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  • Small College America – Profile College of Wooster – Edu Alliance Journal

    Small College America – Profile College of Wooster – Edu Alliance Journal


    March 3, 2025, by Dean Hoke: This profile of the College of Wooster is the fourth in a series presenting small colleges throughout the United States.

    Background

    The College of Wooster, founded in 1866, is a private liberal arts institution located in Wooster, Ohio. Known for its commitment to mentored undergraduate research, Wooster offers a comprehensive liberal arts education in a residential setting. The college enrolls approximately 1,800 students representing diverse backgrounds from 47 U.S. states and 76 countries. The student-to-faculty ratio is 11:1, ensuring personalized attention and mentorship. For the 2022-2023 academic year, the total cost of attendance, including tuition, fees, room, and board, is $71,000. Notably, more than 85% of students receive financial aid, with an average award of $50,000.

    Curricula

    Wooster offers over 50 academic programs in the sciences, humanities, social sciences, and arts. A distinctive feature of the Wooster experience is the Independent Study program. In this program, students engage in a year-long research project under faculty mentorship, culminating in a thesis or creative work. This program fosters critical thinking, problem-solving, and effective communication skills.

    Strengths

    • Mentored Research: The Independent Study program exemplifies Wooster’s dedication to undergraduate research. It provides students with hands-on experience in their chosen fields.
    • Diverse Community: With 27% U.S. students of color and 14% international students, Wooster boasts a vibrant and inclusive campus environment.
    • High Graduate Success Rate: Within six months of graduation, 96% of alums are employed or enrolled in graduate programs, with 94% accepted into their top-choice graduate schools.

    Weaknesses

    • Cost of Attendance: Despite substantial financial aid offerings, the total cost may be a barrier for some prospective students.
    • Limited Graduate Programs: As an institution focused primarily on undergraduate education, Wooster offers limited opportunities for postgraduate studies.

    Economic Impact

    The College of Wooster significantly contributes to the local economy of Wooster, Ohio, which has a population of 27,012 and is the county seat of Wayne County, which has a population of 116,500. The college is a major employer in the region and attracts students, faculty, and visitors, bolstering local businesses and services. Additionally, cultural and academic events hosted by the college enrich the community’s cultural landscape. According to LeadIQ, approximately 1,200 people are employed by the college, and its annual operating expenses are over $88 million.

    LinkedIn data shows that the college has nearly 17,000 alums, 4,700 of whom reside in Ohio and 1,120 in the Wooster, Ohio, area.

    Enrollment Trends

    Over the past decade, Wooster’s enrollment has slightly declined, from 2,100 to 1875 over a 10-year period. The student base is 35% in-state and 65% out-of-state and international. The college consistently attracts a diverse student body from across the United States and around the world. 98% of the student population lives in campus housing, and the age range is 18-24. Wooster does not have any graduate degree programs.

    Degrees Awarded by Major

    In the most recent report, 18 majors had graduates Wooster Degrees Conferred.

    Alumni

    Employment and or attending graduate school is very high. In the class of 2023, 97% of Wooster graduates secured employment or enrolled in graduate programs within six months post-graduation. 78% entered the workforce, 15% are attending graduate or professional school, 4% were applying for graduate school, and only 3% are seeking employment. Also, an average over the past three years shows that 91% of the Wooster graduates were accepted into their top choice graduate school. (Source: College of Wooster Destination Report, Class of 2023)

    LinkedIn data shows the college has nearly 17,000 alumni. 28% live in Ohio, 18% in the greater Cleveland area, and 7% in the city of Wooster.

    Notable Alumni:

    • J.C. Chandor ‘96 Acclaimed filmmaker known for works such as “Margin Call” and “All Is Lost.” Nominated for the Academy Awards in 2011
    • Laurie Kosanovich ’94, general counsel for the Rock and Roll Hall of Fame
    • John Dean ’61 Former White House Counsel for President Richard Nixon, notable for his role in the Watergate scandal.
    • Duncan Jones, ‘95, award-winning filmmaker director of Source Code and Moon. He is the son of David Bowie.
    • Jennifer Haverkamp ’79, Professor of Practice Gerald R Ford School of Public Policy, the University of Michigan
    • Donald Kohn ’64, former vice chairman of the Federal Reserve
    • Dr. Sangram Sisodia ’77, The Department of Neurobiology, specializing in Alzheimer’s disease. University of Chicago.

    Endowment and Financial Standing

    As of June 30, 2023, The College of Wooster’s endowment stands at $395.5 million, reflecting prudent financial management and generous alum support. This endowment supports scholarships, faculty positions, and various institutional initiatives, ensuring the college’s long-term financial health.  According to the 2023 Forbes financial report, The College of Wooster is rated 2.421 and a B- grade. Wooster has maintained a stable financial position. 

    Why is The College of Wooster Important?

    1. Commitment to Mentored Undergraduate Research – The College of Wooster is distinguished for its dedication to undergraduate research, providing students with personalized mentorship that fosters inquiry, intellectual growth, and academic excellence.
    2. Independent Study Program – A hallmark of Wooster’s education, the year-long Independent Study program requires every student to complete a rigorous research project, developing critical thinking, effective communication, and independent judgment skills.
    3. Diverse and Inclusive Community – Wooster attracts students from all 50 states and over 60 countries, creating a dynamic and inclusive environment where cross-cultural dialogue and global perspectives thrive.
    4. Strong Financial Foundation –Wooster maintains financial stability through prudent management and strategic investments, ensuring long-term institutional sustainability.
    5. Economic Impact – The College plays a vital role in the local economy, contributing to job creation, community development, and regional growth through its sustained presence and financial stewardship.
    6. Distinguished Alumni Network – Wooster graduates excel in various fields, including academia, business, public service, and the arts. The College’s alumni include Nobel laureates, influential public figures, and innovators who make significant contributions to society.

    This structured format highlights The College of Wooster’s key strengths, reinforcing its importance as a leading liberal arts institution.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins on March 11, 2025.



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  • Districts offer early retirement. Are students collateral damage?

    Districts offer early retirement. Are students collateral damage?


    San Francisco Unified School District office building.

    Credit: AP Photo/Jeff Chiu

    California school districts that are at risk of falling off the fiscal cliff are increasingly turning to early retirement incentives as a humane way to balance their budgets, but students could be the ones who lose.

    Many California school districts are facing large budget deficits brought on by continuing declining student enrollment and lower cost-of-living increases in state funding, said Michael Fine, chief executive officer of the state’s Fiscal Crisis and Management Assistance Team. Districts also have expanded their staffing in recent years, using federal Covid-19 funding that has since gone away.

    The state’s schools spend about 80% of their funding on staff salaries and benefits, according to the Public Policy Institute of California. This leaves districts to choose between unpopular options such as layoffs, school closures and early retirement incentives if budget cuts are needed.

    Early retirements often leave school districts with more inexperienced and under-prepared teachers, which research has shown can have a negative impact on student performance, particularly in high-needs schools.

    This school year, two of the state’s largest districts, San Diego Unified and San Francisco Unified, are offering to pay older, veteran teachers and staff to retire early. Santa Ana Unified and Paso Robles Joint Unified offered an early retirement incentive to their staff earlier this school year. 

    “Part of the cost savings that come with a SERP (supplemental early retirement plan) is, because school districts have a step and column salary schedule, that you realize savings by having teachers that are higher on the salary schedule retire,” said Amy Baer, associate superintendent of human resources for San Francisco Unified School District. 

    “They’re replaced with teachers who are lower on the salary schedule, so it would bring down the number of experienced teachers that you are going to have,” she said.

    In hard-to-fill areas, such as special education, math, science and bilingual education, districts sometimes have to hire under-prepared teachers who have not completed teacher training to fill vacant jobs.

    “We are concerned that the early retirement incentive could exacerbate the existing vacancies for special education we have continued to experience for the last five school years,” said San Diego Education Association President Kyle Weinberg.

    The districts are not excluding teachers in hard-to-fill jobs from retirement incentives. 

    “I think it would be difficult, if challenged legally, that you won’t honor a math credential, but you will honor an English credential (for the incentive),” Fine said.

    Deficits mean staff cuts

    San Francisco Unified leaders, with the help of state-appointed advisers, are trying to reduce the district’s deficit by $113 million. District officials estimate it will have to cut 535 positions, with about 300 coming from early retirements, according to district officials.

    To help meet that goal, San Francisco Unified is offering an early retirement incentive to all staff aged 55 or older, who have more than five years of consecutive service. In return, the district will pay them the equivalent of 60% of their current salary, according to documents from Keenan & Associates, the company administering the plan. The deadline to apply for the supplemental early retirement plan is Feb. 21. 

    San Francisco Unified officials have indicated layoffs will still be needed to bridge the district’s budget deficit.

    San Diego Unified offered an early retirement incentive earlier this school year as part of an effort to eliminate a $112 million projected deficit. The district had 965 employees, including 478 teachers, apply for the incentive — 27% more than expected by the Jan. 15 deadline. The district hasn’t announced how much they expect the retirements will save.

    The supplemental early retirement plan was open to employees eligible to retire under the California State Teachers’ Retirement System (CalSTRS), or CalPERS, a public pension service for state workers, by June 30. The district is offering staff 70% of their pay, capped at $124,000 — the top step in the teacher salary schedule. The money will be put in an annuity and paid out over five years.

    District officials at San Diego Unified also have not ruled out layoffs, but expect them to be minimal. 

    “The higher number of people taking early retirement is another positive step toward our goal of delivering a balanced budget in June,” said Fabi Bagula, San Diego Unified School District interim superintendent, in a statement. “The increased number of retirees provides us an opportunity to work with site administrators to assess the way we have been doing things and reimagine our staffing approach to better serve our students and families.”

    Santa Ana Unified offered teachers and other certificated members of the teachers union an early retirement incentive in October, in an effort to reduce a $180 million structural deficit. Although 160 teachers accepted the deal, the district still expects to lay off at least 100 more certificated employees before the end of the year, said Ron Hacker, associate superintendent and chief business official.

    The school board recently voted to reopen the window for early retirement applications and to extend it until May, according to LAist.

    More under-prepared teachers

    Schools in San Francisco and San Diego counties made some of the most requests for emergency-style teaching permits and waivers during the 2022-23 school year, according to California Commission on Teacher Credentialing (CTC) data. 

    Districts request emergency-style permits to allow teachers who have not completed testing, coursework and student teaching, to work on provisional intern permits, intern credentials and short-term staff permits when they can’t find enough credentialed teachers. Waivers and limited-assignment permits allow credentialed teachers to teach classes on subjects outside their credential.

    San Diego County is among the top 10 counties to request intern credentials, short-term staff permits and limited assignment teaching permits in 2022-23, according to the CTC. San Diego Unified serves 114,000 students — just under a quarter of the students in San Diego County.

    That year, San Diego Unified had 55 teachers working on intern credentials, 68 on short-term staffing permits, two on provisional intern permits, 98 on limited assignment permits and three on waivers, according to state data.

     The district, the second largest in the state, had 5,051 teachers in 2022-23, the most recent year state data is available.

    San Francisco Unified, which serves 55,452 students, currently has 59 intern teachers and about 230 teachers on various other emergency-style permits, according to the district. 

    The district, which serves all but about 1,000 students in San Francisco County, has 3,364 TK-12 teachers and 128 early childhood educators. The county was listed among the top 10 counties to request district intern credentials and waivers during the 2022-23 school year, according to commission data. 

    Teacher shortage persists

    At a Dec. 10 San Francisco Unified school board meeting, parents and community members complained about long-term substitute teachers teaching in classrooms where there is no credentialed teacher.

    Parent Cheryl Thornton urged the board not to eliminate 500 positions, saying the district already is struggling with empty positions. “We should prioritize central office positions and look for extra funding,” she said.

    Another parent complained that her autistic son, who attends James Lick Middle School, has substitutes instead of a regular teacher. “We need a teacher as soon as possible,” she said.

    San Francisco Unified, like most districts, has a shortage of teachers in special education and other high-needs areas. District leaders say they don’t know yet whether losing veteran teachers in these subjects could result in more under-prepared teachers working on emergency-style permits.

    “It’s really too soon to say what the impact would be next year, but we are committed to making sure that our students do continue to get rigorous and enriching programs in our schools,” said Laura Dudnick, spokeswoman for the district.

    The San Diego solution

    In San Diego Unified, 57 special education teachers are taking the early retirement incentive, San Diego Education Association President Weinberg said. That means more classrooms being taught by long-term substitutes, he said.

    Concern from the teachers union resulted in a program that will retrain district teachers to be special education teachers while they work in those positions next school year. In a deal bargained with the union, the district will pay all the costs associated with earning a special education credential, he said. 

    The union will propose making this program a permanent part of its contract, and is working with unions in other large districts throughout the state to make similar agreements, Weinberg said.

    “We are optimistic that this will become the template for how we address the staffing crisis around special education moving forward, and provide a path for educators within our unit who are in more precarious contracts like temporary contracts or who would be potentially laid off or who are visiting (long-term substitute) teachers to be able to get a special education credential and make the commitment to teach in one of these vital special education roles,” Weinberg said.

    San Francisco is contracting with Keenan & Associates and San Diego with Pacific Life Insurance company to administer their early retirement programs. 

    “I have never seen an early retirement that actually saves the money that the vendor tells you it’s going to save,” Fine said. 

    Despite that, Fine supports the use of early retirement incentives.

    “I think we have to treat people with absolute dignity, and layoffs just destroy morale,” Fine said. “And when morale is destroyed, instruction is destroyed. So, when the morale of our teachers in the classroom is low, instruction is not as good as it should be. And you can’t harm kids that way. So I guess it’s a fine balance.”





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  • Let’s redefine student success to measure what really matters

    Let’s redefine student success to measure what really matters


    Anaheim Union High School District students discuss their work with Superintendent Michael Matsuda.

    Courtesy: Anaheim Union High School District

    Traditional measures of academic success, long dominated by elite universities, have often perpetuated systems of exclusivity rather than fostering true opportunity.

    As the superintendent of a high school district in Southern California, I have frequently heard major employers express concern that graduates from top UC and private universities often lack essential skills in project management, basic interpersonal abilities and the capacity for creativity and innovation. This reveals a significant mismatch between K-12 education, higher education and the demands of the modern workforce.

    Elite universities have long depended on rigid criteria — high test scores in math and English, advanced coursework like calculus and AP classes, and curated extracurricular activities — to determine which students gain admission. But these metrics often favor those with access to private tutors, well-funded schools and the insider knowledge of the admissions process provided by college admission coaches. As a result, this system excludes many students who possess extraordinary talents but lack the means to navigate these traditional pathways.

    The narrow definition of success currently used by elite universities creates two major problems. First, it reduces student potential to a set of numbers and polished narratives, ignoring qualities like resilience, emotional intelligence and social impact. Second, it fails to recognize students who may excel in less conventional but equally critical domains, such as interpersonal skills and the ability to creatively solve problems. By relying on these outdated measures, the current system not only limits individual opportunities but also deprives society of the diverse perspectives needed to solve complex challenges.

    In response, districts like Anaheim Union High School District are pioneering new ways to assess and celebrate student success through what we call the 5Cs: critical thinking, creativity, collaboration, communication and compassion. This approach challenges outdated definitions of “college and career readiness” and offers a more holistic vision for the future.

    In collaboration with UC Irvine professor June Ahn and the nonprofit education technology organization eKadence, Anaheim Union is developing and piloting an AI-enhanced learning strategy that redefines how student talent is measured.

    Much as a student driver reflects on what went wrong after failing a driving test or how a coach has a team analyze their mistakes after losing a big game, the district is embedding structured reflection into student learning. After completing a major unit or project, students engage in written or oral reflection, considering what they did well, where they struggled and how they can improve. These reflections are then fed into an artificial intelligence (AI) analysis, designed and tested by Ahn’s team, that immediately generates a summary for both the student and the teacher. The AI not only highlights the main reflection points but also provides actionable advice for growth.

    Going Deeper

    See an example of the student input and AI analysis of one student’s project work here.

    For example, if a student works on a community-based project to address food insecurity and later reflects on how they struggled with organizing team meetings but excelled in presenting their findings, the UC Irvine AI tool will capture these insights. It might suggest strategies for better time management or offer communication techniques to improve team coordination. This iterative process ensures that students are not only gaining subject knowledge but also developing essential life skills.

    One of the most promising aspects of this AI-enhanced learning strategy is its potential to influence college admissions. Universities are increasingly questioning the efficacy of traditional criteria, especially in light of decisions to eliminate SAT/ACT test requirements. The tool we are developing provides a scalable addition to current criteria: a portfolio of AI-summarized reflections that highlight a student’s strengths that cannot be measured by test scores or in an essay.

    Imagine a college admissions officer reviewing an applicant’s portfolio. Instead of a single GPA or test score, they see a dynamic narrative of growth and impact — how a student led a community project addressing food insecurity, demonstrating compassion and collaboration, or how they developed an innovative solution to a STEM challenge, showcasing critical thinking and creativity. Such a system not only makes admissions more equitable but also better aligns with what colleges and employers increasingly value: adaptable, motivated and socially conscious individuals.

    The future of education depends on dismantling systems that reward the old factory model — which benefits some students and sidelines others — and replacing them with models that recognize and nurture diverse forms of excellence. This approach offers a road map for how school districts across California can empower all students to transcend traditional barriers and realize their full potential. If adopted widely, it could transform not only K-12 education but also college admissions, workforce development and society at large.

    The question is no longer whether change is necessary, but how quickly we can scale up innovations like this to ensure that every student has the opportunity to thrive. By embracing this shift, we can create a more just, dynamic and inclusive educational system — one that values every student for who they are and what they contribute to the world.

    •••

    Michael Matsuda is superintendent of the Anaheim Union High School District. June Ahn is a professor of learning sciences and research-practice partnerships at the UC Irvine School of Education.

    The opinions expressed in this commentary represent those of the authors. 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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  • California college leaders anxious, uncertain as Trump administration orders end to diversity programs

    California college leaders anxious, uncertain as Trump administration orders end to diversity programs


    San Diego City College’s Chicano-Latina graduation ceremony in 2024 is the kind of event the Trump administration is targeting in its efforts to stamp out diversity, equity and inclusion policies on campuses.

    Credit: San Diego City College

    California college leaders are responding with a mix of uncertainty, resistance and worry over a U.S. Department of Education order to eliminate any race-based programs by the end of the month.

    The “dear colleague” letter, published Friday by the department’s Office for Civil Rights, goes far beyond telling colleges they can’t consider race as a factor in admissions. It says colleges that factor race into “admissions, hiring, promotion, compensation, financial aid, scholarships, prizes, administrative support, discipline, housing, graduation ceremonies, and all other aspects of student, academic, and campus life” are in violation of federal law. 

    The letter gives colleges until the end of the month to get rid of such programs or risk losing federal funds, though it doesn’t specify which funding would be held back. 

    Some officials at California’s colleges and universities said Tuesday that they have no plans to abolish those types of programs in dorms, graduation ceremonies, resource centers and other areas. However, others were still determining their next steps amid great uncertainty. Many are concerned about how possible funding losses might hurt campuses and how students might be harmed if there are cuts to programs.

    Greg Smith, chancellor of the San Diego Community College District, said he has “no concern about our compliance in anything that we’re currently doing.” He noted that the district already complies with Proposition 209, the 1996 ballot measure that banned public universities in California from considering race in admissions and giving other race-based preferential treatment.

    He added, however, that it would be demoralizing for students if colleges were forced to get rid of programs designed to “create inclusivity and belonging based on culture and identity.”

    “I think it creates a sense of fear that the progress that’s been made in the civil rights going back to the mid-’60s is starting to be undermined,” he added. 

    The district, one of the largest in the state, is home to San Diego City, San Diego Mesa and San Diego Miramar colleges. Each year, the colleges hold a Rite of Passage Ceremony, a celebration meant to honor the achievements of Black students graduating or transferring. 

    San Diego Mesa also holds a Raza Grad Ceremony to honor Latino, Hispanic and Indigenous students, while San Diego City holds a similar event and also has a UMOJA Community offering counseling and tutoring to Black students hoping to transfer to a four-year university.

    Those programs and other cultural initiatives will continue, Smith said, though he acknowledged that he is concerned about possibly losing federal funding. 

    The college is currently planning how it would “backfill those funds” if it loses any federal dollars, such as by using reserves in the short term. “We’re really committed to ensuring those programs continue,” Smith said.

    The University of California similarly suggested in a statement that the order would not immediately impact its 10 campuses, which have a number of racially themed programs. The letter serves as “guidance on the Department’s interpretation of existing anti-discrimination laws and does not name any specific institution,” UC said in its statement. 

    “It indicates how OCR intends to enforce these legal requirements. Given the UC’s compliance with Prop. 209, we do not use race-based preferences in our practices,” UC added. 

    UC could be especially vulnerable because it receives nearly $6 billion annually in federal funds for research and other program support and at least $1.7 billion in student financial aid, including Pell grants and work study programs. That does not include federal funds for medical care across UC’s hospitals. 

    UC Riverside, which has prided itself on being one of the nation’s most diverse universities, says on its website that it was the first campus to have a professionally staffed Black student resource center and the first UC campus to have an office serving Native American students. 

    Many campuses across UC and the 23-campus California State University (CSU) also have racially themed dormitory floors, such as the African Black Diaspora Living Learning Community at UC San Diego. The mission of the community is to “establish an environment of personal and academic excellence through the affirmation and celebration of Blackness in its various expressions,” according to the campus website.

    CSU was still uncertain of potential impacts as of Tuesday. The system faces its own vulnerabilities if federal funding were to be cut: It estimates that more than $511 million in research expenditures were funded by federal agencies during the 2022-23 academic year.

    “As this type of action is unprecedented, we are consulting with the California Attorney General and higher education partners across the country to better understand the statewide impact of this letter,” said Amy Bentley-Smith, a CSU spokesperson.

    A spokesperson for the chancellor’s office overseeing California’s 116 community colleges said the office is “in conversations with state and federal partners and providing colleges as much clarity, guidance and support as we can.” Colleges are encouraged to “continue their critical work in alignment with state and federal laws,” the spokesperson added.

    Some campuses and college districts declined to comment altogether as they were still assessing the potential impacts of the order. That includes Sacramento State University, which has been a vocal leader in programming aimed at helping Black students, and the Los Angeles Community College District, the state’s largest district. 





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  • Trump Plans to Harass More NonProfits that Help Poor People: His Easter Message

    Trump Plans to Harass More NonProfits that Help Poor People: His Easter Message


    Politico reports that Trump plans to go after the tax-exempt status of non-profit organizations he doesn’t like or send in DOGE to destroy them. Should we refer to him as King Donald? He also intends to wipe out the career civil service, replacing civil servants with appointees who are committed to his agenda, not to the U.S. government.

    His second term is not about making America “great again” but about vengeance, retribution, and cruelty, as well as complete power over the federal government. Trump is now intent on punishing anyone who ever criticized him or stood in his way. It doesn’t matter to him that federal law prohibits the President from influencing IRS decisions. When has a law ever stopped him? Emoluments clause? Forget about it. Due process? No way. A nonpartisan civil service? No way.

    Politico reported:

    LATEST: President DONALD TRUMP announced this afternoon that he plans to invoke “Schedule F,” which would reclassify tens of thousands of federal workers. The change would make it easier for Trump to fire career government employees he believes are not in line with his agenda. The move comes three months after a Day One executive order which reinstalled Schedule F from his first term.

    “If these government workers refuse to advance the policy interests of the President, or are engaging in corrupt behavior, they should no longer have a job,” Trump said in his post. “This is common sense, and will allow the federal government to finally be ‘run like a business.’”

    NONPROFITS FEEL THE HEAT: The Trump administration is mounting a sweeping offensive on America’s nonprofit sector, deploying a blend of funding cuts, the elimination of tax benefits, bureaucratic paralysis and even installing a small DOGE team to target organizations that challenge the president’s agenda.

    The tactics include indirect measures, like hollowing out entire grant-making agencies like AmeriCorps and USAID, and making federal personnel or contract cuts at other agencies so deep that groups can no longer access grants or loans. But there are also more direct efforts, like visits from DOGE or the USDA halting $500 million in deliveries to food banks.

    DOGE staffers have attempted to install their own operatives inside major nonprofits like NeighborWorks, a community development group, and the Vera Institute, which advocates for lower incarceration rates.

    It’s a campaign that’s hitting a sector that’s already struggling. “You’re cutting or eliminating government funding at the same time when donations are going down, at the same time that costs are going up for the nonprofits and the demand for their services is going up,” said RICK COHEN, chief communications officer at the National Council of Nonprofits.

    In just over two months, at least 10,000 nonprofit workers have lost their jobs, according to an estimate from the Chronicle of Philanthropy. And groups providing essential services including housing, education and domestic violence support — and who are already scrambling in an uncertain economic environment — could now face an even steeper funding drought.

    “Non profits have been running wild off of the drunken unchecked spending of the federal government and that stopped on Jan 20. We are no longer going to support organizations that stand in stark contrast to the mission of the president of the United States,” White House spokesperson HARRISON FIELDS said in a statement.

    The Trump White House is considering a budget proposal that would completely eliminate funding for Head Start, a federal program providing early childhood education administered by 1,700 nonprofit and for-profit organizations, the Associated Press reported. It’s unclear if Congress, as it did during Trump’s first term, will keep funding for groups that Trump’s proposed budgets stripped.

    Meanwhile, other groups such as NeighborWorks and the Vera Institute are being pressured from the inside. DOGE staffers met with senior leadership at NeighborWorks on Tuesday and requested that a DOGE operative be embedded in the organization’s staff, according to two people with direct knowledge of the meeting granted anonymity to avoid retribution.

    “NeighborWorks America is a congressionally chartered nonprofit corporation,” not a government agency, said NeighborWorks spokesperson DOUGLAS ROBINSON, emphasizing that the group is aligned with the administration’s housing goals.

    NeighborWorks, which provides grants and training to 250 community development groups, is usually governed by a five-person board composed of senior leaders from five different federal agencies.

    “There’s concern they’re going to load the board up, get rid of officers, and install someone else to implode the organization,” one of the people said. “Slashing that organization during a housing crisis really goes against the president’s platform of creating additional homes and the ticket to the American dream.”

    At the same time, Trump is escalating rhetoric against nonprofits that don’t receive federal dollars but have challenged his administration, including good governance groups.

    Asked this week about whether he’d consider revoking tax-exempt status from groups beyond Harvard, Trump singled out Citizens for Responsibility and Ethics in Washington, a nonprofit ethics watchdog group. “They’re supposed to be a charitable organization,” Trump said. “The only charity they had is going after Donald Trump.”

    “For more than 20 years, CREW has exposed government corruption from politicians of both parties who violate the public trust and has worked to promote an ethical, transparent government,” said CREW spokesperson JORDAN LIBOWITZ.

    Meanwhile, White House officials are finalizing a set of executive orders that would revoke the tax-exempt status of environmental nonprofits, particularly those opposing oil, gas and coal development, Bloomberg reported. The move could be unveiled as early as Earth Day on Tuesday, symbolically reinforcing the administration’s fossil-fuel priorities.

    Meanwhile the AP reported that DOGE contacted the Vera Institute of Justice, which tries to reduce incarceration rates, and said that DOGE planned to embed a team at Vera and all other nonprofits that receive federal funding. Vera told them they had already lost their federal funding so DOGE staffers were not welcome.

    Vera, which has an annual budget of around $45 million that mostly comes from private funders, advocates for reducing the number of people imprisoned in the U.S. They consult with law enforcement and public agencies to design alternative programs to respond to mental health crises or traffic violations, and also support access to lawyers for all immigrants facing deportation.

    Nonprofits told the AP that the Trump administration was eroding civil society by its efforts to undermine their work.



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  • ‘A step backwards’: How federal threats to DEI are impacting California schools 

    ‘A step backwards’: How federal threats to DEI are impacting California schools 


    Credit: Carlos Kosienski/Sipa via AP Images

    Tough decisions lie ahead for schools across California as the federal government cracks down on diversity, equity and inclusion efforts.  

    The latest measure came in the form of a letter issued Friday by the U.S. Department of Education, giving K-12 schools across the country two options: to eliminate programs focused on diversity, equity and inclusion (DEI) within two weeks, or face unspecified cuts in federal funding.  

    “I fully anticipate that it will have a chilling effect on school districts, but also colleges and universities,” said Royel Johnson, who leads the University of Southern California Race and Equity Center’s National Assessment of Collegiate Campus Climates. 

    The Department of Education’s letter isn’t law — nor is it legal, Johnson said. 

    However, many advocates and community members say they are concerned that more and more districts will gut their diversity, equity and inclusion initiatives out of fear and deprive students from marginalized backgrounds of the support they need to succeed in the classroom and beyond.

    “We often think about California as being protected from this larger right wing movement,” Johnson said. “But as we saw with changing patterns and demographic votes in the presidential election, I think there are many people in California who are wrestling with this conservative movement and who are afraid of it — and who are proactively or preemptively making decisions.” 

    ‘An underlying disconnect’: The letter 

    The Department of Education’s letter opens with the words “Dear Colleague,” but the ensuing message takes on a different tone. 

    “Rather than engaging in that work of acknowledging and affirming educators, what the Trump administration has done thus far is to express hostility and disdain,” said John Rogers, a professor at UCLA’s School of Education and Information Studies and associate dean for research/public scholarship. 

    The letter specifically claims that white and Asian American students, including those from lower income backgrounds, have been discriminated against and that “educational institutions have toxically indoctrinated students with the false premise that the United States is built upon ‘systemic and structural racism.’”

    Increasing schools’ scores on the Nation’s Report Card has been a justification for some of the administration’s changes, according to Rogers. 

    But instead of boosting student performance, Rogers maintains that the directive could “throw K-12 schools into further tumult” due to the high fiscal costs of culture wars. Just last year, conflicts surrounding race and LGBTQ+ issues cost schools more than $3 billion nationwide. 

    “They’re pushing superintendents and those underneath the level of the superintendency to spend time seeking out legal counsel, talking with other educational leaders, trying to figure out, ‘What do we do? What are we doing now that might be considered problematic? Do we need to take action, etc?’” Rogers said.  

    “All of that time and energy, and to the extent that they’re seeking out costly legal counsel, that has real costs associated with it. It’s pushing people away from the important work of improving student learning and supporting student well-being.” 

    While Rogers maintained that the letter was hostile in tone, he also described it as vague and confusing — a sentiment shared by many.  

    Rogers said: “If I was a superintendent, I would want to know: ‘Can my principals bring together a group of Asian American students to talk about whether they’ve experienced anti-Asian hate? Could my district invite African American parents to share their oral histories about growing up in my community as part of African American History Month, or, for that matter, can we even celebrate African American History Month?” 

    Superintendents, he said, “don’t have enough information — yet they’re being given two weeks to either take dramatic action or not, of which they have really no sense of what that would mean.”

    ‘Uncharted territory’ for California districts  

    With new, unclear circumstances on the horizon, more questions than answers are percolating through school districts across California. 

    Nikki Henry, spokesperson for Fresno Unified School District, said Tuesday that the district and its attorneys are reviewing the letter to understand its impact. 

    Fresno Unified’s school board in 2020 passed a resolution declaring the district an anti-racist institution that would “examine and confront biases” and in January reaffirmed the district as a safe place for all students, including immigrant students and families.

    That mindset and approach may put Fresno Unified, which received around $238 million in federal funds this school year, in jeopardy of losing such funding under the new administration.

    With nearly 93% of its students identifying as members of minority communities, the district has implemented “strong” diversity, equity and inclusion initiatives, Henry said. Their DEI policy ensures that students have equitable access to the district’s programs and services, that the curriculum reflects and celebrates diversity and that there are sufficient academic, social-emotional and behavioral supports. 

    Further south, administrators in Los Angeles Unified, the state’s largest district, have also expressed support for students of all backgrounds — a move that is lauded by Evelyn Aleman, the organizer of Our Voice/Nuestra Voz, a bilingual Facebook group largely made up of parents and advocates.

    “In terms of advocating for and supporting the difference between populations that it serves, (LAUSD])really does try to do that, so … I think we’re going to be OK. I think we have a district that gets us.”

    In a statement to EdSource, a Los Angeles Unified spokesperson said the district “adheres to all federal and state law and guidance” — and that if there are discrepancies between the two, they would be resolved through the state. 

    However, last July, Parents Defending Education, a Virginia-based conservative group, filed a complaint with the Office for Civil Rights against the Los Angeles Unified School District for its Black Student Achievement Plan. 

    Months later, the district watered down the language surrounding the program. 

    And some members of LAUSD’s larger community, including United Teachers Los Angeles President Cecily Myart-Cruz, said they fear that this decision could signal how the district might respond to directives from the federal government. 

    “If I only had to go on that (decision regarding the Black Student Achievement Plan), then I would say I’m concerned,” Myart-Cruz said. “I believe in our students. … I know that UTLA, we’re going to stand right alongside our students and our community. … If we put resources in for our students, then it helps everyone.” 

    Other districts like Clovis Unified, however, maintain that they will not be impacted, according to spokesperson Kelly Avants. 

    Based on the way Clovis Unified is interpreting the Education Department’s letter, Avants said affected districts are likely those with hiring practices or scholarships with DEI guidelines or selection criteria based solely on race or gender. 

    Avants added that all Clovis Unified activities to celebrate different cultures are open to the entire student population. 

    “We’ve not gone one direction or the other,” Avants said. “We really have tried to be sensitive to our programs being holistic versus centrally focused.” 

    What’s at stake

    Experts and teachers have continually emphasized that diversity, equity and inclusion programs enrich students’ learning and that they also play a critical role in students feeling like they belong. 

    “DEI provides mechanisms for addressing issues of safety and security for students who sometimes experience physical harm, psychological harm,” Johnson said. “But, if we start removing the very mechanisms that are designed to address these issues, we’re going to see higher reports and students having concerns around their safety at school.” 

    He added, “If students feel a sense of connectedness and belonging to the school environment, they’re more likely to be retained, they’re more likely to come to school on time and persist toward their goals.”

    Several indicators of student success, from student attendance rates to engagement, rise when DEI programs are implemented, he said. 

    And in the classroom, Aleman from Our Voice/Nuestra Voz, emphasized the importance of learning about the contributions of immigrants from various backgrounds. 

    “We’re at a stage of global interaction that requires that we understand … the rich history and contributions of immigrants and different populations,” Aleman said. “We are a heterogeneous culture. … and we don’t understand why the administration doesn’t understand that.” 

    Pushing back 

    While the Department of Education’s letter focuses on race, civil rights protections — including through diversity, equity and inclusion initiatives — support students from various identities based on other factors, including gender, disability and age, according to Amir Whitaker, senior policy counsel of the ACLU of Southern California.

    And Johnson said marginalized groups, including those who are LGBTQ+ and first generation, could also be impacted by potential cuts to DEI.

    “I hope that school district leaders and leaders of college and universities will not back down from this moment — and lean into the institutional values that have animated their work for years prior to this erroneous sort of guidance that is designed to threat and intimidate,” Johnson said. “If we all roll back and back down at this moment, then our students will suffer.” 

    Whitaker added that the very policies that the letter cites — like the Civil Rights Act of 1964 — were victories that “people fought and died for.” 

    The Trump administration’s action, he said, is a “a step backwards in this nation’s journey towards equality and justice.”

    “If California backs down,” Johnson said, “I wonder also what message that sends to the rest of the country, that this ultra-progressive place is already making concessions and their sort of commitments to do DEI, what that might mean for less progressive places who are figuring out where they fit within this conversation.” 





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  • Our failure in teaching early math shortchanges children for life

    Our failure in teaching early math shortchanges children for life


    Credit: Zaidee Stavely / EdSource

    In education circles, early literacy — such as ensuring all children are reading by third grade — gets a lot of attention, and rightfully so. Early reading skills have been shown to have a profound impact on kids, increasing their likelihood of graduating from high school, earning a higher salary and living a healthy life throughout adulthood. And especially in California, where we rank among the bottom of states in grade-level reading, we have a lot of work to do.

    However, another subject has proven to be an even greater predictor of later academic and life success than reading, yet gets far less attention: early math. And California is even further behind other states when it comes to grade-level math than it is with reading.

    To turn those results around, we must also put a stronger and more dedicated focus on improving early math skills.

    California ranks an unacceptable 50th in the country in eighth grade math achievement gaps. Only around 33% of our eighth graders meet or exceed state math standards, and California is consistently one of the lowest performing states in eighth grade math on national assessments. That failure in our classrooms then leads to struggles in adulthood. When looking at the ability of adults to use mathematics in their daily lives, California ranks near the bottom of all states.

    Alarmingly, this achievement gap in math skills is already evident by the time children enter kindergarten, with children from lower-income families and children of color showing significantly lower basic math skills than their peers. This disparity is then exacerbated by a lack of support in schools that serve low-income communities, where teachers often lack the preparation, professional development and materials needed to provide effective math instruction.

    A lack of early math skills has been shown to have a substantial effect in shaping a child’s future educational trajectory. Research has found that early math proficiency is a strong predictor of later academic success, particularly in the elementary grades (even more than early reading skills). Early math abilities also correlate with broader cognitive skills, as kids with stronger math skills in preschool tend to show better performance in reading, attention control and executive function. These results then hold across a wide array of students, underscoring that early math knowledge is not simply about numbers and calculations, but also about developing problem-solving skills, spatial awareness, and logical reasoning ­— all of which form the backbone of lifelong learning and personal development.

    Prioritizing early math education, particularly with a focus on skills such as the ability to work with numbers, problem-solving and reasoning, would also help mitigate some of the persistent inequalities in education. Kids from disadvantaged backgrounds who were provided early math instruction showed significant gains in their later academic performance, particularly in math and reading.

    Exposure to math early on also helps foster positive attitudes towards the subject, which can counteract the negative stereotypes and anxiety many children — especially girls and children of color — experience when they encounter math in later years. Early math can, therefore, not only improve academic performance, but also combat the social and psychological barriers that disproportionately affect marginalized groups.

    In 2023, the California State Board of Education approved a revised math framework, the statewide guidelines on teaching math, but as with past frameworks, there was neither sufficient nor sustained state funding for implementation. That could improve this year with Gov. Gavin Newsom proposing additional funding for teacher professional development and math coaches. But these would be one-time dollars and are not yet guaranteed. If we are serious about changing the trajectory of student proficiency in math, then we need to act like that. We need investments that match the task and are sustained over time until we see lasting improvements.

    We must focus on providing high-quality, evidence-based early math programs and ensuring every child, regardless of socioeconomic status, has access to these opportunities. We must prioritize professional development and coaching for early childhood educators, equipping them with the knowledge and tools necessary to teach early math effectively. We need high-quality instructional materials and assessments to successfully support and tailor early math learning experiences to meet each student’s needs. And this added attention must not come at the expense of supporting literacy programs — both are critical to kids’ development.

    Addressing the math gap is not merely a question of academic improvement. It is a moral imperative to ensure that all students, regardless of background, have an equal opportunity to succeed so we progress to a more equitable and just society. That increased success in the classroom then translates to increased success in the workforce as kids transition to adulthood, creating a stronger economic future for not just our kids, but collectively.

    No longer can we afford to not pay attention to our state’s failure in math achievement gaps and the critical need for early math programs. The equation is simple: The time to focus on math is now.

    •••

    Vince Stewart serves as the vice president of policy and programs at Children Now, a California-based children’s policy research and advocacy organization that works to improve children’s education, health and overall well-being.

    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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  • Boston Globe: Harvard May Beat Trump by Using His Tactics

    Boston Globe: Harvard May Beat Trump by Using His Tactics


    James Pindell of The Boston Globe predicts that Harvard University has a better hand than Trump in their epic confrontation. Harvard, like Trump, can employ the tactics of delay, delay, appeal, delay, appeal, which Trump used to avoid accountability for provoking an insurrection and trying to overturn the election that he lost. Despite plentiful evidence of the greatest crime against our in our history, Trump used delay-and-appeal to evade punishment.

    Furthermore, Harvard has its pick of the best lawyers in the nation. And it has the funding to bear the burden of prolonged litigation.

    He writes:

    Harvard University is unrivaled when it comes to securing smart, high-powered legal advice, often from people who have the institution’s long-term interests at heart. Four of the nine current US Supreme Court justices are Harvard alumni. Retired Justice Stephen Breyer still maintains an office at the law school. And with a $53 billion endowment, Harvard can afford to hire virtually any white-shoe law firm it chooses.

    But as Harvard formally resisted the Trump administration’s latest round of demands this week — unprecedented even by the administration’s own standards — it seemed, ironically, that the university might be borrowing a legal strategy from President Trump himself.

    Step one: Deny any wrongdoing. Step two: Assemble a team of elite lawyers to challenge every question, motion, and investigation at length. Step three: Stall, delay, and wait it out.

    This is a playbook Trump has used for decades. Most recently, it served as the foundation of his legal strategy in three criminal trials during his post-presidency. In each case, he managed to use procedural maneuvers and aggressive delay tactics to his advantage.

    Sure, Trump’s ability to dodge accountability is often described as uniquely his own. But in this case, Harvard may actually hold the better cards, at least in terms of timing and institutional resilience.

    In just 600 days, Democrats could reclaim the majority in the US House of Representatives. In four years, Trump will no longer be president. (Speculation about a third term is a separate column.) Harvard, by contrast, was founded 389 years ago. Those entrusted with its future are planning for it to exist at least another 400. From that perspective, Trump’s second term is a blip.

    The Trump administration first went after Harvard two weeks ago, with what at the time was largely about antisemitism on campus following the Oct. 7 Hamas attack on Israel. But on Friday night, the Trump administration sent Harvard a second letter, escalating its pressure campaign. Unlike the first letter, which focused on claims of rampant antisemitism on campus and threatened a loss of federal research funding, this second demand went much further. The administration insisted that Harvard overhaul its hiring and admissions practices, abandon academic independence in curricular matters, and adopt some vague form of ideological “balance” — as defined by the administration now and in the future.

    And in another move right out of Trump’s own playbook, Harvard isn’t just preparing for court — it’s leveraging the standoff as a public relations opportunity.

    Columbia University, facing immense internal and external pressure, saw two university presidents resign in two years and ultimately made concessions. Harvard, too, had a president resign under pressure from conservatives in the wake of the Israel-Hamas war. But this week, by contrast, the school is being praised within academic circles for standing its ground. It is positioning itself as a standard-bearer for academic freedom and likely sees this moment as one that could define its leadership and credibility among peers.

    But in the long term, Harvard uniquely may have the resources and the legal muscle to delay without conceding a single point, at least until there is a new US president. It also has the financial cushion to cover essential programs it deems vital to its mission. This, for Harvard, is what a rainy day looks like — and it has a very large umbrella.

    The Trump administration apparently realized belatedly that they went too far in the demands they made in threatening Harvard. The New York Times reported that the letter demanding control of the curriculum, of admissions, and of “ideological diversity” among the faculty and students was sent in error and did not have the appropriate vetting.



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  • Pacifica’s ‘singing principal’ engages students through music

    Pacifica’s ‘singing principal’ engages students through music


    Student band members perform a concert at the Pacifica School District.

    Credit: Courtesy of Tom Stafford

    Tom Stafford has been singing his heart out since he was 5 years old, performing in a gospel trio with his sister, Pam, and their mother, Doris. The Stafford Family singers traveled all over Appalachia with their unique three-part harmony. 

    “My mother used to say I came out of the womb singing,” says Stafford, who grew up in Vanceburg, Kentucky, before studying music at Morehead State University and getting a master’s degree in education at the University of Louisville. 

    Tom Stafford, former music teacher, principal and arts coordinator for Pacifica School District.
    Credit: Courtesy of Tom Stafford

    The exuberant 61-year-old hasn’t stopped singing yet. When Stafford first landed at the Pacifica School District just south of San Francisco in 2002 as a choral director, he taught music to all the third, fourth and fifth graders. That’s well over 1,000 students a week.

    “It was pretty crazy,” he admits. “It was a lot. By the time I was done on Friday afternoon, I was toast. Thank God I was younger then. But, you know, I loved it. I loved that every kid in town knew me.”

    Over the years, Stafford has played many roles in Pacifica, including music teacher, bandleader, classroom teacher, principal of Linda Mar and Cabrillo schools and visual and performing arts coordinator. He was dubbed the “singing principal” because he sang to his students every day. It was his secret to spark engagement amid widespread student disaffection.

    “It’s a way to get their attention and help them listen to you and know that you are there and that you care,” he said. “The arts are always the first thing cut, and that’s sad because the arts help you build a strong foundation for everything else. Learning to read music early is going to improve reading in class. It’s going to improve the way kids think mathematically in class.” 

    Stafford retired last year, but his legacy lives on for Pacifica’s students because he remains the district’s unofficial music man, the architect of its ambitious sequential music curriculum. He has always believed that music matters in education.

    “We are aesthetic beings by nature,” Stafford said. “And because of that, having a music program allows kids to really explore who they are as individuals, as musicians, as students, as anything they really want to be. The arts in general allow for kids to experiment in becoming who they are.”

    Stafford stepped up when opportunity knocked, expanding the district’s ambitious music program, bolstered by new Proposition 28 funding. Despite declining enrollment and the budget woes it triggers, a challenge now facing many districts, Pacifica remains all in on music education. 

    “Their early commitment to expanding music education is a game-changer for their students,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “By offering a sequential, standards-based music program from TK through grade 8, they are ensuring that every child has the opportunity to develop creativity, collaboration and critical thinking skills through music.”

    https://www.youtube.com/watch?v=wc9ekvnYdyg

    Check out a student performance from 2015 at Cabrillo School in Pacifica, which features an introduction by then-arts coordinator Tom Stafford, now retired.

    Stafford had to tap into multiple funding streams, combining private philanthropy with Proposition 28 money, to expand the district’s original music program to reach all grades from transitional kindergarten to eight. Finding music teachers amid a chronic staffing shortage was also a key challenge.

    “You have to leverage every dollar to make it happen,” he said. “You leverage the other funding you have so you can use Prop. 28 to pay the teachers.”

    While some school districts have been hesitant to jump on Proposition 28 arts funding, others have been chomping at the bit to bring the arts back into classrooms after decades of cutbacks. Under Stafford’s watch, Pacifica envisioned a symphony of learning, a program that gradually develops from transitional kindergarten to eight so that students emerge with a profound understanding of the art form. 

    “Depth of knowledge in music education, focusing on progressing skills over time within a single discipline, has profound benefits for students,” Gamlen said. “By prioritizing depth in music education, Pacifica is giving students more than just exposure. They’re equipping them with a pathway to mastery, self-expression and a lifelong love of the arts.”

    Even if students don’t become virtuosos, this deep dive into music will make a lasting impact, experts say.  Even students with a tin ear are likely to get the full cognitive boost that music lessons give the growing brain. For example, research suggests that even 45 minutes of arts practice, however rudimentary it may be, notably reduces stress. Skill is no obstacle. You can be drawing blurry stick figures or mangling chopsticks on the piano, and it still helps spark focus and concentration in the classroom. 

    “Sustained, high-quality arts education enhances academic achievement, social-emotional learning and overall student engagement,” Gamlen said. “Pacifica’s investment in music is an investment in their students’ success —both in school and beyond.”

    When Stafford stepped down last year, he passed the torch to Benjamin Gower, the district’s current visual and performing arts coordinator and band director. They both see music as a tool for building academic skills and emotional resilience in a generation hit hard by the Covid-19 pandemic. The program starts in transitional kindergarten with the basics of song, rhythm, and dance and builds until students join a concert band and specialize in a woodwind, brass or percussion instrument by eighth grade.

    “While the core subject areas teach us the important things we need to understand the world, it is art that helps us learn how to understand ourselves and to be able to live with and make sense of the world around us,” Gower said. “Music is what helps to do that for me and has impacted my life in almost every way I can think of, and it’s that idea that helped inspire me to become a teacher in the first place.”

    Immersing in music over time allows students to achieve a feeling of expertise, of charting their own course and following their passion, that can lead to greater knowledge and pride, experts say. 

    “Music requires students to develop critical thinking skills, organizational skills, understanding the need for teamwork, communication skills, the idea and concept of practicing for improvement,” Gower said, “while also helping boost their self-confidence and helping them to learn how to overcome difficult obstacles and tasks.”

    Pacifica School District students compete in an all-city band competition.
    Credit: Tom Stafford

    Some children will discover an instrument they will play their whole life. That musical acumen will help shape their identity, buttressing their love of learning. 

    “Sequential music and arts programs are essential,” said Merryl Goldberg, a veteran music and arts professor at Cal State San Marcos. “Deep learning in any subject teaches not only about the subject, but it also teaches one how to learn, how to be disciplined, how to embrace understanding, and to feel confident in one’s ability to understand, question and wonder.”

    Stafford has long seen music as a balm for the soul. He says he has always embraced this philosophy: “If you didn’t show up to help, then why are you here?”

    When he realized how much suffering and isolation children had weathered during the pandemic, he began holding “dance parties” during recess at school. He cranked up the music, from disco to K-pop, and invited all comers to bust a move. 

    “That was my favorite part of being principal,” he said. “I wanted to do something joyous. It was also the best move I ever made to maintain discipline.”

    The dance break gave students a chance to let off steam, which helped release frustrations and resolve behavior issues in class, and gave them a chance to bond with their peers. If he ever got too busy and had to cancel a dance party, students inevitably came knocking on his door. They didn’t want to miss out on a chance to socialize. 

    “They needed it, and they knew they needed it,” said Stafford, “Music is how you build bridges in a community. It brings people together.” 

    The best part of retirement for Stafford is finally having more time for his own music, such as his revue “Totally Tom.” He says doesn’t miss the herculean administrative headache of running a school, but he does miss the kids.

    “I miss them every day.”





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  • Education concerns remain high at LA County juvenile hall

    Education concerns remain high at LA County juvenile hall


    Minors detained at Los Padrinos juvenile hall in Los Angeles County.

    Credit: Richard Ross

    Los Padrinos Juvenile Hall in Los Angeles County remains open a year after the state’s corrections oversight board deemed it “unsuitable for the confinement of minors” and four months after it ordered the center to shut down due to ongoing noncompliance with the state’s minimum standards for juvenile facilities.

    The problems plaguing the facility, located in the southeast LA city of Downey, include insufficient probation officers, students arriving to class late, abysmal performance on standardized education testing, and the center’s heavy reliance on substitute teachers.

    A court hearing that had been scheduled for Friday was to decide the hall’s fate, but L.A. County Superior Court Judge Miguel Espinoza deferred the decision until April, to allow for the completion of a re-inspection by the Bureau of State and Community Corrections, known as BSCC, the state agency that deemed it unsuitable after multiple inspections.

    Advocates say they are concerned that the situation could impact the quality of education the youth are receiving.

    “When we are thinking about young folks who are in these camps and halls, we want to make sure they’re having access to academic rigor that is deeper than just a packet, that they’re actually being challenged, and that they have the opportunity that when they leave these sites, to either return to their school of origin and be ready for the next thing — for trades, for college, for these things that allow them to be productive members of our community and society,” said Yasmine-Imani McMorrin, director of education equity at Children’s Defense Fund California.

    While the issues found at Los Padrinos appear to be improving according to reports from an ongoing inspection, advocates are skeptical because such moments of compliance in the past were short-lived.

    “We have a history of these independent bodies identifying issues with the education being provided, and then it might improve for a little bit, but then, once eyes are off or the settlement ends, we see those issues persist and get even worse,” said Vivian Wong, an education attorney and interim director of the Youth Justice Education Clinic at the Loyola Law Cchool, whose recent clients have included Los Padrinos students.

    This chaotic history has led to the formation of groups like the Education Justice Coalition, which started in 2020 to advocate for the release of as many youth as possible at the height of the pandemic and high-quality education for detained youth.

    Advocates like Wong insist that while conditions must improve inside the juvenile facilities, the priority should be to release youth back into their communities.

    “Our policy recommendation, and something we’ve been consistently advocating for, is keeping people in the community as much as possible,” Wong said of the education coalition. “If you don’t have the staff, we should really question why young people are in here.”

    In less than two years since its reopening, Los Padrinos has been plagued with accusations and findings of violence, allegedly incited by probation staff, and about the inadequacy of its programs, including the residents’ access to education. This site was to provide relief after two other juvenile halls, Central Juvenile Hall in Sylmar and the Barry J. Nidorf Juvenile Hall in Boyle Heights, were shuttered and deemed unsuitable given their ongoing problems. Issues included insufficient staffing, lack of proper training on the use-of-force policy, as well as youth being confined to their rooms for too long.

    Los Padrinos itself was closed in 2019 amid allegations of abuse, with six officers charged with assault and child abuse the year of its closure, and a history of concerns about safety for both youth and probation officers. Then- California Attorney General Xavier Becerra, the county, and the county office of education entered into settlements in 2021 after problems were revealed with access to education for the youth. A 2010 settlement in a class action lawsuit showed inadequate education programs for the youth in the county’s largest juvenile detention facility. Reforms focused on 13 major areas, including literacy, instruction, transition, special education, and after care.

    School at Los Padrinos Juvenile Hall

    Over 230 youth are at Los Padrinos and, as of Jan. 6, 190 of them were attending the hall’s court school, which is operated by the county’s office of education. They are all pre-disposition youth who are awaiting court action or transfer to another facility.

    The student population consists of 167 male students across 21 living units in the hall and 23 female students across two units. Students’ ages can range from 13 to 22 years old in grade levels from sixth to 12th. Some youth remain at Los Padrinos for months, up to a couple of years, but the average stay is about 22 days.

    A typical day at Los Padrinos is supposed to go as follows: School is scheduled to begin at 8:30 a.m., and students remain for two class periods until 11:50 a.m. Then they return to their units for lunch for the next hour and a half, after which they return to class until 3 p.m. for their third and final period of the day. The only shortened day is Friday, which ends at 1 p.m. for teacher professional development.

    Probation staff are tasked both with taking students from their units to their classroom and remaining in the classroom while class is in session.

    But the BSCC’s inspection from December 2024 noted that inspections have found an “inability of facility staff to get youth to school on time due to lack of staff available for supervision within the classroom.”

    The issue seems to have subsided at least once in the last year and a half. During an annual inspection in June last year, both the county office of education and youth reported that students had not been late to class in months due to low staffing. That inspection was conducted by the county’s Probation Oversight Commission, a group created by the county Board of Supervisors in 2020 to monitor and advise the Probation Department and the Board of Supervisors as they implement justice system reforms.

    But that appears to be one of the few inspections since Los Padrinos reopened that found that students arrived at class on time. On-time arrival to class — of both students and teachers — has been listed as a problem during inspections more often than not.

    It is unclear how many instructional minutes students have missed due to low staffing, but the 2024 California Assessment of Student Performance and Progress showed that not a single 11th grader at Los Padrinos met the state standard for math, and just over 2% met the English standard.

    Students enrolled in LA County’s juvenile court schools take additional assessments referred to as STAR Reading and Star Math, which measure achievement and growth in the two subject areas.

    Assessment results for the fall of 2023 showed that 0% of students tested proficient in reading and less than 5% tested proficient in math.

    In the most recent STAR assessments from winter 2024-25, “urgent intervention” was needed for nearly half of all students in reading and about 44% in math. Just about 10% of students met or surpassed the benchmark for reading; 11.5% in math. The remainder were either bordering on needing intervention, or they needed it already, in both subjects.

    While the numbers indicate progress, they remain low for the students’ grade levels.

    At Los Padrinos, there are currently no reading specialists on staff, according to Erin Simon, associate superintendent at the county’s office of education. Reading intervention is provided by students’ teachers.

    Many students arrive with “very low reading levels,” she said, and the county education office has implemented intervention programs such as Read180 to increase reading levels.

    “They’re adjusting to their environment; there’s mental health and trauma,” said Simon, who was hired nearly 11 months ago to provide oversight over the county’s juvenile facilities, with an emphasis on Los Padrinos.

    “The complexity of it is knowing that many of those students only stay with us for a very short period of time, so we are always pushing to have more intervention and more instruction, but we also know that there are certain things that happen when a student gets here.”

    She added that more counselors are available now to help Los Padrinos students address mental health concerns, first addressing social-emotional learning and mental health challenges and then moving into academic intervention programming.

    On a typical day, students might be taught by their assigned and credentialed teacher, but it is not uncommon for a substitute to lead the class instead.

    While Los Padrinos, the county’s largest juvenile hall, has 33 permanent, credentialed teachers — up from 26 in October 2023 — they rely on nine to 14 substitute teachers on a daily basis, according to Simon. There are also seven vacancies at this time.

    “It does require a teacher who is really not afraid to work in those camps and halls; a teacher who can really build relationships with many of our students, knowing they have trauma and also some mental health issues, and so it does become a very difficult position to fill, especially at Los Padrinos,” Simon said.

    On the day of last year’s inspection by the county’s probation oversight commission, there were seven full-time teachers on the job and 16 substitute teachers.

    “It’s a huge problem, especially for this population, where they have adults come in and out of their lives, and, frequently, there is already so much instability in their education. They’re coming and going in and out of schools, transferring school districts,” said Wong about the reliance on substitutes. “If the teacher is not there, then they have to build up that trust again with the new person.”

    It can be especially difficult for a student who requires accommodation in the classroom, as is the case with Wong’s clients. She said a client, currently at a county juvenile camp, was doing well in school after having developed a relationship with a teacher. But when the teacher was out for a month, the student could no longer access his curriculum in a similar fashion, “because every teacher implements accommodations differently.”

    As the debate continues over whether Los Padrinos will close or remain open, in part depending on the result of the latest BSCC inspection that began last week, advocates are pushing to maintain the focus on the youth inside the hall.

    “We’re dealing with fires and fire recovery, climate change, housing, homelessness, all these things that overlap with our young folks and their needs,” McMorrin said. “But it’s such a priority to get it right, because there is no do-over for these critical years of youth and to do what we can to prepare them for this world.”





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