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  • CSU students sound off on impact of upcoming tuition increase

    CSU students sound off on impact of upcoming tuition increase


    “I was considering a master’s program through Cal Poly,” Monreal said. “But with the tuition increase, I might just consider getting a master’s degree anywhere else.”

    For students like Monreal, who already manage student loans to take on college tuition costs, the 6% yearly tuition increases will have a profound impact on their education choices.

    As an older sister to several high school-age siblings, Monreal said that she would encourage them to take into consideration these tuition increases when applying to colleges.

    “I have younger siblings, and I think I would encourage them not to go to four-year college,” she said. “As a first-year, I would recommend any junior college so they can get some units under their belt at first, if the cost is increasing so much.”

    Gabriela’s story gathered by California Student Journalism Corps member Arabel Meyer





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  • Merryl Goldberg, a music professor on a mission to spread arts education

    Merryl Goldberg, a music professor on a mission to spread arts education


    credit: the Staff at CISA (Cybersecurity and Infrastructure Agency)

    Merryl Goldberg knows nothing if not how to improvise. The 64-year-old could make music before she could walk. She started beating out rhythms on the bongos as a toddler and never stopped, eventually becoming a saxophonist who toured for 13 years with Boston’s Klezmer Conservatory Band

    During her time on the road, she also moonlighted as a spy of sorts. At 26, she traveled to Russia in 1985 to meet with dissident musicians and hoodwinked the KGB by encrypting secrets in music. Along with her saxophone and sheet music, she packed stacks of spiral-bound notebooks crammed with handwritten notations embedded with hidden information.

    “I came up with a code where different notes equal different letters and when it came to numbers, I would just correlate the numbers to notes in the scale and memorize the tune,” said Goldberg, an arts advocate and veteran music and arts professor at Cal State San Marcos. “When we got into the Soviet Union, they searched everything. With my music, they opened it up and there were some real tunes in there. If you’re not a musician, you wouldn’t know what’s what. They went page by page through everything — and then they handed it back.”

    This kind of audacious inventiveness has become her calling card, colleagues say. She is the sort of woman who makes things happen, in and out of the classroom. 

    She “brings the best of creativity and artistic excellence into her approach to training future educators. Her enthusiasm for teaching and being a lifelong learner is contagious,” said Tom DeCaigny, former executive director of Create CA, an arts advocacy group. “She infuses humor and a knack for storytelling with intellectual rigor resulting in a dynamic classroom.” 

    credit: Albert Rascon

    Merryl Goldberg’s class at CSU San Marcos

    Her cloak-and-dagger drama further reinforced her profound belief in the transformative power of the arts. She has long been a fierce champion for the arts as part of a comprehensive education. 

    “What happened in the big No Child Left Behind push (2001) is that they began only testing for math and reading to the detriment of all the other subjects, which is just horrible,” Goldberg said. “Before that, the disciplines were not so separate, and education was far more comprehensive. In fact, music education was brought on board because the Founding Fathers wanted people to be able to sing hymns. Visual art started because of the Industrial Revolution, they needed people who could draw.”

    Teaching the whole individual, integrating arts and social-emotional learning with academic rigor, is her mission. Indeed, in one of her signature courses, Learning Through the Arts, aspiring teachers learn how to teach reading, math, science and social studies through music, dance, theater, visual and media arts.

    “There’s been such a big myth about the arts as fluff. They’re not. Art changes lives,” Goldberg said. “There is more to learning than facts. You can look up facts. You can’t look up how to be creative, how to improvise, how to innovate. You have to cultivate those skills over time, and the arts teach you that.”

    Raised in Boston in a music-obsessed family, Goldberg is known for her chutzpah and her willingness to get creative to solve problems, such as the lack of arts educators in the state just as Proposition 28, the state’s groundbreaking 2022 arts initiative, ramps up. That’s why she created a new undergraduate pathway for arts teachers at Cal State San Marcos.

    “Merryl Goldberg has a grand vision,” said Alison Yoshimoto-Towery, executive director of the UC/CSU Collaborative for Neuroscience, Diversity, and Learning. “Joy is an integral part to learning, and Merryl embodies this exuberance in her work with teachers, educators, and artists. Her work demonstrates the power of using arts to accelerate acquisition of other content areas such as literacy and language for all students.”

    Goldberg is that rare academic who can build bridges between departments and disciplines at a time when many scholars exist in a silo of their own scholarship.

    “She’s been a mainstay in the arts education field in California for many years,” said Jessica Mele, former program officer specializing in arts education at the Hewlett Foundation, a charitable foundation. “Merryl’s track record and relationships with both the undergraduate programs and the teacher preparation programs were key in making the case. Rarely do these two departments at any given university talk to each other, let alone collaborate in this kind of way. These sets of relationships are rare and valuable, and make her work very impactful, drawing together education decision-makers, teacher trainers, and prospective teachers.”

    While some may associate the arts with an air of elitism, Goldberg is down-to-earth, quick to smile and unassuming, describing herself as a “big goofball.” Oh, and did we mention she’s a big Red Sox fan and also a boxer with a wicked left hook? As you might expect, when she gets in the ring, she finds the tempo in the pugilism. 

    “Merryl has so much going for her,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the California Council on Teacher Education. “I am impressed by the artful way in which she combines her high-level professional music skills and creativity so unassumingly with her passion for teaching. … I am also impressed with how humbly she is willing to learn from partners and collaborators. She asks questions from a genuine sense of curiosity and wonder.”

    As it happens, her espionage was also rooted in her musical acumen. Goldberg developed a code that looked like musical notation, like melodies, to the untrained eye, when in reality it contained the names and addresses of the dissident musicians known as the Phantom Orchestra. The plan was to meet with, and jam with, these musicians and then smuggle out information about defectors to supporters in the West.

    This proved to be more of an ordeal than Goldberg had anticipated. The KGB (today known as the FSB) remains notorious for the brutality of its intelligence gathering. She remembers being searched exhaustively, with agents going so far as to unwrap her Tampax. She and the other musicians were tailed, interrogated and often terrified, but the ruse seemed to work until one fateful day when the band found itself arrested, surrounded by soldiers toting machine guns.

    “It was scary,” she said. “They locked us up and interrogated us, and they kept us hidden. They took away our passports. They didn’t let us call an embassy or family members or anything. In hindsight, they were probably debating whether they should lock us up for a long time. It was a close call.” 

    The band ended up being summarily deported. They later learned that some of the musicians they met with had been arrested and beaten.

    “That was unimaginable to me,” she said. “It was very hard for me to cope with. The people we met were so heroic. They risked so much to fight for human rights.”

    Goldberg later went back to graduate school at Harvard and majored in education, homing in specifically on the role of arts in learning and cultural exchange. She explores the topic in her book, “Arts Integration: Teaching Subject Matter Through the Arts in Multicultural Settings.”

    The Soviet skullduggery also opened her eyes to the connection between musical notation and all other forms of code, including high-tech coding. To create her code, Goldberg assigned the notes in the chromatic scale, a 12-tone scale that includes semi-tones (sharps and flats), to the letters of the alphabet.

    One takeaway for her is that while the relationship between musical education and math achievement has been fairly well established, far too few music students recognize the connection between the complex patterns inherent to both music composition and computer programming and the employment opportunities it may afford, particularly in the booming cybersecurity sector. 

    Goldberg is also a staunch champion of arts equity, seeing the arts as a vital connection to our shared humanity and not just an extra enjoyed by the privileged. 

    Most of her students at CSU San Marcos are the first in their families to go to college. Many have grown up lacking basics like food. They often juggle long hours at work with school just to make ends meet, all to pursue the enlightenment promised by the arts. She sees this enrichment as a basic right, part of the bedrock of education, alongside literacy and numeracy.

    “The arts are an essential aspect of human development, that is, of knowing and being in the world,” as she puts it, “the arts are fundamental to education.”





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  • The kids are watching; what lessons are we teaching?

    The kids are watching; what lessons are we teaching?


    A high school calculus teacher helps her students at Glendale High School work through a tough word problem.

    Credit: Lillian Mongeau/EdSource

    Superintendents around the nation have stepped down from their roles at alarming rates.

    Since the start of July, more than two dozen district leaders have abruptly resigned, retired or been fired by their school board, according to an EdWeek analysis of local news coverage. A number of superintendents in California have left their districts in the last year.

    Recently, board meetings have become a political arena for issues such as banned books, critical race theory and Pride Month. In June, while I was serving as superintendent of Glendale Unified School District I, recommended that the board adopt a resolution to designate June 2023 as LGBTQ+ Pride Month. But this exact resolution — adopted without issue for three consecutive years — now faced backlash from some in the community.

    The controversy contributed to my decision to retire, although I had recently received a stellar evaluation from the board and signed a four-year extension to my contract. How do democratic values show up when angry individuals interrupt public meetings, invade private lives and threaten the safety of leaders? How can students advocate for themselves? How do educators and school administrators navigate public forums where our students’ opportunity to learn is at stake?

    Students, listen up. Here is a final message from your superintendent: You have a voice and you have agency. Schools belong to you, so be thoughtful and organized, engage in civil discourse to improve conditions for learning and teaching. These words stand in sharp contrast to the lesson played out at the Glendale board meetings. What students observed was far from the civil discourse I encouraged Glendale students to practice.

    Practice civil discourse and engage in dialogue, not just with those who are alike in their thinking, and always show courage. Finding common ground makes us a more united and powerful community.

    To teachers: With the support of school leaders, site leaders, and superintendents — uphold our democratic values and prepare students to become responsible and productive citizens. Teachers deliver lessons about democracy that center on citizenship and encourage individuals to respect diverse perspectives and opinions.

    However, what played out in Glendale reminds us that we must step back and ask what lessons we teach our children. How do they make sense of the rhetoric that adults model for them? What does this mean in a nation committed to respect for the individual’s rights and commitment to the common good?

    To parents: Get involved and volunteer at your student’s school site for student well-being. Trust the teachers and administrators. The way you build trust is by building a relationship. Relational capital is the prerequisite or foundation for building trust within the school community and beyond.

    Relationships established among the district’s stakeholders stem from a strong sense of belonging and a highly developed cooperation capacity. Trust is earned through the display of relational and interpersonal skills. Meaningful engagement with stakeholders requires the exchange of lived experiences to address challenges by generating solutions and building common ground.

    For fellow superintendents who had similar experiences with their boards, I emphasize the following priorities:

    • Ensure a positive, collaborative and productive relationship with the board built on trust and communication.
    • Earn public trust, welcome community support and honor student voice.
    • Build positive and productive relationships with political and community leaders, parents and business organizations.
    • Celebrate the community and our diversity, culture, traditions, history and expectations.

    Our kids are watching! What lessons will they learn? Is there a place where we can find common ground, model respectful discourse and promote the common good? There are at least two sides to any debate. Let us cherish our freedoms and those differences of opinion. This is what makes our society strong and preserves trust in public education.

    •••

    Vivian Ekchian served as the superintendent of Glendale Unified School District and was named Los Angeles County Superintendent of the Year for 2022-23. She has an Ed.D. from USC Rossier. Maria Ott, USC Rossier professor of clinical education and an expert on school administration, contributed to this commentary.

    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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  • Debate over parental rights vs. student rights to gender identity privacy comes to Clovis Unified

    Debate over parental rights vs. student rights to gender identity privacy comes to Clovis Unified


    Nearly 100 parents, former students and educators filled the Sept. 20 Clovis Unified school board meeting to voice their opinions on the prospect of a parental notification policy.

    Credit: Lasherica Thornton / EdSource

    Recent Clovis Unified school board meetings have been filled with posters bearing contrasting messages. “Support parental notification in schools. Stop keeping secrets from parents” as well as “Stop forced outing.”

    With those starkly different messages in the background, nearly 100 people spoke at the Sept. 20 board meeting, joining a debate that’s sweeping the state: parents’ right to know how their children identify at school versus students’ right to privacy about gender identity and expression.

    The contentious discourse came to Clovis Unified not because of a proposed school board policy — as has been the case in other school districts, including Chino, Temecula, Anderson Union High, Murrieta Valley and Rocklin — but because of a Student Site Plan, an optional form that, some say, could undermine students’ right to privacy by outing them to their parents. The district says it uses the form to gauge students’ needs for access to facilities such as restrooms and locker rooms.

    Under a 10-year-old law known as Assembly Bill 1266, students in California have the right to access school facilities that are consistent with their gender identity, regardless of what’s listed on their school record.

    The district spokesperson said that while the form could help facilitate a conversation with parents, students can opt out of completing it.

    “While there is no hard and fast ‘yes’ or ‘no’,” about whether parents must be notified for students to access facilities aligned with their gender identity, said Kelly Avants, spokesperson for the district, “in general, we would work with the student about parental notification.”

    Internal Clovis Unified guidance for administration details notifying parents if students want to access a facility aligned with their gender identity, but officials would not deny them access because of AB 1266.

    “Access will be provided while informing those with educational rights (typically parents/guardians for minors),” according to the district guidance documents.

    “They’re notified whether or not the SSP (Student Site Plan) is in place,” said Drew Harbaugh, chapter president for PFLAG Fresno, an organization that supports and advocates for LGBTQ+ people and their families, including many Clovis Unified parents.

    What’s on the Student Site Plan form?

    The Student Site Plan asks students for their legal and chosen names, pronouns, gender assigned at birth, gender identity and gender expression.

    Students provide information on their programs and activities and indicate whether they want to access restrooms and locker rooms by their gender at birth, gender identity or a gender-neutral space, such as the nurse’s office.

    Parents or guardians must consent to or participate in completing the form.

    “The SSP is our district’s process by which a student and parent have the opportunity to sit down with school staff and arrive at a plan to support the student,” the guidance documents say.

    Though the process for facility usage has changed over time to meet state laws and requirements, the Student Site Plan was first established in the school district last school year, Avants said.  According to the district’s internal document, the form replaced the Gender Acknowledgement Plan, which had involved parents, but only at the student’s discretion.

    Clovis Unified, Avants said, created the form in an attempt to address the “complexities of meeting the unique needs of individual students and families.”

    What’s the process for accessing facilities if students do not complete the form?

    For students who want to access different facilities but do not want to complete the form, they’d inform the school, Avants said. Trained school staff and the student then discuss how to accomplish that.

    Using a gender-neutral space doesn’t require parental notification. However, “parents must be informed,” district guidance says, if a student seeks the use of a facility that’s different from the gender assigned at the student’s birth or what’s listed on records. Such students are granted access in either event, the guidance states.

    “The student is allowed access in accordance with AB 1266 and California Education Code, but not at the expense of or superseding parents’/guardians’ educational rights to be informed,” the district guidance states.

    So, “the guidance still directs staff to out them,” even though students have the right to access their preferred facilities, Harbaugh said.

    If telling their parents causes students to be concerned about their safety, the district guidance spells out how staff should report suspected child abuse to Child Protective Services — if evidence exists. While the guidance directs staff not to complete the Student Site Plan in that scenario, it instructs staff to offer the student a meeting with the school’s psychologists or safety team about those concerns and to help the student communicate with their parents or guardians. The guidance also tells staff to attempt to facilitate the Student Site Plan with students and parents, if that’s appropriate.

    Legislation isn’t ‘well-established’

    AB 1266 is “silent” on practical application and implementation, Avants said, so the Student Site Plan attempts to balance facility access, parent rights to information, student needs and parental involvement.

    “We do look at every child individually and work to make sure they’re supported and safe at school,” said Clovis Unified Superintendent Corrine Folmer, emphasizing the “balance” of the site plan.

    “It’s not an area of law that’s well-established,” said Maiya Yang, Clovis Unified in-house counsel, adding that current lawsuits are proof of that.

    In July, a federal judge in Sacramento ruled that California is not violating parents’ rights by not informing them of students’ gender identities. The California attorney general filed a lawsuit in August against Chino Valley Unified in San Bernardino County, requesting a stop to its policy; a judge blocked the policy in early September.

    Proponents of notification have also had some success in court. In August, two Escondido Unified middle school teachers in San Diego sued the school district and the California Department of Education for a policy prohibiting teachers from discussing students’ gender identity with parents. In that case, a San Diego federal judge recently ruled that parents have the right to be told how students identify, conflicting the July ruling from the Sacramento federal judge.

    Avants said other districts’ policies seem to be “a black-and-white treatment of a nuanced topic.”

    And comparing Clovis Unified to those districts that have adopted parental notification policies is a “miscategorization of our process,” she said. “Our process is individualized, customized (and) looks at every child individually.”

    Even though Clovis Unified hasn’t proposed a policy, people are already advocating for or against the prospect of one.

    On one side of the issue, many Clovis Unified parents and other members of the school community urged the school board to adopt a parental notification policy to involve parents in the decision-making of their children’s education and to provide them access to all information that affects student well-being.

    “My rights matter,” said Ashley Williams, parent of two Clovis Unified students. “I’m a parent, and my rights to my children trump people’s concerns” about possible abuse by parents and self-harm of students who are outed.

    Many other parents, former students and educators say the school district should allow students to come out in their own way, when they’re ready, while protecting students who don’t feel safe to do so.

    “While I value the parent-child relationship and would hope children feel safe to share this part of themselves with their parents, it remains a reality that that is not the case for many CUSD students,” said Clovis Unified teacher Laramie Woolsey.

    According to the National Network for Youth, a lack of parental acceptance, causing family conflict, is a leading cause of homelessness for LGBTQ+ youth, who are disproportionately impacted. The LGBTQ mental health nonprofit Trevor Project also found that 41% of LGBTQ youth seriously considered killing themselves in the past year.

    Woolsey said many of her students told her about their sexuality and gender identity, rather than their parents.

    “Many of these students struggled with suicidal thoughts because they imagined that death would be easier than being someone other than who their parents wanted them to be,” Woolsey said. “Why did these students come to me and not to their parents? Because they knew I was a safe person to talk to who wouldn’t judge them, invalidate them or otherwise harm them.”

    “ I earned their trust.”

    In Clovis, there is no policy and won’t be one anytime soon

    At a Sept. 13 meeting, where two dozen people also spoke and the Sept. 20 meeting, neither the site plan form nor a proposed policy was on the agenda, so board members could not address community members on the topic.

    But Clovis Unified School District and its board do not and will not have a policy until there is legal clarity, Avants said.

    “They (the school board members) have said, publicly several times, they have no interest in putting on their agenda a policy that is under legal challenge,” Avants said. “We’ll visit this when there’s more legal clarity.”

    Concerned community members, such as Harbaugh, say that the district’s insistence that the Student Site Plan is not a board policy makes it impossible to address the subject.

    “By not making it a policy, they take away any options we have for recourse,” Harbaugh said. “But if they’re still putting it in place regarding these students … whether or not they’re calling it a policy, they’re implementing it as a policy.”

    Because legislation is developing and evolving, Yang, the district’s general counsel, said it will take several years for local, state and federal courts to give school districts guidance on handling situations where the rights of students and parents conflict.

    “Unfortunately, for school districts like us that are trying to navigate this very important issue,” Yang said, “we don’t have a lot of guidance.”





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  • Cal State graduation rates remain flat for second consecutive year

    Cal State graduation rates remain flat for second consecutive year


    Credit: Noah Lyons / EdSource

    California State University’s four-year graduation rates remain flat for the 23-campus system just two years before the end of a 10-year deadline to dramatically improve them.

    The system announced Monday during its Graduation Initiative 2025 symposium in San Diego that rates remain unchanged from last year for first-time students. Preliminary data shows the four-year graduation rate remains unchanged from last year at 35%. The system’s 2025 goal is 40%. The six-year graduation rate for first-time students also remains the same as last year at 62%. The 2025 goal is 70%.

    Graduation rates for transfers also remain flat this year, although the two-year transfer rate increased by 1 percentage point from last year to 41%. The 2025 two-year transfer goal is 45%. However, four-year transfer rates slightly decreased from 80% last year to 79% this year. The 2025 four-year transfer goal is 85%.

    Despite the stall, Cal State has doubled its four-year graduation rates from 19%, when the 2025 graduation initiative was created in 2015. And since 2016, the CSU has contributed to an additional 150,000 bachelor’s degrees earned.

    “We have no shortages of challenges ahead,” CSU Chancellor Mildred Garcia said during the symposium. “Persistent opportunity gaps continue to shortchange our students and our state. There is a greater need now, more than ever, to expand access and affordability, to proactively recruit and serve students of all ages and stages. Not only to elevate lives but to power California’s economic and social vitality.”

    However, graduation equity gaps persist throughout the system. The gap between Black, Latino and Native American students and their peers increased by 1 point this year to a 13% difference. The graduation rate for Black students is at 47%. And the socioeconomic gap in graduation rates between low-income and higher-income students increased to 12%, said Jeff Gold, assistant vice chancellor for student success in the chancellor’s office.

    “Graduation rates, although they are at all-time highs, have stagnated,” Gold said, adding that the system has been stuck at a 62% six-year graduation rate since 2020.

    Jennifer Baszile, Cal State’s associate vice chancellor of student success and inclusive excellence, said the system is proud of its work to increase rates since 2015, but “we still know there is more work ahead.”

    “Across the country, institutions have seen a growth in equity gaps,” Baszile said, adding that much of that is due to the effects of the coronavirus pandemic and the pressure on students to work or take care of their families.

    But the chancellor’s office is also working on strategies to understand and intervene where it can to improve the college experience for low-income and students of color, she said. For example, former interim Chancellor Jolene Koester assembled a strategic workgroup on Black student success to study trends and improve education for that group of students.

    Cal State will release more data, including graduation rates by campus and race, over the next several weeks.

    “While the CSU’s collective focus on our ambitious goals has resulted in graduation rates at or near all-time highs, there is still much to accomplish in the coming years,” Chancellor Garcia said. “We will boldly re-imagine our work to remove barriers and close equity gaps for our historically marginalized students — America’s new majority — as we continue to serve as the nation’s most powerful driver of socioeconomic mobility.”





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  • How are UC and CSU students managing the cost of textbooks?

    How are UC and CSU students managing the cost of textbooks?


    San Diego State University’s Equitable Access textbook program costs students $19.75 per credit, but some opt for cheaper textbooks outside of this program.

    One student who opted out is Kimberly Watkinson, leading her to search for textbooks on her own.

    “I do it through my own means. I buy them on Chegg or Amazon, or sometimes I look for students who have the same class as me, and maybe they can sell me their books,” she said.

    Some of her professors offer the class materials for free, through PDFs and other alternatives.

    “There are some classes, mostly in childhood development, where we only look at articles and they are usually free and posted on Canvas. Or they use books that are from friends of them,” Watkinson said.

    She added that collaborating with classmates is a good way to lower individual costs.

    “I’ve had classes where I even share a book with another person to do the assignments because it’s so expensive that I cannot afford it,” Watkinson said.

    While her textbook plans are constantly shifting and the costs are demanding, they haven’t had a bearing on her academic ambitions.

    “I learn about how much the books cost when I am in the class because there’s some professors who post how much they are,” Watkinson said. “But I haven’t dropped out because I find my ways around and maybe share with another person, buy it somewhere else, or rent it.”

    Kimberly’s story gathered by California Student Journalism Corps member Noah Lyons.





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  • To make dual enrollment more equitable, bring the college experience to high school

    To make dual enrollment more equitable, bring the college experience to high school


    Justice Spears is a senior at Sacramento Charter High School, who is enrolled in the Panther Pipeline Program.

    Credit: Arrows Digital / St. HOPE Public Schools

    College enrollment was declining even before the pandemic. According to the National Center for Education Statistics, “the overall college enrollment rate for 18- to 24-year-olds decreased from 41% in 2010 to 38% in 2021.” In 2021, the college enrollment rate for 18- to 24-year-olds was highest for Asian students (60%) compared to 37% for Black students and 33% for Hispanic students.

    One important way to increase college attendance is through dual enrollment programs in which high school students take college classes and receive college credit. According to a recent report from the Public Policy Institute of California, participation in dual enrollment programs is associated with higher high school completion, college readiness and higher academic achievement.

    While the benefits of dual enrollment are clear, not all students have the bandwidth to take college classes on top of their high school coursework. In order to reduce barriers and increase access to college-level courses, we have taken dual enrollment one step further at St. HOPE Public Schools. Our Panther Pipeline program brings the college experience to our high school campus. Through our partnership with the Los Rios Community College District, college professors come to Sacramento Charter High School and teach our juniors and seniors in person. Scholars enrolled in the Panther Pipeline program take rigorous college courses and receive both high school and college credit.

    This program is unique because our scholars do not have to leave our high school campus to take college courses. Two days a week, college professors come to Sac High to teach in person, and the other three days, scholars complete their college work in class with their Sac High instructional aide. By bringing college to our scholars and allowing them to receive both high and college credit we are making dual enrollment more accessible and an option for scholars who may not otherwise be able to take high school and college classes at the same time.

    The benefits of bringing college courses to our scholars are far-reaching. Our student population is predominantly low-income minority students, and many of our scholars are the first in their families to go to college. By exposing them to college before they need to apply in fall of their senior year, we hope to spark their interest in pursuing higher education and expand their worldview of what opportunities are available in college. Providing our upperclassmen with multiple college course offerings while they are in high school helps them home in on what major they may want to pursue in college as well as think about what career might be the best fit for them.

    Dual enrollment programs provide students with an opportunity to graduate from high school with college credits, which helps them save money on college tuition by reducing the number of college classes they need to graduate. High school juniors enrolled in our dual enrollment program could potentially take four college courses before they graduate from high school, saving them time and money while in college.

    Bringing college classes to our high school campus also helps reduce transportation barriers for students who may not be able to travel to a college campus. Many of our scholars have after-school commitments — jobs, sports, and responsibilities at home — that might prevent them from taking courses at a college campus, but when they are part of their high school day, those barriers are removed.

    An important part of our dual enrollment program is that it provides students with a multitiered system of support. We have high school teachers who help students navigate and manage their college coursework, and students have access to the Los Rios College campuses, facilities and tutoring resources. This is critical for preparing students for university-level expectations and ensuring they have the study skills to succeed in college.

    As we collectively work on increasing access to college and career pathways, I encourage high schools around the state to offer dual enrollment programs that provide students with both high school and college credit. Taking college courses in addition to high school classes can be daunting, but combining college and high school credit is much more doable for many students, especially those we are trying to get into the college pipeline.

    •••

    Lisa Ruda is superintendent of St. HOPE Public Schools, a tuition-free, college prep public charter school network in Sacramento.

    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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  • Josh Cowen Is Running for Congress in Michigan!


    Josh Cowen has announced his candidacy for Congress in a swing district in Michigan. The seat is currently held by a Republican.

    Josh’s main issues will be education and affordability. He told the AP:

    In an interview with The Associated Press, Cowen said federal worker layoffs and cuts to research funding and Medicaid inspired him to run for the Lansing-area seat that Barrett flipped in 2024. 

    “What it really means in our daily lives is disinvestment from services that we depend on,” said Cowen, an education policy academic who is known for his research and arguments against school vouchers.

    Josh’s latest book, The Privateers: How Billionaires Created a Culture War and Sold School Vouchers, exposed the failure of vouchers to produce academic improvement or to help poor kids. He had spent nearly 20 years as a voucher researcher, working within the studies. He came to realize that most of those students who used vouchers had never attended public schools. Vouchers, he saw, were a subsidy for affluent families.

    I sent a contribution to Josh’s campaign. He is the only candidate, to my knowledge, who is running to be an advocate for public schools. We need his voice in Congress. Open this link to send him money for his campaign.

    Nick Wu of Politico wrote about his entry into the race:

    Democrat Josh Cowen is launching a bid by highlighting education and affordability issues in what is already becoming a crowded primary in a tossup Michigan district.

    Cowen, an education policy professor at Michigan State University, singled out the school choice and voucher programs pushed by Michigan Republicans like former Education Secretary Betsy DeVos as part of what inspired him to run for Michigan’s 7th Congressional District in the central part of the state.

    “I’m a teacher, and I have been fighting Betsy DeVos across the country on a specific issue, and that’s privatizing public schools,” Cowen said in an interview. “She’s been trying to disinvest, defund commitments to kids and families all over the place, and that’s actually the same fight as everything that’s going on right now — trying to protect investing in health care through Medicaid and other systems — protect jobs.”

    Democratic congressional candidate Josh Cowen sits for a photo.

    Josh Cowen is running for Michigan’s 7th Congressional District.  |  Cowen campaign

    Several Democrats have already announced bids against Rep. Tom Barrett (R-Mich.), who flipped the seat last cycle after Rep. Elissa Slotkin (D-Mich.) vacated it to run for Senate. He could be a tough incumbent for Democrats to dislodge and reported raising over $1 million last quarter

    Still, Democrats see the narrowly divided seat as a top pickup opportunity next year, with former Ukraine Ambassador Bridget Brink and retired Navy SEAL Matt Maasdam among the field of candidates running. Cowen brushed off concerns about a contested primary, saying, “They’re going to run their campaigns. I’m going to run mine.”

    “I am going to be running really hard on the fact that I am in this community. I’ve been here for 12 years. My kids went to public schools here. My youngest is still there,” he added.



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  • Fresno teachers vote to strike; negotiations with district continue

    Fresno teachers vote to strike; negotiations with district continue


    Thousands of Fresno Unified educators – a part of the Fresno Teachers Association – started voting on whether to strike during an Oct. 18 rally.

    Credit: California Teachers Association / X

    Thousands of educators in Fresno Unified have voted to strike, the Fresno Teachers Association announced Tuesday morning.

    From last Wednesday to Monday, more than 4,000 FTA members had the opportunity to cast their votes on whether to strike. Nearly 3,700 voted with 93.5%, or over 3,400 educators, voting yes.

    Teachers union President Manuel Bonilla said the vote sends a clear message: “We have a mandate, and we are willing to strike.”

    “Our teachers are tired,” he said. “Tired of the empty promises, the nonsense slogans, the highly paid administrators paying lip service to solving real issues on our campuses.”

    After more than a year of negotiations, four key issues have emerged, Bonilla said: reducing class size, reducing the caseload for special education teachers, paying educators a wage that keeps pace with inflation and maintaining the employee health fund.

    If Fresno Unified School District and the teachers union can’t agree by next week, starting Nov. 1, teachers will strike and form picket lines in front of the district’s 100-plus campuses and district office.

    Besides initiating the strike on Nov. 1, educators plan to be at district schools this Friday to inform parents about the four issues and provide information about the strike.

    The district, according to a Tuesday afternoon statement, are prepared for a strike.

    “Fresno Unified reassures its families, students, and staff that we are prepared to keep our schools open, safe, and full of learning during an active teacher strike,” the statement said.

    Can a strike be averted in the face of mutual disrespect?

    Even though the last teachers strike was in 1978, Fresno Unified and the teachers union have been on the brink a few other times. In 2017, teachers voted to strike, but a third party stepped in and negotiated a compromise.

    This time, even a week ahead of a strike, Bonilla said the union is ready “at any moment to come to the table and reach a fair contract.”

    “As we prepare for a potential strike, we are always willing to be at the table,” Bonilla said. “A strike can be averted.”

    Fresno Unified and FTA leaders were in negotiations Tuesday afternoon, according to district spokesperson Nikki Henry.

    And that dialogue will continue, Fresno Unified’s statement said, because “we support our staff, our families, and our students while remaining fully committed to a mutual agreement.”

    Fresno Unified’s latest proposal includes 19% pay increases over the next three years, expanded medical benefits for the rest of employees’ lives and changes to class size overages.

    “Fresno Unified stands proud of the updated offer we have made to the FTA which includes raising the average teacher’s base salary to $103,000 annually, provides affordable, high-quality medical coverage for life, and continues moving towards lowering class sizes,” the district’s statement says. 

    The teachers union rejected the proposal because the offer does not raise teachers’ pay enough to keep pace with inflation and cost-of-living increases, doesn’t reduce class size and still comes with a cut to the district’s health care fund contribution.

    “During the course of negotiations, it has become abundantly clear that Superintendent Nelson is disconnected from the realities of the classroom, out of sync with our district’s needs,” Bonilla said, “and now, he’s out of time.”

    The district’s revised proposal came after daily negotiations with the union, from the Oct. 5 release of a fact finder’s report until Oct. 13, Superintendent Bob Nelson said.

    Much of what’s in the district’s latest proposal was recommended in the report, including creating a problem-solving team to focus on issues, ways to increase pay, expanded medical benefits for employees working in the district for 20 years and the union-district contract becoming a “living document.”

    But there were so many unresolved items ahead of the fact-finding process in early September that Don Raczka, author of the fact-finding report, said it was as if the district and union had not bargained in the year prior.

    In a matter of days, Raczka said, he witnessed both the district and union be “disrespectful” and exhibit behaviors that are detrimental to establishing trust.

    Ultimately, the report, shared publicly on Oct. 16, focused on salary, benefits and class size, three of the four areas that the district and union remain deadlocked on.

    What happens during a strike?

    If teachers strike on Nov. 1, Fresno Unified will keep schools open. But many programs and services may suffer.

    School transportation and before-and-after-school care will continue during a strike, but all Fresno Unified events — including camps, field trips, community meetings, tournaments and access to health centers — outside of regular school and after-school hours, will be canceled, according to a document shared with families and posted on the district website. The only exception will be high school sports practices and competitions, which will be supervised by administrators and hired security.

    Students’ individualized education plan schedules must be adjusted.

    The district also has made plans to ensure that dozens of medically fragile students have uninterrupted access to services.

    As part of a $3 million allocation, the district will pay $451,000 for student health care services as needed because nurses could also strike as members of the union, which represents over 4,000 teachers, nurses, social workers and other professionals. The allocation will also fund curriculum, security and substitute teacher hiring and orientation, not including their daily pay.

    According to Fresno Unified, the district will pay substitute teachers $500 a day if the strike happens. It has over 2,100 subs who are credentialed, qualified, fingerprinted and have completed background checks. But because that isn’t enough to cover the 3,400 union members who voted to strike, the district also plans to put district personnel in the classrooms.

    Bonilla referred to the substitute teachers as babysitters who would hand out packets of work — $2 million worth of curriculum materials, which was part of the $3 million the district allocated to prepare for the strike.

    “That is not quality education,” he said.

    Parents, he said, must choose between sending their children to school during a strike with “a random babysitter” or keeping their kids home — which would bring the strike to a quick end.

    However, students who miss school during the strike will not receive academic or attendance credit, and the absence will not be excused, according to Fresno Unified.

    Despite the district’s reassurance that learning will take place, Bonilla said education won’t be happening during a strike.

    “Teachers are making a sacrifice – in this case, they won’t be compensated for those days,” Bonilla said. “They’re making a sacrifice on behalf of their students in this community…”





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  • UC Riverside’s new health center at forefront of national student wellness trend

    UC Riverside’s new health center at forefront of national student wellness trend


    The lobby at UC Riverside’s new Student Health Center.

    Credit: Stan Lim / UC Riverside

    A newly built $36 million student health clinic at UC Riverside aims to provide a wide array of medical and mental health services in an attractive building that showcases views of nearby mountains. The two-story Student Health and Counseling Center includes a food pantry, a pharmacy, an outdoor balcony for meditation and waiting rooms that look like hip hotel lobbies. 

    And beyond serving Riverside students, it may become a national model of how campuses are investing more resources to keep their students physically and emotionally well in the post-pandemic era, experts say.  

    The 40,000-square-foot clinic will provide “one-stop shopping for wellness” that integrates physical and mental health services, said Denise Woods, UC Riverside’s associate vice chancellor of health, well-being and safety. During a recent tour, she said she expects that the building will make it easier for a student to tap into multiple types of services.

    The new UC facility replaces a 60-year-old building that is half its size and was built when the student population, now about 27,000, was much smaller. Paid for by UC bonds and other funds, the clinic centralizes services that had been scattered around campus and moves them closer to dormitories for students’ convenience.  

    Credit: Stan Lim / UC Riverside

    The new Student Health Center at UC Riverside.

     Nadia Colón, a fourth-year psychology and law and society double major who is a student senator, said many students have been looking forward to the new building, which opened last month. “I think it will be perfect for students who need medical or counseling help,” she said. The old, smaller building has some good services, but “the new building, from what I have seen, is updated and has more resources.”

    The medical health clinic and pharmacy are on the first floor along with a satellite food pantry for students who need food or household supplies to get through the week. Mental health counseling rooms are on the second floor, with extra soundproofing so passersby cannot hear therapy sessions. 

    Helps with recruiting

    Experts say the new health center is an example of how colleges and universities are emphasizing students’ medical and psychological wellness much more than in the past, particularly after the challenges posed by the pandemic and the emergence from it. In the long run, they say, such attention pays off for the schools, helping to recruit new students and improving graduation rates and alumni relations.  

    For a long time, we’ve known that physical and mental health and well-being are an important part of academic success, retention and graduation. It’s been shown that when students are physically and emotionally well, they perform better,” said physician Michael Huey, former interim chief executive officer of the American College Health Association and former executive director of Emory University’s health and counseling services. 

    More universities are renovating or replacing old health facilities and grouping services under one roof, he said. For students seeking medical or counseling assistance for the first time without their parents’ guidance, encountering a “modern, spacious, clean and professional-appearing center” helps them get past initial fears, Huey added. And ensuring privacy in counseling rooms helps to ease the stigma some young people might feel about reaching out for emotional help, he said. 

    New health centers can also bolster new enrollment, according to Richard Shadick, who is a board member of the Association for University and College Counseling Center Directors and director of the counseling center at Pace University in New York City. “I think having a new building that addresses the needs of students, the physical and psychological needs of students, is a great idea. More and more families are looking at the wellness services provided by schools when making a decision about where the students go to college. It’s become rather common for that being a selling point for a college or university,” he said. 

    Credit: Stan Lim / UC Riverside

    The pharmacy at the Student Health and Counseling Center.

    National surveys by the American College Health Association show a significant drop this past spring in the rate of undergraduates who rated their health as very good or excellent compared with 2020: 47% compared with 55%. However, it shows that the most common health ailments are not life-threatening at their age, such as allergies, back pain, sinus infections and colds.  

    On the psychological side, more students are coming to college already having experience with mental health counseling or medication. Research by the Center for Collegiate Mental Health, which is located at Penn State, showed that about 60% of students who use college counseling services had been in prior mental health treatment, compared with 48% about a decade ago. Social anxiety among students is on the rise, fueled by social media and concerns about coming back to in-person classes after isolation during the pandemic, according to the center. 

    Credit: Larry Gordon / EdSource

    Dr. Kenneth Han, UC Riverside’s chief medical officer in the new clinic.

    At UC Riverside, the new center’s layout placing counseling on a separate floor provides privacy, but the easy proximity to the medical floor also can help physicians and counselors to work closely together and with patients if need be, said Kenneth Han, UC Riverside’s chief medical officer.

    “It’s not just about a specific ailment. It’s so much more than that for (a student) to be successful. How are things going in with your classes? With your friends? With your professors? I can see you for your diabetes, your cough, your cold. And we will talk about all those things,” he said. 

    Last year, about 1,840 students a month came for medical visits and about 590 for counseling and psychological care, the campus reports.

    The center handles mainly routine illnesses and injuries like flu, urinary tract infections, stomach pain and sprains and offers vaccinations and birth control. It sends students to local hospitals for emergencies and surgeries.

    Credit: Stan Lim / UC Riverside

    The Student Health and Counseling Center has 25 exam rooms, more than twice that of the old building.

    For example, the center’s doctors will not reset bones and will stitch wounds only if away from the face or hands, officials said. It is open weekday daytime hours, although a nursing phone line is available around the clock, seven days a week, and students may be referred to off-campus urgent care centers on nights and weekends.

    Fourth-year student Allison Escobar, a psychology major from Redwood City, said she thinks the new building will attract more students. Recently she worked there as part of a team preparing the center for its opening. It is a big improvement over the old one, which she said “had a lot of things wrong with it.”  Here, she said, students especially appreciate the improved and soundproofed counseling rooms. “Students care about their privacy during what they are going through. A lot of consideration for privacy is a huge thing,” she said.

    Counselors respond to mental health emergencies

    Set to launch within months, a new emergency response team of mental health professionals — rather than campus police — will be first responders to most mental health emergencies such as a suicide threat or depression. In response to systemwide UC policies enacted two years ago, all UC campuses have formed or are starting similar teams.

    Credit: Larry Gordon/EdSource

    The van of the new crisis response team at UC Riverside.

    That is now the preferred alternative to dispatching uniformed police in patrol cars whose presence sometimes escalates a situation, although police are available to counter any violence, officials say. The Riverside campus experiences about four such emergency episodes a month on average.

    The new emergency intervention team will have offices in the health center, and its blue van is parked just outside, painted with a rainbow logo declaring “UCR Health, Well-Being & Safety, Supporting Student Success Holistically.”  

    “We want the right people to address the right issues,” Han said. “If there is an underlying mental health issue, we don’t necessarily need to have security get involved.”

    Bringing in the outdoors

    The clinic was designed by the HGA architectural firm, which has several offices around California, and was built by Turner Construction. Kevin Day, the project’s design principal architect at HGA, said it was important to provide views of the Box Springs Mountain Reserve, a large park next to campus, through the lobby’s glass walls and big windows as well as to have an outdoor courtyard and balcony with shade. Appointment windows on both floors look like contemporary theater box offices, and the interiors are painted in cool pastel shades.   

    Connecting the clinic to the natural landscape “becomes a part of the healing process. It is really about creating a welcoming environment,” Day said. Knowing that coming to a medical appointment can be stressful, his team’s goal was to design a building that would help “lower the blood pressure.” 

    The building takes into account the recent pandemic. The 28 counseling rooms are much larger than usual to provide safe distances between therapist and patient. Several of the 25 urgent care and primary care exam rooms have special ventilation systems to limit the spread of air-borne illnesses.

    Credit: Stan Lim / UC Riverside

    A Student Health and Counseling Center exam room.

    The soundproofing for counseling rooms is a switch from the old building, where therapists sometimes had to use noise machines to block conversations from the public. All those rooms have windows, for a brighter atmosphere. Plus, the center is developing a mobile check-in system so students who do not want to wait in a public lobby can go directly to their appointments when notified via text.

    Online counseling became more popular during the pandemic, and that will still be offered as an option. However, many colleges and universities across the nation reported overall declines in demand for all counseling services during the pandemic even as mental health problems increased. Numbers have rebounded at many schools but not to the pre-pandemic level. UC Riverside hopes to build up those visit numbers as students get familiar with the new building.

    Unless they opt out and use family or other coverage, UC Riverside students pay about $2,100 a year for campus health insurance as part of their registration fees and receive most medical services without any additional costs. All students, regardless of insurance status, can get free, unlimited counseling sessions, although most usually need only four to six visits; that is funded through the mandatory $410 annual student services fee.





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