In 2016, 21 special education teachers from the Philippines were hired at a school district in the Bay Area. I was among the Filipino newcomers. The orientation took place in an oversize room, where echoes of Visayan and Tagalog dialects filled the space. As the session neared its end, the administrator asked, “Are there any questions?” The room fell silent, suggesting a collective no. Once he left, we eagerly exchanged queries and sought clarification from one another — in our native language.
What just happened?
There’s much to consider in that scenario. While no single explanation suffices, cultural norms likely played a significant role. Filipinos, often indirect communicators, favor subtlety over directness. In the Philippines, questioning authority can be seen as disrespectful. This potentially explains our reluctance to respond to the administrator. Additionally, the fear of speaking, driven by concerns about grammatical errors, mispronunciations and accents, can inhibit us from speaking up.
While communication is integral to our roles as educators, navigating the nuances of language and cultural expectations has presented unforeseen challenges. For instance, during one of my initial meetings with the principal, I described my class as “an amalgam of different abilities.” He asked me to repeat myself, highlighting the cultural gap in our communication styles.
After I administered a spelling test to a student who was about to exit special education, the student remarked, “Oh, I got a low score because you were saying each word differently,” referring to my accent. I explained that each word was used in a sentence, so understanding the context was key. Feeling self-conscious, I consulted the school speech-language pathologist about my accent potentially affecting the student’s test score. She responded, “I don’t think so, Jenine. You don’t have a strong accent. What you have, though, is pronoun confusion.” I laughed since I knew exactly what she was talking about. The English use of “he,” “she” and “him,” “her,” in place of the catchall “siya” in Filipino, often confuses me.
In another class, a student laughed at me when I put the stress on the first syllable instead of the second — the word was “adult.”
Clearly, there is a language barrier, and Filipinos are well aware of it. Despite English being a medium of instruction in the Philippines, we rarely use it in daily conversations. Vocabulary training encompassed terms like “amalgam” without addressing conversational nuances. Pronunciation differences, such as using the British /a.dult/ instead of the American /uh.dult/, went unclarified. Moreover, mastering gender pronouns demands continuous effort, contrasting with our natural usage in Filipino.
The following year, the recruitment agency that hired Filipino teachers in another district required English language classes for new hires. While teaching grammar rules enhances understanding of the language according to studies, applying these rules during spontaneous speech is much more challenging. It has less to do with understanding grammar and more to do with the process of language acquisition. For many years, recruiting teachers from the Philippines has been an answer to the worsening teacher shortage in California, resulting in a more diverse teaching workforce.
Reflecting on my journey, I realize that the benefits of speaking up outweigh my culturally rooted fears. As an educator in an underserved community in California, I needed my voice to advocate for my students. I realized that my colleagues didn’t mind my accent or minor grammar mistakes. It was encouraging. Although it took time, I eventually discovered a newfound confidence in expressing myself authentically. I learned that as long as I could get my point across, the specifics didn’t matter.
Does this imply that we are not holding Filipino teachers to the same standard as our students? Absolutely not. However, it’s crucial to remember that language proficiency does not correlate with overall cognitive abilities and intelligence. This understanding applies equally to our students.
Filipinos, as English learners themselves, can empathize deeply with minority students facing similar challenges. Drawing from these shared cultural experiences, they can offer invaluable contributions to culturally responsive classrooms. When students ask why I speak a certain way, I take the chance to share insights about my culture and heritage. It’s important to recognize our perceived weaknesses while harnessing our strengths to our students’ advantage. Rooted in our collective experiences of hardships, our heightened cultural sensitivity cultivates inclusivity and mutual understanding within the classroom. We understand firsthand the challenges, whether in language or culture, and use this empathy to create a culturally responsive learning environment.
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Jenine Catudio is a special education teacher and autism advocate from the Philippines who taught students with mild to moderate disabilities in West Contra Costa Unified in Richmond.
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.
A parent and child embrace as students are welcomed to Brentwood Elementary Science Magnet on Jan. 15.
Credit: Mallika Seshadri / EdSource
Tanya Reyes, a teacher in the Los Angeles Unified School District, initially tried to befriend her reality.
But when her husband sent her a video of her Altadena home up in flames, and she heard him cry, she had to press pause.
“I’ve only watched parts of it, but I know at one point he starts crying. … It just felt surreal,” Reyes said. “We’re worried about our neighbors, worried about who’s safe, the peacocks that lived on our street.”
“I’m from Maui, so it feels like Lahaina, all over again.”
Tanya Reyes received this video from her husband, Antonio, which shows their house engulfed in flames.
It was Wednesday, Jan. 8 — roughly 24 hours after she, her husband and three daughters unknowingly left their home for good and drove to a relative’s house in West Hollywood with just two items each and a few critical documents.
When it was finally time to break the news to her three daughters, Reyes asked: “What’s the most important thing that we have?”
She hoped the kids would come back with “each other.”
Instead, her daughters said: “A house!’”
“And then we told them, and my eldest daughter just kind of wanted to keep watching the video that he (her husband) had taken. And then, she started journaling ‘The day I lost my house,’ Reyes said.
“And then that night, from like 3 to 4:30 in the morning, my 3-year-old, who normally sleeps, spent the hour and a half telling me everything that she missed.”
Reyes, who works with pregnant girls and young mothers, is among thousands of teachers, staff and students across Los Angeles Unified School District (LAUSD )and Pasadena Unified reeling from evacuations and losses associated with the Palisades and Eaton fires that have ravaged nearly 60 square miles, including at least 10 schools — all while schools are reopening and attempting to restore a sense of normalcy to children who have lost everything.
Pasadena Unified looks to a gradual reopening
Reyes isn’t just a teacher in the Los Angeles Unified School District. She’s also a mom of two students in Pasadena Unified, the hardest hit by the Eaton fire.
Longfellow Elementary, her daughters’ school, is one of the lucky ones that’s still standing.
Five district-run schools and three of its charters schools are either seriously damaged or destroyed.
More than 1,300 employees in Pasadena Unified lived in evacuation zones, and Jonathan Gardner, the president of United Teachers of Pasadena, the teachers union, told The New York Times that roughly 300 had lost their homes.
The vast majority of students were displaced, too. Of Pasadena Unified’s 14,000 students, about 10,000 had to leave their homes, according to a district media release.
“In times of hardship, our district community has always shown remarkable strength and unity, and this time is no different,” board President Jennifer Hall Lee said in a statement.
“The challenges of the Eaton Fire have tested us in unthinkable ways,” she added. “Yet I am still struck by how much resilience and compassion I have seen from our community. This has truly been a testament to the spirit of Pasadena Unified.”
A lot lies ahead on Pasadena Unified’s road to recovery. To begin a phased reopening, 10 of the district’s schools and programs that collectively serve over 3,400 students will reopen on Thursday, prioritizing schools that are furthest away from the fires and deemed safe through testing by the California Office of Emergency Services.
A large-scale cleanup is also underway, involving the district’s maintenance and operations team and more than 1,500 contractors, according to the district.
So far, 82 tons of debris have been removed from schools, according to a media release issued Tuesday evening.
Pasadena Unified’s maintenance and operations team, working alongside more than 1,500 contractors, has been clearing debris and conducting extensive sanitization efforts to meet environmental and safety tests after the devastation caused by the Eaton fire.Credit: Pasadena Unified School District
Meanwhile, the district welcomed back about 2,700 teachers, staff and administrators on Wednesday morning.
“I’m really proud of my Longfellow Elementary,” Reyes said.
And when the staff at the low-income community school found out Reyes and her family had lost everything, they jumped in to help.
“They sent out emails of everyone you could be in contact with: ‘here’s this person; here’s Connie; here’s Monica; here’s who can help you if you need help with anything.’”
Palisades Charter High School seeking a home
Known for its appearances in films such as “Carrie” and “Freaky Friday,” Palisades Charter High School is a long way from reopening.
Roughly 40% of the campus was damaged or destroyed by the fires, according to the Los Angeles Times — but the school’s leaders are still seeking a temporary place to call home.
In the meantime, students will learn online.
“We have a unique opportunity to show the strength and resilience of our community in the face of adversity,” said Pamela Magee, the school’s principal and executive director, in a Jan. 13 media release.
“By coming together, we can ensure our students can stay in their learning environment, with their friends and mentors, at a time when they need it most.”
Students embark on a new normal at Los Angeles Unified
At 11:15 a.m. on Jan. 7, teachers and staff at Marquez Elementary School were informed they had to evacuate the school immediately.
A dark cloud of smoke hovered above the yard where everyone convened. They could see fires on the hillside.
Students, who ranged from 4-year-olds to third graders “were put on a school bus and sent out over to another school, where the parents were told they could pick them up,” said Wendy Connor, a veteran first grade teacher. “Half of (the kids) are crying. Half of them aren’t. They’re all trying to help each other.”
Just over a week later, 353 of the 722 students who attended LAUSD’s Marquez Elementary and Palisades Charter Elementary resumed their school year — but there was nothing normal about their circumstances.
Parents carry books and supplies into Brentwood Elementary Science Magnet on Jan. 15. Credit: Mallika Seshadri / EdSource
Their schools had been burnt down. Some of them had also lost their homes, and now the students found themselves on a new campus altogether.
But the students made their transition as one class to Brentwood Elementary Science Magnet and Nora Sterry Elementary School. They are still learning from the same teachers and are studying alongside their same classmates.
“Not one of them has said, ‘I don’t want to be here,’ or ‘I want to be with my mommy or my daddy,’” Connor said. “They’re all just like, ‘Oh, where do I line up? Let’s go! We’re ready to go!’”
However, she added, many students who lost their homes have not yet returned. And many parents and school employees remain concerned about the toll the fires will have on students’ mental health in the short term and the long run.
The district has compiled resources for LAUSD communities to access mental health resources, among other wraparound supports, including telehealth options, a 24/7 support line and access to wellness centers.
Debra Duardo, Los Angeles County superintendent of schools, also emphasized the need to curb students’ social media use, so students are not watching videos repeatedly of homes and familiar spaces being burnt to ash.
She also said it is critical for parents and adults to stay calm and model positive coping strategies.
“They’re resilient, like you wouldn’t believe,” said Cecily Myart-Cruz, the president of UTLA, the district’s teachers union, speaking during an elementary school visit. “My son lost his father two years ago, just unexpectedly. And I’m in the throes of the ebbs and flows of grief. And that’s what I saw today.”
A first grader now at Nora Sterry Elementary drew his home surrounded by fire after returning to class on Jan. 15.Credit: Mallika Seshadri
Teachers and staff across the district are struggling, too.
Of the 10% of UTLA’s members that had been assessed as of Jan. 15, Myart-Cruz said 539 members had been displaced, and the homes of 136 members were either destroyed or damaged.
Meanwhile, more than 100,000 teachers reported experiencing medical complications as a result of the fires, including respiratory issues, and more than 1,000 said they are unable to work because they are dealing with other extenuating circumstances, like helping family members who have lost their homes, according to Myart-Cruz.
While Connor’s home and family are safe, she admits to having much higher stress levels and a higher heart rate at times.
Connor grew up in the Palisades — and is coming to terms with her loss — her childhood home, her old school and Marquez Elementary all gone.
But she is holding onto a glimmer of hope — three classrooms in the middle of Marquez Elementary remain standing. Her old room was one of them.
“I’ve been anxious trying to … go into the room and see if there’s anything I could save,” Connor said. “And then, I just had to put most feelings aside, so that I could get the (new) classroom ready and get going for the kids.”
We have a president who does not believe in climate change. Trump appointed Lee Zeldin to destroy the Environmental Protection Agency, which was created by President Richard Nixon. His mega-donors in the fossil fuel industry are very happy with his policies of climate change denial.
But climate change is real.
CNN reports:
Coral reefs
Warming oceans have caused the worst coral reef bleaching event in recorded history. According to a new report, harmful bleaching has grown to include 84% of the ocean’s reefs — and it’s not clear when the crisis will end. Last year was Earth’s hottest year on record and most of that heat went into the oceans. Such high temperatures are deadly to corals, which protect coastlines from erosion and storms. Coral reefs are also known as the “rainforests of the sea” because they support high levels of biodiversity. “We’re looking at something that’s completely changing the face of our planet and the ability of our oceans to sustain lives and livelihoods,” Mark Eakin, corresponding secretary for the International Coral Reef Society, said. Although efforts are underway to conserve and restore coral, scientists say it’s essential that we reduce emissions from burning the fossil fuels that are warming the planet.
California state officials and leaders of county offices of education and school districts quickly rebuked the Trump administration’s new guidance allowing immigration enforcement near or in schools.
“Schools must be safe spaces, not sites of fear,” said Alex Traverso, director of communications of the State Board of Education. “Every child deserves to learn without intimidation, and California will do all we can to protect our students.”
The directive issued Tuesday by Department of Homeland Security acting Secretary Benjamine Huffman reverses guidance that dates back to 2011, restricting Immigration and Customs Enforcement (ICE) and Customs and Border Protection (CBP) agencies from detaining immigrants near locations like schools, child care centers, playgrounds, hospitals and churches.
“This action empowers the brave men and women in CBP and ICE to enforce our immigration laws and catch criminal aliens — including murderers and rapists — who have illegally come into our country. Criminals will no longer be able to hide in America’s schools and churches to avoid arrest,” the Department of Homeland Security said in a statement Tuesday.
Under California law, school officials are not required to allow immigration agents to enter schools without a judicial warrant, according to recent guidance issued by California Attorney General Rob Bonta.
“It is disappointing, but unfortunately unsurprising that President Trump, in his first days in office, is focusing his time and energy on making his inhumane and irresponsible mass deportation agenda a reality. My team is actively reviewing his executive orders, and we stand ready to defend the rights of Californians if we find that the President has in any way violated the law — starting with our lawsuit, filed today, challenging the President’s unconstitutional executive order on birthright citizenship,” Bonta said.
The Association of California School Administrators issued a statement saying they are “troubled and deeply disappointed” in the Trump administration’s order allowing immigration enforcement near schools.
“This is an abuse of power and goes against the constitutional right of every child to have a public education,” the statement reads. “Schools are meant to be safe spaces where children can learn and grow without fear. … We know from past experience that this decision will result in some students not attending school, families disengaging, academics being disrupted, and severe impacts on social-emotional well-being.”
In response to requests for support from school districts and county offices of education, the California Department of Education sent a letter Tuesday to all county and school district superintendents and charter school administrators with resources for immigrant students and families and reminders about their rights.
“Our schools must be a safe place for children to learn and educators to teach. In line with federal and state law, California’s schools can take actions to ensure that all students have access to school campuses and educational opportunities without fear of deportation,” State Superintendent of Public Instruction Tony Thurmond said.
“In light of the new administration’s action today to overturn the sensitive locations policy, I want to reassure our education community that the Los Angeles County Office of Education (LACOE) remains steadfastly committed to ensuring that every student, regardless of their immigration status, has access to a safe, secure and nurturing learning environment,” said Debra Duardo, superintendent of schools for Los Angeles County, in a statement.
“The change to the policy does not overrule the student’s constitutional right to an education. It also does not overrule state constitutional protections,” Duardo continued. “It is important to reinforce that all students possess the right to a public education, independent of their immigration status. Our schools are mandated to ensure that no student is denied enrollment or faced with barriers to their educational opportunities based on their or their family’s immigration status.”
Many school districts, including Los Angeles Unified, Long Beach Unified, San Diego Unified and San Francisco Unified have reaffirmed “sanctuary resolutions” or sent letters to families in recent weeks, explaining their rights and sharing legal resources. Seventeen Santa Clara County superintendents and school board members signed a letter earlier this month, saying schools will continue to support immigrant students and families and reminding the public of a 1982 Supreme Court decision, Plyler v. Doe, which found that all children present in the United States have a right to a public education, regardless of their immigration status or their parents’ immigration status.
A spokesperson for Los Angeles Unified School District said the district has begun training all staff in how to respond if federal immigration officers show up at schools and will be distributing cards to students explaining their rights if approached by immigration agents.
“Los Angeles Unified School District is compelled by legal, professional, and moral obligations to protect rights of its students and employees, including privacy rights under FERPA (Family Educational Rights and Privacy Act), and state and federal constitutional rights, which include rights of all students to a free and public education,” a district spokesperson wrote in an email. “School officials do not collect or share information about the immigration status of students and their families. Since 2017, LAUSD has had a policy to not voluntarily cooperate with immigration enforcement actions by federal agencies.”
Fresno Unified School District is holding a series of workshops for families about immigrant rights. District spokesperson Diana Diaz wrote, “We want to urge our families who are concerned about possible detainment or deportation to please make a family preparedness plan NOW. This includes updating your child’s emergency card with their school so they can be released to another trusted adult if parents are unable.”
Teachers’ unions also rejected the Trump administration’s change.
“As educators and union members, we are committed to protecting our students — every single student, regardless of their immigration status,” said David Goldberg, president of the California Teachers Association, which represents 310,000 teachers, nurses, counselors, psychologists, librarians and other education staff across the state. “We have a professional and moral responsibility to keep our students safe if ICE comes to our communities. We will always come together in our union to ensure every public school is a safe space and to uphold the constitutionally protected right of all students to access a public education.”
Jeff Freitas, president of the California Federation of Teachers, the state’s second-largest teachers union, said in a statement, “Trump’s first day in office showed us that he is exactly who he told us he would be. His first actions as president direct hate and aim to stoke fear in the hearts of immigrant families and our LGBTQIA+ community. We can’t expect students to learn when they fear being separated from their parents, being bullied for being LGBTQIA+, or being treated differently based on the language they speak or the color of their skin.
“While we still hope to see Congress and our courts block these blatantly unconstitutional actions,” Freitas continued, “we won’t wait for them to act. Educators and school staff stand ready to fight back against every single action that stands to harm our members, our students, and our communities.”
EdSource reporter Diana Lambert contributed to this article.
Paradise Elementary in Butte County was one of nearly 19,000 structures destroyed in the November 2018 Camp fire.
Credit: Julie Leopo / EdSource
Diann Kitamura was superintendent of Santa Rosa City Schools in 2017 when the Tubbs fire became the most destructive fire in state history, burning through nearly 37,000 acres and destroying two school structures, plus the homes of about 800 students and 100 staff.
That record was broken the following year, when the Camp fire tore through Butte County, including the town of Paradise, where eight of nine school structures were damaged or destroyed; more than 50,000 people were displaced, and 85 people were killed. Meagan Meloy heads the homeless and foster youth services department at the Butte County Office of Education, which stepped in to support the thousands of students who were suddenly homeless from one day to the next.
Now, more than seven years for Kitamura and six years for Meloy after leading their Northern California school districts through the fire recovery efforts, they discuss lessons they learned and offer tips to the districts dealing with the aftermath of the Palisades and Eaton fires in Los Angeles County on how they could ease the suffering of their communities.
At the time of the Tubbs fire, there had been no recent fires impacting schools on that scale, and Kitamura had no model to guide her and her team. She now extends support to other districts going through their own recovery process.
Both Kitamura and Meloy say they believe their experiences can help school leaders across Los Angeles County as they deal with the widespread devastation of the Palisades and Eaton fires.
Former State Superintendent Tom Torlakson, center, and former Santa Rosa City Schools Superintendent Diann Kitamura, right, at the Hidden Valley Satellite school, Santa Rosa, after the school was destroyed in the Tubbs fire in 2017.Credit: Diann Kitamura
Kitamura said it’s important to understand that the impact of fires goes beyond the people whose homes burned down: “Even if their school didn’t burn, their home might have burned; even if their home might not have burned, their school had burned.”
She added that despite the complex tasks involved, leaders should stay focused on what most matters. “It was really my own common sense and my deep, deep, deep care and love for my students, my staff and my families that guided the decisions every step of the way of how I was going to operate,” Kitamura said.
To ensure the physical and emotional well-being of their school communities, Kitamura said, leaders must think of a wide range of tasks, including making sure the business department is creating budget codes specific to disaster-related expenses, determining what instructional materials were destroyed and need replacing, identifying what resources the Federal Emergency Management Agency can offer, beefing up air quality monitoring across the areas that burned, figuring out if the insurance policies are adequate, and more.
“It’s going to be a long process, and it’ll come in waves,” said Meloy of fire recovery efforts in Butte County.
‘Create some kind of normality for students as soon as possible’
Meloy said the immediate need after a fire is to ensure the safety of all students and staff, and she highlighted the importance of finding a place and time for the greater school community to gather, given the impact of such a crisis.
“It maybe can’t happen immediately, but as soon as possible, when it’s safe and feasible, provide opportunities for the school community to just come together, support one another socially, emotionally,” she said. “Create some kind of normality for students as soon as possible.”
Meagan Meloy working at the Local Assistance Center after the Park fire in Butte County during the summer of 2024.Credit: Meagan Meloy
Use systems that are already in place to help as many families as possible. For instance, students whose families lose their homes to fires are likely to qualify for resources available to students experiencing homelessness. That’s because homelessness among children and youth is defined broadly under the McKinney-Vento Homeless Assistance Act, which mandates that every school district, county office of education and charter school hire a local liaison to ensure that homeless youth are identified and education services are coordinated to increase these students’ chances of succeeding academically.
This federal law defines homeless students, in part, as “children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals.”
Districts typically already have systems in place for this student group to ensure students have stability across three basic needs: shelter, food, and gas — the same needs that Kitamura noted are most urgent for students displaced by fires.
But Meloy, who has worked with the county education office for 21 years, offers a warning about the language used when communicating with families about their children’s education rights while they search for stable, permanent housing.
“A lot of the families that lost their homes in the Camp fire had never experienced homelessness before and weren’t comfortable with self-identifying. (Consider) using terms like ‘displaced,’ ‘temporary,’ ‘not stable’ rather than that label of homeless or homelessness that can be kind of off-putting to people. They may not want to even think of themselves as fitting under that category,” Meloy said.
While students displaced by fires may be eligible for student homelessness resources, schools and districts are often limited in the amount of funding available for this student group and in how funding can be used.
For example, homeless liaisons cannot typically purchase gas gift cards to hand out to families who need help transporting their children to school.
To meet some of the needs that education funding typically cannot be applied to, Meloy and her team relied on funding from a local foundation, North Valley Community Foundation, which received donations from a wide range of sources.
“Without that, I don’t know how we would have met the need for transportation,” she said.
Schools in Los Angeles County can also tap into the network of partners that liaisons and other school staff often work with. Both Meloy and Kitamura noted that their schools faced difficulties managing an influx of physical donations after fires.
Meloy said while some donations such as school supplies were helpful for her team of liaisons, they were not “really best equipped to” sort through donations like food and clothing.
It’s best for liaisons to work with “partner agencies who already have storage and systems for disbursing other items” so that they and other school staff can “stay focused on the school stuff,” she said.
It can also be helpful to communicate to the public that cash donations are most helpful in recovery efforts.
“I know that sounds maybe not appropriate … but in Santa Rosa City Schools, I had to haul out nine truck and trailer loads of stuff, and people who are displaced, they have no place to hold stuff,” said Kitamura, who is now the deputy superintendent of equitable education services with the Sonoma County Office of Education. “What they need is food, shelter and gasoline in most cases right now.”
Meloy also underscored what she called “secondary homelessness.”
For example, a family with sufficient home insurance might be able to purchase another home that had previously been a rental, which might then cause a group of renters to go on the search for housing.
“It’s families who maybe were not directly impacted in the sense that they lost their home in the fire, but it ripples out into the housing market and pushes people out,” Meloy said.
Addressing both physical and emotional needs
With the majority of Paradise Unified schools destroyed, enrolling students at neighboring schools became a primary task for Meloy and her staff.
To streamline the process, Meloy’s department asked every school district to identify an enrollment point of contact for families displaced by the Camp fire. Families were asked to text or call 211, the state’s local community services number, to be connected with a district point of contact, who worked with each family to help them decide where to enroll their children.
As student enrollment was handled in Butte County, Meloy noticed that the trauma that students had experienced became clearer and that the wide range of support, from mental health counseling to transportation to tutoring, might become difficult to track over time.
Meloy’s recommendation to L.A. County education staff is to create a filter in the district’s student information system that can be applied to students who were affected by fires. With this filter, school staff can have “some kind of a system where those students can then be flagged for extra support” over several years.
That filter can become particularly helpful when students’ trauma around fires is triggered by conditions similar to those that can spark fires. For example, Kitamura’s students dealt with power shut-offs during strong winds, poor air quality, and smoke traveling from other regional fires for years following the Tubbs fire. “The trauma from the fires is exacerbated” each time, said Kitamura.
Meloy said staff should be “prepared to see behaviors that would be consistent with someone who has experienced trauma.” In her case, she saw some students begin acting out in class by fighting or throwing things, while some other students became more shut down, dissociating while in class, and being extra quiet.
“Understand that it’s a trauma response,” said Meloy. “If it’s a windy day, it’s probably going to be, years from now, a tough day at school.”
To support Los Angeles County schools with mental health counseling, Kitamura is currently recruiting a group of counselors from across several Northern California schools who are prepared to offer counseling for students.
“I only learned after experience with the fire to do these kinds of things for other districts,” said Kitamura, who is in contact with the LA County Office of Education regarding this effort.
Meloy offered a reminder to not underestimate the trauma that staff membrs have also experienced: “In a classroom with students who have experienced this trauma, when you’ve experienced it yourself, it can be really overwhelming, so don’t forget about the staff and the support they need.”
Kitamura also recommended that the LA education office “beef up” on air quality monitoring; “make sure they are ready to go; make sure they are accurate, and make sure that the places you’re measuring are close to the places where the most burn happens.”
Lessons in preparation
Kitamura and Meloy also noted that once the emergency was over, they moved to planning for future fires.
Kitamura’s district, for example, established a redundant server in a separate location so officials could still communicate with their school community in the event that their primary servers went down or were burned.
Meloy noted the lack of dedicated, ongoing funding for the work that homeless liaisons do — and how it undermines all planning. Both Kitamura and Meloy called on legislators to provide funding support for students displaced by fires, given that the issue now surges regularly across the state.
“It is no longer, sadly, an isolated, once-in-a-decade event. It is continuing to happen. I had been thinking about, from the homeless liaison perspective, wildfires being a rural issue,” Meloy said. “But it’s really everywhere. I would love to see some dedicated funding for that.”
As Kitamura put it: “There will be more wildfires. There will be more crises. So … we better plan accordingly.”
April 21, 2025, by Dean Hoke: With this profile of Davidson College, I complete the tenth and final entry in my series exploring small colleges across the United States. This journey has deepened my appreciation for the distinct contributions and lasting impact of these diverse institutions. Collectively, these colleges have further strengthened my belief in the diversity, resilience, and enduring importance of American higher education — and reaffirmed the vital role that small colleges continue to play in communities across the country.
Background
Founded in 1837 by Presbyterian leaders, Davidson College is a private liberal arts college located in Davidson, North Carolina, just north of Charlotte. Named after Revolutionary War hero General William Lee Davidson, the college embraces a strong tradition of academic excellence and service. Although it maintains historical ties to the Presbyterian Church (USA), Davidson welcomes students of all faiths and backgrounds. A hallmark of Davidson’s culture is its student-run Honor Code, fostering a climate of trust and integrity. With about 2,000 undergraduates, Davidson remains committed to developing “humane instincts and disciplined, creative minds” through a personalized liberal arts education steeped in tradition, yet responsive to the challenges of a changing world.
Curricula
Davidson College offers a broad and rigorous liberal arts education, exclusively focused on undergraduate learning. Students choose from 37 majors and 39 minors, ranging from traditional fields like English, History, and Biology to interdisciplinary studies like Data Science and Environmental Studies. Through the Center for Interdisciplinary Studies, students can even create personalized majors. All students must complete a comprehensive general education program, emphasizing writing, critical thinking, and exposure to diverse disciplines.
Davidson has an 8:1 student-faculty ratio, which promotes mentorship and in-depth discussion. Faculty, all holding terminal degrees, foster an environment that encourages original research and creative work. Davidson emphasizes experiential learning, with over 70% of students studying abroad and many engaging in faculty-mentored research or community-based projects. Signature programs include the Center for Civic Engagement and Humanities Seminars. The college’s academic culture, shaped by its Honor Code, blends classic liberal arts education with forward-looking innovation, producing graduates who are both intellectually agile and socially responsible.
Strengths
Academic Achievements: Davidson students and alumni excel in prestigious awards. The college has produced 23 Rhodes Scholars (one of the highest totals per capita for an undergraduate institution) and is a top producer of Fulbright Scholars. Students are also competitive for Goldwater, Watson, and Marshall scholarships, reflecting the quality of preparation.
Employment and graduate school placement rates: In the class of 2024, 92% were employed or enrolled in postgraduate education 6 months after graduation. This has been consistent for a number of years.
Selective Admissions: Admission to Davidson is highly competitive (“most selective” according to Princeton Review and U.S. News). For the Class of 2027 entering fall 2023, Davidson’s acceptance rate was ~14.5% (1,068 accepted out of 7,363 applicants) and has a yield rate of nearly 50%. Davidson practices need-blind admissions for U.S. students and meets 100% of demonstrated financial need.
Notable Faculty and Resources: Davidson’s faculty are dedicated teachers and active scholars. Small class sizes and an emphasis on undergraduate research allow students to work closely with faculty on original research or creative works. The college has modern facilities for science and art. Davidson’s NCAA Division I athletics (unusual for a school of its size) also provides school spirit and national visibility, particularly the men’s basketball program.
Financial Strength and Aid: Davidson’s financial position is robust, with an endowment of approximately $1.3 billion as of 2023. This substantial endowment (which has more than doubled in the past decade) underwrites the college’s Davidson Trust, a landmark financial aid program.
Weaknesses
High Cost and Financial Accessibility: The high sticker price of attending Davidson—now over $80,000 annually and rising—remains a barrier for many middle-income families. Students without demonstrated financial need receive little or no merit aid, limiting socioeconomic diversity compared to peer institutions with larger endowments.
Student Diversity Challenges: Davidson College has made significant efforts to diversify its student body, but challenges remain. Black and Hispanic/Latino enrollment continues to lag behind national averages for selective liberal arts colleges. Although Davidson has invested in scholarships, outreach programs, and DEI initiatives, progress has been gradual. Some students and alumni express concern that the pace of change has not fully kept up with the college’s aspirations for a more inclusive campus community.
Faculty Retention Challenges Among Early-Career and Diverse Faculty: While Davidson College enjoys strong overall faculty stability, recent strategic plan updates and DEI committee reports acknowledge challenges in retaining early-career and underrepresented faculty members. Factors such as limited research resources, heavier service burdens for faculty of color, and opportunities at larger institutions have contributed to higher attrition rates within these groups.
Economic Impact
According to the Davidson College Economic Impact Report 2023, produced by Appleseed Inc. (an economic consulting firm specializing in higher education and nonprofit sectors), Davidson College generates nearly $500 million annually for the North Carolina economy, including $430 million for the Charlotte metro region. The college supports approximately 2,300 jobs statewide and contributes around $22 million in annual state tax revenue. Student and visitor spending adds another $18 million annually to local businesses. Beyond economics, Davidson students contribute over 73,000 hours of community service each year, benefiting local schools, nonprofits, and civic organizations. The town-gown relationship is exemplary, with Davidson serving as a cultural, social, and educational hub for the region. Davidson’s strategic proximity to Charlotte opens further opportunities for collaboration, internships, and regional engagement, ensuring that its impact extends well beyond its picturesque campus.
Enrollment Trends
According to the Davidson College FactFile, enrollment has remained steady with a gender balance and a national/international student body.
The college student body represents all states and 57 nations. The domestic student of color population is 28%, and 53% of the students are women.
Degrees Awarded by Major
In the 2023–24 academic year, Davidson College conferred degrees to 504 graduates, of whom 108 had double majors.
Alumni
Davidson College’s alumni impact spans politics, literature, sports, and public service:
Dean Rusk (1931): U.S. Secretary of State under Presidents Kennedy and Johnson; Davidson’s international studies program honors his legacy.
Tony Snow (1977): Former White House Press Secretary and noted journalist; exemplified public communication skills rooted in his Davidson education.
Patricia Cornwell (1979:) Best-Selling crime novelist whose forensic thrillers have sold over 100 million copies worldwide.
Elizabeth Kiss (1983): Global educational leader and Warden of Rhodes House at Oxford University; a trailblazer in ethics and leadership education.
Anthony Foxx (1993): U.S. Secretary of Transportation and former Mayor of Charlotte; actively supports Davidson’s civic engagement initiatives.
Stephen Curry (2010, completed 2022): NBA MVP and four-time champion; his legendary NCAA tournament run put Davidson basketball on the national map, and he returned to complete his sociology degree.
Endowment and Financial Standing
Davidson’s endowment has grown significantly, reaching approximately $1.375 billion in 2023. This growth supports its generous need-blind, no-loan financial aid policies and academic initiatives.
The college’s financial management has earned high marks. The 2023 Forbes Financial Grades give Davison a 3.9 GPA and an A letter grade.
Return on Investment (ROI)
According to Georgetown University’s Center on Education and the Workforce, Davidson’s 40-year ROI for bachelor’s degrees is $2,689,000—well above the national average of $1,744,000 for private institutions. This places Davidson in the top 75 private college institutions.
Why is Davidson Important?
• Davidson College embodies the best traditions of academic rigor, ethical leadership, and service. Founded in 1837, Davidson forged a powerful model of liberal arts education rooted in critical thinking, moral inquiry, and civic responsibility. The college’s honor code—one of the earliest in the South—still defines campus culture today, emphasizing personal integrity and a community of trust.
• Davidson’s regional and national influence extends far beyond its campus. The college plays a growing role in the economic and civic life of the Charlotte metro area, leveraging partnerships that connect students to real-world opportunities in business, public service, and innovation. Nationally, Davidson alumni have made transformative contributions in government, global affairs, literature, education, and athletics, demonstrating that small colleges can have broad and lasting societal impact.
• Davidson remains a vital force for leadership, diversity, and opportunity. Initiatives like the Davidson Trust, which eliminates student loans from financial aid packages, alongside robust global learning and community engagement programs, show Davidson’s commitment to access and excellence. The college continuously prepares students not only for professional success but for principled leadership in a rapidly changing world.
Summary
Davidson College remains one of America’s premier liberal arts institutions, blending historic tradition with forward-looking innovation. The college exemplifies the transformative power of the liberal arts, producing leaders of conscience and influence. It has long combined academic excellence with ethical leadership and a global perspective, demonstrating that a small college can have a profound national and international impact. Davidson’s commitment to trust, service, and innovation ensures that it continues to shape lives and society for the better.
Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America.
Jorge Espinoza Jr., left, and Luke Wilson are the first two student board members in West Contra Costa to be compensated for the job.
Courtesy of Jorge Espinoza Jr. and Luke Wilson
West Contra Costa Unified School District students Jorge Espinoza Jr. and Luke Wilson have a seat and voice at a table that most students don’t have regular access to.
For the last five months, they’ve been sitting next to school board trustees at the dais, asking top administrators accountability questions and making recommendations on what could improve student experiences in the classroom.
On top of that, they are the first two students in the district to be paid for this work.
“It definitely has been an experience,” Espinoza said. “It’s been a journey – one that I would never want to change.”
“I believe I’ve learned so much, not only just being a board member, especially as a student, but also getting to engage with my community, engaging with the cabinet and what they do and seeing and learning all these things that go on within the board.”
Although many districts in California have student board member positions, it’s rare for them to be paid, said Troy Flint, spokesperson for the California School Boards Association. This school year, West Contra Costa Unified became one of the few in the state that pays its student board members.
School districts, including West Contra Costa, moved to pay board members after the 2023 passage of Assembly Bill 275, a state law that allows districts to pay or offer course credits to student board members. The West Contra Costa school board passed the resolution last July and updated and reapproved it last month to comply with the law.
Flint said that “the concept of involving student board members more fully, including compensating them in some very rare cases, is gaining momentum … (and) breaks from traditional practices where student board members were not supported to the same degree we’ve seen become more common with this recent generation.”
Historically, it’s been difficult to recruit students to be student board members, said West Contra Costa board member Demetrio Gonzalez-Hoy. Various West Contra Costa Unified school board members had said publicly that they believed including compensation and course credits would motivate a more diverse population of students to apply. They pointed to the time commitment the students must make. Typically, board meetings start at 6:30 p.m. and last between three and five hours — time that students could use to work for pay, study or participate in an internship.
“It’s a commitment, and many students in our high schools have to not just take care of their own family, but they have to work,” Gonzalez-Hoy said. “Having to do a volunteer position for our students is a big ask.”
In West Contra Costa, at least one of the two student board members must be from a school with 60% of students receiving free or reduced lunch, which was an effort to ensure representation from schools in less affluent areas of the district, Gonzalez-Hoy said. Students are paid $150 for every board meeting they attend and $100 for each agenda review meeting and board study session. Students also receive elective course credits.
There are typically two board meetings and an agenda review meeting per month, Gonzalez-Hoy said. The number of study sessions varies based on the business of the district.
“They won’t have to choose between a paycheck and being in this (student board member) position, but also they won’t have to choose between their studies and working,” Gonzalez-Hoy said.
Espinoza and Wilson just wrapped up their one-semester term, and the new student board members will be announced and sworn in at the Feb. 12 board meeting.
Wilson, who attends El Cerrito High School, is also a student board member of the Contra Costa County Office of Education, a term that lasts the whole school year. He suggested West Contra Costa should do the same.
“I believe that having two student board members elected for one whole year would actually be a better benefit for all students because of that momentum not being lost,” Wilson said. “One semester really doesn’t make sense in terms of that momentum and actually picking up a grasp on how the meetings run. But then you’re out when you get that grasp.”
Gonzalez-Hoy said the board is considering all student feedback to make the student board member experience as beneficial as possible.
Last year, San Diego and Palm Springs school districts passed resolutions similar to West Contra Costa’s. San Diego students receive elective course credit and are paid $1,736 per month, the amount paid to other board members in the district. Student board members in Palm Springs are paid about $296 monthly, according to the Palm Springs Desert Sun.
Board members historically receive low wages
Paying student trustees is not very popular, especially now with many school districts dealing with declines in enrollment, school closures and budget cuts, resulting in a lack of available funds. Most board members serving on school boards around the state are paid low wages.
The amount of money board members receive in California depends on the average daily attendance in the district. Average daily attendance — which is different from overall student enrollment — is calculated by taking the total number of student attendance days and dividing by the number of school days in the year.
In a district like West Contra Costa, where average daily attendance was about 23,400 in the 2023-24 school year, regular board members make up to $400 a month.
Board members in districts with 25,000 to 60,000 students receive up to $750 monthly. In districts with 1,000 to 10,000 students, board members receive up to $240 monthly. In the smaller districts with 1,000 or fewer students but more than 150, trustees receive up to $120 a month. Those in districts with less than 150 students only make up to $60 a month.
There’s a stark difference in pay for board members in larger districts with more than 250,000 students. According to the state education code, compensation in those districts is set by municipalities.
For example, board members in the Los Angeles Unified School District, serving more than 500,000 students, receive $125,000 annually if they don’t have another job and $50,000 if they do.
Some states, like Idaho, Montana and Wyoming, do not allow compensation for board members, and the elected board members are volunteers.
Empowering students
Espinoza and Wilson’s top priority this year is to create a student bill of rights that will eventually be posted in every classroom.
“The reason for this is to empower students to not only know their rights but to also have respect and accountability, not just within students but all of our staff as well,” said Espinoza, who attends Middle College High School.
Incoming student board members will take over the process of finalizing the bill of rights through outreach and surveys.
Another change Espinoza and Wilson spearheaded was to include the All Student Congress — a group of middle and high students, nominated by their schools — in discussions about the Local Control Accountability Plan, a document that outlines how the district should be spending money. Student feedback will then go to an advisory committee made up of parents and community members.
Students need to be part of the All Student Congress to qualify for the student board member position. The student congress also elects both student board members.
Espinoza Jr. and Wilson also helped draft “Educational Response to the Climate Emergency,” a resolution to help implement climate literacy in West Contra Costa schools and to help students graduate with a deeper understanding of the impacts of climate change and possible solutions. The resolution could include a climate literacy curriculum and professional development for educators.
Other goals Espinoza and Wilson have that will be passed on to the incoming student trustees are to implement a Student Advisory Panel, have more student trustee engagement, and have career technical education programs for students in grades K-8.
Wilson’s advice to would-be student board members is to “go into it with an open mind in terms of when you’re listening to the adults and frequently … you’ll hear debates, you’ll hear people not agreeing with each other. And before you just immediately pick a side, try and hear both sides.”
Espinoza said future student board members shouldn’t be shy or let the complex jargon and policies hinder them from applying.
“You’re there for a reason,” Espinoza said. “These adults, they’re here to serve us, and as students, we’re here to represent the students’ voices directly as well.”
Wendell Norris Marquez teaches pre-AP Spanish to seventh graders at Lively Middle School in Austin, Texas.
Credit: Zaidee Stavely/EdSource
On a recent Monday morning in Wendell Norris Marquez’s classroom in Austin, Texas, students were getting ready to read a story in Spanish by Gabriel Garcia Marquez. But first, they discussed the differences between a story and a novel, and between a story and a legend.
“Los cuentos son ficción (Stories are fiction),” said one student. “But are legends real?” asked Norris Marquez.
No, the students decided. They may have started based on something real, but then they changed over time as they were told and retold.
This is a sophisticated literature class. But these students aren’t in high school. They’re in seventh grade. And they’ll be taking the AP Spanish exam before they graduate from middle school.
“When I describe this class, I tell people it’s not really what you think in the back of your head as a language course, because in elementary, the kids already learned Spanish, so by the time they get to us, they’re already fully bilingual,” Norris Marquez said. “So it is about taking them to the next level. We learn literary genres, we talk about metaphors, we analyze poems, and we write essays.”
This kind of advanced Spanish class is only possible at the middle school level because most of Norris Marquez’s students have been attending dual-language programs with instruction in both Spanish and English since preschool or kindergarten.
It turns out that bilingual education is much more common in Texas than in California.
“Anybody who studies bilingual education, English learners, dual-language students, eventually stumbles across this reality that Texas has this long and linguistically rich, multilingual, multicultural K-12 history, and California doesn’t,” said Conor P. Williams, senior fellow at The Century Foundation and author of a report called “Making California Public Schools Better for English Learners: Lessons from Texas.”
According to the report, Texas enrolls 38% of English learners in bilingual education programs — more than double the 18% California enrolls.
Williams also found that Texas’ English learners have consistently done better than California’s on the National Assessment of Educational Progress in both reading and math.
“On every single administration of the test, Texas is better, over and over and over,” he said.
It’s not clear whether Texas’ English learners are doing better because of bilingual education. Multiple other factors could influence scores. Still, Williams points out that the findings are consistent with research that shows that bilingual education helps students achieve fluency in English and do better on academic tests over time.
“The research suggests that English learners in bilingual schools will score a little lower in English acquisition and in academics for a couple of years, but by roughly fourth grade, they should be outperforming English learners in English-only,” Williams said. “So you would expect to see that by about fourth grade, Texas, with its large number of bilingual programs, would start to really outperform California. You would expect that to be especially true by eighth grade. And that’s sort of what we see.”
Money and a mandate
Texas requires school districts to offer bilingual education if at least 20 children in the same grade speak the same language other than English at home, a mandate that dates back to 1973.
By contrast, California voters passed a law in 1998, Proposition 227, that required English learners to be taught in English-only classrooms unless their parents signed a waiver. That law remained in place for 18 years, until voters overturned it in 2016. The almost two decades of English-only instruction set the state back, officials say.
“The passage of Proposition 227 deeply impacted bilingual teacher education programs, resulting in fewer teachers earning bilingual certification over the past two and a half decades. Bilingual teacher education programs are still recovering,” wrote Alesha Moreno-Ramirez, director of multilingual support at the California Department of Education, in an email.
After Proposition 227 was overturned, California published two documents that set out a vision and goals for expanding bilingual education, the English Learner Roadmap and Global California 2030. But Williams says these documents have no teeth.
“There hasn’t been commensurate investment, accountability and oversight to make sure that these goals and vision documents matter,” Williams said. “Neither can make any school district do anything. It’s all voluntary.”
Texas passed a law in 2019 that sends additional funds to schools for all students enrolled in dual language immersion, and even more for English learners enrolled. By one calculation, Texas schools receive $924 more per year for every English learner in dual-language immersion. The state also has a long history of bipartisan support for bilingual education, and the top education official reportedly sends his own children to a bilingual school.
In Austin alone, there are 57 elementary schools offering dual-language programs, in Spanish, Mandarin and Vietnamese. More than half of the district’s English learners, referred to as “emergent bilingual” students, attend these programs.
At Perez Elementary, Spanish and English can be heard in classrooms, hallways, and out on the playground. One corner of the school library is dedicated entirely to books the students wrote themselves in both languages. Alongside a book that one child wrote about Roblox, a game creation platform, is a poignant story about a family’s journey to the U.S. from Honduras.
Yadi Landaverde teaches fourth grade at Perez Elementary School in Austin.Credit: Zaidee Stavely/EdSource
In a fourth grade classroom, as students prepared for a math lesson in English, teacher Yadi Landaverde walked them through how to say some terms in English and Spanish — right angle, obtuse angle and protractor, for example.
Landaverde, who has been teaching for 10 years, said that explicitly teaching the differences and similarities between languages is especially important for students who recently immigrated to the U.S. and are not as familiar with English. This year, she said, she has eight recent immigrants in her class. Landaverde was born in Mexico and grew up in South Texas. Growing up, she only had English instruction in school. But she’s seen the benefits of dual-language immersion with her students.
“As long as the first language is strong, students do tend to score higher on state tests,” Landaverde said. “I’ve seen that.”
Her students were eager to share why they love bilingual education.
“Being in a dual-language program is just the best thing you could do in school because you are learning two languages, and that feels like a superpower for everybody,” said Emil, 10. Austin Independent School District officials asked EdSource not to publish students’ last names to protect their privacy.
His classmate Luis, also 10, emigrated from Venezuela two years ago, but first attended an English-only school in New York, where he didn’t feel like he could communicate with anyone.
A fourth grade dual-language classroom at Perez Elementary in Austin, Texas.Credit: Zaidee Stavely/EdSource
“I couldn’t understand nobody and I couldn’t talk to nobody. One time I got home, and I was crying because nobody talked to me,” he said. When he moved to Texas and began attending Perez, he said, he was immediately welcomed.
“Now in class, I can speak Spanish normally without nobody saying that they don’t understand me,” he said. “And when I don’t know … something in English, I can just ask my friend that speaks more English than me and say, ‘What does this word mean?’”
Mathilda, who has been in the dual-language program at Perez since pre-kindergarten and speaks Spanish at home, said it has helped her keep both languages strong.
“My cousins in California cannot speak Spanish, so I need to teach them to learn Spanish ’cause they don’t go to a program for bilingual,” she said.
Middle and high school classes
In Austin, 13 middle schools and five high schools have bilingual programs in which students take at least two classes a semester in Spanish. One is a language or literature course, and the other is a content class, like science or math. Many schools also have electives available in Spanish, like film history or web design.
Down the hall from Norris Marquez’ class at Lively Middle School, Antonia Vincent teaches AP Spanish to eighth graders.
“At the beginning, they don’t even believe that they can do an AP class, and they don’t understand, most of them, what is an AP class,” Vincent said. “But at the end, we have good results, and they are very proud of themselves.”
Antonia Vincent teaches AP Spanish to eighth graders at Lively Middle School in Austin.Credit: Zaidee Stavely/EdSource
The majority of students in the dual-language classes in middle and high school in Austin are students who have been enrolled in bilingual education since elementary school. But some are also recent immigrants.
Advanced classes in Spanish can be empowering for recent immigrant students, Vincent said.
“Some of them, in the beginning, they are very shy,” Vincent said. “And this class empowers them because they feel that we listen to them, so they are building their confidence.”
One immigrant student wrote Vincent a letter saying, “Thanks to your class, I know that I can express myself, and that is empowering me to continue and to take this opportunity in my other classes.”
The classes also have benefits for students who are not English learners. Caroline Sweet, the dual-language instructional coach at Perez Elementary School, sent both her children to dual immersion programs. Her oldest son, now in 10th grade, attended Perez and then continued in dual immersion at Lively Middle School and Travis High School.
“His advanced Spanish courses in high school are so hard that when I look at those texts, I’m like, I do not know what that medieval poem means,” Sweet said. “But I think it’s just kept him pretty astute and paying attention to language and then just kind of really flexible in his brain.”
Patchy progress in California
Dual-language immersion programs like the ones at Perez Elementary and Lively Middle School do exist in California. Los Angeles Unified, for example, has more than 230 dual-language programs that span transitional kindergarten through 12th grade. But advocates for English learners say the investment of resources by the state has been piecemeal.
“Access to bilingual programs varies wildly depending on the district, the community, and available resources,” said Martha Hernandez, executive director of Californians Together, a nonprofit organization that advocates for English learners statewide.
Advocates and state officials agree that the biggest challenge is a lack of teachers with bilingual credentials.
Moreno-Ramirez, from the California Department of Education, pointed to recent investments to show that the state is supporting school districts to expand bilingual education.
In 2021, California invested $10 million for grants to expand dual-language immersion programs. In 2022, the state put another $10 million toward grants for helping train teachers in “effective language acquisition programs” for English learners, including bilingual proficiency. Most recently, the state invested $20 million in a program to help more teachers get bilingual credentials.
These investments have been helpful, but insufficient, said Anya Hurwitz, executive director of SEAL (Sobrato Early Academic Language), a nonprofit organization that promotes bilingual education.
“If we want to see multilingual education scaled in California, it’s got to be invested in,” Hurwitz said. “Money alone is not the answer ever to almost anything in life, yet we can’t pretend that it’s not an important ingredient.”
Williams agreed.
“227 is a real thing, no question. But 227 ended almost a decade ago,” said Williams. “At some level, if you’re going to be a progressive leader on this, it’s been a decade, it’s time, you can’t blame that anymore.”
Thomas Friedman is not an alarmist. He has been writing about foreign policy for The New York Times for many years. He has written about crisis after crisis. But now we are an unprecedented point in our history. An unhinged ignorant man is President. Probably he is being manipulated by others. And at times, he acts on whims and grievances.
On any day, he comes up with some dangerous idea. He is ruining most people’s life savings. Eliminating or disabling federal agencies. Attacking academic freedom; extorting major law firms and universities. Trampling on the rule of law and the Constitutuon. There is no rationale or ending to his madness.
Friedman admits he is fearful for the future of our country. So am I. Trump is demolishing all established relationships, antagonizing allies, aligning us with Putin’s goals, and breaking whatever he can. Why? Either he is crazy or stupid or acting on Putin’s behalf. I believe it’s all of the above.
Friedman writes:
So much crazy happens with the Trump administration every day that some downright weird but incredibly telling stuff gets lost in the noise. A recent example was the scene on April 8 at the White House where, in the middle of his raging trade war, our president decided it was the perfect time to sign an executive order to bolster coal mining.
“We’re bringing back an industry that was abandoned,” said President Trump, surrounded by coal miners in hard hats, members of a work force that has declined to about 40,000 from 70,000 over the last decade, according to Reuters. “We’re going to put the miners back to work.” For good measure, Trump added about these miners: “You could give them a penthouse on Fifth Avenue and a different kind of a job and they’d be unhappy. They want to mine coal; that’s what they love to do.”
It’s commendable that the president honors men and women who work with their hands. But when he singles out coal miners for praise while he tries to zero out development of clean-tech jobs from his budget — in 2023, the U.S. wind energy industry employed approximately 130,000 workers, while the solar industry employed 280,000 — it suggests that Trump is trapped in a right-wing woke ideology that doesn’t recognize green manufacturing jobs as “real” jobs. How is that going to make us stronger?
This whole Trump II administration is a cruel farce. Trump ran for another term not because he had any clue how to transform America for the 21st century. He ran in order to stay out of jail and to get revenge on those who, with real evidence, had tried to hold him accountable to the law. I doubt he has ever spent five minutes studying the work force of the future.
He then returned to the White House, his head still filled with ideas out of the 1970s. There he launched a trade war with no allies and no serious preparation — which is why he changes his tariffs almost every day—and no understanding of how much the global economy is now a complex ecosystem in which products are assembled from components from multiple countries. And then he has this war carried out by a commerce secretary who thinks millions of Americans are dying to replace Chinese workers “screwing in little screws to make iPhones.”
But this farce is about to touch every American. By attacking our closest allies — Canada, Mexico, Japan, South Korea and the European Union — and our biggest rival, China, at the same time he makes clear he favors Russia over Ukraine and prefers climate-destroying energy industries over future-oriented ones, the planet be damned. Trump is triggering a serious loss of global confidence in America.
The world is now seeing Trump’s America for exactly what it is becoming: a rogue state led by an impulsive strongman disconnected from the rule of law and other constitutional American principles and values.
And do you know what our democratic allies do with rogue states? Let’s connect some dots.
First, they don’t buy Treasury bills as much as they used to. So America has to offer them higher rates of interest to do so — which will ripple through our entire economy, from car payments to home mortgages to the cost of servicing our national debt at the expense of everything else.
“Are President Trump’s herky-jerky decision-making and border taxes causing the world’s investors to shy away from the dollar and U.S. Treasuries?” asked The Wall Street Journal’s editorial page on Sunday under the headline, “Is There a New U.S. Risk Premium?” Too soon to say, but not too soon to ask, as bond yields keep spiking and the dollar keeps weakening — classic signs of a loss of confidence that does not have to be large to have a large impact on our whole economy.
The second thing is that our allies lose faith in our institutions. The Financial Times reported Monday that the European Union’s governing “commission is issuing burner phones and basic laptops to some U.S.-bound staff to avoid the risk of espionage, a measure traditionally reserved for trips to China.” It doesn’t trust the rule of law in America anymore.
The third thing people overseas do is tell themselves and their children — and I heard this repeatedly in China a few weeks ago — that maybe it’s not a good idea any longer to study in America. The reason: They don’t know when their kids might be arbitrarily arrested, when their family members might get deported to Salvadoran prisons.
Is this irreversible? All I know for sure today is that somewhere out there, as you read this, is someone like Steve Jobs’s Syrian birth father, who came to our shores in the 1950s to get a Ph.D. at the University of Wisconsin, someone who was planning to study in America but is now looking to go to Canada or Europe instead.
You shrink all those things — our ability to attract the world’s most energetic and entrepreneurial immigrants, which allowed us to be the world’s center for innovation; our power to draw in a disproportionate share of the world’s savings, which allowed us to live beyond our means for decades; and our reputation for upholding the rule of law — and over time you end up with an America that will be less prosperous, less respected and increasingly isolated.
Wait, wait, you say, but isn’t China also still digging coal? Yes, it is, but with a long-term plan to phase it out and to use robots to do the dangerous and health-sapping work of miners.
And that’s the point. While Trump is doing his “weave” — rambling about whatever strikes him at the moment as good policy — China is weaving long-term plans.
In 2015, a year before Trump became president, China’s prime minister at the time, Li Keqiang, unveiled a forward-looking growth plan called “Made in China 2025.” It began by asking, what will be the growth engine for the 21st century? Beijing then made huge investments in the elements of that engine’s components so Chinese companies could dominate them at home and abroad. We’re talking clean energy, batteries, electric vehicles and autonomous cars, robots, new materials, machine tools, drones, quantum computing and artificial intelligence.
The most recent Nature Index shows that China has become “the leading country globally for research output in the database in chemistry, earth and environmental sciences and physical sciences, and is second for biological sciences and health sciences.”
Does that mean China will leave us in the dust? No. Beijing is making a huge mistake if it thinks the rest of the world is going to let China indefinitely suppress its domestic demand for goods and services so the government can go on subsidizing export industries and try to make everything for everyone, leaving other countries hollowed out and dependent. Beijing needs to rebalance its economy, and Trump is right to pressure it to do so.
But Trump’s constant bluster and his wild on-and-off imposition of tariffs are not a strategy — not when you are taking on China on the 10th anniversary of Made in China 2025. If Treasury Secretary Scott Bessent really believes what he foolishly said, that Beijing is just “playing with a pair of twos,” then somebody please let me know when it’s poker night at the White House, because I want to buy in. China has built an economic engine that gives it options.
The question for Beijing — and the rest of the world — is: How will China use all the surpluses it has generated? Will it invest them in making a more menacing military? Will it invest them in more high-speed rail lines and six-lane highways to cities that don’t need them? Or will it invest in more domestic consumption and services while offering to build the next generation of Chinese factories and supply lines in America and Europe with 50-50 ownership structures? We need to encourage China to make the right choices. But at least China has choices.
Compare that with the choices Trump is making. He is undermining our sacred rule of law, he is tossing away our allies, he is undermining the value of the dollar and he is shredding any hope of national unity. He’s even got Canadians now boycotting Las Vegas because they don’t like to be told we will soon own them.
So, you tell me who’s playing with a pair of twos.
If Trump doesn’t stop his rogue behavior, he’s going to destroy all the things that made America strong, respected and prosperous.
I have never been more afraid for America’s future in my life.
Riverside County teachers collaboratively learn with the Riverside County Office of Education math team around increasing student thinking.
Credit: Riverside County Office of Education
When I became president of the California State Board of Education in 1975 for the first of two stints in this role (1975–82), three different offices created state curriculum frameworks, instructional materials and assessments, without much coordination or integration. In the five decades since, I’ve seen the state make significant progress in aligning K–12 policies — including those that govern finance, English learners, career/technical education, teacher preparation, accountability, postsecondary preparation, and more — to form a system where the various parts do work together.
But alignment alone is not enough for successful student learning and measurable academic growth. For example, Common Core math adopted by the State Board of Education in 2013 failed at the essential last mile of implementation by not providing the capacity for teachers and principals to teach the new math framework. As I reflected on my eight-year presidency of the board ending in 2019, I concluded we ended up with some islands of deeply rooted and changed math teaching, but mostly deserts where math teaching never changed significantly.
In 2014, the board approved the English Language Arts/English Language Development Framework and in 2023 a new math framework. Now, state educators must focus on the next step. To successfully implement both academic frameworks, we will need effective, aligned, sustained professional development that can reach and strengthen the entire teacher workforce.
Scaling up means ensuring that every teacher in California has, on an ongoing basis:
Adequate time to prepare lessons
Opportunities to continually learn in math topic areas as well as best practices in teaching
Opportunities to collaborate with other teachers while on the job
Access to models of effective teaching
Access to coaching and expert support
Time for reflection, feedback and revision
This kind of professional development has been implemented on a large scale in Ontario, Canada; Singapore; South Korea; and Japan.
To better serve our students and realize the goals of our math and English language arts standards requires substantial shifts on the part of teachers and instructional leaders. The state must make a sustained investment to make this happen. The new 2023 math framework, for example, calls for students to explain and justify their reasoning, grasp concepts, and make connections between different solutions in a much deeper manner than was the case in the No Child Left Behind era. Teachers’ instruction will likely improve only if they have developed relatively sophisticated visions of high-quality mathematics teaching. Teachers need rapid feedback mechanisms and the ability to continually measure how well each student is learning.
These are no small tasks to reach 9,700 principals and 319, 000 teachers in California. The local district is the first entity one would typically look toward in coordinating efforts to build teachers’ capacity to implement standards-aligned instruction. But most districts in California are quite small. Larger districts lack the necessary staff development capacity in-house, especially since staff support must be thorough and sustained.
Each state needs to devise its own strategies for how to best build and sustain the infrastructure for a dramatic upgrade in local instructional capacity. California has set policies and oversees the preparation of new teachers primarily through the California Commission on Teacher Credentialing (CTC). The state needs to expand the scope of the CTC, Department of Education, and California Collaborative for Educational Excellence to include current teachers starting with early career teachers, and scaling up to more experienced teachers. We can also learn from successful approaches that have taken hold in other states.
The Newsom administration has invested in service scholarships and residencies to recruit and retain better-prepared teachers and, while these show considerable promise, they were funded with one-time money and have thus far not increased in scale to provide a large enough supply of new teachers. Districts and county offices also need support to train and coach in-service teachers. The state has recently directed funds to a county office and the state Mathematics Project to train coaches for districts so that they can establish ongoing embedded professional learning for their teachers. This, too, is a promising start, but unlikely to be sufficient to meet the enormous statewide demand for assistance.
Because human and organizational capacity building at the local level is expensive and difficult to carry out, technology and digital platforms must be designed to lower the costs. For example, students could be taught using individualized technology packages during a part of a school day, while teachers are released to attend a few hours of professional development that would otherwise necessitate the hiring of substitute teachers. Online video coaching for math teaching has already proved effective in districts such as Lost Hills in Kern County, which has shown double-digit gains in math proficiency levels for their students following such coaching,
Some critics call for more state control of what happens after teachers close the classroom door. But there is no obvious path or mechanism to exert enough state control in hundreds of thousands of classrooms for top-down implementation of the series of complex instructional shifts called for by the curriculum frameworks. Advocating for the state to take an expanded interest in ensuring and coordinating local teacher training is not equivalent to explicit state control over how a teacher goes about delivering that instruction. The latter would likely achieve minimal local buy-in and could undermine the flexibility teachers need to meet the needs of different students with distinctive strategies. Instead, schools and teachers must internalize the new standards as their own and not perceive them as an intrusion. History and current research clearly demonstrate that standards-based implementation is unlikely to be advanced by additional regulations, mandates and sanctions from the top down. Teacher support for complex instruction instead must be constructed from the bottom up. California can achieve new policies that drive classroom improvement by supporting internal and revamped external school accountability, encouraging collaborative teamwork and funding sustained, ongoing professional learning.
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