برچسب: About

  • We must change how we think about career education

    We must change how we think about career education


    Credit: Pexels

    Gov. Gavin Newsom’s executive order to develop a Master Plan on Career Education represents a critical step forward in helping Californians adapt to the projected radical transformations in the workforce. This could not have come at a more critical time. According to the World Economic Forum’s “The Future of Jobs Report 2023,” “almost a quarter of jobs (23%) are expected to change in the next five years.”

    I applaud the governor’s goals, which include expanding career education pathways in K-12, ramping up dual-enrollment and work-based learning opportunities, and enhancing connections between secondary/post-secondary education and the business community.

    But, while critical, these goals are insufficient to ensure that every K-12 student, regardless of ZIP code or life circumstance, will be afforded full career and life success opportunities.

    To maximize success, the master plan must also incorporate strategies to dislodge the entrenched, bifurcated mindset that positions K-12 career education as isolated from and inferior to the prevailing K-12 academic curriculum. This can be achieved by implementing policies that mandate the inclusion of curriculum that uses the real-world application of knowledge and concepts found in careers as a context for academic learning in all K-12 grades and subject areas. In educational literature, this is referred to as contextualized teaching and learning.

    Here’s what a career-contextualized learning component could look like:

    An elementary grade math lesson would be enriched by connecting lessons on ratios and percentages to applications in diverse careers. For example:

    • Digital media (image size and resolution; video/animation frame speed; file transfer speed).
    • Architecture/construction technology (material weight to strength ratio, linear and cubic measurements, roof pitch, stair rise to run ratios, construction cost price per square foot)
    • Data analytics (e-commerce: ratio of web page visits to link clicks; pro sports team performance: shots taken to field goals made; climate change: fossil fuel vs. alternative energy usage).

    The master plan’s primary policy goal should be to expand educational equity, thereby promoting more equitable career opportunities. 

    Key strategies to achieve this goal include:

    • Expanding differentiated instruction — tailoring teaching to meet individual needs — to better support students with diverse learning modalities, including English learners and students from low socioeconomic circumstances.
    • Transcending geographic barriers by utilizing virtual technologies to connect classrooms with career professionals from diverse geographic regions.
    • Amplifying student engagement and self-efficacy by expanding student opportunities to envision a “future self” by meeting diverse career professionals through participation in activities such as internships, mentorships and virtual meetings.         
    • Increasing participation in career pathways and dual enrollment programs by fostering an early interest in careers through the integration of curriculum in all K-12 grades and subject areas that utilize real-world career-based application of knowledge and concepts as a context for academic learning.
    • Increasing exposure to opportunities for college and career through strategic engagement with the higher education and business sectors in developing and deploying K-12 contextualized teaching and learning curriculum. 
    • Cultivating skills identified by employers as a high priority through contextualized learning experiences that promote creativity, collaboration, communication and critical thinking.

    The master plan must include strategies for planning and implementing a pilot study that involves creating, implementing and evaluating K-12 curriculum that utilizes real-world career-based application of knowledge and concepts as a context for academic learning. Collaborative teams with K-12, post-secondary and business community participants must lead this work. The pilot study must involve school test sites from geographically and economically diverse state regions. Insights derived from the pilot study will guide full statewide implementation. 

    For decades, our K-12 education system has been disconnected from the constantly evolving world of work. We are at a critical crossroads when we must advocate for transformational change to empower students with the knowledge, skills and dispositions needed for future life and career success.

    •••

    Brian F. Donnelly is the executive director of Learning Curved, a California nonprofit focused on creating opportunities for students to discover and explore emerging career paths.

    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.





    Source link

  • What to know about the new FAFSA | Quick Guide

    What to know about the new FAFSA | Quick Guide


    Sacramento State students line up to pay bills and receive financial aid information.

    Larry Gordon/EdSource Today

    The 2024-25 Free Application for Federal Student Aid, or FAFSA, was delayed by months this year due to changes that created a new, simplified form. Typically the FAFSA is available to high school seniors and college students every Oct. 1, but this year the form was delayed to Jan. 1. 

    Here are some details about the new FAFSA that you should know: 

    When did the new FAFSA application become available? Where can college students and high school seniors apply?

    The U.S. Department of Education “soft launched” the new FAFSA on Dec. 31, which means the current form will be available for a limited amount of time as the agency monitors website performance. Sometimes the form may be unavailable, but families and students should try to access it at a different time. Students can apply by visiting studentaid.gov. 

    Once the soft launch ends, students do not need to reapply. 

    Was the deadline extended for California students applying for financial aid? 

    Yes, because of the application delay. The California Student Aid Commission extended the priority deadline for students applying to four-year institutions from March 2 to April 2, 2024. Students attending a California community college in 2024-25 should apply no later than Sept. 3, 2024. 

    What is different about the new FAFSA application?

    After many complaints from students and families over the years about the complexity of the old FAFSA, the department created a new application that reduced the number of questions, expanded Pell Grant eligibility, and integrates with the Internal Revenue Service so information is pre-populated into the online form. 

    The new form is expected to be quicker and more efficient for most families. It allows students to skip as many as 26 questions, depending on their circumstances. Some students could answer as few as 18 questions. 

    The new FAFSA also updated its formula calculations to insure more students get aid. The old FAFSA used Expected Family Contribution to show families how colleges would determine aid eligibility. For example, a family could be expected to contribute $0 or $500, and colleges and universities would build a financial aid package around those amounts. However, some families misinterpreted the number to mean they had to pay the university the amount directly.

     Under the new FAFSA, families will be assigned a number called the Student Aid Index. Families can learn more about how much aid they may be eligible for next year by using the Federal Student Aid Estimator. 

    What is the maximum Pell Grant award students can receive in 2024-25? 

    The maximum aid amount for 2024-25 hasn’t been set by Congress yet. However, the maximum award in 2023-24 was $7,395. 

    What about undocumented students? 

    The student aid commission is also debuting a new and improved California Dream Act Application, or CADAA. Undocumented students cannot apply for federal aid, but can receive state financial aid through the CADAA. 

    A report last year from the commission found that getting aid as an undocumented student had become more difficult in California for a variety of reasons. The new CADAA simplifies applying in a variety of ways, including integrating with the AB 540 affidavit students must file with their colleges explaining that they’ve been a California high school student for at least three years. With the updated application, the commission will now report to colleges that students completed the affidavit. 





    Source link

  • What to know about public health guidelines as LAUSD students return from the holidays

    What to know about public health guidelines as LAUSD students return from the holidays


    Third graders at Hooper Avenue School in Los Angeles wear their mask during class.

    Credit: Carolyn Cole/Los Angeles Times/Polaris

    As students return to school after holiday travel and festivities, respiratory illnesses are at high levels in Los Angeles, with many suffering from a mix of Covid and the flu

    During the week leading up to Dec. 28 and with Covid-19 strain JN. 1 having become dominant, the LA County Department of Public Health reported an average of 621 cases each day, marking a 25% increase from the previous week. 

    The Department of Public Health also said the figures are an “undercount” since most tests are done at home and not reported to medical staff. Meanwhile, for the first time this season, the county has entered the CDC’s “medium” category for Covid hospitalizations. Mask mandates have been reinstated in health care facilities.

    “There have been notable, yet not unexpected, increases in COVID-19 reported cases, hospitalizations and deaths,” according to a news release from the LA County Department of Public health. 

    “While recent increases are significant, they remain considerably below last winter’s peak and common-sense protections are strongly recommended to help curb transmission and severe illness as the new year begins.”

    Earlier this season, 23% of LA County residents participating in a text message survey said they had experienced a cough or shortness of breath within a week of Dec. 10, according to the Los Angeles Times

    More specifically, they reported that about 18% of specimens tested at Sentinel Surveillance Labs in LA County came back positive for the flu — marking a 4% increase from the previous week. And, in the week leading up to Dec. 16, more than 12% of specimens came back positive for RSV. 

    “Respiratory infections among children and adults are increasing this winter season. These infections are not limited to Flu and COVID-19,” read a message from LAUSD. “We are also seeing a rise in Respiratory Syncytial Virus, also known as RSV.”

    Before going on winter break, between Dec. 6 and Dec. 12, LAUSD also reported 528 Covid cases, according to the district dashboard

    LAUSD and the LA County Department of Public Health suggest parents follow these guidelines for determining when a child should be home, come to school and how to stay healthy. 

    What should I do if my child tests positive for Covid? 

    Whether symptomatic or not, students with Covid should stay home for five days, following either testing positive or experiencing symptoms. 

    Those who are immunocompromised, however, may isolate for longer periods, according to the district. 

    If my child tests positive for Covid, when is it safe for them to return to the classroom? Do they need to provide a negative test result before coming back? 

    Students do not need to provide a negative antigen test to return to class between days six and 10. And following day five, if your child has been without a fever for 24 hours without taking fever-reducing medicines, and their symptoms are improving, they can return to the classroom. 

    If, however, the symptoms come back after the isolation period, the student should test again, according to the district. 

    What does it mean if my child is a “close contact?” What do I do then? 

    If your child is in the same indoor space for Covid for 15 minutes within 24 hours with someone positive, they are a “close contact.” 

    In that case, the district asks that your child’s health be monitored for 10 days following the exposure. They also recommend masking and testing between the third and fifth days. 

    What about other illnesses like the flu or RSV? Do the same rules apply? 

    If your child has a fever of 100.4 degrees or higher — or if they are vomiting or have diarrhea —  they should stay home, according to the district. 

    What should I communicate to the school? How do I ensure my child’s absence is excused?

    If your child has Covid, upload the result onto the Daily Pass. 

    And regardless of the sickness, absences due to illness are excused. To excuse an absence, provide the school with documentation within 10 days of your child’s return to class. 

    If the school does not receive documentation, the absence will count as uncleared or unexcused, meaning it can count toward truancy. 

    Where do I find free Covid tests, vaccinations and treatments to keep my child healthy? 

    LAUSD provides Covid-19 home test kits at each school site. Libraries and other community centers may also supply tests. 

    Additionally, as of Nov. 20, the federal government provides each household with four home tests for free, according to the LA County Department of Public Health. 

    How do we stay healthy? 

    The LA County Department of Public Health suggests testing, not only if you have been exposed or have symptoms, but also if you have attended larger gatherings or have visited individuals who are more susceptible to illness.  

    They also recommend washing hands frequently and masking in crowded indoor areas as well as in spaces that are poorly ventilated to prevent Covid, RSV and the flu. 





    Source link

  • What you need to know about California’s Prop. 28 arts education initiative | Quick Guide

    What you need to know about California’s Prop. 28 arts education initiative | Quick Guide


    Preschool children learn to express themselves through painting.

    Credit: Courtesy of Daniel Mendoza

    Amid a national reckoning over learning loss and chronic absenteeism deepened by the pandemic, arts education may be one of the keys to boosting children’s engagement in school, research suggests. Like sports, the arts can spark the kind of excitement that makes students, and their families, look forward to coming to school. 

    Devotees of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how beneficial arts education can be for children. Music, for instance, can buttress the architecture of the growing brain. Theater classes teach empathy, history and literacy all by putting on a show. Creativity, storytelling and the spirit of play ignite learning, effortlessly building the memory and concentration that academic rigor demands.

    Low-income children often see the biggest gains. That’s why making arts education accessible to all is the thrust of Proposition 28, the state’s historic arts mandate, which voters approved in 2022. Spearheaded by former Los Angeles Unified Superintendent Austin Beutner, the initiative began doling out money to schools last year.

    However, the groundbreaking program has run into several significant hurdles during its rollout, including a deep teacher shortage, widespread confusion about spending rules and pointed disagreements about how to interpret the law. Arts advocates are scrutinizing district arts budgets, and some are pushing for a state audit of the Los Angeles Unified School District, which has been accused of misspending funds in an ongoing lawsuit filed by families and Beutner. 

    What do students learn from the arts?

    The lessons of arts education are vast, from creativity to cognitive boosts. That’s why it has always been part of a classical education. From the arts, children learn focus, discipline and teamwork in addition to how to sharpen their own sense of voice and ingenuity, vital skills in a future likely dominated by artificial intelligence (AI). Originality is essentially a human gift, one that machines can only imitate. 

    What is Prop. 28?

    Proposition 28, the Arts and Music in Schools — Funding Guarantee and Accountability Act, sets aside money, roughly $1 billion a year, for arts education programs in TK-12 public and charter schools. Schools must be state-funded to receive Prop. 28 funding: a windfall for arts education, a once-renowned field long eroded by budget cuts. 

    Who is in charge of Prop. 28?

    While each school has been tapped to choose the kind of arts education that best suits its community, the California Department of Education (CDE) is leading the implementation of the initiative. CDE has provided guidance in FAQs and webinars to help districts navigate the rules. Questions can be emailed to Prop28@cde.ca.gov

    How much money do schools get?

    Funding, which gets funneled through the district, is variable depending on the size of the school and the number of Title 1, low-income students there. The money is ongoing, and school districts have up to three years to spend each allocation. Disbursements began to land in February 2024.

    What is the money supposed to pay for?

    Arts disciplines are broadly defined, from dance to digital arts, and schools are encouraged to tailor the program to the shifting needs of students over time. However, most of the funding is intended to pay for arts teachers. In general, at least 80% of the funds are for school staffers, certified or classified employees, to provide arts education. Up to 20% is for arts education support, including training, supplies, materials and arts partnerships. No more than 1% of total funds may go to administrative costs.

    Is there a waiver from the spending rules?

    The CDE may provide a waiver to school districts for “good cause if the 80/20 rule cannot be followed. Waiver requests must include a problem statement, framing the waiver as a proposed solution to the problem. Reasons for a waiver may include a need to purchase costly supplies or equipment, such as buying musical instruments for an orchestra, or the need to contract with an arts partner due to an inability to hire qualified staff. Thus far, 2.4% of school districts have requested a waiver for 2024-25 spending, according to the CDE, down from 8.2% for 2023-24. 

    Can you pay for existing arts programs with the new money?

    No. Prop. 28 money must “supplement” and not “supplant” funding for arts education. For example, if you spent $1 million on arts education in the 2022-23 school year, you were expected to spend $1 million plus your Prop. 28 money in the 2023-24 school year (the first year Prop. 28 funds were available). 

    However, allegations of supplanting funds have arisen across the state as arts teachers watch new Prop. 28 funds being used to pay for existing programs. There are also disagreements on whether the litmus test on spending applies to districts as a whole or school by school. 

    What are the main issues in the Los Angeles Unified lawsuit?

    The core issue is paying for old programs with new money. Beutner, the author of the law, maintains that each individual school should offer more arts than before, while Los Angeles Unified officials have argued that spending is measured at the district level. Student plaintiffs and Beutner have filed a lawsuit against LAUSD, alleging misuse of funds. State education officials have avoided taking sides in the matter, but CDE auditing rules suggest that compliance is determined at the district level. Assemblymember Isaac Bryan, D-Los Angeles, has called for a state audit of LAUSD’s use of Prop. 28 funds. 

    What are the biggest challenges facing Prop. 28?

    The challenges of this rollout are myriad. Thorny issues include finding staff amid a teacher shortage, interpreting complicated rules and finding the time and space to hold extra classes. Schools without a Visual and Performing Arts coordinator often struggle with planning, experts say, and many have put off spending the money due to a lack of clarity on the spending rules and a lack of knowledge about the arts in general. While many school districts have reported they did not use the funds in the first year of Prop. 28 funding, according to some estimates, the window to tap into the funds is three years. Next year will be crunch time on assessing how comprehensively California schools are able to expand arts education. 

    What should parents know?

    Ask your principal how the Prop. 28 money is being spent and share your ideas on what artistic disciplines would best fit your community. Remember that arts education is a very broad landscape, from dance to digital arts. If there has been no increased access to arts education, that could be a red flag.

    Are adults shaped by childhood exposure to arts education?

    Early music training may impart a lifelong neuroplasticity that helps keep the brain sharp even as it ages. A 65-year-old musician has the neural activity of a 25-year-old non-musician, experts say. A 65-year-old who played music as a child but hasn’t touched an instrument in ages has neural responses faster than a peer who never played music.





    Source link

  • Advocacy group leader talks about the challenges of transitional kindergarten

    Advocacy group leader talks about the challenges of transitional kindergarten


    Credit: Randall Benton / EdSource

    Michael Olenick has spent his life pondering the preschool years. His mother, a childhood development professor, was one of the first Head Start teachers back in the 1960s, so he started preschool at age 3.

    credit: CCRC

    In some ways, he has never left that space. Olenick, a lifelong advocate for children and families and president of the Child Care Resource Center, a California-based advocacy organization, has long been a champion of early childhood education, having seen its power to uplift lives firsthand. But he worries that the educational system often pits the needs of one age group of children against another. 

    For instance, he worries that the rollout of transitional kindergarten, or TK, not only has undermined the preschool sector by stealing away some of its 4-year-olds. He also notes that TK is poised to run into a number of speed bumps ahead, including a lack of facilities and the need for more child developmental training, as it reaches full implementation in the fall. 

    Olenick, who received his Ph.D. from UCLA in educational psychology and has shaped the field with influential research on the importance of quality child care, recently made time to chat about his passion for early education and what he sees as the key challenges facing TK.

    What fascinates you most about early ed?

    My mother said that I always liked kids because I always had to be there in her classrooms. To me, it’s the most hopeful period of time, the opportunity to change kids’ trajectories the most. It’s the most hopeful time in life.

    What are the biggest challenges in the expansion of TK? Do you worry about too much academic rigor, potty training incidents, the need for nap time?

    All of those issues. In the ’80s I evaluated hundreds of preschool programs and kept running into large numbers that were drilling children on colors, numbers and letters for inordinate amounts of time. Boys had a harder time with this than girls. In looking at teacher qualifications, I saw lots of certificated teachers who were doing the drilling. I realize that’s a long time ago, but I keep hearing from colleagues seeing the same thing now. That’s why we pushed for early childhood education units for TK teachers. The other issue that comes up is many schools are designed for children to go to the bathroom unescorted. Four-year-olds can get lost there.

    What do you think is the root source of the problem? A lack of understanding of child development, like the realities of potty training?

    I don’t think most current teachers understand early development. Over time, this may right itself if they get the education they need. But principals have to have the expectation that TK is not first grade. Also, teachers do not generally handle toileting issues, and schools are not designed for 4-year-olds.

    Is the academic pressure too high today? 

    I recently got an email from my first adviser at UCLA saying she went to half a dozen TK classrooms, and it looked like first grade. I wrote her back and I said, I told you so. We don’t have enough people yet that understand that kids learn differently. People learn at different rates, and we try to put them all into the same box and have them all learn stuff at the same time. Some of them are just not ready yet. You have to individualize instruction. 

    Why do you think the TK take-up rate has been more sluggish than expected?

    Some of the biggest challenges are in rural districts, where they can’t get a very large number to attend, and the lack of child-sized facilities, especially easily accessible bathrooms. Also, I don’t buy the part about this helping all lower-income children because their parents need a full-day, full-year solution, not just three hours. For families who have a predictable schedule, a 9-to-5 job, TK with aftercare probably works pretty well, but some families need more flexibility.

    Why are small ratios so important?

    There has always been the rationale for safety. But more recent literature focuses on individual interactions between adults and children, and the fewer children per adult increases interactions, learning and attachment.

    Why is play so key in TK?

    Play is so important. I’ve heard from several TK program directors who said it took their administrators five years to recognize that play was learning. It’s not just the teachers that need to be trained on what’s developmentally appropriate; it’s important for principals, too. You know, a principal comes into a classroom and expects to see that teacher up in front of that class teaching. So if you go in and you see all these kids are playing, you may not realize they are being taught. It’s all about how you structure things in the classroom because you can get the same results in a play environment. You don’t have to drill kids. 

    Do you think we focus on setting a solid preschool foundation too much when financial stability may be more important for families?

    It’s at least as important. We do a lot of work with families that are below the federal poverty line, the poorest of the poor. There are classrooms where there are kids who seem to be defiant. There was one kid who, it turns out, was deaf, and it took a long time to get him checked. He wasn’t being defiant; he just couldn’t read our lips. We have to work to give families what they need. 





    Source link

  • California colleges worry about lawsuit challenging funding for campuses with many Hispanic students  

    California colleges worry about lawsuit challenging funding for campuses with many Hispanic students  


    At a recent Latino-themed graduation ceremony at California State University, Channel Islands, a student’s cap proclaims that nothing is impossible with family.

    Courtesy of CSU Channel Islands

    Top Takeaways
    • California colleges and universities have received more than $600 million in program grants.
    • Challenger successfully sued Harvard to end affirmative action in admissions.
    • Five UC campuses, 21 Cal State schools and many California community colleges are Hispanic-Serving Institutions.

    Each year, most of California’s public colleges and universities are eligible for extra federal funding for a simple reason: They enroll high numbers of Latino students. 

    The federal government sets aside millions of dollars in grants annually for colleges classified as Hispanic-Serving Institutions, a designation earned by having an undergraduate student body that is at least 25% Latino. In total, California colleges and universities have received more than $600 million in HSI grants since federal funding for the program began in 1995.

    California, with its large Latino population, has the most HSI campuses in the nation — 167, or more than a quarter of the 602 HSIs in the country. That includes five of the University of California’s nine undergraduate campuses, all but one of California State University’s 22 regular campuses and the majority of the state’s community colleges. 

    But now, California colleges classified as HSIs are facing an uncertain future and could be at risk of losing that designation and funding if a recently filed lawsuit is successful.

    The lawsuit was brought in U.S. District Court by the state of Tennessee and Students for Fair Admissions, the same group that successfully sued Harvard to end affirmative action in admissions. It argues the criteria to become an HSI are unconstitutional and discriminatory against other ethnic groups and that all colleges serving low-income students, regardless of racial composition, should be allowed to apply for the grants currently available to HSIs.

    Colleges are eligible for the HSI designation if they sustain Hispanic enrollment of at least 25% and at least half of their students are low income. The designation allows them to apply to the competitive grant program. The money is meant to be spent on programs that could benefit all students, not just Latino students, proponents note. 

    So many California public campuses have the HSI designation in large part because of the state’s demographics: 56% of the K-12 enrollment is Latino. 

    The legal challenge is distressing to some officials and students who say the HSI grant funding has allowed many California campuses to improve their student support services, such as by offering faculty development as well as adding counseling and student retention programs that benefit Latino students and others.

    “A lot of these campuses depend on HSI funds. And with that potentially being stripped, there is going to be a loss of vital infrastructure,” said Cristian Ulisses Reyes, a graduate student at California Polytechnic State University, San Luis Obispo, where he has been part of an effort to help that campus earn HSI designation by next year. 

    Supporters of HSIs have been anticipating the possibility of a challenge to the program since President Donald Trump returned to office in January, particularly with the White House’s increased hostility toward diversity, equity and inclusion programs, said Deborah Santiago, the CEO of Excelencia in Education, a nonprofit focused on the success of Latino students in higher education. 

    “So this lawsuit feels like a culmination of all those fears,” she said.

    The lawsuit names the U.S. Department of Education and U.S. Secretary of Education Linda McMahon as defendants. It’s not clear to what degree the department will fight the lawsuit. The Department of Education did not return a request for comment. 

    Edward Blum, a conservative activist and president of Students for Fair Admission, said in an email that the explicit Latino enrollment threshold requirement for HSI designation is, in his view, illegal.

    “That means otherwise qualified institutions are denied access to millions in federal support solely because they lack the designated racial mix. That’s racial preference disguised as education policy,” he said. 

    The lawsuit was filed this month in the U.S. District Court for the Eastern District of Tennessee, and the plaintiffs argue that all colleges in Tennessee serving low-income students should be eligible for grants currently available to HSIs. 

    “Funds should help needy students regardless of their immutable traits, and the denial of those funds harms students of all races. This Court should declare the HSI program’s discriminatory requirements unconstitutional, letting colleges and universities apply regardless of their ability to hit arbitrary ethnic targets,” the lawsuit states.

    The lawsuit would create a lot of problems if the case goes against HSIs, but in the immediate future, it doesn’t change anything, said Santiago of the Excelencia in Education group. “There’s still going to be an application, as far as we know, for competitive grants this year, and institutions that have HSI funds are able to continue to use them,” she added.

    California State University, Channel Islands, recently held its 2025 Sí Se Pudo Recognition Ceremony, an annual graduation celebration hosted at the campus.
    Courtesy of CSU Channel Islands

    California State University, Channel Islands, has been an HSI since 2010 and now has a student body that is about 60% Latino. Achieving and maintaining the designation has likely helped the campus recruit Latino students over the years, said Jessica Lavariega Monforti, provost of the campus.

    “Students are savvy today and they want to know what programs are available to support their success,” she said. 

    The campus, since 2010, has received $42 million in HSI-related funding, which includes National Science Foundation grants for which HSIs are eligible to apply. 

    One of the programs created with that funding, called the CSUCI Initiative for Mapping Academic Success, launched campuswide in 2022 and aims to help students who are struggling academically. They are then set up with faculty in weekly workshops to get back on track. So far, according to Lavariega Monforti, retention for students in the program is 7% higher than their peers.

    The majority of students who have participated in that program are Latino, but like many initiatives funded by HSI grants, it is not exclusive to Latino and Hispanic students.

    The campus has also used HSI funding to train faculty in culturally responsive pedagogy, improve outreach to nearby community colleges to increase transfers, and offer mentorship for students to prepare for their careers after graduation.

    “I think what we’re most proud of is that we have been truly student-centered in our approaches,” Lavariega Monforti said. “I hope we get to continue to do this because this is about the ways in which our institution is able to invest back into our community.”

    About 150 miles north of the Channel Islands campus, another Cal State campus, Cal Poly San Luis Obispo, is in the process of trying to earn its own HSI designation. This past fall, Latino and Hispanic enrollment at the campus hit 25% for the first time. Campuses must maintain that threshold for two years before they can apply for the designation. 

    If the campus becomes an HSI next year, every CSU campus would have the designation. As of now, the only other campus that is not an HSI is California State University, Maritime Academy, but that is soon to be merged with San Luis Obispo. 

    Across UC, five of the system’s nine undergraduate campuses are HSIs: Irvine, Merced, Riverside, Santa Barbara and Santa Cruz. Another, Davis, achieved eligibility this past fall by crossing the 25% threshold of Latino enrollment. UC hopes for every campus to eventually have the designation, including UCLA and UC Berkeley.

    Reyes, the San Luis Obispo graduate student who also earned his undergraduate degree there, is hopeful that the HSI designation will still exist by the time the campus is eligible to apply. He helped launch the campus’s push for HSI designation while working in the Office of Diversity & Inclusion, including helping to plan a symposium on the effort in 2023. 

    Reyes is a first-generation college student and said connecting with other Latino staff and students helped him find his way and succeed on the campus. 

    He first enrolled as a biology major, but was failing classes and on academic probation in his first year. Then he met with a counselor who happened to be Latina and helped inspire him to change his major. He also ended up joining the Lambda Theta Phi Latin Fraternity, a Latino fraternity that he said ended up being the “backbone” of his time on the campus. 

    Getting the HSI designation and potential federal funding would allow the campus to add more services to help future students, Reyes noted. But after seeing the lawsuit that was filed targeting HSIs, he’s worried the campus might never get to that point.

    “It kind of felt like attacks were inevitable to happen, but actually seeing that was frightening and worrisome for me,” he said.





    Source link

  • What to know about California’s English learners

    What to know about California’s English learners


    Credit: Allison Shelley for American Education

    About 1 in 3 students in California’s K-12 schools speak a language other than English at home and were not fluent in English when they first started school — 1,918,385 students — according to data from the 2024-25 school year.

    About half of these students (1,009,066) are current English learners. The rest (909,319) have learned enough English in the years since they started school to now be considered “fluent English proficient.”

    How does a student become designated an English learner? 

    When a family enrolls a student in school for the first time, they are asked to fill out a survey about the languages the child speaks. If the child speaks a language other than English — even if they also speak English — the school is required to test the child’s English proficiency and decide based on that test whether the child is an English learner. 

    If the test — the English Language Proficiency Assessments for California, or ELPAC — shows the student to be proficient in reading, writing, speaking and listening in English, they are designated as “Initially Fluent English Proficient” and no longer have to take an English proficiency test again. If the test shows the student is not proficient in English, then they are designated as an English learner. Every spring after that, they must retake the English proficiency test until they are reclassified as “fluent English proficient,” based on this test and how they do on academic tests in English Language Arts, in addition to parents’ and teachers’ perspectives.

    How does the population of English learners change over time?

    As students advance through elementary and middle school, more of them are reclassified as fluent and English proficient each year, as shown by the illustration below. When students learn enough English to be reclassified as “fluent English proficient,” they are no longer considered English learners. At the same time, new students enroll for the first time in California public schools and are added to the English learner group every year in every grade.

    Where are these students from?

    The vast majority of English learners were born in the U.S. Among California K-12 students who said they spoke English “less than very well,” 72% were born in the U.S., according to an analysis of the U.S. Census Bureau’s 2016 American Community Survey by the Migration Policy Institute. A higher proportion of English learners in grades 6-12 were born outside the country (45%) compared to grades K-5 (13%).

    How many are recent immigrants?

    In 2023-24, there were 189,634 recent immigrant students in California who were not born in the U.S. and had not been attending school in the U.S. for more than three full academic years, according to the California Department of Education.

    What languages do they speak?

    California TK-12 students speak more than 100 different languages other than English. The most common language spoken in California other than English is Spanish — 74.27% of current or former English learners in 2024-25 spoke Spanish, according to the California Department of Education.

    The second most common language spoken by current and former English learners in 2024-25 was Mandarin, spoken by 3.57% of these students. The third most common language was Vietnamese, spoken by 2.65%. After that were Cantonese, Arabic, Russian, Korean and Philippine languages, in that order.

    How long does it take for students to learn English?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    Only 7.6% of 2024-25 first graders who started school as English learners had been reclassified as “fluent English proficient” in the short time they had been in school. The percentage increases in every grade — among sixth graders who started school as English learners, for example, 45.4% had been reclassified; among eighth graders who started school as English learners, 62.3% had been reclassified; among 12th graders, 73.2% had been reclassified. It’s important to note that the total number of English learners also includes students who started school in later grades and have been enrolled for less time.

    Where do they go to school?

    There are English learners and former English learners in almost every school district in California, but the percentage varies widely. For example, 85.7% of students in Calexico Unified School District in Imperial County near the border with Mexico, started school as English learners, but only 4.3% of students in Dehesa School District in San Diego County were ever English learners.

    How can you tell how well a school is serving its English learners?

    The English Language Progress Indicator measures English learner progress by showing how many English learners progressed at least one level on the ELPAC, maintained the same level as the previous year, or decreased one or more levels. You can look up your school’s progress on the California School Dashboard.

    Another measure is the reclassification rate — the number and percentage of English learner students who reclassify each year. However, the California Department of Education has not published this rate since 2020-21.

    You can also measure a school district’s English learner progress by looking at the number of students who are “long-term English learners” and “at-risk of becoming long-term English learners.” Long-Term English Learners, or LTELs, are students in 6-12th grade who have been enrolled in a U.S. school for at least six years but have remained at the same English language proficiency level on the ELPAC for two or more consecutive years or regressed to a lower English language proficiency level. Students “at risk of becoming Long-Term English Learners” are in third-12th grade, have been enrolled in U.S. schools for four to five years and scored at the intermediate level or below on the ELPAC.

    Are academic test scores good measures of English learners’ performance?

    By definition, students who are designated as English learners are not yet proficient in academic English reading and writing, so it makes sense that they would not do well on academic tests in English. In fact, in many districts, students must do well on those tests, in addition to the English proficiency test, in order to be reclassified as “fluent English proficient.” When students do become proficient in English and are reclassified, they are no longer included in the English learner category. These students tend to do better on tests than students who speak only English at home.

    What do other measures like graduation rates tell us about English learners?

    Graduation rates tend to be low for English learners, as are other college and career preparation measures, such as how many A-G courses students have completed. (These courses are required for enrollment in the University of California and California State University systems.) However, it is important to keep in mind that the California Department of Education only publishes these measures for current English learners in high school, many of whom are recent immigrants. The department does not publish these measures for students who were once English learners and have since reclassified.





    Source link

  • Let’s carefully think about how we use AI in education

    Let’s carefully think about how we use AI in education


    Credit: Sanket Mishra / Pexels

    Could you navigate the roads without GPS? What about writing an essay error-free? Could you complete that task without spell check? Although many media reports describe artificial intelligence (AI) as a new innovation, it has been around for decades. GPS and spell check are just two examples of how AI is an integral part of the technologies we use on a daily basis.

    However, the introduction of ChatGPT shook the world. Possibilities for using generative AI to create content and deliver innovations in many fields and aspects of modern life are being developed and introduced quickly, and they are dramatically changing the way we use information. This is especially true in education.

    Students are using AI to complete assignments, teachers are using it to develop lesson plans, and schools are using it to provide individualized support to children. However, there is a lack of clear guidance on the use of AI, which could create new challenges far beyond concerns about cheating, plagiarism and data privacy. 

    One concern is what we refer to as digital amnesia. People tend to forget information that is easily obtained through search engines. Typically, people search for the same word, concept or fact several times, because for many, the brain does not register the information. This dilemma is known as the “Google effect,” and research shows that this often has a negative impact on one’s ability to retain critical information. 

    AI could amplify the amnesia of knowledge and skills on a new level. When an artificial intelligence tool is used to complete homework, the knowledge and skills that would have been developed by completing those activities are no longer acquired. Similarly, when AI is used to make problem-solving decisions, the development of critical cognitive skills and intellectual creativity may be put at risk. 

    The availability of a wide range of AI tools is also raising fundamental questions about what should be taught and emphasized in schools. When calculators were adopted, certain tasks, such as the multiplication and division of large numbers, could be completed efficiently to save time for developing other skills. However, it is still important for students to learn essential arithmetic skills because we know it is foundational to learning more complex math.  

    For this reason, policymakers and educators must know how the use of AI will affect long-term learning outcomes before it is utilized in the classroom. Without carefully thinking through the consequences of using AI in ways that short-circuit learning, it could produce adverse educational effects that we are presently unable to envision, and it could exacerbate existing inequities. 

    Responsible integration of AI requires creating opportunities for users to actively engage in learning activities. AI tools can be used to promote creative thinking and problem-solving skills, giving users learning opportunities that deepen engagement and empower them.   

    We recently documented the possibility of using AI in this way. Through an AI-supported professional development program, we asked math teachers to complete an activity related to their daily teaching tasks and then used an AI tool to analyze their work. The tool identified areas where teachers needed additional support and provided them with activities to acquire the skills needed by asking targeted questions. Teachers learned by doing rather than by simply using AI to show them how to do it. This approach not only improved teachers’ knowledge and skills, it also improved their students’ performance. 

    This research showed that AI can be used as a teacher’s aide. It can analyze students’ work and identify which students need additional help. It can also suggest evidence-based strategies teachers can use to modify subsequent instruction to meet students’ needs. 

    As AI tools become more widely available, it is essential that state and district leaders pay close attention to what vendors are selling. Will new AI tools enhance and empower teachers and learners, or will they contribute to passivity? To answer this important question, teachers must be given an opportunity to investigate how these tools will be used to support students before decisions are made. 

    The second major concern is that teachers and students may begin to over rely on the information provided by AI. Generative AI is based on the data it is trained to assimilate and distill. As we now know, AI makes mistakes that only a well-trained user can identify. The rubrics and data used in AI tools to grade student work, provide guidance on how to address gaps in learning, or to improve student skills, may not be adequate. It could easily reproduce biases and inequities that exist in our schools and society. 

    To avoid these potential problems, content experts from diverse backgrounds must be involved in the development of AI tools in education. These tools must be vetted carefully by subject matter and pedagogical experts who can provide feedback before they are introduced into classrooms. No AI tool should be used unless protocols for data privacy are well documented and there is real evidence that it will improve teaching and learning 

    We are not wary or opposed to using AI to enhance learning. In fact, we believe it has tremendous potential to support teachers and empower learners if used correctly. However, policymakers and educators must ask the right questions about its use and take precautionary steps to determine which tools will be helpful and which may harm teaching and learning. 

    •••

    Yasemin Copur-Gencturk is an associate professor at the University of Southern California’s Rossier School of Education and a leading researcher on AI in education. 

    Pedro Noguera is dean of USC’s Rossier School of Education and a newly appointed member of the U.S. Department of Education’s committee on the use of AI in education.

    The opinions expressed in this piece represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





    Source link

  • Trump’s Ignorant Comments about World War II

    Trump’s Ignorant Comments about World War II


    At a news conference, Trump mused about Russia’s role in World War II and our alliance with Russia.

    He began by saying that he just finished talking to President Macron of France, who said the French were celebrating “our victory” in World War II. Trump scoffed.

    Then he said he had a conversation with President Putin. This reminded Trump that the Russians had been our allies in World War II, that they had lost 51 million people fighting the Nazis, and that Putin had fought with them. Yes, Putin himself assured our victory.

    So why, he wondered, does everyone now hate Russia, but love Germany and Japan, who were our enemies?

    “Macron was a good man. I said ‘what are you doing?’ he goes, uh, ‘we’re celebrating World War Two, our victory.’ I said ‘your victory? heh, your victory. tell me about that.’ and then I called somebody else, and I happened to speak to President Putin at the time. now, in all fairness to him, he lost 51 million people, and he did fight. Russia fought. sort of interesting, isn’t it? he fought with us at World War Two, and everybody hates him. and Germany and Japan, they’re fine, you know? someday, somebody will explain that, but I like Germany and Japan, too. but Putin is a little confused by that, you know? he said ‘we lost 51 million people and we were your ally and now everybody hates Russia, and they love Germany and Japan.’ I said ‘let’s explain that some time, ok?’ it’s a, uh, it’s a strange world.”

    Here are a few pointers for Trump:

    Stalin and Hitler signed a friendship pact in 1939 (non-aggression pact). Hitler invaded the USSR in 1941. After Hitler’s attack, the USSR became an ally of the anti-Nazis.

    Stalin was one of the worst dictators in history. But the UK, other European allies, and the U.S. welcomed him into the alliance against the Nazis.

    The Russians had more casualties than any other nation, but not 51 million.

    AI summarized the sources:

    An estimated 27 million Soviet citizens, including both military personnel and civilians, perished during World War II. This figure represents the highest number of casualties for any nation involved in the war. Of these deaths, around 8.7 to 10.7 million were military personnel, while 10.4 to 13.3 million were civilians. The majority of Soviet citizens who died were civilians. 

    So, no, 51 million Russians did not die in WWII.

    Contrary to Trump, Putin did not fight “with us” in World War II. He was born in 1952.

    Why do people hate Russia now–our wartime allies– but love Germany and Japan–iur enemies in World War II?

    Most Americans remember that the U.S. and the USSR parted ways after that war. Stalin continued to rule Russia and satellite nations with an iron fist. He was always a brutal dictator who crushed dissent and murdered enemies and banned criticism and sent poets and playwrights into Siberian work camp.

    When the USSR collapsed in 1991, western nations and Russian democrats hoped that Russian would shed its authoritarian past and join the western world as a free society.

    Meanwhile, Germany and Japan shed their history of fascism and built sturdy democracies (Germany was split in two, with a democratic West Germany and a Soviet-controlled East Germany until the USSR disintegrated in 1991).

    Americans today admire Germany and Japan because they are now stable democracies with thriving economies.

    Most Americans do not like Putin because he is a dictator who has been in power since 2000 (with a brief power when he was the shadow leader), and the Russian parliament has extended his term to 2036.

    Putin disappears his rivals. They are murdered in broad daylight, or mysteriously fall out of buildings, or are poisoned, or–like Alexei Navalny–die of unknown causes in remote prisons. No free press. No free speech. No dissent permitted.

    AI summary of deaths attributed to Stalin:

    Estimates of the number of people who died under Stalin’s rule range from 10 to 30 million, with most historians agreeing on a figure around 20 million. This includes both intentional killings and deaths due to starvation, forced labor, and neglect. 

    Elaboration

    • Estimates Vary:Different sources provide varying estimates, reflecting the difficulty in compiling accurate data from the Soviet archives. 
    • Official Records:Declassified Soviet archives revealed official records of executions, Gulag deaths, and deaths related to forced resettlement and deportations, totaling around 3.3 million. 
    • Soviet Famine:The Holodomor, a man-made famine in the 1930s, resulted in the deaths of millions, with estimates ranging from 5.5 to 6.5 million. (Ukraine)
    • “Purposive” vs. Neglect:Historian Stephen Wheatcroft estimates that around 1 million of the deaths were intentional, while the rest resulted from neglect and irresponsibility. 
    • Context Matters:It’s important to remember that Stalin’s policies led to widespread suffering and death, not just through executions but also through starvation, forced labor, and the overall repressive nature of his regime. 

    If Trump liked to read (he doesn’t), I would recommend that he read The Black Book of Communism, written by French historians.

    If others can explain better to Trump why most Americans don’t like Putin, please add your thoughts.



    Source link

  • What California college students think about online classes

    What California college students think about online classes


    “I don’t really like asynchronous or online classes. Yes, it’s convenient for me, but it’s not convenient for my learning,” Chase said. “It’s not conducive to any learning.” 

    Chase is currently taking a statistics class asynchronously with recorded lectures from Zoom and optional lab sections with a graduate student instructor. He feels these lab sections are helpful, but ultimately wished that his statistics lectures could also be in-person. 

    Chase doesn’t seek out online classes because he feels the opportunity to ask his professor questions is lost. He said although online lectures have benefits, including being able to rewind, edit and speed up lectures, he ultimately feels that interaction with classmates during lectures is more valuable for his learning. 

    “Sometimes a few things might slip that I can’t hear the teacher saying that I can’t get back, but I’m willing to sacrifice like a sentence or two for just a general overall interaction,” Chase said. 

    Despite the downsides of asynchronous learning, Chase does enjoy completing homework and exams online because he feels less pressure and is more comfortable. The flexibility in completing assignments on his own time and in a place of preference is an aspect of online class that Chase appreciates. 

    Ultimately, he doesn’t prefer online classes because he learns best in an in-person environment. Chase expressed the value in talking to and collaborating with a variety of classmates on problems. 

    “I get better understanding, especially when I’m mixing with my peers to ask for help. When everyone is separated, there’s no creativity, there’s no new ideas,” Chase said. “When everyone’s together mingling, that’s the spark of new ideas, new creations.”

    By Kelcie Lee





    Source link