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  • Why you shouldn’t let the controversy around AP African American Studies deter you from teaching it

    Why you shouldn’t let the controversy around AP African American Studies deter you from teaching it


    Credit: Allison Shelley for American Education

    I was hesitant when first approached to help develop a course for AP African American Studies. Not because of the content, but rather the broader societal debates and media attention surrounding the curriculum. The noise around it felt overwhelming.

    However, as I began to review the materials, I realized how groundbreaking this course could be for students. It became clear that it was a worthwhile challenge.

    Now, nearly six months into teaching this course online to high school students around the state, I’m further convinced of its value. My students applauded the use of music to bridge the past and present and immersed themselves in research to complete their final projects. One student said the final project “felt culturally enriching,” while another said it gave them “a profound understanding of history as a whole.” The course also challenges us as educators and sparks vital conversations among students.

    It’s understandable that the debate around AP African American Studies has made teachers reluctant to offer to teach the course. But California is at the forefront of introducing more inclusive coursework into its high schools, including the 2021 mandate that all students complete an ethnic studies course as a part of graduation requirements, a requirement that AP African American Studies would satisfy. This curriculum is essential, but it also raises the question: How do we prepare teachers — especially those who aren’t history specialists — to deliver it effectively?

    Teaching any new course comes with its own learning curve, but this one presents unique demands. Unlike established courses where lesson plans are well-worn, this one is brand new.

    The interdisciplinary nature of the curriculum invites teachers across subject areas to lean into their own expertise while exploring new subject areas. It also allows for a diversity of perspectives, enriching the learning experience for both teachers and students. As an English teacher, I found the course’s focus on argumentation, critical reading and writing skills familiar, even as I navigated less familiar topics like African empires and diaspora.

    When I developed the course with UC Scout, a University of California program hosted at UC Santa Cruz that provides free online A-G and AP curriculum to California public school teachers, we had the advantage of a methodical course development process that included collaboration with subject-matter experts, instructional designers and visual media experts. Together, we crafted video lessons and learning materials that brought this interdisciplinary course to life. But many brick-and-mortar teachers are navigating this course in real time without the support I had.

    Fortunately, the College Board has provided a robust set of materials, and there’s also a vibrant community of educators online sharing resources and strategies as well as offering additional support for one another on social media and on the AP Community forum. These spaces are invaluable for exchanging ideas and troubleshooting.

    Still, this course demands more than typical preparation. Its sensitive and complex material — including slavery, segregation, war and migration, among others — requires a level of intentionality that goes beyond the basics. For example, we knew some images included in the course, especially from the Reconstruction era, should be handled with greater sensitivity. We included content warnings, alternatives (transcriptions) and image blurring to ensure our students felt as much comfort as possible while learning history that can be uncomfortable and upsetting. For considerations like this, and others that may arise while teaching this course, teachers need not only resources, but also ongoing professional development and support from their schools to succeed.

    For teachers diving into this course — or those considering it for next year — here are a few lessons I’ve learned:

    • Leverage existing resources: There are free resources, like the course offered by UC Scout, that can assist program development and provide a strong foundation that can save teachers time as they build out lesson plans.
    • Collaborate and connect: Engaging with other teachers, whether through formal AP communities such as AP Summer Institutes or Pre-AP Community or informal networks, like the AP African American Studies Facebook group, is critical. Becoming an AP reader is also a great opportunity to engage with other teachers of the course. These conversations often yield insights that can make teaching this course more effective.
    • Seek administrative support: School leaders play a key role in supporting teachers by providing training, allocating resources and fostering a culture that embraces new courses like this one.

    Much like my first semester students found, the course content can be life-changing in its potential to recast and dispel cultural and racial misconceptions. It strengthens their sense of identity. What an amazing privilege to lead students in this endeavor.

    Teaching AP African American Studies has reminded me of an essential truth about education: It requires continuous reflection and growth. While this is my first time teaching this course, I already see areas to strengthen for next year. That’s the nature of teaching — constant evolution to better meet the needs of our students.

    •••

    Karsten Barnes is a high school English teacher at UC Scout. He teaches AP African American Studies, a course he helped develop, online to California students whose schools don’t currently offer the class.

    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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  • West Contra Costa compromises on staff cuts, but may have to cut student services instead

    West Contra Costa compromises on staff cuts, but may have to cut student services instead


    United Teachers of Richmond gather at West Contra Costa school board meeting Wednesday to protest staff cuts approved a week earlier.

    Credit: Monica Velez / EdSource

    In a move consistent with dozens of California school districts, West Contra Costa Unified board members have had to choose between eliminating staff and services for students or exploding its budget deficit.   

    At the start of the debate at Wednesday night’s school board meeting, the district had proposed cutting about 177 staffing positions and, after nearly three hours of debate, the board voted 3-1 to cut all but eight. But saving those eight positions jeopardizes funding for services for at-risk students.

    “Ultimately, with these decisions, our students will suffer the most without the staff that is needed to provide them with an excellent education that they deserve and which is necessary to decrease the longstanding education gaps for the district’s Black and brown students,” said Sheryl Lane, executive director of Fierce Advocates, a Richmond organization focused on working with parents of color.

    Out of the positions that are being eliminated, 122 are already vacant, according to district officials. And so far, the district has also received 27 resignations and 47 retirement notices. 

    It’s unclear if there will be layoffs, but on Feb. 6, interim Superintendent Kim Moses said that because of vacancy levels, the district administrators “expect that there will be a certificated job available for all current WCCUSD (West Contra Costa Unified School District) educators for the 2025-26 school year.”

    Throughout this month, educators, parents, students and community members showed up in large numbers to speak, as they have in all board meetings since the budget talks started, urging the board to reconsider cutting staff positions. 

    “We saw today the dysfunction,” United Teachers of Richmond President Francisco Ortiz said during the meeting. “We need collaboration. Every single cabinet member has my direct phone number. Every board member has my phone number. We have been excluded from the decision-making process and in the collaboration since the new administration took over. This situation has been imposed on us, but we’re ready to fight.” 

    A split board

    It took nine amended resolutions for a vote to pass on Wednesday night. Trustee Demetrio Gonzalez-Hoy attempted to save high school teachers, school counselors, social workers, psychologists, speech therapists, and career technical education educators. 

    But the board was split.

    Board President Leslie Reckler and trustee Guadalupe Enllana voted down the motions while Gonzalez-Hoy and trustee Cinthia Hernandez were determined to save some staffing positions. 

    The successful resolution saved one part-time psychologist position, one part-time and seven full-time high school teachers. Reckler voted down the resolution and trustee Jamela Smith-Folds was absent. 

    In an email to EdSource, Reckler argued the board had already approved the fiscal solvency plan and if the cuts weren’t passed, “it shows the board to be an unreliable steward of public funds, and I will not be lumped into that category.”

    “My prime responsibility is to ensure the long-term fiscal solvency of the school district and ensure continued local control in decision-making,” Reckler said. “Last night’s vote will make it more difficult for the school district.”

    The top priority for Gonzalez-Hoy was to save the high school teacher positions because cutting them would have caused some schools to go from a seven-period day to six, he said. English learners, students with disabilities and students who need more academic support would be most affected because they often need to take on extra courses and benefit from having more class periods. 

    “I could not in good conscience make those reductions, knowing the unintended impact they would have,” he said. “Even though it was a very difficult conversation and decision, I did vote to cut the majority of the positions, in part due to our ability to possibly retain some of those positions through grants, but also due to our financial situation.”

    In an emailed statement, Enllana said the board and district can no longer continue to be “driven by individual interests but must prioritize the needs of all students.” 

    “There is a clear distinction between needs and wants. Our first responsibility is to secure what our students need, and then work towards fulfilling the wants under our current budget.”

    California schools are in a budget crisis

    This week, other Bay Area school boards also made the difficult decision to lay off employees for the coming school year. Oakland’s school board voted to cut 100 positions, the San Francisco Chronicle reported. According to KQED, San Francisco Unified will also send pink slips to more than 500 employees. 

    West Contra Costa Unified has to balance between the need for fiscal solvency and keeping the schools adequately staffed with teachers, social workers, psychologists and other support staff. 

    “These decisions by the school board are tough ones and speak to the structural changes needed at the state level to change the revenue it receives that can go towards funding local school districts, like WCCUSD,” Lane said.

    The district has been under financial stress since last year and could risk insolvency if its fiscal plan isn’t followed. 

    When districts can’t get out of deficits, they risk being taken over by the state and losing local control over budget decisions. Twenty-six years ago, West Contra Costa became the first district in the state to go insolvent and received a $29 million bailout loan, which took 21 years to pay off. 

    To stay out of a deficit, West Contra Costa has to cut $32.7 million in costs between 2024 and 2027. District officials have said about 84% of the budget is used to pay salaries and benefits — the reason staffing cuts would be unavoidable. 

    The district needs to put forth a fiscal solvency plan approved by the Contra Costa County Office of Education to avoid going insolvent and risking a takeover, Moses said. The staffing cuts are tied to the plan and must happen for the district to stay on track. The board approved the plan earlier this month. 

    “It would be multiple millions of dollars of impact to the general fund if we don’t take action,” Moses said during the meeting. “The response to the county, if that is the case, I think we would be sending a strong message that we are not addressing our fiscal stability, and that would not be advisable as they are oversight agents.”

    The price of compromise

    Saving the high school teacher and psychologist positions will add $1.5 million to $1.75 million to the deficit, Moses said. The district doesn’t have a choice but to use funds that are meant for student services and will likely have to dip into the $4 million set aside for math curriculum. 

    “We value all staff and their dedication to our community; however, the fiscal health of our district has to be prioritized as the foundation for our ability to continue normal district operations,” Moses said in a news release Thursday. “I am concerned about the added fiscal uncertainty we face after last night’s board meeting.”

    Cutting the money for teacher and math support is a step backward for the district, which makes it more difficult for educators to help students improve, said Natalie Walchuk, vice president of local impact at GO Public Schools, an organization advocating for equitable public education. In West Contra Costa, only 1 in 4 students are performing at grade level in math and just 6.1% of seniors are ready for college-level math.

    “Teachers need the right tools and resources to support their students, yet the district has lagged for years in adopting a new math curriculum,” Walchuk said. “While we recognize the difficult financial decisions the board had to make, it is critical that the district prioritizes student learning.” 

    The positions on the chopping block came from two pots of money — the general fund, which accounts for 40 positions, and grants, which cover 137 positions. Money for grant-funded positions is either expiring or has been used faster than projected, said Camille Johnson, associate superintendent of human resources.

    Trying to save the grant-funded positions would add to the deficit, Moses said. Although the district staff is working to secure more grants, the funds districts receive from the federal government are uncertain. 

    “We were not in a position to consult the (teachers) union because we do not have money to pay for these positions,” Moses said during the meeting. “Negotiations in terms of what stays and what goes was not possible in this scenario because it’s strictly driven by money that is expiring or money we aren’t responsible for assigning.”

    The district doesn’t have a choice but to eliminate some positions because they are dependent on school sites approving the positions in their budgets, Moses said. If approved, about 78 positions could be reinstated. 

    The deadline to give layoff notices is March 15.





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  • How will changes in federal policy impact California education? Stay up to date here

    How will changes in federal policy impact California education? Stay up to date here


    Despite Congress working through a spending deal to maintain federal grant funding for Head Start over the next six months, staff members at Head Start are starting to fear for the program’s future and the potential impacts on the Bay Area’s preschoolers from disadvantaged backgrounds, the East Bay Times reported. 

    So far, there aren’t any signs that Head Start will face cuts. But Melanee Cottrill, the executive director of Head Start California told the East Bay Times that “the broad, overarching challenge is all the uncertainty.” 

    “Even in areas as relatively close-knit and compact as the Bay Area, every program is a little different to meet the needs of the community — whatever those are — in the places where they are,” Cottrill told the Times. “Regardless of what kind of organization you are, losing any chunk of your funding would be a challenge.”

    Funding approved on March 14 isn’t enough to help Head Start employees keep up with cost of living increases. And earlier this month, a Head Start program run by the Santa Clara County’s Office of Education had to hand out pink slips. 

    Meanwhile, in February alone, roughly 3,650 children in Contra Costa County received subsidized preschool. 

    Contra Costa County’s Employment and Human Services Department director, Marla Stuart, told the Times said several actions taken by the federal government — including threats to reject grants that support Diversity, Equity and Inclusion — have already impacted the program. 

    She also pointed to Project 2025 and claims that Head Start’s federal office is “fraught with scandal and abuse” and should be cut. 

    “I don’t take the ‘see no evil, hear no evil’ approach,” said Contra Costa County Supervisor John Gioia at a board meeting, according to the Times. “We’re not going to know until the end, but if we want to advocate to say, ‘here’s the impact of these cuts,’ no one is stopping me from talking about that.”

    Several legal experts, according to the Times, have said that grant money for Head Start isn’t in jeopardy, unless the program is specifically cut. 

    “I’ve got lists of where possible funding impacts can occur, and I think we have a responsibility to talk about that,” Gioia said, according to the Times. “We’re not creating fear, we’re talking about reality.”

    —EdSource staff





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  • Alice Lloyd College – Edu Alliance Journal


    March 24, 2025, by Dean Hoke: Each small college has something special about it. Alice Lloyd College in Pippa Passes, Kentucky, was founded by Alice Spencer Geddes Lloyd and June Buchanan. They established the school in 1923 with minimal funds to provide affordable, quality education for Appalachian students facing economic hardship and limited educational opportunities. Their pioneering vision continues today, empowering students to become leaders dedicated to serving their Appalachian communities. This profile of Alice Lloyd College ​is the seventh in a series presenting small colleges throughout the United States.

    Background

    Established in 1923, Alice Lloyd College (ALC) is a private liberal arts college located in Pippa Passes, Kentucky, in the heart of Appalachia. The campus occupies approximately 175 acres in a picturesque mountain valley, offering an idyllic rural setting. Alice Spencer Geddes Lloyd (1876 – 1962) and her co-founder June Buchanan (1887 – 1988)  were the co-founders and worked without pay on both education and fundraising for the college.

    The school was created to provide post-secondary educational opportunities to serve students from Appalachia; the college remains steadfastly committed to its original mission of providing affordable, quality education, especially to students from Kentucky’s Appalachian region. It became a bachelor’s degree-granting institution in the early 1980s. Alice Lloyd College serves almost exclusively a 108-county Central Appalachian service area. Tuition is guaranteed to full-time students residing in the service area.

    Alice Lloyd College remains dependent on the private support of the American free-enterprise system for over half of its revenue sources.

    Curricula

    Alice Lloyd College offers bachelor’s degrees across numerous academic fields, including Biological Sciences, Education, English, History, Sociology, Business Administration, and Criminal Justice. Education remains a cornerstone of ALC, reflecting its historic mission, with notable concentrations in Elementary Education, Secondary Education, and Special Education.

    ALC’s distinctive curriculum model is designed around leadership education and character development, which are integral to the college’s foundational philosophy. Alice Lloyd’s Gatton Winston Scholars Program (formerly The Caney Scholars Program) financially supports ALC graduates seeking advanced degrees. It is the only program of its kind in the nation. Applicants must have high academic standards, be of strong character, and show potential for leadership. The College’s “Caney Scholars” program emphasizes leadership, community service, and personal responsibility, complementing traditional liberal arts education.

    Strengths

    • Tuition Guarantee and Financial Aid: Alice Lloyd College offers free tuition for full-time students residing within its designated service area, making higher education accessible to economically disadvantaged students in Appalachia. This tuition-guarantee policy, funded through endowment revenues and private donations, covers full tuition for eligible students.
    • Work-Study Program: Uniquely, all full-time students participate in a mandatory work-study program. This program requires them to contribute labor weekly to campus operations, fostering a strong work ethic, practical experience, and reduced operating costs for the institution. Only seven colleges in the US have such a program.
    • High Graduate Success Rates: Nearly 95% of Alice Lloyd graduates secure employment or acceptance to graduate programs within six months of graduation, demonstrating the effectiveness of the College’s rigorous academic and character development programs.
    • Leadership and Character Development: A cornerstone of Alice Lloyd College’s educational experience is the emphasis on developing leaders through service learning and character education, which external evaluators consistently recognize as a defining institutional strength.

    Weaknesses

    • Alice Lloyd College’s student retention and six-year graduation rate is below both national and regional averages for private colleges.  
    • Financial Dependency on Donations: Alice Lloyd College operates tuition-free for eligible students from its service region, placing considerable reliance on donations, grants, and endowment income. This dependence can pose financial stability risks if philanthropic trends shift negatively.
    • Rural Isolation: The College’s isolated location, while picturesque, can deter students seeking urban experiences or greater proximity to metropolitan opportunities, limiting the pool of prospective students to those primarily interested in a rural collegiate experience.

    Economic Impact

    Alice Lloyd College significantly impacts the economy and social infrastructure of eastern Kentucky. Alice Lloyd College significantly contributes to the local and regional economy, generating $33 million in total economic impact for the Fiscal Year 2021-2022, according to a recent study commissioned by the Association of Independent Kentucky Colleges and Universities. According to Alice Lloyd College President Jim Stepp,  “Today, 83% of our alumni live, work, and serve in these mountains and are fulfilling our founders’ vision. Additionally, the college frequently engages in community initiatives, supporting local economic and educational development.

    Enrollment

    Enrollment at Alice Lloyd College remains stable between 550 and 600, primarily from Appalachia. However, recent years have seen an uptick in applications from outside the immediate region due to increased awareness of its distinctive tuition-free and work-study models.  Key points:

    • The acceptance rate in Fall 2023 is 86%—source: National Center for Education Statistics.
    • 48% of graduates are first-generation, 4-year college graduates.
    • 98% of their students come from the 108-county Appalachia Region.

    Graduation and Retention Rates

    Source: Alice Lloyd College Student Achievement Report

    The graduation and retention rates for private colleges are below both national and regional averages. The National Student Clearinghouse Research Center reports that private nonprofit institutions have an average six-year graduation rate of 68%. In Kentucky, the average six-year graduation rate for private colleges is approximately 52.5%. For freshman-to-sophomore retention, the national average is 75%, and Kentucky is about 79%.

    Alice Lloyd College’s graduation and retention rates reflect its explicit mission to serve Appalachian students facing significant socioeconomic, geographic, educational, and cultural barriers. Many students are first-generation, with limited financial resources and weaker academic preparation. The institution’s rural location limits access to employment, internships, and support services common in urban areas. Additionally, strong family obligations in Appalachian culture can disrupt students’ academic progress. The college’s pronounced commitment to educating high-risk students partially accounts for lower retention and graduation rates relative to national and regional averages for private nonprofit colleges.

    Degrees Awarded by Major

    In 2022- 2023, Alice Lloyd College conferred degrees as follows: 92 seniors graduated. In the Class of 2022, 50% are working (all in Appalachia), 45% are in graduate or professional school, 2% are in the military, and 3% are unemployed 6 months after graduation.

    Alumni

    Alice Lloyd College boasts an alumni network committed to community service, leadership, and regional development, with graduates frequently occupying influential positions in education, healthcare, business, and public service within Appalachia.  According to LinkedIn, which has 1,169 alums registered, of which 704 live in Kentucky.

    Notable alumni include:

    • Carl Perkins ( attended in the early 1930s) House of Representatives 1949 – 1984 Known for his advocacy of higher education, including the Carl D. Perkins Career and Technical Education Act, which focuses on improving career and technical education programs
    • Dr. Clyde Thornsberry (39) Centers for Disease Control, where he gained a national and international reputation as a scientist and expert in several fields, including microbiology and infectious diseases.
    • Dr. Warren Grady Stumbo (65) is a Distinguished physician and public servant from Eastern Kentucky.
    • Preston Spradlin (09) Head Basketball Coach James Madison University

    Endowment and Financial Standing

    Alice Lloyd College maintains a modest yet healthy endowment, valued around $60 – $70 million. Financial stability remains reliant mainly on consistent fundraising efforts and prudent asset management. Forbes 2023 Financial Health Evaluation gives a GPA of 3.463 out of 4.5 and a grade of A-. This reflects Alice Lloyd College’s fiscal responsibility, with continued positive ratings from financial health assessments.

    Why is Alice Lloyd Important?

    • Strong Regional Commitment: The college addresses Appalachian educational disparities and actively contributes to the region’s long-term economic and social well-being.
    • Providing Tuition-Free Education: ALC significantly reduces financial barriers for Appalachian students, enabling higher education access for underserved populations.
    • Community Development: The college nurtures local economic and social growth by educating regional students who return as impactful leaders.
    • Innovative Work-Study Model: ALC’s mandatory Student Work Program teaches graduates practical workplace skills and instills a strong work ethic.

    Alice Lloyd College is a unique school that fulfills its mission to educate mountain people for positions of leadership and service to the Appalachian region. 98% of its students come from the region, and 83% of its alumni return to live, work, and serve in the Appalachian region.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He 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. 



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  • Californians ding Newsom’s, lawmakers’ handling of schools in survey

    Californians ding Newsom’s, lawmakers’ handling of schools in survey


    Key Takeaways from pPIC Education survey
    • Five years ago, Californians thought schools were headed in the right direction; they no longer do. 
    • Most adults say teaching basics should be the No. 1 goal of school; parents of students disagree.
    • Nearly all in the survey agree that teachers’ pay is too low.

    Californians’ confidence in their public schools and approval of how Gov. Gavin Newsom and the Legislature are handling public education have fallen sharply since the Covid pandemic, according to an annual survey on K-12 education released Thursday by the Public Policy Institute of California (PPIC). Half believe that the public school system is headed in the wrong direction.  

    The PPIC survey of 1,591 adults in English and Spanish also found widespread disagreement and overall concern with President Donald Trump’s actions on schools. 

    Nearly three-quarters of Californians oppose Trump’s executive order to close the U.S. Department of Education. 

    Two-thirds of adults are very or somewhat concerned about increased federal immigration efforts against undocumented students, and majorities support their local districts’ self-designation as “safe zones” from immigration enforcement. 

    Democratic and Republican respondents were sharply divided on this and many issues in the survey, however.

    An exception is voters’ agreement with Trump’s executive order to ban transgender participation in sports in schools and colleges. That resonates with 65% of adults and 71% of public school parents. They back requiring transgender athletes to compete on teams matching the sex assigned at birth, not the gender they identify with — a position in sync with Newsom’s, but not with many of the state’s Democratic leaders.

    PPIC is a prominent nonpartisan research and public policy organization that explores issues of the environment, politics, economics and education, and regularly surveys Californians on their views. The latest education survey has a margin of error of 3.1 percentage points, meaning that 95 times out of 100, the results will be within 3.1 percentage points of what they would be if all adults in California were interviewed. The survey was administered between March 27 and April 4.

    How the state is handling schools

    In April 2020, weeks after Covid first emerged, 73% of survey respondents said they approved of how Newsom handled the K-12 system, and 26% disapproved.

    Five years later, approval has fallen to 50% while disapproval has risen to 46%. Newsom registered majority support among Black and Asian Americans, and the least support among white people (43%). While 73% of Democrats approve of his performance, only 13% of Republicans and 44% of independents do.  

    Views of the Legislature’s handling of schools were similar: a high-water mark of 69% approval and 29% disapproval in April 2020, and an even 48%-48% split in April 2025, with 5% saying they didn’t have an opinion.

    Mark Baldassare, director of PPIC’s statewide surveys, said the approval numbers of elected officials fluctuate based on “how people feel the system in general is working and if state officials in charge are meeting the moment.”

    “I remember a lot of the polling numbers around the country at the beginning of the pandemic were showing there was a rallying around our leaders and maybe a little bit of wishful thinking that we’re going to get through this,” he said.

    The past five years have been tumultuous for schools. Since districts returned to school after more than a year in remote learning, recovery has been slow, as reflected by lower test scores, stubbornly high rates of chronic absences and measures of rising student depression and unwellness.  

    Source: PPIC Statewide Survey 2025

    “It’s hard to blame Newsom and the Legislature. They’ve been very supportive of programs and funding for education,” said Carol Kocivar, past president of the California State PTA and a writer on education policy for ED 100, a parent education website. 

    “Schools have been through the wringer. Some districts are barely balancing budgets and are facing a teacher shortage and declining enrollment. All of these factors create perceptions of schools. Behavior problems and inability to pay attention from an addiction to social media don’t necessarily reflect what is happening in schools,” she said. 

    In past PPIC surveys, particularly after the Great Recession, when per-student funding in California was among the lowest in the nation, the public’s view was even lower. In 2015, only 35% of respondents approved of how the Legislature was handling education. When asked the same question in 2011, amid huge post-recession budget cuts, the approval rate was only 18%.

    Similarly, in response to the question, “How much of a problem is the quality of education in K-12 schools today?” 35% of all respondents say it is a big problem in the latest survey. That’s down from 27% in April 2020, but lower than each of the previous 18 years. In both 2012 and 2016, for example, 58% of all respondents said that education quality was a problem, and in 2000, 53%.

    Right or wrong direction?

    In the latest survey, 45% of all adults say that the school system overall is generally going in the right direction, while 51% say it’s headed in the wrong direction. There is a partisan divide, with 65% of Democrats saying it’s in the right direction and only 16% of Republicans and 38% of independents agreeing. 

    That answer, too, is down from April 2020, when 62% of all respondents said the school system was going in the right direction and only 30% said it was headed in the wrong direction.

    Asked to grade the quality of their local public schools from A to F, 12% of respondents assigned an A; 36% graded B; 33% graded C; 11% graded D, and 6% an F. 

    That’s down from the 20% who gave schools an A in 2018, the last time the question was asked.  

    Challenges facing schools

    In the latest survey, respondents indicated that the challenges to schools — chronic absenteeism and declining enrollment, along with threats of wildfires and school shootings, a perennial worry — remain top of mind.

    A majority of adults (55%) and almost half of public school parents (47%) are very concerned or somewhat concerned about chronic absenteeism (defined as a student’s absence on 10% or more of school days). More Black (32%) and Hispanic (24%) adults than whites and Asians (both 14%) say they are very concerned about the problem.

    Since school funding is tied to attendance, more public school parents (68%) say they are very or somewhat concerned than all adults (61%) surveyed that declining enrollment would affect funding for their local public schools. 

    Source: PPIC Statewide Survey 2025

    School financing

    Asked about the current level of state funding in the latest survey, 48% say it is not enough, 34% say just enough, and 13% more than enough. Perhaps reflecting the huge one-time state and federal Covid relief aid, that number is down significantly since 2012 and in 2000, when 63% said funding was not enough.

    At the same time, nearly all Californians say that the level of pay for teachers relative to living costs is either a big problem (38%) or somewhat of a problem (48%). 

    Vouchers: In 2002, California voters resoundingly rejected a ballot initiative to provide parents with state funding to send their children to a public or private school of their choice by a vote of 70% to 30%. The latest PPIC survey indicated 44% of likely voters favor a school voucher system, and 56% oppose it. However, 62% of public school parents, Black and Hispanic respondents, now say they too favor it.  

    Supporters of an alternative voucher plan to place an initiative for an education savings account on the statewide ballot in 2026.

    School priorities: Asked what they think should be the most important goal of K-12 education, the top three priorities of all respondents are: 

    • Teaching students the basics including math, reading, and writing, 40%’
    • Teaching students life skills (21%)
    • Preparing students for college (16%)

    In contrast, Hispanic Californians (27%) and public school parents (32%) say preparing students for college should be the top goal. 

    LCFF: In 2012, the Legislature passed the Local Control Funding Formula, which provides additional money to school districts with more English learners and low-income students. Each year, read a short summary of the formula, large majorities surveyed say they favor it (this year 66% of all respondents).

    And yet each year, between 68% and 80% of respondents say they knew nothing at all about the landmark law, including this year 75% of all respondents and 67% of public school parents.

    School districts are required to reach out to parents for their ideas on how to spend the funding. This year, two-thirds of all parents of school-age children – those with a college degree and those without, those earning more than $80,000 per year and those earning less – said their districts had failed to do so.





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  • Which districts are on California’s latest financial danger lists — and why

    Which districts are on California’s latest financial danger lists — and why


    Credit: Alison Yin / EdSource

    The article was updated on March 3 to clarify the period of the school year covered by the two interim financial reports and to include the status of West Contra Costa Unified.

    Este artículo está disponible en Español. Léelo en español.

    Oakland, San Francisco and Hayward have joined four smaller districts on the five-alarm fire list of the state’s most financially stressed districts — those flirting with insolvency.

    They join 32 districts on a second, cautionary list where there’s smoke but no fiscal flames — yet. The second list, released last week, includes Sacramento Unified, several small rural districts where a small drop in enrollment can pose a financial threat, and two San Jose elementary districts, Alum Rock and Franklin-McKinley, which are closing multiple schools in the fall. Not on the list so far this year is West Contra Costa Unified, which is struggling to stay afloat and received a special “lack of going concern” designation the past three years.

    The 39 districts combined are more than last year and four times as many as in 2022-23, when state and federal revenues overflowed. Still, the updated total accounts for only about 4% of the state’s districts.

    Michael Fine, CEO of the Fiscal Crisis and Management Assistance Team, a state agency whose job is to monitor districts’ finances to prevent insolvency, blamed the financial pressures on declining enrollments and the termination of record federal Covid aid for schools. 

    Both factors are forcing districts to make difficult choices that will affect students. Some districts are offering retirement buyouts and/or laying off teachers, counselors and other staff because staff salaries constitute about 80% of overall costs. Many districts on the list also bear the cost of vacillation — a failure to act sooner to cut costs before deficits mount, Fine said.    

    “From my standpoint as an advocate of best practice, there should be nobody on the list because the two predominant factors are predictable,” Fine said. “Why weren’t they dealing with these a year ago, two years ago, and three years ago?”

    Those questions are appropriate for Oakland Unified. Since pre-pandemic 2018-19, its enrollment has fallen 7% — by 2,608 students to 33,916. The district received a total of $280 million in emergency Covid relief in 2021 and 2022, but that expired on Sept. 30, 2024, as that aid did for all districts.

    With many of its elementary schools housing around 300 students, Oakland Superintendent Kyla Johnson-Tramell proposed plans to close small schools, potentially saving millions of dollars, and, in December, to merge 10 elementary schools into five. The school board rejected the plans. In 2023, following a seven-day strike, the district, aiming to reduce the exodus of teachers to better-paying area districts in a high-cost region, gave teachers a 10% raise and a $5,000 one-time bonus. All of those factors have led to a mammoth $95 million deficit out of a $960 million budget.

    “It didn’t feel like we had a deficit growing because we had all the one-time money,” Johnson-Trammell told The Oaklandside last week. “We have to continue to give raises. It’s not a crisis. We made investments, and we have to figure out a way to pay for it.”

    California’s early warning system

    Each year, between passing their annual budgets, all school districts must file two reports to FCMAT that summarize their current financial health and project ahead. Oakland and the other six most-distressed districts filed a “negative” status in their first interim report. This means they likely won’t be able to meet financial obligations, including payroll, in the current or next fiscal year. The 32 other districts filed a “qualified” status, meaning they’re on track to run out of money in the next two fiscal years.

    Districts self-certify their reports. They filed their first interim report on Dec. 15, covering the four months, through Oct. 31, since the July 1 fiscal year began. The second interim report, filed March 15, covers the year through Jan. 31, enabling districts to factor in revenue estimates from the governor’s initial budget, including the projected cost-of-living increase they rely on. March 15 is also the deadline for notifying employees if they could be laid off — key evidence of how districts are dealing with a potential revenue problem.

    How are negative-status districts responding?

    Oakland had certified as “qualified” for 14 straight reports before filing a negative status in the latest report. 

    “Oakland is not a surprise; it’s been struggling,” Fine said. “It hasn’t taken the necessary corrective action that it has needed. The district adopts lots of plans and lots of documents, but then carries few of those out.”

    However, last week, Oakland’s school board passed a plan to eliminate 97 positions for teachers, administrators and noncertificated jobs, including tutors, case managers and attendance monitors. More ideas are on the table.

    Across the bay, San Francisco Unified has been in turmoil, reflected in the recall of two board members and the resignation of its last superintendent. It initially filed a negative financial status in 2023-24.  

    Last month, to resolve a $113 million deficit, equal to about 10% of the district’s budget, San Francisco’s board voted to approve preliminary layoff notices for 395 teachers, social workers and counselors, 164 teachers aides, and 278 administrators and other staff. Retirements and resignations will likely result in fewer layoffs.

    Hayward wasn’t on the state’s radar for financial troubles, Fine said, but a new superintendent and chief business officer “inherited some issues and did the right thing” by self-certifying negative. “They would be an example of a district that will most likely turn the corner,” he said.

    Most of the seven districts will work their way off the negative list, he said. Two that probably won’t are Plumas Unified and Weed Union Elementary, Fine said.

    “We’re very, very concerned about Plumas,” Fine said.  “They have already borrowed to a point they can’t pay back, and there has been some finessing of the data to make it look better than it is.” The only district in Plumas County, it has four schools, about 1,700 students and a $42 million budget.

    Weed Union is an unusual case. The one-school district with a $7.5 million budget is the first in a decade to operate without an approved budget, having been rejected by the Siskiyou County Office of Education and the California Department of Education. Its problem, said Fine, is that it is overextended on a facility upgrade, and the burden of paying for it will overwhelm the district’s operating budget.

    If insolvent, what then?

    A district that runs out of money will get a state loan but lose its autonomy, and a state-appointed trustee will oversee the district’s operations. The district will honor existing contracts, but the trustee will have veto power over new contracts and other decisions that the school board makes. The district will bear the cost of the state’s oversight and legal fees and interest on a 20-year loan. 

    “It gets worse before it gets better,” Fine said. “Receivership takes away local control.” In the 34 years since the Legislature created FCMAT and the oversight process, only eight districts have needed a bailout loan. The most recent is Inglewood Unified, which received $29 million in 2012. Oakland would be the first two-timer. It’s still 18 months away from paying off the $100 million it received in 2003 and 2006.

    Is this the most precarious year for districts?

    Far from it. In the second interim report in 2011-12, 176 districts filed a “qualified” status and a dozen were “negative” – together, about one in five districts. Amid plummeting state revenues in the wake of the Great Recession, the state cut $6 billion and delayed payments to K-12 districts. The average district had not set aside nearly enough money in reserve for a crisis. This year, the average district has set aside 22% of its operating budget in reserve, more than three times as much.

    The difference is “night and day,” said Fine. “During the Great Recession, the state made cuts to district revenues. Today, the issues are all local.”





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  • Texas: Republican Legislators Endorse Vouchers

    Texas: Republican Legislators Endorse Vouchers


    Governor Greg Abbott finally got the voucher legislation he wanted, after years of defeats. His goal was frustrated by a coalition of Democrats and rural Republicans. The latter were defending their hometown schools, which are staffed by friends and relatives and are the community’s hub.

    In last year’s elections, Abbott ran hard-right Republicans against the rural Republicans who stood in his way and disposed of most of them. He attacked them with a campaign of lies, saying they opposed border control, never mentioning vouchers. His efforts to oust anti-voucher Republicans were funded by out- of-state billionaires, including Jeff Yass, the richest man in Pennsylvania, Betsy DeVos, and Charles Koch, as well as home-grown Texas billionaires. Even Trump intervened to encourage the passage of vouchers.

    The article says that the legislators refused to permit a referendum because such votes “generally” reject vouchers. Fact-checking would have changed the word “generally” to “always.” In more than 20 state referenda over the years, the public has always voted against vouchers. The article does not mention that the vast majority of vouchers in every state that have adopted them are used by students already in private schools, mostly religious schools. Nor does it note that the academic results of vouchers are strikingly negative (see Josh Cowen’s book The Privateers). Typically the students at private schools are exempt from state testing requirements (which conservatives contend is absolutely necessary for students in public schools).

    Most important, it is not the students or the parents who have choice. It is the schools that choose their students. Voucher schools are not bound by anti-discrimination laws. They may exclude students for any reason, including their race, religion, disability, gender or sexual orientation. Some religious schools accept only children of their own sect.

    Gregg Abbott campaigned exclusively at private Christian schools. He attacked public schools for “indoctrinating” students, but the best schools for indoctrination are the evangelical schools that will benefit from this legislation.

    The following article is a gift, meaning no pay wall.

    The New York Times reported:

    The Texas House of Representatives voted early Thursday morning to create one of the largest taxpayer-funded school voucher programs, a hard-fought victory for private school choice activists as they turn their attention to a nationwide voucher push.

    The measure still has some legislative hurdles to clear before Gov. Greg Abbott signs it into law, but the House vote — 85 to 63 — secured a win that was decades in the making, propelled by the governor’s hardball politics last year. It was also a significant defeat for Democrats, teachers’ unions and some rural conservatives who had long worried that taxpayer-funded private-school vouchers would strain public school budgets.

    The program would be capped at $1 billion in its first year, but could grow quickly, potentially reaching an estimated $4.5 billion a year by 2030. The funds can be used for private school tuition and for costs associated with home-schooling, including curriculum materials and virtual learning programs.

    The bill was championed by an ascendant wing of the Republican Party, closely allied with President Trump and important conservative donors, including Betsy DeVos, Mr. Trump’s wealthy former education secretary, and Jeff Yass, a billionaire financier from Pennsylvania and a Republican megadonor.



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  • How I recovered from reverse culture shock after coming home from studying abroad

    How I recovered from reverse culture shock after coming home from studying abroad


    A lit-up street in Aix-en-Provence at night.

    An evening stroll down Cours Mirabeau in Aix-en-Provence in December.

    Courtesy: Layla Bakhshandeh

    I had never thought about studying abroad until two of my best friends went abroad and told me about their experiences in Spain. The paella. The nightlife. The making of new friends who end up feeling like family. The next day, I signed up to study in France.

    The golden ticket landed in my lap midway through the winter quarter of my junior year at Cal Poly San Luis Obispo: I had been accepted into a language and culture program in the south of France for the fall 2023 semester. 

    Along with my acceptance came a long list of forms and seminars that all the more than 1,000 Cal Poly SLO “Global Mustangs” had to complete. After all these training sessions, I felt equipped to deal with the culture shock I would feel there, and I was as prepared as one can be when I arrived. 

    What I was not prepared for was the unexpected culture shock that I faced when I returned to the United States. This “reverse culture shock” brought feelings of depression and confusion. I wondered how it was possible to feel so unsettled when returning to California, the place I spent my entire life, especially when my arrival in France didn’t result in any significant feelings of displacement.

    Very quickly, the south of France felt like home. Daily routines formed as my French language skills progressed. International friends nestled their way into my heart, and French cheeses riddled my creaky apartment’s mini fridge. 

    Living in a new culture forced me to reflect on my own identity and experiences. I did miss my family and friends back in California, but that longing for loved ones was overshadowed by the glow of my new life in Aix-en-Provence. 

    I realized later on that it wasn’t my life that was glowing, it was me.

    This inner glow was a result of massive self-growth and self-discovery that opened up for me when I moved across the world alone. In France, I was learning more about who I was and the person I wanted to be. Constant cross-cultural experiences and openness to new ideas brought me a sense of extreme fulfillment.

    At times, I felt like I was trying on a new life; but just when it felt right, it began to unravel. My studies abroad were over, and I had to return to California. 

    The real difficulties unveiled themselves when I returned home and started my winter quarter in San Luis Obispo, and I realized I was experiencing “reverse culture shock,” which the U.S. State Department defines as the psychological, emotional and cultural aspects of reentry. (I first heard the term through a Cal Poly study-abroad training session.)

    People who experience it report having academic problems, cultural identity conflict, social withdrawal, depression, anxiety and interpersonal difficulties.

    And that’s how I felt. Confusion, discomfort and depressive feelings fogged my everyday actions. I missed the constant stimulation of my time in France. After growing immensely on a personal level, while I was abroad, I felt unsure of who I was in a town that had not changed at all since I left. My major classes suddenly felt insignificant, and I couldn’t tell if my friends really knew me anymore. 

    It felt like I was viewing my old life through a new lens, unsure of how to move in my new environment. In rushed feelings of isolation and identity confusion. This, coupled with my heavy course load, made it difficult to even think about my time away. 

    But burying your memories and experiences only makes it harder to adjust to life back in your home country. I realized I had to force myself to integrate my experiences in France with my life back in California.

    Here are some ways I worked through my reverse culture shock:

    • Journaling: Writing about my time away helped me remember all the core memories and experiences that helped me grow. Putting pen to paper helped me to process all the events I had experienced.
    • Sharing stories with friends: Telling anecdotes from your travels brings old memories to light. Sharing these stories with friends and loved ones made me feel more understood. 
    • Joining a reentry group or finding friends who are also returning from studying abroad: Connecting with others in the same situation as I made me more comfortable opening up and reflecting on my time abroad. It was also a great way to hear about other people’s experiences with the phenomenon of reverse culture shock. 

    Taking time to reflect on experiences abroad gives students the opportunity to piece together their time away. It can help students identify the qualities and growth that they experienced abroad, and incorporate these aspects throughout their journey in their home country. 

    It is easy to fall back into old habits when surrounded by old environments, but reminding myself of the lessons I learned helped bring the glow back. 

    •••

    Layla Bakhshandeh is a senior journalism and graphic communication student at Cal Poly, San Luis Obispo and a member of EdSource’s California Student Journalism Corps.

    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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  • What college students hope, fear from the new presidential administration

    What college students hope, fear from the new presidential administration


    “I am an immigrant, and I didn’t come here to do anything bad,” Mejias said. “They think that anybody who comes here, that is not from the U.S., has bad intentions. People don’t immigrate just because they want to leave their country. They immigrate because they want to change their future. They want to work and have a different life.”

    Mejias’ goal is to transfer to Cal Poly San Luis Obispo following the completion of the required computer science transfer courses at Saddleback College. Then Mejias wants to find remote work and return home to Venezuela.

    “I really miss my country, my people,” Mejias said. “I will see if I come back,” he added, because the changing social climate and attitude toward immigration in the U.S. has contributed to Mejias’ hesitation about a future visit to the states.

    He also feels more comfortable in California. “I’ve been to different states, and there you see people (who are possessive of) their territory. They carry guns and everything. I’m like, ‘Oh, I am going back to California,’” Mejias said. “I think because I am here in California, I feel way way more safe than being in any part of the U.S.”

    By Tasmin McGill





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  • IRS Considering Revoking Harvard’s Tax-Exempt Status, New York Times Reports

    IRS Considering Revoking Harvard’s Tax-Exempt Status, New York Times Reports


    Trump hates Harvard. It refuses to follow his orders. Harvard’s President Alan Garber flatly refused to let the Trump goons take control of the university. Trump wants to show Harvard who is in charge. He said Harvard should lose its tax-exempt status. This is an unprecedented show of force. The president is not allowed to interfere with IRS decisions. But he appointed a new IRS leader. Nobody says no to Trump. But Harvard said no.

    When Harvard’s President, Alan Garber, resolutely refused to accept the Trump administration’s demand to oversee its curriculum, its admissions, and its hiring practices, Trump was furious. He lashed out and threatened to revoke Harvard’s tax-exempt status. By law, the President is not allowed to direct the IRS to investigate anyone. But lo and behold, the IRS commissioner absurdly claimed that it was already investigating Harvard, the nation’s most prestigious university. Sure.

    Academic freedom hangs in the balance. Big government wants to control what universities teach, who they admit, and who they hire.

    This is the worst attack on the independence of universities since the McCarthy era. it is actually more dangerous than McCarthy, who picked out individual professors. This is the President of the United States declaring war on America’s universities.

    The New York Times reported:

    The Internal Revenue Service is weighing whether to revoke Harvard’s tax exemption, according to three people familiar with the matter, which would be a significant escalation of the Trump administration’s attempts to choke off federal money and support for the leading research university.

    President Trump on Tuesday publicly called for Harvard to pay taxes, continuing a standoff in which the administration has demanded the university revamp its hiring and admissions practices and its curriculum.

    Some I.R.S. officials have told colleagues that the Treasury Department on Wednesday asked the agency to consider revoking Harvard’s tax-exempt status, according to two of the people, who spoke on the condition of anonymity to describe internal conversations.

    An I.R.S. spokeswoman declined to comment. The Treasury Department did not respond to a request for comment.

    Federal law bars the president from either directly or indirectly requesting the I.R.S. to investigate or audit specific targets. The I.R.S. does at times revoke tax exemptions from organizations for conducting too many political or commercial activities, but those groups can appeal the agency’s decision in court. Any attempt to take away Harvard’s tax exemption would be likely to face a legal challenge, which tax experts expect would be successful.

    Harrison Fields, a White House spokesman, said the I.R.S.’s scrutiny of Harvard began before the president’s social media post.

    “Any forthcoming actions by the I.R.S. are conducted independently of the President, and investigations into any institution’s violations of their tax status were initiated prior to the President’s TRUTH,” Fields said in a statement, referring to Mr. Trump’s website Truth Social.

    In a statement, Harvard said there is no legal basis for rescinding its tax status.

    “Such an unprecedented action would endanger our ability to carry out our educational mission,” the university said. “It would result in diminished financial aid for students, abandonment of critical medical research programs, and lost opportunities for innovation. The unlawful use of this instrument more broadly would have grave consequences for the future of higher education in America.”

    Even an attempt at changing Harvard’s tax status would signify a drastic breach in the independence of the I.R.S. and its historic insulation from political pressure.

    The Trump administration has cleared out much of the agency’s senior leadership in the last few months, installing allies to temporarily serve as the commissioner and its top lawyer. Its newest acting commissioner, Gary Shapley, was an I.R.S. agent who has said that the investigation into the taxes of Hunter Biden, former President Joseph R. Biden Jr.’s son, was not aggressive enough.



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