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  • Trump’s budget would reduce Pell Grant awards and work-study programs

    Trump’s budget would reduce Pell Grant awards and work-study programs


    A commencement ceremony at California State University, Fullerton, in 2021.

    Credit: Cal State Fullerton/Flickr

    • New “K-12 Simplified Funding Program” is effectively an elimination, advocates say.
    • Proposal eviscerates programs for low-income students in both K-12 and higher education.
    • Funds for disabled students increased, but shift to flat funding is concerning to educators.

    The Trump administration is proposing the biggest cuts in a half-century to federal financial aid by reducing Pell Grant award amounts for low-income college students, plus the government’s contribution to the Federal Work-Study program. Fewer students will likely enroll in college and achieve a degree as a result, college officials say.

    The cuts are included in a proposed 15% reduction to the U.S. Department of Education’s budget, totaling $12 billion in cuts to K-12 and higher education, plus sweeping changes to how remaining funding would be distributed.

    The president’s initial budget, issued on May 2, foreshadowed programs in danger of cuts or eliminations, but specifics remained vague until late last week with the release of new details.

    The budget is still under review by the Senate, which could change the administration’s proposal in any direction.

    Advocates, however, remain pessimistic and warn that this education budget request is only one aspect of the larger budget and policy concerns.

    “The biggest thing is what happens in the Senate with budget reconciliation,” said Rob Manwaring, a fiscal and policy analyst at the advocacy organization Children Now.

    The proposal eviscerates funding for programs that support students experiencing homelessness, rural students, English learners, and more. However, President Donald Trump would maintain Title I, which provides supplemental funds to schools in neighborhoods with concentrated poverty, at the current $18 billion.

    K-12 funding

    Funding for the Individuals with Disabilities Education Act (IDEA) is slightly higher in the budget request, but advocates are concerned that federally mandated costs are rising faster than federal funding.

    Manwaring said special education, for instance, is “one of the fastest growing costs for school districts,” due to a rise in students being screened and diagnosed with disabilities, plus costs associated with the resources provided.

    The budget request lists funding for special education as an “increased investment,” but a consolidation of various programs supporting students with disabilities ultimately amounts to flat funding.

    This type of funding “is further reducing the federal government’s role in supporting special education” because it does not account for variables such as cost-of-living increases, costs of salaries and benefits for educators, a rise in disabled student populations, and other such changes, Manwaring said.

    At risk of elimination are hundreds of millions for programs that support the education of migrant students, teacher training, education research and English learners.

    The proposal includes pooling together 18 grant programs currently funded at about $6.5 billion into a single $2 billion block grant. It is titled K-12 Simplified Funding Program and the administration argues it will allow states and local education agencies flexibility in how funding is allocated.

    Those 18 programs include:

    • Education for Homeless Children and Youths (EHCY)
    • Assistance for Arts in Education
    • Statewide Family Engagement Centers
    • American Civics and History Education
    • Comprehensive Literacy State Development

    Advocates say the consolidation amounts to elimination.

    “It’s just another way of saying ‘we’re eliminating funding,’” said Barbara Duffield, executive director of SchoolHouse Connection. “Whether the funding is zeroed out because the line item is zeroed out or whether it’s zeroed out because supposedly it’s put into a new block grant, the program doesn’t exist anymore.”

    Part of the problem with the consolidation plan is the removal of targeted funding, she added.

    California’s Local Control Funding Formula, or LCFF, provides an example of how the federal consolidation plan could play out: While schools receive funding for several vulnerable student groups, the stream is not only often limited in how it can be spent, but is also shared among students with widely varying needs. This has historically led to insufficient funding for students who require much greater support, according to the Learning Policy Institute.

    Lack of targeted funding for vulnerable student groups, such as students experiencing homelessness, fails to address the specific types of support that students may need in order to keep attending school, Duffield added.

    “Who’s doing the outreach and awareness? Who’s going knocking on the doors of motels? Who’s going to shelters?” she asked, listing a multitude of tasks that homeless liaisons, funded in part with federal dollars, take care of.

    Students experiencing homelessness are one student group with a specific federal policy outlining supports that schools are required to offer. In their case, it’s the McKinney-Vento Homeless Assistance Act.

    Advocates are raising questions about whether the proposed funding changes could impact other federal policies.

    “Will the requirement go away if the funding goes away? That is where the ambiguity of what the information that’s been shared so far is: Will there be changes in law that accompany changes in budget?” Manwaring said.

    How higher education is faring

    California college leaders said the proposed changes and cuts to federal financial aid programs, including TRIO programs, the Pell Grant, and federal work-study, would make it more difficult for students to enroll and complete their degrees.

    TRIO programs — such as Upward Bound, Veterans Upward Bound, and McNair Post-Baccalaureate Achievement — aim to help disadvantaged students enroll in and complete college. Its funding, over $1 billion across 10 programs, would be fully eliminated.

    In project year 2024-25, TRIO funded almost 450 projects in California, according to an EdSource analysis of grant award data for all eight TRIO program types published by the U.S. Department of Education. Together, projects in California received about $150 million to engage more than 100,000 student participants and train 556 staff members.

    The White House proposal would also reduce the maximum Pell Grant by 23% — nearly $1,700 — from $7,395 to $5,710. The administration defends the proposed cut, saying that not reducing the maximum amount “would put the program in an untenable financial position,” and contends that the maximum award will still cover the average full amount of in-state tuition and fees for community college students. The budget summary says that overall funding levels have not kept up with broader eligibility requirements approved by former President Joe Biden.

    The proposed cut to the Pell maximum grant is the first in more than 30 years and certainly the largest by far in the more than 50 years of the program’s existence, according to federal records. Very modest reductions to the maximum award were made in 1993 and in the early 1980s.

    Additional changes imposed in the House’s reconciliation bill would strip any Pell Grant eligibility from many part-time students and change the number of minimum credits students need to get the maximum award from 12 credits per term to 15.

    Such a large reduction in the maximum grant would be “troubling” and, together with the possible eligibility changes, would mostly impact low-income students and shut off more of them to the financial aid they need to attend college, said Allie Bidwell Arcese, senior director of strategic communications and engagement for the National Association of Student Financial Aid Administrators.

    In California, 24% of community college students, 35% of University of California undergraduates and about 42% of California State University students receive a Pell Grant, which is available to low-income students.

    The White House proposal would also reduce funding for Federal Work-Study by $980 million and eliminate the Federal Supplemental Educational Opportunity Grant. Those changes would be less impactful to California students but still significant. To employ students in work-study jobs, colleges would have to put up 75% of their pay; currently, they contribute only 25%. With both the CSU and UC already facing cuts in federal and state funding for next year, it’s unclear whether they could afford such an increase in matching money to sustain work study at current levels.

    More than 41,000 students in California participated in the Federal Work-Study program in the 2022-23 award year, according to an EdSource analysis of Federal Student Aid data. Their earnings include almost $95 million in federal compensation.

    In addition, more than 252,000 California students received Federal Supplemental Educational Opportunity Grants. The federal share of those awards was about $131 million.

    In the San Diego Community College District, more than 12,000 students receive a Pell Grant. The proposals put forth in the White House’s budget request and the House reconciliation bill would have devastating impacts on the district’s students, said Chancellor Gregory Smith.

    Roughly 4,000 students in the district get the maximum award and would lose out on about more than $1,500 annually. An additional 4,500 students take fewer than eight credits and could forgo their Pell Grants entirely under the House’s bill. Smith said he expects many of those students will end up dropping out if the proposed changes are enacted.

    “The likelihood of many of them being able to complete college would be very low,” he said. “So many of our students are in difficult financial circumstances. One bad break — car breaks down — or a medical emergency — will likely force them to have to stop their education.”

    At CSU, where more than $1 billion in Pell Grants was distributed to more than 200,000 students in 2023-24, officials estimate that 60% of Pell recipients would see their awards reduced or eliminated altogether under the White House proposal.

    A number of CSU students also stand to lose out if the cuts to the opportunity grants and work-study are enacted. Almost 40,000 students were awarded the opportunity grants, and 6,300 participated in Federal Work-Study in 2023-24.

    At UC, students and officials in recent years have advocated for the maximum Pell Grant to be doubled, arguing that the current ceiling for the award doesn’t meet student needs and forces many to take out loans. UC was thus “deeply concerned” about the White House proposal, said UC spokesperson Omar Rodriguez, particularly as the system also deals with disruptions to federal research funding.





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  • We must redesign middle and high schools to serve students better

    We must redesign middle and high schools to serve students better


    Vista Del Mar Middle School in Chula Vista

    Credit: San Diego County Office of Education

    Tucked inside Gov. Gavin Newsom’s proposed state budget is a kernel of hope for the future of adolescents in California: A $15 million investment to reshape the way students experience middle and high schools. It represents just .013% of total state education spending, but it represents an important commitment to serving students better.

    This investment will create a small cadre of middle and high schools to support students’ sense of belonging, to help prepare them for well-paying jobs in the future, and to personalize learning environments and supports so that those who need extra help can get it. Participating schools will also integrate more hands-on, experiential learning and lead the way in new and appropriate uses of technology for deeper learning. These are the learning opportunities and environments that young people are asking us to provide. 

    What might these schools encompass, and how would we approach this work?

    The San Diego County Office of Education works with districts, students, families and communities to address system- and community-wide issues and goals. We work with interested districts to build a portrait of a graduate, where leaders listen to students, parents, community members, and school and district staff to co-create a district plan built on the collective answer to: “Where do we want our student to be in 15 to 20 years when they graduate and what attributes and skill sets do they need to possess?” Through this process, we seek to create and strengthen our schools to be welcoming spaces for all students, with opportunities to be successful in school and life.

    The Secondary School Redesign Pilot Program (SSRP) is especially timely now, as California continues to chart a course toward improved outcomes and experiences for adolescents in our public schools. This state-level persistence in forward-looking policy is critically important amid federal-level backsteps and disinvestment in young people.

    Working as an SSRP network to learn and grow together, a group of secondary schools would be selected to receive state grants to support the reshaping of schools as places where all students feel known, understood and engaged in future-relevant learning. The two-year pilot would be evaluated, as all new programs should be, to identify redesign strategies for schools statewide and determine whether the effort should grow. 

    The program smartly builds upon recent, substantial investments in secondary schools by the governor and Legislature. These include new “community school” models that serve not just students’ academic but their health and social-emotional needs; dual-enrollment opportunities that allow high schoolers to experience and accelerate toward college; and the Golden State Pathways Program, which puts students on paths toward college and high-wage careers in economic growth sectors such as technology, health care, education and climate science/adaptation. 

    At a time of sharp ideological divides, we have been encouraged to see strong, across-the-board support among California voters for the importance of college and career education, social-emotional learning, student mental health and school environments where all students feel accepted. Public opinion research conducted by a bipartisan polling group earlier this school year bears this out. 

    As we prepare to celebrate our many high school graduates during this season of commencement, we remain focused on our most critical work ahead: to ensure that our public schools function effectively for all, especially those students who are furthest from opportunity and for whom our schools have not yet succeeded. 

    California has taken strong steps toward improving school experiences and outcomes for adolescents, particularly in this post-pandemic period when they are truly in need. The SSRP is another stride in that direction. To stay the course on preparing our young people for the future they deserve, we urge the Legislature to act favorably on the governor’s proposal.

    •••

    Gloria E. Ciriza, Ed.D., the San Diego County superintendent of schools.

    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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  • Musk Blasts Trump’s Budget and Tax Bill as Bloated

    Musk Blasts Trump’s Budget and Tax Bill as Bloated


    Once upon a time. Elon Musk was Trump’s best friend. No longer. Despite his best effort to slash the government, he failed. Originally, Musk offered to secure a cut of $2 trillion, but came nowhere near that figure, eventually he dropped his goal to only $175 billion. That number may actually be much lower because of errors in the count.

    When Musk learned that Trump’s new budget was vastly increased, he went ballistic.

    He said that the new budget was “disgusting.” He did not mention that his companies–especially Starlink and SpaceX–will be showered with federal funding in the “one big, beautiful bill.” Starlink will have a large role in Trump’s plan to build a “Golden Dome” to protect the U.S. and that his Space X will lead the effort to travel to Mars.

    Patrick Svitek of The Washington Post reported:

    Elon Musk on Tuesday called President Donald Trump’s sweeping legislation making its way through Congress “pork-filled” and “a disgusting abomination.” Musk, who recently left his cost-cutting role in Trump’s administration, issued his strongest condemnation to date of the massive tax and immigration bill that narrowly passed the House and is pending in the Senate. “Shame on those who voted for it: you know you did wrong,” Musk wrote on social media. “You know it.” On Monday night, Trump re-upped his call for Congress to send the bill to his desk by July 4.



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  • Should colleges and universities bring back SATs and ACTs?

    Should colleges and universities bring back SATs and ACTs?


    Credit: ShutterStock

    When the Covid-19 pandemic seriously disrupted the ability of students to take SATs and ACTs, many colleges and universities, including the University of California and California State University systems, either made standardized tests optional or dropped the requirement for admissions. Now, Dartmouth is the first to say that either SATs or ACTs will be required again for fall 2024 applicants, and a few other universities, including Harvard, are following this path. 

    Even before the pandemic, equity concerns were often cited as reasons these tests should not be required; both the UC and Cal State systems have maintained that they will continue to be SAT- and ACT-free.

    To learn what university students think about the potential return of standardized testing, EdSource’s California Student Journalism Corps asked them the following questions at seven California colleges and universities:

    “While UC and Cal State have said there are no plans to change their test-free policy, in place since 2020, do you think standardized tests such as these should return? Why or why not?”

    Below are their responses.

    (Click on the names or images below to read what each person had to say.)

    Alex Soriano opposes the return of standardized tests, suggesting that there should be “more holistic ways” to evaluate students equitably. However, he is unsure of what an alternative might look like.

    “In my opinion, based on evaluating different skills … I feel like (the test) doesn’t really evaluate knowledge on the same level,” he said. “I think bringing back standardized tests would bring back [equity] issues.”

     To showcase the disparity of standardized test scores, Soriano references EdGap.org. The website features a map that displays the median household income of neighborhoods and the average SAT and ACT scores in those areas. The map indicates that high-income areas exhibit well-performing test scores in comparison to those from low-income areas. 

    “Coming from the upper-middle-class area of San Diego, my area was super high (in SAT and ACT scores), and it made sense,” Soriano said. “A lot of my friends could afford to pay for the extra tutoring; they could pay for a counselor that can come in and work on standardized test prep, and not everybody is able to afford those services.”

    By Jazlyn Dieguez

    “I think they should (return) just because I think it’s a good (performance assessment) other than grades for colleges because some high schools inflate their GPAs,” Rodriguez said. “It’s kind of a middle ground.”

    After taking the SAT exam once, Rodriguez was satisfied with the “OK” score he received since he wasn’t planning to apply to any universities with a high SAT requirement. Instead, he opted to attend Modesto Junior College and has since transferred to San Diego State University.

    “It’s weird because I know some people are not great test-takers and some students haven’t had the luxury of being in certain classes or receiving tutoring,” he said. “Some people were spending crazy amounts of money to have a good SAT and ACT score. I wasn’t one of those guys, I was just happy with whatever I got.”

    By Jazlyn Dieguez

    “No, I do not believe standardized testing should be reinstated,” Kattaa said. “The SATs are a disadvantage for most college applicants.” 

    Kattaa believes that “a student’s GPA, extracurriculars, admission essays, and letters of recommendation speak more (about) a student’s academic and personal achievements. They are more than just one test.”

    Kattaa also believes that the absence of required standardized tests has increased diversity on college campuses.

    By Aya Mikbel

    “I believe that standardized tests such as these should not return due to the amount of pressure it puts onto students and the possible disadvantage regarding admission status,” Naseer said. However, she sees the advantage of the tests being provided “for those who want to show more dedication.”

    She understands that colleges and universities are looking for “well-rounded students; academics certainly play a greater role when applying to college.” 

    But Naseer is concerned that when students don’t have high scores, “It may cause them to be looked down upon, (and) there are other factors such as general academics or volunteer service that should be prioritized as well.” 

    Naseer continued, “As a student who didn’t take these tests, I feel that doing so allowed me to focus and improve on other areas of my studies/experience.”

    By Aya Mikbel

    “No, I don’t think these tests should be brought back,” Garcia said. “I think there should be a different type of examination process. I didn’t take the ACT or SAT and got in (to UCLA). I think they don’t really evaluate the student as a whole.”

    Garcia added that she thinks the tests don’t “give a very good evaluation of students, academically speaking.”

    By Delilah Brumer

    “We got rid of the SAT and ACT requirements a few years ago, and I honestly think that it’s more fair for people to not have (these tests) as a requirement,” Wolin said.

    Wolin said she was able to get SAT tutoring, but it was expensive for her family, and she’s “very aware that not everyone can afford that.”

    “While I did have a leg up, I know that it wasn’t fair to everyone,” Wolin said. “I think abolishing that requirement was a step in the right direction. I wish I had a better solution for a replacement, but I don’t. At least now, I know they’re focusing on a more holistic approach, which I think is more fair.”

    By Delilah Brumer

    “I think it depends on the college,” Bar said. “For a school like Cal Poly, where a majority of what they are going to take into account is your GPA and test scores, it is different from a private college where they are going to take a more holistic approach.”

    As a student who participated in examinations for his admission into Cal Poly, Bar said that he believed the university could benefit from reinstating test scores in exams, to add more depth to applications. 

    “Right now, Cal Poly doesn’t use essays, so all the application really consists of is biographical information and GPA,” Bar said. “I think there should be another component, like SATs or ACT scores. I think for a school that requires just such minimal information about the applicants, they should require it.”

    By Arabel Meyer

    “They should be test-free because it makes admissions more equal, and all higher SAT scores usually come with higher preparation,” Martinez said. 

    Martinez said she hopes UCs and CSUs would not require test scores because she finds inequality when colleges use standardized test scores for admissions. The SAT takes preparation and financial resources that not all students can access, according to Martinez. 

    “I came from a low-income community and rural community,” she said. “There was no such thing as SAT prep.” 

    Martinez only realized the importance of SAT preparation when her peers began to discuss private tutoring and other resources they had access to. She hopes that remaining test-free will provide greater opportunities for students, regardless of their financial position.

    By Kelcie Lee

    “Having it is a good idea,” Chiu said. “However, the SAT, when you take it, you can learn how to get a good score. So in a way, it’s almost rigged.” 

    She had mixed feelings when it comes to the SAT and ACT; she understands the purposes of assessing students, but also acknowledged flaws of using standardized tests for admissions. 

    “Even if you do get a good score, it doesn’t necessarily mean you’re meant to go to one of these top schools.” 

    She believes a better option would involve the UCs making their own test that is “more knowledge-based,” as opposed to the memorization involved in prepping for the SAT. 

    “Ultimately, it’s a weird in-between of whether you should have it or not,” Chiu said.

    By Kelcie Lee

    “I personally think the tests aren’t necessary or helpful. I don’t think they are proof of intelligence.” 

    Williams transferred from Berkeley City College to Sonoma State in 2023. She did not have to take a standardized test to get admitted. 

    “I know people in my life that have told me about their experiences, and that they felt that the test was not concrete proof of whether or not they are intelligent.”

    By Ally Valiente

    Bernales said that he does not support standardized tests making a return because “the tests favor those that have access to more resources.” 

    He is dissatisfied with the inequity. “Families with money can get tutors to help educate their kids to do better and can afford for them to take it multiple times to improve, while some families may not be able to afford it,” Bernales said.

    “Along with that,” he continued, “the [high] school’s funding also can affect the results of the test since a better funded school tends to have higher scores.”

    By Ally Valiente

    “No, because I think a lot of people just aren’t good test takers, and a lot of it’s just really generalized knowledge,” Mlouk said. 

    Mlouk said she did not get a good score on the SAT, but she had a high GPA, which helped her. 

    “I consider (myself) a pretty smart person, but the test does not reflect that at all,” she said. 

    Mlouk said standardized tests like the SAT and ACT aren’t helpful for people who are not good test takers. 

    “It would limit their chances even though they could excel at that school,” Mlouk said.

    By Ashley Bolter





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  • Thomas Ultican: Billionaires and Charter Schools in California: A Toxic Deal

    Thomas Ultican: Billionaires and Charter Schools in California: A Toxic Deal


    Thomas Ultican reviews the current state of billionaire support for charter schools in California. Most people, certainly the charter industry, has long forgotten or never knew that the original charter school idea was that they would be created by teachers and operate under the aegis of local school boards. The reason for the linkage was that charter schools were supposed to be places that tried innovative practices, especially for the neediest students, and fed their results to their host district. They were supposed to be like R&D centers for local school districts.

    They were not supposed to compete with public schools but to help public schools.

    They were not supposed to undermine public schools. They were not supposed to be for-profit or operated as chains or entrepreneurs.

    Here is Tom’s report on what’s happening today.



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  • Summer Ready: Our Book-Based Curriculum is Primed to Support Students and Teachers this Summer

    Summer Ready: Our Book-Based Curriculum is Primed to Support Students and Teachers this Summer


    Summer is just around the corner and for both remedial and enrichment programs, we humbly think single book units from our Reading Reconsidered curriculum are an ideal match. Our Associate Director of Curriculum and School Support Alonte Johnson-James, explains why:

     

    Summer school and enrichment programs share a common goal of improving and advancing the knowledge and skills of students. They also provide a great chance for the teachers invested in their success to be able try out high quality curricula and newer, more research-backed approaches.

    When considering a curriculum that best serves students and teachers, we believe the novel-based, modular units of the Reading Reconsidered curriculum provide the opportunity to support students with building knowledge and practice retrieving this knowledge throughout the unit.

    Even more exciting is the “one-stop-shop” benefit of high-quality instructional materials that support the training and development of new and veteran teachers alike. 

     Here are some of the attributes of the Reading Reconsidered Curriculum that make it ideal for summer programs:

    Novel-based: 

    With summer programs roughly spanning 5 to 6 weeks, our novel-based units are a hit! Leaders and teachers may select any of our 36 novel-based units based on their knowledge of their students. Using novel-based units affords summer school students the opportunity to immerse themselves in a good book and read it cover-to-cover. To support with choosing the best fit text, we provide a scope and sequence for text selection based on the time of year. Consider choosing a recommended beginning of year unit for supporting students through remediation or choose a mid-year or end-of-year unit to advance learning or prepare students for the upcoming school year.  

     

    Either way, choosing a unit with students in mind can increase investment and engagement in the novel. One teacher shared that the Lord of the Flies unit allowed students to be “immersed in deep concepts and look at things in a different light, that they would not normally think of. It helps get them involved in the plot of the novel and feel part of it.” 

     

    Knowledge and Retrieval: 

    As previously mentioned, Our student-facing materials provide students with the knowledge-building tools needed to see success in these novel-based units. A knowledge organizer makes the end of unit understandings transparent from the launch of the unit. Daily lesson handouts include a Do Now, Vocabulary Practice, Retrieval Practice and all essential knowledge students will need to access the reading and learning for the day. Additionally, materials also include embedded non-fiction and light embellishments to support teachers and students with key background knowledge needed to access pivotal moments of the text without spending valuable learning time with front-loading content. Including these knowledge-building moments at the “just right” moment allows students to build genuine connections between the non-fiction and the fictional text at the center of the class and deepen their learning and connection to the text. 

     

    Teachers will be better able to assess and respond to students’ understandings with the recursive practice embedded throughout units. Vocabulary lessons include recursive practice that revisits key literary and content-specific terms students will need to access the day’s materials and encode into their long-term memory for future study and application. Retrieval practice also assesses students’ understanding and retention of key knowledge and skills taught throughout the unit. Additionally, daily lessons include recursive practice of newly taught and previously learned content from the Do Now to the Exit Ticket. Teachers can leverage various portions of each lesson to gather data and best plan for how to respond to this data using the provided lesson materials. 

     

     

    One school leader had this to share about the retrieval practice:  

    I love the vocabulary boxes for exposure and how these are embedded words in the text. I also appreciate the periodic review of terms. The retrieval practices are a great quick check for where students are at and to emphasize what key details students need to retain.

     

    One-Stop Shop: 

    The book-based Reading Reconsidered curriculum is highly regarded by school leaders and teachers because of its rigor, its accessibility and the embedded teacher support. Teachers are provided with unit and lesson plans that outline essential unit understandings as well as the standards that are practiced and assessed throughout the unit. The lesson plans serve as guides for teachers to ensure effective implementation with suggestions for how to approach the day’s reading and plans for engaging students in the learning, and an additional benefit to having printable daily lesson plans and student packets is it simplifies planning and allows teachers to focus on assessing and responding to student work with intentional considerations for  adaptations and differentiation to tailor lessons based on students’ abilities and needs. Ultimately, the Reading Reconsidered curriculum lowers the planning lift for summer school teachers and makes the curriculum well-poised to serve as a training and development tool for more novice teachers. What’s even better? All materials are shared in Word form for easy formatting, adapting, and printing.  

     

     

    If you are looking for a literacy curriculum for this summer, choose Reading Reconsidered for its: 

    • Novel-based, modular unit structure to best select rigorous and engaging text that invest students in the novel and their learning 
    • Consistent recursive practice that reviews key knowledge students will need to master the unit’s content and provides teachers with consistent data to inform data-driven instruction 
    • “One-stop” approach to essential teacher and student facing materials that support implementation and differentiation 

    Email us at ReadingCurriculum@teachlikeachampion.org if you’d like to learn more and click here to see additional sample materials .



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  • How teachers can use AI to listen, reflect and build math classroom community

    How teachers can use AI to listen, reflect and build math classroom community


    I wasn’t expecting a math journal entry to shift my perspective. But as I scanned through my students’ reflections that morning, one response stopped me in my tracks:

    “It’s more important to me that my teacher sees me as a person than if I get all the answers right.”

    A student, who I’ll call Jason, had been in my class for months — quiet, polite, barely noticeable. Not failing, not thriving. Just…there.

    Jason’s words reflected what many students feel but rarely say. As I reviewed other journal entries, I discovered an echo of voices expressing uncertainty, quiet resilience and a desire to be heard. I highlighted themes and let their words settle in, but as responses piled up, I needed help seeing the bigger picture.

    That’s when I turned to artificial intelligence (AI), using it to help summarize journal entries — not replacing my judgment but sharpening it. ChatGPT surfaced patterns I might have missed: anxiety about speaking up, appreciation for kindness, the importance of being seen. AI didn’t give me a summary of responses — it gave me perspective, revealing what my students were telling me between the lines.

    Too many students walk into math class carrying untold stories — about race, failure, shame, invisibility. And math, with its perceived rigid right-or-wrong structure, often leaves little room for the messiness of being human. Reflective journals and AI made that space. They reminded us that learning is emotional before it’s cognitive.

    Some view AI in education as a threat to authenticity — something that might replace meaningful learning, weaken rigor, and erode the relationships. Much of the conversation focuses on fears of cheating and weakened critical thinking. But in my experience, the opposite is possible. When used thoughtfully, AI doesn’t dehumanize the classroom — it rehumanizes it, helping us tune in to students’ emotional landscapes and respond with greater clarity and compassion.

    For educators exploring how to move from algorithms to empathy, here’s what I’ve learned:

    Use AI as a reflection partner to surface trends in student voice. I introduced reflective journals with prompts like “How do you see yourself in math?” and “Where might math be important in your life?” When responses accumulated, AI helped me identify emotional throughlines—what students feared, valued, and needed to feel seen. It didn’t analyze feelings for me; it spotlighted patterns across dozens of responses, allowing me to respond not just as a content expert, but as a listener who could address the class’s collective needs.

    Let AI handle the grunt work so you can do the heart work. After AI helped me identify themes like “I don’t feel smart, but I try harder than people know” and “I’m not the only one scared to ask for help,” I shared these anonymous insights with my class. Heads nodded. The room shifted. These reflections weren’t about fixing students — they were about making space where vulnerability felt safe and mathematical identity could evolve.

    Design with AI — not for it. I didn’t start by asking what AI could do, but rather “What do my students need to feel seen, challenged and supported?” Only then did I explore how technology could help me meet those needs more thoughtfully and efficiently. The tools followed the vision, not the other way around.

    Treat AI like a co-teacher, not a substitute. AI will never replace the personal connections at the heart of teaching, but it can help me see what I might miss in the everyday chaos of the classroom. This partnership allows me to combine technological insights with the relational knowledge that only comes from knowing my students.

    The day after reading Jason’s journal entry, I greeted him more intentionally and shared that I had once felt the same way about being seen as a person first. It was a tiny signal: I see you. This breakthrough emerged from recognizing that community building in math class doesn’t require elaborate group projects or icebreakers. Sometimes it starts with something quieter: giving students space to examine their relationship with mathematics itself, then using AI to help us listen more deeply to what they’re telling us.

    A week later, Jason lingered after class. “Thanks,” he said. “For, like, sharing with me.”

    That two-second moment cracked something open — for both of us. Because behind every silence is a student waiting to be seen. And sometimes, the most powerful data we can use isn’t a test score or a benchmark — it’s a journal entry, a nod of recognition, or a quiet “thank you” made visible with the help of AI, reminding us why we teach.

    •••

    Al Rabanera teaches math at La Vista High School in Fullerton, California. He is a 2025-2026 Teach Plus Leading Edge Educator Fellow.

    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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  • California’s universities navigate unprecedented FAFSA mistakes and delays 

    California’s universities navigate unprecedented FAFSA mistakes and delays 


    The Student Services Center at Chico State.

    Credit: Jason Halley / Chico State

    This story was updated on 4/16 to include the latest information on California’s drop in completed FAFSA applications.

    Unprecedented difficulties in students applying for federal financial aid have wreaked havoc among financial aid and admissions officers across California’s colleges and universities, who are facing longer hours and more stress, sometimes while short on staff.

    Since its initial delay last year from Oct. 1 to Dec. 31, the U.S. Department of Education’s rollout of the new Free Application for Federal Student Aid (FAFSA) form has been challenging and frustrating for students, their families and the college campuses they seek to attend. For many students, financial aid plays a significant role in deciding where and if they will go to college. 

    And the resulting delays have pushed back students’ decisions.

    Kamila Juarez, a senior at Grace Davis High in Modesto, has been accepted to all the universities she’s applied to including Cal Poly SLO, UC Davis, UCLA and UC San Diego, but she hasn’t decided where she will go because financial aid is the biggest influence on her decision. And Juarez hasn’t heard anything yet about how much she will receive, which has created a frustrating situation. 

    “It’s kind of stressful,” she said, adding that if money were not an option her first choice would be Cal Poly followed by UCLA. “When I do know how much I get, I know I’ll have to decide pretty fast.”

    Both UC and CSU systems extended the deadline for Intent to Register for fall 2024 to no earlier than May 15. A host of other Cal State campuses extended it further to June 1 because of the delays. 

    Harder hit than other states

    California, in particular, has been hard hit in the FAFSA debacle because of the large number of “mixed-status” families, or U.S. citizens who have at least one parent without a Social Security number. Many of those students have been unable to submit a FAFSA. Last week, Gov. Gavin Newsom, the California Student Aid Commission and the UC and Cal State systems agreed that students could submit a California Dream Act application in place of the FAFSA so they could at least receive priority access to state financial aid. The Dream Act is typically only available to undocumented students.

    “We do hope to get offers out (soon). It still feels like there is an equity issue between being able to send out financial aid offers that have zero problems to not being able to provide financial aid offers to students that fit in these other scenarios,” said Becki Sanchez, director of financial aid at UC Irvine. “In a sense, it makes us feel very uneasy.” 

    The situation doesn’t seem to be improving.

    “It has been very scary, to say the least, trying to keep up with all of these changes and errors and resolutions that don’t make sense from the feds,” said Sonia Jethani, director of financial aid and scholarships at California State University, East Bay. “We’re hanging in there. We have to make sure that we’re on top of it in order to answer the students and provide support to them as much as possible. But I’ve never seen this before.” 

    Financial aid and admissions officers say that in the nearly 40 years that the FAFSA has existed, this year’s problems have been unprecedented.

    Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities that they’re seeking admission to, so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to make a decision on the college they plan to attend in the fall. 

    But this year’s repeated FAFSA disruptions means colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students that complete a financial aid application is customized with a combination of federal, state and institutional, grants, loans and scholarships.

    California extended deadline

    According to the National College Attainment Network’s FAFSA tracker, California is among the states that dropped the most in FAFSA completions compared to last year before the form was revised. As of April 5, completions were down 43.4%.

    California extended its priority FAFSA application deadline to May 2. 

    “We should have had our financial aid packages ready by now,” Jethani said. “We probably won’t be ready to send out aid notifications until the second half of this month.” 

    Financial aid officers at Cal Poly Pomona anticipate that they will start sending award letters to students this week. The campus added workshops, including on Saturdays, to host informational sessions and help students complete the FAFSA. Jeanette Phillips, executive director of financial aid and scholarships for the campus, said they will also do some extra tracking and target their communications to make sure their admitted students completed the FAFSA. 

    “Like many schools. we’re a little short-staffed, but we are doing our very best,” Phillips said, adding that the delays have added work to their normal spring duties like processing summer financial aid, which “is a significantly manual process. … We still have to work with our current students. We have a number of appeals that students have submitted for financial review.” 

    Phillips said normally the financial aid officers would have plenty of time to focus and prioritize, “but now we have to double up, triple up our energy and efforts to try to handle” everything. 

    Because the Pomona campus is fielding more questions and concerns from families this year, Phillips said financial aid officers are spending about an extra 15% of their time meeting with students. 

    The mistakes from the federal department also have financial aid officers adding unique disclosures to the information they give their potential students. The department notified colleges last week that they made mistakes on tax information submitted by students, amounting to about 30% to 40% of unusable files. 

    “We feel like the Department of Education has basically put it on the universities to figure this out for our students,” Sanchez said. “It’s really disappointing, their response to this.” 

    Sanchez said the Irvine campus has about 30% of financial aid offers it can’t send because they need to be reprocessed by the department. 

    Jethani said the East Bay financial aid officers are providing disclosures to students within their financial aid packages that the information they receive is based on information that could change because of the various errors and mistakes from the department. 

    Some of the mistakes are due to the new formula the department is using to determine aid. In the past, the FAFSA used “expected family contribution” to calculate students’ aid, but the new form uses the “student aid index formula.” In March, the department announced a miscalculation of the student aid index, which led to further delays.

    CSU East Bay and some other campus have partnered with third-party vendors to help with their FAFSA “backend processing” like verifying information because they are short on staff, and the East Bay campus anticipates it will also be “triaging” and fielding various questions from students even after the fall term begins, Jethani said.

    During a hearing on the FAFSA debacle on Capitol Hill on Wednesday, Justin Draeger, president of the National Association of Student Financial Aid Administrators, gave the department an F grade for its rollout.

    “This really adds up to a crisis of credibility for the Department of Education,” he said. “If there was a financial aid director or even a college president that delayed financial aid on their campus for up to six months, the professional price that would be paid for that would be pretty steep.” 

    And as for those mixed-status students that are now encouraged to fill out the Dream Act application, Sanchez said her office will still try to encourage them to complete the FAFSA. 

    “These are U.S. citizens, and they are entitled to federal student aid such as the Pell Grant and student loans, federal work-study, and all those things that they are not eligible for under the (Dream Act application),” she said. 

    Impact on enrollments

    The ripple effect of this year’s FAFSA delays is expected to significantly affect campuses’ enrollments, especially those that have faced challenges encouraging students to attend. 

    “Universities nationwide are likely seeing enrollment downturns just like East Bay right now,” Jethani said. “We are low in enrollment, and we are low in applications, and we are low on decisions because all of these students are waiting on their financial aid to be able to decide on whether they can afford to come. This is a pretty scary time for everyone.” 

    The universities are facing pressure to maintain or raise their enrollments, but Phillips said California has an additional competitor for students to contend with: an increase in the minimum wage. 

    “The decision that some students are making out of high school is, do I go get that $20 an hour job or do I go to school?” Phillips said. 

    About 70% of Cal Poly Pomona’s students receive some form of financial aid, which means that the delays have made it difficult for the campus to project what the fall enrollment will look like, said Jessica Wagoner, senior associate vice president of enrollment management and services.  

    The UC system, on the other hand, saw record applications this year because of an increase in students who want to transfer, and there are expectations that enrollment will continue to increase across its campuses. But there is still concern that the FAFSA problems will particularly affect low-income and first-generation students.  

    “We’re a very popular campus, so I’m not worried about us making our big numbers,” said Dale Leaman, executive director of undergraduate admissions for UC Irvine. “The thing that concerns me the most is the students who just get so frustrated with the situation that they just give up … especially our first-generation families, where parents have not gone through this.” 

    Sanchez said families have lost a lot of trust in the department because of the poor FAFSA rollout, so the responsibility will fall on universities to rebuild that trust. 

    “My job is to make this successful in spite of things going bad,” she said. “My plan is if the Department of Education isn’t going to pull it together, we are certainly going to make sure that our students are OK, that they’re not harmed, that they start classes on time, that they don’t have to worry about these things.” 

    California Student Journalism Corps member Ashley Bolter contributed to this report.





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  • Teacher diversity is an investment in students worth making and keeping

    Teacher diversity is an investment in students worth making and keeping


    Participants in the Diversity in Leadership Institute’s Aspiring Principals of Color program.

    Courtesy: Adela Montes / Diversity in Leadership Institute

    Representation matters, especially in the classroom. Students can do better when they are instructed by a person who looks like them. As California is challenged by fiscal uncertainties, school districts are bracing themselves to establish their own budget priorities. Now more than ever, it is time for school districts to protect and realize their promises of establishing and maintaining teacher diversity that is reflective of the students and communities they serve.

    Two years ago, the Los Angeles Unified School Board demonstrated its commitment to Black students, educators and families by passing a resolution on Black student excellence through educator civersity, preparation and retention. The resolution demonstrates the district’s commitment to foster a more inclusive and equitable educational landscape.

    But resolutions are only as good as their implementation. Los Angeles Unified has taken some initial steps that can be built upon and expanded to serve as a model for other districts.

    In addition to prioritizing workforce diversity in the district’s Ready for the World strategic plan, one of the district’s key initiatives has been to create affinity spaces for Black male and female educators. These spaces provide a supportive environment for Black educators to connect, share experiences, and receive mentorship and support throughout their careers. This effort is a crucial step toward increasing the representation of Black educators in the teaching profession and fostering inclusivity.

    Another significant initiative has been the district’s targeted recruitment efforts at historically Black colleges and universities (HBCUs) to diversify the teaching pipeline. By partnering with institutions like Cal State Dominguez Hills, the district has secured funding for programs that support Black students pursuing careers in education. This effort is a vital step toward addressing the longstanding inequities faced by Black students and educators.

    Additionally, the district has established mentorship and support programs to incentivize students to pursue careers in education and facilitate a seamless transition into the profession. The Educators of Tomorrow program, for example, offers financial incentives to students pursuing teaching credentials and provides resources and support to facilitate their career transitions. Moreover, the district’s collaboration with nonprofits to expand the Black educator pipeline and the emphasis on mentorship opportunities within the district demonstrate a concerted effort to nurture talent and foster growth.

    These efforts are not limited to Los Angeles Unified. In the Bay Area, Emery Unified School District is seeing progress through targeted approaches to improving outcomes for Black students by shifting to equity-based grading, paying teachers to tutor outside of school hours and continuing its focus on recruiting Black educators, among other strategic approaches.

    And recognizing the need to invest more in school leadership, in July 2023, Gov. Gavin Newsom and the California State Legislature approved the Diverse Education Leaders Pipeline Initiative, a $10 million dollar grant program, to address the need for a more diverse and culturally responsive education leadership workforce.

    Administered by the California Commission on Teaching Credentialing, this initiative seeks to credential and train over 300 new administrators across the state over the next four years.  To recruit, support and retain educators, particularly those of color, we must have a pipeline of culturally responsive school leaders.

    These local and state initiatives must be celebrated, supported and replicated. But while we celebrate Los Angeles Unified’s efforts to date, we know more transparency and engagement with community stakeholders is vital for realizing the promise of the district’s 2021 resolution. We also know others cannot follow what they can’t see. Los Angeles Unified and districts across California must share their data and learning so that others can join in taking action too.

    Fiscal uncertainties can undermine progress and change if our leaders don’t uphold their commitments and maintain their courage. Districts have shown progress toward ensuring our schools reflect the students and communities they serve. Our state and district leaders can’t stop investing and prioritizing teacher diversity now.

    We can’t build a better tomorrow for California’s students and families of color without keeping and making the necessary investments of today.

    ●●●

    Laura McGowan-Robinson, Ed.D., is CEO of the Diversity in Leadership Institute, a nonprofit working to build a movement of racially diverse and culturally competent public education leaders.

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





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  • Heather Cox Richardson: Trump and Musk Are Destroying the Government

    Heather Cox Richardson: Trump and Musk Are Destroying the Government


    Heather Cox Richardson demonstrates the negative effects of Elon Musk’s DOGS, which protected his interests and saved little, if any, money. With Trump’s “big, beautiful” tax plan, the deficit will increase by $4-5 trillion, so Musk’s chainsaw contributed nothing but demoralization and destruction of the federal workforce. She also summarizes the multiple ways in which Trump is sabotaging the rule of law. She includes footnotes, as usual. Subscribe to her blog to see them.

    She writes:

    In July 2024, according to an article published today by Kirsten Grind and Megan Twohey in the New York Times, billionaire Elon Musk texted privately about his concerns that government investigations into his businesses would “take me down.” “I can’t be president,” he wrote, “but I can help Trump defeat Biden and I will.”

    After appearing on stage with Trump on October 5, Musk texted a person close to him: “I’m feeling more optimistic after tonight. Tomorrow we unleash the anomaly in the matrix.” About an hour later, he added: “This is not something on the chessboard, so they will be quite surprised. “‘Lasers’ from space.”

    Musk invested about $290 million in the 2024 election and, when Trump took office, became a fixture in the White House, heading the “Department of Government Efficiency.” It set out to kill government programs by withholding congressionally approved funds, a practice that courts have ruled unconstitutional and Congress expressly prohibited with the 1974 Impoundment Control Act.

    Musk vowed that his “Department of Government Efficiency” would cut $2 trillion from the U.S. budget, but he quickly backed off on those numbers. In the end, DOGE claimed savings of $175 billion, but that claim is unverifiable and CNN’s Casey Tolan says it’s probably wrong: less than half of it is backed up with any documentation.

    Instead, as CNN’s Zachary B. Wolf reported today, since DOGE cut staffing at the enforcement wing of the Internal Revenue Service, for example, and cut employees at national parks, which also generate revenue, its cuts may well end up costing money. Max Stier, who heads the Partnership for Public Service, suggests DOGE cuts could cost U.S. taxpayers $135 billion because agencies will need to train and hire replacements for the workers DOGE fired. Stier called DOGE’s actions “arson of a public asset.”

    Grind and Twohey reported that Musk’s drug consumption during the campaign—they could not speak to his habits in the White House, although he appeared high today at a White House press conference—was “more intense than previously known.” He was a chronic user of ketamine, took Ecstasy and psychedelic mushrooms, and traveled with a box that held about 20 pills for daily use. Those in frequent contact with him worried about his frequent drug use, erratic behavior, and mood swings. As a government contractor, Musk should receive random drug tests, but Grind and Twohey say he received advance warning of those tests.

    It was never clear that Musk’s role at DOGE was legal, and the White House has tried to maintain that he was only an advisor, despite Trump’s February 19 statement, “I signed an order creating [DOGE] and put a man named Elon Musk in charge.” On Tuesday, U.S. District Judge Tanya Chutkan ruled that 14 states can proceed with their lawsuit against billionaire Elon Musk and the “Department of Government Efficiency,” saying the states had adequately supported their argument that “Musk and DOGE’s conduct is ‘unauthorized by any law.’”

    Trump posted today on social media: “This will be his last day, but not really, because he will, always, be with us, helping all the way. Elon is terrific!” In a press conference today, Trump reiterated that Musk “is not really leaving.”

    Musk’s time at the helm of DOGE might not have saved taxpayer money, but it has changed the world in other ways. Musk has used his time in the government to end investigations into his companies, score government contracts, and get the government to press countries to accept his Starlink communications network as a condition of tariff negotiations. According to John Hyatt of Forbes, Musk’s association with Trump has made him an estimated $170 billion richer.

    The implications of DOGE’s actions for Americans are huge. DOGE operatives are now embedded in the U.S. government, where they are mining Americans’ data to create a master database that can sort and find individuals. Former Ohio Democratic Party chair David Pepper called it “a full-scale redirection of the government’s digital nervous system into the hands of an unelected billionaire.”

    Today, Sheera Frenkel and Aaron Krolik of the New York Times reported that Musk put billionaire Peter Thiel’s Palantir data analysis firm into place across the government, where it launched its product Foundry to organize, analyze, and merge data. Thiel provided the money behind Vice President J.D. Vance’s political career. Wired and CNN had previously reported how the administration was using this merged data to target undocumented immigrants, and now employees are detailing their concerns with how the administration could use their newly merged information against Americans more generally.

    Internationally, Musk’s destruction of the United States Agency for International Development, slashing about 80% of its grants, is killing about 103 people an hour, most of them children. The total so far is about 300,000 people, according to Boston University infectious disease mathematical modeller Dr. Brooke Nichols. Ryan Cooper of The American Prospect reported today that about 1,500 babies a day are born HIV-positive because Musk’s cuts stopped their mothers’ medication.

    In the New York Times today, Michelle Goldberg recalls how Musk appeared uninterested in learning what USAID actually did—prevent starvation and provide basic healthcare—and instead called it a “radical-left political psy-op,” and reposted a smear from right-wing provocateur Milo Yiannopoulos calling USAID “the most gigantic global terror organization in history.” Goldberg also recalls Musk’s tendency to call people he disdains “NPCs,” or non-player characters, which are characters in role-playing games whose only role is to advance the storyline for the real players.

    Aside from DOGE, the focus of Trump’s administration—other than his own cashing in on the presidency—has been on tariffs and immigration. Like the efforts of DOGE, those show a disdain for the law in favor of concentrating power in the executive branch.

    During the campaign, Trump fantasized that constructing a high tariff wall around the U.S. would force other countries to fund the national deficit, enabling a Republican Congress to extend Trump’s 2017 tax cuts for the wealthy and corporations. In fact, domestic industries and consumers bear the costs of tariffs. Trump’s high tariffs, many of which he imposed by declaring an economic emergency and then using the 1977 International Emergency Economic Powers Act (IEEPA), created such havoc in the stock and bond markets that he backed off.

    Yesterday, Sayantani Ghosh, David Gaffen, and Arpan Varghese of Reuters reported that although most of the highest tariffs have yet to go into effect, Trump’s trade war has cost companies more than $34 billion in lost sales and higher costs.

    Trump has changed tariff policies at least 50 times since he took office, and traders have figured out they can buy stocks cheaply when markets plummet after a dramatic tariff announcement, and sell when Trump changes his mind. This has recently given rise to Trump’s nickname “TACO,” for “Trump Always Chickens Out.”

    This moniker has apparently irritated Trump so much he has taken to social media to defend his abrupt dropping of tariffs on China, saying he did it to “save them” from “grave economic danger,” although in fact, China turned to other trading partners to cushion the blow of U.S. tariffs. Trump went on to suggest China did not live up to what he considered its part of the bargain, and he would no longer be “Mr. NICE GUY!”

    On Wednesday a three-judge panel at the U.S. Court of International Trade ruled that President Donald J. Trump’s sweeping “Liberation Day” tariffs based on the IEEPA are illegal. The Constitution gives to Congress, not to the president, the power to levy tariffs. Trump launched a social media rant in which he attacked the judges, insisted that “it is only because of my successful use of Tariffs that many Trillions of Dollars have already begun pouring into the U.S.A. from other Countries,” and said that he could not wait for Congress to handle tariffs because it would take too long—in fact, most of Congress does not approve of the tariffs—and that following the Constitution “would completely destroy Presidential Power.” “The President of the United States must be allowed to protect America against those that are doing it Economic and Financial harm.”

    Yesterday the U.S. Court of Appeals for the Federal Circuit paused that ruling until at least June 9, when both parties will have submitted legal arguments about whether the stay should remain in place as the government appeals the ruling that the tariffs are illegal. White House senior counsel for trade and manufacturing Peter Navarro, the key proponent of Trump’s trade war, said: “Even if we lose, we’ll do it another way.”

    Today Trump said he will double the tariff on steel imports from 25% to 50%.

    The other major focus of the administration has been expelling undocumented immigrants from the U.S. During the 2024 campaign, Trump whipped up support by insisting that former President Joe Biden had permitted criminals to walk into the U.S. and terrorize American citizens. Trump vowed to launch the “largest domestic deportation operation in American history” and often talked of deporting the estimated 11 million undocumented immigrants in the U.S., although his numbers have ranged as high as 21 million without explanation.

    The administration has hammered on immigration to promote the idea that it is keeping Americans safe. But its first target of arresting at least 1,200 individuals a day has fallen far short. In Trump’s first 100 days, Immigration and Customs Enforcement says it arrested an average of about 660 people a day.

    On Wednesday, White House deputy chief of staff Stephen Miller, who along with Secretary of Homeland Security Kristi Noem is the face of the administration’s immigration policy, told the Fox News Channel that the administration is now aiming for “a minimum of 3,000 arrests…every day.” Administration officials hope to deport a million people in Trump’s first year in office.

    CNN reported yesterday that those officials are putting intense pressure on law enforcement agencies to meet that goal. This means that hundreds of FBI agents have been taken off terror threats and espionage cases involving China and Russia to be reassigned to immigration duties. Some FBI offices are offering overtime pay if agents help with “enforcement and removal operations.” Officers from other agencies, including the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF) have also been deployed against immigrants in place of their regular duties.

    Steven Monacelli of The Barbed Wire noted today that local law enforcement and state troopers have also been diverted to immigration, using a national network of cameras that read license plates. Joseph Cox and Jason Keobler of 404 Media reported yesterday that a Texas sheriff used the same system over the course of a month to look for a woman whom he said had a self-administered abortion, saying her family was worried about her safety.

    Their attempt to appear effective has led to very visible arrests and renditions of undocumented migrants to prisons in third countries, especially the notorious CECOT terrorist prison in El Salvador. The administration has deliberately flouted the right of persons in the United States to due process as guaranteed by the Constitution. The administration has met court orders with delay and obfuscation, as well as by attacking judges and the rule of law.

    The administration continues to insist those it has arrested are dangerous criminals who must be deported without delay, but more and more reporting says that many of those expelled from the country had no criminal convictions. Today, ProPublica reported that the Trump administration’s own data shows that officials knew that “the vast majority” of the 238 Venezuelans it sent to CECOT had not been convicted of crimes in the U.S. even as it deported them and called them “rapists,” “savages,” “monsters,” and “the worst of the worst.”

    ICE has increasingly met quotas by arresting immigrants outside of immigration check-ins and courtrooms: yesterday Dina Arévalo of My San Antonio reported that ICE arrested five immigrants, including three children, outside of an immigration court after a judge had said they were no longer subject to removal proceedings. The officers used zip ties on all five individuals.

    At stake is the turn of the United States away from democracy and toward the international right wing. Yesterday the U.S. State Department notified Congress that it intends to use the Bureau of Democracy, Human Rights, and Labor to promote “Democracy and Western Values.” On Tuesday a senior advisor for that bureau, Samuel Samson, who graduated from college in 2021, explained that the State Department intends to ally with the European far right to protect “Western civilization” from current democratic governments.

    It also plans to turn the Bureau of Population, Refugees, and Migration, which manages the flow of people into the U.S., into an “Office of Remigration” to “actively facilitate” the “voluntary return of migrants” to other countries and “advance the president’s immigration agenda.”

    “Remigration” is a term from the global far right. As Isabela Dias of Mother Jones notes, its proponents call for the “mass expulsion of non–ethnically European immigrants and their descendants, regardless of immigration status or citizenship, and an end to multiculturalism.” Of the congressional report, a person who works closely with the State Department told Marisa Kabas of The Handbasket: “All of it is pretty awful with some pieces that definitely violate existing law and treaties. But institutionalizing neo-Nazi theory as an office in the State Department is the most blatantly horrifying.”

    This concept is behind not only the expulsion of undocumented immigrants, but also the purge of foreign scholars and lawful residents. The Supreme Court blessed this purge today when, during the period that litigation is underway, it allowed the administration to end immigration paroles for about 500,000 people from Cuba, Haiti, Nicaragua, and Venezuela admitted under a Biden-era program, instantly making them undocumented and subject to deportation.

    The court decided the case on the shadow docket, without briefings or explanation. In a dissent joined by Justice Sonia Sotomayor, Justice Ketanji Brown Jackson wrote: “[S]omehow, the Court has now apparently determined…that it is in the public’s interest to have the lives of half a million migrants unravel all around us before the courts decide their legal claims.”

    Jackson added a crucial observation. The court, she wrote, “allows the Government to do what it wants to do regardless [of the consequences], rendering constraints of law irrelevant and unleashing devastation in the process.”



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