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  • English learner advocates in California oppose ‘science of reading’ bill

    English learner advocates in California oppose ‘science of reading’ bill


    First grade teacher Sandra Morales listens to a student read sentences aloud at Frank Sparkes Elementary School in Winton.

    Credit: Zaidee Stavely / EdSource

    Two prominent California advocacy organizations for English learners are firmly opposing a new state bill that would mandate that reading instruction be aligned with the “science of reading,” saying it could hurt students learning English as a second language. 

    Assembly Bill 2222, authored by Assemblywoman Blanca Rubio, D-Baldwin Park, would require schools to teach children how to read using textbooks and teacher training grounded in research, which shows that children must learn what sounds letters make and how to sound out words, in addition to vocabulary and understanding, learning how to read fluently without halting, and how to write.

    The bill also states that curriculum must adhere to research that “emphasizes the pivotal role of oral language and home language development” for students learning English as a second language. Research shows that English learners need to practice speaking and listening in English and learn more vocabulary to understand the words they are learning to sound out. Students also benefit from learning to read in their home language, and from teachers pointing out the similarities and differences between their home language and English — for example, how different consonants or vowels make the same or different sounds in each language.

    But representatives from Californians Together and the California Association for Bilingual Education (CABE), which have both written letters opposing the bill, said they are concerned the bill could hurt English learners, who represent more than one-fourth of students in kindergarten through third grade.

    They said they believe the bill would dismantle or weaken the state’s progress toward improving literacy instruction. Advocates pointed to the $1 million the state has put toward a “literacy road map” to guide districts to implement evidence-based reading strategies, and the new literacy standards passed by the Commission on Teacher Credentialing, to prepare new teachers to teach reading based on research.

    They argue that California should instead make sure districts are fully implementing the English Language Arts/English Language Development Framework.

    “AB 2222, the wolf in sheep’s clothing, in my opinion, is attempting to illegally dismantle what we currently have in place, that is evidence-based and has a comprehensive literacy approach,” said Edgar Lampkin, chief executive officer of CABE. “It’s trying to mandate a magic bullet that does not exist and attempts to be one-size-fits-all.”

    The framework, which was adopted in 2014, encourages explicit instruction in foundational skills and oral language development instruction for English learners.

    “The challenge is the professional development of our teachers to implement them, and the implementation is sporadic,” said Barbara Flores, professor emerita from CSU San Bernardino and past president of CABE. “We have districts that are doing a very good job. We have others that need help to do it, but they know they need help.”

    Representatives from the two advocacy organizations opposing the bill also said it does not sufficiently spell out how to help students who are learning to read in more than one language.

    “Biliteracy is nowhere,” said Martha Hernandez, executive director of Californians Together. “And what about students that are in dual-language immersion programs? What about translanguaging and bridging?” Translanguaging and bridging refer to the practices of helping students learn the differences and similarities between two languages and transferring knowledge they have in one language to another.

    The bill’s sponsors and author say the progress the state has made is admirable, but more needs to be done, because only 43% of California third graders were reading and writing on grade level in 2023, based on the state’s standardized test. Among those classified as English learners, only 16% met the standards for reading and writing. Once students are reading and writing in English at grade level, they are usually reclassified as fluent, and 73% of third graders who were once English learners and are now fluent in English were reading and writing at grade level in 2023.

    Assemblywoman Rubio said she made sure to include the needs of English learners, sometimes referred to as ELs, in the bill. 

    “As a former EL myself, I understand the complex challenges for these children and would only introduce bills that are grounded in research and data that points to positive outcomes for ELs,” she wrote in an email to EdSource.

    “Specifically, AB 2222 requires an emphasis on the pivotal role of oral language and home language development, particularly for ELs, and instruction in English language development specifically designed for limited-English-proficient students to develop their listening, speaking, reading, and writing skills. As an educator, I know how critical it is that both current and pre-service teachers are trained and empowered to support ELs in the classroom.”

    Rubio said she has spoken with representatives of Californians Together and the California Association for Bilingual Education about their concerns.

    “I have offered for them to help me draft a piece of legislation moving forward which will help every child in California, especially our ELs. Thus far, they have refused, noting a philosophical difference,” Rubio said.

    The organizations that sponsored the bill, Decoding Dyslexia California, EdVoice, and Families in Schools, said the bill does not dismantle, but rather strengthens and builds upon the new literacy standards and the ELA/ELD framework. In addition, they said the bill does not advocate for a “one-size-fits-all” approach to teaching reading and rather requires districts to focus on English learners’ needs and assets. 

    “While we acknowledge that there’s confusion out there, I think when you read the actual bill, it’s far from reversing course on the good policy and progress we’ve made recently. If anything, this bolsters and supports it,” said Lori DePole, co-state director of Decoding Dyslexia California.

    The concerns from English learner advocates about a push for “science of reading” curriculum are not new. But DePole said when crafting the bill, the sponsoring organizations looked to agreements hashed out in a joint statement by advocates for English learners, including Californians Together, and proponents of curriculum based on the “science of reading.”

    Hernandez said Californians Together is not backtracking on those agreements.

    “Because we oppose this bill does not mean that we are against the five components of literacy, which includes foundational skills,” said Hernandez. “Do teachers need professional learning? Absolutely. Do they need instructional materials that are based on a comprehensive research-based literacy approach? Yes.”

    However, she said she is concerned about implementation. She pointed out that the joint statement also makes clear that sometimes schools implement practices under the name of the science of reading that do not align with the research, like focusing on phonics for an extended amount of time and leaving out other skills that students need, like English language development, practicing writing or reading stories aloud.

    The sponsors said “any characterizations of AB 2222 being just about phonics are misleading and inaccurate.”

    “It is important to clarify that the science of reading is a lot more than just phonics,” reads a statement from the three sponsoring organizations. “It includes explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, and writing that can be differentiated to meet the needs and assets of all students, including ELs,” referring to English learners.

    Particularly concerning to opponents of the bill is one particular phrase saying that curriculum based on the science of reading “does not rely on any model for teaching word reading based on meaning, structure and syntax, and visual cues, including a three-cueing approach.”

    DePole said the language is there to ensure that teachers do not continue to use controversial methods such as “three-cueing,” which teaches students to use pictures and context to guess what a word is, rather than sounding it out.

    But English learner advocates said students learning English need pictures to help them learn the meaning of words they are sounding out. In addition, they said the way the bill is written leaves too much open to interpretation and could end up discouraging teachers from teaching vocabulary and grammar.

    “Any word that appears in a sentence or a collection of words or a stream of language has syntax. So if you’re not teaching syntax, or if you’re banning the teaching of syntax, you’re banning the teaching of vocabulary and grammar, right? So this provision contradicts everything that appears in the ELA/ELD framework,” said Jill Kerper Mora, associate professor emerita from the School of Teacher Education at San Diego State University, and a member of CABE.

    Hernandez said the problems with three-cueing should be addressed through training “so teachers understand the why,” rather than through a state mandate.

    “We agree that we need a comprehensive approach, which includes foundational literacy skills,” Hernandez said. “But we just don’t think that this is the approach.”





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  • More time with subs is the wrong response to teacher shortages

    More time with subs is the wrong response to teacher shortages


    Middle school history teachers discuss their lesson plans for teaching about the Great Depression.

    Credit: Allison Shelley / American Education

    Twenty-five years ago, when pastor Sweetie Williams asked his 12-year-old son, Eli, why he never had homework, the answer exposed scandalous conditions that would reshape California education forever. Eli’s San Francisco middle school — like many of the 20% of California public schools then serving the greatest number of Black, Latino and low-income students — lacked books, operating bathrooms, proper heating and enough qualified teachers to permanently staff classrooms. The historic litigation that followed in May 2000, Williams v. California, established new laws guaranteeing every student three fundamental rights: permanent, qualified teachers; sufficient instructional materials; and clean, safe facilities.

    Today, as Assembly Bill 1224 (Valencia) races toward a Senate hearing, we’re witnessing some of the same staffing chaos that prompted the Williams lawsuit. In the West Contra Costa Unified School District, parent Darrell Washington watched his rising fifth grader endure what he called “a chaotic game of musical chairs” with two or three different teachers in a single year. At Stege Elementary, third grade teacher Sam Cleare saw students arrive in her classroom, where she was often “their first credentialed teacher for the entire year.”

    In response to teacher shortages, are legislators rising to meet the challenge? Are they grappling with how to raise teacher compensation and improve working conditions to attract and retain educators? Are they seeking to compel those districts stuck on autopilot to do more to recruit new teachers or to place in the classroom their fully certified staff who aren’t currently teaching before turning to short-term substitutes? No.

    The principal response of legislators has been AB 1224, which would double the time untrained substitute teachers can remain in any one classroom — from 30 to 60 days, a full third of the school year. The bill thereby lowers teacher standards for the state’s most disadvantaged students, essentially abandoning our children’s rights to equal educational opportunity to accommodate district requests for administrative convenience.

    When a teacher vacancy exists, districts are supposed to prioritize assigning the most qualified candidates: fully credentialed teachers first, then interns who have the subject matter training but are still learning how to teach it, followed by emergency-style permits that allow those with partial subject matter competence and teacher training to teach for the year under close supervision, and finally waivers, which permit individuals to teach for a year by waiving unmet certification requirements with state approval if the district can demonstrate the candidate is the best person available.

    Williams requires all classrooms to be staffed by a single, designated permanent teacher who is at least minimally certified to teach the whole year, according to one of these bases. That puts the onus on districts to figure out well before the school year begins how they will staff each classroom with a state-qualified teacher.

    Thirty-day substitutes — those affected by AB 1224 — are nowhere in this hierarchy precisely because they are not qualified to serve as the teacher of record for any classroom. They receive zero subject matter training and zero instruction on how to teach a subject, so they have no understanding of lesson planning, classroom management, assessing learning, or differentiating learning for special ed students or English learners. They’re educational placeholders, not teachers. 

    Teachers represent the single most important school-based factor in learning outcomes. When we park unqualified staff in classrooms for months, we’re not solving teacher shortages; we’re creating educational voids that harm student progress for years to come. Our students need qualified educators who provide continuity, expertise and genuine care, not “continuity” with unqualified caretakers.

    Statewide teacher assignment data reveals exactly how this policy will worsen existing inequities. While 84% of California’s teachers are fully trained, this drops to just 76% in districts serving working-class communities like West Contra Costa, but rises to 89% in affluent areas.

    Schools serving larger populations of low-income students, English learners and foster children are already twice as likely to rely on emergency-style permits. AB 1224 will systematically widen these gaps, exacerbating a two-tiered system where privileged students get qualified teachers while vulnerable students get warm bodies. 

    Meanwhile, AB 1224’s “accountability” measures provide legislative lip service. The bill relies on existing legal requirements that districts make “reasonable efforts” to recruit more qualified personnel before turning to long-term substitutes. Yet we know from our experiences with West Contra Costa Unified and elsewhere that districts typically make no particular efforts if an obvious candidate is not already in front of them and there is no outside enforcement of the hiring hierarchy. AB 1224 does nothing to change this. The bill does not define “reasonable,” has no documentation requirements, and has no oversight or accountability measures. 

    And while this same expanded access to substitutes was temporarily allowed during the pandemic, frankly, the whole system was in chaos then, and many virtual classrooms were providing little more than day care, even with qualified teachers. Yet, AB 1224 provides no sunset date like that exception did. To the contrary, the pending proposal is for a permanent change in law, a permanent authorized dilution of instructional quality, a permanent permission for districts to avoid the hard work of recruiting and retaining qualified educators — all to be disproportionately visited upon the most disadvantaged students in the state. 

    The response to teacher shortages must not be to lower standards, but the opposite. As if our collective hair were on fire, the state and districts need to be doubling down on bringing back the fully certified teachers who have left the classroom (more than enough to cover the shortages). Likewise, the state and districts need to work harder to develop the next generation of diverse and fully prepared educators. Since the pandemic, California has invested over $2 billion in evidence-based solutions: the National Board Certification Incentive Program, Golden State Teacher Grant Program, teacher residencies, a grow-your-own program, and Educator Effectiveness grants — all designed to increase supply and retention in high-need schools. The latest annual Teacher Supply Report from the Commission on Teacher Credentialing suggests the state is starting to turn a corner as a result of these efforts. New teaching credentials issued in 2023-24 were up over 18% — the first surge in new credentials since the pandemic in 2020-21. 

    In the meantime, districts have existing tools: emergency permits for at least provisionally qualified candidates, intern teachers and residents, teachers with permits to cover those on statutory leave, and experienced “career substitutes” who already are allowed to teach in a single classroom for 60 days. And before even turning to these substandard options, districts’ “reasonable efforts” must include returning fully credentialed teachers to a district’s highest priority: classroom instruction. When Superintendent Alberto Carvalho took the helm of the Los Angeles Unified School District (LAUSD) in late 2021, one of his first actions was to fill some 700 vacancies with certified educators who had been serving in the district office and various non-teaching roles. 

    That’s 700 classrooms and several thousand students’ educational lives that were not sacrificed for administrative convenience. Today’s Eli Williamses deserve no less.

    •••

    John Affeldt, who was one of the lead counsels on Williams v. California, is a managing attorney at Public Advocates, a public interest law firm in San Francisco, where he focuses on educational equity issues.

    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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  • Chino Valley revamps parental notification policy; LGBTQ+ allies fear legal escalation

    Chino Valley revamps parental notification policy; LGBTQ+ allies fear legal escalation


    Chino Valley Unified school board President Sonja Shaw speaks at the parental rights rally in Simi Valley.

    Credit: Courtesy of Rebecca Holz / California Policy Center

    The Chino Valley Unified School District school board voted Thursday to adopt a revamped version of its transgender notification policy, which LGBTQ+ advocates fear would help the district withstand court battles and propel the case to the United States Supreme Court — a possibility previously expressed by Board President Sonja Shaw.

    Unlike the original policy adopted in July, the new policy does not use words like “gender” or “bathroom.” Instead, it broadly states that school officials should notify parents in writing, within three days, if their child requests to change any information in their official or unofficial record. It also cites previous decisions in favor of parental rights. 

    “These policies are rooted in distrust for our schools. And so you know, they’re breaking down these relationships that are essential to schools being successful,” said Kristi Hirst, a district alumna, teacher and parent, who also serves as the the chief operating officer of Our Schools USA — a national organization focused on protecting public education. 

    “What is unclear is what ‘unofficial records’ are, and my hunch is, that’s where…. targeting of transgender students is going to really be seen,” Hirst said.

    Thursday’s board meeting was packed with both supporters of the new policy, as well as members of the district’s teacher’s union, who wore matching red shirts in solidarity. 

    Supporters of the policy also spoke during public comment on Thursday with one of them claiming that the “initiative” would put an end to puberty blockers supposedly being administered and prevent “boys entering into women’s/girls’ spaces.” 

    One speaker told the board, “Safe teachers don’t lie to parents. Safe teachers don’t keep secrets from parents. Thank you for protecting our kids against unsafe teachers.”

    “Parents love and know kids best. Calling a parent abusive for wanting to get their child the proper psychological help is completely ignorant.” 

    Both the previous and new versions of the policy stress the district’s commitment to foster trust between schools and parents. They also share the same three statements of intent: to maintain trust between schools and families, involve parents in decisions about their child’s mental health and increase communication and build positive relationships that can positively impact student outcomes. 

    The older version of the policy which passed in July would have required school staff to notify parents within three days in writing if their child asks to use a name or pronoun that is different from what is on their official student record. Parents would also have to be informed if their child wishes to access sex-segregated spaces that do not align with their biological sex or request to change anything on their official or unofficial record. 

    Under the new policy, however, parents would only be notified of the following: 

    • Requests to change official or unofficial records. 
    • Extracurricular or co curricular activities their student is involved in.  
    • Physical injuries at school or during school sponsored activities.

    Both policies share the same guidelines in cases where a student experiences bullying, is involved in a physical altercation or has suicidal intentions. 

    “The updated policy strikes a balance between two important principles—prioritizing students’ well-being and upholding parents’ rights—and ensures that parents are kept informed every step of the way,” Shaw said in a Liberty Justice Center statement released Friday. 

    Chino community members have repeatedly claimed that such policies in Chino Valley Unified and beyond are detrimental to the mental and physical well-being of LGBTQ+ students. 

    A crisis hotline launched on Aug. 5 by Rainbow Youth Project USA and Our Schools USA has received nearly 650 calls since Chino Valley Unified passed its transgender notification policy, the Los Angeles Blade reported. 

    “All the students who have come to speak about this, they are hearing that rhetoric,” Hirst said, adding that the board’s decisions have fostered a climate of “mistreatment.”  

    “That is 100% going to filter down to schools, and it is. Your leaders, when they breathe that hate into the air, it spreads, and you can feel it.” 

    Hirst added that her daughter, who attends district schools, has also noticed an increase in physical fights and bullying against LGBTQ+ students. 

    Before the policy’s passage, “no one cared,” she said. 

    “There’s no teacher who has these nefarious intentions to kids and hides things from their parents. Nobody’s doing that. . . They [teachers] are constantly working to get parent volunteers and parent involvement.” 

    The lead up 

    In November 2022, voters elected a conservative majority to the Chino Valley Unified School District school board, with three members connected to Calvary Chapel Chino Hills, led by Pastor Jack Hibbs.

    The board voted in June to ban pride flags and in November passed a policy to have a panel remove books it believes to be “sexually inappropriate.” In July, Chino Valley Unified became the first district to pass a policy that would require school officials to notify parents if their child shows any sign of being transgender, which has since spread to other districts, and originated from Assembly Bill 1314, proposed by Assemblymember Bill Essayli, R-Riverside, which was denied a hearing at the state level. 

    The district’s board meetings have also drawn the attention of conservative groups such as Leave Our Kids Alone, a group that travels to various school board meetings to advocate “age appropriate curriculum” and to oppose curriculum and practices they view as indoctrination. 

    State Superintendent Tony Thurmond attended the board’s July meeting to speak out against the transgender notification policy during public comment but was kicked out of the meeting. 

    In August, California Attorney General Rob Bonta launched a civil rights investigation and filed a lawsuit against the district. Two months later, a San Bernardino County judge blocked the district from enforcing the policy, arguing it “treats otherwise similar students differently based on their sex or gender identity.”

    During the closed session of Thursday’s meeting, members of the board met with two law firms: The Liberty Justice Center and Atkinson, Andelson, Loya, Ruud, and Romo (AALRR) about the ongoing litigation. 

    Last September, the board hired The Liberty Justice Center — known for the landmark U.S. Supreme Court labor case Janus v. AFSCME — to provide them with pro-bono legal representation. 

    An argument for teacher support

    For teachers in the Chino Valley Unified School district, discussions about the transgender notification policy are inseparable from a push for better wages. 

    If the board has hundreds of thousands to spend on legal fees, it has the money to bargain in good faith and provide a Cost of Living Adjustment, the teachers union has argued. And on Feb. 22, the union declared an impasse. 

    “We can’t hire teachers; we can’t attract them. We have all these openings. We have parents coming to our board meetings complaining about violence in our schools that’s not being addressed. We have parents coming in complaining about rampant racism in our schools that’s not being addressed, bullying that’s not being addressed,” Hirst said. 

    “And so we have real issues that need to be addressed, and instead, all of our resources and time and energy is going on these culture war issues that don’t improve our schools.”

    In November, public records published by the Sacramento Bee and acquired by Our Schools USA found the district tripled their legal fees to AALRR since July, when they passed the first iteration of their transgender notification policy. In July, the Chino Valley Unified School District paid AALRR $30,903. 

    Those fees soared, amounting to $104,867 in August and $54,988 in September, in addition to the $307,000 spent during the 2022-23 academic year. 

    “We’d rather be home tonight grading papers, planning lessons, maybe trying to have some time with our families,” said Steven Frazer, the organizing committee chairperson for Associated Chino Teachers. “But it’s important that we’re here. It’s important that the board understands that we’re united in standing up for our rights, for student rights and just for what’s right.”

    Two weeks ago, hundreds of district teachers rallied for the cause — and made their voices heard again before Thursday’s meeting. 

    “I know this community really well. I love this community. And I’m watching the most beloved teachers just really struggling and wanting to leave,” Hirst said. 

    “There’s nothing in my kids’ educational experience that is as impactful as the quality of the teachers they have access to. And I’m really concerned that we’re not going to attract the best anymore.”

    This story has been updated to include a statement from Chino Valley Unified School Board President Sonja Shaw.





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  • Cal State’s online transfer planner aims to ease burden on community college students

    Cal State’s online transfer planner aims to ease burden on community college students


    Credit: Delilah Brumer/EdSource

    From complex general education requirements to early application deadlines, transferring from community college to California State University, Northridge proved to be a confusing process for Vanessa Rivera. Now, as a graduate intern at the Los Angeles Pierce College transfer center, Rivera works to support other students on their paths to the CSU system.

    “I was a lost college student, and I was really intimidated to seek help,” Rivera said. “This led me to a career path in counseling, (for the) ability to benefit lost college students like I once was.”

    With hopes of helping ease the transfer process for students like Rivera, the CSU system opened its new online CSU Transfer Planner for all California community college students in January. 

    “A large gap exists between the number of students who intend to transfer, and those who do,” said April Grommo, assistant vice chancellor of strategic enrollment management at the CSU Chancellor’s Office. 

    A complicating factor has been the lack of standards between systems. For example, the University of California has not had a systemwide transfer guarantee for community college students, and students considering transferring to Cal State have separate and different requirements for that system.

    According to an August 2023 report from the Public Policy Institute of California, only 19% of community college students who intended to transfer did so within four years, and only 10% did so within two years. Grommo said she hopes the new transfer portal will help bridge that gap.  

    “The CSU Transfer Planner was designed to create a more efficient and accessible pathway for students to transfer to the CSU,” Grommo said.

    The planner allows students to map out their coursework and general education requirements, enter test scores, view articulation agreements, explore program offerings and check if their GPA meets the requirements at their target campuses. 

    According to Grommo, the tool is tailored to help students figure out their individual paths so they don’t waste time and money taking unnecessary courses.

    “With the CSU Transfer Planner, community college students can directly connect to their future CSU campus of choice early in their educational journey, and ultimately minimize credit-loss and maximize time-to-degree completion,” Grommo said. 

    As of the end of February — less than three months after the portal launched — more than 9,500 students had created Transfer Planner accounts, according to Grommo.

    The planner is a great tool for students but has yet to see widespread use because of how new it is, according to Sunday Salter, the transfer center director at Pierce College and a member of the CSU Transfer Planner implementation committee. 

    “We want students to have some certainty,” Salter said. “A lot of students feel unsure in the transfer process. Our hope is that this tool will help them feel really confident in what is expected of them.”

    Samantha Watanabe, a third-year liberal studies major who recently transferred from Cuesta College to Cal Poly San Luis Obispo, said a program like this would have really helped her while she was transferring. 

    “My last semester, I had to take seven classes just to get into Cal Poly because I wasn’t paying attention and didn’t really know that there were other requirements for Cal Poly. So I think a program like (the transfer planner) would have definitely aided me,” Watanabe said.

    Navigating transfer requirements is a difficult task for students across the nation. In Virginia, a new dual-admission program is working to address this problem and might ultimately serve as a model for California’s university systems.

    The CSU and UC systems also have recently launched dual-admission programs. First-time freshmen entering a community college can apply for the CSU Transfer Success Pathway program through the transfer portal. 

    Transfer center counselor Ashley Brackett at Allan Hancock College said she is excited about the planner, noting that it provides a huge opportunity for students. 

    “I’m stoked that they finally have created something similar to what the UC has already had for a really long time,” Brackett said. 

    The University of California system has a similar online planner for community college students to track their progress and requirements for admission to a UC.

    The UC Transfer Admission Planner is connected to the UC application, allowing students to keep track of their progress and apply for their school of choice all in one place, according to the UC admissions page. 

    The CSU planner will eventually be connected to the CSU application just like the UC planner is connected to its application, according to Grommo. 

    As the planner continues to develop, Salter said the Pierce transfer center will host events to introduce it to students who apply for the next CSU admission cycle, which will begin in October. 

    “I’m really excited that the Cal States have done this,” Salter said. “It centralizes communication between the universities and the students, and I’m looking forward to watching it expand.”

    Ashley Bolter is a fourth-year journalism student minoring in French and ethnic studies at Cal Poly. Delilah Brumer is a sophomore at Los Angeles Pierce College majoring in journalism and political science. Both are members of EdSource’s California Student Journalism Corps.





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  • Finding community at community college

    Finding community at community college


    Los Angeles Pierce College

    Credit: Delilah Brumer / EdSource

    When I decided to enroll in community college, I saw the experience only as an avenue to attend a local four-year university. Due in part to the stigma surrounding two-year colleges, I went in with the mindset that I would just get through my time there; the possibility of enjoying it seemed unlikely and unimportant. 

    What I’ve found is completely different from those expectations. As a student at Los Angeles Pierce College, I’ve discovered a supportive network of peers, professors and counselors, as well as an environment of accessibility and excitement for learning. 

    Having transferred from Northwestern University to Pierce, my views on college have been informed by two very different worlds — a private university known for academic rigor and Division I athletics, and a commuter college defined by a range of student ages, backgrounds and goals. With this perspective, I’ve realized that not only is the community college experience a real college experience, but for some students, it can be better than what they might have at a four-year university.

    At Pierce, I feel at home in part because the college actually reflects the demographics and culture of my home city. I feel more welcome and engaged in places that are as economically, racially and ideologically diverse as Los Angeles. My community college isn’t removed from the city around it. Instead, it is intertwined with the experiences and identities that make L.A. unique.

    On the academic side of things, community colleges provide the flexibility that is ideal for many students, without sacrificing quality of education. It has been incredibly encouraging to take my more challenging classes not in intimidating lecture halls, but in classrooms of 25 students with professors who are happy to discuss their course materials, research and education journeys. 

    From writing about the Pierce Brahmas baseball team with my fellow student journalists for the weekly school newspaper to learning about Kepler’s laws in a small, interactive astronomy lab, I’ve developed a community at Pierce, even though I’ve only been here for three months. 

    As my peers have told me, my experience is not an anomaly. 

    For Juliette Hagobian, a first-year student at Pierce, community college has offered time to reflect on her career goals and further develop her hobbies. She’s found friends and mentors in the English department and restarted the school’s poetry club.

    “The essence of [community college] is that opportunity for us to collaborate and have conversations and understand different perspectives,” Hagobian said. “The most important thing to me, personally, is that sort of connection and finding my people. And I’m finding myself, too.”

    Hagobian shared my uneasiness about community college when she first enrolled, coming from an Armenian private high school where going to a community college was seen in a negative light. She said that being here has changed her mind, and that although she’s looking forward to transferring to a four-year university, she’s enjoying the present moment as well. 

    “In my community, it’s seen as a less-desired option or a last resort,” Hagobian said. “Now that I’m here, I see all kinds of cool opportunities and student drive.”

    Another student at Pierce, psychology major Gayane Zazyan, is not only finding opportunities in community college, but paying them forward. As student government president, she works to support other students’ success. 

    “I think one of the things that made me feel comfortable and got me where I am was that I was open-minded to utilizing [Pierce’s] programs,” Zazyan said. “College isn’t easy and I try to spread the information to my peers as well, because there are so many amazing resources here.”

    One of those peers is Zazyan’s mother. 

    “She started with ESL [English as a second language], just one class at a time,” Zazyan said. “I feel proud of her, and my parents are proud of me that I’ve been able to go this far.”

    Zazyan is graduating from Pierce this spring and said she credits community college for putting her on the path she is now on. 

    Far removed from inaccessible classes and one-size-fits-all learning options, community colleges meet students where they are, serving nearly 2 million in California alone.

    “There’s a reason we call them community colleges,” said Susanna Cooper, the executive director of the Wheelhouse Center for Community College Leadership and Research at UC Davis. “They create community and they’re accessible. I think it’s a hallmark of community colleges, all that they do to help their students succeed.”

    It’s time we rethink how community college is viewed, both on an academic and social level — no stigma attached. 

    ●●●

    Delilah Brumer is a sophomore at Los Angeles Pierce College majoring in journalism and political science and a member of EdSource’s California Student Journalism Corps.

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





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  • Can arts education help children heal from trauma?

    Can arts education help children heal from trauma?


    A print-making class at Pine Ridge Elementary.

    Credit: Butte County Office of Education

    The catastrophic Camp Fire roared through Northern California’s Butte County in 2018, charring the landscape, taking 86 lives and destroying countless homes and habitats in the town of Paradise.

    The deadliest wildfire in modern U.S. history at the time, the fire spread at the rate of 80 football fields a minute at its peak, scorching the hearts and minds of the people who live there, especially the children.

    That’s why the Butte County Office of Education sent trauma-informed arts educators into the schools, to help students cope with their fear, grief and loss. Buildings can be repaired far more quickly than the volatile emotions of children scarred by tragedy. Long after the flames died down, the heightened sense of fragility that often follows trauma lingered.

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    “The people displaced from Paradise were suffering from acute trauma, running for their lives, losing their houses and being displaced,” said Jennifer Spangler, arts education coordinator at Butte County Office of Education. “This county has been at the nexus of a lot of impactful traumas, so it makes sense that we would want to create something that directly addresses it.

    Even now, years after the conflagration, many residents are still healing from the aftermath. For example, the county has weathered huge demographic shifts, including spikes in homelessness, in the wake of the fire, which have unsettled the community. All of that came on the heels of the 2017 Oroville dam evacuations and longstanding issues of poverty, drug addiction and unemployment, compounding the sense of trauma.

    “Butte County already had the highest adverse childhood experiences (ACES) scores in the state,” said Spangler. “We’re economically depressed, with high numbers of foster kids and unstable family lives and drugs. I think the fire was just another layer, and then Covid was another layer on top of that.”

    Chris Murphy is a teaching artist who has worked with children in Paradise public schools as well as those at the Juvenile Hall School. He believes that theater can be a kind of restorative practice, helping students heal from their wounds in a safe space.

    “Arts education is so effective in working with students impacted by trauma because the creative process operates on an instinctual level,” said Murphy, an actor best known for voicing the role of Murray in the “Sly Cooper” video game franchise for Sony’s PlayStation. “All arts are basically a way to tell a story and, as human beings, we are hard-wired to engage in storytelling as both participant and observer. A bond of mutual respect and trust develops among the group as they observe each other’s performances and make each other laugh. Over time, the environment takes on a more relaxed and safe quality.”

    A drumming class at Palermo Middle School.
    Credit: Butte County Office of Education

    Another teaching artist, Kathy Naas, specializes in teaching drumming as part of a social-emotional learning curriculum that helps students find redemption in the visceral call-and-response rhythms of the drum circle.

    “Trauma is powerful and is connected to something that occurred in the past,” said Naas, a drummer who is currently performing with a samba group as well as a Congolese group based in Chico. “Drumming occurs in the present moment and engages the brain so much that fear,  pain and sadness cannot break through.”

    To be sure, the use of trauma-informed arts ed techniques goes beyond natural disasters. Many arts advocates believe that these techniques can help children cope with myriad stressors.

    “Now more than ever, these cycles of traumatic events, they just keep coming,” said Spangler, who modeled the Butte program after a similar one in Sonoma County in the wake of the devastating 2017 Tubbs Fire.

    Children who have experienced trauma may experience negative effects in many aspects of their lives, experts warn. They may struggle socially in school, get lower grades, and be suspended or expelled. They may even become involved in the child welfare and juvenile justice system.

    “An individual who has been impacted by trauma, especially ongoing toxic stressors like a home environment with addiction, neglect or abuse, develops a brain chemistry that is detrimental to cognitive function … essentially locking the brain in a fight-flight-freeze cycle,” Murphy said. “With this understanding of what the trauma-affected student is going through, I use theater arts to disrupt the cycle.”

    It should also be noted that delayed reactions are par for the course when dealing with post-traumatic stress syndrome (PTSD), experts say. Some children will show their distress readily, while others may try to hide their struggle.

    Coming out of the pandemic, the healing power of the arts has been cast into wide relief as public health officials seek tools to grapple with the youth mental health crisis.

    “Music can, in a matter of seconds, make me feel better,” said U.S. Surgeon General Dr. Vivek Murthy during an arts summit organized by the White House Domestic Policy Council and the National Endowment for the Arts (NEA). “I’ve prescribed a lot of medicines as a doctor over the years. There are few I’ve seen that have that kind of extraordinary, instantaneous effect.”

    A trauma-informed arts ed class involving theater in Butte County.
    Credit: Butte County Office of Education

    Drumming can help build empathy, Naas says, because it allows for self-expression but also encourages a sense of ensemble, listening to others and taking turns.

    “Drumming is a powerful activity that creates community,” said Naas. “What I notice about drumming with children is that students become excited, motivated, and fully engaged at the very start. They reach for the rhythms and begin exploring the drums right away.”

    Arts and music can nurture a visceral feeling of belonging that can help combat the isolation that often follows a tragic event, experts say. This may also provide some relief for those grappling with the aftershocks of the pandemic.

    “The truth is we are all dealing with hardships associated with the pandemic and with learning loss, and we know that the arts, social-emotional learning and engagement can create a healing environment,” said Peggy Burt, a statewide arts education consultant based in Los Angeles. “Children need to heal to develop community, develop a sense of belonging and a sense of readiness so that they can learn.”

    The families of Butte county know that in their bones. Trauma can fester long after the emergency has passed, after the headlines and the hoopla. Turning tragedy into art may be one way to heal.

    “I’ve seen it over and over in these classrooms, the kids quiet down, they’re calm, they’re focused,” said Spangler. “You can see the profound impact the arts have on the kids every day.”





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  • Pinole community rallies behind principal set for reassignment

    Pinole community rallies behind principal set for reassignment


    Pinole Valley High School principal Kibby Kleiman will be replaced next school year.

    Credit: Spartan Ink / Pinole Valley High student newspaper

    The news that a beloved high school principal in West Contra Costa Unified School District won’t be returning next school year has led the community to rally behind him in hopes school district officials will reconsider his reassignment.

    Students are holding a rally at Pinole Valley High School on Wednesday morning in support of their principal, Kibby Kleiman. In the last week, hundreds of people have shown support for the longtime principal. Over the weekend, someone even wrote “Kibby” in white letters on the hill that borders the school.  

    Someone wrote “Kibby” on the hill that neighbors Pinole Valley High School following the news that the principal, Kibby Kleiman, will be replaced next school year.
    Credit: Courtesy of Erion Nick

    “Kibby has always supported me and is always willing to work with students, no matter what we’re going through,” said Austin Snyder, vice president of Project Student Advocacy, a student club that organized the rally. “I feel like Kibby would do it for us.”

    The rally follows in the wake of the March 6 school board meeting where hundreds of students, staff and community members — including the mayor of the East Bay city of Pinole — showed up to support Kleiman and share stories about why he was so special to the school and community. About 400 people attended in person and via Zoom, according to West Contra Costa Unified School District officials. More than 100 spoke during the meeting’s public comment period, many of whom were asking the board to keep Kleiman as principal. 

    “The comments made by students and parents and the whole community should outweigh any concern that the superintendent and the board would have that led to this action,” Mayor Maureen Toms said during the board meeting’s public comment period. “He is beloved in the community and has worked hard to build the trust and relationships between the school district and the city.”

    That trust, which hasn’t always existed, could be “eroded” if Kleiman is removed, Toms said. She and her two children all graduated from Pinole Valley High.  

    Why replace him? WCCUSD officials declined to answer questions about why Kleiman is being replaced, citing the confidentiality of personnel matters.

    During the meeting, the board voted during closed session to let go of one elementary and one secondary principal. No other details were provided. 

    “We understand that the recent personnel matter regarding the release and non-re-election of the two principals is a sensitive issue for our community,” WCCUSD spokesperson Raechelle Forrest said in an email. “The Board is aware of the frustrations of students, staff, and community members, and they are taking this matter very seriously.”

    Kleiman declined to comment. 

    Camila Garcia Gomez, a ninth grader at Pinole Valley High, said she lost respect for the school board because it is supposed to represent the community. 

    “So many people came out and spoke for Kibby, and they still ignored that,” Garcia Gomez said. “I wish the school board would understand or give a valid reason, but they won’t speak on it.”

    The district hasn’t communicated to parents why Kleiman is being replaced, said Josie Garay, Garcia Gomez’s mom. She said parents are upset and don’t feel heard. Unlike Kleiman, other principals her two children have had “weren’t that involved in school or invested in the kids at schools.”

    “When there’s an issue, he’s always listening to the kids,” Garay added.

    Kleiman has devoted his career in education to Pinole Valley High. He was a teacher there for nearly 20 years, an assistant principal for about five years, and has been the principal for the last decade. People described him as the kind of principal who knows every student’s name, drives two hours to cheer on the football team, never misses a PTSA meeting, checks in with students, and is a problem solver. 

    One parent said it would be “detrimental” for students if Kleiman was no longer principal. An alumnus said he was “irreplaceable.” A district staffer of 35 years said he was in the “pantheon of greatness.” 

    Tiffany McCoy said that after hearing the news, her son said he doesn’t want to return to Pinole Valley High if Kleiman isn’t there. Kleiman took the time to get to know her son and make sure he was comfortable around him.

    “He said, ‘Mom I can go to him for anything,’” McCoy said. “Not any other principal or administrator has done that. That’s why he’s had such a huge impact on my son.”

    A Change.org petition was started last week in support of keeping Kleiman as principal and has more than 1,000 signatures. 

    Project Student Advocacy is an example of why students feel heard by Kleiman, Erion Nick, president of the student club, said. The club meets every other week, and students can come to talk about their concerns. Nick and Snyder, vice president, relay those concerns to Kleiman and work together to find solutions. 

    “Kibby is nothing but supportive to students and gives his undying support to any program, clubs, or just events in general — that’s probably why there’s such a huge outcry,” Nick said. “They are trying to get rid of someone who really cares about the school and staff.”





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  • California’s science test will be added to state school dashboard

    California’s science test will be added to state school dashboard


    A high school girl mixes chemicals during a chemistry experiment.

    Credit: Allison Shelley for American Education

    The State Board of Education is moving forward with plans to add the state’s science assessment to the California School Dashboard, making it a new piece of the statewide school accountability system.

    Students first took the online science test in 2019, before Covid forced an interruption of testing in 2020. Starting in 2025, performances by district, school and student groups will receive one of five dashboard colors, designating the lowest (red) to the highest performance (blue) — just as with math, English language arts and other achievement indicators. Each color reflects two factors: how well students performed in the latest year and how much the score improved or declined from the previous year.  

    Science teachers welcomed the move as a way of drawing more attention to science instruction. “Doing so will add visibility to ensure that districts invest in making sure that all California students receive the science ed they deserve,” Peter A’Hearn, a past president of the California Association of Science Educators, told the state board at a hearing March 6.

    “Our biggest frustration is that students have not been getting any or minimal instruction in elementary schools, especially in low-performing and low-socioeconomic schools,” A’Hearn said.

    As required by Congress, all students in grades five, eight and at least once in high school take the California Science Test or CAST. Designed with the assistance of California science teachers to align with the Next Generation Science Standards, the test includes multiple-choice questions, short-answer responses and a performance task requiring students to solve a problem by demonstrating scientific reasoning.

    For the 2022-23 year, only 30% of students overall scored at or above grade standard. Eleventh-grade students did best, with 31.7% meeting or exceeding standard. 

    The test measures knowledge in three domains: life sciences, focusing on structures and processes in living things, including heredity and biological evolution; physical sciences, focusing on matter and its interactions, motion, energy and waves; and Earth and space sciences, focusing on Earth’s place in the universe and the Earth’s systems.

    California replaced its science standards with the Next Generation Science Standards (NGSS) in 2013. NGSS was a national science initiative that stressed hands-on learning, broad scientific concepts and interdisciplinary relationships of various science domains. The state board adopted the state’s NGSS framework in 2016, and textbook and curriculum adoption followed.

    Districts’ implementation has been slow, with no funding specifically dedicated to teacher training and textbook purchases. The pandemic set back momentum, said Jessica Sawko, director of the California STEM Network, a project of the nonprofit advocacy organization Children Now.

    “NGSS pointed us to a higher-quality and richer approach, but it has not yielded statewide equitable access to science,” she said. “There have been shifts in instruction, but they have not been widespread and haven’t resolved a narrowing of access to science, particularly before fifth grade.” She said many districts don’t include goals for science education in their three-year planning document, the Local Control and Accountability Plan. Tracy Unified, which budgeted $768,000 this year for teacher training in NGSS and STEM studies, is an example of one that did (see page 28 of its LCAP).

    Although the science assessment will be part of the state dashboard, the State Board of Education has yet to decide how it will factor into the state and federal accountability systems — if at all. Congress does not require the science test to be included with math, English language arts and graduation rates. Folding the science test into the state system would entitle the lowest-performing districts and student groups to assistance in science instruction from their county office of education.

    Student growth measure, too

    Also at the March 6 meeting, the state board discussed a timetable for adopting a system to measure individual students’ growth on standardized test scores — an idea that has been discussed for nearly a decade. More than 40 states are using a student growth model for diagnosing test scores.

    The state’s current system, which the California School Dashboard reflects, compares the percentage of students who achieved at grade level in the current year with the previous year’s students’ level of achievement. The student growth model, a more refined measure, looks at all students’ individual gains and losses in scale points over time.

    A comparison of the two ways of measuring scores was a factor that led to the settlement last month of the Cayla J. v. the State of California lawsuit. Brought on behalf of students in Oakland and Los Angeles, one of its claims was that Black, Latino and low-income children’s test scores fell disproportionately behind other student groups during the pandemic. 

    The state, using the current method, said that all student groups’ scores fell about the same percentage from meeting standards. Harvard University education professor Andrew Ho’s analysis for the plaintiffs showed that “racial inequality increased in almost all subjects and grades. Economic inequality also increased.” The settlement calls for using scale scores under a student growth model to determine which groups of students will be eligible for state improvement money.

    The state must collect three years of data for a student growth model, which it won’t have until next year. Then the state board must decide whether to use it as a replacement or as a complement to the current system for the state accountability system, said Rob Manwaring, a senior adviser for Children Now.





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  • Effective support is key to keeping new teachers in the profession

    Effective support is key to keeping new teachers in the profession


    Credit: Andrew Reed/EdSource

    Beginning teachers are most susceptible to leaving the profession. With upwards of 10,000 teacher vacancies and a decline in teacher credentials with California, it is urgent for the state — alongside much of the U.S. — to identify ways to mitigate attrition.

    But recent research from the California-based Center for Teacher Innovation suggests three effective strategies for supporting new teachers that should be incorporated into all teacher prep and support programs:

    Provide dedicated and well-matched coaches. Quality coaches should be at the forefront of beginning teacher support. Numerous studies have indicated that coaching can improve teacher outcomes, including feelings of preparedness and retention. While California requires induction and coaching for all new teachers, many states do not.

    When coaching is offered, there are several important considerations. First, there needs to be an intentional match between a coach and the new teacher. Default pairings often rely on aligning teachers and coaches by grade level or subject area. But depending on program size, that may not be possible, so programs could consider additional strategies to strengthen the coaching relationships, like matching similar personality traits or professional skills.

    Programs should also invest in activities that promote interaction, such as allowing coaches and teachers time to get to know one another, coaches sharing about their qualifications and experiences, and using time to discuss goals for the new teacher. These opportunities build trust between the teacher and coach; but caution, coaching time does not equate to counseling sessions, and priority should remain on professional growth. This can be done through classroom observations, feedback or a host of other effective coaching strategies. Finally, coaches should meet with their teachers frequently — ideally, weekly — to provide consistent check-ins on progress early in the year, when things are most challenging.

    Pay attention to curriculum and technology. There are two design structures of induction often overlooked but vital to the beginning teacher experience. Centrally, programs need to carefully craft what they want their new teachers to learn. New teacher curriculum may reiterate central components of pedagogy (e.g., lesson planning, classroom management), but often more specifically, it includes how to adjust what they learned in their teacher preparation program into their specific classroom context. Whether it is considering creative activities to engage students or being culturally responsive, new teachers need to think about how their training applies to their current environment.

    Relatedly, programs should consider how new teachers learn this professional content. While it can be conveyed through coaches, programs should think about how technology, in particular, can enhance or detract from teacher development. Learning management systems such as Canvas, Blackboard and Google can be utilized to distribute what new teachers should learn, but must be user-friendly to reliably provide information.

    Connect teacher learning. New teachers need to understand how the scope of their professional learning interactions and activities build upon each another. Teacher preparation programs, the district, professional development workshops, their campus and peers are among just some sources that can provide different, sometimes contrary, professional information. It can be challenging for newcomers to understand whom to listen to and how to balance a variety of information. Thus, induction programs should consider how their work complements other programs. Induction program personnel, teacher educators and district administrators need to work together to ensure that each training successively builds upon one another. Otherwise, persistent separation causes inevitable overlap in learning or, worse, contradictory learning.

    Along with the three strategies outlined above, induction programs must be accessible and affordable and enhance beginning teachers’ learning, rather than waste time that they don’t have to spare on activities that generally are not beneficial for them.

    Beginning teachers need consistent help and a professional village of people to grow and thrive in the profession. School districts, induction programs and others who assist new teachers must incorporate all three of these evidence-based strategies in their programs to ensure that new teachers can develop and ultimately stay in the profession.

    •••

    Andrew Kwok is an assistant professor at Texas A&M University and researches teacher preparation and beginning teacher supports.

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





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  • UC has enrolled more Californians, but lawmakers say it’s not enough

    UC has enrolled more Californians, but lawmakers say it’s not enough


    UC Davis

    Credit: Karin Higgins/UC Davis

    State lawmakers Wednesday demanded that the University of California system make more space for California residents — particularly at its most competitive campuses — even if it means charging higher tuition to those who come from out of state.

    The number of non-resident students has declined at most UC campuses, ticking down from 17.7% to 16.3% systemwide over the past two years. Increasing pressure from the Legislature led the state to create a plan in the Budget Act of 2021 to increase the enrollment of Californians in the UC system over five years. The system has enrolled more in-state residents — but not enough to meet targets set by the state.

    Assemblymember David Alvarez, D-San Diego, noted that most UC campuses reject more than half of their applicants, including many highly qualified California residents.

    “This is frustrating for a lot of Californians,” Alvarez said during an Assembly budget hearing addressing college enrollment in the state.

    Assemblymember Al Muratsuchi, D-Torrance, shared a story from a constituent who said she graduated with a 4.67 GPA, took 12 AP courses and was a varsity captain. She told him she applied as a political science major at four competitive UC campuses and was rejected from all, only to enroll at an out-of-state school.

    “What would you tell this student about why she can’t attend the UC campus of her dreams?” Muratsuchi said.

    A report from the Legislative Analyst’s Office (LAO) called it “frustrating” that during a time of “tremendous demand,” the UC system fell nearly 1,400 full-time equivalent students short of its target to enroll more in-state students this year, as set by the 2023-24 Budget Act.

    Assembly members said they also have concerns about nonresidents increasingly edging out California residents at a few CSU campuses. Nonresidents made up 17% of enrollment at Cal Poly San Luis Obispo and 14.6% at San Diego State in 2022-23. 

    The LAO report notes that community college enrollment has begun to rebound after a precipitous decline during the pandemic. But its decline has created a domino effect by reducing the number of students transferring to CSU. Enrollment at the University of California has been growing, but it has not kept pace with student interest, as indicated by the rapidly rising number of applications. Unique applications to the UC system increased by 30% from 2013 to 2022.

    Looking to the future, the systems — especially the community colleges and CSU — face continuing challenges attracting enough students. The report also noted that the numbers of traditional college age students are expected to decline in the coming years, just as they have in California’s K-12 school system.

    Muratsuchi asked whether it might be time to rethink the way funds are allocated, not just between campuses but also between UC and CSU campuses. He pointed to the increased demand at UC campuses and declining interest at many CSU campuses.

    The UC system does plan to address demand from California residents in the long term by adding between 23,000 and 33,000 full-time equivalent students by 2030. UC Merced and UC Riverside would account for 30% to 35% of that growth, while UC Berkeley, UCLA and UC San Diego would account for half or more of that growth. The UC system contends that this plan would rely on state funding to pay for an increase in California residents.

    Seija Virtanen, associate director of state budget relations for the University of California Office of the President, said the UC system became more reliant on nonresident students to backfill massive budget cuts during the Great Recession of 2008. Each nonresident student pays nearly three times the tuition paid by resident students.

    For 2024-25, Californians will pay $14,436 for undergraduate tuition, while nonresidents will pay $48,636.

    “If we were to remove those funds, it would be catastrophic for our campuses,” Virtanen said.

    Currently, the state is providing the UC system with an additional $31 million each year to support more California residents attending UC campuses, supplanting the funds that nonresidents bring in. Over the last two years, UC has enrolled over 2,600 fewer nonresidents. It has also enrolled nearly 5,900 additional in-state residents, but that is nearly 1,400 students short of the state target.

    Alvarez proposed raising tuition for nonresidents to cover this $31 million in annual funds from the state. Using back-of-the-napkin math, Alvarez noted that passing along $31 million in tuition to 20,000 nonresident students would increase their tuition by about $1,500 each year. There are an estimated 36,630 nonresident students in the UC system. Alvarez suggested a follow-up hearing to discuss raising nonresident tuition.

    During public comment, UC alumni-regent Keith Ellis agreed that it would be “worthy” to give the plan to raise nonresident tuition serious consideration.

    CSU, where most campuses have seen enrollment drop, has room in its budget to add 24,000 full-time students, according to the LAO report. Only four of the 23 campuses — Fullerton, Long Beach, San Diego and San Luis Obispo — have increased their enrollment since fall 2019. 

    Seven campuses are enrolling at least 20% fewer students than four years ago, including campuses in Sonoma, the Channel Islands, the East Bay, Chico, Humboldt, Bakersfield and San Francisco.

    Nathan Evans, deputy vice chancellor for academic and student affairs at CSU, said there is a plan to reallocate resources from campuses that have seen a sustained drop in enrollment to those where there is more demand. He said this reallocation needs to be done over several years.

    “We’re not going to pull the rug out from any institution,” he said.

    Evans noted that demographic changes in rural areas in Northern California and the Bay Area mean enrollment is not likely to rebound. The number of families with college-age students has been declining in these areas. 

    Evans said the CSU system is also working on increasing enrollment through partnerships with K-12 districts, marketing and attempting to reengage students who may have stopped out.





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