, environmental, health and disaster response services in the state – will impact 87 programs and over 5,600 positions, according to Cassandra González-Kester, communications manager for California Volunteers, the state service organization that receives most AmeriCorps grant funding and disperses it to schools, nonprofit organizations and other entities to address critical community needs. 

    “These cuts affect service members who responded to the LA Fires, the tutors and mentors for our young students, as well as those who care for seniors,” she said. “School districts and non-profit organizations throughout the state are already feeling these severe impacts.” 

    But the nearly 14,000-student Porterville Unified has decided to use its own funds to continue the program until May 30, the last day of school — something not all schools and organizations will be able to do, so many communities will be left without critical services. 

    Thousands of students receiving support through AmeriCorps may have those services upended or interrupted – if they haven’t already – by the sudden cancellation of grants by the Trump administration.

    The cuts are hurting the most vulnerable: kids in need of reading and math intervention; students struggling with chronic absenteeism; families experiencing housing instability; and communities recovering from natural disasters. The end of services could exacerbate existing inequalities and worsen future prospects.

    “If we aren’t able to continue this work (beyond this school year),” Warren said, “it’s going to leave a huge void, and our students are definitely going to feel the effects of that.” 

    People supporting their community 

    AmeriCorps, an independent agency of the U.S. government, supports volunteer and service efforts in California and across the country by providing opportunities for community members to meet local needs and address pressing issues, including academic support and intervention for students, youth mentoring as well as homelessness, food insecurity, health and other key areas in communities.

    Due to the range of programs that AmeriCorps supports, thousands of families in California alone will lose services, if they haven’t already. 

    “We recognize the impact this has across all programs and staff, not just in our state but nationwide,” said Monica Ramirez, the executive director of First 5 Madera, which operates the Madera Family Resource Center in the Central San Joaquin Valley.  

    The Madera Family Resource Center, a comprehensive hub for families with children aged 0 to 5, is partially funded by federal AmeriCorps money. The center provides weekly playgroups, preschool readiness programs, developmental screenings and resource referrals to support early childhood development. After getting notice about the AmeriCorps funding cuts, which had, in part, made services possible, the resource center, which extends services to Chowchilla, Eastern Madera County, and the Madera Ranchos, closed its doors this week. 

    Porterville Unified’s ‘Building Communities, Changing Lives’ is largely funded by AmeriCorps. AmeriCorps awarded the district more than $1.6 million in federal funds and the district matched those funds with about $1.2 million this school year. 

    Most of that funding goes toward living stipends for AmeriCorps members, community members and college students who may be tutors, mentors or in other roles. 

    Covering the operating costs for 85 AmeriCorps members who provide 35 hours of weekly student intervention and support is approximately $210,000 for May, an expense the district likely won’t be able to foot without the AmeriCorps funds. 

    “I don’t see another way to move forward without the AmeriCorps funding,” Warren said. 

    State agencies, such as California Volunteers, are trying to fill the void for impacted groups, Fresno State College Corps director Mellissa Jessen-Hiser said. The state, she said, will fund the college corps members’ continued work at places such as the food bank, Poverello House, a homeless shelter in Fresno, and Fresno Unified schools for the rest of the semester. 

    The federal government has provided more than half of the funding for some of California’s AmeriCorps programming, with the agency’s members supporting 17,000 foster youth with education and employment, and tutoring or mentoring 73,833 students in 2023-24, according to California Volunteers. 

    Volunteers play a ‘vital role’ in student progress

    Of the more than 2,000 students that Porterville Unified AmeriCorps members provide one-on-one and small-group instruction, tutoring and intervention to, 1,657 are in need of academic support, based on this year’s district assessments. 

    Members work with at least 25 students each day over 10 months of the school year; they focus on reading and literacy, helping struggling students get to grade level. 

    “It’s going to create a larger learning gap if they’re not receiving this extra support,” said Caballero, the tutor. 

    Based on mid-year data from this school year, 44% of students served by AmeriCorps members have improved by at least one proficiency level on their reading assessment, demonstrating meaningful academic progress, Warren, the program director, reported. 

    Lasherica Thornton/ EdSource
    Lasherica Thornton/ EdSource
    Lasherica Thornton/ EdSource
    Roche Elementary third grade teacher Shelly Noble said students receive at least three rounds of daily reading intervention from their time with her, with AmeriCorps volunteer Valerie Caballero and from the school’s intervention specialist. Through Valerie Porterville Unified’s ‘Building Communities, Changing Lives’ AmeriCorps program, Cabellero not only provides small group instruction but also supports students individually.

    And with an extra person in the classroom working alongside them, teachers gain the ability to focus on the academic struggles of students who need it most.

    Without AmeriCorps, “we will not see the growth in reading and writing that we see because the majority (of the work) will be put on myself,” said Noble, the third grade teacher. 

    The AmeriCorps members also build meaningful connections with students, extending their support beyond academics and making students feel valued, thereby creating an engaging and supportive learning environment. 

    “We’re able to really see the effects of having those members work with those students and the impacts that they’re making,” Warren said. 

    Federal funding cuts trickle down to schools

    The California Reading Corps and Math Corps, or Ampact Educational Programs, across Fresno, San Mateo, San Joaquin, Merced, Tulare, Santa Barbara and Riverside counties have supported thousands of students with academic intervention, including over 6,000 students last school year. AmeriCorps members prepare students for kindergarten, get elementary students on track to grade-level proficiency by third grade and have seventh graders algebra-ready by eighth grade, according to program information for this school year. Its more than $3.1 million in federal funding is one of California’s 87 impacted programs. 

    Thomas Elementary in Fresno Unified, which has used the AmeriCorps reading support program, doesn’t plan to use the Reading Corps next school year due to the possible federal cuts, the district confirmed. 

    Under the 30-year-old Kern Community Mentoring program, three dozen AmeriCorps members have mentored over 700 high-needs students in the urban and rural communities of Kern County each year, according to Robert Meszaros, communications director with the Kern County Superintendent of Schools that administers the program. 

    By providing encouragement, guidance and support, they address the “whole child”, a philosophy that is evident in several AmeriCorps programs, specifically those focused on mentorship. 

    Each year, mentors help at least 20 students improve their academics, attendance, behavior and engagement, and based on data from the program, more than half of the mentees improve their attendance and reduce suspensions. 

    With the cuts to AmeriCorps, Meszaros said, it may mean the loss of the program. 

    Alternative funding, other options

    Programs impacted by the federal funding cuts are exploring options to continue serving the community. Some are seeking support from their state representatives, who can advocate on their behalf at the state and possibly national level. 

    “Not sure what the next steps are,” Warren said. Porterville Unified is looking for alternative funding sources, such as state grants. 

    So is the Kern County education office for the AmeriCorps mentoring program it runs. 

    “Ultimately if that funding can’t be sourced from other resources,” Warren said, ”then it goes away and we’re left with a big void.”

    While it’s unclear at the moment whether the multimillion-dollar cuts will stand, the people working in AmeriCorps programs urged decision-makers to realize the people affected. 

    In the words of Caballero, the Porterville Unified tutor: “think about students’ needs.” 





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  • Search and compare data from the California School Dashboard, 2024

    Search and compare data from the California School Dashboard, 2024


    On Nov. 21, 2024, the California Department of Education updated the official California School Dashboard with the latest data for schools and districts. You can also view results for 2023, 2019, 2018, and 2017.* The dashboard shows achievement and progress, or lack of it, on multiple measures in color codes tied to performance metrics by the state. Enter a search term in the box to search by school, city, district or county. If a school or district does not appear, it means that no data is available. Detailed test scores are available on cells with an “i” (click to see more). For a full explanation, see the notes below the chart.

    * Missing or incomplete years of data from the California School Dashboard are due to the disruptions caused by the pandemic. 




    School Name, City and County Chronic Absenteeism Rate Suspension Rates English Lang. Arts Performance Math Performance High School Graduation Rate English Learners Link
    School Name, City and County Chronic Absenteeism Rate Suspension Rates English Lang. Arts Performance Math Performance High School Graduation Rate English Learners Link

    Notes to Database

    Color Codes and Ratings: The dashboard includes five color-coded performance levels, based on a combination of current performance level and change over the previous year. The color spectrum ranges from red to orange to yellow to green to blue, with red signifying the lowest performance level and blue the highest.

    More information about how the performance levels were calculated is available at the California Department of Education’s website here.

    Column Headings:

    Chronic Absenteeism: Proportion of students who miss 10 percent or more expected days of attendance in a school year. (For a student enrolled for 180 days, this would be 18 or more days.) Note: This indicator is not reported for high schools.

    Suspension Rates: Based on a combination of current suspension rates and changes in those rates over time.

    English Language Arts Performance: Student performance in Grades 3-8 and 11 on the English Language Arts Smarter Balanced tests administered in the current year, combined with whether scores improved, declined or stayed the same compared to the previous year.

    Math Performance: Student performance in Grades 3-8 and 11 on the math Smarter Balanced tests in the current year combined with whether scores improved, declined or stayed the same compared to the previous year.

    High School Graduation Rate: Combined four-year and five-year graduation rates, including current graduation rate along with whether rates have changed over the previous year.

    For more information about how the performance levels were calculated, go to the California Department of Education’s website here.

    For the full dashboard for each school or district, go here.





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  • California schools recovering from pandemic, dashboard shows

    California schools recovering from pandemic, dashboard shows


    Credit: Allison Shelley for American Education

    Este artículo está disponible en Español. Léelo en español.

    California’s K-12 schools made progress in several areas last school year, including increasing graduation rates slightly, and reducing suspensions and the number of students who were chronically absent from school, according to the School Dashboard released Thursday. 

    The state also had an overall increase in scores on state standardized tests in both English language arts and math, prepared more students for college and careers, and had more students earn a seal of biliteracy.

    The improvements, although incremental in some areas, are an indicator that California schools have made progress in reducing the learning loss and chronic absenteeism that resulted from school closures at the beginning of the Covid-19 pandemic in March 2020.

    “Today’s dashboard results show California continuing to make important strides in post-pandemic recovery,” said California State Board of Education President Linda Darling-Hammond. “We’re getting students back to school, getting more of them prepared for college and careers, and graduating them in greater numbers.” 

    The dashboard, a key part of the state’s accountability system, uses an array of colors to show whether a school or district showed growth or decline in several areas, including chronic absenteeism, suspension and graduation rates; preparation for college and career; progress of English language learners; and on state standardized test scores in math and English language arts.

    Students are considered chronically absent if they miss 10 percent or more of instructional days during the school year.

    Blue identifies schools and districts with the best performance, followed by green, yellow, orange and red. Schools and districts are scored based on their performance that school year, as well as on whether there were increases or decreases since the previous school year. Anything below a green rating indicates a need for improvement, according to state officials.

    This year, the state added science scores from state standardized tests to the mix, but only as an informational item. Next year the scores will be an official indicator, used to help determine whether schools need support from the county or state.

    Fewer school districts require support

    Districts that have a red rating in one or more priority areas are required to receive assistance from their county office of education as part of the California Statewide System of Support. Poor-performing county offices, which also operate schools, receive support directly from the state. 

    Priority areas include school climate (suspension rates); pupil engagement (graduation rate and chronic absences) and pupil achievement (English learner progress and math, science and English language arts tests).

    Because of the progress made by California schools last school year, the number of districts with performance low enough to require support from their county offices of education declined for the second year in a row. This year, 436 districts were qualified for help, compared with 466 last year.

    In 2022, 617 school districts were referred for assistance, largely because of high chronic absenteeism rates, according to the California Department of Education. But over the last two school years, chronic absenteeism rates have declined 5.7 percentage points each year. In 2021-22, almost a third of students were chronically absent.

    Chronic absenteeism continues to decline

    Despite the decline in chronic absentee rates, the state still has to make improvements to reach the 12.1% rate it had in 2019, before the Covid pandemic. The current chronic absentee rate is 18.6%.

    High school students were the most likely to be chronically absent last school year, missing on average 15.6 days of school. Transitional kindergarten and kindergarten students missed an average of 13.9 days, seventh and eighth graders 12.6 days, fourth through sixth graders 11 days, and first through third-grade students 11.5 days. 

    Eleven of the 15 school districts in El Dorado County were designated for differentiated assistance from the county because of high levels of chronic absenteeism in 2022. County Office of Education staff met with leaders from the 11 districts to review data and identify the root causes, said Ed Manansala, El Dorado County superintendent of schools. The county office provided data to districts every month in an effort to zero in on why student groups and individual students were absent and moving toward chronic absenteeism, he said.

     Last year, the county had three school districts on the state list because of chronic absenteeism. This year there were none, Manansala said.

    “To me, it’s a validation that the statewide system of support is working,” he said.

    Long-term English learners added

    While many districts improved their chronic absentee numbers and other indicators last year, avoiding the need for support, 215 districts are on the list, in part, because of the performance of their long-term English learners — a student group that was added this year.

    The performance of long-term English learners on academic tests, graduation rates and other indicators was the leading reason schools and districts were flagged for improvement this year. 

    The dashboard defines long-term English learners as students who speak a language other than English at home and have been enrolled in U.S. schools for seven years or more but have not yet achieved proficiency in English. In the past, the dashboard only included data for English learners as a whole.

    The inclusion of long-term English learners in the dashboard is the result of legislation that advocacy organizations pushed for several years. 

    “It’s a monumental step forward,” said Martha Hernandez, executive director of Californians Together, a statewide organization that advocates for English learners. “Long-term English learners’ needs will no longer be hidden, and they’ll be spotlighted for statewide accountability.”

    Hernandez said it is paramount that school districts use the new data about long-term English learners to develop programs and train teachers on how to help these students in particular. Long-term English learners have needs that differ from recently arrived immigrant students. For example, long-term English learners often have a good command of informal spoken English, but have not mastered reading and writing in the language.

    In addition, Hernandez said districts should also focus on helping students achieve fluency in English faster, so they do not become long-term English learners in the first place.

    “English learners come to school bright and ready to learn, and the system really fails them. (If) they become long-term English learners, it’s not an indication of the students, but really the system’s failure to meet their needs,” Hernandez said. 

    In El Dorado County, there are six districts in need of assistance from the county office of education. Like many districts in California this year, El Dorado Union High School District made the list because of the addition of long-term English language learners to the state metric. Manansala and Mike Kuhlman, superintendent of the high school district, have begun discussions on how to improve the achievement of long-term English learners.

    “We have 12 TK-8 districts that feed into that high school district, so it’s going to become a systemwide discussion,” Manansala said. “Again, we’re going to look at that more closely over these next few years.”

    More earn State Seal of Biliteracy

    The number of students who received the State Seal of Biliteracy on their high school diplomas also increased — up from 52,773 in 2022-23 to 64,261 in 2023-24. This may be due to a law that went into effect in 2024 that offers students more ways to prove their proficiency in English, in addition to a second language.

    In the past, advocates and administrators said many students, particularly English learners, didn’t receive the State Seal of Biliteracy, even though they were bilingual, because there weren’t enough options to prove proficiency in English.

    Graduation rates up slightly

    High school graduation rates in California increased 0.2 percentage points to 86.4% this year. But that was enough to give the state the largest cohort of students to graduate from high school since 2017, with 438,065 students, according to state officials. Of those 227,463 met the requirements to attend the University of California or California State University.

    Graduation rates have stayed fairly stable over the last decade, primarily because many districts allowed juniors and seniors to graduate upon meeting the state’s minimum requirement of 130 units during pandemic closures, instead of the higher number of units most districts required.

    Suspension rates decline

    Suspension rates declined slightly last school year, from 3.5% in 2022-23 to 3.2%.

    The decline in suspension rates was for all student groups, according to the California Department of Education, although there continues to be a focus on disparities in suspensions for African American students, foster youth, homeless students, students with disabilities and long-term English learners.

    Equity report

    Assistance to districts is also based on poor performance by student groups. So, even if a district overall has satisfactory performance, with yellow or even green, it will receive county guidance if the ratings of one or more student groups are red as measured on multiple measures of performance.

    An equity report on the dashboard gives users a look at the progress of the 14 student groups that attend California schools, including African American, American Indian, Asian, English learners, Filipino, foster youth, Hispanic, homeless, two or more races, Pacific Islander, socioeconomically disadvantaged, long-term English learners, students with disabilities, and white students.

    This year, school districts will get assistance to improve outcomes for long-term English learners in 215 districts, students with disabilities in 195 districts, homeless students in 125 districts, foster youth in 104 districts, English learners in 84 districts, economically disadvantaged students in 68 districts, white students in 30 districts, American Indian and Alaska Native in 27 districts, students of two or more races in 19 districts, Pacific Islander students in eight districts, and Asian students in one district, according to an EdSource analysis.

    The number of districts needing help to improve outcomes for African American and Latino students declined this year. Districts will get assistance to help African American students in 51 districts, down from 66 in 2018. Thirty-nine districts will get assistance to help Latino students, down from 44 compared with 2018. 

    “Across California, we’re seeing that when we provide for the most vulnerable in our communities, all students reap the rewards,” said State Superintendent of Public Instruction Tony Thurmond in a statement. “Our migrant students and socioeconomically disadvantaged students show marked improvements in consistent school attendance and graduation rates, reflecting the dedication of our educators and students alike.”





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  • Federal cuts throw a curveball into my young Dodger fan’s tutoring journey

    Federal cuts throw a curveball into my young Dodger fan’s tutoring journey


    Credit: Mary Taylor / Pexels

    “Bye, Jose, I’ll see you Monday. Have a good weekend. Go Dodgers.”

    That’s my standard weekly sign-off to Jose Hernandez, the third grader I tutor at Jackson Elementary in Altadena, a Title I school near where I live.

    To say he’s a huge Dodgers fan doesn’t quite capture it, and, like most of the world, he loves Shohei Ohtani. In fact, he made it to the recent Jackie Robinson Day at Dodger stadium and was pretty excited to show up to school the next day with his new Dodgers cap with Ohtani’s name emblazoned across it.

    He’s not always the chattiest, but I’ve learned if I happen to say the right thing, all kinds of information comes pouring out. So I learned he’d been to the game because we happened to be reading a book about Robinson in one of our sessions. It was part of the 10 minutes of read-aloud I do at the beginning of our 45 minutes together. 

    “Ohhhhh,” I said, “that’s why your usual Dodger cap suddenly upgraded to this special Ohtani one.” 

    “Yeah,” he explained, “it was Jackie Robinson Day, and he was playing. And that was cool.”

    I’ve been doing two reading sessions with Jose a week — Monday mornings and Wednesday afternoons — since October, before I started this job as CEO of EdSource. The synchronicity wasn’t deliberate, but it has turned out to be a really helpful window into what’s happening on the ground in California’s public schools. And what it takes to help a kid who’s at least a grade level behind make a dent in the gap. 

    It took me a while to get the hang of tutoring. My kids are now 16 and 20, and teaching them to read is but a distant memory. I’m not sure where I’d even start, but luckily I haven’t had to figure it out myself. I’ve been volunteering through Reading Partners. They use an evidence-based curriculum, based on the science of how children learn to read. 

    It’s very structured — I write an agenda on a small white board, we start with 10 minutes of me reading while he follows along, then it’s his turn. We work our way lesson by lesson, Jose reading and filling out the worksheets that reinforce his comprehension. 

    Sometimes we work on breaking unfamiliar words into identifiable parts, which quite frankly often makes me think about how illogical English is. 

    “Well, so this time -ch sounds like sh, but yeah, you’re right, in that other word it was ch”.  

    Other times we advance through comprehension skills, like how to pull out the author’s main point or how to identify main characters. Some come more easily than others to Jose, but he hangs in there, and I’m often surprised at how much he understands from a story he seems to be struggling through.

    Six months in, I felt like we were both getting in a groove and couldn’t believe the school year was coming to an end. Then came the email, a surprise this past Sunday at 8:30 pm.

    No warning.  

    I suppose we should have seen it coming — in mid-April, the Trump administration targeted some 400 million dollars worth of federal AmeriCorps grants for elimination, but it wasn’t clear how that might affect Reading Partners, one of their programs. When we talked about it at tutoring that week, my amazing coordinator, Kaiya, seemed to think we were OK for the present. Now, a dozen states have filed lawsuits to block the overall AmeriCorps cuts, but confusion reigns. 

    The writing, as they say, is on the wall.

    Reading Partners targets kids up to fourth grade who are reading anywhere from six months to 2.5 years behind their grade level. The research shows what a difference one-on-one help with reading can make in closing the gap. So what of Jose and the 54 other kids getting help with their reading at Jackson Elementary? Or of the nearly 800 kids across Los Angeles? 

    These kids from Jackson have already had more than their share of challenges this year. Jackson was one of the schools closed for several weeks after the Eaton fire in Altadena — the structure was fine, but had to be cleaned top to bottom to get rid of smoke damage. Jose’s family was displaced for even longer, so he was arriving at school late for several weeks, presumably while his parents navigated a new morning commute from the hotel in which they were staying. But the fire also meant most of the kids at Jackson also lost the midyear assessment that Reading Partners does to track whether the tutoring has been making a difference. End-of-year assessments were supposed to start this week, so with the hit to AmeriCorps, that all gets a lot more complicated. 

    As of this writing, it looks like some of the Reading Partners coordinators will be coming back, but not as AmeriCorps, and we will get a few more tutoring sessions after all. Whiplash. I can’t help but wonder how much the kids know about all of this.

    I hope Jose improved in the months we worked together. I don’t think I was the greatest tutor, but I tried my best. I’d like to think it made a difference. 

    The books we were reading got harder. He kept advancing in the lessons. He got better and better at sounding out unfamiliar words with less prompting from me. 

    But I know reading was a struggle for him, and I can’t say I imparted a love of reading in him. He seemed to enjoy our time together, and once, when I picked him up at the after-school program at the school, a couple of his buddies asked how they could get tutors. I’ll take that as a sign of something.

    Meantime, he and I were a few chapters into “James and the Giant Peach” at our last session. We may never get to the happy ending at the book’s conclusion, but now, with the reprieve, perhaps we can get far enough to at least see the hideous aunts perish.

    •••

    Deborah Clark is CEO of EdSource.

    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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  • Trump nominee for education secretary would come backed with detailed policy agenda

    Trump nominee for education secretary would come backed with detailed policy agenda


    Linda McMahon, former administrator of Small Business Administration, speaking during the Republican National Convention on July 18, 2024, in Milwaukee.

    Credit: AP Photo/J. Scott Applewhite

    President-elect Donald Trump’s selection of a close ally and the co-chair of his transition team indicates that education could be a major priority of his administration, even though it did not feature prominently in the 2024 presidential campaign.

    Linda McMahon, the former CEO of World Wrestling Entertainment, is a leading financial backer Trump has been close to for decades. She is also chair of the board of the little known America First Policy Institute, sometimes referred to as a “shadow transition operation” or “White House in waiting.”

    The institute has issued a detailed education policy agenda that is likely to serve as a guide for McMahon, and the Trump administration in general, should she be confirmed by the U.S. Senate.

    For those reading the political tea leaves, it was notable that in nominating McMahon, Trump did not explicitly charge her with shutting down the U.S. Department of Education, and that the agenda of the America First Policy Institute does not call for it either. Instead, Trump called on her “to spearhead efforts to send education back to the states” an expansive and undefined charge, especially because by law education is already mostly a state and local function.

    Regardless of the fate of the department, the contrast between President Joe Biden’s and Trump’s education agendas — and between McMahon and current Secretary of Education Miguel Cardona — could not be wider. 

    Cardona is a lifelong educator, becoming secretary after a career as a teacher, principal, district administrator, and state commissioner of education. McMahon spent most of her career building the WWE, founded with her husband, Vince McMahon. 

    Cardona’s net worth is estimated by Forbes magazine to be $1 million, most of it tied up in his principal residence, retirement savings, and a 529 college savings account for his children. By contrast, Forbes places McMahon and her husband’s net worth at $2.5 billion. 

    The only thing they seem to have in common is that they are both from Connecticut. 

    But even though McMahon has a slim resume regarding education, she is not entirely an education neophyte. She studied to become a French teacher in college. She has been a trustee of Sacred Heart College, a Catholic college in Fairfield, Connecticut, for years. She was appointed to the Connecticut State Board of Education in 2009, although she left after a year to run for the U.S. Senate in 2010 and again in 2012 — both times unsuccessfully.  

    McMahon is more of a traditional conservative Republican than several of Trump’s other Cabinet nominees. In some ways, she is more similar to Betsy DeVos, another billionaire, who was Trump’s first secretary of education. But unlike DeVos, she has had experience in government, as head of the Small Business Administration during Trump’s first term.   

    In 2019, she left that post, not under a cloud or fleeing vitriol from Trump like many others in his administration, to head the America First PAC, which raised funds for Trump’s re-election bid in 2020. 

    On the explosive issue of “school choice,” publicly, at least, she has mostly called for expanding charter schools, rather than taxpayer-funded vouchers. “I am an advocate for choice through charter schools,” she declared in her 2010 campaign for Senate. 

    She also has some bipartisan instincts, even getting support from the Democratic senators she had previously run against, when they had to approve her nomination to head the Small Business Administration. Sen. Richard Blumenthal called her “a person of serious accomplishment and ability,” and Sen. Chris Murphy described her as a “talented and experienced businessperson.”

    As SBA administrator, she drew high praise from some Democrats for increasing loans to women-owned businesses, and for making the agency more efficient, including from then-Sen. Ben Cardin, D-Md., the ranking member of the Small Business and Entrepreneur Committee.

    Another sign of her bipartisan inclinations came in a September commentary in The Hill newspaper, when she argued for a radical revision of the Pell Grant, the main form of federal student financial aid. 

    While most Pell grants go to full-time students, McMahon argued that the grant should also be available to students enrolled in “high-quality, shorter-term, industry-aligned education programs that could lead to immediate employment in well-paying jobs.” 

    To that end, she endorsed a bill known as the Workforce Pell Act, sponsored by lawmakers usually on far opposite sides of the political aisle — Rep. Virginia Foxx, R-N.C., and Rep. Elise Stefanik, R-N.Y., Rep. Mark DeSaulnier, D-Calif., Bobby Scott, D-Va. 

    Arguably one of her key qualifications is that she and Trump have a positive relationship. Unlike many who served in his first administration and left reviled by their former boss, when she stepped down as SBA administrator, Trump praised her as a “superstar.” “Just so smooth,” he said. “She’s been one of our all-time favorites.”

    But her most important credential may well be her role as chair of the board of the America First Policy Institute, which she helped start.

    Its 150-person staff includes well-known Trump staffers like Kellyanne Conway and its executive director, Chad Wolf, the former secretary of homeland security. Pam Bondi, the head of the institute’s legal arm, was just nominated by Trump to be attorney general in place of Matt Gaetz, who withdrew his nomination.

    Like Project 2025, the conservative blueprint issued by the Heritage Foundation, which Trump has disavowed and says he had no role in crafting, the America First Policy Institute has also drawn up a similar detailed policy framework, including one on education. Yet the institute has not done much to publicize its proposals, which Trump has reportedly appreciated.  

    The institute draws a sharp contrast between its “America First” polices and what it calls “America Last” policies championed by Democrats.

    “America Last” policies, it argues, “prioritize radical ideologies and failing public schools.” These include promoting “transgenderism” and “radical ideologies over core subjects,” while fighting “school choice expansion,” and parent notification policies regarding curriculum and gender identification. 

    The institute calls for reinstating Trump’s 1776 Commission to promote “patriotic civic education” and removing critical race theory and diversity, equity and inclusion from what it alleges are requirements for federal grants.

    And instead of supporting “leftist teachers unions” and teacher tenure, it advocates for “reduced union influence, and increasing flexibility in hiring and firing.”

    For these and other reasons, it is to be expected that key education groups would oppose McMahon’s nomination. 

    “Rather than working to strengthen public schools, expand learning opportunities for students, and support educators, McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools,” said President Becky Pringle, president of the National Education Association, the largest teachers union in the U.S.

    But for conservatives like Frederick Hess, director of education policy studies at the American Enterprise Institute, McMahon is an unknown quantity when it comes to education, and he made a pitch for approaching her nomination with an open mind. “I’m looking forward to learning more about her views and approach to the role in the weeks to come,” he said. “I’d avoid gross assumptions based on biography. Those seeking reflexive celebration or condemnation should look elsewhere. “

    Controversy has already surfaced about her nomination. Media reports point to an October lawsuit in Maryland alleging McMahon and her husband failed to stop a prominent WWE ringside announcer in the 1980s and 1990s from sexually abusing 12- and 13-year-olds known as “ring boys” who were hired to do errands in preparation for wrestling matches.

    What is still an open question is whether Trump will move to eliminate the Department of Education, or how aggressively he will do so. His administration may decide that it is more important to keep the department intact for any number of reasons, including transforming its influential Office of Civil Rights into a weapon to impose his education agenda onto states or schools.

    And it is possible that McMahon will continue to voice her praise for teachers, and for public schools, including charter schools. “We have a very good system of public and private schools,” she said in an interview a decade ago. “I’ve watched some masterful teachers who are innovative and who are reaching kids who are below grade level in many of the subjects.  To see how they get turned around is heartwarming and astounding.”





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  • West Contra Costa Unified denies charter renewal application

    West Contra Costa Unified denies charter renewal application


    Credit: Louis Freedberg / EdSource

    For the first time in five years, the West Contra Costa school district board of trustees has denied a renewal petition of one of its charter schools.

    By a unanimous vote on Wednesday, the board rejected the renewal application of the Richmond Charter Academy, which serves just under 300 students.

    It is part of Amethod Public Schools, or AMPS, a charter management organization that also operates two other charter schools in Richmond and three in Oakland. 

    The vote followed impassioned appeals by staff and students wearing yellow T-shirts, trying to persuade the board to allow the school to continue operating. 

    A similar hearing about the school’s fate was held at a board meeting last month.  There are 13 charter schools in the district, serving close to 4,000 students of the district’s nearly 30,000 students. 

    The charter schools are among more than 1,300 in California, by far the largest number in any state. 

    Renewal petitions are rarely denied in California.  The Legislature approved a law (Assembly Bill 1505) in 2019 governing charter school applications and renewals, but its full implementation was delayed until after the pandemic. As a result, many charters are just now coming up for renewal under the 2019 law. 

    The board’s decision was not entirely unexpected. It was based on a strong recommendation by district staff, outlined in a detailed 79-page report that the district deny the school’s charter based on concerns about its finances and its ability to guarantee that it could offer the educational programs it was promising. 

    The staff reviewers said they “found fiscal concerns that could not be remedied and the school would not likely implement the program as described in the petition.” 

    The denial came despite students showing academic results somewhat higher than the district average. 

    Beyond fiscal worries, several board members also expressed concern about the small number of Black students in the school. 

    The school has a 91% enrollment of Latino students, while Black students only make up 4%.  That’s in a district with an 11.5% Black enrollment.  

    School administrators said the school admitted students based on a lottery, and thus, the racial or ethnic makeup of the school was determined by who applied.

    The school now has a chance to appeal the denial to the county school board, and if the renewal is denied there, the school could then appeal to the State Board of Education. 

    Among the issues identified in the staff report was the very low number of teachers with a “clear” teaching credential. 

    Another concern was the considerable turnover in leadership. Some board members had high praise for the current interim CEO, Adrienne Barnes. But in light of leadership turnover in the past few years, they said they weren’t confident that the current leadership would stay much longer.  

    “Ms. Barnes, you have made a Herculean leap forward, and I appreciate your efforts,” board President Leslie Reckler told her at the meeting. “But I have deep concerns over whether you’re going to be here in a year, or even less than that.” 

    In 2020, the board voted not to renew the application of the Manzanita Elementary charter school, despite a staff recommendation that the application be approved. The school then appealed to the Alameda County Board of Education, which overruled the district board. Manzanita is still operating today.  

    None of the current district board members were on the board in 2020. Reckler and Demetrio Gonzalez-Hoy, the two most senior current members, pointed out that this was the first time they had voted against a charter renewal, and that it was a difficult vote to cast. 

    “As the people in charge of renewing the charter, I simply cannot do that,” Gonzalez-Hoy said. “I am sorry for that because I know how painful this is. And as the first charter that I have to deny, I feel the pain.”

    “The staff’s findings raise serious questions that we cannot ignore, and it would be irresponsible to move forward without addressing them fully,” added board member Guadalupe Enllana in explaining her vote. “My decision is not made lightly, but it’s made with students at the center because that is who we are here to serve.”





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