If someone asked you which of Trump’s policies was the most catastrophic, what would you say? His personal attacks on law firms that had the nerve to represent clients he didn’t like? His unleashing of ICE to threaten and arrest people who have committed no crime? His efforts to intimidate the media? His assault on free speech, freedom of the press, and academic freedom? His blatant disregard for the Constitution?
All of these are horrible, despicable, and vile.
Yet one of his grievances burns deeper than the other. This is his contempt for science.
His first show of irrational hatred for science was his selection of the utterly unqualified Robert F. Kennedy Jr. as Secretary of Health and Human Services. He is a conspiracy theorist with no experience in science or medicine. RFK has been a one-man wrecking crew.
Then he used his authority to close down university research centers. These centers are working on cures for the most intractable diseases: cancer, ALS, Alzheimer’s, and more.
Why does Trump hate science? Is it another facet of his ongoing hatred for knowledge, the arts, culture?
The State Seal of Biliteracy is a gold, embossed seal that can be affixed to a student’s high school diploma or transcript. It is awarded to recognize a student for achieving a high level of proficiency in speaking, reading and writing in both English and another language. California first began awarding the State Seal of Biliteracy in 2012.
What is the benefit of obtaining a State Seal of Biliteracy?
The State Seal of Biliteracy validates students’ hard work to learn more than one language. It can be shown to colleges and potential employers, to prove that you can speak, read and write in at least one language, in addition to English. Some colleges may give academic credit to students for the seal. In addition, some organizations, such as Language Testing International, award scholarships to seal recipients.
In one study, partially funded by the U.S. Department of Education and focused on a school district in New Mexico, students who earned a Seal of Biliteracy enrolled in four-year colleges at higher rates than their peers who did not earn the seal.
What languages does the State Seal of Biliteracy recognize?
The State Seal of Biliteracy can be awarded in any language other than English. The most common language recognized with a Seal of Biliteracy in 2022-23 was Spanish, followed by French, Chinese (Mandarin or Cantonese), Japanese, American Sign Language, Vietnamese, Korean, Tagalog and German, in that order.
The state has also awarded the seal in many other languages, including Albanian, Arabic, Armenian, Bengali, Czech, Farsi, Hebrew, Hindi, Hmong, Igbo, Indonesian, Italian, Latin, Mixteco, Polish, Portuguese, Punjabi, Russian, Swahili, Urdu and Yurok, among others.
Do all public schools in California offer the State Seal of Biliteracy?
All public schools are eligible to participate, but participation is voluntary, not obligatory. In 2022-23, the latest school year for which data is available, 1,188 schools in 356 school districts or county offices of education awarded the seals. Check here to see if a school or district participates (click on the “Data” tab).
What can you do if your school does not yet participate?
You can contact a counselor, teacher or administrator at your school and share information about the State Seal of Biliteracy with them, to encourage them to participate.
How do you apply for the Seal of Biliteracy?
Contact your school counselor, principal or other administrator.
What are the requirements to prove you are proficient in a language other than English?
You must either complete coursework or take a test to prove proficiency.
For coursework, you must successfully complete a four-year course of study in a world language at the high school or college level and attain an overall GPA of 3.0 or higher in that course of study. In addition, you must demonstrate oral proficiency in the language comparable to that required to pass an Advanced Placement or International Baccalaureate examination.
You also have the option to take one of four tests, instead of coursework:
Pass a world language Advanced Placement (AP) exam with a score of 3 or higher
Pass an International Baccalaureate (IB) exam with a score of 4 or higher
Pass both an ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of intermediate mid or higher
Pass an exam approved by the school district that meets the rigor of a four-year high school course of study in the language and assesses speaking, reading and writing in a language other than English at the proficient level or higher. These are most often used in the case of a language for which AP, IB, or ACTFL tests do not exist. A list of locally approved world language proficiency assessments is posted on the California Department of Education’s State Seal of Biliteracy web page under the “Assessments” tab.
Can courses completed in another country count toward coursework in another language?
Yes. High-school level courses in another country in a language other than English, with the equivalent of an overall grade point average of 3.0 or above, can count toward the coursework requirement. These might be courses completed as an exchange student, or courses completed in another country by a newcomer student before arriving in the U.S. They must be verified by a transcript.
What if a language doesn’t have a written or spoken component?
If a language does not have a written system, or is not spoken (for example, American Sign Language), the district can approve an assessment on the components of the language that are used.
What are the requirements to prove you are proficient in English?
You must either complete coursework or take a test to prove proficiency.
For coursework, you must complete all English language arts requirements for graduation with an overall grade point average (GPA) of 3.0 in those classes.
You also have the option to take one of four tests to prove proficiency in English, instead of coursework:
Pass the California state standardized test (California Assessment of Student Performance and Progress) for English language arts administered in grade 11 at or above the “standard met” achievement level
Pass an English Advanced Placement exam (AP English Language and Composition, AP English Literature or Composition, or AP Seminar) with a score of 3 or higher
Pass an English International Baccalaureate (IB) exam with a score of 4 or higher
Achieve a score of 480 or above on the evidence-based reading and writing section of the SAT.
What additional requirements do English learners have to complete?
In addition to the requirements mentioned above, students who are currently classified as English learners and have not yet been reclassified as proficient in English must attain an oral language composite score of level 4 on the English Language Proficiency Assessments for California (ELPAC).
Can you apply for a State Seal of Biliteracy in more than one language other than English?
Yes. You can earn seals in more than one language, as long as you fulfill the requirements to show a high level of proficiency in each language.
Are the requirements different for students who qualify for special education and have IEPs?
According to the California Department of Education, the requirements to obtain a State Seal of Biliteracy may be modified for a student with an individualized education program (IEP), if the student’s IEP team determines it is necessary. The CDE website says the IEP team should review the student’s assessment plan and transition plan and determine what assessment(s) to use and what score would indicate proficiency, based on the student’s IEP.
How many students typically receive the Seal of Biliteracy every year?
The 0.54% decline was steeper than last year but not as dramatic as the plunge at the peak of the pandemic.
The drop in enrollment was somewhat offset by the expansion of transitional kindergarten.
The number of students identified as homeless jumped 9.3% from last year.
New state data released Wednesday shows that California’s TK-12 enrollment has continued its steady post-pandemic decline. At the same time, the number of poor and homeless students has been increasing.
For the 2024-25 school year, enrollment statewide declined by 31,469 students or 0.54%, compared to last year. California now has 5.8 million students in grades TK-12 compared to 6.2 million students in 2004-05. The new data from the state is based on enrollment counts for the first Wednesday in October, known as Census Day.
This year’s decline is a little steeper than last year’s, which was 0.25%, but relatively flat compared to the enrollment plunge at the peak of the pandemic.
“The overall slowing enrollment decline is encouraging and reflects the hard work of our LEAs across the state,” said state schools Superintendent Tony Thurmond in a statement.
The drop in enrollment was somewhat offset by the state’s gradual rollout of transitional kindergarten. More students were eligible for the new grade than last year, and the numbers reflect that. An additional 26,079 students enrolled in transitional kindergarten — a 17.2% increase — while most other grade levels saw dips in enrollment.
The new state data also reflect an increasing number of students who are experiencing economic hardship. An additional 32,179 students now qualify as socioeconomically disadvantaged, a 0.9% increase. This data show that 230,443 students were identified as homeless — a 9.3% increase from the last school year.
The number of students identified as English learners decreased by 6.1%. This is largely in response to Assembly Bill 2268, which exempted transitional kindergarten students from taking the English Language Proficiency Assessment for California (ELPAC).
Previously, schools tested transitional kindergarten students with a screener meant for kindergarten students, which was not appropriate for younger students and was therefore unreliable, according to Carolyne Crolotte, director of policy at Early Edge California, a nonprofit organization that advocates for early education. The state is in the process of creating a new screener, but in the interim, almost no English learners are being identified in this grade.
State officials attribute much of the enrollment decline to demographic factors, such as a declining birth rate.
Enrollment saw its greatest decline in regions of the state with higher housing prices, notably Los Angeles County and Orange County. There is growth in more affordable areas of the state, such as the San Joaquin Valley and Northern California, including the Sacramento area.
Enrollment in charter schools has steadily increased at the same time enrollment in traditional public school is decreasing. This year an additional 50,000 students attended a charter. Now 12.5% of students in California are enrolled in charter schools, which is up from 8.7% ten years ago.
The California Department of Education characterized transitional kindergarten numbers, which went up 17.2%, as a “boom.” A release from the department stated that 85% of school districts are offering transitional kindergarten at all school sites. It also said that transitional kindergarten is creating more spaces in the state preschool for 3-year-olds.
However, the enrollment numbers for transitional kindergarten are well below early estimates advanced by the Learning Policy Institute in 2022 which had estimated that 60% to 75% of eligible students would enroll in transitional kindergarten. The just released numbers show closer to about 40% of eligible students are opting in for transitional kindergarten, which according to Bruce Fuller, professor of education and public policy at UC Berkeley, is “not exactly universal preschool.”
The Governor’s recently released budget revision noted that lower daily attendance prompted him to reduce funds aimed at transitional kindergarten by $300 million. The state plans to lower the student to adult ratio in these classrooms from 12:1 to 10:1 next year, but will need less money to do so because of lower enrollment.
Transitional kindergarten has been gradually expanding over a five-year period to include all 4-year-olds. This school year, all students who turn five years old between Sept. 2 and Jun. 2 were eligible. The expansion to all 4-year-olds will be complete in the 2025-26 school year.
The expansion of transitional kindergarten doesn’t seem to be reaching more eligible four-year-olds than the previous system of private preschools, state preschools and Head Start, Fuller said. He notes that enrollment in those programs has been in decline at the same time that transitional kindergarten has been growing.
Crolotte praised the state for its expansion of transitional kindergarten but said that some families may not know that their children are eligible for the program.
“I think more work needs to be done about communication to families and knowing that this is available to them,” Crolotte said.
Despite efforts across various sectors, adults throughout California continue to struggle to access education opportunities that can be critical for their family’s economic mobility.
The panel at EdSource’s roundtable, “Adult education: Overlooked and underfunded,” discussed how adults and their families can benefit from adult education, the common barriers to access and ways to overcome them.
“During the pandemic, our emergency room took in some of our most at-need people and triaged them to the right medical care that they need,” said John Werner, the executive director of Sequoias Adult Education Consortium at Thursday’s discussion. “Adult schools do very similar work with education.”
Barriers to adult education
Panelist Francisco Solano grew up in Mexico, where he earned a high school education but had no interest in continuing his schooling. About 16 years ago, he came to the United States and found himself working for salad-packing companies.
He eventually enrolled in adult education classes at Salinas Adult School and is now wrapping up a doctorate in molecular biology at UCLA.
But the road through his adult education was “exhausting” and “not convenient at all.”
“That’s what I see with my peers,” Solano said. “They are not able to get out of that lifestyle because it’s so difficult for them to be able to have a job that secures rent and food for the families and, at the same time, find time and resources to go to school or try something else.”
Solano also believes that larger companies do not want migrants like him to succeed because that would take away a source of cheap labor.
Rural areas — where barriers associated with time and distance are greater — have a high need for adult education.
Steve Curiel, the principal of Huntington Beach Adult School, said not enough conversations about adult education are held at the policy level because most people in elected positions are unlikely to understand the critical role it plays, having experienced more traditional educational journeys.
Raising awareness and marketing
Carolyn Zachry, the state director and education administrator for adult education at the California Department of Education, stressed the importance of raising awareness and sharing stories like Solano’s among potential students.
“That gives the courage to come forward and to walk in those doors of that school,” she said. “And once they’re inside those school doors, then that school community wraps around them and really supports them.”
Werner also emphasized the importance of actively seeking students. He mentioned specific efforts to speak to individuals at local community events, like farmers markets and flea markets. A TV or radio presence can also be helpful, he said.
Helping communities overcome barriers
Numerous organizations are enacting measures to expand access to adult education, including creating remote and virtual options as well as providing child care for students while they are in school.
Several panelists agreed that virtual learning can be a helpful way to bring educational opportunities to adults at home — though Kathy Locke, who teaches English as a second language in Oakland Unified, emphasized the importance of in-person instruction, so adults can learn the skills they need to succeed online.
“The more marginalized, the greater your need in terms of English level, the harder it is to access the technology to be able to use the technology to do distance learning well,” Locke said.
To improve access to online learning, Curiel said the Huntington Beach Adult School has provided laptops and channels for internet connection.
Providing child care is another way to help reduce barriers for adults.
“Our classes provide babysitting for our students to be able to come with their children. Their children go to child care, and then they’re able to come and learn,” Locke said.
“I think that as a district, we really named that as a barrier and really put our money where our mouths were, I think, and made that a priority to get adults in our classrooms, so that they can do the learning that they need.”
Broader benefits of adult education
Adult education also helps support a child’s education, the roundtable panelists agreed.
For example, a child’s literacy benefits when parents attend English language classes, Locke said. And parents are more likely to be involved with their child’s education later on.
“If you want to help a child in poverty, you have to help an adult in poverty,” Werner said. “Only the adult can go get a job tomorrow.”
Students rely on an array of services in special education classes.
Christopher Futcher/iStock
Top Takeaways
A proposal for the U.S. Department of Health and Human Services to oversee special education draws criticism.
Trump has promised stable levels of funding for special education, but critics worry about his plan to reduce oversight of those funds.
Advocates worry that a “brain drain” from the U.S. Department of Education could weaken the quality of education for students with disabilities nationally.
Javier Arroyo has been impressed with the education his 9-year-old son with a disability receives.
“This country provides so many resources,” said Arroyo, whose son attends Kern County’s Richland School District.
Arroyo’s wife has family in Mexico, but he believes his son, who has Down syndrome, is better served here than he’d be in most other countries because of the services he receives: “We don’t have resources like this in Mexico.”
But because of changes happening at the federal level, he said, it’s hard to tell what education will look like for his son.
Arroyo has heard that federal cuts are already affecting disabled students and that President Donald Trump has proposed moving oversight of special education from the U.S. Department of Education to the Department of Health and Human Services. Local school leaders have told him that they also don’t have much clarity about how special education is likely to change.
“It’s confusing right now, what’s going on federally,” Arroyo said. “Not even experts really know.”
Arroyo isn’t alone. There are 850,000 students with disabilities in California. These students, their parents and educators in California say they have a lot of questions — and serious concerns — about federal proposals that could transform the way schools deliver education to students with disabilities.
Saran Tugsjargal, 18, is a high school senior and one of the first students to sit on the state’s Advisory Council for Special Education. She said her own initial response to moving special education outside the U.S. Department of Education was confusion: “I was like, ‘What the flip?’”
Tugsjargal attends Alameda Community Learning Center, a charter school in the Bay Area, and she often hears from students like her who have disabilities. Many have told her they are confused and fearful about how the proposed federal changes could affect their education.
“A lot of my peers at my school were very scared. They were terrified,” she said. “They were just like, ‘What’s going to happen to me? What’s going to happen to my parents, who need to fight for those accommodation services? What’s going to happen to a lot of us?’ There’s a lot of fear.”
Education for students with disabilities has historically received broad support across party lines. The federal government provides approximately 8% of special education funding. That’s a critical amount, though it falls well short of the original 1975 Individuals with Disabilities Education Act (IDEA) promise that the federal government would pay 40% of special education funding.
Because of that bipartisan support, most experts believe that federal funding for special education isn’t at serious risk right now. However, they say that other changes proposed by this administration could adversely impact students with disabilities.
Reg Leichty, the founder of Foresight Law + Policy, an education law firm in Washington, is one of those experts.
“I said often the last few weeks, ‘Don’t over or underreact,’” Leichty said. “But we have a job to do making sure that the system continues to work for kids.”
In his budget, Trump proposes keeping federal funding for special education at current levels — $15.5 billion nationally — while consolidating funding streams, which would reduce oversight and give more control to local governance.
His proposal to dismantle the Department of Education requires moving oversight of special education to the U.S. Department of Health and Human Services, which previously oversaw the education of students with disabilities.
“IDEA funding for our children with disabilities and special needs was in place before there was a Department of Education, and it managed to work incredibly well,” U.S. Education Secretary Linda McMahon told a Fox News host.
In an April 4 letter to the California congressional delegation, California administrators of Special Education Local Plan Areas, or SELPAs, vehemently disagreed, stating that the proposal undermines the rights of students with disabilities and jeopardizes key funding and resources for these students.
Scott Turner, chair of SELPA Administrators of California, wrote that moving oversight of the education of students with disabilities to a health department “reinforces an outdated and ableist, deficit-based model where disabilities are considered as medical conditions to be managed rather than recognizing that students with disabilities are capable learners, each with unique strengths and educational potential.”
Including students with disabilities in the general education classroom to the maximum extent possible is the model that the Department of Education has aimed at over the decades.
Before the passage of the IDEA, students with disabilities were routinely institutionalized or undereducated, if they were offered a public education at all, according to Robyn Linscott, director of education and family policy for The Arc, a national advocacy group for people with intellectual and developmental disabilities.
Moving special education to a health agency “promotes this medical model and continues the othering of students with a disability,” Linscott said.
Arroyo wants to see his 9-year-old included in more general education classes, such as physical education, and activities like field trips. High staffing ratios make this kind of inclusion possible, ensuring the quality of his son’s education. His son is in a class with nine students, three aides and one teacher. He worries federal cuts could have major consequences for his son and others in his class.
“I couldn’t imagine if (the teacher) even lost one aide,” Arroyo said.
The Coalition for Adequate Funding for Special Education has come out in support of a federal bill that would keep the U.S. Department of Education intact and free from any restructuring, according to the organization’s chair, Anthony Rebelo.
“We want to make sure that folks understand students with disabilities are still students, that they don’t just get lumped with disabled people,” said Rebelo, who is also the director of the Trinity County Special Education Local Plan Area.
Joshua Salas, a special education coordinator at a charter school, Alliance Renee and Meyer Luskin Academy in Los Angeles, worries that the quality of education for students with disabilities will be “put on the back burner” and that there won’t be enough federal oversight to make sure schools are serving students with disabilities.
“What I’m worried about are the long-term implications,” said Salas. “I’m wondering about what will get lost in the transition.”
Education attorney Leichty said it’s hard to know what education for students with disabilities would look like under a new department, but he worries about the “brain drain” of experts from the Department of Education who view education as a civil right.
“Over time, could it be made to work? Certainly,” Leichty said. “But I think there’s a major loss of institutional knowledge and expertise when you try to pursue a change like this.”
He said Trump’s executive order to close the Department of Education acknowledges that the Constitution limits the ability of the executive branch to do so without congressional approval.
The federal Department of Education and other federal offices, including the Department of Health and Human Services, have already experienced wide-scale cuts proposed by the “Department of Government Efficiency.”
The Office for Civil Rights (OCR) lost half of its staff, including shuttering the San Francisco-based office dedicated to California complaints, which had over 700 pending cases, more than half involving disability rights. A spokesperson for the administration said that it will use mediation and expedited case processing to address disability-related complaints. Those cuts have been challenged in court.
Advocates are concerned that doubling the caseload for existing staff means there will be a federal backlog of complaints, weakening enforcement.
Student advocate Tugsjargal has been telling students with disabilities and their parents to call their legislators and attend town hall meetings and public rallies to protest Trump’s proposals.
“When we talk with each other about our stories, when we speak out, we learn a lot from each other,” she said. “We drive a lot of change.”
Kamala Harris introduces Minnesota Gov. Tim Walz as running mate in Philadelphia on Aug. 6, 2024. Credit: Phil McAuliffe/Polaris
Rarely if ever have visions of education offered by the two major party tickets in a presidential campaign been so radically different.
Vice President Kamala Harris’ selection of Minnesota Gov. Tim Walz as her running mate this week affirmed her total support of public education — along with her acknowledgment of the crucial contributions of teachers, not only to her personal success but to the well-being of the nation as a whole. In his first appearance with Harris in Philadelphia on Tuesday, Walz spoke favorably of her view of education as a “ticket to the middle class.”
By contrast, Trump and Vance take a conspiratorial view of education in which public schools are viewed as vehicles to indoctrinate children into left-wing ideologies. Rather than strengthening public education, a major goal of the Trump campaign, as in his previous ones, would be to provide parents with alternatives to what he, and many others on the right, disparagingly refer to as “government schools.”
“Our public schools have been taken over by the radical left maniacs,” Trump declared in a video outlining his position earlier this year. To undercut the far-left influence he is alleging, he is promising to “cut funding for any school program that promotes critical race theory, gender ideologies, or any other racial, sexual or political content.”
Harris has yet to issue a campaign platform on education (or any other issue for that matter). But when she ran for president in 2019, support for public education was a key element, including backing universal preschool and debt-free college. Not surprisingly, the American Federation of Teachers was the first major union to endorse her presidential bid this year, soon followed by the National Education Association. And as vice president, she has been a prominent advocate on behalf of President Joe Biden’s many education initiatives, including his big push to provide student loan relief.
In Philadelphia, Walz acknowledged he is almost certainly the first vice presidential nominee whose principal occupation before entering politics was as a public school teacher.
For a decade, Walz taught social studies and coached football at Mankato West High School in a politically mixed community 80 miles from Minneapolis. Before moving to there, he and wife Gwen were teachers in Nebraska for nearly 10 years.
As governor, one of his catchphrases has been to “fully fund” public schools. To that end, last year, he pushed for a $7 billion increase in school funding — and was eventually able to convince the Legislature, in the face of Republican opposition, to approve a $2.2 billion increase, still a significant amount in his state. He also signed a bill allowing schools to offer free meals for all students regardless of income.
Vance, by contrast, has echoed much of Trump’s rhetoric on education. On the website for his 2022 U.S. Senate campaign, for example, he lashed out at “the continued CRT indoctrination in our kids’ schools.” He also took aim at what he called the “radical left’s culture war waged during Covid-19” in closing public schools during the pandemic.
In Congress, Vance has focused most of his attention on higher education, and what he has called “left-wing domination” of colleges and universities. In the Senate, for example, he has sponsored legislation making it more difficult for colleges to accept donations from “foreign entities” – which he said would prevent the Chinese Communist Party from “exerting influence over American educational institutions.”
By contrast, Walz, as governor, has made greater access to public universities in his state a major priority. That includes backing the North Star Scholarship Program which underwrites tuition to any public college in Minnesota, along with big increases in funding to higher education in general.
Nowhere are the differences between the two tickets in their visions for education starker than in their views on teachers.
Harris has repeatedly paid tribute to Frances Wilson, her first-grade teacher at Thousand Oaks Elementary School in Berkeley. In recognition of the challenges teachers face, a major pledge in her 2019 campaign for president was a hugely ambitious initiative to raise the average salaries of teachers by $13,500 through a massive 10-year, $315 billion federal program.
In Philadelphia, Walz shared that not only was his father a teacher, but that he and his three siblings “followed in his footsteps.” He, like two of his three siblings, married a teacher. His wife, Gwen, has been a “public educator” for 29 years. “Don’t ever underestimate teachers,” Walz told the crowd amid cheers.
Trump, by contrast, continues to berate teachers for supposedly indoctrinating children with anti-American ideologies. In his campaign video, he railed against “Marxism being taught in schools” that “is aggressively hostile to Judeo-Christian teaching.”
“As the saying goes, personnel is policy, and at the end of the day, if we have pink-haired communists teaching our kids, we have a major problem,” Trump said.
He is also promising to create a “new credentialing body” to certify teachers “who embrace patriotic values and understand that their job is not to indoctrinate children, but to educate them.” He also wants to abolish teacher tenure, and to give preference in federal funding to states and school districts that support his efforts to do so.
Walz has been unafraid to take on some of the more difficult issues around gender identity in schools. While at Mankato West High, he agreed to be the first faculty sponsor of the gay-straight alliance on the campus. “It really needed to be the football coach, who was the soldier and was straight and was married” in the position, he explained.
Within minutes of Harris announcing her vice presidential pick, commentators on Fox News were going after Walz for supporting legislation requiring tampons in boys’ bathrooms (actually all bathrooms), along with the more customary GOP critique that both of them will be controlled by teachers’ unions.
It is impossible to predict just how large a role issues like these will play in the remaining 90 days of this accelerated campaign. But what is clear is that any battles around education will be waged on ideological grounds, rather than on the best policies to improve public education, and, most importantly, what is needed to ensure that all students succeed.
There’s some very weird, strange and dangerous shit going on out there right now. In America, they are persecuting people for using their right to free speech and voicing their dissent. This is happening now.
In America, the richest men are taking satisfaction in abandoning the world’s poorest children to sickness and death. This is happening now.
In my country, they’re taking sadistic pleasure in the pain they inflict on loyal American workers.
They’re rolling back historic civil rights legislation that has led to a more just and plural society.
They are abandoning our great allies and siding with dictators against those struggling for their freedom. They are defunding American universities that won’t bow down to their ideological demands.
They are removing residents off American streets and, without due process of law, are deporting them to foreign detention centers and prisons. This is all happening now.
A majority of our elected representatives have failed to protect the American people from the abuses of an unfit president and a rogue government. They have no concern or idea for what it means to be deeply American.
The America l’ve sung to you about for 50 years is real and regardless of its faults is a great country with a great people. So we’ll survive this moment. Now, I have hope, because I believe in the truth of what the great American writer James Baldwin said. He said, “In this world, there isn’t as much humanity as one would like, but there’s enough.” Let’s pray.
President Trump was very angry when he heard that the very popular Bruce Springsteen spoke out in dissent about the darkness across our land.
Trump posted this:
Was that last sentence a warning? What a petty, thin-skinned, vengeful man he is.
For years, California has been faced with a shortage of teachers that predated the pandemic but which the pandemic certainly did not help. A key factor that exacerbates this shortage are the high-stakes teaching performance assessments (TPAs) used in the state, such as the California Teaching Performance Assessment (CalTPA), the Educative Teacher Performance Assessment (edTPA), and the Reading Instruction Competency Assessment (RICA).
These act as overly restrictive barriers preventing us from solving not just the teacher shortage but also our significant teacher diversity problem. This is why the introduction of Senate Bill 1263 last year was a sign of hope and a step in the right direction.
The original version of SB 1263, in essence, sought to dismantle the use of TPAs in the state of California and was strongly supported by those of us at the California Alliance of Researchers for Equity in Education (CARE-ED), and the California Teachers Association (CTA).
But since its introduction, the bill has been modified to keep TPAs intact and instead implement a review panel to oversee the TPA and make recommendations about it to the California Commission on Teacher Credentialing (CTC), the agency tasked with overseeing the TPA.
We in CARE-ED and the CTA found this development to be deeply disappointing. While there are naturally differing viewpoints about the TPAs, with voices calling for keeping the assessments intact, it is education researchers and actual teachers on the front line who grapple with the realities of classroom pedagogy on a daily basis and are best positioned to know if TPAs are serving their stated purpose of ensuring qualified teachers or are actually undermining this very goal.
In theory, TPAs are designed to measure and assess the educational knowledge, skills and readiness of teachers and predict their effectiveness in the classroom. In addition to being a measurement tool, they are also framed as being a learning experience in themselves by providing student teachers with feedback regarding their performance.
In practice, however, TPAs are a severe source of stress and strain on student teachers, many of whom come from disadvantaged or underrepresented backgrounds and are already overburdened in various ways.
In 2022, I was part of a team of researchers at CARE-ED that examined the pass rates of the edTPA, CalTPA, and RICA according to different demographic groups. What we found were consistent racial disparities across all three assessments. In effect, the TPAs are functioning as racialized gatekeepers systematically impeding candidates of color — especially Black, Hispanic, Native American, Pacific Islander, and Southeast Asian candidates — from attaining certification. This exacerbates the teacher shortage and the diversity gap, and undermines efforts to mitigate them.
Then there are the expenses involved with the TPA process which, while temporarily waived during the pandemic, have been resumed. The TPA consists of two cycles, each one costing $150. This is in addition to the California Subject Examinations for Teachers (CSET), which also costs anywhere from a minimum of $63 up to a few hundred dollars. Furthermore, there is the Reading Instruction Competence Assessment (RICA), which costs over $200.
These fees are all in addition to the expenses student teachers are already paying while completing their coursework, such as tuition, books, supplies and living expenses. And it’s helpful to remember that many student teachers are trying to make ends meet — while raising families, in many cases — with juggling the full responsibilities of leading classrooms of 30-plus students and completing coursework requirements and, at the same time, having to fulfill the stringent requirements of the TPA within the one year they are allotted upon registration.
Yet, despite the steep costs and stress of the TPAs that student teachers face on top of juggling so many other challenges, there is often also a lack of support from the teacher preparation programs they are enrolled in, as well as insufficient support from state and local government.
This is why providing concrete support, both financially and educationally, for student teachers is one of my priorities as interim dean for the school of education at Notre Dame de Namur University. If we can’t relieve student teachers of the burden of TPAs, then we can at least alleviate the burden of some of their expenses and provide as much educational support as possible while they navigate the TPA process.
Based on our research at CARE-ED and the CTA and our many collective years of working with student teachers, we believe the best-case-scenario would be to pass SB 1263 as it was originally written. But since the bill has been modified, I would urge that at the very least the review panel that has been proposed in lieu of removing the TPAs have fair representation.
This means that representation from the CTC, the aforementioned agency tasked with overseeing the TPA, should be minimal, and there must be a just representation of teacher educators and, most importantly, teachers themselves, because they are the ones who best understand the realities of teaching and what they need to do their jobs. This is critically important. Otherwise we run the risk of losing this precious opportunity to address California’s teacher shortage and lack of teacher diversity in a way that could make a real difference.
Josh Cowen of Michigan State University read the latest GOP tax bill closely. He explains what it contains for schools. It’s a plan to set up tax havens in every state for the wealthiest Americans. It forces vouchers for religious and private schools into every state, even states that don’t want them. It allows every voucher school to determine its own admissions policy.
It enables discrimination. It enriches those who are already rich.
It is a spike in the heart of public schools, which admit everyone and bring people from different backgrounds together.
Cowen is the author of the recently published book about vouchers, called THE PRIVATEERS: HOW BILLIONAIRES CREATED A CULTURE WAR AND SOLD SCHOOL VOUCHERS.
Melinda Gonzalez, 14, poses at Fresno High School where she’ll be a freshman in Fresno on Aug. 14, 2024.
Credit: Gary Kazanjian / AP Photo
MEDFORD, Mass. (AP) – Flerentin “Flex” Jean-Baptiste missed so much school he had to repeat his freshman year at Medford High outside Boston. At school, “you do the same thing every day,” said Jean-Baptiste, who was absent 30 days his first year. “That gets very frustrating.”
Then his principal did something nearly unheard of: She let students play organized sports during lunch — if they attended all their classes. In other words, she offered high schoolers recess.
“It gave me something to look forward to,” said Jean-Baptiste, 16. The following year, he cut his absences in half. Schoolwide, the share of students who were chronically absent declined from 35% in March 2023 to 23% in March 2024 — one of the steepest declines among Massachusetts high schools.
Fleretin “Flex” Jean-Baptiste, 16, of Medford, Mass., poses for a photo at Medford High School on Aug. 2, 2024, in Medford, Mass. Jean-Baptiste’s attendance has improved since the school made the gym available to attending students during the school day, in one example of how schools in the state have succeeded in reducing chronic absenteeism. Credit: Josh Reynolds / AP Photo
Years after Covid-19 upended American schooling, nearly every state is still struggling with attendance, according to data collected by The Associated Press and Stanford University economist Thomas Dee.
Roughly 1 in 4 students in the 2022-23 school year remained chronically absent, meaning they missed at least 10% of the school year. That represents about 12 million children in the 42 states and Washington, D.C., where data is available.
Before the pandemic, only 15% of students missed that much school.
Society may have largely moved on from Covid, but schools say they are still battling the effects of pandemic school closures. After as much as a year at home, school for many kids has felt overwhelming, boring or socially stressful. More than ever, kids and parents are deciding it’s OK to stay home, which makes catching up even harder.
In all but one state, Arkansas, absence rates remain higher than they were pre-pandemic. Still, the problem appears to have passed its peak; almost every state saw absenteeism improve at least slightly from 2021-22 to 2022-23.
Schools are working to identify students with slipping attendance, then providing help. They’re working to close communication gaps with parents, who often aren’t aware their child is missing so much school or why it’s problematic.
So far, the solutions that appear to be helping are simple — like postcards to parents that compare a child’s attendance with peers. But to make more progress, experts say, schools must get creative to address their students’ needs.
$50 per week
In California, Oakland Unified’s chronic absenteeism has been skyrocketing from 34.4% pre-pandemic to 61.4% in the 2022-23 school year, excluding charter schools — one of the few districts in the state where rates increased even as schools reopened for in-person instruction. For the last school year, Oakland reported a drop to 31.9%,
editors note
This in-depth report on chronic absenteeism is part of an EdSource partnership with the Associated Press and Stanford Professor Thomas Dee.
One solution has been for the district to ask students what would convince them to come to class.
Money, the students replied, and a mentor.
A grant-funded program launched in spring 2023 paid 45 students $50 weekly for perfect attendance. Students also checked in daily with an assigned adult and completed weekly mental health assessments.
Paying students isn’t a permanent or sustainable fix, said Zaia Vera, Oakland’s head of social-emotional learning.
But many absent students lacked stable housing or were helping to support their families. “The money is the hook that got them in the door,” Vera said.
More than 60% improved their attendance after taking part, Vera said. The program is expected to continue, along with districtwide efforts aimed at creating a sense of belonging.
A caring teacher made a difference for Golden Tachiquin, 18, who graduated from Oakland’s Skyline High School this spring. When she started 10th grade after a remote freshman year, she felt lost and anxious. She realized only later these feelings caused the nausea and dizziness that kept her home sick. She was absent at least 25 days that year.
But she bonded with an Afro-Latina teacher who understood her culturally and made Tachiquin, a straight-A student, feel her poor attendance didn’t define her.
“I didn’t dread going to her class,” Tachiquin said.
Another teacher had the opposite effect. “She would say, ‘Wow, guess who decided to come today?’ ” Tachiquin recalled. “I started skipping her class even more.”
In Massachusetts, Medford High School requires administrators to greet and talk with students each morning, especially those with a history of missing school.
But the lunchtime gym sessions have been the biggest driver of improved attendance, Principal Marta Cabral said. High schoolers need freedom and an opportunity to move their bodies, she said. “They’re here for seven hours a day. They should have a little fun.”
Stubborn circumstances
Chronically absent students are at higher risk of illiteracy and eventually dropping out. They also miss the meals, counseling and socialization provided at school.
At Fresno’s Fort Miller Middle School, where half the students were chronically absent, two reasons kept coming up: dirty laundry and no transportation.
The Central Valley school bought a washer and dryer for students’ use, along with a Chevy Suburban to pick up students who missed the bus. Overall, Fresno’s chronic absenteeism improved to 35% in 2022-23.
Melinda Gonzalez, 14, missed the school bus about once a week and would call for rides in the Suburban.
“I don’t have a car; my parents couldn’t drive me to school,” Gonzalez said. “Getting that ride made a big difference.”
How sick is too sick?
When chronic absence surged to around 50% in Fresno, officials realized they had to remedy pandemic-era mindsets about keeping kids home sick.
“Unless your student has a fever or threw up in the last 24 hours, you are coming to school. That’s what we want,” said Abigail Arii, director of student support services.
Often, said Noreida Perez, who oversees attendance at Fresno Unifed, parents aren’t aware physical symptoms can point to mental health struggles — such as when a child doesn’t feel up to leaving their bedroom.
More than a dozen states now let students take mental health days as excused absences. But staying home can become a vicious cycle, said Hedy Chang, of Attendance Works, which works with schools on absenteeism.
“If you continue to stay home from school, you feel more disengaged,” she said. “You get farther behind.”
In Alaska, 45% of students missed significant school last year. In Amy Lloyd’s high school English classes in Juneau, some families now treat attendance as optional. Last term, several students missed school for extended vacations.
“I don’t really know how to reset the expectation that was crushed when we sat in front of the computer for that year,” Lloyd said.
EdSource contributed to this report.
Becky Bohrer in Juneau, Alaska, contributed to this report.
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