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  • Dual admission programs a tool for addressing state’s transfer challenges, panel says

    Dual admission programs a tool for addressing state’s transfer challenges, panel says


    https://www.youtube.com/watch?v=2a7FKovXyWQ

    A group of education leaders and experts representing both community colleges and four-year universities agreed during EdSource’s Wednesday roundtable discussion that dual admission might be one of the most promising solutions to California’s broken transfer systems.

    About 2 million students are enrolled in the state’s 116 community colleges, yet just 10% of them transfer to a four-year university within two years, according to research from the Public Policy Institute of California, or PPIC.

    “At the end of the day, it’s really important for us to ensure that transfer is as seamless as possible, that students have the information they need upfront, that it’s actionable, that they’re able to take the courses they need and get through to transfer,” said Hans Johnson, a senior fellow at the PPIC Higher Education Center.

    Panelists at the roundtable — “Is dual admission a solution to California’s broken transfer system?” — agreed that dual admission should be available statewide for all interested students in order to ensure more seamless transfers.

    The roundtable included discussion of a state law passed in 2021 that sought to improve transfer rates in California. The postsecondary education trailer bill, or Assembly Bill 132, asked the University of California and required the California State University systems to create such programs for students who didn’t “meet freshman admissions eligibility criteria due to limitations in the high school curriculum offered or personal or financial hardship.”

    going deeper

    Visit the virtual event page for EdSource’s dual admission roundtable for more information about the speakers and a list of resources.

    Dual admission programs offer students guaranteed admission into certain four-year universities after completing a specific list of lower division courses at a community college. This is different from dual enrollment, a process in which students earn college credit while in high school.

    This law could potentially transform the state’s higher education pathways, given that California ranks 41st when it comes to high school graduates who enroll in a four-year university but third in its share who enroll in community college, according to Johnson.

    “What that means is that transfer students are critical to ensuring that California really provides a meaningful ladder of educational and economic mobility for our population,” Johnson said.

    While the state law calls for a pilot program, CSU’s dual admission program is permanent. It’s called the Transfer Success Pathway Program and launched in fall 2023 with an initial cohort of 2,000 students, said April Grommo, CSU’s assistant vice chancellor of enrollment management.

    “We purposely are creating a statewide system,” Grommo said. “We also know that students transfer or take courses at multiple community colleges, and we wanted all of that credit to be reflected in the system and for students to be able to accurately track how many units they’ve completed, what their transferable GPA is, and how they fulfill general education and major prerequisites so that they truly understand the courses that they need to transfer.”

    CSU’s program includes all campuses, though some of the most impacted majors are excluded, while UC’s program is limited to six of the nine campuses. CSU also goes beyond what’s required by law by offering dual admission to just about any student who was rejected or simply chose not to attend CSU.

    “Just for scale, there’s 162 community college students in the dual admission program for UC, and there’s 2,008 students in the dual admission program for CSU currently in the community colleges,” said panelist John Stanskas, vice chancellor for educational services and support at the California Community Colleges Chancellor’s Office.

    Roundtable panelists also discussed existing programs that could be used as a model for more statewide access to dual admission.

    One such example is in the state of Virginia, where Northern Virginia Community College has a dual admission partnership with George Mason University, which sits just 5 miles away. One of the roundtable panelists, Jaden Todd, is a current student at the community college and shared his experience.

    A significant benefit of his dual admission program, called ADVANCE, has been the clarity of knowing exactly which classes he’d need to take at his current campus and at George Mason University after transferring. A clear understanding of the courses he’d be required to take was important, he said, as he decided whether to pursue computer science versus computer engineering.

    “The fact that I’m able to see not only what classes I need to take here at NOVA (Northern Virginia Community College) but also what it transfers to and what it transfers as, I think that’s one of the biggest benefits of the program,” said Todd, who is on track to transfer to George Mason University in one year.

    “I don’t have to worry I’m wasting my money, I don’t have to worry I’m wasting my time. … I don’t have to be a junior taking freshman classes because I didn’t know that this history class was a prereq for this other class.”

    Todd said he’s also benefited from having access to a second campus.

    “That’s something that I wouldn’t have if this ADVANCE program doesn’t exist because I have access to everything a GMU student has access to because I’m considered a GMU student, even though I’m at NOVA,” Todd said, referring to George Mason University.

    Some GMU resources available to Todd are their libraries, a lab with 3D printers, and access to their student clubs.

    One of the longstanding challenges that California community college students face when transferring to a CSU or UC is the need to align the courses on their transcripts with the courses they must take after transferring. It’s a challenge that NOVA and GMU avoided by clearly outlining required courses for students enrolled in ADVANCE, but one that students in Long Beach City College’s initial dual admission program often came up against.

    In its initial iteration of the program in 2008, Long Beach City College partnered with Long Beach Unified and CSU Long Beach to create the Long Beach College Promise. Understanding which courses students were required to take at each level of their higher education journey, however, “was almost like a maze that they were trying to demystify,” said panelist Nohel C. Corral, executive vice president of student services at Long Beach City College.

    In 2019, the college relaunched a revised version called Long Beach College Promise 2.0, Corral said.

    “We mapped the courses students would need to take in their first two years here at Long Beach City College and what it would look like in their last two years at California State University Long Beach,” Corral said. “And that required a lot of coordination between the instructional faculty at both Long Beach City College and at Long Beach State, in addition to counselors and advisers in both institutions.”

    The relaunched program included 38 students enrolled at Long Beach City College who were also given CSU Long Beach student identification cards with access to the CSU library, sporting events and career services, among other resources. The following year, the cohort included 162 students, which grew to 774 by the fall of 2021.

    “We’re still tracking them and collecting data to assess the transfer rates for those cohorts, but for that fall 2019 cohort, we saw significant transfer rates compared to other populations,” he said.

    The panelists agreed that geography may become a potential challenge in the development of dual admission programs statewide, given California’s size. They also agreed, however, that regional partnerships become crucial in those areas.

    Just last week, for example, Chico State announced a dual admission partnership with seven community colleges. Fresno State and Fresno City College also have a partnership; likewise, CSU Bakersfield has one with Bakersfield College.

    Corral suggested “starting off with the data and seeing where the students are transferring to, if you don’t have a local CSU in your direct vicinity, so that you can start those dialogues and start those engagements with those CSUs that your students are going to.”

    Stanskas, of the community colleges’ chancellor’s office, said that dual admission can be “especially important for our place-bound students who can’t go a hundred miles or 500 miles to a program. They have family; they have commitments; they have lives that they are unable to move that way.”

    Grommo said, “We would love to see every student that’s transitioning from high school and decides that the community college pathway is their pathway that they need to take, really enroll in the Transfer Success Pathway program so we can support them early in their process and help them through this transfer journey.”

    This story was updated to accurately reflect Jaden Todd’s name.





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  • Rural counties far from universities struggle to recruit teachers

    Rural counties far from universities struggle to recruit teachers


    Nine rural counties, located more than 60 miles from university teacher preparation programs, struggle to recruit enough teachers to fill classrooms.

    Credit: Julie Leopo for EdSource

    Nine rural California counties, most struggling with student achievement and teacher recruitment, are in teacher education deserts, according to a report released Tuesday from the UCLA Center for the Transformation of Schools. 

    Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra and Siskiyou counties do not have teacher preparation programs within 60 miles of their county offices of education, according to the report, “California’s Teacher Education Deserts: An Overlooked and Growing Equity Challenge.” 

    “We know that research suggests that teachers are more likely to complete their student teaching and also secure employment close to where they receive their teacher training,” said Kai Mathews, project director for the UCLA Center for the Transformation of Schools. 

    As a result, six of the nine counties have a higher percentage of underprepared teachers than the state average of 4% to 5%, according to the study. Of the nine counties, Modoc and Lassen have the highest percentage of underprepared teachers at 14% and 17% respectively.

    Underprepared teachers work on intern credentials or emergency-style permits that don’t require them to complete teacher training, or on waivers that allow them to teach a subject outside their credential. 

    Because the state requires that districts only hire underprepared teachers if fully qualified teachers are not available, high rates of underprepared teachers are an indicator that districts in that county are struggling to recruit and hire qualified teachers, said UCLA researchers.

    Rural teachers scarce

    There could be many reasons teachers are hard to find in rural areas, including fewer nearby institutions of higher education, which leads to a lower than average percentage of residents with bachelor’s degrees and therefore a smaller pool of potential teacher candidates, according to the study.

    Counties that border other states and countries also have significantly higher teacher vacancy rates compared with nonborder districts, said Hui Huang, a researcher on the project. All nine of the California counties classified as teacher education deserts are bordered by either Oregon, Nevada, Arizona or Mexico.

    “Rural school districts face significant challenges in recruiting and retaining teachers,” said Yuri Calderon, executive director of the Small School Districts’ Association. “In addition to the proximity to teacher educational programs, rural communities face challenges related to competition from higher urban compensation schedules, housing shortages and a lack of support resources commonly found in urban areas.”

    Rural counties also lose talented young residents who go to urban and suburban areas for more opportunity, Huang said. In small districts, the loss of even one teacher can impact course availability for students, according to Learning Policy Institute research.

    Teacher shortage affects students

    The geographic location of a school district plays a significant role in teacher recruitment and retention, and ultimately in the educational outcomes of the district’s students, according to the report. 

    Students in each of these counties, except Mono, fell below the state average on the English language arts portion of the California Assessment of Student Performance and Progress, also known as CAASPP, in the 2022-23 school year. All nine counties fell below the state average of students who meet standards on the math portion of the test.

    Low-performing schools may struggle to attract teachers due to negative public perceptions, Huang said. Research also indicates that highly qualified educators are substantially more likely to leave low-performing schools.

    Time for creative solutions

    School districts in Mono County have had to get creative to fill teacher positions, despite their prime location near Yosemite National Park and Mammoth Lakes, said Stacey Adler, Mono County superintendent of schools. One district with a dual-immersion program hired teachers from South America to fill open teaching positions, she said.

    The high cost of housing and a growing disinterest in the profession among young people are the biggest hurdles to hiring new teachers in Mono County, Adler said.

    “We have got to start them early because, quite frankly, there aren’t a lot of kids that say they want to be teachers these days,” she said.

    Adler taught child development at Mammoth High School for two years in an attempt to get students interested in teaching, she said. Now the school plans to use a portion of a recent grant to develop a K-12 education pathway at the school.

    “Our rural students and our rural teacher workforce, as small as it is, is suffering,”  said Annamarie Francois, associate dean of public engagement at UCLA and a member of the California Commission on Teacher Credentialing. “We have a responsibility and an obligation to our community to bring our creative solutions and innovations to bear on those parts of our state.”

    One answer may be creating teacher credentialing programs at community colleges in these counties, according to the study.  Although all nine teaching education deserts are not located near a university teacher preparation program, five are within 60 miles of a community college. 

    Early childhood education programs already in place at community colleges could be expanded to K-12 licensing programs, according to the report. The state could also work with county offices of education to develop residency programs so that teacher candidates could earn a credential without leaving the area to take classes or to student teach.

    Multiple states, like Florida, Texas and Washington, already offer similar credentialing pathways.

    “Expanding local college programs to include K-12 certification, particularly at community colleges, can be a positive solution to address the challenges faced by rural school districts,” Small School Districts’ Association director Calderon said. “By growing teachers from within these communities, rural districts can improve recruitment and retention efforts.”

    Although the study recommended that community college credentialing programs focus on residents who already hold bachelor’s degrees, Steve Bautista of the Center for Teacher Education at Santa Ana College suggested that the 39 bachelor’s degrees already being offered in community colleges be expanded to include degrees that could lead to teacher preparation programs.

    “Five of the nine TEP deserts will fall away if we were able to utilize, in some capacity, community colleges to license teachers,” UCLA’s Mathews said. 

     UCLA researchers also recommend that the state take a comprehensive approach to recruiting and retaining teachers in these counties, including financial support, mentorship programs and professional development targeted to rural teachers. County offices of education should also collaborate to develop a regional marketing campaign to recruit teachers, according to the report.

    State policy would have to change to put many of these programs in place, Francois said. Leaders from the state’s community colleges, universities and the California Commission on Teacher Credentialing could work together to produce a feasibility study on how to create a seamless bachelor’s degree and credential program at rural community colleges, she said.

    “It’s going to take collaboration among folks that maybe haven’t collaborated together in bold thinking, and some courage to think about how we might do this differently in unique spaces,” she said. 





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  • Undoing overreliance on part-time faculty could reverse decline of California Community Colleges

    Undoing overreliance on part-time faculty could reverse decline of California Community Colleges


    Fresno City College campus

    Fresno City College campus

    The overreliance on undersupported part-time faculty in the nation’s community colleges dates back to the 1970s during the era of neoliberal reform — the defunding of public education and the beginning of the corporatization of higher education in the United States. Decades of research show that the systemic overreliance on part-time faculty correlates closely with declining rates of student success.

    Furthermore, when faculty are equitably compensated and thus able to provide high-quality student-faculty engagement in and out of the classroom, students succeed at significantly higher rates.

    Over the past 40 years, only 30% of the California Community Colleges faculty have been hired as full-time employees, while the remaining 70% have been hired as part-time (adjunct) employees who teach the majority of the system’s courses. Part-time and full-time faculty have the same qualifications and teach the same courses and students.

    Nonetheless, part-time faculty do not have job security, often teach at several different colleges, struggle to earn a living wage, are generally not paid for office hours, and are not compensated equally for the same work as their full-time counterparts. This two-tiered structure was never meant to be permanent. It has deprived students and colleges of having a fully supported faculty, and has mostly remained hidden from the public.

    It is time for the California Community Colleges to address the hypocrisy at the heart of its institutions: decades of disinvestment from the faculty and thus, students. Transitioning from a two-tiered to a nontiered — unified faculty — model will better serve the students, colleges and the state of California. The concept of a unified faculty emphasizes the elimination of the two employment tiers — part-time and full-time — to create a nontiered structure.

    This model is based on faculty and collegewide unity as opposed to the current structure that has produced a divided faculty, inequitable service to students, and stagnant or diminishing student outcomes. The K-12 system and the Vancouver model at Vancouver Community College exemplify education systems structured around a unified faculty model.

    A unified faculty model would vastly improve student success rates and the efficiency of the California Community Colleges by prioritizing student-faculty engagement in and out of the classroom, ensuring a culture of academic freedom, increasing the number of faculty participating in college governance and institutional effectiveness processes, fulfilling the system’s civic engagement mission to prepare Californians to become active participants in the state’s democratic processes, and increasing college and systemwide fiscal stability.

    In 1988, AB 1725, a landmark community college bill, codified in California education law the goal to have 75% of its credit instruction taught by full-time faculty. Given its overreliance on an undersupported part-time faculty, however, the system has never come close to achieving this goal. The fact that the state established such a goal and has invested in some yearly budget increases to improve part-time faculty conditions indicates California’s awareness of the problem and interest in addressing the inequities of the two-tiered model.

    Taking inspiration from the Vancouver model, many of the California Community Colleges’ system partners and stakeholders have been preparing to launch a systemwide transition to a unified faculty model. While the creation and adoption of legislation could also support this transition, legislation is not necessary for a transition to begin at the college level. Individual colleges, for example, could pilot a unified faculty model to demonstrate its efficacy.

    A statewide transition to a unified faculty model will require leadership and coalition-building among the statewide faculty unions, academic senate, Faculty Association of California Community Colleges, the Chancellor’s Office, and other stakeholder groups.

    In the past two decades, the California Community Colleges system has undergone significant “reform,” narrowing students’ educational opportunities and shrinking the student body by more than 1 million students. For example, remedial instruction, English as a second language programs, and lifelong learning courses have been cut or severely reduced without public debate.

    During this period, the system’s student outcomes have declined, stagnated or only slightly improved despite decades of so-called reform efforts. Furthermore, the system has not successfully met its transfer, employment, or equity goals over the past five years. After decades of narrowing the student experience, defunding instructional programs and curriculum, and deprofessionalizing the faculty, the community college system has failed the California public.

    Investing in a unified faculty model would remedy the California Community College system that is currently struggling to bring back the millions of students who have been pushed out of their colleges. Prioritizing the faculty’s vital role in students’ lives, California will set a precedent for a truly inclusive and equitable educational system that will empower millions of students to positively impact the economy and democracy of California, the nation and the world.

    •••

    Debbie Klein is an anthropology professor at Gavilan College in Gilroy and a former president of the Faculty Association of California Community Colleges. 

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





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  • West Contra Costa responds to complaints filed over teacher vacancies

    West Contra Costa responds to complaints filed over teacher vacancies


    A student at the afterschool program at Stege Elementary School in the West Contra Costa Unified School District.

    Credit: Sam Cleare

    West Contra Costa Unified School District (WCCUSD) officials responded to complaints filed over ongoing teacher vacancies earlier this month. However, complainants say the district lacks a sufficient plan to fix the problem, and the next steps could include litigation if vacancies are not addressed.

    “As teachers, our work is being harmed, our ability to do our job is being harmed,” said Sam Cleare, a West Contra Costa teacher. “But what truly hurts me the most is knowing that these students — I care about them so much — aren’t receiving an education.”

    Three teachers in the district, including Cleare, filed complaints on Jan. 31 alleging that the district failed to provide students with qualified teachers, resulting in teachers taking on more classes and sacrificing prep time. 

    The district’s response acknowledged that the allegations are true — the district was out of compliance with the law because teacher vacancies have not been filled and are being covered by long-term or day-to-day substitutes. According to the response, vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022-23 school year.

    The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession. 

    “Any vacancy was not purposefully caused by the District,” Camille Johnson, interim assistant superintendent of human resources, said in the response. “The District has provided support and supervision for its students to the best of its ability within these limitations and has not purposefully caused any noncompliance.”

    Contra Costa County has 202 teacher vacancies, according to data from UCLA’s Center for the Transformation of Schools. Alameda County has 504, Solano County has 38, and San Joaquin County has 125 vacancies. 

    To address teacher shortages, the district is continuing to revise its strategies to increase retention and recruitment and has implemented “recruiting, development, and hiring measures.” Additionally, since August, the district has had officials at 25 job fairs and has posted job announcements on at least six job boards.

    A coordinator has also been hired to develop and promote pathways for substitutes and employees to become permanent teachers, and the district is partnering with various universities and nonprofits for recruitment, the district’s response said. 

    Karissa Provenza, an attorney with civil rights law firm Public Advocates who is representing the three teachers said the district’s response is insufficient. 

    “They offer no solution or even a plan to discontinue these illegal practices.The response they’re supposed to provide is supposed to show how they’re actually solving the issue or attempting to solve it. Unfortunately, the district is illustrating a complacent status quo attitude towards fulfilling its legal obligations.”

    Karissa Provenza

    On April 19, nine days after the district responded to the complaints, Provenza sent the school board an appeal on behalf of her clients. The district has until Monday to provide a plan that explains how each vacancy will be filled and have a meeting with Provenza and her clients to address the vacancies.

    “Should the district’s response continue to prove inadequate, we and our clients reserve all rights to pursue additional legal measures, including by filing suit in a California Superior Court to compel lawful compliance,” Provenza wrote in the appeal. 

    The appeal acknowledged the effect teacher shortages have had on schools but said that doesn’t relieve WCCUSD from filling each class with a qualified and credentialed teacher. If substitutes covering some of the vacancies are qualified to be permanently assigned to classes, that could be a short-term solution, the appeal said. Other short-term solutions suggested were placing credentialed administrators into vacancies for the remainder of the school year, employing individuals who hold a short-term staff permit or a provisional internship permit, and employing retired credentialed teachers, which the district has done before

    Distict officials did not respond to requests for comment on the appeal. 

    The vacancies

    The three educators who filed complaints teach at Stege Elementary, Helms Middle and Kennedy High schools. Each school currently has four vacancies that have been open since the beginning of the school year or sometime in the fall. 

    At a school like Stege Elementary that has four out of 12 teaching positions vacant, about one-third of students “aren’t receiving an education,” Cleare said. “I’ve seen students blame themselves, or they become less interested in school.”

    For the past seven years Cleare has taught at Stege, she said, the school year has either started out with vacancies or someone has left in the middle of the year. Teachers sometimes had extra students in their class for many weeks, Cleare said. She now has a class with fourth and fifth graders because of the vacancies. 

    “I can’t believe this problem has been going on for so long and so little is being done,” Cleare said. “It almost feels like they don’t care about the students.”

    Cleare said she never has enough time to prepare lessons, and it’s common for extra students to be in classes because of substitute and teacher shortages. At one point, she had ages spanning from first to fifth grade in one class.  

    “We’re not going to stop taking action until we receive a full staff. This is a systemic issue. I know my students going to … Kennedy will also not have a teacher, so this issue follows them.”

    Sam Cleare

    West Contra Costa has fewer fully credentialed educators teaching in their field compared with the state average. According to data from the state Department of Education, the district had 78% credentialed teachers in the 2021-22 school year — the most recent data available. The state average was nearly 86%. 

    Excluding charter schools, WCCUSD also has the lowest rates of fully credentialed teachers compared with other districts in Contra Costa County, data shows. All other districts in the county are at 80% or higher. 

    Chronic absenteeism has been rising because of vacancies, according to the complaints, especially for students who need more support. There have been instances where groups of students were placed in the cafeteria because there weren’t enough teachers. Substitutes have covered some classes since the beginning of the school year to the extent that parents don’t know who is teaching their children day-to-day. 

    “We are starting to hear from parents who are really upset about what’s going on,” Provenza said. “We are continuing to hear that substitutes are not getting the support they need to support their students — it’s that turbulence that comes along with high number of vacancies.”

    Substitutes can be authorized to cover classes for longer periods — usually 30 to 60 days, Provenza said, but at Stege, Helms and Kennedy, substitutes have taught classes longer. At Helms Middle, there’s a large portion of eighth graders who don’t have permanent teachers in math, science and English, the complaints said. 

    Teacher vacancies are disproportionately affecting students of color, according to the complaints. Stege Elementary has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022-23 school year, according to data from the state Department of Education. 

    Nearly 83% of students at Helms Middle are Hispanic or Latino and about 7% are Black or African American, data shows. About 73% of students at Kennedy High are Hispanic or Latino and nearly 18% are Black or African American. 

    Cristina Huerta, the Kennedy High teacher who submitted a complaint, said vacancies have been “severely” affecting students’ ability to take Spanish courses. There are 143 students who are enrolled in Spanish but haven’t had a Spanish-credentialed teacher.

    “For the first quarter of the school year, the students had a couple of long-term subs, but that did not last more than a couple of weeks, and then they bounced around as Kennedy teachers covered a different period without access to any curriculum,” Huerta said in an email. 

    Students have gaps in their Spanish education because some of the teachers covering the class aren’t credentialed to teach Spanish, Huerta said. Students will likely struggle in higher-level Spanish classes in the coming years. 

    “All in all, the vacancies have been disheartening, and I worry about the future of the Spanish program at Kennedy since the vacancy has been cut for next year, and we are no longer hiring a third Spanish teacher,” Huerta said. “ I’m not sure how our small department will be able to serve the Kennedy student population as they attempt to complete graduation requirements and enroll in higher-level classes for college preparation.”





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  • Dissent, no funding yet for statewide teacher training in math and reading

    Dissent, no funding yet for statewide teacher training in math and reading


    Credit: RDNE stock project

    Legislation that calls for providing all state teachers and aides with math and reading training passed its first legislative hurdle despite the uncertainty of funding and the skepticism of advocates for English learners who dislike the bill’s nod to instruction in the “science of reading,” including phonics.

    Senate Bill 1115 has no secure source of money heading into a tight fiscal year, with Gov. Gavin Newsom all but ruling out money for new programs. His January budget includes $20 million for a designated county office to train coaches who would then train their own teachers in what they learned.

    Neither the bill’s author, Sen. Monique Limon, D-Santa Barbara, nor its sponsor, State Superintendent of Public Instruction Tony Thurmond, offered a cost estimate at a hearing of the Senate Education Committee last Wednesday, though it would cost at least hundreds of millions of dollars to train 300,000 teachers. They said they were willing to phase in and focus funding, such as concentrating on early literacy and numeracy skills, and to look for federal and dedicated sources of money.

    Thurmond said training teachers to enable all students to read effectively “is an issue of moral clarity.” Neither he nor Limon offered a cost estimate that could run into hundreds of millions of dollars.

    “In an age when we have access to substantial brain science about how students learn, it should be unacceptable to train only some educators in the best strategies to teach essential skills,” he said.

    School districts have received billions of dollars between federal and state Covid relief funding, including money to address learning loss — money that could be used for teacher training — but none of that has been earmarked for that purpose.

    State budgets have set aside $50 million to hire and train reading teachers in the most impoverished 5% of schools. But Thurmond said training of trainers, however, does not substitute for providing sufficient funding to ensure training for all teachers and support staff in “high-quality” programs in math and literacy.

    The bill calls for the Department of Education to identify and recommend those high-quality programs by Jan. 1, 2026.  For transitional kindergarten through sixth grade, those should align with “the science of reading” by focusing on results-driven methods of teaching, which may include, but is not limited to, offerings such as Lexia LETRS and CORE Learning.”

    Singling out those specific trainings in the bill were red flags for two nonprofits that advocate for English learners: Californians Together and California Association of Bilingual Educators (CABE). The science of reading refers to research from multiple fields of science that confirm or discount theories on how children learn to read. LETRS and CORE Learning are intensive programs that explain a systematic approach to teaching phonics and other elements of reading consistent with the science of reading.

    Californians Together and CABE, however, complain that those programs overemphasize phonics and “structured literacy” at the expense of English learners’ need for more attention to oral language and vocabulary development.

    Calling Californians Together’s position on the bill a “tweener,”  legislative advocate Cristina Salazar testified at a hearing last week, “We agree that we need more professional learning for educators, but we do have concerns with the bill.  Specifically, it mentioned the science of reading, and it also names commercial programs.”

    CABE legislative advocate Jennifer Bakers said her organization shares the same concerns and “hopes to have a collaborative conversation about a path to move forward.”

    Last year, at the Legislature’s directionthe state Commission on Teacher Credentialing adopted new standards for teaching reading that emphasize explicit instruction of fundamental skills, including phonics. Starting next year, candidates in teacher preparation programs are required to be trained in those strategies.

    Sen. Rosilicie Ochoa Boch, R-Yucaipa, asked Thurmond whether the intent is to train existing teachers in the new standards that new teachers will be trained on.

    “Yes, that is correct,” Thurmond said.

    Opposition from Californians Together and CABE this month factored into the quashing of a bill that would have required school districts and charter schools to train all TK to fifth-grade teachers and literacy coaches in instruction based on the science of reading and to buy textbooks from a list endorsed by the State Board of Education. Assembly Speaker Robert Rivas, D-Salinas, ordered Assembly Bill 2222 shelved without a hearing to give time for negotiations with opponents, including the California Teachers Association.

    At the hearing, Thurmond acknowledged similarities between the two bills, although AB 2222 would have been a mandate, while AB 1115 would recommend the selection of trainings.    

    Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education. 

    Thurmond said the language of AB 1115 is well balanced in that it refers to both the science of reading and the state’s English Language Arts/English Language Development framework, which includes multiple strategies necessary for all students, including English learners, to learn how to read. 

    New math framework

    July will mark a year since the State Board of Education adopted a revised California Mathematics Framework, which took four years and three revisions to pass. The drafters and supporters agree that the framework, with emphasis on tangible applications of math, as well as a deeper conceptual understanding of it, will require a shift in teaching and extensive training. But no significant money has been allocated yet, and the process of reviewing textbooks and materials has yet to begin.

    In an interview, Limon said it is important to raise the issue of teacher training now, even if legislation is tied to a future appropriation.

    Part of the public debate in committing public dollars should be, What would the program look like, and how will it serve diverse students? she said. “There is value to that discussion,” she said. Before her election to the Legislature, Limon served for six years on the Santa Barbara Unified school board.

    In 2022-23, only 46.7% of California students met grade standards on the state’s English language arts test; the percentages were 36.6% for Hispanic, 29.9% for Black, and 35.3% for economically disadvantaged students. The scores were worse in math:  34.5% of students overall, with 22.7% of Latino, 16.9% of Black, and 22.9% of economically disadvantaged students meeting standards.





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  • How to evaluate California’s groundbreaking community schools investment

    How to evaluate California’s groundbreaking community schools investment


    Credit: Allison Shelley for American Education

    California’s $4.1 billion investment in community schools is the largest in the nation. An investment of this size raises important questions about whether community schools are working and what difference they are making for students.

    Community schools are intended to provide the multitude of opportunities and supports that students need to thrive and succeed. They include a rich array of integrated services, expanded learning opportunities, deep community partnerships, and importantly, offer a more democratic way of engaging with students, families and the school community to shape school priorities and vision.

    Community schools are a complex endeavor that, when done well, substantially expand what schools do to support students — and who is included in this work. Assessing the implementation and impact of community schools is similarly complex. 

    The California Department of Education (CDE) recently requested proposals for an evaluator of the  California Community Schools Partnership Program (CCSPP) initiative and will make a selection this spring. We wish to share lessons for future evaluators of program, the department of education, and the county offices of education, districts, schools and communities implementing these community school models throughout the state and country. Ideally, whatever data is required for the state evaluation and grant compliance should also be usable to help schools and districts in guiding strategic, high-quality community schools implementation.

    The suggestions below come out of our work as evaluators for Oakland Unified School District’s community schools initiative for many years while working at Stanford University’s Gardner Center, and as authors of a book about the effort to transform all the district’s schools into community schools.

    1. Community schools are not a program that a school either has or does not have, but rather an approach to education with many gradations along a spectrum.

    While many California schools have recently or will soon receive funding to become community schools, fully implementing the model can take years. Further, many of these schools already operated some elements of community schools prior to funding (such as expanded learning, school-based health services, positive discipline practices, coordination of services, or family engagement strategies), without the “community school” label. The community school grant, which includes funding for an on-site community school coordinator, is meant to expand and strengthen whole-child work and bring increased collaboration and coherence across many people, organizations and initiatives. Thus, identifying the community school “start date” as the receipt of CCSPP funds is not as clean as it may seem. 

    Lesson for evaluators: The multifaceted and fluid nature of community schools make traditional causal research designs challenging. Evaluators ideally should adopt a mixed-methods (qualitative and quantitative) approach that examines change over time at community schools and illuminates connections between quality implementation and desired outcomes. Evaluators should thoughtfully consider the extent to which it is possible to isolate the impact of community schools and be precise about which elements or stages of community schools are captured in any assessment of impact.

    1. A multilevel strategy map can provide a framework to guide implementation and evaluation.

    Community schools provide a range of additional services, engage families and community organizations, and align all of these toward school goals; increasing students’ well-being and, ultimately, educational success. Successful community schools are more than a site-level intervention and require intentional district support. Given the multifaceted nature of community schools, we recommend a theory of change or “system strategy map” at three levels.  Assessing key activities and outcomes at the 1) System (school district), 2) Site (school and community), and 3) Individual (student and family) levels can help ensure a comprehensive evaluation and improve understanding of differences in implementation and outcomes across the state. 

    Lessons for evaluators: Consider grounding your evaluation in a theory of change, and incorporating strategies and outcomes at individual, setting, and system levels.

    1. Impact on traditional measures of student success can take time, and is predicated on quality implementation. But there is a lot you can measure along the way.  

    Community schools are a whole child, whole school improvement strategy. It takes time to adopt new practices, integrate resources, cultivate meaningful collaboration, develop supportive structures, and shift culture. We are unlikely to see immediate effects on traditional measures of student achievement — e.g., test scores, graduation rates, attendance, and suspensions — for at least 3-5 years. We may start to see bumps in achievement for specific student subgroups as community schools are designed to precipitate more equitable access across opportunity gaps.

    To impact long-term student wellbeing and success, quality implementation matters. Proximal indicators can show if schools are on the right track: for example, participation, knowledge, and use indicators (e.g., to what extent are students and families accessing services and opportunities; to what extent is staff aware of and utilizing community school resources); culture/climate indicators (e.g., levels of trust, collaboration, and participation); and if other enabling conditions are being met. Additionally, qualitative data is crucial for answering critical questions about how community schools are working, what is going well, what is not, and why.

    These findings can directly inform program improvement at the LEA and state level. For example, some of our early research with Oakland Unified showed that many principals were struggling to understand their role in community schools development. In response to these findings, the district increased investment in professional development for site leaders.

    Lessons for evaluators: Before assessing whether community schools are yielding desired results for students, it’s imperative to examine the extent to which implementation is happening as hoped and planned, such as, school-level coherence and collaboration and family-school partnerships. Further, an evaluation should include more nuanced indicators of student experiences beyond what is included in the California Data Dashboard and existing statewide culture/climate surveys to capture youth voice, cultural relevance and community connection.

    The California Community Schools Partnership Program evaluator will set the tone for “what matters” in community school implementation across the state. Additionally, the evaluation activities should include support for schools, districts and county offices to help them use data in collaborative, participatory ways with their teams and community.

    A strong evaluation of the California community schools initiative will provide lessons that inform ongoing school and district-level implementation, and give us an understanding of the difference community schools make for students and families.

    •••

    Kendra Fehrer is founder and principal of Heartwise Learning, which helps schools and organizations create practical, research-informed solutions to improve student learning and well-being.
    Jake Leos-Urbel is senior director of learning and evaluation at Oakland Thrives. They are authors of the book The Way We Do School: The Making of Oakland’s Full-Service Community School District”

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





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  • Amid Israel-Hamas war, colleges draw lines on faculty free speech

    Amid Israel-Hamas war, colleges draw lines on faculty free speech


    University of Arizona faculty senate chair Leila Hudson, a Palestinian American, attends a board of regents meeting at the University of Arizona last November.

    Credit: Michael McKisson / Arizona Luminaria

    This story was published in partnership with the Center for Public Integrity.

    Leila Hudson treads carefully when discussing the Israel-Hamas war.

    As a Palestinian-American and the elected faculty chair at the University of Arizona, she says she has no choice.

    University policy forbids staff from using the college’s resources, including websites, computers and letterhead, to take a position on any ongoing public policy controversy, and it carries a mandate that staff who engage in political activity do so on their personal time.

    So when Hudson made a statement condemning the Hamas attacks of Oct. 7 on behalf of the faculty senate, she made clear that she was speaking for herself when she said, “War crimes do not justify more war crimes. Terrorism does not justify terrorism.”

    In an interview, Hudson, an associate professor in the School of Middle Eastern and North African Studies, said, “I knew that I would be subjected to a higher degree of scrutiny and attempts to invalidate my speech if I didn’t frame it as my own individual opinion. And that was very deliberate.”

    In the seven months since the attacks that triggered the Israel-Hamas conflict, colleges and universities have struggled to strike a balance between defending free speech and denouncing hate speech. And as protests continue to grow on college campuses, faculty are becoming more visible, joining protests or issuing statements critical of university response.

    “As of late, certainly since October 7th, I think the lines are increasingly up for debate around controversy and conversation on campuses,” said Kristen Shahverdian, program director of campus free speech at PEN America, a nonprofit that advocates for free expression.

    Weeks after Hudson’s statement, the University of Arizona suspended two education professors who implied during a class lecture that Hamas is not a terrorist organization, a view that’s contrary to the U.S. State Department’s. Audio recordings of the comments went viral on social media. After weeks of student and faculty protests, the university reinstated the pair.

    The University of California’s board of regents is weighing a similar policy that would prohibit faculty from using some university websites to make opinionated and political statements.

    At Barnard College, a private all-women’s college in New York City, a decision to monitor and remove pro-Palestinian statements and other speech that administrators consider too political has drawn widespread condemnation. 

    “It’s heartbreaking. I believe in democracy, and I believe in knowledge as something that can contribute to democracy. The mission of higher education is to produce and share knowledge,” said Janet Jakobsen, a professor of women’s, gender and sexuality studies at the college. 

    Shahverdian of PEN America said the war has affected “many, if not most campuses” across the country. 

    “What we want to advise against is that knee-jerk reaction to curtail free expression,” she added.

    UC mulls faculty ban 

    In California, the proposed policy before UC’s board of regents would prevent faculty departments from making political statements on the homepages of university-owned websites, something many faculty members say would infringe on their academic freedom. Faculty would be permitted to make statements elsewhere on the websites, with a disclaimer that the opinions don’t represent the university as a whole.

    Votes on the proposal have twice been delayed to get further input from UC’s academic senate. It’s next scheduled to appear before the regents in May, though it’s possible a vote could be delayed again.

    The regent driving the proposal, Jay Sures, said in an interview with EdSource that while he hopes the board approves the policy in May, he’s “not planning to rush anything.”

    “We want to get it right as opposed to having the time frame dictate anything around it,” he said.

    Sures maintains that the proposal protects academic freedom. He said it closely mirrors recommendations made by the academic senate in 2022, when the senate considered whether faculty departments should be allowed to make political statements.

    However, the senate recommendations would allow faculty departments to share statements on the homepages of websites, as long as there is a disclaimer.

    Senate leaders have called on the regents to accept their recommendations rather than create an entirely new policy. In a letter to the board, senate leaders said they are concerned that the proposed regents’ policy is ambiguous, offers “an overly broad and simplistic approach to a complex set of issues” and has the potential to limit free speech.

    “Freedom of speech and of inquiry are cornerstone values of the University of California. Faculty members should have the right to express their opinions, whether as employees or subject matter experts, even if their views differ from those of peers and senior leaders,” wrote the senate leaders, UC Irvine professor Jim Steintrager and UC San Francisco professor Steven Cheung.

    As the war in Gaza rages on, pro-Palestinian protests on campuses across the country — from Columbia University in New York to the University of Southern California in Los Angeles — have ramped up.

    One case in California illustrates how divisive the free speech debates have become and how faculty can become entangled. In April, the dean of UC Berkeley’s Law School, who is Jewish, confronted a Palestinian student who staged a protest during a private dinner at his home. The incident, which raised concerns about antisemitism and Islamophobia, grabbed international headlines.

    ‘A vexing challenge’

    In addition to UC, EdSource and the Center for Public Integrity contacted more than two dozen colleges and universities around the country, public and private, to ask about their policies on faculty and political speech. Just eight of the institutions replied. The responses ran the gamut, from state laws that mandate political neutrality to those that support free speech, albeit with conditions. And there was no political pattern with restrictions surfacing in blue states and red states.

    Regardless of a state’s leanings, high-profile institutions are under pressure from members of Congress and national conservative leaders.

    Barnard College was one of the first to create new policies restricting faculty speech after Oct. 7. The college generated headlines last fall when it removed a statement in support of Palestine from the website from the college’s department of women’s, gender and sexuality studies.

    The college then made changes to its policies governing political activity and what can be published on college-owned websites. Under the policies, faculty are barred from making political statements on any Barnard website or on social media websites “bearing a Barnard name.” Faculty also can’t display signs on campus that make political statements. 

    A spokesperson for the college did not respond to multiple requests for comment.

    “This is a vexing challenge for campus leaders right now,” said Lynn Pasquerella, president of the American Association of Colleges and Universities and former president of Mount Holyoke College, a private women’s college in Massachusetts.

    To Jakobsen, the new policies are a direct attack on academic freedom. For some faculty, making statements about Palestine is a way for them to apply their academic expertise to a global issue. For example, one of Jakobsen’s colleagues in gender and sexuality studies, professor Neferti Tadiar, has conducted research into why the occupation of Palestine is a feminist issue. 

    “We think about things very broadly. And then we share that expertise with the public,” Jakobsen said. 

    UC faculty feel similarly. In their letter to the regents, the senate leaders argued that department websites are often platforms for “scholarly communications” and a place to apply academic expertise to ongoing social and political issues. “Imposing blanket restrictions on personal or collective opinions could hinder scholarly discourse and limit academic freedom,” they said.

    University of Southern California’s policy does not allow use of the university’s logos, graphics or websites to express political positions. Faculty members “must be mindful when they speak or write as citizens to indicate that they are not speaking for the university, given that the public may judge the university by their statements,” the university’s faculty handbook states.

    At the University of Virginia, faculty should not post political positions on university-owned websites in a manner that implies institutional endorsement or support.

    The University of Chicago faculty are “free to speak or issue statements in their individual capacities, including on their individual faculty webpages hosted by their university,” a statement from the university read.

    State law requires schools in the University of North Carolina system to remain neutral on political controversies. The policy extends to content on university-owned websites and social media accounts.

    In a statement, the University of Michigan wrote that “freedom of speech and academic freedom are bedrock principles” but did not address whether university policy allows faculty to address political controversies on its website. After a group of students protesting Israel interrupted a cherished academic ceremony on campus in late March, administrators are weighing a policy that would penalize faculty, staff and students for activity deemed disruptive to university operations.

    In a letter to the university protesting the policy, the ACLU of Michigan argued that it will “almost certainly lead to discriminatory enforcement against disfavored speech” and harsh disciplinary outcomes.

    Public universities “should be especially sensitive to protecting and promoting the freedom of speech and expression of its students and faculty — especially when that speech is controversial or critical of the University,” the ACLU letter read. 

    As it considers its own policy, UC isn’t paying much attention to what other colleges are doing, according to Sures.

    “I believe we’re the leaders in many regards, in terms of setting a policy that most people or a lot of the universities tend to follow,” he said. “So what we do is we try to figure out the best policy for the University of California, what makes sense for our campuses, and go from there.”

    Most schools have policies that limit speech in some manner, said Alex Morey, an attorney who leads the Campus Rights Advocacy program at the Foundation for Individual Rights and Expression. They may make promises about freedom of expression, but at the same time, they have policies on information technology, web hosting, harassment and bias reporting, Morey noted. “So there’s all these other policies that are sometimes written in a way that conflict with those broad protections of expression and freedom.”

    Pasquerella, president of the American Association of Colleges and Universities, said that while faculty can speak freely as citizens, colleges and universities do not have to provide a platform or resources for exercising free speech rights.

    “Public universities have to pay attention to First Amendment rights. So I think they do have a special responsibility to promote the free exchange of ideas, the unfettered pursuit of the truth,” she said. “But there’s some responsibilities that go along with that. Your role as a faculty member in a public institution … imposes special obligations. And you’re likely to be judged not only in terms of your role as a citizen but as a representative of the institution.”

    While the Foundation for Individual Rights and Expression advocates for free speech for faculty, staff and students, the organization encourages universities, administrators and trustees to remain institutionally neutral.

    It urges administrators to protect speech and academic freedom in all cases. The Israel-Hamas war has made that difficult for schools because it’s such a divisive issue that remaining neutral is seen as a political move.

    “The bigger the controversy, the more pressure on a university administrator, the more likely they are to be looking for a way to silence that speech rather than returning to core principles like free expression or academic freedom for controversial speech, even when it’s difficult,” Morey said.

    The American Association of University Professors advises universities to involve faculty leaders when developing any policies regarding academic freedom, including those that govern political speech.

    “It should not be simply unilaterally developed and imposed on the entire campus by a board or by an administrator,” said Michael DeCesare, a senior program officer with the organization.

    ‘Chilling effect’

    Hudson, the University of Arizona faculty chair, said campus policy reasonably prevents professors from using their authority to advocate for legislation and candidates. Still, the threat of being reported for addressing public policy controversies looms for her and other faculty members.

    When Hudson delivers her lectures on Palestine’s history, for instance, she has to consider if students with strong ideological opinions will file complaints that she’s breaking that rule.

    In the past, advocates have pushed back against policies and decisions that clamped down on speech about Israel.

    In 2015, the American Association of University Professors voted to censure the University of Illinois because it rescinded a job offer to a professor after he wrote social media posts criticizing Israel. Some donors complained that the messages were antisemitic.

    The professor, Steven Salita, successfully sued the university, winning an $800,000 settlement in a case that garnered national attention. The university’s chancellor resigned in the wake of the ruling.

    But that was an isolated case.

    “This seems a little bit different from that because that was one faculty member and his tweets,” said DeCesare of the American Association of University Professors. “This is now at the institutional level.”

    What’s troublesome to some organizations is that a different set of rules seems to apply to political speech on the Israel-Hamas war. When departments issue similar statements against police brutality, many colleges and universities don’t clamp down, said Morey with the Foundation for Individual Rights and Expression.

    “They’re making subjective judgments about what’s sufficiently political and which political views do we like and want to keep up, and which political views do we want to suppress. That’s very clear viewpoint discrimination,” she said. “They can’t start deciding which political views are acceptable or not.”

    The University of Arizona policy on faculty speech does not define public policy controversies, a term that could apply to a wide range of topics.

    One example: Republican lawmakers in the state are pushing legislation that would allow people with concealed carry permits to bring their firearms onto college campuses. Faculty members wanted to pass a resolution in opposition to the bill, but a professor argued the body should not weigh in because of the public policy controversy restriction. 

    The administration suggested that it didn’t apply in the case because the legislation would impact university operations. Faculty approved the resolution.

    In March, Hudson, the faculty chair, said she believes that in every state, “whether it’s red, blue or purple,” people have “a deep understanding” of the importance of free speech. But the recent crackdown by universities and law enforcement on pro-Palestinian demonstrations across the country has her questioning that assumption.

    “The advance of knowledge depends on the ability to express, debate, test the unpopular, the improbable, the out-of-style topics that might enrage some people,” she said. “You need to be able to speak freely without fear or favor. That’s why students from all over the world have historically come to American universities. I hope that is still the case in the future.”





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  • California Subject Matter Projects are rare gift for teachers seeking inspiration

    California Subject Matter Projects are rare gift for teachers seeking inspiration


    Credit: Courtesy of Tom Courtney

    As a guide teacher and induction mentor, I am worried about the future of our profession.

    Nearly half of all California teachers quit before their fifth year. Teachers like me know that it isn’t just about throwing in more troops alongside our new recruits. Teacher morale, teacher self-efficacy, and teacher autonomy have never been more worrisome.

    The more you listen to new teachers, like I often do, the more you realize: It’s not about what these teachers think of teaching. It’s about the way they feel.

    I believe that what teachers need, but seldom get, are opportunities to celebrate victories for ourselves, to feel empowered. As an induction candidate recently told me, “I want to watch my kids leave at the end of the day and think, ‘Wow, I really taught something special today.’”

    This is what every teacher I know, the veteran and the new, needs to feel.

    So, whenever a new teacher candidate calls me looking for that feeling, I send them to the same place that I go for a recharge: The California Subject Matter Project. The response is always the same: “What’s that, Tom?”

    And that worries me a little because at times it seems this amazing resource on teaching is the best-kept secret in education.

    I think it’s the perfect time to make it the worst-kept secret.

    The California Subject Matter Project is a collection nine initiatives operating out of UC and Cal State campuses up and down the state. Essentially, picture in your mind an organization of experts in all content areas you can think of: art, history, science, math, reading, writing, all housed on a UC or Cal State campus. And the best part is, these offices are found on campuses throughout California.

    The purpose of the projects is to create seeds of strong teaching around many disciplines. The reason why it’s such an essential organization is that its impartial, filled with very smart academics, and has no other agenda but to connect with willing participating districts, schools and teachers. 

    Each location, led by a regional director, creates and connects empowering research-based, content-focused outreach programs that teachers, frankly, don’t see enough of at their school sites. If ever.

    Removed from the politics surrounding so many education issues, the California Subject Matter Project is focused on the actual learning and teaching. Under its umbrella, smaller content-specific projects (like art, math, global education) offer rich and engaging programs directed to exactly the teachers who need them most. And they do it in a way that is pro-equity and pro-access for marginalized student populations, like many of my students. They also have a lot of fun.

    For example, I am a proud teacher leader with one of the Subject Matter’s projects, the California Reading and Literacy Project. I now join my colleagues to learn, grow, reflect, and share research-driven approaches to reading. Our project hosts virtual book studies, conferences and invitationals, and runs professional development that always exceeds my expectations.

    When I attend any of these events, I feel empowered, and I know I am in the company of teachers who feel the same way. Through just this initiative, I have learned things I feel I should have gotten a long time ago — like how to incorporate phonics in small dynamic groups at middle school, collect a lifetime supply of great literature for small groups, and the value of having my students write authentically.

    But the California Reading and Literacy Project is just one of many projects you can connect with. For instance, I am also a member of California Science Project, California History Project, and the California Global Education Project. Each one of these spaces is, as my induction candidate Kelly Gonzales calls them, “a breath of fresh air,” and each is a place where I can be exposed to dozens of things that I wouldn’t be privy to at my school site.

    I also have gained many friends from many different work environments. I can now see, on those tough days, that I am not alone, and know where to go to get real, authentic help as a teacher and a person of conscience. These friendships have helped me better understand what I need to advocate for in regard to my own students, and that empowers me too. It gives me a sense of autonomy. It gives me a sense of authentic purpose. 

    In the California Subject Matter Project spaces, I know I am around academics and professionals seeking to better education, not better their results on a math or reading test alone. And in many ways, it’s what I had always been needing, but didn’t have, until I found them.

    How to join and tell them Tom sent you

    If you can use a little recharge in your teaching, or if you need a massive one, I’d like to strongly encourage you to reach out to one of the subject matter projects too. Choose an area in which you teach and are passionate about. To find contact information for the region nearest you, look here.

    Teach in a rural area? Not to worry. Many subject matter programs are also available virtually, so you may be surprised how much amazing professional development, sometimes with a stipend, is available over Zoom.

    And you may just be surprised at how much you, like I still do, love teaching again.

    •••

    Thomas Courtney is a sixth-grade humanities and English language arts teacher at Millennial Tech Middle School in southeast San Diego.

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





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  • Californians without high school education by county

    Californians without high school education by county


    Match your donation today

    EdSource has been on it when big shifts happen – like the Department of Education shutting down many areas of their work. But we also remain committed to following the long-term stories in our communities and having an impact through our reporting.

    Help us have an impact through data-driven, factual reporting. Your donation will be matched through June 11.





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  • 3 out of 10 California adults struggle with basic reading

    3 out of 10 California adults struggle with basic reading


    Analilia Gutierrez, left, tutors Isabel Gutierrez, right, during a Spanish GED class at Tulare Adult School.

    EdSource/Emma Gallegos

    Este artículo está disponible en Español. Léelo en español.

    Nine years ago, Analilia Gutierrez gave birth to her son, a micro preemie who needed intensive care.

    At the time, Gutierrez, an immigrant from Mexico, spoke and read little English. Filling out health forms and trying to keep up with her son’s care was an overwhelming experience. Interpreters, if available, sometimes created problems with misinterpretation.

    “There were so many barriers,” said Gutierrez, a resident of Tulare, in the Central San Joaquin Valley.

    In California, an estimated 28% of adults have such poor literacy in English that they struggle to do anything more complicated than filling out a basic form or reading a short text, according to a survey, the Program for the International Assessment of Adult Competencies (PIAAC). California’s rate is worse than any other state except New Mexico, where the estimated rate is 29%.

    The U.S. version of the survey was conducted only in English, and many immigrants, unsurprisingly, tend to struggle more with what is often not their home language: 19% of adults in California say they speak English “less than very well,” according to 2022 American Community Survey data.

    Not being able to read English well doesn’t just make life difficult — it can be dangerous.

    As the CEO of the Central San Joaquin Valley-based Clinica Sierra Vista, Dr. Olga Meave routinely sees patients who struggle to read in any language. Sometimes it’s a patient who doesn’t know how to sign their name. Other times, patients can’t read the directions. One patient ended up in the emergency room after taking the wrong dose of blood thinners, which caused their stomach to bleed.

    Low literacy is particularly acute in heavily agricultural regions, such as the Central San Joaquin Valley and the Central Coast, that rely on a largely immigrant labor force that may have little formal education, even in their home languages. More than 4 out of 10 residents in Imperial, Tulare, Merced, Madera, Kings and Monterey counties struggle with basic English literacy.

    But signs of adults who struggle to read are in every community in California: job seekers unable to get jobs or promotions; business owners who cannot complete paperwork for loans and grants; prisons with a disproportionate number of struggling readers and parents who cannot help their children with homework or even read bedtime stories.

    No state has more immigrants than California: Over a third of adults over 25 are immigrants, according to 2022 American Community Survey data. Most are from Mexico and other Latin American countries, but an increasing number hail from Asian countries. Nearly half of children in the state have at least one parent who is an immigrant.

    Immigrants make up a huge share of workers in key industries in California. While highly educated immigrants bring their in-demand skills to the tech industry, those who work in agriculture may have little or no formal education.

    Experts say programs aimed at addressing poor literacy reach only a fraction of those who need help, such as courses that improve English skills, help students get a GED or their citizenship or even a basic education. In California, that is largely adult immigrants. In 2021-22, adult schools served over 480,000 students in California, while the state says more than 10,000 adults were served through library tutoring programs in 2022-23.

    Those numbers are dwarfed by the need for adult education from immigrants alone: 5.9 million Californians don’t speak English “very well” and 2.9 million immigrants lack a high school education, according to 2022 American Community Survey data.

    Programs that serve adult students are often plagued by long wait lists, a lack of funding or a lack of accessibility. Advocates say that one of the biggest problems is simply that adult education seems to fly under the radar in a way that TK-12 schools and colleges don’t.

    “We are the best-kept secret in education,” said Carolyn Zachry, education administrator and state director of the Adult Education Office for the California Department of Education.

    As a new immigrant, Gutierrez didn’t have time to take classes while she was focused on raising young children. Now that her children are school-aged, she has been able to attend Tulare Adult School, and her world has opened up. 

    Gutierrez has since become an American citizen and she has earned a GED. Her newfound English skills recently helped her land a job at Chipotle. She is now able to help her son and daughter with their homework and read to them in the evenings, a ritual she treasures. She thinks about how much easier it would have been to navigate the hospital during her son’s traumatic birth with the education she has now.

    “I would now have the knowledge,” Gutierrez said. “It’s so much different.”

    ‘Their circles are small’

    Research has found that an adult’s literacy skills are strongly connected to their income and civic engagement, as well as their health. The effects of low literacy are felt not just by individuals and their families but by local and national economies. That’s why researchers say adult education is a worthy investment.

    Going Deeper

    Unlike the data measuring students in TK-12 schools or college, surveys of adult skills in reading and math occur only sporadically in the U.S.

    The most recent data comes from the Program for the International Assessment of Adult Competencies (PIAAC), an international survey of adults’ basic skills of literacy, as well as numeracy and digital problem-solving. In the U.S., the survey was offered only in English, although background questions were offered in Spanish.

    Between 2012 and 2017, the National Center for Education Statistics administered the first cycle of the PIAAC survey to 12,330 U.S adults ages 16 to 74 in all 50 states.

    The second cycle of PIAAC surveys was conducted in 2022-23, and results are expected later this year.

    Level 1 is the lowest literacy level in the PIAAC survey. Adults at this level struggle to understand written material or may be functionally illiterate. Level 2 means that an adult is approaching proficiency in literacy, while Level 3 signals the minimal proficiency an adult needs to function well. It means being able to understand and interpret information across complex written texts. Levels 4 and 5 represent advanced literacy skills.

    A 2020 Gallup study, conducted by economist Jonathan Rothwell, estimated that if everyone in the U.S. was minimally proficient in English literacy, according to the standards of the international PIAAC survey, it would increase the gross domestic product by 10%. This study looked at the literacy levels of both immigrants and native residents.

    The Gallup study noted that areas with concentrated low literacy would see the biggest financial gains from this kind of improvement. One of those places is the Merced Metro Area, in the Central Valley. It would stand to gain an estimated 26% of its GDP, largely because 72% of its adults are not proficient readers, the report said.

    The study estimated that those at the lowest level of literacy made on average $34,127 in 2020 dollars, while those who scored proficient made on average $62,997.

    Immigrants tend to earn less than natives, but a Migration Policy Institute analysis of PIAAC survey data found that immigrants and native workers with similar literacy and math skills tend to earn the same amount. This report says that immigrants “need higher levels of English competency to be paid well — and on par with natives — for their work in the U.S. labor market.”

    Struggling to read as an adult can be a shameful, lonely experience for those who grew up speaking English. But for immigrants, the experience of not being able to read well can be even more isolating when they cannot speak English or are not a citizen. Christine Spencer, a Tulare Adult School instructor, wishes that many more immigrants in her community were taking advantage of these classes.

    “My students tell me that they have no friends,” said Spencer. “Their circles are small.”

    Bringing literacy into workplaces is a ‘secret sauce’ 

    When Marcelina Chamu emigrated from Mexico decades ago, she longed to do more than just get by. She hoped to become a citizen, learn English, all while creating a better life for her family in the U.S.

    But getting the education to achieve those goals wasn’t easy. Chamu, 58, is part of a vast, largely immigrant, labor force of custodians who begin their work shifts in office buildings just as the sun is going down. For the last 25 years, she has clocked in at 6 every night. Because of her work schedule and raising four children, she put off her own education for decades.

    “It is very difficult for someone who works through dawn to get up and start studying,” Chamu said, in Spanish. “But it’s not impossible.”

    Advocates say that the best way to target immigrants is by reaching them wherever they are in the community — whether that’s at their child’s school or workplace.

    Immigrants with low English literacy skills tend to have jobs — more so than U.S. natives with low literacy and more so than immigrants in other nations, according to the Migration Policy Institute. That means they’re busy, but it also means they are easy to reach at work.

    One program in California is doing just that, and it helped Chamu.

    A few years ago, Chamu learned that her union, SEIU-United Service Workers West, had a partnership with a nonprofit called the Building Skills Partnership, which aims to improve the lives of property service workers in low-wage jobs along with their families. 

    Chamu has done her best to take advantage of all the programs she could: citizenship, English courses, free tax preparation and nutrition courses. She has become more confident going to the grocery store and filling out forms in the doctor’s office.

    The California-based Building Skills Partnership estimates that it reaches 5,500 workers and community members each year through in-person courses, and another 20,000 through online classes throughout the state. 

    “Part of the secret sauce of why we’re so effective is that we’re able to take our programming into where workers are at,” said Building Skills Partnership executive director Luis Sandoval.

    An instructor with Building Skills Partnership teaches a class of custodians in Orange County.
    Credit: Courtesy of Building Skills Partnership

    Property workers, who tend to be clustered around large metro areas in the Bay Area and Southern California, can take part in programming before they head into work or during their lunch hour, which might be at 10 p.m.

    Reaching immigrants at their workplaces isn’t just convenient, it allows these programs to cater to workers’ language and job needs, said Jeanne Batalova, senior policy analyst at the Migration Policy Institute. 

    She points to the Welcome Back Initiative, which focuses on tapping the talents of internationally trained health care workers who need help with specialized English skills or acclimating to a different type of health system to fill staffing shortages in California’s health care sector.

    But work-based programs are rare in the U.S., where employers often view workers in low-skilled positions as easily replaceable. The Migration Policy Institute report says these work-based programs could be expanded through subsidies or other incentives, which exist in Canada and other European countries.

    Tulare Adult School instructor Yolanda Sanchez, right, assists her student Mariana Gonzalez.
    EdSource/Emma Gallegos

    Building Skills Partnership offers English paired with vocational training. Many workers in the program take English classes with an eye on switching to a more desirable daytime shift. Custodians who work during the daytime are expected to interact more with office workers, so their English skills matter more.

    Rosa Lopez, 55, a custodian in a downtown San Diego building, is taking vocational English classes. That allows her to more easily communicate with security guards, a supervisor who only speaks English or just to direct a guest to the elevator.

    Lopez said, “I’m more confident and secure in my position.”

    Adult schools run on ‘dust’

    Sometimes Beatrice Sanchez, 35, a stay-at-home mother of six, comes home from the store with the wrong items because she can’t read the labels in English. She is eager to take the English courses offered at her local school district, Madera Unified, but the program doesn’t currently offer child care. She said she will have to wait to take the courses until her youngest two children are in kindergarten.

    Many of those most in need of adult education, like Sanchez, don’t have the time or resources to attend. Adults find it hard to squeeze in time between raising children and working. Even if they have time, transportation can be tricky — particularly in rural areas that lack an extensive public transportation system.

    Some Americans used to view poor literacy as an individual’s failure to study during childhood, said Sarah Cacicio, the director of the Adult Literacy and Learning Impact Network (ALL IN), a national nonprofit focused on adult literacy. Now, she said, there is an increasing understanding that systemic factors — never-addressed learning disabilities, a chaotic home life, obligations to care for family or simply a poor education system here or abroad — may mean reaching adulthood without knowing how to read English well.

    Most states rely entirely on skeletal funding from the federal government. In 2021-22, the federal government spent less than $800 per student on adult education classes aimed at English language, civics skills, and basic or high-school level education.

    California provides robust additional funding. During the 2021–22 years, the state spent roughly $1,200 on each student who enrolled in adult education classes — primarily adult schools or community colleges. But adult educators say it’s not enough to meet the great needs of its students.

    Adult schools, said John Werner, president-elect of the California Council for Adult Education “do it on dust. I don’t know how we pull it off.”

    In California, adult education receives a fraction of the funding per pupil that TK-12 schools do. Werner said that more funding would allow programs serving adults to get rid of wait lists, improve their technology and facilities, and increase access by offering the child care so many of its potential students need.

    Adult educators see the work of their field as an investment not just in individual adult students but in their families and greater communities. 

    “If we can pull (adult students) in,” Zachry said, “we can raise the economics of that family.”

    Werner, director of the Sequoia Adult Education Consortium, said he’s proud of the work being done by the consortium that serves Tulare and Kings counties, which he calls the “Appalachia of the West.” But he is frustrated to see that adult schools are reaching just an estimated 8% of the adults in the region who need it.

    “If we could just invest in this,” Werner said. “The greatness that would come out of this.”

    This article was produced as a project for the USC Annenberg Center for Health Journalism’s 2023 Data Fellowship.





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