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  • School board results show wins on conservative and progressive sides

    School board results show wins on conservative and progressive sides


    Political signs for the Placentia-Yorba Linda Unified school board are on display at an intersection in Yorba Linda.

    Credit: Courtesy of Kevin Reed

    Election results for California’s school boards are still not final in most counties, but the dust is settling in some of the state’s most hotly contested races.

    This year, California teachers unions and conservative groups intensified efforts to get their favored candidates elected to district school boards. Their primary difference of opinion — educational policies on gender identity and racial equity.

    In June, voters recalled Temecula Valley Unified school board President Joseph Komrosky — one of a three-member conservative block that passed controversial policies to reject textbooks with materials that included references to gay rights activist Harvey Milk, ban critical race theory and require teachers and school staff to notify parents if a child appears to be transgender. 

    But Komrosky and a new conservative majority could be back in January. As of Thursday evening, he and candidates Melinda Anderson and Emil Roger Barham — all endorsed by the Riverside County Republican Party — were winning their races.

    Komrosky is narrowly edging out opponent David Sola in the race for Trustee Area 4, with 51.21% of the vote — a little more than 300 votes — as of about 5:30 p.m. Thursday. Sola is endorsed by the Temecula Valley Educators Association, the district’s teachers union.

    “During this historic election season, I’m confident Temecula will choose trustees devoted to prioritizing academics, honoring parents, protecting children, and (keeping) divisive ideology out of the classroom,” said Jennifer Wiersma, who was part of the board’s conservatively held majority, in a statement to EdSource. Wiersma represents Trustee Area 3.

    Riverside County still had 350,000 mail-in and conditional ballots to be counted on Wednesday.

    The seats of the two board members who pushed back against the conservative majority — Steven Schwartz and Allison Barclay — are also up for election. Currently, Schwartz leads challenger Jon Cobb with 51.64% of the vote in Trustee Area 5, while Barclay is losing with 41.50% of the votes to Anderson’s 58.50% in Trustee Area 1.

    The Area 4 and Area 2 seats have been empty since Komrosky’s recall in June and the resignation of board member Danny Gonzalez last December.

    Both Cobb and Komrosky are supported by the Inland Empire Family PAC, a conservative Christian political action committee. Cobb is also endorsed by the Riverside County Republican Party.

    Barclay, Schwartz and Gary Oddi are endorsed by the teachers union. Oddi is running against Barham and Angela Talarzyk for the Trustee Area 2 seat.

    San Jose Unified results mixed

    Nicole Gribstad, endorsed by the Santa Clara County branch of Moms for Liberty, could take the Trustee Area 5 seat on the San Jose Unified school board, despite heavy campaigning against her by the teachers union. 

    Moms for Liberty is a national group that has supported efforts to bar schools from teaching about race, gender and sexuality. If Gribstad wins, she will be the only conservative member of the board, said San Jose Teachers Association President Renata Sanchez.  

    Gribstad is leading with 44.93% of the votes, only 870 votes more than union-endorsed candidate Lenka Wright.

    “We are not quite ready to call the race yet,” Sanchez said.  

    The county had about 284,000 ballots left to count at 10 a.m. Thursday, according to the Santa Clara County Registrar of Voters.

    “(If she wins) we will continue to do everything we can to protect our students from these policies, including working with the board to make sure they understand how policies impact the work at the site level, ensure that our policies and processes are in alignment with those from CSBA (California School Boards Association),” Sanchez said. 

    “The parental rights policies, book bans and anti-DEI (diversity, equity and inclusion) policies are coming from a loud minority, and are not indicative of what the community as a whole desires for their children,” she said.

    Teresa Castellanos, the union’s other endorsement in the San Jose Unified race, seems likely to take the Trustee Area 1 seat with an overwhelming 59.47% of the vote compared to 40.53% for Chris Webb.

    Orange Unified incumbents winning

    Orange Unified School District incumbents Ann Page, Sara Pelly and Stephen Glass seem to have handily won re-election in Orange County. All three incumbents had between 72% to 80% of the votes in their trustee areas by 5 p.m. Wednesday.

    The county reported there were about 364,000 ballots left to process on Thursday evening.

    Pelly, in Trustee Area 4, and Glass, in Trustee Area 7, completed the terms of Madison Miner and Rick Ledesma, who were recalled in April, after Superintendent Gunn Marie Hansen was abruptly fired without explanation. Neither Miner nor Ledesma sought re-election.

    Orange Unified recall organizer Darshan Smaaladen said interest in local races has grown since culture wars made their way into school district boardrooms. 

    “We have seen greater interest in the high quality and motivation of school board candidates, which is a great thing,” Smaaladen said in a statement to EdSource. “Greater interest equals greater engagement; public schools shine brighter in the light of transparency and truth from this interest.”

    Santa Ana Unified surprise

    In what could be an upset, special education teacher and conservative candidate Brenda Lebsack is edging out incumbent Rigo Rodriquez for the Trustee Area 1 seat on the Santa Ana school board, 52.16% to 47.84%. 

    The district has three seats up for election. Valerie Magdaleno is handily beating opponent Lloyd Boucher-Reyes, 72.5% to 24.75% in Trustee Area 2, while incumbent Alfonso Alvarez has 59% of the vote in a three-way race for the Area 3 seat.

    Recalled Sunol Glen trustee losing

    School board policies focusing on gender identification and LGBTQ+ rights continue to be a hot-button issue in some districts this election season.

    Ryan Jergensen played a role in passing conservative policies associated with gender identity and the display of flags, including the Pride flag, while a trustee for the Sunol Glen Unified School District in Alameda County. Now, he is trying to reclaim his board seat.

    On Wednesday at 1 a.m. he was losing to Erin Choin, 41% to 59%.

    LA Unified filling three seats

    The Los Angeles Unified School District board will go through a drastic change in leadership this election cycle — with three of its seven seats up for grabs. 

    Board President Jackie Goldberg, representing District 5, along with board member George McKenna from District 1, announced their retirement last fall after decades in education. Their seats — along with the District 3 seat currently occupied by board Vice President Scott Schmerelson, are on the ballot this November. 

    United Teachers Los Angeles, the district’s teachers union, and charter school organizations have been battling over board seats. The union mobilized its 39,000 members and ran campaigns in two of the districts, said Julie Van Winkle, vice president of the union.

    As of 4:34 p.m. Thursday, all three union-endorsed candidates — Sherlett Hendy Newbill, Schmerelson and Karla Griego — were winning their races. Only the District 3 race between Schmerelson, 51.91%, and Dan Chang, 48.09%, was close.

    District 7’s seat was on the ballot last March — and board member Tanya Ortiz Franklin secured her next term with support from 55.91% of voters. 

    In addition to deciding the makeup of LAUSD’s school board, voters determined the fate of a substantive $9 billion school construction bond to upgrade LAUSD school facilities. It needs at least 55% of the vote to pass, and has secured just over 66% of the vote so far. 

    West Contra Costa race close

    Early returns in the West Contra Costa Unified race show incumbent Otheree Christian trailing challenger Guadalupe Enllana by about 400 votes, according to results published early Wednesday morning. Enllana had nearly 53% of the vote. 

    Enllana, a member of the district’s Local Control and Accountability Plan (LCAP) committee, has been critical of the district’s financial management and the school board’s failure to adopt an LCAP, which in turn prevented the district from passing a budget by the deadline.

    Otheree, a graduate of the district’s Kennedy High School and a substitute teacher, was elected in 2020. As trustee, he abstained from voting on the accountability plan because the document lacked transparency and failed to include parent feedback.





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  • A district practice that breaks hearts and squashes teacher morale

    A district practice that breaks hearts and squashes teacher morale


    You’re being excessed.

    Those three little words uttered by my principal at the first staff meeting, my first day back at work, three days before the start of the school year. Excessed. Numbly, I stumble out of the meeting and make my way back to my classroom. I sit in the new green chair I had just purchased to match the decor for my universal transitional kindergarten class. I sit and stare at my classroom, trying to process what has just happened. Excessed. I have to pack my personal belongings and supplies. Excessed. I have to take everything off the walls. Excessed. Where am I going to put all these boxes? What school and grade will I be moving to, and when? Excessed.

    Excessing, also known as involuntary transfer, occurs when schools have a lower number of enrolled students than were projected, and now there are too many teachers at one site. Districts move teachers between schools to fill vacancies that can open, partially due to higher/lower than expected enrollment, funding shifts, teacher retirement, etc. Excessing a teacher from their site usually happens in the spring, at the end of the school year.

    Fall excessing, or being transferred to a new school/grade in the time after the new school year has begun, is rarely voluntary. It is a heartbreaker and destroys a teacher’s spirit due to the emotional investment that teachers put into their classrooms and their future students at the start of each new school year.

    I explained fall excessing to my husband, a retired school bus driver, like this: “Imagine someone tells you that they have too many bus drivers and they need you to now drive a dump truck in a brand-new city. You know how to drive, you’ve been doing it for ages, and you are well trained to drive vehicles. However, you’ve never driven a dump truck before, and you’ve never driven in this new city. There is no new training for driving a dump truck, and you are expected to master the new vehicle, new city and its rules within two days.”

    Sounds great, right?

    In the spring of 2024 my union, San Diego Education Association, and my district came to an agreement to “minimize fall staffing movement.” This signed and approved contract agreement is supposed to encourage the district to sort out their enrollment numbers well before the start of the school year. The idea behind the agreement is to reduce the chances of a teacher being moved after school has already started. But it wasn’t enough to keep me from being excessed.

    So I call for reinforcements. A teacher friend whose district hasn’t started yet gets busy packing up my old classroom. My husband loads my new green chair into his truck and takes it home. Eight hours later, my personal classroom items are making their way onto two pallets, headed to the school’s multipurpose room, while a stunned teacher who has been moved down two grade levels is making his way into the classroom to now teach transitional kindergarten.

    My former classroom looks like it’s been pillaged, with leftover boxes, rolls of tape and a steady stream of boxes from the new teacher. The once sunny and bright room looks sad and forlorn, like she’s having trouble letting me go, as I am struggling to let her go as well.

    I grapple with the hopes and dreams I had for these new students, whose names were already written on their tables, and etched on my heart. The students will be fine, they will only know one teacher, the one taking my place, three days before the official start of school. But I will always know that they were mine first.

    The next few days are a blur of packing the last few boxes, crying, showing the new teacher the curriculum, crying and talking to union reps and the human resources department at my district. I feel crushed, unimportant, deflated. I am dismayed to hear that I have to stay on my campus for, a minimum of three weeks, but likely more like six or seven weeks. As a newly excessed teacher, I have to wait until the official fall excess date, typically the third or fourth Friday of September, before I know where the district will place me. In the meantime, I will remain on my campus as a support teacher. It is a painful reminder of who I am to the school district. A body, an ID number. A bus driver who can be told to drive a dump truck.

    In an ironic plot twist, only half of the district’s excessed teachers were moved to new school sites. The other half, myself included, were allowed to stay at our current schools. To reduce the number of combo classes, I was directed to teach a newly created first grade class. At this point, I felt like a pawn in a mysterious chess game, with the rules only known to the upper administration.

    I’m just a teacher who was excited to get ready for going back to school, but instead was delivered a big dose of fall excessing. I took my green chair with me to my new classroom, but it wasn’t the same. I left a little piece of me in that former classroom and with those students who were supposed to be mine.

    •••

     Kelly Gonzales is a primary grade teacher at a Title 1 school in San Diego, and a teacher leader with the California Reading and Literature Project.

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





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  • Catherine Rampell: Why Does Trump’s Regime Have Your Data and How Will They Use It?

    Catherine Rampell: Why Does Trump’s Regime Have Your Data and How Will They Use It?


    Catherine Rampell is an opinion writer for The Washington Post who writes often about economics. She focuses here on the expansion of data collection by the Trump administration, even as it ceases to collect anonymous data about health trends. What worries me is the invasion of privacy by the DOGE team, who scooped up personally identifiable data from the IRS and Social Security about everyone, including you and me. Why did they want it? What will they do to it?

    She writes:

    It’s rarely comforting to appear on a government “list,” even (or perhaps especially) when compiled in the name of public safety.

    It was alarming in the 1940s, when the U.S. government collected the names of Japanese Americans for internment. Likewise in the 1950s, when the House Un-American Activities Committee catalogued communists. And it’s just as troubling now, as the Trump administration assembles registries of Jewish academics and Americans with developmental disabilities.

    Yes, these are real things that happened this past week, the latest examples of the White House’s abuse of confidential data.

    Last week, faculty and staff at Barnard College received unsolicited texts asking them whether they were Jewish. Employees were stunned by the messages, which many initially dismissed as spam.

    Turns out the messages came from the Trump administration. Barnard, which is affiliated with Columbia University, had agreed to share faculty members’ private contact info to aid in President Donald Trump’s pseudo-crusade against antisemitism.

    Ah, yes, a far-right president asking Jews to register as Jewish, in the name of protecting the Jews, after he has repeatedly accused Jews of being “disloyal.” What could go wrong?

    The same day, National Institutes of Health Director Jay Bhattacharya announced a “disease registry” of people with autism, to be compiled from confidential private and government health records, apparently without its subjects’ awareness or consent. This is part of Health and Human Services Secretary Robert F. Kennedy Jr.’s vendetta against vaccines, which he has said cause autism despite abundant research concluding otherwise.

    This, too, is disturbing given authoritarian governments’ history of compiling lists of citizens branded mentally or physically deficient. If that historical analogue seems excessive, note that Bhattacharya’s announcement came just a week after Kennedy delivered inflammatory remarks lamenting that kids with autism will never lead productive lives. They “will never pay taxes, they’ll never hold a job,” he said, adding they’ll never play baseball or go on a date, either.

    This all happened during Autism Acceptance Month, established to counter exactly these kinds of stigmatizing stereotypes. Kennedy’s comments and the subsequent “registry” set off a wave of fear in the autism advocacy community and earned condemnation from scientists.

    Obviously, advocates want more research and support for those with autism. They have been asking for more help at least since 1965 (when what is now called the Autism Society of America was founded in my grandparents’ living room). But few in this community trust political appointees hostile to scientific research — or a president who has publicly mocked people with disabilities — to use an autism “registry” responsibly.

    (An unnamed HHS official later walked back Bhattacharya’s comments, saying the department was not creating a “registry,” per se, just a “real-world data platform” that “will link existing datasets to support research into causes of autism and insights into improved treatment strategies.” Okay.)

    These are hardly the administration’s only abuses of federal data. It has been deleting reams of statistical records, including demographic data on transgender Americans. It has also been exploiting other private administrative records for political purposes.

    For example, the Internal Revenue Service — in an effort to persuade people to pay their taxes — spent decades assuring people that their records are confidential, regardless of immigration status. The agency is in fact legally prohibited from sharing tax records, even with other government agencies, except under very limited circumstances specified by Congress. Lawmakers set these limits in response to Richard M. Nixon’s abuse of private tax data to target personal enemies.

    Trump torched these precedents and promises. After a series of top IRS officials resigned, the agency has now agreed to turn over confidential records to help Immigration and Customs Enforcement locate and deport some 7 million undocumented immigrants.

    The move, which also has troubling historical echoes, is being challenged in court. But, in the meantime, tax collections will likely fall. Undocumented immigrant workers had been paying an estimated $66 billion in federal taxes annually, but they now have even more reason to stay off the books.

    This and other DOGE infiltrations of confidential records are likely to discourage public cooperation on other sensitive government data collection efforts. Think research on mental health issues or public safety assessments on domestic violence.

    But that might be a feature, not a bug, for this administration. Chilling federal survey participation and degrading data quality were arguably deliberate objectives in Trump’s first term, when he tried to cram a question about citizenship into the 2020 Census. The question was expected to depress response rates and help Republicans game the congressional redistricting process.

    Courts ultimately blocked Trump’s plans. That’s what it will take to stop ongoing White House abuses, too: not scrapping critical government records, but championing the rule of law.

    Ultimately, the government must be able to collect and integrate high-quality data — to administer social programs efficiently, help the economy function and understand the reality we live in so voters can hold public officials accountable. None of this is possible if Americans fear ending up on some vindictive commissar’s “list.”



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  • Changing careers might mean becoming a student again – and that’s OK

    Changing careers might mean becoming a student again – and that’s OK


    When I decided to enroll in community college, my goal wasn’t to get a degree — I wanted a new job.

    I have my bachelor’s degree in acting and was a professional actor until the pandemic. At 25, I was happy with my life as an actor. My calendar was even booked out for the entire year, performing in theaters across the state of Washington.

    A week before I was laid off from a theater contract, I saw a video of NPR host Korva Coleman reading the hourly headlines. I watched her effortlessly move through the segment as she held her script and pressed play on audio clips, while simultaneously keeping herself to time. It felt like watching live theater for the first time.

    “I wish I could do that,” I thought.

    I never got another acting contract after the pandemic, and all of a sudden, I was 28. My acting resume suddenly looked useless to me and my other resume was just a list of odd jobs I did to support myself as an actor.

    My plan before the pandemic was to move to Los Angeles to further my career. I still made the move even though I let acting go. The only thing I still had in common with my previous life was my commute to work as a waitress — listening to the news. I thought about Korva Coleman operating a radio board. 

    I wasn’t alone in having an existential career change crisis at this time. In 2021, a U.S. Catalyst/CNBC poll said that 50% of employees wanted to make a career change because of the pandemic. I spent my days off looking at job postings for my local NPR affiliate stations that I wasn’t qualified for. I would get frustrated that I couldn’t intern because I wasn’t a student. 

    That’s when I decided to enroll at Pasadena City College. I started last spring with the goal of landing an internship — being a student was just a title to qualify.

    Everything I did during my first semester was strategic. I picked Pasadena Community College because it offered internships directly with LAist (formerly KPCC), a non-profit newsroom. I enrolled only in classes that would give me resume-building skills and certificates. By the end of my first semester, with only a couple completed courses, I networked my way to landing the internship position at LAist.

    This past summer marked the end of my yearlong internship and, through no fault of my own, I do not have a job.

    It still takes all my willpower not to count this as a defeat. 

    I told myself the title of student was just a qualifier for the internship, but I still made sure I got straight A’s. I took on leadership positions at the school newspaper while I was doing my office work for LAist in class. Anytime I wasn’t at school or at my internship, I was working as a server at a restaurant to pay my bills.

    More than 65% of community college students are working more than part-time, according to recent research. And, according to a survey by the RP Group, a nonprofit research center affiliated with the California community colleges, one-third of would-be returning community college students haven’t re-enrolled because they’ve prioritized work. 

    After this year, I wasn’t planning on enrolling back in school for the fall. But then my journalism professor approached me to be editor-in-chief for the campus newspaper, The Courier. I didn’t respond to him for weeks because I was still in the mindset that my return to college was strictly for the career. Being a student doesn’t pay for my rent, gas and food.

    When I was a student in my undergraduate theater program, a professor told me that you should only take an acting job if it meets two of three requirements:

    1. It is a paid job and it pays well,
    2. It offers an opportunity to network and grow as an actor,
    3. And/or it is a dream role.

    In other words, should an opportunity only fulfill one of these requirements, don’t bother with it. However, you should not expect every opportunity in your life to meet all three points. Those are few and far between.

    I thought about her advice a lot when I returned to college at PCC. Taking the role of editor-in-chief barely makes two out of the three requirements — but then I remembered that this list was to help you with taking jobs in your career, not for being a student.

    Being the editor-in-chief this semester has allowed me to push myself to be a better reporter, a stronger editor and a peer to turn to if a student needs help. I get weekly joy from reading work from my classmates who chose to show up simply because they want to learn. 

    For the first time in this academic journey to change careers, I have found myself at peace being a student learning in a classroom. While I’m still anxious about the unknown, I’m allowing myself to appreciate that I made the first step on this long journey towards a new career.

    •••

    Laura Dux is a second-year journalism and radio broadcast major at Pasadena City College and editor-in-chief of the student-run newspaper, The Courier. She is a member of EdSource’s California Student Journalism Corps.

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





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  • Shortage of teachers and classrooms slows expansion of arts education in Los Angeles and beyond

    Shortage of teachers and classrooms slows expansion of arts education in Los Angeles and beyond


    EdSource file photo courtesy of Oakland School for the Arts

    Raising the curtain on California’s landmark arts education initiative, funded by voter approval of Proposition 28 two years ago, has been a highly complex endeavor marked by a lack of arts educators, classroom space and free time in school schedules, according to a new report.

    These challenges are among the key issues schools must address to make Proposition 28’s ambitious vision of arts education a reality, according to a new report studying the impact of the groundbreaking statewide initiative on schools in the Los Angeles area. Passed by voters in 2022 by a wide margin, the measure sets aside roughly $1 billion a year toward TK-12 arts education programs statewide.

    “Given the historic nature of this investment in arts education, all eyes are on California and our schools, and so we want to make sure that we get it right,” said Ricky Abilez, director of policy and advocacy at Arts for LA, the arts advocacy organization that commissioned the report. “I also know that there are a lot of really tough challenges that schools are facing on the ground.”

    Accountability is among the most critical issues in building trust with families, according to this analysis, which focuses on 10 Los Angeles school districts. The report recommends creating a statewide oversight and advisory committee of administrators, teachers, families and community partners to make sure that arts education funds are properly spent. It also calls for subsidizing teacher credential programs to combat the teacher shortage.

    “We hear these resounding calls for transparency from our community members, but many district arts leaders also share those same interests and concerns,” said Lindsey Kunisaki, the Laura Zucker fellow for policy and research, who wrote the report. “They wanted to make sure that they’re putting their best foot forward with Prop 28 implementation, but they also had questions about their peers and neighboring districts and wanted to make sure that ultimately everyone is doing their best work and using these funds responsibly.”

    The need to build bridges between schools, communities and families is part of what drives that recommendation. Roughly 66% of respondents to the survey were uncertain whether Proposition 28 was being implemented in their school, according to the report.

    “One of the central insights of the report is the link between confidence in Prop 28’s success and public involvement,” said Kunisaki, a research and evaluation specialist at the UCLA School of the Arts and Architecture’s visual and performing arts education program. “Respondents expressed less skepticism when they believed their communities were actively involved.”

    Arts education in schools can help foster a sense of social connection that has frayed in the wake of the pandemic, many experts suggest. The rub is that many community members express passion for arts education (89%) but have not yet gotten involved with their schools for a variety of reasons. Only 20% of respondents have been actively involved. 

    Districts with vibrant arts advisory councils make it easy to participate, Kunisaki notes, but other paths also exist.

    “If it isn’t clear how to get involved,” said Kunisaki, “then even just showing up at a school board meeting, getting to know the school site leaders, principals, that could be a great way to start the conversation.”

    Proposition 28 represents an attempt to bring arts education back into California schools after many decades of budget cuts eliminated many such programs. Before this influx of funding, only 11% of California schools offered comprehensive arts education, research suggests. Wealthier schools were far more likely to be able to fundraise enough to foot the bill for arts education.

    Spearheaded by former Los Angeles Unified School District (LAUSD) Superintendent Austin Beutner, the measure is an attempt to give all students access to the arts, which has long been associated with everything from higher test scores to greater social-emotional learning.

    All the money must go to arts education, but that is very broadly defined. The disciplines include, but are not limited to, dance, media arts, music, theater and such visual arts as folk art, painting, sculpture, photography and animation. Film and video pursuits are also encouraged, from script writing to costume design. Each school community is invited to design the program to meet the needs of its students.

    The report also notes that some districts are falling behind others. While some districts quickly launched new arts ed programs, from music to dance, others are still in the planning phase, according to the report. Districts with preexisting arts councils and strategic arts plans have the upper hand. Proposition 28 funds are allocated based on enrollment, so larger schools get more money. Also, schools with more low-income students receive extra money.

    Uncertainty and confusion about the rules, heightened by a lack of clarity from the California Department of Education (CDE) on spending, have significantly complicated this process, the report suggests. 

    “One of the recommendations that I heard was basically for CDE to take more of a central leadership role,” said Kunisaki, “especially when it comes to oversight and accountability.”

    The long-standing teacher shortage also remains a critical obstacle. In 2022-23, California schools employed about 11,113 full-time arts teachers, primarily teaching music and visual arts. Another new Proposition 28 report, commissioned by the Hewlett Foundation’s Performing Arts Program and conducted by SRI Education, concluded that California must increase the arts teacher workforce by roughly 5,457 teachers to meet the new demand. Many experts estimate a much higher number.

    The need for greater transparency in the rollout of Proposition 28 is another key concern. At the core of Proposition 28 is the rule that funds are designed to supplement, and not supplant, existing funding, which means that you can’t use the new money to pay for old programs. Nevertheless, there have been reports of districts using the funds to pay for existing programs. Amid these allegations, State Superintendent Tony Thurmond issued a letter reminding superintendents of the law’s requirements.

    One potential fix, the study suggests, would be a statewide oversight committee charged with monitoring the rollout and settling disputes on key issues. 

    “There’s a real need for CDE to step in here, to create a more formal advisory and oversight committee, and most importantly, to include practitioners,” said Kunisaki.

    “That’s administrators at the district level, at the school site level, teachers, parents and guardians, families, students and community partners, because we know how important community involvement is.” 

    CDE has provided guidance in FAQs and webinars to help districts navigate the rules. Thurmond has also established a new task force to clarify the issues facing the field. It remains unclear whether the task force will provide the depth of oversight that many experts suggest is needed.

    “The California Department of Education commends the districts represented in this report who have approached Prop 28 implementation with urgency, care, and a commitment to expanding all students’ access to arts education,” said Elizabeth Sanders, spokesperson for the department. “Especially as California’s local educational agencies are still in the beginning of this implementation process, CDE will continue to provide guidance and technical assistance to support effective and robust implementation.”

    Beutner, the former LAUSD Superintendent who authored Proposition 28, is also calling on the department to hold districts accountable for how they spend the money. 

    “CDE needs to provide more leadership on the proper implementation of Prop 28,” said Beutner. “They’re understaffed to handle the implementation of a new law like this, but some of the confusion and misinterpretation that is happening is because CDE hasn’t been on top of this. CDE should be pursuing public enforcement action now against school districts that are alleged to have violated the law.”





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  • Lawsuits charge antisemitism, civil rights violations at California charter school and high school district

    Lawsuits charge antisemitism, civil rights violations at California charter school and high school district


    Sequoia Union High School District in Redwood City.

    Credit: Flickr

    The parents of a former student of a San Jose charter school and six families in a wealthy Bay Area high school district have filed separate lawsuits charging “rampant” civil rights violations resulting from bullying, taunting, ostracism and other forms of antisemitic conduct. In the lawsuit brought against the Sequoia Union High School District, the families claim school officials ignored and showed “a deliberate indifference to the problem.”

    Both lawsuits, which were filed in the U.S. District Court of Northern California, say the discrimination escalated following the October 2023 attack on Israeli communities by Hamas and the Israeli retaliation and invasion of Gaza. 

    The lawsuit against the Sequoia Union High School District also reflects tension over how the ongoing conflict in Gaza has been taught in two Sequoia Union high schools as well as other districts engulfed in investigations and litigation. 

    The Office of Civil Rights in the U.S. Department of Education is investigating whether Berkeley Unified failed to respond to rising incidents of antisemitism in its schools. Last month, several Jewish teachers in Los Angeles filed a lawsuit to overturn collective bargaining laws that they said force them to belong to a teachers union that helped create an ethnic studies curriculum that “is patently antisemitic.”

    Next month, an Orange County Superior Court judge will consider two nationally known Jewish legal groups’ motion to void an ethnic studies curriculum in Santa Ana Unified. They claim it was written by teachers and staff members who privately expressed antisemitic remarks and excluded Jewish community members from participating in the curriculum process.

    In their lawsuit, filed Friday, the six Sequoia Union High School District families named Woodside High Principal Karen Van Putten and three administrators of Woodside High, where five of the students attend, as well as Menlo-Atherton High School Principal Karl Losekoot, Sequoia Union Superintendent Crystal Leach, two district administrators, all five district board members, and Gregory Gruszynski, a history teacher at Woodside High.

    Placing the lawsuit in a wider context, lawyers for the Sequoia Union lawsuit said “leftist academics” have spread an ideology that “falsely portrays Jews as oppressors, engaged in ‘exploitive capitalism’ in the West and or ‘colonialism’ in the Middle East.”  

    “The result is not only a reprehensible failure of pedagogy but a hostile learning environment for Jewish students” — including in some Sequoia Union classes where the ideology is taught, the Sequoia lawsuit said.

    It cites as a relevant party but not a defendant the Liberated Ethnics Studies Model Curriculum Consortium, whose member groups are selling curriculum and training teachers in dozens of California districts. 

    Curriculum issues are not directly at issue in the lawsuit against University Prep Academy in San Jose. In that case, student Ella Miller, 13, and her parents filed the lawsuit on Oct. 23 against the charter middle and high school and its executive director. After months of abuse during which students taunted her as “the Jew” or “Jew,” Miller withdrew from the school and now attends a private school, the lawsuit said.

    The lawsuit also named as defendants the Santa Clara County Office of Education, which approved and oversees the charter school, and the California Department of Education, including State Superintendent of Public Instruction Tony Thurmond. The lawsuit claims county and state officials failed to respond to the family’s formal complaint that Ella’s rights had been violated or to intervene after learning of her mistreatment.

    The 55-page filing does imply some teachers were hostile to Israel. Ella’s father, Shai Miller, an Israeli, said he noticed on back-to-school night that Israel was erased from maps of the modern Middle East in Ella’s history class.

    Ella, who identifies as an Israeli American and speaks fluent Hebrew, has spent summers in Israel with cousins, the lawsuit said. The Oct. 7, 2023, attack by Hamas, in which 1,200 Israelis were slaughtered, distressed her and her family. She was visibly upset in history class on Oct. 9, the first day back in school after the attack, the lawsuit states. But before allowing her to go to the bathroom to collect herself, her teacher told her she had to read aloud something he had written “to the effect that, in the past, Palestinians and Jews had gotten along.”

    The lawsuit alleges that “this requirement to publicly espouse a position that was at odds with present-day reality was overwhelmingly oppressive and humiliating. It also further identified Ella as ‘the Jew’ to her classmates.” 

    Did history teacher show bias?

    Allegations of prejudiced classroom instruction that included antisemitic materials are a central element of the lawsuit against Woodside and Menlo-Atherton, two of four high schools in Sequoia Union, a demographically diverse, 10,000-student high school district. 

    Of Woodside High’s 1,646 students, 50% are Hispanic, 42% are white, 4% are Asian and 1% are Black. Only 28% were identified as low-income. Its students include low-income sections of Redwood City, and Woodside and Atherton, which are among the wealthiest ZIP codes in the United States.

    The lawsuit claimed that Gruszynski, a Woodside High history teacher who currently chairs the bargaining committee for the Sequoia District Teachers Association, “singled out and harassed L.K. (all plaintiff students are identified with initials), the only openly Jewish student” in his 10th grade world history class.” Gruszynski displayed a “Free Palestine” bumper sticker on his classroom wall. The lawsuit stated that he “mocked her beliefs, undermined her attempts to provide factual information to classmates, and coerced her into endorsing his biased and ahistorical views to achieve satisfactory grades on exams.”

    On a multiple-choice test, for example, the correct answer to the definition of Hamas, which the United States government has designated a terrorist organization, was a “Palestinian political party which is continuing to fight against Israel.”

    “In this way,” the lawsuit said, “Gruszynski forced a Jewish student to condemn Israel and disavow her beliefs in order to receive a passing grade.” The lawsuit said that L.K. returned home in tears after Gruszynski’s classes and decided she could not participate in any further classroom discussions “without inviting further harassment.”                       

    L.K.’s father, Sam Kasle, filed a complaint against Gruszynski, who refused to meet with him. Kasle requested to see Gruszynski’s course materials, which he, like other parents, had a right to review, but the district rejected that request. In response to the complaint, the vice principal disputed that Gruszynski made L.K. feel “uncomfortable” or “browbeaten,” and considered the case closed without reporting any action taken.

    Student handbook guarantees civil rights

    David Porter, University Prep Academy’s executive director, said the school’s attorney advised him not to comment on the lawsuit because it is an ongoing complaint. However, he did say that as the case proceeds, “what actually happened will come forward.”

    He added, “Our student handbook’s policies around bullying and discrimination are strict, and we follow them as written.”

    The school’s staff and student handbook for 2023-24 was expansive on protecting students’ civil rights, and the lawsuit extensively quotes from it. “The University Preparatory Academy Board and Staff commit to raise our voices against racism, unconscious bias, intolerance, injustice, and discrimination starting by reflecting on our own policies and actions,” it read.

    Another section that the lawsuit cites states that, “To the extent possible, UPA will make reasonable efforts to prevent students from being discriminated against, harassed, intimidated and/or bullied, and will take action to investigate, respond, and address and report on such behaviors in a timely manner.”

    David Rosenberg-Wohl, the family’s attorney, said the anti-discrimination language “is obviously important to the school, and so if the school does not honor it, that’s relevant because it suggests that one group does not count.”

    “Everybody talks the talk,” he said.

    In the days following Hamas’s attack, the discrimination against Ella intensified, the lawsuit said. This was before the Israeli army’s counter-attack and continued occupation, in which Gaza health officials say more than 40,000 Palestinian people, including many women and children, have been killed, and hundreds of thousands of Gazans have been displaced.

    The lawsuit further alleges that two girls, who said they were Palestinian, told Ella, “Jews are terrorists,” and asked her, “Do you know your family in Israel is living on stolen land?” Of dozens of girls who had been friendly to her, only one girl would speak to her.

    Students began to call her “White Ella,” progressing to “White Ella’s family are terrorists;” two boys chased her around the school, yelling, “We want you to die,” the lawsuit said.

    During the three months between Oct. 7, 2023, and Jan. 9, 2024, when Ella withdrew from University Prep Academy, the family had multiple meetings with school administrators, including Porter, the school’s executive director, but felt that the school failed to acknowledge and address the bigotry and harassment she faced. 

    Complaints with no response

    On Jan. 22, Ellla’s mother, Elisa, filed a formal complaint with the Santa Clara County Office of Education, the charter school’s authorizer. By law, the office had until March 24 — 60 days — to respond. On May 6, according to the lawsuit, a spokesperson for the Bay Area Jewish Committee met with May Ann Dewan, then county superintendent, to request that she intervene and answer the complaint. In its answer on May 14, the county said the complaint does not fall within its oversight of University Prep Academy, and the complaint could be filed instead with the California Department of Education.

    Miller did that, and, on June 10, the department notified her that the complaint had been forwarded to Porter, who had until July 13 to respond.

    Since then, the lawsuit said, there has been no response from Porter, the school, the county office, or the state Education Department. “Doing nothing … despite knowing of the anguish of Ella and her family, was deliberate indifference,” it said.

    The family is seeking damages for Ella’s emotional and physical stress, the cost of a private school, and her lost access to educational opportunities.

    Long-standing ‘antisemitic sentiment’

    The lawsuit by the Sequoia Union families also cited “deliberate indifference to anti-Jewish harassment,” which it said started well before the Oct. 7, 2023, Hamas attack. In one incident, according to the lawsuit, a long-term substitute teacher, who continues to teach at Menlo-Atherton High, asked plaintiff W.K. about his background. Told that his family is Jewish, the teacher allegedly shared jokes about the Holocaust with a group of students: “How do you fit 10,000 Jews in a Volkswagen?” she asked. “In the ashtray.”

    After the start of the Israeli-Hamas conflict on Oct 7, however, antisemitic incidents “surged,” the lawsuit said, citing several examples.

    A group of Woodside students yelled, “Go back to where you came from!” to another Jewish student at Woodside High. No disciplinary action followed, the lawsuit said.

    About that same time, a group of Menlo-Atherton students taunted plaintiff W.K. on the way to class, calling him a “kike” and said, “All Jews should die.”

    On Nov. 1, two swastikas were etched into the pavement in Woodside High. (Swastikas had been drawn on bathroom walls in Menlo-Atherton high a year earlier.) Two days later, Woodside High Principal Karen Van Putten emailed the Woodside community that an extensive investigation by school administrators and the San Mateo Sheriff’s Department confirmed that the swastikas were actually “spiritual symbol[s] from Japanese Buddhism known as Manji popularized by anime.” 

    The lawsuit called the investigation a “sham” that, in fact, did not involve the sheriff’s department. Citing administrators’ dismissal of the swastika incident, other derogatory remarks, and the failure of Van Putten and the Sequoia school board to address incidents, Scott and Lori Lyle, parents of a 12th grader at Woodside High, filed a detailed formal complaint.

    With no answer and no action taken in response for more than 200 days, the Jewish families filed their lawsuit, citing violation of Title VI of the Civil Rights Act, the U.S. Constitution’s Fourteenth Amendment’s guarantee of equal protection under the law, the First Amendment’s right to free exercise of religion and freedom of speech, as well as protections under California education laws and the state constitution.

    Filing a lawsuit is a huge step for families, said Lori Lowenthal Marcus, legal director for The Deborah Project. “Students don’t want to embarrass teachers, risk ridicule and humiliation. All of the families went through internal procedures. They tried to speak with principals; they filed complaints to see if they could rectify their situations, but all felt let down. A lawsuit was the next option.”

    The families are seeking the court to order a dozen remedies. They include:

    • prohibiting discrimination and harassment of their children;
    • prohibiting the district from engaging in any antisemitic conduct; 
    • ordering the district to implement a comprehensive policy addressing antisemitism;
    • providing training for all teachers, administrators and staff in strategies to promote empathy and respect for Jewish individuals and their connection to Israel;
    • terminating any teachers found to have engaged in antisemitic discrimination; and
    • creating transparent requirements for disclosing course materials to the public.

    The families also call for appointing a special master to monitor compliance with the court’s orders for three years.

    The Deborah Project, a public interest law firm that defends the civil rights of Jews in educational settings, with pro bono assistance of California attorneys in the global law firm Ropes and Gray, are representing the families. The case is Kasle, et al. v. Van Putten, et al.

    Naomi Hunter, public information officer for Sequoia Union, said the district has not yet been served with the lawsuit. “We support a safe environment for all students, and we are very concerned any time we receive a complaint about a hostile environment, but we cannot respond further until we have more information,” she said.





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  • LAUSD unanimously affirms support for immigrant and LGBTQ+ students leading up to Trump’s inauguration 

    LAUSD unanimously affirms support for immigrant and LGBTQ+ students leading up to Trump’s inauguration 


    Credit: Julie Leopo/EdSource

    Este artículo está disponible en Español. Léelo en español.

    As anti-immigrant and anti-LGBTQ+ policies and rhetoric spread across the nation in the wake of Donald Trump’s re-election for presendent, the Los Angeles Unified School District board affirmed its commitment to members of these communities by unanimously passing four resolutions on Tuesday.

    “The district will continue to do everything in its power to protect and defend the kids in our care,” one of the resolutions reads. “Doing so is the responsibility of all LAUSD employees.” 

    Here’s an overview of LAUSD’s efforts from Tuesday’s regular board meeting and what to expect in the two months leading up to Trump’s inauguration. 

    LAUSD as a sanctuary district 

    After Trump vowed to declare a national emergency and bring in the U.S. military to facilitate mass deportations, the district passed a resolution reaffirming that it will remain a sanctuary and safe zone for families. 

    “We survived the pandemic because we stood together,” said Mónica García, who authored the original sanctuary resolution in the 2016-17 academic year and previously served as the president of LAUSD’s board. “… It is so important that, as we may see policies that we do not support … that we stand together in response to the times.”

    Tuesday’s action comes about eight years after the original sanctuary resolution passed; it also requires district Superintendent Alberto Carvalho to present a plan to the board within 60 days, in time for implementation by Jan. 20, when Trump returns to the White House. 

    The resolution says Carvalho’s plan should involve training LAUSD educators, administrators and staff on responding to federal agencies and anybody else who seeks information or attempts to enter a campus. 

    Meanwhile, the resolution insists that LAUSD will “aggressively oppose” any laws forcing school districts to work with federal agencies and personnel involved with immigration enforcement. 

    “The good news is that we have seen it before, and we are in a position to act,” García said at Tuesday’s meeting. “The challenge … [is] there are families who are separated and who are traumatized because of the fear of what is to come. And we will continue to ask them to come to school and give us their very best.” 

    She added, “Whether it is two years or it is four years, it is every day that we exercise love and the power of this institution on behalf of children and families.”  

    A safe place for LGBTQ+ and immigrant communities 

    The second resolution would require LAUSD to add gender identity and expression to the list of groups covered by its “To Enforce the Respectful Treatment of All Persons” policy and require the district to update district policy bulletins as needed.  

    It also calls on the district to support legislation backing immigrant and LGBTQ+ communities — and to provide educational and mental health resources. 

    A response to Project 2025 

    A third resolution passed Tuesday promises that LAUSD will remain “inclusive, safe, and welcoming” for all communities in the face of any “immediate, incalculable, and irreparable harm” to public schools caused by Project 2025, a set of detailed policy proposals authored long before the election by hundreds of high-profile conservatives in the hope that Trump would push them if elected.

    It states that LAUSD will defend all students’ right to a public education and protect them from potential harm. 

    Carvalho will have to report back to the board within 60 days — and present an overview of the potential impacts of Project 2025 as well as a district response, the resolution states.  

    “This resolution is a bold and necessary shield against the looming threats to public education — a public good that we must protect fiercely and defend,” board member Rocío Rivas said Tuesday. 

    A new political education course 

    The fourth resolution emphasizes the importance of turning LAUSD students into critical thinkers capable of discerning facts from falsehoods and ready to participate in the American political system.

    “We’re not talking about [being] a Democrat or a Republican,” said board President Jackie Goldberg, who authored all four resolutions, during her last full board meeting Tuesday. “It’s about understanding the actual way the government works — as opposed to what the Constitution says. And there’s a big difference.”

    The resolution asks Carvalho to look into creating a high-level political education course and report back to the board in 160 days. 

    His considerations, according to the resolution, would include whether the course would serve as a requirement, areas that the curriculum would cover, the types of professional development that would be needed and the ideal grade levels to teach it. 

    The resolution also asks Carvalho to consider any other curricular changes in the grade levels leading up to the course to make sure students are prepared. 

    Anely Cortez Lopez, student board member, said at Tuesday’s meeting, “The understanding of the political landscape of the United States is vital in our schools as we continue as the change-makers of tomorrow.”





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  • Trump Signs Executive Order Urging CPB to Stop Funding NPR and PBS

    Trump Signs Executive Order Urging CPB to Stop Funding NPR and PBS


    The Constitution says Congress has the power of the purse, not the president. The president executes the funding decisions of Congress.

    Yesterday Trump called on the Corporation for Public Broadcasting to stop funding public radio and public television. Never mind that National Public Radio brings news to listeners in areas totally saturated by rightwing Sinclair stations. Never mind that PBS is the best source of documentaries about science, history, nature, medicine, other nations, and global affairs. PBS is educational television at its best.

    The Washington Post reported:

    President Donald Trump signed an executive order on Thursday evening seeking to prohibit federal funding for NPR and the Public Broadcasting Service (PBS). The order, which could be subject to legal challenge, called the broadcasters’ news coverage “biased and partisan.”

    It instructs the Corporation for Public Broadcasting to cease providing direct funds to either broadcaster. It also orders CPB to cease indirect funding of the services through grants to local public radio and television stations.

    CPB is the main distributor of federal funds to public media. It receives about $535 million in federal funds per fiscal year, which it mostly spends on grants to hundreds of stations nationwide. The stations spend the grants on making their own programming or on buying programming from services such as NPR and PBS.

    CPB, created by an act of Congress in 1967, also sometimes provides direct grants to NPR and PBS to produce national programs.
    Thursday’s order instructs the CPB board to ensure that stations receiving its grants “do not use Federal funds for NPR and PBS.”



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  • Search and compare data from the California School Dashboard, 2024

    Search and compare data from the California School Dashboard, 2024


    On Nov. 21, 2024, the California Department of Education updated the official California School Dashboard with the latest data for schools and districts. You can also view results for 2023, 2019, 2018, and 2017.* The dashboard shows achievement and progress, or lack of it, on multiple measures in color codes tied to performance metrics by the state. Enter a search term in the box to search by school, city, district or county. If a school or district does not appear, it means that no data is available. Detailed test scores are available on cells with an “i” (click to see more). For a full explanation, see the notes below the chart.

    * Missing or incomplete years of data from the California School Dashboard are due to the disruptions caused by the pandemic. 




    School Name, City and County Chronic Absenteeism Rate Suspension Rates English Lang. Arts Performance Math Performance High School Graduation Rate English Learners Link
    School Name, City and County Chronic Absenteeism Rate Suspension Rates English Lang. Arts Performance Math Performance High School Graduation Rate English Learners Link

    Notes to Database

    Color Codes and Ratings: The dashboard includes five color-coded performance levels, based on a combination of current performance level and change over the previous year. The color spectrum ranges from red to orange to yellow to green to blue, with red signifying the lowest performance level and blue the highest.

    More information about how the performance levels were calculated is available at the California Department of Education’s website here.

    Column Headings:

    Chronic Absenteeism: Proportion of students who miss 10 percent or more expected days of attendance in a school year. (For a student enrolled for 180 days, this would be 18 or more days.) Note: This indicator is not reported for high schools.

    Suspension Rates: Based on a combination of current suspension rates and changes in those rates over time.

    English Language Arts Performance: Student performance in Grades 3-8 and 11 on the English Language Arts Smarter Balanced tests administered in the current year, combined with whether scores improved, declined or stayed the same compared to the previous year.

    Math Performance: Student performance in Grades 3-8 and 11 on the math Smarter Balanced tests in the current year combined with whether scores improved, declined or stayed the same compared to the previous year.

    High School Graduation Rate: Combined four-year and five-year graduation rates, including current graduation rate along with whether rates have changed over the previous year.

    For more information about how the performance levels were calculated, go to the California Department of Education’s website here.

    For the full dashboard for each school or district, go here.





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  • Literacy bill compromise gains support of a former foe and passes first hurdle

    Literacy bill compromise gains support of a former foe and passes first hurdle


    An elementary student reads on his own in class.

    Credit: Allison Shelley for American Education

    KEY Takeaways
    • The California Teachers Association testifies in support of the compromise.
    • Co-author: Reaching a deal was by far her hardest challenge as a legislator.
    • Up against a deadline, an Assembly committee endorses a bill they haven’t actually read.

    A new bill that could reshape early reading instruction quickly passed its first test in the Legislature on Wednesday, with a major opponent doing an about-face and publicly announcing support.

    Members of the Assembly Education Committee unanimously passed Assembly Bill 1454 after a short hearing. The compromise legislation that Assembly Speaker Robert Rivas helped create, after months of stalemate, won over the California Teachers Association (CTA).

    “Reasonable people can disagree on reasonable things, but we also can show the world how you can disagree and come together,” said Patricia Rucker, a lobbyist for the CTA and former member of the State School Board. “We’re committed to continuing the work on this bill to keep the bill moving forward.”

    Advocates of a comprehensive statewide approach to early literacy say the bill would fill in significant gaps in what has been missing under the state’s current policy of local control over instructional decisions.

    The main elements are:

    • The California Department of Education would select teacher training programs in reading instruction for TK-3 that are aligned with “evidence-based practices.”
    • The State Board of Education will designate appropriate TK-8 textbooks for reading instruction, also based on evidence-based practices and aligned to the state English language arts framework and English language development framework for English learners. School districts would have to choose among those or seek a waiver from the state board.
    • The Commission on Teacher Credentialing would update school administrator standards to include training for principals and district administrators on supporting effective literacy instruction.

    Assemblywoman Blanca Rubio, D-Baldwin Park, the author of a previous bill that stalled and is now co-authoring AB 1454, said at the hearing that negotiating the compromise “by far, has been the hardest thing that I have ever done in nine years as a legislator.”

    “Sometimes I was ready to walk away,” she said, “but for the coalition (of supporters), parents, family members, and of course, our speaker, for finally sitting us down and saying, ‘Get it done. Get it done.’ ”

    Several Education Committee members said they appreciated the effort.

    “You can find people who are struggling readers in every community,” said Darshana Patel, D-San Diego. “To know that you are focused on making sure the very fundamental, foundational skill of learning to read is available for every single child is so meaningful and important.”

    The language of AB 1454 and its implementation over the next several years will determine its effectiveness. Members of the Assembly Education Committee, however, relied on a staff analysis of the bill, not the bill itself. It has yet to be released, because the intense talks that led to the deal continued into this week, leaving not enough time for the Legislative Counsel to vet the wording before the final hearing for new bills.

    When published within the next few days, the new wording will replace a spot bill, about heating and cooling, that is there now.

    AB 1454 contains many key elements of AB 1121, a contested bill, authored by Alvardo and co-sponsored by advocacy nonprofits EdVoice and Families In Schools,  Decoding Dyslexia CA and the California NAACP. First introduced last year and reintroduced this year, it stalled because of disagreement with CTA and English learner advocacy groups over how much research-based training should emphasize foundational skills, starting with phonics in TK to Grade 2 and progressing to learning vocabulary, oral skills, word recognition, fluency, and comprehension. Together, they are known as structured literacy or “the science of reading.”

    English learner advocates, including Californians Together, argue that a rigid application of structured literacy would ignore the needs of English learners and attention to bilingual language learners.

    Under AB 1454, reading instruction training would be optional, not mandatory, although districts must provide state-approved courses to be reimbursed by the state. The bill’s language will also call attention to the needs of English learners, and the California Department of Education will consult with a range of language-acquisition experts, including English learner organizations, when choosing the programs.

    The bill will skirt fights over semantics by avoiding references to structured literacy and the science of reading. However, the bill is expected to require aligning training to existing statutory requirements for reading instruction, which specify foundational skills.

    Marshall Tuck, CEO of EdVoice, drew an optimistic analogy to the state effort to require universal screening for potential reading challenges. CTA and English learner advocacy groups initially opposed that initiative, but later supported the effort, after extensive negotiations and agreement on an advisory committee of experts. “This fall, 1.2 million kids, kindergarten, first and second grade will be screened for reading difficulties, including risk of dyslexia,” he said.

    Tracking progress with data

    Tuck said that under the bill, the state will begin collecting data for the first time on how many teachers complete the training, and which training programs, textbooks and materials districts choose. “And then collectively, we can all say, OK, these districts are making real progress. They had consistency. They used similar programs and they trained a lot of teachers. Maybe these districts aren’t making as much progress.”

    Assemblymember David Alvarez, D-San Diego, an English learner growing up, said the issue will be not just how widespread the training is, but whether it’s appropriately used. “At the end of the day, it’s what is happening with the students who are the ones who are struggling,” he said, adding that he appreciated the bill’s attention to biliteracy.

    “This is a one-size-fits-all approach,” he said, adding that progress is happening in small reading cohorts with one-on-one literacy coaching. “How we track that would be helpful.”

    Gov. Gavin Newsom included $250 million in his initial 2025-26 state budget he proposed in January, but since then the financial outlook has darkened; money for new programs is expected to be scarce. However, Rivas as Assembly speaker; Alvarez, as chair of the Assembly Budget Subcommittee on Education Finance; and Assemblymember Al Muratsuchi, D-Torrance, a co-author of AB 1454 and chair of the Assembly Education Committee, are well-positioned to see the bill passed and funded. Newsom, who has funded several early literacy initiatives in the past four years, may be receptive.

    No member of the public spoke against the bill. Instead, EdVoice, Families in Schools, and Innovate Public Schools, based in San Francisco, organized dozens of parents, members of the Black Parallel School Board and supporters to travel to Sacramento.  Although they signed up for Rubio’s stalled bill, they switched bills when they learned of the compromise. They were given time to say just one sentence.

    “I’m a parent of a dyslexic who only learned to read in the third grade because of outside resources,” said Alyson Henry. “I’m here in support of 1454.”

    “On behalf of the Sacramento Literacy Foundation, the Sacramento Literacy Coalition, the 200,000 kids who are not reading at grade level right now, and my son, a struggling reader, I am in support of 1454,” said April Jarvis.





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