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  • ‘Serving adult learners’: California community colleges are expanding short-term career programs

    ‘Serving adult learners’: California community colleges are expanding short-term career programs


    Joanne Scott, left, practices pharmaceutical compounding, part of Mt. San Antonio College’s short-term vocational pharmaceutical technician program.

    Michael Burke/EdSource

    Top Takeaways
    • Short-term vocational certificates, especially those in health fields, are growing across community colleges.
    • At Mt. San Antonio College, 83% of students complete the programs on their first try.
    • Officials see vocational training as a way to recover enrollments, which dropped sharply during the pandemic.

    Joanne Scott had been without full-time work for about two decades and was struggling to reenter the workforce. Then she learned this year about a short-term pharmacy technician program at Mt. San Antonio College in eastern Los Angeles County. 

    Scott, 45, is a stand-up comedian who performs about twice a week in Los Angeles, usually at The Elysian Theater in the city’s Frogtown neighborhood, but was looking for a more consistent paycheck. She and her husband have twin 11-year-old boys, and Scott wanted to contribute more. 

    “Obviously, being a performer is not steady,” she said. 

    Scott thought something in the medical field would be promising because of the high demand in the job market. She landed on the pharmaceutical program in part because it fit her schedule. The noncredit program is just 20 weeks long, and classes are during the day, allowing Scott to still perform comedy in the evenings. Students who get their certificate often enter the workforce right away as a pharmaceutical technician, either at a retail location like Walgreens or within a hospital. 

    The program is one of 48 short-term vocational programs that Mt. San Antonio has added in the past five years as part of an effort to serve more adults and prepare them for the workforce. Most of the new programs are in health fields, but the college has also added programs in areas such as tax accounting, welding and appliance repair.

    It’s reflective of a growing trend across the state’s community colleges to target more programs at adult students who, because they often work or have family to support, have less time for school than traditional-aged students do. College officials say that enrolling those adults is one way to reverse steep pandemic declines across all populations.

    Serving large portions of the San Gabriel Valley and Inland Empire, Mt. San Antonio has prioritized noncredit vocational programs because many adults in the region are interested in upskilling or finding new careers, said Martha Garcia, the college’s president and CEO. 

    “If we look at trends for our traditional students, 18 to 24, that population is decreasing,” Garcia said. “I’ve analyzed our demographics, and if I want to impact this community at the greatest level that I can, I need to focus on serving adult learners, because that’s where we have the greatest level of need.”

    The number of adult learners in the community college system took a massive hit during the pandemic: Head counts for students age 35 and older declined by about 25% between 2019 and 2021, an even higher rate than students in the 18 to 24 age range. 

    Those enrollments have, however, been steadily recovering in recent years, especially among students aged 35 to 44, who are now enrolled near their pre-pandemic levels. 

    One of the reasons for that is the expansion of short-term, noncredit vocational programs. 

    The programs are tuition-free for students, which is common for noncredit programs across the state. That helps the community colleges compete with for-profit colleges and other institutions that offer their own short-term programs, often with much higher tuition rates. 

    The colleges also benefit because they receive state funding for students enrolled in noncredit programs. 

    In 2023-24, community college enrollment statewide in noncredit career programs rose to nearly 82,000 full-time equivalent students, up about 37,000 from pandemic lows and also much higher than pre-pandemic levels. 

    Mt. San Antonio now has 89 noncredit vocational programs, and about 83% of students who enroll complete their chosen program on the first try. That’s much better than the percentage of students who typically finish longer degree programs at California’s community colleges: Fewer than 1 in 10 students complete an associate degree or transfer to a four-year university within two years of enrolling, according to the Public Policy Institute of California.

    Most of the vocational programs at Mt. San Antonio have a limited number of spots and are open to students with a high school diploma or equivalent on a first-come, first-served basis. The college’s licensed vocational nursing program has more stringent admission standards, requiring students to submit high school transcripts, write a personal statement and demonstrate basic skills competency. 

    On a recent Tuesday morning on the Mt San Antonio campus, Scott and other students in her program were practicing pharmaceutical compounding, a process that involves mixing or altering drug ingredients to create a medication. In a classroom on the other side of the campus, students in the medical assistant program — another noncredit vocational program — were practicing cleaning minor wounds on one another. 

    Many of the programs also include an externship, essentially an unpaid internship with a local employer in which students shadow employees or get additional hands-on training. Pharmacy technician students complete a 120-hour externship at a retail location or at a nearby hospital such as Casa Colina in Pomona. Students who do well in their externships often get hired right away, said Amy Kamel, the instructor for the pharmaceutical technician program.

    Whenever Mt. San Antonio designs a new vocational program, it’s typically based on labor market data and filling a need, said Diana Lupercio, the college’s director of short-term vocational programs. 

    “One of the main questions that students will ask us is, what can I do with this? They want to make sure it’s going to lead to a job,” Lupercio said. 

    Other times, students enroll as a first step to a more advanced degree, like going to pharmacy school or a registered nursing program. Registered nursing programs at California’s community colleges are typically competitive, with the number of applications often exceeding the number of available spots. 

    Sabrina Hernandez, 29, enrolled in the medical assistant program because it seemed like a “good stepping stone” to a career in health care. Hernandez, who is considering becoming a nurse, initially attended Fullerton College after high school and dropped out to work. She recently finished the medical assistant program at Mt. San Antonio and has started applying for jobs, which she’s hopeful will give her a better sense of whether she wants to continue on her current path.

    “I thought this was a good way to make sure I actually like being in a hospital,” she said. Hernandez eventually plans to return to college if she can get admitted to a registered nursing program and is hoping her new certification will bolster her application.

    Scott, the pharmaceutical tech student, has some interest in pursuing a more advanced degree and going to pharmacy school, but isn’t certain because doing so would lead to a more stressful career. 

    For now, she is going to class from 8 am to about 1:30 pm each Monday through Thursday and hoping to land a job at a hospital, which she said she would prefer to a retail job because she’d be interacting with doctors and nurses rather than directly with patients. 

    “I’m just looking forward to a reliable paycheck,” she said. “All my friends are performers who are poor, and I’ve been texting them saying, ‘You gotta go back to college.’”





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  • Survey: Californians are worried about student health, lukewarm toward a state school bond

    Survey: Californians are worried about student health, lukewarm toward a state school bond


    Credit: Alison Yin / EdSource

    Californians remain anxious about the mental health of public school students four years after the Covid virus closed down schools, according to a new survey released Wednesday. They also indicated they’re lukewarm toward passing a statewide school construction bond.

    In the Public Policy Institute of California’s survey of 1,605 California adult residents, 81% of all adults and public school parents said they were strongly or somewhat concerned  about students’ mental health and well-being – a view that, for most part, cut across race, political party affiliation and family income. The number reflects a continuing worry about the persistent impact of the pandemic two years after students returned to the classroom following school closures of more than a year.

    SOURCE: PPIC Statewide Survey, April 2024. Survey was fielded from March 19-25, 2024 (n=1,605 adults, n=1,089 likely voters, and n=252 public school parents).
    PPIC

    Advocates for a statewide bond to build and repair TK-12 school facilities may face an uphill battle to pass it – assuming Gov. Gavin Newsom and legislators put the issue before voters in November.

    Only 53% of likely voters said they would vote for a state bond, while 44% said they’d vote no, with only 3% undecided, according to the Public Policy Institute of California, which on Wednesday released its annual survey of voters’ view on TK-12 education issues. The number is well below 60%, the standard level of favorability that comforts backers of an initiative heading into a campaign.

    The mid-March survey also found mixed views on how Newsom and the Legislature are handling the state education system; 51% of all Californians and 60% of public school parents said they liked how he had managed education. That’s the lowest number since his election in 2018, and consistent with PPIC’s most recent survey on his overall job performance. The survey had a margin of error of 3.3% plus or minus. 

    Newsom’s highest rating was in April 2020, when 73% of likely voters approved and 26% disapproved of his performance on TK-12 education. That coincided with the emergence of the coronavirus, and his decision to close schools. “Newsom got a bump in the early days of the crisis for responding decisively amid the shock of the pandemic,” said Mark Baldassare, survey director and chair of public policy for PPIC. 

    The Legislature and State Superintendent of Public Instruction Tony Thurmond also received roughly 50% approval in the latest survey; however, the poll also showed that most Californians agreed with their positions on social and political issues that captured headlines in the past year.

    • 69% of all adults said they strongly (43%) or somewhat (26%) oppose individual school boards passing laws to ban and remove certain books from classrooms and school libraries; a smaller majority of public school parents (30% strongly, 25% somewhat) agreed. Last year, Newsom threatened to fine Temecula Valley Unified and replace a social studies textbook that the board rejected because it included a reference to the late gay activist Harvey Milk; the board reversed its position.
    • 58% of all adults and 55% of public school parents oppose individual school boards creating policies to restrict what subjects teachers and students can discuss in the classroom.
    • More than 80% of adults and public school parents strongly or somewhat favor teaching about the history of slavery, racism, and segregation in public schools; more than 50% of all respondents strongly held that view.
    • Local schools got good marks for preparing students for college, but less so the workforce. 60% of all adults and 72% of public school parents said their schools did well preparing students for college, while 51% of all adults and 65% said they did a good job preparing students for jobs and the workforce.  Only 45% of African American respondents said the schools did a good job for college, compared with 64% of Asian Americans, 61% of Latinos and 61% of Whites.

    As with these and many of the issues surveyed, there was a sharp partisan division, with most Democrats supporting Newsom’s positions and most Republicans opposing them.

    California adults were about evenly split (50% support, 49% oppose), however, on whether to allow books with stories about transgender youth in public schools. Three in four Democrats support this, while eight in 10 Republicans oppose it, and independents are divided (51% support, 48% oppose). Only 42% of public school parents support the idea, and 57% said they oppose it; they also opposed including lessons on transgender issues by the same breakdown.

    Newsom and the Legislature have committed billions of dollars to phase in voluntary transitional kindergarten for all 4-year-olds. Two-thirds of all adults, including 77% of public school parents, 80% of Democrats, 41% of Republicans, 84% of Blacks, and 57% of Whites, said that’s a good idea.  

    Uncertainty about bond issue

    Newsom said in January that he supports placing a school construction bond on the November statewide ballot; voters last passed a state bond in 2016, and the state has run out of money to contribute to districts’ share of new construction and renovations.

    However, Newsom and legislative leaders have not negotiated the specifics. School consultant Kevin Gordon, president of Capitol Advisors, said that polling results could affect the size and scope of a bond. Instead of a $15 billion bond that legislative leaders have discussed, it could be much less; instead of including money for the University of California and California State University, which polls less favorably than TK-12, it could include money only for TK-12 and community colleges, he said.

    Gordon and Baldassare disagreed on how much to read into the 53% support of the bond eight months before the election.

    “All of the not-so-good news about the state budget, with billions of dollars in red ink, has had an impact on voters’ attitude that affects the bond issue now,” Gordon said. “But after this summer, with a balanced budget adopted, and with economists optimistic about the latter part of 2024, voters’ attitude could change.”

    Credit: Public Policy Institute of California, April 2024 survey

    Four years ago, voters rejected a state bond 46% to 54% in the March 2020 primary election. But, Gordon said, voters have never defeated a state bond initiative in a November election, which attracts more people to the polls.

    Baldassare said the bare majority support in the survey shows “there is a lot of economic anxiety among voters over inflation and anxiety over taking on more debt.” That showed in the bare passage last month, with 50.2% of the vote, of Proposition 1. It will determine how to spend money on housing for unhoused people suffering from mental illness.

    The survey also produced mixed, and perhaps puzzling results to the same questions asked in previous surveys:

    Asked “how concerned are you that California’s K-12 public school students in lower-income areas are less likely than other students to be ready for college,” 39% this year said “very concerned.” That’s the lowest percentage since the question was introduced in 2010, when 59% said they were very concerned.

    Asked, “How would you rate the quality of public schools in your neighborhood today,” 49% of likely voters gave their schools an A or B. That’s nine percentage points higher than last year and in pre-pandemic 2019.

    Asked whether the quality of education has gotten worse over the past few years, 52% of adults said it was worse, 11% said it had improved, and 34% said about the same. That was an improvement from last year, when 62% said education had gotten worse and only 5% said it had improved – and far better than in 2011. That was during the depths of the Great Recession, when school districts were slashing budgets following cuts in state revenue: that year, 62% said schools had gotten worse.





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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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  • California Subject Matter Projects are rare gift for teachers seeking inspiration

    California Subject Matter Projects are rare gift for teachers seeking inspiration


    Credit: Courtesy of Tom Courtney

    As a guide teacher and induction mentor, I am worried about the future of our profession.

    Nearly half of all California teachers quit before their fifth year. Teachers like me know that it isn’t just about throwing in more troops alongside our new recruits. Teacher morale, teacher self-efficacy, and teacher autonomy have never been more worrisome.

    The more you listen to new teachers, like I often do, the more you realize: It’s not about what these teachers think of teaching. It’s about the way they feel.

    I believe that what teachers need, but seldom get, are opportunities to celebrate victories for ourselves, to feel empowered. As an induction candidate recently told me, “I want to watch my kids leave at the end of the day and think, ‘Wow, I really taught something special today.’”

    This is what every teacher I know, the veteran and the new, needs to feel.

    So, whenever a new teacher candidate calls me looking for that feeling, I send them to the same place that I go for a recharge: The California Subject Matter Project. The response is always the same: “What’s that, Tom?”

    And that worries me a little because at times it seems this amazing resource on teaching is the best-kept secret in education.

    I think it’s the perfect time to make it the worst-kept secret.

    The California Subject Matter Project is a collection nine initiatives operating out of UC and Cal State campuses up and down the state. Essentially, picture in your mind an organization of experts in all content areas you can think of: art, history, science, math, reading, writing, all housed on a UC or Cal State campus. And the best part is, these offices are found on campuses throughout California.

    The purpose of the projects is to create seeds of strong teaching around many disciplines. The reason why it’s such an essential organization is that its impartial, filled with very smart academics, and has no other agenda but to connect with willing participating districts, schools and teachers. 

    Each location, led by a regional director, creates and connects empowering research-based, content-focused outreach programs that teachers, frankly, don’t see enough of at their school sites. If ever.

    Removed from the politics surrounding so many education issues, the California Subject Matter Project is focused on the actual learning and teaching. Under its umbrella, smaller content-specific projects (like art, math, global education) offer rich and engaging programs directed to exactly the teachers who need them most. And they do it in a way that is pro-equity and pro-access for marginalized student populations, like many of my students. They also have a lot of fun.

    For example, I am a proud teacher leader with one of the Subject Matter’s projects, the California Reading and Literacy Project. I now join my colleagues to learn, grow, reflect, and share research-driven approaches to reading. Our project hosts virtual book studies, conferences and invitationals, and runs professional development that always exceeds my expectations.

    When I attend any of these events, I feel empowered, and I know I am in the company of teachers who feel the same way. Through just this initiative, I have learned things I feel I should have gotten a long time ago — like how to incorporate phonics in small dynamic groups at middle school, collect a lifetime supply of great literature for small groups, and the value of having my students write authentically.

    But the California Reading and Literacy Project is just one of many projects you can connect with. For instance, I am also a member of California Science Project, California History Project, and the California Global Education Project. Each one of these spaces is, as my induction candidate Kelly Gonzales calls them, “a breath of fresh air,” and each is a place where I can be exposed to dozens of things that I wouldn’t be privy to at my school site.

    I also have gained many friends from many different work environments. I can now see, on those tough days, that I am not alone, and know where to go to get real, authentic help as a teacher and a person of conscience. These friendships have helped me better understand what I need to advocate for in regard to my own students, and that empowers me too. It gives me a sense of autonomy. It gives me a sense of authentic purpose. 

    In the California Subject Matter Project spaces, I know I am around academics and professionals seeking to better education, not better their results on a math or reading test alone. And in many ways, it’s what I had always been needing, but didn’t have, until I found them.

    How to join and tell them Tom sent you

    If you can use a little recharge in your teaching, or if you need a massive one, I’d like to strongly encourage you to reach out to one of the subject matter projects too. Choose an area in which you teach and are passionate about. To find contact information for the region nearest you, look here.

    Teach in a rural area? Not to worry. Many subject matter programs are also available virtually, so you may be surprised how much amazing professional development, sometimes with a stipend, is available over Zoom.

    And you may just be surprised at how much you, like I still do, love teaching again.

    •••

    Thomas Courtney is a sixth-grade humanities and English language arts teacher at Millennial Tech Middle School in southeast San Diego.

    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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  • TK staffing ratios are often unmet, teachers say; why some districts escape fines

    TK staffing ratios are often unmet, teachers say; why some districts escape fines


    A preschool student shows his classmate a spider he made from pipe cleaners and a paper cup.

    Credit: Allison Shelley/The Verbatim Agency for EDUimages

    This is the second in a series of stories on how inadequate staffing may be impeding California’s efforts to offer high-quality instruction to all 4-year-olds by 2025.

    Four-year-olds, many of whom have never attended school or day care, are entering California classrooms in droves following the state’s rapid expansion of transitional kindergarten, a grade preceding kindergarten. 

    In this grade known as TK, young students are exposed to academics and become familiar with letters, sounds and numbers. They also acquire social, emotional and intellectual skills through play and exploration. For example, from having to share toys with their peers in a structured environment, they learn to communicate with each other and handle conflict. 

    Once designed to serve only children who missed the kindergarten age cutoff, TK has evolved and is now projected to reach all the state’s 4-year-olds by the 2025-26 school year. TK is the first year of a two-year kindergarten program that uses a curriculum modified for the age and developmental level of the participating children. When fully implemented, California will have the largest universal preschool program in the nation, serving nearly 400,000 children.

    Expanding TK: The age cutoff

    According to the California Department of Education, California children who turned 5 between Sept. 2, 2022 and April 2, 2023 were eligible for TK this school year. For the 2024–25 school year, children who turn 5 between Sept. 2 and June 2 will be eligible. Students who turn 4 by Sept. 1 will be eligible during the 2024-25 school year. 

    Some of the state’s largest school districts, including Los Angeles Unified and Fresno Unified, are  ahead of the state’s timeline in offering that access. 

    Fresno Unified operates 116 transitional kindergarten classes. Los Angeles Unified has not released the number of TK classes it offers, but according to district data, they serve nearly 11,000 students. 

    Though imperative for students, the expansion has created a problem: Some districts are not staffing TK classrooms with enough adults to maintain the required 1:12 staff-student ratio, a problem that educators say puts the 4-year-old pupils at risk, hampers learning and violates state legislation. 

    Twenty schools in LAUSD have been cited by the state for understaffing classes and violating the ratio. 

    Teachers told EdSource that 4-year-olds can’t learn if they aren’t safe and properly supervised by adults, and that not having enough adults in the classroom jeopardizes children’s safety. 

    “If you’re one adult and you’re managing so many children that have never been to school before, there isn’t any teaching going on,” said David Hunter, a teacher in Fresno Unified who has taught TK for the last six years of a 17-year career. “You’re just keeping them safe as best as you can, but you’re not actually able to teach.” 

    School districts jeopardize state funding if they fail to meet the state-set TK requirements of the 1:12 staff-student ratio and the average class size of 24 kids.

    Out of the 1,815 audit reports that the California Department of Education reviewed, just seven school districts and 16 charter schools have been fined and will lose thousands of dollars in funding from their Local Control Funding Formula for failing to meet the staffing ratios during the 2022-23 school year.  Teachers and others in the classroom say that many more districts and charters are not meeting the requirements but are managing to avoid punishment.

    Los Angeles Unified, which is facing multimillion dollar fines, considers being fined because the classes do not have one additional adult unfair, district leaders said at a board meeting earlier this year. Many other penalized districts blamed the national shortage of teachers and paraprofessionals while some districts were critical of the California Department of Education for not clearly outlining the requirements. 

    Some teachers, on the other hand, say that what is unfair is that TK classes are not being staffed as outlined by the legislation and to support the young students. 

    According to the Fresno Teachers Association, more than a dozen TK classes were not meeting staffing ratios during the 2022-23 school year, yet Fresno Unified was not fined. Fresno educators told EdSource that school districts that were not in compliance last year, such as Fresno Unified, escaped detection and fines because fiscal penalties are based on sample auditing that did not check every school.

    “This is a systems issue,” Hunter said, “and I want to see the system be better for everyone.” 

    Why do TK classes need extra staffing?

    The California Department of Education (CDE) has outlined numerous benefits to having a lower adult-to-student ratio in TK classes, including opportunities for individualized instruction, additional adult support and attention as well as supervision at all times. 

    Legislation requires district staff such as paraprofessionals to work alongside teachers to meet the ratio requirement and share responsibilities of serving the students. 

    On any given day, a TK student may need to use the restroom or have a potty accident; another may get sick and others will require different types of attention.

    “How do you manage that when there’s one of you and 21 four-year-olds?” Hunter said. “You need another adult to help deal with those situations.”  

    Hunter said he taught a class of 21 TK students without an aide from August to December 2022 during the 2022-23 school year, the first school year after the state added fiscal penalties related to TK requirements. 

    He said a teacher and an aide can split a large class into small groups to foster individualized learning, improve student assessment and evaluation and, ultimately, educate the young students — things that won’t happen in one large group of up to 24 four-year-olds. 

    Verifying compliance is difficult

    Going Deeper

    Compliance with the TK staffing ratio requirement is based on adult counts taken on the last teaching day of each school month prior to April 15, typically from August to March. In evaluating ratio compliance, auditors must consider an aide’s daily or weekly schedule, class rosters and other documentation for each class, according to the audit guide

    State compliance with TK requirements is verified in a district’s annual audit at the end of the school year and is based on a representative sample of a district’s schools. 

    Schools that are out of compliance may go unchecked if the sampled schools in the district are compliant. Because the sampled schools meet compliance, even though other schools do not, some districts and charters avoid penalties. 

    Fresno Unified, Hunter’s district, was not one of the school systems fined. District spokesperson AJ Kato told EdSource that Fresno Unified has not had problems with meeting the requirements that other districts may be experiencing. 

    But that’s not what teachers say. 

    At least 13 classes, according to Fresno Teachers Association President Manuel Bonilla, only had one adult for more than 12 students. 

    “The district could have done a better job at hiring additional folks … or in an emergency term, having their administrative staff provide additional support, but that seemingly didn’t happen,” Bonilla said.

    A Fresno Unified TK teacher and union leader surveyed his colleagues. 

    “They were out of compliance with the state, and ultimately the problem is that the students aren’t getting the additional support that’s necessary,” Bonilla added. 

    Hunter said this is the second consecutive school year he’s been teaching out of ratio. 

    This school year, Hunter has a part-time aide but is still out of ratio because he is the only adult for 16 students on days the aide isn’t scheduled to work. 

    Having a full-time aide, or the equivalent, he said, should be baseline and is mandated by law. 

    According to the state Education Department, to be counted in the staffing ratio, the “assigned” adult must be a district employee who is dedicated and available to all TK students the entire school day. Student teachers and volunteers do not count toward it, nor do staff such as a special education aide or speech therapist who are assigned to work with specific students. 

    Part-time aides can satisfy the classroom staffing ratio, but only if the working time equals 100% of the time of a full-time aide, according to the CDE. Because Hunter’s class has 16 students, he needs more than one part-time aide working enough hours to equal the hours of a full-time aide. He has only had one part-time aide this school year. 

    Laton Joint Unified was penalized $30,943 for having a 1:16 ratio last school year. The school had a paraprofessional scheduled for one hour, 45 minutes each day, and that person was not available for all students the entire school day, the audit report detailed. 

    There are also instances of aides being pulled for recess or cafeteria duty or other teaching responsibilities, removing that aide from the instructional minutes with students, teachers told EdSource.

    “Rina,” a former TK teacher who asked to be identified only by her nickname, said that when she took a job at Ballington Academy in San Bernardino City Unified in the 2023-24 school year, the school’s one TK classroom had 18 students. Rina and her aide would align with state compliance for the 18 students. About a week before school started, Rina said the school informed her that the aide, though assigned to her TK students, would be pulled to other elementary classrooms whenever a teacher was absent.

    “It was wrong,” she said. She only stayed in the position for about a week after school started. 

    Some schools and districts, such as Scholarship Prep Charter School in Oceanside, Pomona Unified in eastern Los Angeles County and Culver City Unified in Los Angeles County, said in their audit reports that staffing shortages resulted in their inability to comply with state guidelines. 

    But that’s no excuse, teachers say, because it’s up to district administration to recruit, hire and retain paraprofessionals, instead of making it the teacher’s problem, Rina said.

    Some suggest that the problem with hiring and retaining paraprofessionals is the low compensation.

    A preschool teacher’s aide at Ericson Elementary in Fresno Unified is not in the TK classroom but works with students who are the same age as those entering transitional kindergarten. Speaking with EdSource on condition of anonymity, she said aides, whether in the TK or preschool class, are dealing with the same challenge: subpar pay. 

    Throughout the day, especially when working in groups, she helps the preschoolers with writing their names and learning letters and numbers. At other times during the day, such as during reading time, the aide ensures students keep their hands to themselves and listen to the teacher. As an aide, she sees the impact and importance of her role.

    “We’re like their (teacher’s)  spine,” she said about paraprofessionals. “We’re there to support and help. We do so much for these kids.” 

    She is paid $15.90 an hour and has, over the last two years, questioned whether she should remain in the role.  

    “That’s not helping me,” she said. She’s had to take on side jobs in the district, such as at sporting events, or resorted to borrowing money from friends and family. “I have to buy food, pay bills and then, I have four kids.

    “If they’re still going keep that low (salary), people are not going … to apply for a position as an aide.” 

    Can teachers do anything?

    As a teacher who’s been working out of ratio, Hunter wants districts to be held accountable. 

    “There’s a mechanism there, and I’d like to see that enforced,” Hunter said about the fiscal penalties outlined in legislation.

    While the only way to address the compliance is with fines — which Hunter called “reactive” — he said a tool to report violations throughout the year could push districts to comply sooner and stop teachers from working out of compliance. 

    Currently, there is no such system or tool. 

    And if teachers are providing instruction in classrooms that are out of compliance, they would not report the violation to the state, CDE spokesperson Scott Roark said via email. 

    “Complaints against a district, school, principal, teacher or school personnel are not within the jurisdiction of the CDE unless the complaint falls within the scope of the Uniform Complaint Procedures,” Roark said, explaining that the TK requirements are under local control, with each district’s school board having authority over the complaint process.

    The same reasoning applies to a teachers union hoping to report compliance concerns or violations.  

    But the struggles teachers are experiencing shouldn’t detract from the importance of TK. 

    TK expansion is necessary; schools just need support 

    Patricia Lozano, executive director of the advocacy group Early Edge California and a champion for expanding transitional kindergarten, told EdSource last year about the importance of the program, including how it provides children who were infants during the pandemic with social and intellectual engagement as well as age- and developmentally-appropriate structure and routine to help them thrive. 

    Simply put, TK is imperative for students, said many teachers interviewed by EdSource. 

    Hunter, who has a background in early childhood education, said TK is vital for introducing students to what school is, for teaching socialization and exposing them to academics.

    “Any child who’s been through TK is that much more ready to hit the ground running in kindergarten,” he said. “I just want to see the appropriate support that not only the state promised, but I want to see the districts live up to that support so we can show these learners the best we can.” 





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  • Heather Cox Richardson: Courts Are Our Guardrail–For Now

    Heather Cox Richardson: Courts Are Our Guardrail–For Now


    Heather Cox Richardson is a national treasure. she is also an exemplar of the value of studying history as a guide to today’s events and their meaning.

    She writes:

    Political scientist Adam Bonica noted last Friday that Trump and the administration suffered a 96% loss rate in federal courts in the month of May. Those losses were nonpartisan: 72.2% of Republican-appointed judges and 80.4% of Democratic-appointed judges ruled against the administration.

    The administration sustained more losses today.

    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.” The administration had tried to dismiss the case, but Chutkan ruled the states had adequately supported their argument that “Musk and DOGE’s conduct is ‘unauthorized by any law.’” “The Constitution does not permit the Executive to commandeer the entire appointments power by unilaterally creating a federal agency…and insulating its principal officer from the Constitution as an ‘advisor’ in name only,” she wrote.

    U.S. District Judge Richard Leon struck down Trump’s March 27 executive order targeting the law firm Wilmer Cutler Pickering Hale and Dorr, more commonly known as WilmerHale. This law firm angered Trump by employing Robert Mueller, the Republican-appointed special counsel who oversaw an investigation of the ties between the 2016 Trump campaign and Russian operatives.

    Leon, who was appointed to the bench by President George W. Bush, made his anger obvious. “[T]he First Amendment prohibits government officials from retaliating against individuals for engaging in protected speech,” Leon noted. “WilmerHale alleges that ‘[t]he Order blatantly defies this bedrock principle of constitutional law.’” Leon wrote: “I agree!” He went on to strike down the order as unconstitutional.

    Today NPR and three Colorado public radio stations sued the Trump administration over Trump’s executive order that seeks to impound congressionally appropriated funds for NPR and PBS. The executive order said the public media stations do not present “a fair, accurate, or unbiased portrayal of current events to taxpaying citizens.” NPR’s David Folkenflik reported White House spokesperson Harrison Fields’s statement today that public media supports “a particular party on the taxpayers’ dime,” and that Trump and his allies have called it “left-wing propaganda.”

    The lawsuit calls Trump’s executive order and attempt to withhold funding Congress has already approved “textbook retaliation.” “[W]e are not choosing to do this out of politics,” NPR chief executive officer Katherine Maher told NPR’s Mary Louise Kelly. “We are choosing to do this as a matter of necessity and principle. All of our rights that we enjoy in this democracy flow from the First Amendment: freedom of speech, association, freedom of the press. When we see those rights infringed upon, we have an obligation to challenge them.”

    U.S. District Judge Paula Xinis today denied the administration’s motion for a 30-day extension of the deadline for it to answer the complaint in the lawsuit over the rendition of Kilmar Abrego Garcia, the Maryland man sent to El Salvador through what the administration said was “administrative error.”

    Despite five hearings on the case, the administration’s lawyers didn’t indicate they needed any more time, but today—the day their answer was due—they suddenly asked for 30 more days. Xinis wrote that they “expended no effort in demonstrating good cause. They vaguely complain, in two sentences, to expending ‘significant resources’ engaging in expedited discovery. But these self-described burdens are of their own making. The Court ordered expedited discovery because of [the administration’s] refusal to follow the orders of this court as affirmed by the United States Court of Appeals for the Fourth Circuit and the United States Supreme Court.”

    Trump is well known for using procedural delays to stop the courts from administering justice, and it is notable that administration lawyers have generally not been arguing that they will win cases on the merits. Instead, they are making procedural arguments.

    Meanwhile, stringing things out means making time for situations to change on the ground, reducing the effect of court decisions. Brian Barrett of Wired reported today that while Musk claims to have stepped back from the Department of Government Efficiency, his lieutenants are still spread throughout the government, mining Americans’ data. Meanwhile, Office of Management and Budget director Russell Vought will push to make DOGE cuts to government permanent in a dramatic reworking of the nation’s social contract. “Removing DOGE at this point would be like trying to remove a drop of food coloring from a glass of water,” Barrett writes.

    Political scientist Bonica notes that there is a script for rising authoritarians. When the courts rule against the leader, the leader and his loyalists attack judges as biased and dangerous, just as Trump and his cronies have been doing.

    The leader also works to delegitimize the judicial system, and that, too, we are seeing as Trump reverses the concepts of not guilty and guilty. On the one hand, the administration is fighting to get rid of the constitutional right of all persons to due process, rendering people who have not been charged with crimes to prisons in third countries. On the other, Trump and his loyalists at the Department of Justice are pardoning individuals who have been convicted of crimes.

    On Monday, Trump issued a presidential pardon to former Culpeper County, Virginia, sheriff Scott Jenkins, a longtime Trump supporter whom a jury convicted of conspiracy, mail and wire fraud, and seven counts of bribery. Jared Gans of The Hill explained that Jenkins accepted more than $70,000 in bribes to appoint auxiliary deputy sheriffs, “giving them badges and credentials despite them not being trained or vetted and not offering services to the sheriff’s office.” Jenkins had announced he would “deputize thousands of our law-abiding citizens to protect their constitutional right to own firearms,” if the legislature passed “further unnecessary gun restrictions.” Jenkins was sentenced to ten years in prison.

    Although Jenkins was found guilty by a jury of his peers, just as the U.S. justice system calls for, Trump insisted that Jenkins and his wife and their family “have been dragged through HELL by a Corrupt and Weaponized Biden D[epartment] O[f] J[ustice].” Jenkins, Trump wrote on social media, “is a wonderful person, who was persecuted by the Radical Left ‘monsters,’ and ‘left for dead.’ This is why I, as President of the United States, see fit to end his unfair sentence, and grant Sheriff Jenkins a FULL and Unconditional Pardon. He will NOT be going to jail tomorrow, but instead will have a wonderful and productive life.”

    Today Trump gave a presidential pardon to Paul Walczak, a former nursing home executive who pleaded guilty to tax crimes in 2024. The pardon arrived after Walczak’s mother donated at least $1 million to Trump. The pardon spares Walczak from 18 months in prison and $4.4 million in restitution. Also today, Trump announced plans to pardon reality TV stars Julie and Todd Chrisley, who were sentenced to 7 and 12 years in prison for conspiracy to defraud banks of $36 million and tax evasion. Their daughter spoke at the 2024 Republican National Convention.

    Bonica notes that delegitimizing the judicial system creates a permission structure for threats against judges. That, too, we are seeing.

    Bonica goes on to illustrate how this pattern of authoritarian attacks on the judiciary looks the same across nations. In 2009, following a ruling that he was not immune from prosecution for fraud, tax evasion, and bribery, Italy’s Silvio Berlusconi railed about “communist prosecutors and communist judges.” In 2016, Recep Tayyip Erdoğan of Türkiye rejected the authority of his country’s highest court and purged more than 4,000 judges. Zimbabwe’s Robert Mugabe pushed judges to stop protests, and the judiciary collapsed. In the Philippines in 2018, Rodrigo Duterte called the chief justice defending judicial independence an “enemy,” and she was removed. In Brazil in 2021, Jair Bolsonaro threatened violence against the judges who were investigating him for corruption.

    But, Bonica notes, something different happened in Israel in 2023. When Benjamin Netanyahu’s coalition tried to destroy judicial independence, people from all parts of society took to the streets. A broad, nonpartisan group came together to defend democracy and resist authoritarianism.

    “Every authoritarian who successfully destroyed judicial independence did so because civil society failed to unite in time,” Bonica writes. “The key difference? Whether people mobilized.”



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  • Are you cut out to be the next student member of the California State Board of Education?

    Are you cut out to be the next student member of the California State Board of Education?


    Anya Ayyappan, left, being sworn in as the student member of the California State Board of Education by Board President Linda Darling Hammond.

    Credit: Courtesy California State Board of Education

    As education policy and issues at school boards across California continue to grab headlines, it’s more important than ever that K-12 students — especially those in a state as diverse as ours — have a representative at the table who can voice concerns and have their opinions and input heard.

    That’s why, as the current student member of the State Board of Education, I strongly encourage all eligible high school students to apply to be the student member for the 2025-26 school year. The application window is now open.

    As student member, you can represent the voice and perspectives of millions of students across California. Your input ensures that student concerns and interests are considered in educational policymaking and decisions made by the State Board of Education. Your insights and experiences as a student can shape policies related to curriculum, standards, assessments and other aspects of education in California.

    During my term, I have advocated for increased student involvement in decision-making processes like adopting instructional materials, designing local control and accountability plans and determining actionable goals based on school climate surveys. I have also forged connections with student leaders across California’s various regions, including the Central Valley and Northern California, that have been traditionally underrepresented.

    These channels of communication allow for coordinated student-led initiatives and diverse input on items discussed by the state board. Based on my conversations with students, I have supported the integration of artificial intelligence in classrooms and increased project-based learning opportunities.

    Recently, I joined the Statewide Model Curriculum Coordinating Council to review lesson plans on Native American history and culture, ensuring they capture authentic, diverse voices. I will be continuing this work beyond my term.

    In addition to providing me with the opportunity to serve my state, this role has given me a deeper understanding of California’s education system. Seeing the incredible work that is being done, along with all the work that remains to be done, has had a profound impact on me, sparking my desire to continue exploring education policy in college.

    Serving on the board provides you with a unique learning experience regarding governance, policymaking, and the educational system. You’ll gain valuable insights into how decisions are made at the state level and how they impact students and schools.

    The application is the first step. The selection process starts with the board’s Screening Committee reviewing all applications and selecting 12 semifinalists. Of those 12, California law requires that student members of a school district governing board select six for further consideration by the State Board of Education. The state board uses the annual Student Advisory Board on Education conference — which takes place Nov. 10-13 in Sacramento — to perform this function. 

    At this conference, the semifinalists make individual presentations to all other advisory board participants about why they should be the next student member — an incredible opportunity to gain valuable experience and make personal connections. Following a secret ballot by the advisory board participants, six candidates will be submitted for further consideration by the state board’s Screening Committee.

    Each of the final six candidates will be interviewed by the committee, after which committee will recommend three finalists to the State Board of Education. Following the board’s action to select the three finalists, the names of the three finalists will be sent to the governor for the final decision.

    Hopefully, after reading this, many students will be inspired to apply. If you or someone you know qualifies for the student member position and wish to apply, you have from now through Sept. 20 to do so. And with summer coming soon, we encourage you to apply soon.

    If appointed by the governor, you’ll have the opportunity to network with other board members, educators, policymakers and stakeholders in the education field. This networking can open doors to future opportunities and collaborations.

    Serving on the board can enhance your leadership, communication and advocacy skills. It’s a chance to develop as a leader and make a meaningful impact on education in your state while also enhancing your resume and future academic or career opportunities.

    Merely going through the process allows you the chance to gain valuable experience and provides many opportunities to help your community. It also helps you think more critically about the education system and how your help can impact students across our state.

    As a student, your voice is powerful. I highly encourage you to apply!

    •••

    Anya Ayyappan is currently serving as the student member of the California State Board of Education. She is a senior at Dougherty Valley High School in San Ramon.

    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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  • Collegiate recovery programs are essential for students battling addiction

    Collegiate recovery programs are essential for students battling addiction


    UC Berkeley students on campus on Sather road in Berkeley.

    Credit: Alison Yin / EdSource

    Patrick Acuña entered the University of California, Irvine as an undergraduate. In recovery from methamphetamine and heroin usage, he entered the UC system with the hope of being supported while he was starting a new academic and social journey. Acuña said maintaining his recovery is vital to him because he knows for sure he “doesn’t want to go back to what once was” — staying up for days on end when he was in active addiction. 

    The normalization of drinking, substance use and other potentially harmful behaviors campuses is a scary reality for folks in recovery. This disconnect from healthier peers can be isolating and damaging, especially because community can serve as an essential support system. For students entering college, this, in addition to academic stress, new financial responsibilities and more, can increase the risk of relapse

    But on-campus collegiate recovery programs can help students navigate these pressures as part of the continuum of care that is essential to maintaining and solidifying recovery.

    Unfortunately, UC Irvine lacked a collegiate recovery program that could have supported Acuña in these challenges. Currently, only six out of the 10 UC campuses have a developing or established collegiate recovery program. The programs that do exist vary widely in their staffing capacity and the range of services they provide.

    This discrepancy must be addressed; collegiate recovery programs systemwide should be staffed with at least one full-time staff member, a dedicated and safe physical space and institutional funding.

    Trey Murray, an undergraduate student at UC Santa Barbara, said, “I remember coming to UCSB, a quarter behind all the other freshmen because I spent the summer in a treatment center. I was terrified of college as a whole and especially scared of navigating school while staying sober. (The collegiate recovery program) provided me with a safe and recovery-supportive environment that was crucial to my success in school and sobriety. (It) gave me a place to fit in on campus and sparked joy and passion in my student life.”

    Collegiate recovery programs provide resources such as substance-free social events, harm reduction supplies such as fentanyl test strips and the overdose medication naloxone, campuswide educational programming, recovery housing, referrals to higher levels of care, and support groups led by peers who are familiar with the social isolation and distinct difficulties of maintaining sobriety or reducing their usage in collegiate settings where substance use is a standard part of social experiences.

    These programs are a vital support for students in recovery from substance abuse, other behavioral addictions, eating disorders and similar conditions. According to a report from the federal Substance Abuse and Mental Health Services Administration, 1 in 7 people aged 18 to 25 meets the diagnostic criteria for a substance-use disorder. Among college students specifically, that number is closer to 1 in 4. Furthermore, data from the American College Health Association’s National College Health Assessment shows that students at every UC campus are using substances and seeking recovery-supportive communities.

    For Acuña, integration of recovery into his everyday life was a much bigger challenge due to the lack of a collegiate recovery program on his campus. “I always have to be vigilant with my recovery; I wouldn’t ever say I have arrived at recovery,” he notes. He didn’t get the needed assistance a collegiate recovery program would have provided regarding hosting on-campus support groups, connecting him to clinicians, allowing him to find a supportive community of peers on campus, and providing an accessible, safe place to go when faced with stressors, activators or urges. Instead, he had to find ways to travel off campus and relied largely on other forms of peer support through student organizations and identity-based clubs such as Underground Scholars to have community and connection with his peers. These organizations, however, are not specifically geared for recovery.

    An undergraduate student shared why they had chosen to attend UC Santa Cruz, which has a staffed and funded collegiate recovery program: “My biggest fear in coming to college was relapsing. Having (a collegiate recovery program) during my college experience with its substance-free events and programming, as well as support groups to meet people with shared experiences, has been tremendously helpful in my recovery.”

    Recovery as a process is more taxing than a full-time job, as it requires constantly challenging the unhelpful coping mechanisms one has been using for so long, and collegiate recovery programs can support students especially well through their on-campus presence and support.

    Preliminary research shows that collegiate recovery programs contribute to better academic outcomes. Data from Texas Tech University, which is home to one of the country’s oldest collegiate recovery programs, suggests that its members have higher graduation rates and higher GPAs than the general student body. Data collected from such programs nationwide show that participating students have almost a 90% graduation rate compared with a 61% institutionwide graduation rate.

    As Esse Pink, a master’s student at UCLA, said, “Without the UCLA collegiate recovery program, my life trajectory would be far worse. I would not have stayed sober, I would not have graduated with my bachelor’s, I may not even be alive.”

    •••

    Aditi Hariharan is a third year student at UC Davis, majoring in both political science and nutrition science (public health emphasis). She served as the ACQUIRE vice chair on behalf of the UC Student Association in 2023-24.

    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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  • LAUSD safety concerns are growing. Here’s what the board members have to say.

    LAUSD safety concerns are growing. Here’s what the board members have to say.


    Credit: Julie Leopo/EdSource

    Members of the Los Angeles Unified School District school board continued to discuss student safety Tuesday — and are still a ways away from determining whether to revamp its police presence on individual campuses.

    A safety task force — which previously recommended each campus choose whether to have police stationed at its site — made a presentation about LAUSD’s approach to student safety, including community-based safety methods such as restorative justice. They will continue to meet in the coming school year.

    Discussions about reintroducing police to individual LAUSD campuses are taking place for the first time since George Floyd’s murder amid a 45% increase in incidents between 2017-18 and 2022-23, including suicide risk, fighting/physical aggression, threats, illegal/controlled substances and weapons. 

    Here’s what the board members said at Tuesday’s meeting. Their remarks have been edited for length and clarity. 

    School board President Jackie Goldberg: ‘Not really desirous of having armed police on campus’

    I spent 17 years teaching in Compton. … We had two sets of gangs. … We then hired school police to come onto campus. The problem was that there were two (officers). The problem was that when the gangs came over the fences, they came over in 10s and 20s. … How did they have guns? They came over in sufficient numbers to disarm the police. So, I’m not really desirous of having armed police on campus. …

    LAUSD Board Member Jackie Goldberg

    What do I think school police can do? I think school police can be in neighborhoods where most of the problems happen. … What we mostly had to do was to have them in the community around the school and for us to be able to find out from trusted — usually — graduates of ours when trouble was about to happen. And so, (police) could be not in twos, but they could be sent in fours and fives to neighborhoods where things were about to come down. 

    … If you want to stop drug abuse, are you going to have a police officer sitting in the bathrooms because that’s where the exchanges take place?  No, we’re not. We’re not going to put a police officer to sit in classrooms. Do we want school police on campus when there’s a fight? Yeah, that may be useful. 

    … Most of the fights are not bad. And I think as we keep statistics, I would like us to have a notion of what the types of fights were. Was this two or three kids who … called your mother something and they’re fighting and it gets stopped? I think they should be counted, but I think they aren’t the problem. The problem is the massive fights, and those do need to be treated differently. 

    Secondly, we do not have restorative justice in this district. Period. I visited all 151 of the schools I represent, several of them several times, and in only a handful of them did I see anything that resembled restorative justice. 

    School board Vice President Scott Schmerelson: ‘I also believe in school police’ 

    Let me just tell you what really bothers me: when people think that school police are supposed to do discipline at school. They’re not supposed to be doing discipline at school. That’s the teacher’s job. That’s my job as the principal, or the assistant principal, or the dean. … 

    LAUSD Board Member Scott Schemerelson
    Credit: Julie Leopo / EdSource

    I do believe that we need climate advocates at school. Absolutely — all the help that we can get at making peace at school. Very, very important. … Yes, I do believe in restorative justice. I do. Our kids need to see what they’ve done wrong and how to make amends for what they have done. Very, very important. I also believe in school police. 

    We are responsible from the minute the kids leave home to the minute they get to school. And, we’re responsible from the minute they leave school to the minute they go home. … That’s why safe passage is really so important too. Kids need to have check-in points along the way home to and from school. Extremely important. Everybody has a job at school, and we should not be pushing people under the bus whether you’re a school police officer, or a climate control officer.

    Board Member Rocio Rivas: ‘We do have the data on what we need to do’

    We’re not the same since the pandemic. Things have changed. Our students are suffering. They have high anxiety. There’s increase of suicidal ideation. 

    LAUSD Board Member Rocio Rivas

    … We have (positive behavior intervention and support) and restorative justice, but they’re not strengthened. They’re not bolstered. So, the district does have that system in place where we can create safe, loving, culturally responsive schools, but we’re not giving the investments or the support that our schools need.

    … The area that needs that support are middle schools. … That is where we start seeing the suicide ideation, when we start seeing the fights, when we start seeing our students needing to medicate themselves. 

    … We love our kids, and at early ed centers, we love them; we want to protect them. But once they leave those early ed centers, it’s almost as if they lost that system of love and compassion and care. And we put in other systems, and we look at them (as though) all these kids are deviants. No, they are children. They are children until even after they’re 18 … because their brains are still developing. 

    … We know exactly what we need to do, but we’re not putting the money or the strength or the emphasis. … We’re talking about test scores, but you know what? You are not going to see increases … in student achievement unless that child feels that they’re being heard, that that school cares about them, that they have somebody in there. 

    … We do have the data on what we need to do. We have the funds. We just don’t have the buy-in from this district, from this building, because it’s so disconnected from our schools and from our communities.

    Board Member Tanya Ortiz Franklin: ‘We’ll keep the conversations going’

    LAUSD Board Member Tanya Ortiz Franklin

    I’ll just bring our attention back to the Community Based Safety Resolution. The last resolve does ask us … to strengthen community-based safety approaches … and resources as a primary means of cultivating and maintaining positive school climates and keeping school communities safe even in emergency situations. 

    … We need the (restorative) training throughout for all of the staff members — as many folks can come back before the school year starts. We’ve got $350 million invested in people who are focused exclusively on safety. If we can focus on this community, restorative approach as the primary means — really shifting away from that punitive, traditional, policing model —  I think we’ll get even closer to the vision of this resolution that we all passed. I think we’ll keep the conversations going next year in the school safety committee. 

    Board Member Kelly Gonez: ‘It’s about creating a true infrastructure around community-based safety’

    I was looking just at the (Local Control and Accountability Plan) information for our meeting later, and it highlights different demographic groups of students and the percent of students reporting that they feel safe in the school experience survey, and there are significant gaps — like for our Black students, who are rating the lowest in terms of whether or not they feel safe, which obviously is very concerning, as well as the number of students who feel like they are part of their school. 

    LAUSD Board Member Kelly Gonez
    Credit: Julie Leopo / EdSource

    Those numbers, it looks like, took a significant dip in the wake of the pandemic and have not really fully recovered, and I would just surmise that there’s a connection between feeling disconnected or not seen at your school site and whether or not there is true safety and belonging for students. 

    … It’s not just about restorative justice and the practices, but it’s about creating a true infrastructure around community-based safety. And, I think that’s inclusive of a number of staffing positions as well — beyond, just for example, your restorative justice teachers and beyond the partnerships with community based organizations, which are also integral. It’s about, for example, our classified staffing positions. We know that a number of our incidents happen during lunch, during dismissal. 

    … I would just ask that in any plan … that we’re providing for the necessary staffing and supervision that our schools and our students really deserve — and especially looking at our secondary schools, because we know that’s where the majority of these incidents are happening. 

    Board Member Nick Melvoin: ‘The glaring omission (is) … the data on the fights.’ 

    LAUSD Board Member Nick Melvoin
    Credit: Julie Leopo / EdSourc

    Regardless of our views of what’s happening outside of the school, our responsibility is for school safety on the school campus, and we have different ideas. … But I do think really the glaring omission (is) … the data on the fights. 

    … I’m trying to understand where we can trace that based on grade levels, and Covid, and the effects of the pandemic and the success or lack thereof of our positive behavioral intervention supports and restorative justice. … (and) on school campuses with the current deployment model, which is not having police there, except for rare emergencies.

    … We have different ideas … and I just hope that we can engage, starting from the premise that we all want kids to be safe and talk to each other and not just about or past each other. 

    And then the last thing, too. … I just want to make sure that the city and the county aren’t off the hook for this — and that as we’re talking amongst each other, we’re also bringing them in. 

    Board Member George McKenna: ‘We still haven’t come to grips with the reality of what makes the schools safe’ 

    I’ve been in this for 62 years — I’ve never seen police criminalize the children. I’ve seen them respond.

    … Do you know that there is no guideline in a teacher’s contract — or even an administrator’s contract — that says you must go break up a fight? The only one that has to do that is someone who’s trained to do that. And that will be a school police officer. 

    Board Member Dr. George J. McKenna III
    Credit: Julie Leopo / EdSource

    … I have no problem with the climate coaches or whatever they’re called, in addition to the people that have been there in uniform with the licensure and the legal responsibility for student safety … And the only people that have voted for the safety of school police being on campus are people who have been on the campus as administrators, including principals. … The most important people in the school district are the people who run the school, that’s the principal.

    … The most police officers we’ve ever had on the campus … is two, and I think it’s understaffed if you only put one on it because they have no backup. They need to be visible in order to assist the students and the prevention of incidents that occur because … the students will confide in them. 

    ….We’re not OK the way we are. And we still haven’t come to grips with the reality of what makes the schools safe and whether or not our school safety officers are a benefit to us. When you start with the premise and use the word the “punitive school police” and that’s the way you introduce it, you are already biased because that means you don’t understand what they do. And you can fill up the room with your accolades and your people that you’ve encouraged to be here, but we have to go to the schools on a regular basis. It makes a school safe.





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  • Let’s learn how well California’s efforts to attract and keep teachers are working

    Let’s learn how well California’s efforts to attract and keep teachers are working


    Courtesy: Eric Lewis / SFUSD

    An important bill making its way through the Legislature could help California’s schools better recruit and retain teachers.

    Senate Bill 1391 would require the state’s new Cradle to Career (C2C) Data System to provide data that answers critical questions about California’s teacher workforce, including trends in teacher training, credentialing, hiring, retention, and the effectiveness of key programs aimed at addressing the teacher shortage.

    I think about this bill as I prepare to lead a summer science workshop for nearly two dozen new middle and high school science teachers from diverse backgrounds. We will be working through our core science curriculum before the next year starts.

    I know these teachers’ first few years in the classroom will be challenging, and their first year is the most challenging. They are often overwhelmed by time management issues: planning their lessons, grading students’ work, attending many meetings at their school site and in the district, all while trying to build relationships with their students.

    These first-year challenges show up clearly in our data. In my district last year, about 17% of our pre-K-12 teaching staff left their positions. This means that we need many new teachers, and especially teachers from diverse backgrounds, to work with our heterogeneous students. 

    The good news is that California is attempting to stem the loss of teachers through a variety of innovative programs and resources. There has been an effort to bring more people into the profession through the Golden State Teacher Grant, which pays teacher candidates a stipend while they get their credential, and a variety of teacher residency programs run in partnership with our school districts. The National Board Certification grants for teachers will also help keep many teachers in the profession through opportunities for additional professional learning and the possibility of additional funds once teachers become certified.

    In my district, like many others, we have built teacher housing in our city and have had recent wins for pay raises. We have also been using state incentives for teachers working in difficult-to-fill subjects and schools.

    All of these programs are great and are clearly part of the solution, but are they working? How can we know? Is all of this money and support actually getting to the teachers and populations that need it? Is the state doing enough to provide us with the data to help us make the right decisions? Currently, we don’t have the information to answer those questions.

    The Cradle-to-Career dashboard could provide critical data on how effective our teacher grant programs and teacher training pipelines are, but it has not yet lived up to its potential. As the governor and Legislature are debating difficult choices about our state resources, including SB 1391, we cannot back off investing in the future of our workforce — first understanding clearly which programs work and which don’t, and then doing everything we can to maintain the programs that ensure every student has access to a well-supported teacher who reflects the diversity of our state. 

    Once we know what works, we should play the long game and really focus on what our new teachers need to be well-prepared and supported. We need to be targeted in how we recruit diverse populations into the teaching profession. Our teacher education programs need to help link our newest teachers to mentoring programs and affinity groups to help them through the challenges of their first few years. We need to identify and support programs that provide mentors or provide pay for new teachers to have an extra prep period (these programs are few and far between but help keep our newest teachers from burning out quickly). Through all this, we need to remain laser focused on what helps our incredibly diverse student population to be successful. Let’s ensure that the Cradle-to-Career database informs us on how to make this future come to pass.

    So, while I don’t know how many of the teachers I work with at my summer science institute will still be in the San Francisco Unified School District (SFUSD) next year, I’m hopeful that they will be. And I hope we’ll have the data to better understand why they’ve stayed, so we can know what to do better next year and into the future.

    •••

    Eric Lewis is a secondary science content specialist in the science department of curriculum and instruction in the San Francisco Unified School District, where he supports middle and high school science teachers. He is a 2023-24 Teach Plus California Policy 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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