When Estela Lopez was about 7 years old, her brother told her she could join in on an adventure — provided she stayed strong, followed instructions and didn’t cry.
After school one day, Lopez and her older brother trekked across the street to their local school in what used to be South Central Los Angeles and climbed over the walls, jumping from one room to the next despite hearing their mother calling their names.
By chance, Lopez stumbled on a recycling bin packed with paper worksheets. She grew excited and rummaged for more.
“I went into the trash cans, and I started looking at different worksheets, and I started taking them out,” Lopez said. “I had a younger sister, I was like, ‘You know what, we’re going to play school. I’m going to be the teacher. You guys are going to listen to me.’”
What started out as play that day — with her sisters sometimes complaining, “You always want to be the teacher; you always want to have us doing work” — led Lopez to begin her journey as an educator, as she began to notice the positive effects of her methods at home.
“One of my sisters was very strong in reading, but I saw that my other sister was struggling,” she said, so she just helped them with their homework. “The expectation, since I was the oldest, was to get home, help my sisters with homework, help around the house while both of my parents were working 12 hours a day.”
The community Lopez grew up in lies in what is now South Los Angeles — and she still lives and works just a five-minute drive from where she was raised on 49th Street. But since she took over as the principal of Dolores Huerta Elementary, Lopez has gone beyond teaching reading and writing — working her way from being a coordinator who supports English learners, to assistant principal, to a principal who extended her reach far beyond the classroom to help families secure housing and deliver critical supplies during the height of the Covid pandemic.
Ryan J. Smith, the chief strategy officer at the LA-based organization Community Coalition that works to “upend systemic racism,” said Lopez has worked diligently with LAUSD and has established various community partnerships to help create safe passage routes near the school.
And when a parent can’t take their child to school, Lopez and assistant principal Sandra Sandoval step in.
“We had a kiddo last year who is being raised by grandpa, and he was having a hard time picking her up from school. He was going through chemo treatment. … And so we took turns walking her home and picking her up in the morning so she would get to school safely,” Sandoval said.
“We will do whatever we need to do to make sure that our kids are safe and getting to school and … at least being kids and not dealing with big people problems for six and a half, seven hours a day.”
Supporting students’ families
Virtual learning due to Covid was particularly challenging, Lopez said, as many students did not log onto their online coursework.
So, she and her fellow administrators began going door to door, but they quickly realized that a lot of the families also did not have masks to stay healthy.
“We would get to the homes, and we would ask them to come out, and they were like, ‘We don’t have any face masks,’ some of the essential things,” Lopez said. “So we started carrying them in the cars, and we started giving them to the families because these are the families we’re supporting. They don’t have face masks. They’re not protecting themselves.”
Around that same time — as rents skyrocketed — Lopez helped organize town halls and workshops for parents to learn about housing security in an attempt to avoid eviction.
“We find sometimes when we’re looking at enrollments, we see the same address three or four times,” Lopez said. “That means there’s three or four families living under one roof. And sometimes we find out it’s only a two-bedroom, and that’s what our kids deal with on a daily basis.”
According to Ryan, that level of community outreach is critical, and Lopez has acquired a “profound” understanding “that students need all things to thrive.”
A time to heal
For Lopez, however, that period of seclusion wasn’t just about supporting families in her community. It was also about healing herself.
Lopez missed the students when they were home during the pandemic. “I really did. I missed that laughter outside. I was only hearing the little birds,” she said. “But I think I needed that time because, during that time was when my son (Mauricio) passed away, and I wasn’t in a good place to be their school leader. I needed that time to cope, but I also needed that time to heal.”
Mauricio was the eldest of Lopez’s three sons, born when she was a 17-year-old high school senior.
She recalled that Mauricio was only 4 months old when he watched her take the stage as a high school graduate. And he watched her again, as an adult with a daughter of his own, when she shared her story for the first time at a celebration of the school’s 10th anniversary in 2019 — when Lopez also met civil rights icon Dolores Huerta in person for the first time and began her yearslong relationship with her.
“Sharing about becoming a teenage mom, sharing about the LA riots, sharing about the challenges of being a parent that was raising three Latino boys and the conversations with them. Sharing that I left (home) when I was only 15 years old. Sharing how difficult it was to grow up in a home where my dad was an alcoholic and how my ex-husband became an alcoholic and I didn’t want to continue that cycle with my son,” Lopez said.
While Ryan eventually convinced her to speak at the event, Lopez said, that was one of the hardest decisions she has had to make — but that it was ultimately an opportunity to honor the five most important people in her life who continually motivated her to keep going: her parents and her three sons, Mauricio, Ivan and Julian.
Lopez said that after she spoke, Huerta embraced her and said, “You’re strong, mi hija. You’re a strong woman.”
But in the wake of Mauricio’s death, Lopez questioned whether she should remain an educator.
“I went back and thought about the times that I wasn’t with him and the times that I felt that I invested so much on me and not on him … or my last conversation with him,” Lopez said.
“I was working on the main office to make it look pretty for our students, and he called me that Saturday, and he said, ‘Mom, are you coming home?’ And I said ‘Not yet, mi hijo.’ I said I want to finish painting the office because I don’t want to be here on Sunday. And he said, ‘That’s cool, mom. I love you. I’ll see you tomorrow.’”
Ultimately, Mauricio’s wife, Alejandra, showed Lopez her son’s social media posts, which reminded her of her purpose.
“I’m very proud of you, mama. You make me strong,” Mauricio had written. “Keep the work going. You’re helping the little kids out.”
Life at Dolores Huerta Elementary
Despite having had three sons and a granddaughter (who attends Dolores Huerta Elementary) of her own, Lopez has regarded the students as her “other children.”
“All I have to do sometimes is look at that window … and when they pass by, and they’re showing me their little cards or they’re smiling, that’s worth it,” she said.
When a student arrives late, Lopez said she immediately takes them to the cafeteria to eat something. When a student cries, she offers comfort. And when a student doesn’t seem responsive in the morning, she and her staff check on them throughout the day.
“I know how challenging it can be out there,” said Lopez, who views the school as a shelter for children from some of their difficulties. “I want to make sure that when we open the doors in the morning, everything is left outside.”
Students at the school, including Samantha Estrada Flores, said she has admired Lopez as an “amazing woman” who organizes fun activities for the children. And, Ernesto Gallardo, a fifth-grader running for student council president, said when he walks through the gates each morning, “I’m always happy.”
“At the beginning, when (Mauricio) passed away, it was hard for me to say I have three sons, but now, I have three sons: two with me, and one that’s not with me right now — but the one that taught me how to be a mom,” Lopez said. “And with that learning, I learned to be a strong leader and for my community to know that I’m here to support them in any way that I can. That’s my mission.”
The center photo features Tom Boroujeni, Fresno City College academic senate president.
Credit: Mark Tabay, Fresno City College & Fresno State/Facebook
A Fresno City College communication instructor and president of the school’s academic senate was found to have committed an “act of sexual violence” against a professor and former colleague at nearby Fresno State University, where he taught for years until he resigned under pressure last year, documents show.
The allegations against Tom Boroujeni stayed hidden from public view, EdSource found, before surfacing in 2020, when Fresno State opened an investigation based on the federal anti-discrimination law known as Title IX, records show.
That investigation determined that Boroujeni committed the sexualviolence in 2015, when he was a graduate student and part-time instructor at Fresno State. The case wasn’t fully resolved until February, when the alleged victim reached a $53,300 settlement with the university after claiming it hadn’t done enough to protect her, university records show.
Boroujeni was also a part-time instructor at Fresno City College while finishing a master’s degree at Fresno State in 2015, records show.
Boroujeni, 38, of Clovis, is also known as Farrokh Eizadiboroujeni and Tom Eizadi, documents show.
City College’s parent agency, the State Center Community College District, became aware of the matter in August 2021 when the alleged victim, who also teaches there part-time, “requested a no-contact order” against Boroujeni “as a result of a sexual misconduct investigation” at Fresno State, according to an internal district document obtained by EdSource.
The district granted the order based on a report by its former general counsel, Fresno attorney Gregory Taylor, who conducted interviews and combed through Fresno State’s investigation. Taylor concluded Fresno State’s finding was “well-reasoned and supported by sufficient evidence.”
In 2023, despite the findings and stay-away order, the State Center Community College District gave Boroujeni tenure. A district spokesperson said laws governing the granting of tenure were followed.
In both Fresno State’s investigation and in interviews with EdSource, Boroujeni denied committing what Fresno State concluded was “an act of sexual violence.”
Asked if he raped the alleged victim, Boroujeni replied in a sharp tone, “No, I did not.”
Boroujeni claimed he and the alleged victim, who was a professor at Fresno State at the time, had consensual sex in her apartment in June 2015,shortly after they started dating. But the investigation found that she told Boroujeni “no” when he asked if they could have sex. He then “pinned down (her) upper region” and she “zoned out” during what followed, according to the 2021 university report.
EdSource doesn’t identify sexual-abuse victims. The alleged victim declined to be interviewed for this story.
Boroujeni appealed the findings to the California State University’s Chancellor’s Office in June 2021. The appeal was denied a month later.
EdSource sought documentation about the case from Fresno State earlier this year.
“Given that Mr. Boroujeni remains active in the educational community and is teaching at a local community college, there is strong public interest in knowing that a college instructor has been previously found to have committed an act of sexual violence at another university.”
John Walsh, the CSU system’s general counsel
Walsh wrote in an Aug. 4 letter to Boroujeni’s lawyer, Brooke Nevels, informing her the report would be released as “a matter of public interest.”
Boroujeni said his 2015 graduate-student status should have blocked the release of the investigative report to EdSource under the state’s public records act. He also was a part-time instructor at the time. But in a decision made at the CSU system’s Chancellor’s Office, the report was released over his objections.
Boroujeni complained to the U.S. Department of Education’s Student Policy Privacy Office, claiming the release violated the federal Family Educational Rights and Privacy Act, according to a generic confirmation email he provided to EdSource. The response states the complaint wouldn’t be answered for at least 90 days. The department didn’t respond to a request for comment.
A tale of two colleges
January 2015 – Graduate student Tom Boroujeni begins working as a substitute instructor and teaching assistant at Fresno State University.
May 2015 – Boroujni begins working as an instructor at Fresno City College
June 21, 2015 – Boroujeni allegedly commits an “act of sexual violence” against a Fresno State professor.
June 22-30, 2015 – The alleged victim confides in friends that she was assaulted. She declines to call police, telling a friend she is afraid making a report would negatively impact her at Fresno State, where she is working toward tenure.
2016 – Boroujeni finishes his master’s degree at Fresno State and continues working at the university, becoming coach of the school’s debate team.
2016 -The victim of the alleged sexual violence begins teaching as an adjunct at Fresno City College in addtion to working at Fresno State.
Aug. 2019: Boroujeni gets a tenure track instructor position in Fresno City College’s Communication Department.
Oct. 2019 – Boroujeni is told he will be assigned to non-debate classes and removed as debate team coach at Fresno State.
July 9, 2020 – Boroujeni files a complaint with Fresno State alleging that the alleged victim had made “unwelcome advances of a sexual nature” to him in 2015. He claimed he entered into a relationship with her only because he feared that not doing so would hurt his chances of receiving his master’s degree and full-time employment at the university. He further claims his removal as debate coach and change in teaching assignments is retaliation for her rebuffing further advances in 2016.
Oct. 6, 2020 – While being interviewed about Boroujeni’s complaint against her, the alleged victim tells an investigator that on June 21, 2015, Boroujeni allegedly committed an act of sexual violence against her. Fresno State opens an investigation.
May 2021 – Boroujeni becomes president-elect of Fresno City Colleges academic senate for a two-year term, meaning he will ascend to the senate presidency in 2023.
May 18, 2021 – Investigator Tiffany Little issues two findings. She rejects Boroujeni’s claims of sexual harassment and finds that, based on a preponderance of the evidence, Boroujeni committed an act of sexual violence against the victim.
May 25 2021 – The alleged victim is notified that the university’s remedy is that she and Boroujeni have no contact with each other. A no-contact order is issued by Fresno State.
June 16, 2021 – Boroujeni appeals the finding to the CSU Chancellor’s Office of Investigations Appeals and Compliance. His appeal was rejected on July 29, 2021.
August 2021 – The alleged victim asks Fresno City College – where she and Boroujeni both still teach – for a no-contact order on campus, similar to what was put in place at Fresno State. The order is issued months later.
2022 – The alleged victim tells Fresno State that it “failed to take adequate actions” to address her safety concerns with Boroujeni. She threatens to take legal action against the university.
Feb. 8, 2022 – Boroujeni files a grievance with Fresno State over a decision to place the report on the act of sexual violence in his personnel file as he approaches a performance review for a three-year lecturer contract.
March 7 2022 – Boroujeni tells Fresno State that he intends to resign at the end of the academic year.
March 11, 2022 – Fresno State placesBoroujeni on administrative leave, pending the outcome of an unrelated allegation of misconduct.
May 5, 2022 – Boroujeni resigns from Fresno State, agreeing that he “will not apply for, seek, or accept employment with CSU Fresno or any other campus or department of California State University or its auxiliaries.”
Nov. 14 2022 – Boroujeni received a letter of reprimand from the dean of Fresno City College’s Division of Fine, Performing and Communication Arts in part for unprofessional conduct including an allegation he referred to a colleague with an apparent racial slur and threatening “to get” that person.
Feb. 8, 2023 – The alleged victim settles her claim with Fresno State over her safety concerns. She is paid $53,300 and is given a paid year off from teaching to do academic research.
March 7, 2023 – the State Center Community College District board of trustees grants tenure to Boroujeni and 24 other faculty members at Fresno City College.
May 10, 2023 – Boroujeni becomes academic senate president of Fresno City College
“It was in the greater good of the public to disclose it,” Debbie Adishian-Astone, Fresno State’s vice president for administration, said of the heavily redacted 43-page document. “The public has a right to know.” EdSource obtained an unredacted copy of the report.
CSU’s Title IX history
In May 2023, Boroujeni started a two-year term as Fresno City College’s academic senate president, a position that gives him input on behalf of the faculty on academic policy and personnel matters and puts him in frequent contact with college and district leaders. “I am a politician. I am a public figure,” he told EdSource.
The revelations about Boroujeni come as Fresno State attempts to move past a CSU-sanctioned report released earlier this year that said the school had “the most high profile and incendiary Title IX issues plaguing the CSU.” That’s a reference to the scandal that took down former CSU Chancellor Joseph Castro, who resigned in 2022 after it was revealed that while serving as Fresno State’s president, he ignored years of sexual misconduct allegations against Frank Lamas, his vice president of student affairs.
When the allegations were finally investigated, Castro agreed to let Lamas resign in exchange for a $260,000 settlement, retiree benefits and a promise of a glowing letter of recommendation.
The Boroujeni case also raises questions regarding the State Center Community College District’s response after learning of Fresno State’s determination of sexual violence and how Boroujeni went on to receive tenure and become academic senate president.
The Fresno State case was not taken into account as Boroujeni became senate president at Fresno City College and achieved tenure in 2023, even after the district investigated the alleged victim’s request for a stay-away order and found that sexual violence occurred.
The president of the State Center Community College District’s board of trustees, Nasreen Johnson, declined to talk to EdSource, and Chancellor Carole Goldsmith declined to be interviewed and answered questions through a district spokesperson.
Other than the no-contact order, the district “took no other action as there were no civil or criminal findings, judgments and/or convictions surrounding (Boroujeni) at Fresno State, nor were there accusations or reports of similar misconduct” at Fresno City College, district spokesperson Jill Wagner wrote in an email to EdSource. The no-contact order requested by the alleged victim wasn’t effective until the spring of 2022, in part because the process of obtaining records from Fresno State was “slow and arduous.”
Wagner said the tenure committee assigned to Boroujeni “considered multiple factors in favor of granting tenure. Areas of concern were not identified” at the time Boroujeni was reviewed. Asked if the committee that considered Boroujeni’s tenure had access to or was aware of Taylor’s report confirming that an act of sexual violence had occurred, Wagner did not respond directly. She wrote that the district followed state law and the district’s union contract, “which prescribes what information can be included in tenure review.”
Boroujeni told Edsource that he “got tenured with the district’s knowledge of everything that had happened.”
Boroujeni resigned from Fresno State on May 9, 2022, agreeing to a demand that he never apply for, or accept employment, in the 23-campus California State University system again, according to the resignation document.
When he accepted those terms, he was being investigated for other unrelated misconduct allegations that were later found to be not substantiated, documents show.
Despite its findings about the 2015 incident, Fresno State couldn’t discipline Boroujeni — such as suspending or firing him — because he was a graduate student when the alleged act of violence occurred, Adishian-Astone, the school’s vice president for administration, said in an interview.
Boroujeni started working for Fresno State as a teaching assistant and part-time instructor in January 2015, nearly six months before the incident, records provided by the university show. But Adishian-Astone said his status at the time was as a graduate student.
The university can’t “discipline an employee for something he did as a student,” she said. But the findings still contributed to Boroujeni leaving his faculty position at Fresno State.
Boroujeni told EdSource that he agreed to resign because if he hadn’t, the act-of-sexual-violence report would have been placed in his personnel file. He said he was up for a performance review at the time and a three-member committee of communication-department academics would have had access to the report. He said he was concerned his reputation would be harmed and his contract not renewed.
“They threatened me, basically,” Boroujeni claimed. “They said, ‘If you don’t (resign), we’re going to hand this over to your department for review.’ They said, ‘It becomes part of your employment record.’”
Although the university couldn’t directly discipline Boroujeni, Adishian-Astone said placing the report in his personnel file was allowable. If Boroujeni hadn’t resigned, the university would have done that, “particularly given the egregious nature of this incident,” she said.
Information sharing limited
California has no mechanism for its three public higher-education systems — CSU, the University of California and the California Community Colleges — to share information about employees with sexual misconduct-allegation records.
In response to EdSource’s questions, Wagner, the State Center Community College District spokesperson, said the district is now calling on the state to require that “educational institutions have a mechanism to share information about employee misconduct, harassment and sexual violence.”
The practice of someone in higher education being employed at another college despite sexual misconduct allegations is dubbed “Pass the Harasser,” which the Chronicle of Higher Education once called “higher education’s worst kept secret.”
Boroujeni’s employment at Fresno City College after resigning from Fresno State is a variation of that, said Michigan State University professor Julie Libarkin. She tracks alleged offenders through the Academic Sexual Misconduct Database, which aggregates abuse cases based on news reports. It contains nearly 1,100 cases nationwide, which she said is just a fraction of what occurs.
Too often, she said, faculty members move to another institution after being disciplined or fired. “It’s a problem all over the country,” she said, enabled by secrecy and schools that “don’t want to have their names sullied” by publicly identifying an abuser. If an accused person quietly resigns, they’re often able to keep their records confidential, she said.
In Boroujeni’s case, he was already working as a Fresno City College instructor when Fresno State made its findings. There was no communication between the schools about the matter until the alleged victim asked for the stay-away order.
Adishian-Astone said Fresno State “would not have advised (the State Center Community College District) about this matter on our own as it was a confidential personnel matter and at that time the respondent was already an existing (district) employee. If (the district) had reached out about a reference for the hiring of a new employee, we would have advised them accordingly. Our system does not track if faculty also teach at other institutions.”
Shiwali Patel, senior counsel at the National Women’s Law Center, said the alleged victim could be “in a vulnerable position” at Fresno City College with Boroujeni serving as president of the academic senate.
Boroujeni “shouldn’t have any impact on her experience there, promotions or anything to do with her employment. If he holds this position of power over the victim who told the community college about what happened at the other institution, she could be in a vulnerable position,” she said.
The district “should have checked with the victim to see what impact that could have on her, given that she’s employed by the same institution,” Patel said.
Asked about the alleged victim, Wagner wrote in an email that the district “unequivocally supports survivors of violence.”
A dean’s complaint
Boroujeni told EdSource he is also facing allegations regarding his interactions with three other women at Fresno City College. They have each filed pending complaints against him, which he characterized as allegations of “gender discrimination.”
Wagner, the district spokesperson, said she could not discuss the complaints because they are personnel matters. Boroujeni said one is a Title IX investigation and the others are being treated as grievances. The women declined to discuss their complaints.
He identified one of the women as Dean Cyndie Luna of the college’s Fine, Performing and Communication Arts Division. He declined to provide details of her complaint.
Last year, Luna reprimanded Boroujeni for incidents of unprofessional conduct that she wrote were “becoming more frequent and aggressive” and “causing me grave concern as your supervisor,” according to a November 2022 letter of reprimand, which EdSource obtained from a source.
Luna also wrote that in a conversation with her, Boroujeni referred to a colleague with an apparent racial slur and, in a “menacing and threatening” tone, said he “will get” the colleague for gossiping about him.
Boroujeni told EdSource that Luna fabricated the accusations in the letter. “She makes up a lot of things,” he said. Luna declined to discuss his allegation or the letter of reprimand.
Boroujeni said other aspects of the reprimand challenge actions he’s taken as senate president, which he claims cannot be subject to a reprimand. The senate’s executive committee, which he heads, filed a lengthy response to the portion of the reprimand dealing with administrative matters. More than a year later, Boroujeni is trying to get the reprimand withdrawn.
Luna’s “using my employment as a way to mitigate a political situation,” he said, claiming that she is trying to reprimand him for positions he has taken on behalf of the faculty.
“She’s punishing me for doing my job when she’s not even my supervisor as the president of the academic senate. We don’t have supervisors,” Boroujeni asserted.
‘Unwelcome advances’
Born in Iran, Boroujeni said he lived in Greece before eventually coming to the United States and enrolling at Fresno State. In Greece, he said he started using Tom as a first name instead of Farrokh and continued using it in America. He also began shortening his last name to Boroujeni — although Eizadiboroujeni remains his legal last name, according to voter registration and other public records.
Boroujeni was ambitious about a career in academia. He began working in Fresno State’s communication department as “substitute instructional faculty,” in 2015, records show, while finishing his master’s degree, and beginning to climb the teaching ranks.
By 2020, Boroujeni was worried that a job within Fresno State’s communication department was being taken away from him, Fresno State records show.
He was the coach of the school’s nationally prominent debate team, the Barking Bulldogs. But he was losing the job, and the classes he was assigned to teach were being changed in a communication department shakeup, documents show. The publication Inside Higher Ed reported on Boroujeni losing the debate coach job in October 2020.
A few months before the Inside Higher Ed story was published, he retroactively filed a complaint stating that in 2015, when he was a graduate student, a professor lured him into a romantic relationship — the same professor he would eventually be found to have committed an act of sexual violence against.
Boroujeni claimed she sexually harassed him with “unwelcome advances.” But he began a relationship with her because “he feared rejecting (the) advances would jeopardize both his ability to graduate from Fresno State with his master’s degree and his future employment opportunities because (the professor)” taught in the communication department, the investigative report states.
Five years after the alleged harassment, he claimed “the personnel changes were made because of the termination of the relationship with” the professor. But the investigator assigned to Boroujeni’s complaint found communication department leaders had “legitimate reasons” for the personnel shakeup and that no harassment occurred.
But the harassment complaint led to revelations about a deeply held secret.
The investigator, Tiffany Little, found that the alleged victim had confided in a conversation with a close friend “in which (she) described the experience as rape,” Little’s report shows.
Little met with the alleged victim. She confirmed what she had told her friend in 2015, making “an allegation of sexual violence” against Boroujeni, Little wrote.
Boroujeni told EdSource that the alleged victim fabricated the claim as retaliation for his harassment complaint.
Dating colleagues
Boroujeni and the alleged victim were the same age — 30 — when they began dating in 2015, after he had taken one of her classes as a graduate student.
On the night of June 21, 2015, they were at her apartment. Both were married. She was in the process of divorcing. He told her he had worries about his own marriage, documents show.
Both acknowledged that during a make-out session, Boroujeni asked her if they could have sex. He claimed she said yes and that she provided a condom in a pinkish wrapper, according to documents.
But the alleged victim told Little that she didn’t consent. She first said she couldn’t remember if there was a condom, then later said she was sure she hadn’t provided one, as Boroujeni claimed, because she did notkeep condoms in her apartment.
Little’s report states that when the alleged victim told her friend what happened, the friend wanted to call the police. But the alleged victim did not want to make a criminal complaint because “she did not want any of this to come out to the university because she was this young tenure track professor,” Little wrote.
In his statement, Boroujeni said he asked the alleged victim if she wanted to have sex and she replied “mhm,” which he understood as consent.
The alleged victim continued to see Boroujeni, the report states. As she did, the alleged victim described to a friend how he “disregarded (her) boundaries sexually,” Little wrote. That friend told Little that the alleged victim had told her there were times she did not want to have sex with Boroujeni, but “he pressured her until she did.”
Another person told Little that the alleged victim confided in 2017 that Boroujeni “forced me to have sex with him.”
Boroujeni refused to speak with Little, choosing instead to answer her questions in writing. Those answers, Little noted, were written “with the benefit of first having seen (the alleged victim’s) account and the details she provided and didn’t provide.”
Boroujeni said he didn’t speak to Little because “I was seriously worried about criminal exposure.”
He said he couldn’t get legal representation for an interview because of scheduling problems.
He described Little as untrained and “just somebody who works in an office in CSU who is now in charge of a very serious allegation. … How do they hire these people? They are not an attorney. (sic) They are not an investigator. (sic) They go through minimal training.”
Little, who received a law degree from the University of Illinois in 2014, is now the director of civil rights and Title IX Compliance at Northwestern University. She didn’t respond to a request for comment.
Unlike Boroujeni, the alleged victim spoke with Little.
She “didn’t have time to reflect upon, ponder, deliberate about, and compose her answers. Instead, she answered this investigator’s questions in the moment, and based only on her personal recollection. Put simply, a reasonable person could find that (her) manner of testimony supports a finding that her account was credible.”
Little wrote that Boroujeni told her “there are text messages that corroborate his account and requested that (the victim) submit these materials.” But the alleged victim told Little she had already submitted all the texts she had. There was nothing in them that matched what Boroujeni described, Little wrote.
“Told this,” Boroujeni “never submitted or described the messages” himself, Little wrote. Boroujeni told EdSource he’d deleted the messages.
“A reasonable person could find Boroujeni‘s assertion that there is evidence to corroborate his account, and his failure to produce or describe such evidence … to diminish the likelihood that his version of events can be corroborated and therefore the credibility of his account,” Little wrote.
Little concluded that she found the alleged victim had proven herself credible. Boroujeni, she wrote, “did not likely obtain consent for sexual intercourse.”
Fresno State ordered Boroujeni and the alleged victim to avoid each other on campus. He continued teaching.
The alleged victim wasn’t satisfied that the university was doing enough to protect her. She then filed a grievance and gave notice to CSU “of her plans to pursue litigation,” records show.
She reached a settlement in February. The university paid her $53,300 with a paid year off from teaching to conduct research.
In March 2022, Fresno State notified Boroujeni about a new allegation of misconduct against him. The university placed him on administrative leave. He was notified on July 25, 2022, that the complaint was not substantiated.
By then, he had resigned from Fresno State and was pursuing his career at Fresno City College.
Former governor Jerry Brown headlines a party next week toasting the Local Control Funding Formula (LCFF), California’s ten-year-old reshaping of school finance, the nation’s most ambitious effort to target public investment toward narrowing disparities in student achievement.
In 2013, Brown and the Legislature recast state funding to shift dollars toward districts that serve greater shares of low-income and non-English-speaking children. The logic remains compelling: educators labor to bring all children over proficiency hurdles in reading and math, so greater resources must go to students who have the farthest to climb.
Party goers in Sacramento do have cause to celebrate. The extra funding has worked to lift performance among students living in areas of concentrated poverty. Test scores, graduation rates, and college readiness have all seen increases stemming from the extra funding, according to research from the Learning Policy Institute and the Public Policy Institute of California.
Education funding also soared under both Brown and Gov. Gavin Newsom, fueled by a robust economy, the voter-approved Proposition 98 set aside for schools, and pandemic-era aid from Washington. State funding for K–12 education has grown more than 40% since 2017.
But California’s schools still produce grossly unequal results among racial and economic groups. While reading proficiency among fourth graders climbed from 40% to 49% between 2014 and 2019, with slightly greater gains for low-income students, racial disparities failed to budge. White children in California have continued to achieve at three grade levels above Latino peers over the past quarter century, according to the National Assessment of EducationalProgress — gaps were even larger for Black children. The picture is similar for math.
The good news: Brown’s funding formula helped sustain progress made by educators and kids since 2002, continuing to boost average test scores, especially in districts with concentrated poverty. The sobering news: inequalities among students remained unmoved despite gains for all demographic groups in reading and math.
So, what have we learned over the past decade that could inform more potent school finance policies?
First, only a small slice of local control funding — just 7% — is dedicated specifically to districts serving the largest concentrations of low-income families. For some, the impact was eye-popping: districts in which nearly all students are from impoverished families enjoyed a 13% gain in the share meeting grade-level standards. But most low-income students do not attend schools in these districts and so receive much less targeted funding. And schools with concentrated poverty in economically mixed districts lose out on this additional funding.
Policy makers and researchers remain in the dark over whether local boards mirror the spirit of the formula when allocating dollars between schools, and this holds consequences for kids. If districts spend dollars equally across all students, then low-income kids only partially benefit, even as the formula targets districts with more high-need students.
Newsom did target fresh funding to low-performing schools this year, dubbed the equity multiplier. The dollar augmentation is modest, but the new mechanism recognizes “that we have not sufficiently structured the reform to get dollars to highest-needs schools in a consistent way,” Jessenia Reyes, a policy analyst at Catalyst California in Los Angeles, told us.
Second, how districts choose to deploy their funding matters. Local control funding operates like a dump truck, unloading extra dollars to the district — it’s not a backpack, where targeted dollars follow the child. Districts do not always target extra funds to the students who generate them: for each dollar a school generates due to its socioeconomic “need,” spending goes up only by 63 cents in the average district; the rest is spread more equally across all other schools in the district. Data suggest this targeting, or lack thereof, varies considerably across districts.
Los Angeles Unified — pressed by equity advocates — has pioneered a Student Needs Equity Index that pinpoints the most challenged schools, then distributes $700 million in flexible dollars to their principals and teacher leaders. Despite equaling less than 5% of the district’s yearly budget, this progressivity among schools has helped to boost reading scores for English learners.
When local boards award extra funding to their most hard-pressed schools, contentious politics may come to light. Spreading new dollars across all schools holds broad appeal to labor leaders and parents. But “if we are really trying to implement equity, some kids may not need the [additional] resources,” said Ana Teresa Dahan, managing director of GPSN, the nonprofit formerly known as Great Public Schools Now.
Third, as we learn more about how spending varies among schools, we arrive at the effects of something quite sacred: teacher seniority. More experienced and highly qualified teachers tend to migrate to more affluent schools. So, serious efforts to equalize school budgets require incenting the best teachers to remain committed to poor communities.
Even when districts focus extra resources on their most challenged schools, principals often assign more senior teachers to high-achieving kids, as we found in Los Angeles. More robust targeting of funds among schools may fail to narrow gaps within schools until principals are better coached to weigh strategic options.
Yes, policy leaders deserve to pause and party on, celebrating a decade of high hopes and discernible progress in elevating disadvantaged students. But avoid the hangover. Fresh policy options and sober attention to school-level spending and staffing are urgently needed.
A student sounds out the word ‘both’ during a 2022 summer school class at Nystrom Elementary in the West Contra Costa Unfified School District.
Credit: Andrew Reed / EdSource
West Contra Costa Unified School District has set up a new literacy task force to answer long-held questions about the best ways to teach students how to read.
The task force, which had its first meeting in September, is looking at academic research to examine literacy and the best ways to foster highly-literate students, according to former district spokesperson Liz Sanders.
“It’s really important to us that our efforts to support students’ literacy are really rooted in building and generating community-wide best practices, and that we are looking at literacy instruction through a really holistic lens to make sure that we’re understanding what best practices are,” Sanders said.
The task force is a small, internal team of 13 leaders who are developing initial recommendations for a comprehensive literacy plan, the district communications team said in an email. The main goal of the task force is to create a framework and make recommendations for WCCUSD that will guide the district’s Local Control and Accountability Plan and School Plan for Student Achievement.
The hope is that this will lead to improved student outcomes, especially for marginalized communities — specifically Multilingual English Language Learners, Black and neurodiverse students, who are currently being underserved, according to the district.
WCCUSD has struggled with stagnant literacy scores for over a decade. Since 2014, no more than 17% of students read above grade level, according to Smarter Balanced results. But Superintendent Chris Hurst has named improving elementary reading test scores as a top priority. The district has primarily used a balanced literacy approach, which focuses on whole language instruction.
One of the district’s schools, Nystrom Elementary, however, received funding in 2021 from the state’s Early Literacy Support Block Grant and replaced balanced literacy with the “science of reading” approach, which focuses on systematic phonics instruction.
Sandrine Demathieu, a kindergarten teacher at Nystrom, is in her second year of using the science of reading approach. As a student teacher, she used the balanced literacy method, which, according to her, made her feel like there was “a missing chunk in our instruction.”
Demathieu explained that balanced literacy focuses more on experiential learning and getting students excited about reading, leaving less time for data tracking on student progress. Meanwhile, the science of reading specializes in progress tracking, and offers a predictable curriculum with specific instructions for both students and teachers.
“They don’t have to even think twice about what they need to do,” Demathieu said. “They don’t have to put any energy into it. They can focus on the academic piece.”
For students with gaps in their learning in particular, Demathieu said the science of reading approach is “life changing” because of its predictability and organized structure.
In 2022, WCCUSD also introduced Systematic Instruction in Phonological Awareness, Phonics and Sight Words, or SIPPS, in all of its elementary schools. SIPPS is a “research-based foundational skills program” which provides a structured-literacy approach through explicit routines.
Gabby Micheletti, who taught at Verde Elementary for seven years and is now on-release to work full time for the United Teachers of Richmond, said it was “simultaneously remarkable and distressing” to see how quickly kids picked up on reading when using SIPPS as opposed to the previous curriculum.
“Just like the difference in the reading growth I had using SIPPS versus trying to use Teachers College — it’s one of those things where you’re just like, man, I feel bad about those days and those kids, when I was trying to follow the curriculum faithfully,” Michelletti said. “They were trying really hard and it just wasn’t working.”
Michelletti said she hopes the task force re-evaluates the curriculum and pushes the use of SIPPS. She said the current curriculum is “extra non-responsive” to students, especially for English Language Learners. This is particularly important for WCCUSD, where 34% of students are English Language Learners.
The literacy task force will be using data and effective research to make recommendations to the district. The development of the framework is guided by a set of principles and beliefs:
“Schooling should help all students achieve their highest potential.
The responsibility for learners’ literacy and language development is shared.
ELA/literacy and ELD curricula should be well designed, comprehensive, and integrated.
Effective teaching is essential to student success.
Motivation and engagement play crucial roles in learning.”
The implementation of the task force’s framework and recommendations is currently projected for the 2024-2025 school year.
California enrolls a far lower percentage of English learners in bilingual education programs than other states, according to a report released in October from The Century Foundation.
The authors also found that California is investing less than other states in bilingual education. They recommend the state significantly expand investment in multilingual instruction, particularly dual-language immersion programs; prioritize enrollment in those programs for English learners; and invest more in recruiting and preparing bilingual teachers.
Prioritizing enrollment for English learners in bilingual and dual-language immersion programs is important, the authors stated, because research has shown these programs help English learners.
“New studies show every year that English learners, and especially young English learners, do best when they’re in some form of bilingual setting,” said Conor P. Williams, senior fellow at The Century Foundation and one of the authors of the report. “They do best at everything, they do best at maintaining their home language, of course, they do best at learning English over time, and they do best in academic subjects.”
The Century Foundation is a progressive public policy think tank based in New York City and Washington, D.C.
California has more English learners than any other state. About 40% of students in California schools are now or were once English learners; about half of them are learning English currently while the other half have now mastered the language.
Yet, only 16.4% of English learners in the state were enrolled in bilingual or dual-language immersion programs in 2019-20. That percentage is more than three times lower than the percentage of English learners enrolled in those programs in Wisconsin (55.9%) and more than two times lower than in Texas (36.7%), Illinois (35.9%) and New Jersey (33.4%).
Williams recognized that California is still rebuilding its efforts to expand bilingual instruction, after a voter-approved measure, Proposition 227, significantly limited it from 1997 to 2016. Still, he said, “The efforts to rebuild have not been significant.”
“California is not committing very significant resources for a state of its size,” Williams said. “The investment in new or expanded bilingual education programs is pretty modest. It’s $10 million in a one-time grants competition. Delaware puts in a couple million a year and has been doing it for the past 10 years. Utah spends $7 million a year on dual language.”
The report finds that the funding invested in expanding bilingual education lags far behind the state’s stated goals. “Global California 2030,” written in 2018, for example, recommended expanding the number of dual-language immersion programs to 1,600 and enrolling half of California’s K–12 students by 2030, making at least 75% of graduating students proficient in two or more languages by 2040. There are currently about 750 dual-immersion programs in California, according to the California Basic Educational Data System.
The report’s authors stated it is also crucial for California to expand bilingual education in transitional kindergarten classrooms, where English learners could benefit from it at a younger age. Transitional kindergarten is an extra year of school before kindergarten. The state is gradually expanding access to the grade each year until 2025, when all 4-year-olds will be eligible.
The new report recommended changing credential requirements for transitional kindergarten in order to recruit more preschool teachers, since many more preschool teachers speak Spanish and other languages, compared with K-12 teachers.
Anna Powell, senior research and policy associate at the Center for the Study of Child Care Employment at UC Berkeley, said she and many other early education advocates agree that current preschool teachers face an “uphill battle” to become TK teachers.
According to CSCCE, an estimated 17,000 workers in preschool and child care programs have a bachelor’s degree, a teacher’s child development permit and at least six years of teaching experience in early childhood settings. However, Powell said the new credential proposed for pre-K to third grade would only allow work as a preschool teacher to be counted toward part of the required hours.
“Experienced educators would be required to go back to school and/or obtain additional qualifications first — likely while juggling a full-time teaching job,” Powell said. “Meanwhile, a public school teacher in a middle school could potentially teach TK without any new clinical hours or other time-consuming requirements, so long as they have taken 24 units of ECE or child development (or equivalent).”
“There is still time for California to right this wrong,” she added.
Martha Hernandez, executive director of Californians Together, an organization that advocates for English learners statewide, praised the report.
“Our state currently possesses an exemplary policy framework, but what’s lacking is a concrete, systemic plan, adequate, targeted funding for effective implementation and accountability for better educational opportunities and outcomes for English learners,” Hernandez said.
Hernandez said the California Department of Education should lead a coordinated, statewide effort to implement the English Learner Roadmap, a guide approved by the State Board of Education in 2017 for school districts to support English learners better.
One way to recruit more bilingual teachers both for TK and other grades would be to encourage high school graduates who were awarded the State Seal of Biliteracy to join teacher preparation programs, Hernandez said. To receive the State Seal of Biliteracy, graduates must show proficiency in both English and another language.
“A modest target of 5% from the over 400,000 candidates could significantly reduce the shortage,” Hernandez said. “The time for translating vision into action is now.”
Note: The research discussed in this article was supported by a grant from Sobrato Philanthropies. EdSource receives funding from many foundations, including Sobrato Philanthropies. EdSource maintains sole editorial control over the content of its coverage.
At least three women in the Fresno City College communication department refused to work today in response to an EdSource story revealing the Title IX investigation and act of sexual violence report of their colleague and president of the academic senate, Tom Boroujeni, sources say.
Boroujeni, also a Fresno City College communication instructor, was found to have committed an “act of sexual violence” against a professor and colleague at nearby Fresno State in 2015 when he was a graduate student and adjunct instructor. The alleged victim is also a professor and Boroujeni’s colleague at City College. The State Center Community College District, parent agency to City College, learned of the “sexual misconduct investigation” when the alleged victim requested a no-contact order against Boroujeni, which was granted in the spring 2022 semester.
Email sent to students
The instructor who asked not to be identified by name shared the email she sent her students about cancelling class.
“We feel that this person was protected over us,” an instructor who asked not to be identified by name said about the college’s inaction against Boroujeni – which she called an “inability to keep us safe.”
On Wednesday night, the three professors informed members of the college administration and their students of their intention not to work Thursday. None of the administrators responded to the professors.
Neither the district nor the college has responded to EdSource as of Thursday morning.
Taking action
Tiffany Sarkisian, Fresno City College’s program review coordinator and a communication arts instructor, told the administration and her students that she and others decided to stay off campus in an effort to advocate for a safe teaching, learning and working environment.
“The environment at FCC (Fresno City College) grows more toxic and unsafe by the day, especially as an abuser has been – and continues to be – protected by various campus leaders,” she emailed college administrators.
The administration’s failure to act on information they’ve had “created an unsafe space emotionally and physically,” Sarkisian told her students.
Tiffany Sarkisian’s email
Sarkisian, a communication arts instructor at Fresno City College, emailed her students about her decision to cancel classes Thursday.
To read the email, click on the image.
Sarkisian said she and others have been upset about the community college’s knowledge of the allegation against Boroujeni.
“They literally gave him a taller, bigger pedestal rather than taking the pedestal away from him,” Sarkisian told EdSource. “They had no concern about all other parties involved.”
In May 2023, Boroujeni started a two-year term as Fresno City College’s academic senate president. In that role, Boroujeni works with the school’s administration in setting academic policy and hiring faculty.
Shiwali Patel, the senior counsel and director of Justice for Student Survivors at the National Women’s Law Center in D.C., has represented students in Title IX cases against colleges and universities.
“He shouldn’t have any impact on her experience there, any promotions or anything to do with her employment,” Patel said. “If he holds this position of power over the victim who told the community college about what happened at the other institution, she could be in a vulnerable position.”
Boroujeni told EdSource he is also facing allegations regarding his interactions with three other women at Fresno City College. They have each filed complaints against him, which he characterized as allegations of “gender discrimination.”
Fresno City College, Patel said, should ensure the alleged victim of the Title IX allegation and the three complainants feel safe and supported.
“That might mean limiting or pulling him from his academic senate president role,” Patel said. “Even while the school is investigating, they should be looking at interim measures: what can they do in the interim to protect the complainants and provide them with the support and accommodations they need.”
This story will be updated as more information becomes available.
Although attending and graduating from an American university is a great milestone for many undocumented students, it doesn’t eliminate their immigration status or fear for their livelihoods.
Mitzli Pavia Garcia, a 2024 San Diego State University graduate, remembers being 12 years old and running out of food and water on a three-day trek through the Arizona desert. Garcia and eight others attempted to cross the Mexico border into the United States for a month, turning back due to extreme weather or arrests.
Garcia and the group broke open cactuses to sip and prayed when they found a farm, taking gulps of water from the same trough as the cattle.
Today, Garcia is a 28-year-old undocumented resident of the United States.
Born in Cuautla, Mexico, Garcia was 6 years old when they first entered the United States. According to Garcia, their mom wanted to give them a life better than her own. Garcia’s mother never finished middle school, and their father did not complete elementary school.
Garcia said they always navigate life aware of their immigration status. Struggling to keep up in high school while thinking about higher education, they recalled how colleges and financial aid programs required Social Security numbers to apply. And they worried about the record number of deportations during the Obama administration, which instilled fear in the undocumented community.
“When I was in school, I knew that I was safe from immigration, so I loved learning,” Garcia said. “I was top of the class for some things, and it was really hard for me to push myself to do the best when I knew that I wasn’t going to be able to access higher education.”
Garcia applied for the Deferred Action for Childhood Arrivals program, hoping to receive security from the government as a student. Because Garcia and their mom had returned to Mexico to care for their grandmother before high school, their application was instantly rejected.
The lack of security from DACA didn’t deter Garcia.
Garcia was accepted to San Diego State University in 2022 after attending San Diego Mesa and San Diego Miramar community colleges.
Garcia said undocumented students severely lacked support at SDSU.
“We have an undocumented resource center at San Diego State. It’s a great thing, but it’s the bare minimum,” Garcia said. “It’s a great space for undocumented students to go and sit, but it was hard for me to ask them for help because they don’t even have the resources.”
Garcia found more support from Movimiento Estudiantil Chicanx de Aztlán, or MEChA, on campus. According to its website, MEChA is a national organization with local chapters that focus on Chicanx issues, including U.S. immigration and Central and South American political struggles.
Garcia felt pressure even after graduating from a four-year university. They have been trying to achieve American citizenship, but have grown frustrated and worried about the lengthy process.
“A lot of us still can’t legally work in the spaces that we worked so hard for four years because again, they require Social Security or legal status,” they said. “I submitted legal paperwork in 2020, then Covid hit. At the time, it was a five-year wait for the legal route that I was pursuing. It is now doubled, and now it’s a 10-year-plus wait. Trump keeps telling us, ‘Hey, do it the legal way,’ and then the legal way takes a quarter of your life.”
Based on the legal proceedings he has completed, Garcia said, “I am not supposed to be deportable.” But they know, ICE “can hold me in a detention center if they want to, because they’re doing that now. They’re arresting citizens just because they’re brown, putting them in detention centers, and then not believing that they’re citizens, even with the paperwork. I don’t even feel safe to travel outside of San Diego, and when everything started happening a few weeks ago, I was afraid to leave my house.”
Garcia finds strength in their undocumented identity, however.
“We’ve feared this already before,” they said. “While they may be able to instill this fear in my community, I’m not going to let them instill that fear in me. I’m still here, I still made it out. We can still achieve our dreams.”
Tom Boroujeni, Fresno City College academic senate president.
Credit: Mark Tabay / Fresno City College
The State Center Community College District placed Fresno City College instructor and president of the school’s Academic Senate, Tom Boroujeni, on administrative leave late Thursday, district officials said in a statement.
District officials cited no specific reason for the action. It takes effect immediately.
The move came one day after EdSoruce reported that in 2021 Fresno State University determined that in 2015, Boroujeni “committed an act of sexual violence” against a professor who also teaches part-time at Fresno City College. He denies committing the act.
Chancellor Carol Goldsmith did not respond to messages Thursday night.
Boroujeni did not respond to messages following the district’s brief announcement.
In a message to the City College campus community Thursday, President Robert Pimentel wrote that “investigative action” was being taken, and that “the college takes allegations of this nature very seriously.” He did not explain the specific allegations.
Boroujeni, 38, of Clovis, is also known as Farrokh Eizadiboroujeni and Tom Eizadi, documents show. He has taught at Fresno City College since 2015, the same year he began his academic career at Fresno State while still a graduate student.
Earlier Thursday, three female instructors in the communication department at Fresno City College refused to teach their classes, citing the EdSource report.
Tiffany Sarkisian, the college’s program-review coordinator and a communication arts instructor, told the administration and her students that she and others decided to stay off campus in an effort to advocate for a safe teaching, learning and working environment.
“The environment at FCC (Fresno City College) grows more toxic and unsafe by the day, especially as an abuser has been – and continues to be – protected by various campus leaders,” she emailed college administrators.
Late Thursday, after learning the district put Boroujeni on administrative leave, Sarkisian said the college’s decision was appropriate.
“It provides a space where other parties can feel safe to actually do the job of teaching and learning,” she said, but the paid administrative leave is “essentially rewarding (him) for behaving badly.”
She added that the college had deeper problems than Boroujeni. “It’s not just this individual being a bad actor; it’s institutionalized practices and structures that allowed this to continue for so long.”
“This (was) another example of an institution protecting the abuser and not the victim,” she told EdSource. “What happened on our campus should not have happened, and there should have been other structures in place.”
Boroujeni told EdSource in an interview that he also faces complaints from three female employees of the college for what he described as gender discrimination.
He was also reprimanded last year by Cyndie Luna, dean of the school’s Fine, Performing and Communication Arts Division, for unprofessional conduct that included allegedly referring to a colleague with an apparent racial slur and threatening “to get” the colleague, according to a copy of the reprimand letter EdSource obtained. Boroujeni claimed Luna fabricated the slur and threat she attributed to him, adding, she “makes things up all the time.”
He also claimed that a Fresno State professor was lying when she told an investigator that she did not consent to sex with Boroujeni in her apartment on June 21, 2015, and that he “pinned down her upper region” and that she “zoned out” during what followed.
EdSource does not identify victims of sexual abuse or violence. The woman declined to be interviewed.
Boroujeni told EdSource the woman made up the assault allegation in retribution for a sexual harassment allegation he brought against her, claiming she seduced him into a relationship he didn’t want but entered into out of fear that she would undermine his ability to earn a master’s degree and become a Fresno State instructor.
That claim, which Bouroujeni linked to his removal in 2020 as coach of the school’s nationally prominent debate team, was dismissed by a university investigator.
It was during the probe of his claim that the alleged victim told the investigator about what happened at her apartment on June 21, 2015. The investigator determined she was credible and found that Boroujeni committed what Fresno State has called “an act of sexual violence.”
The university couldn’t discipline him because he was a graduate student when the alleged violence occurred. Boroujeni resigned from Fresno State last year after officials said a report on the matter would be placed in his personnel file when he was up for a performance review.
In his resignation, he agreed to not seek or accept work in the California State University system again.
But the matter had no immediate impact on his teaching a few miles away at Fresno City College, where the victim teaches part-time in addition to her tenured position at Fresno State.
A State Center Community College District document obtained by EdSource shows that “in August 2021, (the victim) sought a ‘no contact order’ from Fresno City College against Tom Boroujeni… as a result of a sexual misconduct investigation at CSU Fresno.” The ‘no contact order’ was granted, the document, titled an “Administrative Determination,” states.
The district granted Boroujeni tenure in March. He assumed the academic senate presidency in May, after a two-year term as president elect.
Jill Wagner, spokesperson for SCCCD, told EdSource that Boroujeni’s tenure committee “considered multiple factors in favor of granting tenure, and areas of concern were not identified” at the time of the review. Asked if the committee that considered Boroujeni’s tenure had access to or was of the district’s administrative determination which confirmed Fresno State’s finding that an act of sexual violence had occurred, Wagner did not respond directly, writing instead that the district followed state law and the district’s union contract, “which prescribes what information can be included in tenure review.”
Boroujeni told Edsource that he “got tenured with the district’s knowledge of everything that had happened.”
Wards at N.A. Chaderjian Youth Correctional Facility talk at a table in Merced Hall in Stockton, Calif.
Credit: Lea Suzuki / San Francisco Chronicle / Polaris
California is failing to provide a high-quality education to students in the juvenile justice system by not addressing the inadequacies of academic data collection practices, according to a recent report from the national Youth Law Center. Current collection practices, the report authors argue, do not accurately measure student needs and outcomes.
“A failure to design better metrics would be a disastrous choice on the part of California stakeholders to keep these students out of sight and out of mind,” the report’s authors wrote.
The report, “Out of Sight, Out of Mind,” is a follow-up to a 2016 report that similarly found the state to be failing in its mission of providing students in juvenile detention with high-quality education via its disproportionate representation of multiple student populations, high rates of chronic absenteeism, low high school graduation rates, inaccurate or incomplete data, and more.
The most recent report highlighted data from two school years — 2018-19 and 2021-22 — using publicly available data from the California Department of Education as well as public records requests sent to 10 county offices of education that oversee court schools, which are education facilities for youth in the juvenile justice system. Students enroll in court school as they await adjudication or disposition, after they’ve been committed to a juvenile facility, or if they’re in a home placement under the supervision of probation.
During 2018-19, nearly 20,000 students attended court schools in the state. In the 2021-22 school year, the number dropped to 10,891. This decrease likely reflects the lower number of youth in the juvenile justice system, which has trended downward in recent years, per the report.
California’s current academic data system does not capture one crucial data point — that the majority of students attend a court school for less than 31 instructional days, the report noted. This means that few students attend for an entire school year, which is typically the time frame that data collection practices are based on.
What’s more, currently available data does not distinguish between academic needs and outcomes of students who spend days or weeks attending a court school versus those who attend for years.
The report highlighted that it has long been anecdotally understood by researchers, probation staff and others working in education within the juvenile justice system that student attendance is often transitory given the dynamic nature of the legal system. The report’s authors argue that instructional programming should reflect this knowledge by calculating any partial credits earned by recording them in student transcripts once they leave juvenile detention. Students also need additional services to more seamlessly move back into their local schools.
While the report’s authors acknowledge that less time in the juvenile justice system is most beneficial, they maintain that the time youth do spend attending a court school should be as minimally disruptive as possible to their education. Minimizing disruption, they said, could include a heightened focus on the transition process out of juvenile detention.
An ongoing challenge with inadequate data collection is that improvements are difficult to highlight. For example, the report authors found that the college-going rate at 10 court schools exceeded the average for the state’s alternative schools.
“The data doesn’t really care if it’s positive or negative. The limitations exist on both sides,” said Chris Middleton, an Equal Justice Works fellow at the Youth Law Center and a primary author of the report. “And I think here where a really positive story could be told, there’s still a set of limitations that’s very evident.”
Much of the data contained in the report reflects a dire reality.
For example, the overall number of youth in the juvenile justice system decreased significantly from 2018 to 2022, yet the number of students with disabilities rose from 20.1% to 29.8%.
The report suggests a few potential reasons: improved screening and identification, improved communication between schools regarding disability status, or a failure to capitalize on the systemic changes that drove the decrease in youth detention statewide.
The report’s authors also found that foster youth are overrepresented in the juvenile justice system.
While foster youth represent less than 1% of all students enrolled in California schools, in 2018-19 they made up 21.44% of court school enrollments; by 2021-22, they were almost 31 times overrepresented in court schools versus traditional schools. This data was either redacted or unavailable for 27 of 51 court schools.
“The extremely high rate of disability status and the extremely high rate of foster care overlap,” Brady said. “We have long known that young people with disabilities are more likely to be impacted by the juvenile justice system. … The numbers for foster care were still surprising.”
Similarly, high rates of students experiencing homelessness were found at some court schools, but the data for this population of students was particularly unclear; much was either redacted or unavailable. While foster youth status is centrally tracked by the state, homelessness is largely screened by school districts — an identification process that has only in recent years improved through legislation and enforcement.
Regarding chronic absenteeism, the rate was 12.9% among court schools and 12.1% statewide during the 2018-19 school year, and by the 2021-22 school year, that rate was 16.8% among court schools and 30% statewide.
Though lower than the state average, this was alarming for the report’s authors.
Students who attend a local education agency for less than 31 days are not eligible to be considered chronically absent, which indicates that the true rate of chronic absences is much higher, given that most court school students attend for less than 31 instructional days, the report authors wrote.
Additionally, the authors found while some students refuse to attend class, some cannot attend due to decisions made by probation staff. Two examples shared in the report include a practice in Los Angeles County “of barring entire living units of young people from attending school if one of them misbehaved” and refusal by probation staff to provide “timely transport” of students to school.
According to the report, “A necessary element of addressing chronic absenteeism in court schools must include better documentation of missed instructional time and the reasons why students are absent from class.
“Additionally, efficient and effective coordination between probation and school staff is critical to ensuring the basic educational responsibility of students being present in their classrooms is met.”
While the rate of chronic absences was lower among court schools during the 2021-22 school year, it should be noted that the percentages across court schools varied. Some schools reported a rate of over 30% while other schools reported 0%.
One recent allocation of $15 million toward post-secondary education programs for youth in the juvenile justice system might turn the tide on better understanding outcomes. The funding will create and expand community college programming inside juvenile facilities, and a portion is intended to go toward evaluating such programs.
This ongoing funding “is the single most positive and exciting thing that’s going on in the area of juvenile justice and education right now,” said Lauren Brady, managing director of the legal team at Youth Law Center.
Many of the issues with data collection that researchers found were due to unavailable data or redactions — when a group includes fewer than 10 students, data is withheld to protect student privacy.
“We can’t tell the complete story. That’s where we’re at right now. … In order to truly transform the experience for students and to give them the best chance to have a brighter future, we have to be able to measure what they’re experiencing,” report co-author Middleton said. “And I think that we have the capability. I have faith in California and our institutions that we are able to properly develop these measures and ensure that the data’s actually being reported.”
Wards at N.A. Chaderjian Youth Correctional Facility talk at a table in Merced Hall in Stockton, Calif.
Credit: Lea Suzuki / San Francisco Chronicle / Polaris
California is failing to provide a high-quality education to students in the juvenile justice system by not addressing the inadequacies of academic data collection practices, according to a recent report from the national Youth Law Center. Current collection practices, the report authors argue, do not accurately measure student needs and outcomes.
“A failure to design better metrics would be a disastrous choice on the part of California stakeholders to keep these students out of sight and out of mind,” the report’s authors wrote.
The report, “Out of Sight, Out of Mind,” is a follow-up to a 2016 report that similarly found the state to be failing in its mission of providing students in juvenile detention with high-quality education via its disproportionate representation of multiple student populations, high rates of chronic absenteeism, low high school graduation rates, inaccurate or incomplete data, and more.
The most recent report highlighted data from two school years — 2018-19 and 2021-22 — using publicly available data from the California Department of Education as well as public records requests sent to 10 county offices of education that oversee court schools, which are education facilities for youth in the juvenile justice system. Students enroll in court school as they await adjudication or disposition, after they’ve been committed to a juvenile facility, or if they’re in a home placement under the supervision of probation.
During 2018-19, nearly 20,000 students attended court schools in the state. In the 2021-22 school year, the number dropped to 10,891. This decrease likely reflects the lower number of youth in the juvenile justice system, which has trended downward in recent years, per the report.
California’s current academic data system does not capture one crucial data point — that the majority of students attend a court school for less than 31 instructional days, the report noted. This means that few students attend for an entire school year, which is typically the time frame that data collection practices are based on.
What’s more, currently available data does not distinguish between academic needs and outcomes of students who spend days or weeks attending a court school versus those who attend for years.
The report highlighted that it has long been anecdotally understood by researchers, probation staff and others working in education within the juvenile justice system that student attendance is often transitory given the dynamic nature of the legal system. The report’s authors argue that instructional programming should reflect this knowledge by calculating any partial credits earned by recording them in student transcripts once they leave juvenile detention. Students also need additional services to more seamlessly move back into their local schools.
While the report’s authors acknowledge that less time in the juvenile justice system is most beneficial, they maintain that the time youth do spend attending a court school should be as minimally disruptive as possible to their education. Minimizing disruption, they said, could include a heightened focus on the transition process out of juvenile detention.
An ongoing challenge with inadequate data collection is that improvements are difficult to highlight. For example, the report authors found that the college-going rate at 10 court schools exceeded the average for the state’s alternative schools.
“The data doesn’t really care if it’s positive or negative. The limitations exist on both sides,” said Chris Middleton, an Equal Justice Works fellow at the Youth Law Center and a primary author of the report. “And I think here where a really positive story could be told, there’s still a set of limitations that’s very evident.”
Much of the data contained in the report reflects a dire reality.
For example, the overall number of youth in the juvenile justice system decreased significantly from 2018 to 2022, yet the number of students with disabilities rose from 20.1% to 29.8%.
The report suggests a few potential reasons: improved screening and identification, improved communication between schools regarding disability status, or a failure to capitalize on the systemic changes that drove the decrease in youth detention statewide.
The report’s authors also found that foster youth are overrepresented in the juvenile justice system.
While foster youth represent less than 1% of all students enrolled in California schools, in 2018-19 they made up 21.44% of court school enrollments; by 2021-22, they were almost 31 times overrepresented in court schools versus traditional schools. This data was either redacted or unavailable for 27 of 51 court schools.
“The extremely high rate of disability status and the extremely high rate of foster care overlap,” Brady said. “We have long known that young people with disabilities are more likely to be impacted by the juvenile justice system. … The numbers for foster care were still surprising.”
Similarly, high rates of students experiencing homelessness were found at some court schools, but the data for this population of students was particularly unclear; much was either redacted or unavailable. While foster youth status is centrally tracked by the state, homelessness is largely screened by school districts — an identification process that has only in recent years improved through legislation and enforcement.
Regarding chronic absenteeism, the rate was 12.9% among court schools and 12.1% statewide during the 2018-19 school year, and by the 2021-22 school year, that rate was 16.8% among court schools and 30% statewide.
Though lower than the state average, this was alarming for the report’s authors.
Students who attend a local education agency for less than 31 days are not eligible to be considered chronically absent, which indicates that the true rate of chronic absences is much higher, given that most court school students attend for less than 31 instructional days, the report authors wrote.
Additionally, the authors found while some students refuse to attend class, some cannot attend due to decisions made by probation staff. Two examples shared in the report include a practice in Los Angeles County “of barring entire living units of young people from attending school if one of them misbehaved” and refusal by probation staff to provide “timely transport” of students to school.
According to the report, “A necessary element of addressing chronic absenteeism in court schools must include better documentation of missed instructional time and the reasons why students are absent from class.
“Additionally, efficient and effective coordination between probation and school staff is critical to ensuring the basic educational responsibility of students being present in their classrooms is met.”
While the rate of chronic absences was lower among court schools during the 2021-22 school year, it should be noted that the percentages across court schools varied. Some schools reported a rate of over 30% while other schools reported 0%.
One recent allocation of $15 million toward post-secondary education programs for youth in the juvenile justice system might turn the tide on better understanding outcomes. The funding will create and expand community college programming inside juvenile facilities, and a portion is intended to go toward evaluating such programs.
This ongoing funding “is the single most positive and exciting thing that’s going on in the area of juvenile justice and education right now,” said Lauren Brady, managing director of the legal team at Youth Law Center.
Many of the issues with data collection that researchers found were due to unavailable data or redactions — when a group includes fewer than 10 students, data is withheld to protect student privacy.
“We can’t tell the complete story. That’s where we’re at right now. … In order to truly transform the experience for students and to give them the best chance to have a brighter future, we have to be able to measure what they’re experiencing,” report co-author Middleton said. “And I think that we have the capability. I have faith in California and our institutions that we are able to properly develop these measures and ensure that the data’s actually being reported.”