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Expanding Cal Grants? Tight state budget makes it unlikely this year

Community college students like those at Fresno City College would benefit the most from Cal Grant expansion.

Credit: Ashleigh Panoo/EdSource

A long-awaited expansion to financial aid in California, once expected to go into effect this year, is now facing uncertainty.

As part of California’s 2022 budget deal, lawmakers agreed to reform the Cal Grant, the state’s main financial aid program, to make it easier to understand, and expand eligibility by about 150,000 additional students, most of them low-income community college students.

But the 2022 agreement was contingent on sufficient state revenues to implement the reform, which would cost an estimated $365 million annually. And with California now facing at least a $38 billion deficit, Gov. Gavin Newsom has not committed to funding the reform, casting serious doubt on whether it will be included in this year’s budget.

That’s concerning to college access advocates and students who say the current Cal Grant program is too complicated and leaves out some of the state’s lowest-income students while the cost of attending college continues to rise.

Key lawmakers and other supporters say they plan to push for expanding the Cal Grant this year, even if they can’t get everything they initially hoped.

The Cal Grant, California’s key financial aid program, gives undergraduates grants of as much as $13,752 annually for tuition and fees, depending on the college. Students can also receive grants for living expenses. But the program is layered and confusing, awarding students different amounts depending on where they attend. Eligibility requirements also vary.

In his 2024-25 budget proposal, Newsom maintains the state’s funding for college financial aid, including $2.5 billion for Cal Grant and $636.2 million for Middle Class Scholarship, but skips a one-time funding increase for the scholarship that was part of last year’s budget agreement.

Assemblymember David Alvarez, chair of the Assembly’s budget subcommittee on education finance, said he has directed his staff to look at each element of Cal Grant reform and identify what can be done under this year’s budget constraints. He plans to hold hearings on the issue this spring.

“It was a significant commitment to increase access to more students,” Alvarez said in an interview. “And to the extent that we can create access to more students, if it has to be done in smaller steps, I’m willing to entertain that.”

The proposed reform calls for multiple changes. It would simplify the structure of the program by narrowing it to only two awards: one Cal Grant for community college students and another for students at four-year colleges. The current program has eight different Cal Grant awards, creating what critics say is an unnecessarily complicated system for awarding aid.

Earning a Cal Grant would also be easier. While some Cal Grants are currently lottery-based, all aid would be guaranteed under the new system to eligible students. And more students would be eligible thanks to the elimination of certain requirements.

For community college students, there would no longer be a grade point average requirement. University of California and Cal State students would need a 2.0 GPA — down from the 3.0 GPA currently required. There would also be no requirements specifying age cutoffs or how long a student has been out of high school that currently exist for UC and Cal State students, rules that prevent many older students from getting aid.

Income eligibility would be based on federal Pell Grant rules. For both awards, students would be eligible if their family’s household income is low enough to qualify for a Pell Grant. The median household income of a Pell Grant-eligible student is about $59,000. Officials say using the Pell Grant as a bar for eligibility will help increase the number of students eligible.

Eligible community college students would get an annual award of at least $1,648 to go toward nontuition expenses like housing and food. Most of those students already pay nothing in tuition. The awards for UC and Cal State students would cover the full cost of tuition, which in 2024-25 will be $14,436 for entering in-state UC students and $6,084 for entering in-state Cal State students. The awards won’t cover nontuition expenses, but students would still be free to seek federal, private and UC-administered aid to cover those costs.

In total, the changes would expand Cal Grant eligibility from just over 340,000 students to about 492,000 students, the California Student Aid Commission estimates.

Expanding aid to that many students would be costly, especially in the short term, but it could have long-term financial benefits for the state, argued Jake Brymner, deputy director of policy for the California Student Aid Commission. Not being able to afford college is the main reason many students either choose not to enroll at all or don’t finish college.

“This is so critical to our talent pipeline, to California’s workforce and to our ability to maintain robust state revenue on a wide tax base with folks who are moving into meaningful careers,” he said.

Newsom’s staff has yet to rule out the possibility that Cal Grant reform could be implemented this year. “We don’t speculate,” a spokesperson for Newsom’s Department of Finance said. “The law always envisioned us making a determination in May and we have not made any determination yet.”

The state’s revenues, however, speak for themselves. Newsom said during his January budget proposal that the state faces a $38 billion deficit. That was $30 billion lower than what the state’s Legislative Analyst Office had estimated. Lisa Qing, a policy analyst with that office, said in an email that Cal Grant expansion “would not be triggered under existing law” based on current revenue projections.

Qing added, though, that lawmakers could change existing law, such as by creating a different set of conditions to trigger Cal Grant expansion at a future date.

“There should be some sort of negotiation,” said David Ramirez, the UC Student Association’s governmental relations chair and part of the Cal Grant Reform Coalition. The coalition includes higher education advocacy organizations, civil rights groups and students who want to see the reform implemented.

“It was really troublesome to not see it funded at all” in Newsom’s January budget proposal, added Ramirez, a senior at UCLA studying geography, environmental studies and labor studies.

One potential solution, Ramirez said, could be to cut funding for the state’s Middle Class Scholarship and use those dollars to fund Cal Grant reform.

Convincing lawmakers to cut funding from the Middle Class Scholarship could be difficult, Ramirez acknowledged. But he said it would keep with his goal of prioritizing the state’s lowest-income students.

“It’s a very political thing, making sure that there’s funding for the Middle Class Scholarship, because people want to please their constituents,” he added.

Another potential compromise would be to implement some but not all elements of the reform, but Ramirez said the coalition is still trying to “assess and identify” which parts of Cal Grant reform should be prioritized over others.

Knowing what might be possible should become clearer this spring when Alvarez’s committee holds its hearings on the topic.

“The commitment is focused on increasing access to higher education for more students,” Alvarez said. “That’s what Cal Grant reform was about. And I don’t think anybody changed their mind about the importance of increasing access and reducing the cost of higher education for students.”

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14/06/2025
Aspiring bilingual teachers gain new perspectives by crossing the border

The U.S.-Mexico border is a fraught topic in political debate in Congress and between presidential candidates. But crossing it is a key part of training for some prospective bilingual teachers in California to get insight into their future students’ lives.

The dual language and English learner education department at San Diego State University has taken student teachers on four-day trips to visit schools in Tijuana for about 10 years. The goal is for the prospective teachers to learn about some of the experiences that students from Mexico and other countries in Central and South America face and how those experiences might affect students in the classroom.

“We want them to understand, basically, the students we share. Sometimes there could be a student in Tijuana that the next day is in a classroom in San Diego,” said Sarah Maheronnaghsh, a lecturer in the department who helps organize the trips.

She said the opposite is also true. San Diego State students have also met children in Tijuana who had previously been living and attending schools in California but have since been deported.

“A lot of the issues are the same on both sides,” Maheronnaghsh said. “Knowing and having a deep understanding of the kids and where they’ve come from and what they’ve been through is only going to help them in the classroom.”

The San Diego State bilingual credential program was identified by the California Commission on Teacher Credentialing as a model for preparing bilingual teachers. The department offers both online and in-person classes and boasts having the largest graduating class of bilingual teachers in the state.

During the latest trip in November, student teachers visited and taught classes in English and Spanish at three different schools — a school in a very low-income neighborhood on the outskirts of the city, another that has a program for blind students, and a third school inside a migrant shelter. They also visited a local university and watched a documentary about children who travel through Mexico on the top of a cargo train to reach and cross the border.

“We want them to understand, basically, the students we share. Sometimes there could be a student in Tijuana that the next day is in a classroom in San Diego.”

Sarah Maheronnaghsh, SDSU lecturer

The experience was powerful for Erika Sandoval, who was born in a small town in the state of Jalisco in western Mexico and migrated to California when she was 9 years old.

“I cried a lot because it kind of made me connect to what I encountered as a kid, leaving my country and coming here to start over again,” Sandoval said. “I was once that child.”

Sandoval, who is 39, is enrolled in San Diego State’s online bilingual credential program part time, while also working as an aide with special education students in Saugus Union School District in Santa Clarita, in Los Angeles County. She first heard about the program through her son’s kindergarten teacher.

“I knew I wanted to be part of the program, especially because it gave me an opportunity of using my Spanish,” Sandoval said. “Within my friends’ circle, I’m one of the only ones who continues to speak Spanish to my kids. Even my niece and nephew I’m starting to see the language be forgotten and it kind of makes me sad.”

The trip to Tijuana highlighted for her why it’s important for schools to provide resources and support for immigrant children and families.

“A lot of the kids that come to the United States have a story and a reason why they left their country, and because of those reasons they are going to struggle when they go to school,” Sandoval said. “A lot of them didn’t know how to read or didn’t go to school because they were working at a young age.”

She said the trip was also a reminder to not make assumptions about children’s home lives.

“A lot of times we assume that every child has a mom and a dad. But that’s not the reality for a lot of us. A lot of us have left so much behind to be in this country,” Sandoval said.

Aspiring bilingual teachers and professors from San Diego State visit a school in Tijuana.
Credit: Courtesy of Rick Froehbrodt

Another student in the bilingual teacher program, Clarissa Gomez, said her parents and grandparents migrated from Mexico, and she grew up in the Central Valley with many other immigrant families around her. Still, she said meeting the children and families at the migrant shelter was eye-opening.

Many of the students were fleeing violence in other parts of Mexico or in Central America, and some had to leave family behind. One young girl said she was about to cross the border to the United States the next day.

“We had a student who said, ‘Tomorrow we wake up and we make a long journey. I feel so sad that I’ve met you guys and tomorrow I have to leave. I’m scared,’” Gomez said. “That was heart-wrenching.”

Despite all that the children had endured, Gomez said they were eager to learn and share their own knowledge.

She said visiting the shelter and hearing about the children’s experiences will help her as a teacher to understand her students. She’s currently student-teaching at an EJE Academy, a dual-language immersion charter school in El Cajon, in San Diego County.

“I’m expecting that some of the students that I did meet at the shelter will most likely be the students in my classroom,” Gomez said.

Overall, she said, the visit was a reminder of the importance of learning about and respecting students’ cultures and life experiences.

“I know that getting down the standards is important, but there’s so much we can implement by building this culture of, ‘You’re welcome in my classroom and I respect you and your family and your family dynamic,’ and that’s me respecting you as a person.”

Student teachers prepare lessons to teach on the trip, but they also have to be ready to change plans at a moment’s notice. For example, Sandoval and a group of her peers had prepared to teach second grade, but ended up teaching fifth graders at one school and preschoolers at another.

It’s crucial for teachers to learn that they have to be flexible, said Rick Froehbrodt, a lecturer in the department who helps organize the trips.

Aspiring bilingual teachers work with children at a migrant shelter in Tijuana.
Credit: Courtesy of Rick Froehbrodt

“With this experience, something always happens, something changes,” said Froehbrodt. “It’s understanding that this is not, ‘Here’s my lesson plan, here’s what I’m going to teach, this is how it’s going to go from start to finish,’ understanding there are so many factors involved that you always have to be prepared.”

Sandoval said at one school, they were able to tour the campus and see fruit trees that staff planted for kids to learn outdoors, as well as Day of the Dead altars that gave her ideas for how to celebrate the holiday at her own school in California.

She said she was struck by how much teachers and children were able to do with the few classroom supplies they had.

“The few things that they have, they make use of them to the best of their ability, and they’re not concerned about sharing their things,” Sandoval said. “Seeing that community was really nice, and it makes you wonder how come a lot of our students in the United States struggle to give much to each other. With the abundance of supplies, they still have such hesitation to share even a pencil with a classmate.”

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14/06/2025
New California teaching standards are welcome, but state must implement them consistently

On Feb. 8, the California Commission on Teacher Credentialing will be considering significant revisions to the California Standards for the Teaching Profession, the framework that helps define common expectations for what all teachers should know and be able to do. As veteran teachers with over 40 years of teaching between us, we know how important it will be for students and teachers that the state adopts these revisions and that it allocates funding to support their implementation.

Wendy was evaluated this year by her principal. When they reviewed the standards Wendy was expected to know during observations, she realized that she’s seen this document many times before in her career; the same standards have been in place since 2009. These antiquated standards don’t reflect the strategies Wendy uses, the needs of her students, or even the technology integration embedded in the instruction. However, this is the tool her principal must use to determine Wendy’s effectiveness, and to highlight any areas in need of support. It is long past time for the state to revise these important guides.

For Juan, who is a mentor and instructor for student teachers and new educators, these standards matter because they serve as a guide for the Teaching Performance Expectations, which are used by teacher preparation programs and the commission to train and credential all new teachers. New teacher induction programs center the support they provide for new teachers around the standards as well. Because of this, every developing educator Juan has worked with has had to align their instruction and most importantly, the reflective practice that drives their continuous improvement, around the content of the standards. New educators who come closest to mastering these standards have the highest probability of being hired, being retained and ultimately having long successful careers.

In 2020, the commission formed a committee of educators to rewrite the standards. Equity-minded education stakeholders across the state were hopeful, excited even, when the draft of new standards was completed in February 2021. These new standards have the power to change what teaching and learning looks like in California. They promise improved guidelines that support social-emotional learning and build school communities that emphasize cultural responsiveness. The standards expect teachers like us to create learning environments that are inclusive, respectful and supportive, while also using evidence-based best practices to guide rigorous instruction. They give us a “north star” we can use to effectively orient our ongoing practice and a lens through which we can reflect on it and grow as educators.

We are thrilled that after more than three years since the commission began this review process, the commission is moving forward with standards that better reflect what our students need. But new standards alone will not get the job done. The commission must also have a robust and thoughtful implementation plan. To support this effort and provide clearer guidance on implementing new standards, we and our colleagues in the Teach Plus Policy Fellowship conducted a series of interviews with teacher preparation and induction leaders.

To ensure that the standards are implemented with the fidelity our students deserve, California is going to need to support their implementation with funding necessary for schools and districts to meet the unique needs of their respective educational communities. In addition, colleges of education and induction programs will need adequate funding to create and implement new coursework and professional development for not only new teachers, but teachers currently in the classrooms who have never used the new standards as a tool for growth and development. Without standards that are implemented consistently, students are the victims of a terrible educational lottery. Students whose teachers have been supported with meaningful professional development will have the opportunity to thrive, while the rest of the students will be deprived and potentially disadvantaged in their life in and beyond school.

President Joe Biden has said, “Don’t tell me what you value, show me your budget, and I’ll tell you what you value.” The new standards underscore that we value culturally responsive teaching, social-emotional learning, and asset-based pedagogy among other instructional approaches. However, if the state does not commit to providing financial support to local educational agencies to do this work well, then the standards are merely empty platitudes. If we are really serious about raising the academic achievement level of all our students, then there is no better investment than that of ensuring that our educators have the tools necessary to help students reach their full learning potential.

•••

Juan Resendez is a civics, world history and religions teacher at Portola High School in Irvine and an alumnus of the Teach Plus Policy Fellowship.

Wendy Threatt is a National Board Certified fourth grade teacher at Felicita Elementary in Escondido and a senior policy fellow with Teach Plus.

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

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14/06/2025
How local districts and universities responded to storms pounding Southern California

The San Joaquin River has swollen beyond its usual riverbanks thanks to record rainfall. Melting snowfall threatens to flood the city of Firebaugh and six of its seven schools.

Credit: Emma Gallegos / EdSource

As severe weather conditions continue to pound the state, some school districts and university campuses throughout Southern California closed or made adjustments to instruction Monday — while others have opted to remain open.

On Sunday, Gov. Gavin Newsom declared a state of emergency in eight counties: Los Angeles, Orange, Riverside, San Bernardino, San Diego, San Luis Obispo, Santa Barbara and Ventura.

“California: this is a serious storm with dangerous and potentially life-threatening impacts. Please pay attention to any emergency orders or alerts from local officials,” the governor said in a news release. “California is ready with a record number of emergency assets on the ground to respond to the impacts of this storm.”

As a result, several Cal State campuses moved classes online Monday, including Cal State Fullerton, Cal State Long Beach, Cal State San Bernardino, Cal Poly Pomona, Cal State Dominguez Hills, Cal State Los Angeles and Cal State Northridge.

Santa Barbara County Sheriff Bill Brownaid also announced that county schools will be closed Monday, including Santa Barbara Unified School District— which will announce any closures beyond Monday later today.

The Los Angeles Unified School District, however, announced they would keep the vast majority of their campuses open — with the exception of Vinedale College Preparatory Academy and the Topanga Elementary Charter School.

District maintenance teams were instructed to arrive at school sites at 5 a.m. Monday to assess their safety and accessibility, according to a district post on X, formerly known as Twitter, on Sunday. The district also said in an X post it they would closely monitor campuses that are most likely to be asffected by the storm and that guidance from the city and county would determine any additional closures.

“We recognize the severity this storm can cause, especially in certain communities, and urge everyone to be careful and cautious,” read a district statement released at about 6:15 a.m. Monday.

“Please use your best judgment based on the conditions where you live and your ability to safely travel to your school/work location.”

LAUSD Superintendent Alberto Carvalho also said in a letter to staff and families on Sunday that district leaders “remain confident” in their ability to provide “the necessary instructional and operational support to students,” especially those who rely on their school-provided meals.

A statement by SEIU Local 99, the union representing classified school employees, emphasized the importance of safe working conditions and constant communication with the district.

“Regardless of where you work, safety is the priority. Please give yourself extra time for your commute and use extreme caution. No one should lose pay due to the unsafe conditions created by the storm,” the statement read.

The Santa Monica-Malibu Unified School District, however, has taken a split approach, with campuses in Santa Monica remaining open and those in Malibu closing.

Farther south, the San Diego County of Office of Education’s Project Rest has helped nearly 100 San Diego Unified School District families affected by the storms secure motel vouchers, CBS8 reported.

Kristy Drake, who works at the district’s Office of Children and Youth in Transition, told CBS8: “We are not going to leave any of our families outdoors or in their cars, so we are extending and hopeful that some more stable housing relief will show up very, very soon.”

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14/06/2025
Students, faculty, staff distrust state college systems’ handling of Title IX cases

Fresno State University

Credit: fresnostate.edu

Students and faculty at all three of California’s public higher education institutions do not trust how colleges and universities handle sexual discrimination and harassment.

The lack of trust was detailed in a California Assembly Higher Education Committee report released last week that offers recommendations on how the state’s public colleges and universities can better address sexual harassment and discrimination.

The report addressed significant deficiencies in the University of California, California State University and California Community College systems’ handling of Title IX, which is the federal education law that prohibits schools from sex-based discrimination. For example, none of the state’s public colleges or universities review how campus leaders plan to address and prevent sex discrimination as part of administrators’ evaluations. Another deficiency: The community college system does not mandate student participation in annual sex discrimination prevention education programs.

The report highlighted that students at faculty across all three systems distrust and resent their institutions when it comes to handling Title IX cases. “The prevailing message from students, staff and faculty is that current policies of the CCC, CSU, and UC do not protect survivors and instead are used to protect the institution from lawsuits,” according to the report.

Wendy Brill-Wynkoop, president of the Faculty Association of the California Community Colleges, said the goal for every district and campus should be moving from being reactive to being proactive and creating a culture of respect.

“When you have someone who has already been traumatized or victimized and you’re asking them to go through this incredibly lengthy and cumbersome process without an advocate, that’s not the greatest way to try and come to a resolution,” said Brill-Wynkoop, adding that an oversight body would be helpful. “Every district tries to do things correctly, but without some sort of system check, it’s difficult.”

Furthermore, the report found that California lacks an effective method for monitoring and regulating Title IX standards in its higher education institutions.

“California’s public higher education institutions are critical to the future of our state, and we must ensure our values of diversity and inclusivity are reflected in providing all students with a safe learning environment and all staff with a working environment free from harassment and discrimination,” Assembly Higher Education Chair Mike Fong said, adding that he will work with lawmakers to introduce legislation based on the report’s recommendations.

The report recommended providing more funding to the colleges to address sex discrimination, creating a statewide office to provide guidance and monitoring, annual compliance reports to the Legislature, and creating systemwide independent civil rights offices for each of the three systems. The committee also recommended more training and education, and making campus leaders more responsible for addressing sexual harassment and discrimination.

A spokesperson from the community colleges chancellor’s office said: “The Chancellor’s Office agrees with the findings and conclusions of this important report and looks forward to working with the committee, the Legislature and our colleges to implement the recommendations. We are fully aligned with the commitment to improve California’s higher education systems to better address discrimination and provide safe, inclusive environments for all students, faculty and staff.”

The Assembly Higher Education Committee conducted the report following a series of news nationally and statewide about mishandled Title IX cases. The committee report cites EdSource’s investigation into Chico State, where a professor was investigated for an inappropriate sexual affair with a graduate student. He was put on paid leave last year after EdSource disclosed that he had allegedly threatened to shoot colleagues who cooperated in the investigation.

The report also noted other EdSource coverage of Title IX cases at CSU campuses and an investigation by USA Today into the mishandling of a Title IX case by then President Joseph I. Castro. The case led to his resignation as CSU chancellor.

The Cal State system was found to have mishandled a variety of cases over the year and reports from an independent law firm and the California State Auditor’s office last year found the 23 -campus system lacked resources and failed to carry out its Title IX responsibilities.

In response to the Assembly committee’s report, a spokesperson from the Cal State chancellor’s office said: “Any form of discrimination, harassment and misconduct is unacceptable. The CSU stands ready to work with legislators and with leaders from across the CSU system — including university administrators, staff, faculty and students — to make the changes needed to improve our Title IX and other nondiscrimination policies and procedures.”

The report noted that the university system has already changed its policy allowing administrators who have committed misconduct to “retreat” to faculty positions.

CSU is currently implementing the changes and reforms called for in the 2023 state audit and in a report conducted by an independent law firm.

A UC spokesperson said that system has made changes “to address these issues when they arise.” Officials were interviewed for the Assembly report, and UC pledged to “review the recommendations closely in order to uphold our commitment to fostering an environment free from sex-based discrimination for all members of the UC community.”

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14/06/2025
FAFSA delays are leaving students in limbo. California campuses don’t expect help

Sheilds Library at UC Davis.

Credit: Karin HIggins/UC Davis

The U.S. Department of Education is attempting to solve issues associated with this year’s rocky rollout of the Free Application for Federal Student Aid (FAFSA) and ensure colleges and universities release financial aid packages in a timely manner through a new plan announced Monday — but some California campuses remain pessimistic about receiving support.

This year, 17 million students across the nation completed the redesigned form and are now awaiting offers from colleges. Last year, more than 1 million California students submitted FAFSA applications, marking a 5.9% increase from the previous year, when Covid was said to have hindered the number of applicants.

Despite the department unveiling a simpler, quicker form in a “soft launch” on Dec. 31, this year’s FAFSA process has come with four-to-six week delays, and colleges and universities throughout the country won’t receive students’ financial aid applications until March at the earliest. As a result, many campuses are contemplating extending the May 1 commitment deadline for high school seniors whose decisions about where to enroll rest on the financial aid they receive.

“We’re not only talking about a better form or a better system. We’re talking about a better shot at accessing higher education for more than 600,000 American students. We’re talking about a better chance to go to college for students who would qualify for Pell Grants,” said Miguel Cardona, the U.S. secretary of education, at a news conference announcing the department’s plan Monday.

“We’re talking about making the American dream more achievable for so many more people who could realize the incredible potential they have through higher education but have been deterred by the cost and complexity of our current system.”

As part of the plan unveiled Monday, the department will send about 50 federal student aid officials to colleges and universities throughout the nation to help “prepare and process” students’ financial aid forms.

Senior Education Department officials did not provide a number or list of campuses that will receive support, but they emphasized that lower-resourced campuses will be prioritized, including historically Black colleges and universities and tribal colleges.

The plan also includes $50 million in federal funding for nonprofit organizations that focus on financial aid support. The department will also release test records for campuses to model.

“Ensuring our nation’s colleges and universities are prepared to assist in the massive overhaul of the FAFSA is critical for a smooth implementation, and we are excited to be partners in this work,” said Justin Draeger, president and CEO of the National Association of Student Financial Aid Administrators, in a statement.

“These are some of the biggest changes facing the financial aid profession — not to mention students and families — in decades, and it will take cooperation, clear communication, and mutual trust among all stakeholders to get us over the finish line. We are eager to begin this work and look forward to sharing more details soon.”

However, Cal Poly Pomona officials doubt the plan to support campuses outlined by the U.S. Department of Education will do much to help CSU, UC or community colleges in California. Charles Conn, the campus’s associate director of financial aid, also said the announced measures should have been taken months ago.

So far, the UC system has not decided whether to push back the May 1 deadline, but Rachel Zaentz, a spokesperson for the UC Office of the President, told Inside Higher Ed that the delays might have “significant implications” for students’ decisions.

Several Cal State campuses, however, have opted to adjust their timelines — as that is something officials say they can control.

Cal Poly Pomona, for example, has updated its commitment deadline for incoming first-year students to June 1 as a result of the delays, according to Jessica Wagoner, the campus’s senior associate vice president for enrollment management and services.

“It’s heartbreaking … to see this happening and know the impact that it has on the students, especially first-generation students from a lower income, or even the lower middle-class students,” Conn said.

“They’re relying on this information, and the Department of Education has really failed the graduating class as well as students who maybe are looking to transition from a community college over to a four-year college.”

Typically, Cal Poly Pomona would determine aid offers by the end of February. This year, as a result of issues with student information systems and the Department of Education’s delays, they probably won’t be able to extend offers until the middle of April.

Conn added that delays will likely challenge students who need to update their records and that there are still some families unable to complete the FAFSA — including families where at least one parent doesn’t have a social security number.

“That’s a big population,” Conn said. “It’s not like two or three students. It’s in the hundreds if not thousands of our students that fall into that scenario across the system.”

Most continuing students, however, will not be impacted, Conn said.

Delays with the FAFSA have also affected Cal Poly Pomona’s other operations and the ability to predict the nature of the incoming class, ranging from the number of students attending to the distribution of different majors, according to Traci Lew, the interim associate director of admissions.

It also tightens the turnaround time for organizing campus events such as orientation — which takes place 10 days after the June 1 deadline.

Despite the challenges posed by the later deadline, Lew emphasized that “we can’t allow families to make shotgun decisions.”

“We want to help our students, and right now we can’t. We are blind to the information,” Wagoner said. “So if they call us, there’s nothing we can say to assist and support our students. We should be on the phone helping them, guiding them, and we can’t do that.”

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14/06/2025
Eliminating programs that improve higher education access is a huge mistake

Mayra Puente speaks at a legislative briefing on Capitol Hill on the TRIO programs in May 2025.

Courtesy: Mayra Puente

President Donald Trump’s “skinny budget” proposal aims to eliminate a group of eight federally funded programs known as TRIO that support higher education access and success for individuals from “disadvantaged backgrounds.”

Eliminating these programs would be a huge mistake.

How was I, a daughter of migrant farmworkers whose parents have limited formal education and live in poverty, able to beat the odds and land a faculty position at a selective university in the U.S.? TRIO.

A recent study investigated whether becoming a professor was driven by socioeconomic status. The researchers surveyed 7,218 tenure-track faculty members at research-intensive institutions in the U.S. across eight academic disciplines between 2017 and 2020. They found that nearly one-quarter of the faculty had a parent with a Ph.D., and over half had a parent with a graduate degree. They also found that white professors were more likely to have a parent with a Ph.D. compared to Black and Latino faculty. Only 1% of Latina women have a Ph.D.

As an undergraduate student at UCLA, I participated in the Ronald E. McNair Post-Baccalaureate Achievement Program, one of the federal TRIO programs the Trump administration seeks to cut. Research demonstrates that the McNair Scholars Program is highly effective. Students who participated in the program were 78% more likely to enroll in graduate school than other low-income students.

Could I have applied to graduate school, obtained a Ph.D., and landed a faculty role without the McNair Scholars Program? Maybe. But the reality is that the majority of low-income, first-generation Latino college students like myself are unaware of the hidden curriculum of academia. Many of us are unable to rely on our parents for academic and career guidance, and we often lack access to mentors who can help us navigate the graduate school process.

The McNair Scholars Program introduced me to graduate school and the pursuit of a Ph.D. and a career in educational research as a possibility, and provided mentoring on creating and conducting empirical research studies, research, writing and conference presenting experiences, tutoring for graduate school tests, fee waivers for graduate school applications, feedback on graduate school applications, understanding graduate school and funding offers, a network of professional support at the university and beyond.

Additionally, as a researcher of higher education access and equity for first-generation rural Latino students from migrant farmworkers and low-income backgrounds, I have examined the effectiveness of other TRIO programs, like Upward Bound and Talent Search, in exposing and preparing students for college. In one qualitative research study on California’s Central Coast, a student shared, “Sometimes, I couldn’t imagine being a student from a different tiny, small town where I just didn’t have a college and career center, EAOP (Early Academic Outreach Program), and Upward Bound to help me.”

Other research finds that Upward Bound students are more than twice as likely to earn a bachelor’s degree by age 24 than other groups. The Council for Opportunity in Education also reports high success rates for students participating in other TRIO programs, including Student Support Services, Talent Search, Veterans Upward Bound, Educational Opportunity Centers (EOC), and the McNair Scholars Program.

How can something that is empirically proven to be effective be deemed “wasteful”?

The elimination of TRIO programs threatens knowledge production, innovation, and the education of current and future generations of students, who are becoming increasingly diverse and would greatly benefit from the continued existence of TRIO programs.

TRIO programs also provide services to low-income students, first-generation college students, students with disabilities, and military veterans. Higher education access, made possible through TRIO, is a means of achieving economic and social mobility, which benefits local communities, regions, and the nation as a whole. More importantly, the creation and continued support of TRIO programs is a testament to this country’s commitment to equal educational opportunity and justice for all.

Congress must reject the elimination of TRIO programs if it hopes to see a highly educated and diverse professional workforce in this country. TRIO alumni, estimated to be over 6 million by the Council for Opportunity in Education, should sign the collective TRIO alumni letter and call or write to their respective House of Representatives and Senate offices to urge them to protect and fully fund TRIO programs in the 2026 budget. TRIO alumni and others can share their TRIO success stories on social media using the hashtags #ProtectTRIO and #TRIOWorks.

The narratives and empirical evidence of the effectiveness of TRIO programs are overwhelming. My path to the professoriate is mainly due to federally funded TRIO programs.

•••

Mayra Puente is a rural Latina, assistant professor of higher education at the Gevirtz Graduate School of Education at the University of California, Santa Barbara, and a Public Voices Fellow of The OpEd Project.

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

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13/06/2025
6 Tips For Beginners In Digital Marketing

6 Tips For Beginners In Digital Marketing—Infographic

For beginners, digital marketing offers numerous benefits, including broader reach, cost-effectiveness, and real-time results. It allows businesses to target specific audiences through various online platforms, ensuring more personalized and relevant messaging. With tools for tracking and analytics, digital marketing enables data-driven decisions, helping companies optimize campaigns for better outcomes. Additionally, it provides flexibility in terms of budget allocation and campaign scaling, making it accessible for businesses of all sizes. Overall, digital marketing enhances brand visibility, engagement, and conversion rates, leading to higher growth potential.

The infographic below shows you everything you need to know if you’re just beginning in the digital marketing field to help you understand it better and become a pro in no time.

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13/06/2025
Strategic, sustainable residencies can help solve the teacher shortage

Teacher candidates in the Claremont Graduate University teacher residency program spend an entire year working with a mentor teacher in Corona Norco Unified classrooms.

Courtesy: Claremont Graduate University School of Education Studies

Public schools in California are facing historic staffing challenges: rising rates of dissatisfaction and burnout within the current workforce and unprecedented shortages of future teachers, as increased housing and education costs deter potential teachers from entering the field.

But university teacher preparation programs and school districts can create more effective partnerships to meet these demands.

Historically, the partnerships between teacher preparation programs and school districts have been transactional: teacher preparation programs place student teachers in districts for short periods of time without considering district needs. To change this dynamic, teacher preparation schools launched residency programs to ensure new teachers better understood the communities they were serving. Residencies are similar to student teaching models, but differ in that they are for a full year. Within a residency, aspiring teachers take on increasingly more responsibility in the classroom alongside a mentor teacher for the entire year, gain familiarity with the ebbs and flows of the school year, and assume full teaching responsibilities by the end of the year.

Over the last five years, California has dedicated more than $350 million for teacher residencies to better prepare future educators and help diversify the workforce. Research shows candidates who go through a residency become more effective teachers more quickly than those launching their careers through other pathways, and they are likely to remain in the profession longer. It costs a district roughly $20,000 to hire a new teacher; by reducing turnover, residencies are not only good for new teachers and K-12 students, but also for school district budgets.

Unfortunately, budget cuts and day-to-day needs have limited districts’ capacity to develop residency programs, and aspiring teachers have avoided them because the full-year commitment and small or nonexistent stipends offered by many programs renders them unaffordable to most.

One promising avenue to meet these challenges is by creating mutually beneficial partnerships between university teacher preparation programs and school districts to help place and nurture new teachers in the field. These partnerships require transparency, a clear vision, and shared investments. With these elements in place, they have the opportunity to meet districts’ staffing needs and teacher preparation programs’ enrollment goals while surrounding new teachers with systems of social and professional support. These partnerships also provide stipends and embedded professional development that enrich existing teachers’ work with new avenues for leadership as mentors to new teachers.

One example of a creative and effective partnership can be found between Claremont Graduate University and Corona-Norco Unified School District. The university and the district had worked together for many years, with Corona-Norco hiring many Claremont alums, but they had never formalized a partnership. With a foundation of mutual trust and understanding, the district shared data about their current and anticipated staffing needs, and the faculty of the Claremont teacher education program shared insight into their students’ experiences, strengths and needs entering the profession. Understanding the benefits that a residency program provides to veteran teachers, students and the district as a whole, the district committed to paying residents a living stipend from reallocated budget dollars.

A shared vision is key to a successful partnership. For example, both the university and the district have a strong commitment to diversity. This is visible in the diverse participants recruited by Claremont’s teacher education program, who are drawn to its deeply rooted commitment to social justice and humanizing relationships. It also reflects Corona-Norco Unified’s mission to foster the wellness of their students by cultivating an educator pool that better reflects the diversity of its students and communities. This mutual commitment to what teaching can and should be created pathways for recruiting experienced mentor teachers from the district interested in professional development with the university that leveraged and built from their knowledge and expertise. Research shows that grouping mentors in community with other experienced teachers and giving them opportunities to engage not only as practitioners but also as intellectuals helps fend off burnout and gives them a renewed sense of purpose.

The teacher residencies that have come out of this partnership buffer participants from the overwhelm and burnout so many other new teachers face by embedding them within a community of support that includes university advisers and faculty alongside mentor teachers and advisers at the district. The residents not only learn from their university classes and experiences in their mentor teachers’ classrooms, but also from opportunities to work with colleagues to support students who are struggling academically, working with small groups of students, analyzing students’ work with department teams, and interacting with parents and caregivers at drop-off and during teacher conferences. The breadth and depth of these experiences give residents confidence that when they step into their own classroom, they’ll be ready to meet the needs of students and have colleagues to call upon when they need support.

District leaders are ready to hire their residents after they earn their master’s degree and credential and eager to have more residents at their school sites. School principals note that residents provide data-driven, hyper-personalized instruction to students that they otherwise would not be able to offer. Students love residents, often running up to them during lunch and recess for hugs. And parents and caregivers appreciate having more people around who care about their kids. Having more adults on campus who know and are known by more students benefits everyone.

With more partnerships like this, the possibilities to innovate and strengthen learning for everyone at our schools grow exponentially. This story is just the beginning.

•••

Rebecca Hatkoff, PhD, is the interim director of teacher education at Claremont Graduate University.

Debra Russell works as part of the California Educator Preparation Innovation Collaborative team at Chapman University to promote strategic teacher residency models across the state.

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

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13/06/2025
WCCUSD school psychologists face burnout due to consistent staff shortages

A group of WCCUSD school psychologists at a union contract rally in 2023.

Courtesy of John Zabala

West Contra Costa Unified School District’s school psychologist internship program once flourished. The district recruited from substantial applicant pools from local universities and provided a strong start for beginning school psychologists entering the workforce, often retaining them after the internships ended.

Now, however, in the years since the onset of the COVID-19 pandemic, WCCUSD is struggling to recruit interns and fill vacant school psychologist positions. This means psychologists, considered essential pieces of school environments, are carrying larger case loads and working longer hours, leading to burnout.

WCCUSD, like other districts across the state, is no stranger to staff shortages — the district started the 2023-24 academic year with more than 200 special education paraprofessional vacancies. The shortages have persisted, and on Jan. 31, Public Advocates, a nonprofit civil rights law firm, filed three complaints with the district, alleging some schools failed to provide students with qualified teachers because of problems related to staffing shortages.

School psychologists fill a critical role in school communities, collaborating with administration, teachers and parents to ensure students are succeeding academically, emotionally and behaviorally.

West Contra Costa has struggled with five to seven school psychologist vacancies for the past couple of years. Halfway through the current school year, the district is still dealing with three.

“We’re going to weather, this obviously, but we still have a couple of years in which we are going to have a really significant shortage, and we’re going to have a really significant increase in the demand for services, so we’re kind of in for a little bit of a scary period,” said John Zabala, a school psychologist in the district and the president of United Teachers of Richmond.

California is generally facing a critical shortage of school psychologists. According to the California Association of School Psychologists, the National Association of School Psychologists recommends a ratio of 1 school psychologist for 500 to 750 students. However, California schools on average have 1 per 1,000 students. Some schools have 1 per 3,000 students.

Although WCCUSD’s ratio falls into the recommended range at around 1 school psychologist per 500-550 students, school psychologists in the district still face large caseloads and longer work days, contributing to burnout.

Some districts compensate for shortages by hiring contractors or traveling school psychologists. Emily Springhart, department co-chair of psychology at West Contra Costa, however, said the district has preferred increasing the caseload of school psychologists and extending their work days to deal with the shortage.

“A lot of the report writing and the case management — those things just go home with people,” Springhart said. “I’m sure it’s not great for their own personal health.”

Schools have seen a substantial increase in the number of students requiring mental health and behavioral resources in recent years. In April 2022, 69% of public schools reported that the percentage of students seeking mental health services had increased since the start of the COVID-19 pandemic, according to the National Center for Education Statistics. Covid-19 disrupted early intervention for many students, leading to an increase in the number of students needing support, while the staff who would be able to support them, like school psychologists, have not.

Mary Campbell, a WCCUSD school psychologist and former department chair, said she worries about what the shortages and the resulting burnout could mean for the longevity of the profession.

Springhart said the school psychologist shortage seems to be caused by the same factors triggering shortages of other school staff: inevitable events like retirement, but also financial hardship, forcing people to move out of parts of California with high costs of living.

But another cause lies in the declining number of incoming applicants from universities that typically feed into districts like WCCUSD. Springhart said the number has steadily declined, despite the district having a long and strong history of hiring school psychologists from those programs.

“It seems like all of the districts are kind of fighting over everybody right now, just because there’s not enough people coming out of programs,” Springhart said.

Oanh Tran, school psychology program coordinator for California State University, East Bay, said she’s actually seen an increase of applicants to the program in recent years. But because the Bay Area is home to so many school districts, there aren’t enough school psychologists to go around.

“We have so many districts, so many schools, and just a handful of students are graduating with their PPS (Pupil Personnel Services) credential to service those schools and districts,” Tran said.

Tran said new school psychologists are also experiencing burnout earlier in their careers. Not only are they dealing with more assessment caseloads, but they’re also spending their days putting out fires likely caused by a lack of early intervention.

The best districts, Tran said, prioritize monitoring the needs of their school psychologists, ensuring they have access to helpful mentors, have a manageable caseload, and feel supported by their team. Students are being strategic about finding districts that provide these resources, Tran explained.

“In West Contra Costa, I do remember there was a time where they did have a lot of our practicum and interns,” Tran said. “But now, I think because there are so many districts that are recruiting our students, it’s competitive. It’s so competitive. We only have so many students in our cohort, but we have over 50 districts now participating in our recruitment fair for our students.”

Although West Contra Costa offers competitive pay, especially after salary increases last year, Springhart agreed the shortage has been a regional issue, extending beyond the district. She said more education and recruitment about the profession may be necessary to increase the number of applicants to school psychologist programs.

“I think there are ways that we know that we can attract and keep people in these jobs, which can be very rewarding jobs,” Campbell said, “but not when we’re so under-resourced.”

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13/06/2025