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  • Feds shutter California civil rights office: ‘The students are going to suffer’

    Feds shutter California civil rights office: ‘The students are going to suffer’


    Credit: Carlos Kosienski/Sipa via AP Images

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    TOP TAKEAWAYS
    • The U.S. Department of Education announced that it is reducing its workforce by half, shutting seven of 12 regional branches of its Office for Civil Rights. 
    • California has over 700 pending cases with the Office for Civil Rights. The Trump administration has not provided details on what happens to cases handled by the shuttered regional office in San Francisco.
    • The administration said this dramatic slashing would be followed by “significant reorganization to better serve students, parents, educators and taxpayers.” 
    • Educators and civil rights advocates say that vulnerable students will not have recourse when schools violate their civil rights.

    The announcement of a large-scale effort to reduce the workforce of the U.S. Department of Education on Tuesday — or nearly half of the agency’s staff — is raising concerns among California educators and advocates about the future of civil rights enforcement and funding for vulnerable students.

    About 1,300 federal workers will be placed on administrative leave as of March 21 or have accepted a voluntary resignation agreement, according to a news release by U.S. Secretary of Education Linda McMahon

    Seven of 12 regional offices that handle federal civil rights complaints were shuttered, including the Office for Civil Rights branch in San Francisco, which handles complaints filed in California. 

    “There is no federal presence enforcing civil rights in schools in California,” said Catherine Lhamon, the former assistant secretary for civil rights at the U.S. Department of Education. “Our country and California will effectively see an end to a federal backstop of harm in schools.”

    While local and state governments provide the vast majority of funding and governance for TK-12 schools and higher education, the federal government handles key aspects of education in the U.S., including disbursing student loans and Pell Grants; funding programs for students with disabilities as well as schools serving low-income students; and overseeing national research that provides critical data for educators and policymakers.

    The U.S. Department of Education is also tasked with enforcing federal civil rights laws, authorized by Congress, through its Office for Civil Rights in order to protect students from discrimination. California alone has more than 700 pending complaints of civil rights violations.

    “I don’t know what is going to happen to those cases,” said an attorney who works in the San Francisco branch of the Office for Civil Rights. The attorney declined to be identified, citing concerns about retaliation for speaking out. “The students are going to suffer.”

    McMahon said in a statement that the reduction in force reflects a commitment to efficiency and accountability, and that the department will “continue to deliver on all statutory programs that fall under the agency’s purview, including formula funding, student loans, Pell Grants, funding for special needs students, and competitive grantmaking.”

    Some conservative groups, such as the Cato Institute, applauded the dramatic slashing of staff.

    “We don’t know how many people are actually needed to execute (the U.S. Department of Education) jobs, and it’s time to find out if it’s been a bloated bureaucracy all along,” said Neal McCluskey, director of Cato’s Center for Educational Freedom.

    But many educators and advocacy groups who work with students forcefully condemned the cuts.

    The Los Angeles Unified School District board passed a resolution Tuesday condemning the cuts to the U.S. Education Department, as well as cuts to other federal funding for school meals and Medicaid. Board member Kelly Gonez called on legislators to “push back against this radical and cruel agenda.”

    “The Trump administration and its allies in Congress are looking to decimate federal funding to schools, including cuts to school meals, MediCal, and education block grants,” Gonez said. “More threats are on the horizon due to Trump’s ongoing efforts to dismantle the Department of Education entirely. We will not stand by while this administration removes essential support for students.”

    ‘These are not minor issues’

    After a student with autism died after being restrained, Davis Joint Unified agreed to change its policies and training related to secluding and restraining students in 2022. That same year, Los Angeles Unified promised to address the concerns of disabled students who said they received little legally required special assistance during the height of the pandemic.

    These are just a few of the high-profile complaints that the Office for Civil Rights investigated and settled in California.

    “These are not minor issues,” said Lhamon, who was then the assistant secretary for civil rights.

    The Biden administration pleaded with Congress for additional funding to staff the Office for Civil Rights, which was facing a mushrooming caseload that reached an all-time high during his presidency, according to the Office for Civil Rights’ annual report. Now staff face the prospect of their caseload doubling from 50 cases per person to 100 cases — an “untenable” number, Lhamon said.

    The increase in cases, combined with an existing staffing shortage has likely created a backlog, extending the wait time for investigations to be completed and findings issued, said Megan Stanton-Trehan, a senior attorney at Disability Rights California who represents students with disabilities.

    “With increasing complaints and an idea that we want to increase efficiency, what we shouldn’t be doing is closing offices and decreasing the workforce, unless what we really want is to not enforce civil rights,” said Stanton-Trehan. 

    The federal government is sending the message that though students are required to attend school, there is no federal agency that will protect them from harm, Lhamon said.

    “That’s dangerous for democracy; it’s dangerous for schools,” she said.

    The U.S. Department of Education has not announced a plan for transferring cases from San Francisco or any other shuttered regional office.

    “We are in this work because we care, and we are compassionate,” said the San Francisco Office for Civil Rights attorney. “We are devastated for our students.”

    The Office for Civil Rights page listed 772 records of pending cases that the office is currently investigating in the state of California, though it does not include any cases filed after Jan. 3. Of those, 597 of the listed cases involved K-12 institutions, while another 175 involved post-secondary education. Many of the complaints — 388 pending cases — involve disability discrimination complaints.

    The cases date back to complaints filed in 2016 on a range of topics, including discrimination on the basis of national origin, religion and English learner status, as well as allegations of sexual violence, racial harassment and retaliation.

    Earlier this week, the Trump administration announced that it had sent letters to 60 universities to inform them that the Office for Civil Rights was investigating them for antisemitic discrimination. That list included Sacramento State, Chapman University, Pomona College, Santa Monica College, Stanford University, UC Davis, UC San Diego, UC Santa Barbara and UC Berkeley.

    Ana Najera-Mendoza, director of education equity and senior staff attorney for the American Civil Liberties Union (ACLU) Southern California, is concerned that these complaints may take precedence over others. Every complaint filed in the Office for Civil Rights deserves to be considered in good faith, she said.

    Stating that a reduction in force doesn’t equate to a reduction in the department’s responsibilities, Najera-Mendoza said, “No administration should elect to enforce some complaints over others to enforce a specific agenda.”





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  • Covid recovery funds are gone; what now for California students?

    Covid recovery funds are gone; what now for California students?


    Credit: Pexels / Mikhail Nilov

    California’s most recent National Assessment of Educational Progress (NAEP) scores revealed troubling trends in student achievement. Despite significant financial investments, student performance continues to struggle to reach full academic recovery. Worse, achievement gaps between the highest- and lowest-performing students widened even further.

    The timing of these results couldn’t be worse. With California districts spending the last of their $23 billion in federal relief funds last year, schools are now facing a critical juncture. With declining enrollment reducing their budgets and only modest new state investments coming this year, it will be tough for districts to dramatically scale up promising initiatives like high-dosage tutoring or extensive summer programming.

    So, what levers do state and local policymakers have at their disposal? By looking at the data and learning from other successful low-cost interventions, the state has an opportunity to reverse its slide and drive student gains.

    First, kids have to be in school to learn. In California, chronic absenteeism rates have come down significantly from their pandemic levels, but they’re still nearly twice as high as they were five years ago. Black students, English learners, students with disabilities, and other marginalized groups are missing too much school. 

    Fortunately, there are low-cost, high-impact strategies that schools can adopt to ensure students are present and engaged. For example, a research study looking at a large California district found that missing a part of the school day — for referrals for in-school discipline or participation in extracurricular activities — predicted short- and long-run outcomes for students. Many school districts are already tracking these measures; the next step is using them to inform and implement interventions such as parent notifications or individualized support.

    Second, once kids are back in school, the next step is ensuring that classroom time is used well. This is especially critical in California, given that it ranks in the bottom 10 states in terms of total instructional hours per school year. Last year’s law to ban or limit the use of cell phones during school hours should help reduce digital distractions, but the research on attention is clear that humans are not good at multitasking and can take a long time to refocus when our thinking is interrupted.

    For schools, that means that every little interruption counts. Students being pulled out of class for special interventions or testing, outdoor noise and intercom announcements are all important in their own way, but they also add up. One study found that a typical classroom might be interrupted 2,000 times per year and that these disruptions can result in the loss of 10 to 20 days of instructional time. School district leaders could conduct attention audits to maximize and better understand how schools are using time and all of their technological tools.

    Last but not least is the question of what students are (and are not) learning. California’s test results suggest that reading is a particular problem area. Since 2019, California’s reading scores on NAEP are down 4 points in fourth grade and 5 points in eighth grade. But those are averages. Last year, just 7% of California’s Black students met the “Proficient” benchmark and 72% fell below “Basic” in fourth grade reading.

    When students lack foundational reading skills, the impact compounds across subjects. All students need and deserve evidence-based literacy instruction, with sustained focus on the relationships between sound and print, exposure to rich text, thought-provoking content, and both general and domain-specific vocabulary that builds knowledge of the world.

    Improving reading scores is hard work, and other states are dealing with similar challenges. But California — unlike many other states — has not yet passed a comprehensive reading bill.

    This is where California could stand to learn from some of the higher-performing states on NAEP, sometimes called “the nation’s report card.” Specifically, it might surprise some readers to learn that Mississippi made the largest reading gains over the last 10 years. Last year, Mississippi ranked seventh overall but third for Black students and first for low-income students. California, in contrast, came in 37th, 33rd and 28th, respectively.

    How did Mississippi make this turnaround? It took a long-term, systematic approach to its literacy efforts. It invested in teacher development and coaching, identified and supported struggling readers as early as possible and equipped teachers with high-quality instructional materials.

    This combination of high-quality instructional materials with diagnostic data and student supports has the potential to improve outcomes for California’s most vulnerable students, and to create a more equitable education system for all. By leveraging data it already tracks and focusing on the delivery of core instruction, California can build a stronger foundation for student success.

    •••

    Lindsay Dworkin is senior vice president of policy and government affairs at NWEA, a K-12 assessment and research organization.

    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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  • How Advanced Print Management Systems Are Shaping the Future of Campus Innovation

    How Advanced Print Management Systems Are Shaping the Future of Campus Innovation


    How Advanced Print Management Systems Are Shaping the Future of Campus Innovation

    In the ever-evolving landscape of higher education, innovation isn’t confined to classrooms and research labs—it extends to how universities manage their operations, resources, and technology.

    At the University of Maryland’s A. James Clark School of Engineering, Terrapin Works stands as a shining example of how adopting cutting-edge solutions can transform not just processes, but outcomes.

    Terrapin Works, a hub of rapid prototyping, advanced manufacturing, and digital design, operates a sprawling network of more than 200 machines across 17 campus locations. This state-of-the-art enterprise isn’t just a facility; it’s a mission-driven ecosystem enabling students, faculty, and researchers to turn ideas into reality.

    But with complexity comes challenges, and the need to streamline its job request system became a pivotal moment for this operation.

    The Challenge: Streamlining Complexity in Innovation

    Managing job requests for hundreds of machines servicing diverse users—from students designing prototypes to researchers creating precision parts—was no small feat. Terrapin Works initially relied on a help desk ticketing system that, while functional for IT issues, fell short as a workflow solution.

    The system lacked a user-friendly process for submitting, tracking, and managing requests. Email threads became the backbone of communication, resulting in inefficiencies, delays, and an inconsistent user experience. Technicians, often students themselves, faced a cumbersome workflow that detracted from their ability to focus on the innovative work at hand.

    Nick Bentley, business systems developer and a former University of Maryland student, envisioned a better way. “We needed a one-stop, web-based storefront where customers could initiate a job request, track its progress, and get updates seamlessly,” he explains. For technicians, the solution needed to enable faster, more efficient processing of requests.

    When Bentley discovered PaperCut MF, a solution renowned for its robust print and workflow management capabilities, he saw its potential to redefine how Terrapin Works operated. However, implementing a new system meant addressing concerns about compatibility with existing processes and minimizing fragmentation.

    The Power of a Unified Solution

    Bentley made a compelling case for PaperCut, highlighting its integrated features beyond workflow management, such as billing and 2D print management. This holistic approach allowed Terrapin Works to sunset legacy systems, reduce inefficiencies, and create a unified platform that could scale across the university.

    The results have been transformative. Technicians now process orders with unprecedented speed and accuracy, while users enjoy a seamless experience that eliminates the confusion of the old system. Customers can explore equipment options, verify specifications, and submit orders—all within an intuitive, human-centered interface.

    Terrapin Works’ success with PaperCut didn’t stop at addressing immediate challenges. It sparked a broader vision for what was possible. The platform’s adaptability has led to pilot programs across other campus operations, from copy centers to financial services. With integrations like Nelnet’s payment gateway, the university is leveraging PaperCut to drive innovation in areas far beyond its original scope.

    Rethinking Operational Excellence

    Terrapin Works’ journey underscores an important lesson: Innovation isn’t just about technology; it’s about creating systems that empower people. By prioritizing user experience, integrating processes, and fostering scalability, the University of Maryland has set a benchmark for how universities can evolve in the digital age.

    As higher education institutions navigate the future, the success of initiatives like Terrapin Works serves as a reminder that the right tools—and the right vision—can turn operational hurdles into opportunities for leadership and growth.



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  • Where are California’s high school students?

    Where are California’s high school students?


    High school students in a math class.

    Credit: Allison Shelley / EDUimages

    As California schools continue their post-pandemic recovery, a troubling pattern has emerged: High schoolers aren’t showing up.

    Recent midyear attendance data reveals that while elementary school attendance has improved significantly, high school chronic absenteeism remains stubbornly high.

    Nationally and in California, chronic absenteeism numbers tell a concerning story about older students. While California’s average chronic absence rate, based on the sample in the new report, fell to 20.46% (down from 29.04% in 2022-23), high school students continue to struggle.

    Over 28% of California high school seniors included in the report have been chronically absent this school year. We must rethink approaches to engaging older students to improve high school attendance.

    When students miss school, they miss more than just instruction. They miss opportunities to connect with supportive adults and peers — connections directly linked to academic success and well-being.

    Research from YouthTruth, which surveys elementary, middle and high school students, reveals that only 40% of high school students feel they belong at school, compared with 47% of middle schoolers. Only 22% of high school students report that their teachers understand their lives outside school — the lowest percentage since before the pandemic.

    Traditional attendance approaches that work for elementary students don’t resonate with teenagers navigating complex social pressures, growing independence, and increasing responsibilities. Many high school students juggle jobs, family care duties and mental health challenges that are not as prevalent in younger grades.

    The California Safe and Supportive Schools initiative identifies school connectedness as fundamental to attendance. When high schoolers have even one strong connection with a teacher or staff member who understands their life beyond academics, attendance improves dramatically. Schools can implement connection mapping to identify which students could benefit from more connections.

    Schools can also leverage peer influence. According to YouthTruth, 68% of high school students want to help improve their communities, but only 30% report having opportunities to create positive change. Student-led attendance initiatives consistently outperform adult-directed programs. For example, a peer-led “attendance influencer” program has an impact exceeding what other systems can achieve.

    Educators must also seek to understand and address the specific attendance barriers older students face. Many chronically absent teens are helping to support their families, caring for siblings or facing transportation limitations. Flexible scheduling options, transportation assistance and partnerships with local employers can help address these obstacles.

    Communication must shift from punitive to supportive to effectively reach students and families. A recent K-12 family survey revealed that more than 71% of families want messages celebrating good attendance or improvements to share with their child, while only 37% of respondents reported receiving regular communication about steps they can take to improve attendance. Schools that successfully address absenteeism use data to identify patterns and engage students and families in collaborative solutions-finding rather than blame.

    Finally, we must address the mental health component of attendance. Nearly half of all California students (48%) cite depression, stress or anxiety as obstacles to learning — yet only 41% of students nationally report having an adult at school to talk to.

    This “support gap” is particularly pronounced among at-risk student populations. About 77% of LGBTQ+ students cite mental health challenges as barriers to learning, compared with 41% of their peers. While 46% of white students report having an adult at school they can talk to, the percentage is significantly lower for other racial groups, between 37-44%.

    The good news? When targeted strategies are implemented, improvement can happen quickly. Effective approaches to building a culture of belonging include:

    • Teacher-student connection time: Brief but regular one-on-one check-ins to understand students’ lives outside school.
    • Student voice channels: Creating opportunities for students to provide feedback and lead attendance initiatives that resonate with peers.
    • Positive communication: Shifting from absence-focused messages to celebrating improvements and recognizing attendance gains.
    • Data-driven intervention: Using integrated attendance, academic and behavioral data to identify early warning signs and track what works.

    As California continues to invest in attendance improvement, we must tailor our approaches to different grade levels. Our high schoolers don’t want automated calls or perfect attendance certificates. They need meaningful connections, relevant engagement and practical support for real-life barriers.

    California’s future leaders walk our high school hallways — when they show up. Meeting these students where they are isn’t just good policy, it’s our obligation to the next generation of leaders, innovators and citizens.

    •••

    Kara Stern is director of education and engagement at SchoolStatus, a company that provides school districts with data tools and communication support for student engagement. 

    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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  • Concern grows as visas are terminated for dozens of international students at California colleges

    Concern grows as visas are terminated for dozens of international students at California colleges


    UCLA campus in Westwood on Nov. 18, 2023.

    Credit: Julie Leopo / EdSource

    This story has been updated with additional information on visa terminations at UC Riverside.

    California campuses are searching for answers after dozens of international students had their visas terminated in recent days, a worrying trend for the state’s public colleges and universities, which enroll tens of thousands of international students and depend on the millions of dollars in tuition revenue they provide.

    Concerns are also growing that the visa actions could result in a sizable number of international students choosing not to attend U.S. colleges in the fall.

    Across the University of California’s 10 campuses, California State University’s 23 campuses and the state’s 116 community colleges, more than 80 current and former students have had their F-1 visas terminated, a number that could grow. In most cases, campus officials said the federal government, under new Trump administration policies, terminated the visas without explanation.

    The cancellations are especially concerning to UC and CSU because the two systems combine to enroll about 50,000 international students, who make up significant enrollments in many graduate programs and pay tuition at much higher rates than California resident students. Including private universities, there are 154,000 international students in California, according to data from the SEVIS Data Mapping Tool, accounting for about 14% of all international college students in the U.S. and the most of any state.

    The timing of the terminations is also concerning: Many prospective international students are currently deciding where they will attend in the fall, said Bernie Burrola, the vice president for international, community and economic engagement at the Association of Public and Land Grant Universities (APLU). 

    Burrola added that he’s worried there could be a chilling effect on international student enrollments.

    “Students spend quite a bit of money when they come to university. Do they want to invest that time and money and then get a visa termination? I’m sure that calculus is happening around the world right now, with students weighing their options between a U.S. higher education and that of another country,” he said.

    According to experts monitoring the terminations nationally, it’s possible the students had an infraction with law enforcement, even something as minor as a traffic violation. Nationally, there have also been reports that students are being targeted for involvement in pro-Palestinian protests. 

    The State Department, which handles student visas, did not return a request for comment Monday.

    In recent interviews, Secretary of State Marco Rubio said the federal government will not cancel the “overwhelming majority of student visas” but is targeting students it believes “are supportive of movements that run counter to the foreign policy of the United States.” He also acknowledged that the government is also pursuing terminations that “are unrelated to any protests and are just having to do with potential criminal activity.”

    Visas have been terminated for current or former students from at least seven UC and CSU campuses and one community college:

    • Six students and six recent graduates at UCLA
    • Seven students and five recent graduates at UC Davis
    • Five students at UC San Diego
    • Four students and two recent graduates at UC Berkeley
    • Three students at UC Santa Cruz
    • Two students and four recent graduates at UC Riverside
    • One student at San Diego State
    • An undisclosed number of students at San Jose State
    • Six students at Santa Monica College

    In total, a CSU systemwide spokesperson said the visas of 32 students had been revoked as of Monday, but did not disclose which specific campuses were affected.

    Four students and two recent graduates at Stanford University have also had their visas terminated, showing the actions are also occurring at private institutions.

    “We reiterate our strong support for all international students and scholars,” UC Santa Cruz Chancellor Cynthia Larive said in a message to her campus. “UC Santa Cruz is enriched by the contributions of our international community members, and we are fortunate to research, teach, and learn with and from such outstanding students and scholars.”

    In fall 2024, the UC system enrolled about 35,000 international students, or about 11.5% of all students. About 20,000 were undergraduates and 15,000 were graduate students. CSU, in fall 2024, enrolled 13,718 international students, or about 3% of that semester’s enrollment. Of those students, 5,765 were graduate students.

    Across California’s 116-campus community college system, 14,533 students had a student visa in fall 2024, or about 1% of the student body. 

    UC and CSU receive significant tuition revenue from international students, who are charged a nonresident supplemental tuition fee on top of the base tuition that is also charged to in-state students. During the 2022-23 academic year, UC received $1.1 billion in revenue from nonresident supplemental tuition charged to nonresidents, which includes both out-of-state and international students. CSU likely receives tens of millions of dollars annually in tuition from out-of-state students.

    Concerns about that tuition revenue come as the universities also worry about federal threats to withhold funds for research and other purposes and a possible reduction in state dollars for UC and CSU because of budget constraints. 

    Higher education experts emphasized, though, that universities stand to lose more than just tuition revenue if international students choose not to attend. Burrola, the APLU vice president, noted that many graduate programs are “heavily dependent on international students” and that certain departments would be in jeopardy without those students, who often add value by working as teaching assistants leading discussion sections and being deeply involved in research.

    Ted Mitchell, the president of the American Council on Education, an important lobby group for higher education, said it is “important for a host of reasons” that the United States remain a top destination for international students, “from the positive impact they make on our economy and cultural vibrancy to the way so many become ambassadors for the value of a U.S. education and our way of life.” 

    “It is important for international students to be treated fairly and afforded due process. It would be detrimental to the United States, both from an economic and academic standpoint, to chill the willingness of prospective international students to come here,” he said.

    In most cases, students at UC and CSU who had their visas terminated were not given explanations. Officials at UC Davis, UC San Diego, UC Santa Cruz, and CSU officials at San Diego State said the federal government didn’t explain the rationale behind the terminations. UCLA Chancellor Julio Frenk offered some clarity, saying the termination notices at that campus “indicate that all terminations were due to violations of the terms of the individuals’ visa programs.”

    The Associated Press reported that some students across the country have been targeted over pro-Palestinian activism, criminal infractions or even things as minor as a traffic violation.

    Burrola said an emerging theme nationally is that students who received terminations might have “some kind of infraction” with law enforcement, sometimes minor ones. He added, though, that his understanding is based only on anecdotal reports and that APLU is seeking further clarification from the federal government. He said the group sent a letter to Secretary of State Rubio asking for a meeting “to better understand why this is happening.”

    Mitchell of the American Council on Education penned a similar letter to Rubio and U.S. Homeland Security Secretary Kristi Noem, requesting a briefing on the terminations.

    “Recent actions have contributed to uncertainty and impedes the ability of our institutions to best advise international students and scholars,” Mitchell wrote. “It is important institutions are in a position to reassure international students so they can continue to make exceptional contributions to their campuses, communities, and the nation.”





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