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  • California foundations launch initiative to boost youth civic engagement 

    California foundations launch initiative to boost youth civic engagement 


    As Californians gear up for elections that have the potential to shape the lives of young people in fundamental ways, a consortium of mostly California foundations have set up a fund to elevate the role of public schools in promoting civic leadership and democratic participation. 

    It is a key part of what the nearly dozen foundations who are participating in the project are calling the California Thriving Youth Initiative, a multiyear effort “to support the learning, leadership, and well-being of adolescents in California.”

    The goal is to “create the conditions for young people, especially students of color, to practice civic engagement and democracy inside and outside public school,” said Kathryn Bradley, director of the Purpose of Education Fund at the Stuart Foundation.

    The foundation initiated the effort with a seed investment of $30 million, which will be administered by the Los Angeles-based California Community Foundation,

    “Nothing is more important than young people participating in and improving our democracy,” said Jesse Hahnel of the Crankstart Foundation, one of the other foundations participating in the initiative.  

    Even though young people will be affected by government policies for longer than any other age group — and thus arguably have more of a stake in election outcomes than any other age group — they have historically lagged behind in their voting patterns. 

    In the 2020 elections, for example, 47% of 18- to 24-year-olds voted in California, compared with 67% of voters 65 and older.

    The good news is that, in recent years, more and more of them are casting ballots. Just a decade before, a mere 18% of eligible 18– to 24-year-olds voted in the national elections. 

    The Stuart Foundation’s Bradley says there is a need to think about civic education more broadly than just traditional civics or American government classes. 

    Students, she said, need opportunities for civic engagement that “allow them to practice democracy right now.”

    To that end, a range of promising approaches have emerged in recent years, which the initiative hopes to build on. Since 2020, for example,  California students have been able to earn a “State Seal of Civic Engagement” that is affixed to their high school diploma. It is now one of a half-dozen states offering a similar certification.  

    To be awarded the seal, students must demonstrate “excellence in civic education,” which includes completing a civic engagement project of some kind, in addition to completing courses in history, government and civics. 

    Encouragingly, the number of seals has more than doubled to nearly 13,000 in 2022-23. But these represent just over 2% of California’s nearly 400,000 students who graduate each year, and so far, only a small proportion of California high schools are participating in the program. 

    Debunking stereotypes that today’s generation isn’t overly interested in community engagement, a recent national survey by the nonprofit YouthTruth showed that 60% of high school students “want to help others and work across differences to improve society.”  But it also found that fewer than half said they had learned the necessary skills in school in order to do so.

    What’s more, civic participation varied by parents’ education levels and students’ racial or ethnic background. “Those with parents holding advanced degrees stand out as most civically prepared, while Latino students are significantly less civically empowered than other racial groups,” the survey found. 

    Schools have a central role to play in changing that, and Bradley points to numerous examples in California where schools are engaging students from all backgrounds in civic education projects. 

    At the most recent annual Civics Day in Long Beach Unified, students described how they had successfully worked to get trash cans placed at their local beach. Students had to contact the local Public Works Department, which involved sending emails and making phone calls. “They were able to identify the levers of change in their community, and the people of influence that they needed to reach,” Bradley said. 

    At Oakland High, a goal of the Law and Justice Pathway Students is to help “students become active participants in advocating for positive social change in their community.” In Mallory Logan’s social studies class, students have researched homelessness in their school and district and had an impact on the district’s staffing patterns to assist unhoused students. 

    As part of Project Soapbox, organized by the decades-old Mikva Challenge, students in the Anaheim Union High School District issue calls to action on topics such as the death penalty, gun laws and college tuition.  It is just one of numerous civic education initiatives underway in Orange County schools.

    “These initiatives show that young people do have strong civic dispositions, that they want to help others, they want to work across lines of difference,” said Bradley. “They just need more opportunities within their schools and within their core content coursework to do it.”

    In addition to promoting civic engagement, the foundation partnership is also launching a “Youth Thriving Through Learning Fund,” which will support initiatives to help adolescents in California “actively pursue their goals for careers, work and civic life.” 

    “Today’s students are building the communities we will all live in together in the future,” said Kent McGuire of the Hewlett Foundation, one of the partnering foundations. “In this critical moment, when our public institutions are under attack, we need to do everything we can to support them.” 

    Four foundations involved with this initiative  — the Stuart Foundation, the Hewlett Foundation, the College Futures Foundation, and the McClatchy Foundation — are among over 20  foundations providing support to EdSource. EdSource maintains full control of its editorial content. 





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  • California climate initiative could unlock new opportunities for community college students

    California climate initiative could unlock new opportunities for community college students


    Courtesy: California Community Colleges Chancellor’s Office

    With each passing year, we learn how a changing climate can affect our lives. For most Californians, two things stand out: bigger, more destructive wildfires and long-term threats to our precious water supply.

    There are proven solutions to these challenges, enabling us to shift to prevention instead of simply responding to growing natural disasters fueled by climate change. The longer we wait to make this change, the greater the consequences and the costs.

    Proposition 4, on the Nov. 5 ballot, represents a strategic investment in California’s environment, its economy and its people. The $10 billion bond measure dedicates $1.5 billion to preventing wildfires and smoke by creating fire breaks near communities, improving forest health to reduce wildfire intensity, supporting specialized firefighting equipment, and deploying early detection and response systems. To protect safe drinking water supplies, it provides $3.8 billion to treat groundwater contaminants, recharge aquifers, rebuild crumbling water infrastructure, and restore watersheds. 

    It also provides an important opportunity for California’s community colleges and the students we serve.

    Proposition 4 will create important jobs in an evolving green economy. The question is how we build the workforce needed to do the work ahead.

    California’s Community Colleges are uniquely positioned to ensure Proposition 4 dollars are leveraged to usher in this new workforce. If it passes, students will see new opportunities in career technical education programs that align with industry needs, including:

    • Expansion of clean energy training programs: Proposition 4 could support programs in solar energy installation, wind turbine maintenance and battery storage technology. By equipping students with these skills, community colleges can prepare them for high-demand jobs in the renewable energy sector, which is projected to grow as California expands its clean energy infrastructure.
    • Green construction and sustainable building techniques: The bond could provide resources to expand programs in sustainable construction, teaching students energy-efficient building methods and retrofitting techniques. These skills are crucial as California ramps up efforts to build climate-resilient infrastructure, creating jobs for students in green construction.
    • Water management and conservation technology: As the state faces ongoing water challenges, Proposition 4 could help community colleges develop programs focused on water conservation and management. Students trained in operating water technologies and wastewater treatment would be in high demand across various sectors, especially agriculture and public utilities.
    • Electric vehicle (EV) maintenance and infrastructure: With the rapid shift toward electric vehicles, funding from Proposition 4 could be used to expand EV technology programs, preparing students to service EVs and maintain charging stations. This would align with the state’s push to phase out gasoline-powered vehicles, creating opportunities for students in a growing market.
    • Work-based learning and internships in climate projects: Proposition 4 could enable partnerships between community colleges and green industry employers to provide internships and hands-on experience. Students could work on real-world projects in renewable energy, water management, or green construction, giving them practical skills and a competitive edge in the job market.

    By dedicating at least 40% of its investment to disadvantaged communities, Proposition 4 ensures that these communities must be part of the work ahead, not witnesses to it.

    As an educator, I see opportunity. California’s 116 community colleges are distributed across the state and are deeply embedded in their communities, particularly those in rural areas. When natural disasters strike, these communities find shelter at their community college campuses.  Proposition 4 is a chance for California to build out its climate infrastructure efficiently by leaning on its community colleges in two ways: (1) sites for infrastructure deployment and (2) for workforce development. By expanding access to green job training programs, Proposition 4 will enable Californians from all backgrounds to participate in climate jobs of the future.

    The students in our community colleges today will be the innovators, technicians and leaders of tomorrow. Proposition 4, through its focus on climate resilience, offers the chance to support these students in gaining the skills they need to succeed in an evolving job market while preventing wildfires, providing safe drinking water, protecting California’s iconic natural heritage, and contributing to the state’s clean energy transition. If we invest in them now, we invest in California’s future.

    •••

    Sonya Christian is the chancellor of the California Community Colleges, the largest system of higher education in the United States.

    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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  • Turning out California student voters with quizzes, coffee sleeves and door-knocking

    Turning out California student voters with quizzes, coffee sleeves and door-knocking


    Cal Poly Pomona students host a voter registration table.

    Credit: Courtesy of ASI, Cal Poly Pomona

    Every Monday for the past few weeks, Cal Poly Pomona student Melvyn Hernandez has been manning a table outside the Bronco Student Center to register fellow students to vote. He comes prepared with snacks, prizes and a quiz testing students’ election year know-how.

    “When it comes to things like Super Tuesday, or what a swing state is, or even who the major candidates are for the elections, a lot of students don’t really have the time to be aware of that,” said Hernandez, an architecture major. “A lot of students — even with how publicized the different debates and everything are– they’re too busy to be following it.” 

    Hernandez and volunteers across California’s colleges and universities are trying to add something important to the endless to-do list of the typical college student this fall: A crash course in Elections 101. In a year when barriers to students voting in states like North Carolina and Arizona have made headlines, California students are getting out the word about key election deadlines and directing their peers to nearby polling places. They’re also raising awareness about down-ballot contests that directly affect students’ lives — such as a proposed minimum wage increase — but which could get lost in the noise of a contentious presidential race.

    Students and administrators involved in nonpartisan voter-turnout efforts at California State University campuses said their task this election cycle is to provide reliable information to a population that’s simultaneously pressed for time and overwhelmed by the volume of biased political messages. Students said another challenge is to galvanize potential voters disappointed by their options in the presidential race — and perhaps turned off from voting altogether.

    “That’s the point of why we’re here,” Hernandez tells students if they’re embarrassed to admit they don’t know much about nominees and ballot measures. “So that you are aware and you can go ahead and further pursue finding out more about the candidates.”

    Similar efforts are underway at many University of California (UC) campuses, community colleges and private schools.

    Youth voter turnout has historically lagged the rates among older voters. But recent elections have seen larger shares of young voters. The Center for Information & Research on Civic Learning and Engagement (CIRCLE) at Tufts University estimates that 50% of voters age 18 to 29 voted in the 2020 election, up 11 points from 2016. That rate still trailed voter participation among older voters, though; 69% of voters 35 to 64 and 74% of voters 65 and older turned out in 2020. 

    But young voters are not a monolith. Those with a bachelor’s degree or more tend to vote at higher rates than peers with a high school education or equivalent, according to a CIRCLE analysis. Which college a student attends matters, too, though not as much. A 2024 working paper by a group of higher education researchers reports that enrolling at a top-rated research university or a liberal arts college increases students’ probability of voting relative to students enrolled at a two-year college. 

    A recognition that colleges should play a role in supporting young voters is part of the impetus behind the California Secretary of State’s California University and College Ballot Bowl Competition, a program that seeks to harness intercollegiate rivalry to encourage voter registration. 

    Going Deeper

    You can look up the nearest polling place to you, including those on or near University of California and California Community College campuses, here. A list of early voting and vote-by-mail drop-off locations is here.

    On-campus voting locations are another way to ease what could be students’ first time filling out a ballot. This year, for example, all Cal State campuses are home to one or more ballot drop-off locations, and many also serve as vote centers.

    College students attending school outside their home county or state usually have a choice of where to register to vote. In California, students can register in the county where they’ve relocated for school or in the home county where their family lives.

    Jackie Wu, a former Orange County election official who has worked with Cal State Fullerton on civic engagement, said that university administrators shouldn’t settle for low voter participation on campus just as they wouldn’t pass up a chance to increase slumping graduation rates.

    College “is our last opportunity, in a structured system, to encourage voting and civic participation,” she said.

    Offering students ‘little hints and pebbles’ 

    Striking the right tone in an election awareness campaign can be a delicate balance for college administrators and student volunteers. 

    They’ve got to educate low-information would-be voters — the students who don’t know the answers to Hernandez’s questionnaire. Yet, they have to be mindful that omnipresent political advertising can leave students unsure of what to believe. And, of course, universities have to offer fastidiously nonpartisan messages, even in a polarized political climate saturated with sensationalist campaigning in the mad dash before Election Day.

    “There’s so much pressure put on everyone. You know, ‘The election is really important. Make sure you turn out to vote. The future depends on it,” said Wu. “A lot of times (students) may not feel like they know where to ask for help and who they can go to for help that isn’t trying to pressure them to vote a certain way.”

    The solution: Lots of voter education events and some casual nudges.

    Besides voter registration booths, Cal State students this fall have helped organize panels about ballot propositions and forums where students can mingle with candidates for local office. Cal State Fullerton student government even had a table at the weekly on-campus farmer’s market to register voters, Wu said.

    A custom coffee sleeve distributed at Cal Poly Pomona ahead of the 2024 election reminds students to vote.
    Credit: Courtesy of Cal Poly Pomona

    Small reminders help, too. Jeanne Tran-Martin, Cal State’s interim director of student affairs programs, said some schools encourage students to confirm whether they are registered to vote by placing a link in their online student dashboards. This year, Cal Poly Pomona ordered custom coffee cup sleeves with a QR code linking to TurboVote, a website where students can register to vote. 

    “We’re not trying to get in anyone’s face and saying, ‘This is so important. Why aren’t you doing this?’” said Michelle Ellis Viorato, the campus’s civic and voter empowerment coordinator. “We’re just trying to drop little hints and pebbles to get people to think about, ‘Oh right, this is coming up. I need to remember to do this.’”

    The low-key messaging could help Cal Poly Pomona to reach this fall’s voter turnout goal of 72%. That would be a slight increase from the school’s 70% voting rate in the last presidential election, according to a report by Tufts University’s Institute for Democracy & Higher Education, which estimates voter participation by merging student records and voting files. (You can look up the voter turnout records of selected other campuses here.)

    For students already registered, breaking down the steps to cast a ballot can help to relieve some election-season jitters. 

    At Cal Poly San Luis Obispo, where about 94% of students were from outside the county and roughly 15% were from outside California as of last fall, voter registration volunteers have been fielding lots of questions about when and where students can find their ballots. 

    Tanner Schinderle, the secretary of executive staff at Associated Students, the school’s student government, said volunteers help students to think through their options, like getting absentee ballots, asking a parent to mail them their ballot or registering in San Luis Obispo County.

    Encouraging students to ‘look down your ballot’

    Voter registration has been a sprint at Cal Poly San Luis Obispo, which kicked off the fall term on Sept. 16, a late start compared with universities that operate on semesters rather than quarters.  

    Associated Students has averaged two to three voter registration drives per week, Schinderle estimates, thanks to more than 80 students trained on the process. Those students have been running a voter registration booth in the University Union Plaza. Volunteers also knocked on the doors of virtually every first-year student living on campus, Schinderle said, offering voter registration help. 

    The overall reaction has been positive, he added. But several students interviewed for this story said they’ve encountered peers frustrated with national politics.

    “There’s a common attitude of, ‘Pick the lesser of two evils,’” said Cade Wheeler, a mechanical engineering student who is Cal Poly Pomona’s student body president.

    Alejandra Lopez Sanchez, who serves as secretary of external affairs at Cal Poly Pomona Associated Students, said a few of the students she met at an on-campus voter outreach event in October remarked they weren’t sure if they would vote in this election. 

    “Especially for the presidential candidates, they’re like, ‘Who am I supposed to vote for if I don’t like either of them?’” she said.

    But voters who look past the race for the presidency will find statewide contests that could make a concrete difference in students’ lives. Proposition 2, for example, would authorize a $10 billion state construction bond for TK-12 schools and community colleges. And for students working minimum wage jobs, Proposition 32 would set higher wage floors.  

    Speakers from the Rose Institute for State and Local Government at Claremont McKenna College share a presentation about ballot measures at a university housing complex at Cal Poly Pomona.
    Courtesy of Cal Poly Pomona

    Weston Patrick, the secretary of external affairs at the Cal Poly San Luis Obispo’s Associated Students, finds the best tactic is to refocus students on local races in San Luis Obispo that influence public transit systems, housing and other areas important to students.

    “That was kind of a guiding principle, telling students, ‘Hey, if you’re not feeling thrilled about your choices at the top of the ballot’ — which we certainly did get some of that sentiment from some students — ‘look down your ballot,’” he said.

    That’s why Patrick was excited to see students strike up conversations with candidates for San Luis Obispo City Council at an event Associated Students hosted on campus. (It probably didn’t hurt that students could grab a free doughnut if they talked to one or more candidates.)

    Iese Esera, president of the systemwide Cal State Student Association, said he hopes strong campus voter turnout will influence legislators shaping legislation relevant to students, like how much the state invests in higher education. 

    “We are tax-paying citizens who also pay tuition, for example, who also have to afford the same cost of living that you do and that our parents do,” Esera said.

    Weighing the election’s impact on jobs and cost of living

    Students said their peers are most concerned about how the election could impact students’ tuition, cost of living and career outlook.  

    “In my generation, a lot of us talk about how expensive everything is, especially in California,” said Megan Shadrick, Cal Poly Pomona Associated Students vice president. “It can be pretty discouraging as we’re trying to move forward into our careers.”

    A national survey of more than 1,000 college students by Inside Higher Ed and Generation Lab in September found that 52% of respondents ranked the economy and cost of living as their top issue at the ballot box this year. 

    Efforts to make voting easier could benefit students who are short on time because they’re working multiple jobs or managing a long commute.

    One thing to know is that California voters can mail their ballots, drop them at any ballot box or deliver them to any polling place in the state. Similarly, Tran-Martin likes to remind students who plan to vote in person that if you are waiting in line to vote when the polls close at 8 p.m., you will still get to cast your ballot.

    And when all else fails, a little positive peer pressure can help.

    Bahar Ahmadi, a student studying environmental engineering at Cal Poly Pomona, volunteered at an election fair held on Oct. 10. Reached about a week later, Ahmadi, a first-time voter, said she might join a group of friends for moral support as they drop off ballots together. 

    “I feel like the first time doing it might feel intimidating alone,” she said.





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  • How California teachers have navigated a contentious presidential election

    How California teachers have navigated a contentious presidential election


    Oakland High teacher Rachel Reinhard guides her students through the functions of the legislative branch during a U.S. Government class last week.

    Credit: Andrew Reed / EdSource

    In the months preceding this week’s election, some California history and social studies teachers have proceeded cautiously in covering the presidential campaign, while others have embraced the opportunity confidently and comprehensively.  But most included instruction about the presidential election in their courses, according to responses to an EdSource survey of California history and social science teachers.  

    Their responses underscore that most teachers understood the potential pitfalls of teaching politics in polarized times, compounded by a contagion of misinformation on social media. (Go here to read the questionnaire.)

    “A lot of kids are turned off about government and politics. We in the classroom are giving them a sense of access and empowerment,” said Rachel Reinhard, who teaches 12th grade U.S. History and Government at Oakland High School. “We’re showing that elections are ways that individuals can exert power on the system and make sense of an incredibly fast-paced and changing world.”

    Yet some teachers have struggled to explain how Republican Donald Trump’s rhetoric, threats of retribution, and vows to expel undocumented immigrants have added anxiety to an unprecedentedly tense and divisive election.

    “The dilemma for any responsible teacher right now is to explain the stakes while being nonpartisan,” said Mike Fishback, who teaches seventh- and eighth-grade social studies at Almaden Country Day School, a private school in San Jose.

    The California Council for the Social Studies agreed to send EdSource’s survey to its 2,000-member email list, which includes more than 500 active members, most of them teachers. Of those, 64 teachers — about 1 in 8 member teachers — returned the survey by the Oct. 16 deadline. EdSource did not require teachers to submit their names or their schools, although 16 teachers did identify themselves, and many said they were willing to be contacted for an EdSource article.

    Among the top-line results of the survey:

    • More than three-quarters of teachers who answered the survey said they are teaching about the election and the presidential campaign, and most of those who aren’t said it was their choice, not a district mandate.
    • Asked if they planned to discuss the Jan. 6, 2021, assault on the Capitol, 37% said no, 29% said yes, and 34% said maybe.
    • Asked if they planned to discuss potential election interference, 39% said no, 23% said yes, and 38% said maybe.
    • Asked to express their level of concern about student incivility in dealing with the election, 44% said they were slightly or not at all concerned; 23% said they were somewhat concerned; and 15% said they were moderately, very or greatly concerned. An additional 19% said they were neutral on the issue.

    Inoculating for incivility

    Creating a classroom culture of respect is critical to promoting openness and avoiding disrespect amid disagreements, Barrett Vitol, a U.S. History and Government teacher at Aptos High in Pajaro Valley Unified, told EdSource. He characterized the district as politically and economically diverse with “extreme wealth and hard poverty,” where some students in farmworker families “are genuinely worried” about the outcome of the election.

    “When we come together in August, we spend a lot of time helping to build community,” said Vitol, who said he shares with students his own experience as a volunteer for the 2000 Democratic presidential campaign for then Vice President Al Gore.

    “You have to role model someone who will be politically active without disrespecting other people,” he said, adding that he also relies on humor to defuse tensions.

    Bob Kelly, a U.S. History and Government teacher at the 500-student Minarets High and Charter High School in Chawanakee Unified, also set class norms early in the year, with a “social compact that holds the students accountable to being respectful to each other,” he said. The rural school district abuts Yosemite National Park.

    Bruce Aster, who teaches U.S. Government at Carlsbad High School, said that his goal “is to teach civil discourse from day one.” He tells his students, ‘If you demonize your opponent, you will not get their ears.’ That’s a big theme in all my classes.”

     Many of the teachers cited guides and resources they drew on to promote civil dialogue, bridge differences of opinion and lay out frameworks for discussions. Popular sources include Braver Angels, a volunteer-led national nonprofit, and Boston-based Facing History and Ourselves, which offers lessons, explainers and activities on teaching the election.

    While sources of misinformation have proliferated on the internet, so have tools to expose them. Teachers pointed to sites like adfontesmedia.com, AllSides.com and mediafactcheck.com that analyze news sources’ reliability and point to alternative sources with different political perspectives.

    Reinhard refers to encouraging students to seek trustworthy and accurate news sources as building a “muscle memory.”

    “I am hoping they would create a habit to counter what they are seeing on social media,” said Reinhard, who is in her second year teaching high school in Oakland after serving as director of the UC Berkeley History-Social Science Project; it supports K-12 teachers in planning for history instruction.

    Oakland High teacher Rachel Reinhard interacts with students during a U.S. Government class last week.
    Credit: Andrew Reed / EdSource

    Karen Clark Yamamoto, who chairs the history department at Western High in the Anaheim Union High School District, said students found the revelations of bias in their favorite sites enlightening. “They realized, ‘I don’t know as much as I thought I did,’” she said.

    To help students clarify their own political views, several teachers had students take the Pew Media Typology Quiz, whose questions reveal whether students have conservative or liberal philosophies.  

    Classroom priorities and strategies  

    The EdSource questionnaire asked teachers to describe the focus of their instruction and their plans for covering the election. The consensus was that a teacher should give students the tools to make informed choices about candidates and ballot issues.

    James Yates, a teacher at Stellar Charter School in Redding, wrote, “I will teach my students how to investigate each candidate. I want them to look past the rumors and prejudice to see who will really help our country thrive.”

    Kelly wrote, “We focus on helping the students make sense of the offices, candidates and propositions by understanding which issues matter to them the most.”

    “Essentially, we focus on students informing themselves and using their own ideology to decide what is best,” said Jon Resendez, a U.S. Government and Economics teacher at Portola High in Irvine Unified. He has found that students, unlike some of their parents, are open when forming their political beliefs. 

    Irvine Unified teacher Jon Resendez discusses the political philosophy of the Declaration of Independence during a recent class at Portola High.
    Credit: Kaushika (Kaushi) Palliboyina

    “It’s normal for teenagers to be more flexible than adults in their perspective as they learn more,” he said. “They adjust their voting behavior.”

    Little outside criticism

    Slightly more than a third of teachers responded to the question about whether they had experienced any criticism from teaching about the presidential election. The majority — 16 of 23 — said they had not, but five reported being criticized by parents, three by students and two by administrators or other colleagues. 

    All eight teachers EdSource spoke with said they were unconcerned about parental pressure or criticism.

    “No parents are reaching out to express concern,” said Resendez. “Parents assume we will tackle issues head-on.”

    Kelly, of Chawanakee Unified, uses his students’ work to inform parents about the elections. His students created election guides that they shared at the school’s back-to-school showcase in late October. It included separate objective profiles of Democrat Kamala Harris and Trump, drafted by students chosen because they didn’t support the candidates, Kelly said, along with summaries of local candidates and statewide ballot propositions.

    At his back-to-school night, Fishback, of the Almaden County Day School in San Jose, encourages parents of his middle school students to discuss election issues and candidates with them.

    He said that he tells them, “’I need you. If you have not passed along your political values, now is the time to do it. I want them to come to class knowing what families believe and why. My job is to help the students encounter and engage with different perspectives on a variety of contentious issues.’ ”

    What the teachers taught and how

    The survey asked teachers to check off a list of topics for presenting the presidential election and to add to it. Of 48 teachers who responded to the question, 37 said they reviewed candidates’ positions on key issues and 35 discussed the Electoral College; 28 asked students to explain issues that are important to them and 23 included fact-checking candidates’ claims and statements. Fifteen said they discussed claims that there would be widespread voter fraud.

    One teacher included discussing gerrymandering, and another said classes would focus on differences among political parties but not the candidates themselves.

    The teachers reported that they approached the topics with different strategies. Some had students participate in the traditional statewide mock election organized by the California Secretary of State or held their own elections. Some teachers held candidates’ debates, while others intentionally did not, focusing instead on objective analyses of candidates’ positions and the accuracy of media coverage.

    “I’m not interested in debates,” said Reinhard of Oakland High. “Debates often create false parity. I’m not interested in having students try to win a debate around some information I find problematic.”

    Yamamoto asks her students in Anaheim to pick five issues they care about and investigate the positions of the parties and the candidates’ websites to determine which party more closely aligns with their views. Inflation, health care and reproductive rights were among the issues. They did the same process with the 10 state initiatives on the ballot.

    Barrett organized a model Congress for his students at Aptos High. Students wrote their own bills and had to persuade committee chairs and each legislative house to pass them. “Extreme” bills on immigration didn’t make the cut; those that did pass include creating affordable health care, limiting homework, requiring those over 70 to take an extra diving test, taxing billionaires, and granting immigrants who pay taxes for five years a path to citizenship, he said.

    Some students become deeply invested in their bills, but usually they can control themselves, Barrett said.

    Aster, of Carlsbad, and Kelly, of Chawanakee Unified, continued what they have done for years: bringing in outside speakers to represent parties and candidates for a debate run by students. “We seek regular folks, not politicians,” said Aster. “It’s always civil, and students see that you can be gracious while speaking strongly.”

    Several teachers said they didn’t avoid controversy, including looking at the rhetoric of the campaign: Trump’s racist language and post-election authoritarian threats and Democrats’ calling him a “fascist” and a “clown.” But students looked at the furor through an analytical lens to keep discussions “from going off the rails,” said Fishback. He asked his students, How would you characterize Trump, and what has been the impact of his language on the campaign?

    Most teachers emphasized they kept their own presidential preferences to themselves. “I work hard to be objective; I want it to be a mystery as to my views, though I don’t want them to think I don’t care,” said Aster. Kelly said he would tell students after the election whom he voted for if they asked.

    “As much I like to lean into politics, the line I don’t cross is siding with one candidate over another,” said Fishback.

    Seeing themselves as voters

    Aster has been teaching high school for more than three decades.

    “I see part of my job is to be a cheerleader for the American system and to have them look forward to participating in it,” Aster said.  “I don’t want them to come away thinking the system is rigged.”

    Last spring, when it appeared likely to be Trump vs. Joe Biden, students in Reinhard’s Government class at Oakland High had no interest in the election. “They were deadened by it,” she said. The nomination of Harris, the hometown candidate and a younger woman of color, however, at least sparked interest, she said.

    More findings in the EdSource Questionnaire
    • The teachers were from all regions of the state, with 27% from Southern California, 17% from the Central Valley and Central Coast and 17% from the San Francisco Bay Areas, 14% from the Sacramento area, 10% from Northern California, 9% from the San Diego area and 3% from the Inland Empire of San Bernardino and Riverside counties.
    • Of the teachers who said they aren’t teaching about the presidential election, only three – two who teach in a largely Democratic district and one from a largely Republican district – said it was their school’s and/or district’s policy not to discuss the subject. Another teacher is discussing the election but not the candidates.
    • Offered multiple choices to explain their reasons for not teaching the election to their students, the majority said there is too much other course material to get through, especially AP courses in U.S. History and Economics and one semester in Government. However, one-third of the 24 respondents to this question said they were concerned about complaints from parents, and five teachers said they had reservations that students would discuss the election respectfully. Five teachers said they were unsure how to address the subject.
    • Teachers were evenly split on how much time to spend on the election, with 39% of 49 respondents spending more than one week on it and 39% spending between two days and a week. Several said they spread discussion of the election out over time, based on topics in the courses they were teaching, and another teacher said five to 10 minutes per day.
    • Most of the respondents were high school teachers who teach multiple subjects; 43% introduced the election in a 12th grade Government course, while 42% taught it in 11th grade American History; 27% taught it in 9th grade Ethnic Studies and 25% introduced it in 10th grade World History. A quarter of respondents were middle school social studies teachers. Individual teachers taught it in AP Psychology, ninth grade Geography, and an English course in persuasive essays.





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  • Harris or Trump? A lot at stake today for California students

    Harris or Trump? A lot at stake today for California students


    A person stops to watch a screen displaying the U.S. presidential debate in September between Vice President Kamala Harris and former President Donald Trump in Washington.

    Credit: Democracy News Alliance/news aktuell via AP Images

    Kamala Harris and Donald Trump have contrasting visions of schools and the federal government’s role in funding and shaping them. Today, voters will pick a president and his or her educational agenda.

    Based on what he said during the campaign, Trump would pursue radical changes from the conservative playbook, such as abolishing the Department of Education, withholding federal funding from states like California that protect transgender students, stripping the department’s Office of Civil Rights of defenders of civil rights, and elevating the case for school vouchers and programs of choice.

    Harris also has priorities that would affect the lives of children, including increasing the child tax credit by thousands of dollars and making universal prekindergarten a national priority. During the vice presidential debate, candidates Tim Walz and J.D. Vance found common ground on more federal support for early childhood. Harris wants to expand the federal child tax credit, now $2,000, to $6,000. Vance supports raising it to $5,000, paid for by raising tariffs on all imported goods.

    Harris has vowed to find common ground and negotiate with Republicans. Trump is a disrupter who is confident the Supreme Court won’t stand in his way. Much of his rhetoric could prove to be bluster that a narrowly divided Congress will ignore. Harris’ priorities may face the same fate.

    Here are some examples of policies that, depending on who wins the presidency, could change the nation’s educational system.

    Trump policies could mean big changes

    Abolishing the federal Department of Education has been an idea circulating among Republicans off and on since its creation 45 years ago during the Carter administration.

    Trump has revived the idea of targeting the department, which he calls a waste of money and an intrusion on states’ authority.

    But only Congress can abolish what it established, and it would take Republican control of the House, and perhaps the elimination of the filibuster in the Senate, for this to happen.

    Then Congress would have to decide how to handle, up until now, untouchable funding streams for Title I and special education.

    A less drastic option would be to transfer the department’s functions to the Labor Department or, for Pell Grants and federal higher education aid, to the Treasury Department. But if that happens, there probably wouldn’t be “much impact beyond the Beltway,” observed conservative writer Rick Hess.    

    School choice

    Trump has pledged to offer “universal school choice” through some form of taxpayer support that could underwrite private school tuition, which also was a major goal of his first administration.

    It would not find fertile ground in California. “Twice in the last three decades, California voters have decisively rejected taxpayer-funded voucher plans — the last time in 2020 — and no one has ventured to put a similar initiative on the ballot since. Any such plan would also run into resistance from the state Legislature as well as teachers’ unions, which would see a voucher plan as a threat to public schools.

    It is possible, however, that if Republicans gained control of Congress, they could pass one or more variations of a voucher plan — like setting up education savings accounts that for-profit companies could donate funds to in return for tax credits. These funds could then be awarded in the form of scholarships to eligible students and families. If — and it is a big if — the federal government were to set up a program like this, California might have no choice but to allow families to take advantage of it. 

    “Twice in the last three decades California voters have decisively rejected taxpayer-funded voucher plans –the last time in 2020 — and no one has ventured to put a similar initiative on the ballot since.

    Immigration

    A Trump win could cause widespread fear for many California children. An estimated 1 million California children — about 1 in 10 — have an undocumented immigrant parent. About 165,000 California students are recent immigrants themselves.

    Trump has pledged to deport undocumented immigrants en masse, and has said immigrant children who do not speak English are a burden to public schools, an idea that aligns with a plan from the conservative Heritage Foundation to end the right to public education for undocumented children.

    Curriculum

    Trump wants to have more say about what students are taught in school. He has said they should be taught reading, writing and math, and not about gender, sex and race. He has threatened to stop funding schools that teach students about topics like slavery or systemic racism. 

    In California, the State Board of Education sets policy regarding academic standards, curriculum, instructional materials and assessments. Local school districts decide how they will implement curriculum requirements. It isn’t clear whether Trump would be able to make changes at the federal level that would impact the state’s curriculum, including new ethnic study graduation requirements that will start with the graduating class of 2029-30. 

    Vaccination

    Trump has vowed to cut federal funding to schools that mandate vaccinations, a move that runs counter to California’s requirement that all children have 10 vaccinations against disease to attend school. It is unlikely that Trump could simply strip schools of federal funding and, because there is no federal mandate to vaccinate students, stopping them from doing so will almost certainly require congressional action. 

    Just days before the election, Trump heightened attention to the issue when he told reporters that he will find a place in his administration for campaign adviser Robert F. Kennedy Jr., a prominent vaccine skeptic, and would consider banning some vaccinations.  

    Water fluoridation

    In a late campaign development, Trump said, if elected, he would act on Kennedy’s proposal to remove fluoride from America’s drinking water, although it’s unclear how that would be accomplished.

    Fluoride, which helps children grow strong teeth, is also commonly present in toothpaste and mouthwash. Its use across the country and globe, starting in the 1950s, was considered one of the great public health achievements of the 20th century. Studies have shown that poor oral health is linked to poorer academic outcomes.

    Kennedy, a former environmental lawyer, has long railed against man-made chemicals and claimed some could be making children gay or transgender. Numerous studies have found that the level of fluoride in drinking water is safe.

    Cultural attacks

    Conservative groups leveraged parental angst over Covid-19 school closures and masking policies to ignite a “parents’ rights” movement that has since pushed back against educational policies on gender identity and racial equity, which Trump has vowed to eliminate. Some school board meetings have been so incendiary that school districts have had to pay for additional security to keep unruly audiences in order. Some think a Trump victory will further embolden far-right conservative activists.

    “I think that a Trump victory will lead some on the right to take the message that these sorts of cultural attacks that have been playing out across the United States, and across California in the last couple of years, are an effective strategy for mobilizing the base and for energizing an electorate,” John Rogers, director of UCLA’s Institute for Democracy, Education and Access, told EdSource. 

    Higher education

    In response to pro-Palestinian sentiment on some college campuses in the wake of Hamas’ Oct. 7 attacks on Israel, the Trump campaign in November 2023 proposed “taxing, fining, and suing excessively large private university endowments” and using the money to establish a free, online educational institution where “there will be no wokeness or jihadism allowed.” Politico reported that plans for the new institution — to be called the American Academy — called for giving students credit for previous coursework and granting credentials students could use to seek jobs with the federal government and its contractors.

    Harris to focus on early childhood, paid leave

    Harris has said she would make child care more affordable for American families by starting a program that limits a family’s cost to 7% of their income. It is unclear how this program would be funded.

    Harris also said she would support paid family leave for workers who need to care for newborns or ill family members. So far, attempts to pass paid family leave in Congress have been unsuccessful, and the extent to which a Harris administration would be able to expand child care programs will depend heavily on the makeup of Congress. 

    Even though the Senate almost certainly will be in Republican hands, child care and preschool is one issue that has significant bipartisan support, so this is one area where Harris could make headway. 

    Student loan forgiveness

    Harris’ platform notes that she plans to “continue working to end the unreasonable burden of student loan debt,” though it doesn’t offer specifics, and she has said little else on the campaign trail. Any significant action hinges on the Democrats winning back control of Congress — an unlikely outcome. That’s because President Joe Biden’s most sweeping actions on student loan forgiveness programs have been blocked by the courts. In 2022, for example, the Supreme Court blocked his plan to cancel more than $400 billion in loans, ruling he didn’t have the authority to cancel that debt. However, the Biden administration was able to have millions of loans forgiven through executive action, and Harris would no doubt seek ways to continue to do that.

    Workforce development

    Harris has previously promised that, if elected, her administration would remove degree requirements for some careers in the federal government. In remarks last week, she took that commitment a step further, pledging to “eliminate unnecessary degree requirements for federal jobs” through an executive order signed on the first day of her presidency, according to Politico. 

    For-profit colleges

    During her campaign, Harris has repeatedly referred to her record while attorney general of California when she filed a lawsuit against the California-based Corinthian Colleges for false advertising and deceptive marketing practices, especially those targeting low-income students. 

    The Trump administration reversed Obama-era policies implementing greater regulation of for-profit colleges, and some of these were in turn reversed by the Biden administration. Last year, it introduced regulations intended to ensure that students are prepared by these colleges for “gainful employment.” But the task of regulating for-profit colleges is far from complete, and it is likely that a Harris administration would attempt to extend the efforts of her Democratic predecessors in the White House. 

    Areas of agreement?

    Notwithstanding the candidates’ diametric differences on many issues, there may be opportunities for compromise, whoever wins.

    Both parties want more support for career and technical education. Trump’s platform says he favors funding preferences for schools that provide internships and summer jobs aligned to future careers.

    Both Harris and Trump emphasized support for historically black colleges and universities (HBCUs), which supply 20% of the nation’s Black college graduates. In 2020, Trump reauthorized $225 million in funding for minority-serving institutions, including $85 million in recurring funds for HBCUs. The Biden-Harris administration upped the ante with $17.3 billion during the past four years, including $1.3 billion announced in September.

    During the vice presidential debate, candidates Tim Walz and J.D. Vance found common ground on more federal support for early childhood. Harris wants to expand the federal child tax credit, now $2,000, to $6,000. Vance supports raising it to $5,000, paid for by raising tariffs on all imported goods.





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  • California voters say yes to $10 billion school construction bond

    California voters say yes to $10 billion school construction bond


    A student sits in the hallway at San Juan Unified’s El Camino Fundamental High School in Sacramento.

    Credit: Andrew Reed / EdSource

    This story was updated to include additional information on community college projects.

    Californians on Tuesday decisively passed a $10 billion initiative to support construction projects by TK-12 schools and community colleges. The victory of Proposition 2 will authorize the first state bond for school construction since 2016 and replenish state funding that had run dry.

    With initial results from all precincts, 56.8% of voters backed the bond measure, and 43.2% opposed it. Still to be counted are mail-in ballots not yet received and provisional ballots. Support for the bond broke 60% in Los Angeles, Alpine, Santa Barbara, San Francisco, Mendocino, Alameda, Yolo, Marin and San Mateo counties. Only counties in the state’s far north opposed it.

    Proposition 2 was one of two $10 billion state bonds on the ballot; the other was Proposition 4 for funding efforts to abate the impact of climate change. Proposition 2 supporters had worried that voters might choose one over the other, but both passed easily.

    “What has been clear is that people support it when they understand what Proposition 2 will do and its impact on schools,” said Molly Weedn, spokesperson for a pro-Proposition 2 campaign. “People are seeing the need in real time. When you have a leaky roof, it only gets leakier.”

    The campaign, organized by the Coalition for Adequate School Housing (CASH), representing school districts and school construction interests that underwrote the effort, had not yet issued a statement Wednesday.

    Even as enrollment in most districts is projected to continue to fall over the next decade, the need for unattended repairs and replacement of aging portable classrooms and buildings has mushroomed. The Center for Cities + Schools at UC Berkeley estimates that 85% of classrooms in California are more than 25 years old; 30% are between 50 and 70 years old, and about 10% are 70 years old or older. 

    Climate change has exposed more of the state to unprecedented levels of heat and unhealthy air and underscored the need to replace aging or defective heating and cooling systems.  

    The last state bond proposal, in March 2020, coincided with the emergence of Covid-19; anxiety over the virus contributed to its defeat as well as a majority of local districts’ construction bonds. Districts on the rebound from the pandemic were reluctant to ask voters to pass bonds in 2022.

    Reflecting a suppressed demand for addressing facilities, a record 252 school districts asked voters on Tuesday to pass local construction bonds totaling $40 billion; an additional 13 community colleges proposed bonds totaling $10.6 billion. Thus, the demand for state help will far exceed the new funding.

    Proposition 2, funded by the state’s general fund, needed a simple majority of voters to pass while local school bonds, which require increases in property taxes, require a 55% majority approval. A quick look at some of the larger proposals indicated voters were largely supportive, passing a $9 billion bond in Los Angeles Unified, a $900 million bond in Pasadena Unified and a $1.15 billion bond in San Jose Unified for upgrading facilities, with $283 set aside for housing for staff.

    The portion of state funding for school districts will be distributed to projects on a matching basis, with the state contributing 50% of the eligible funding for new construction and 60% of the cost for renovations.

    An estimated $3 billion in unfunded school projects from the 2016 bond measure, Proposition 55, will get first dibs at Proposition 2’s new construction and modernization money under the existing rules. Some of these projects have already been completed and will receive the funding retroactively. The rationale is that districts undertook the projects with the expectation that they would eventually receive state aid.

    Once Proposition 2 runs out of money, a new line of unfunded projects will be formed for the next state bond. Interest and the principal for Proposition 2 will be repaid from the state’s general fund, at an estimated cost of $500 million per year for 35 years, according to an analysis by the Legislative Analyst’s Office.

    How money will be spent

    The $10 billion will split as follows:

    • $1.5 billion for community colleges
    • $8.5 billion for TK-12 districts, allocated as follows:
      • $4 billion for repairs, replacement of portables at least 20 years old, and other modernization work
      • $3.3 billion for new construction
      • $600 million for facilities for career and technical education programs
      • $600 million for facilities for charter schools
      • $115 million to remove lead from school drinking water

    The portion of Proposition 2 for community colleges will help renovate existing buildings, construct new classrooms and even replace sewage lines. The chancellor’s office earlier this year already approved 27 projects — totaling about $709 million — that will be covered by the bond measure in a first round of funding. They include projects across the state, from Shasta College in the north to Imperial Valley College near the Mexico border.

    Across the college system, with 115 brick-and-mortar community colleges, more than half of the buildings were built more than 40 years ago, said Hoang Nguyen, director of facilities for the system. 

    “It’s not like we’re sitting on newer facilities or anything like that. Our campuses are older,” he said. “So this proposition would be of great help.”

    The state’s largest district, the Los Angeles Community College District, got approval for four projects in the first round. That includes a new building to house Los Angeles Trade-Tech’s automotive technology, diesel technology and rail systems technology programs, as well as a new kinesiology building at Los Angeles City College. There will also be sewer replacement at Los Angeles Valley and Pierce colleges.

    “We’d like to think that our students, if they’re learning in these beautiful new buildings, will feel motivated to complete their training, get their certificates and get an education,” said Leigh Sata, the district’s chief facilities officer.

    The portion for TK-12 will set aside 10% of new funding for modernization and new construction for small districts, defined as those with fewer than 2,501 students. It will also expand financial hardship assistance in tiny districts whose tax bases are too low to issue a bond. The state will pick up the full tab for those districts.

    The bond will also allow districts to seek supplemental money to build gyms, all-purpose rooms, or kitchens in schools that lack them. But, contrary to the wishes of early education advocates, it won’t dedicate funding to one of the most pressing needs that districts face: adding more classrooms or renovating existing space for transitional kindergarten students.

    Except for the set-aside for small districts, Proposition 2 will continue allotting matching money on a first-come, first-served basis, which favors large districts and small, property-wealthy districts with an in-house staff of architects and project managers adept at navigating complex funding requirements.

    It also won’t significantly provide a bigger state match for districts with low property values; many lack a large enough tax base to issue bonds to meet basic building needs. Data from the Center for Cities + Schools at UC Berkeley shows that property-wealthy districts, with more taxable property per student, have received a disproportionately higher share of matching state funding over the past 25 years.

    One of the system’s outspoken critics is the nonprofit public interest law firm Public Advocates. Its managing partner, John Affeldt, said Wednesday that in passing Proposition 2, “Voters recognized the reality that so many facilities need significant modernization. But I don’t think voters are also aware of and approving the underlying distribution of the bond funds that send so many more dollars to high-wealth districts instead of low-wealth districts.

    “We’ll continue to be a voice to make sure the state creates a system that equitably treats all its students,” he said.

    EdSource reporter Thomas Peele contributed to the article.





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  • What Trump’s victory means for education in California

    What Trump’s victory means for education in California


    Republican Donald Trump and his running mate, Sen. JD Vance, stand on stage at an Election Night watch party at the Palm Beach Convention Center on Nov. 6, 2024, in West Palm Beach, Florida.

    Credit: AP Photo/Evan Vucci

    This story was updated to include comments from Gov. Gavin Newsom and California Teachers Association President David Goldberg.

    The re-election of Donald Trump is certain to bring a period of conflict, tension and litigation between the White House and California’s political and education leaders whose policies and values the president castigates. It also could potentially have major implications for California schools.

    Trump, whose position on education has focused more on cultural ideology than on policies to improve education, has threatened to cut school funding to states, such as California, with policies that protect transgender students and promote diversity, equity and inclusion in their schools. He also has pledged to deport undocumented immigrants en masse, a move that would impact millions of California families and their children.

    “California will seek to work with the incoming president – but let there be no mistake, we intend to stand with states across our nation to defend our Constitution and uphold the rule of law,” said Gov. Gavin Newsom in a statement Wednesday afternoon. “Federalism is the cornerstone of our democracy. It’s the United STATES of America.”

    Newsom, who has been a high-profile adversary to Trump, foreshadowed the coming tensions between the president-elect and the nation’s largest and, by some measures, bluest state in a statement on X, or Twitter, on Oct. 18.

    “Donald Trump just said he will take away $7.9 BILLION in school funding from California’s kids if we don’t do whatever he wants. This man is unhinged and unfit to be President,” wrote Newsom.

     The $7.9 billion represents the total annual federal K-12 funding for California,  about 7% of the total California spending on education in 2024-25, according to state Department of Finance figures. 

    California officials preparing

    Attorney General Rob Bonta has said that his team has been preparing for possible litigation to stop many of President Trump’s expected policies, including attacking rights and protections for transgender children and youth, mass deportation of undocumented immigrants and ending protections for immigrants brought to the U.S. as children.

    California has sued the federal government more than 100 times over Trump’s past rules and regulatory rollbacks, according to CalMatters.

    Bruce Fuller, professor of education and public policy at UC Berkeley, worries that Trump’s tax cuts to the rich will be paid for by budget cuts in public education. 

    “The president-elect’s commitment to cutting taxes for affluent Americans means there will be no new funding for public schools,” Fuller said. “Watch out for efforts to expand vouchers and tax credits for well-off parents who opt for private schools.”

    Trump proposals often contradict policy

    Michael Kirst, former president of the State Board of Education and chief education advisor to former Governor Jerry Brown, said there is a contradiction between what Trump proposes and federal education policy.

     “He says he wants to turn control back to locals, but his campaign platform and statements indicate a deep interest in getting involved in local decision-making: having parents elect principals, cutting back teacher tenure and instituting merit pay,” Kirst said. “He wants to examine the curriculum of schools for ‘woke’ ideology.”

    The Every Student Succeeds Act, the primary law governing federal education policy, limits federal involvement in education, Kirst said. ESSA bans federal intervention in setting curriculum and federal involvement with teacher evaluations, which will affect Trump’s plan to offer merit pay. 

    “Some of his aides talk about slashing K-12 spending, but who knows what will happen?” Kirst said. Congress could transfer some funding for schools to create incentives for school choice, but that would require changes in school law, he said.

    Student debt relief at risk

    A second Trump administration could have far-reaching consequences for Americans with student debt, said Mike Pierce, the executive director of the Student Borrower Protection Center, in a statement. 

    “President-elect Trump’s dark vision for millions of American families with student debt is as extreme as it is unpopular—dismantling the U.S. Department of Education, undoing hard-fought protections for student loan borrowers, driving millions into the open arms of predatory for-profit schools and private lenders, and leaving millions drowning in student debt,” Pierce said. “The threat posed by these plans is real and will imperil the financial stability of millions of working families.”

    Deportation promise causing fear

    The Trump proclamation that has evoked the most fear for Californians is his pledge to deport undocumented immigrants en masse. An estimated 1 million California children – about 1 in 10 – have an undocumented immigrant parent. About 165,000 California students are recent immigrants themselves.  In 2016, after Trump’s first election, attendance at schools dropped.

    In a call with reporters last week, Newsom said that Trump’s promise to deport undocumented immigrants would be devastating to California’s economy, according to the San Francisco Chronicle.

    “No state has more to lose or more to gain in this election in November,” he said.

    Speaker of the Assembly Robert Rivas told reporters the state would be ready to forcefully protect its immigrant population, which could face major upheaval under Trump’s proposed mass deportation program, according to Politico.

     “We’ll do everything we can to ensure that people feel protected, and they feel welcomed,” he said, though he did not discuss specifics.

    Manuel Rustin, an American History teacher at John Muir High School, an early college magnet program in Pasadena Unified, said his students have expressed concern and angst over what a second Trump presidency might be like, considering the intense anti-immigrant sentiment of his campaign and his promise of mass deportations. 

    “I expect students today will be very quiet, melancholy, confused, and worried like I witnessed them back in 2016,” Rustin said. “My plan: Similar to 2016, I plan to hold space for students to safely express their thoughts, reactions, and questions.”

    Scott Moore, head of Kidango, a nonprofit that runs many Bay Area child care centers, fears that many of the families he works with will be terrified today.

    “What is sad is that today, children will come to Kidango, and some of them will be crying and scared that their parents or a close relative will be taken away from them,” Moore said. “This is what happened in 2016.”

    Teachers in the crosshairs

    A Trump presidency also could have a big impact on how educators teach and on whether they choose to stay in the profession. Trump has claimed teachers have been indoctrinating children with anti-American ideologies. His solution: create a new credentialing agency to certify teachers “who embrace patriotic values and understand that their job is not to indoctrinate children, but to educate them.” 

    He also wants to abolish teacher tenure and to give preference in federal funding to states and school districts that support his efforts to do so. 

    “He will go after teacher associations backing Democrats, with a vengeance,” Fuller predicts.

    California Teachers Association President David Goldberg said that, as a union of 310,000 educators, CTA has the strength to fight for the state’s students, schools and communities.

    “We are prepared to stand up against any attacks on our students, public education, workers’ rights, and our broader communities that may come,” Goldberg said. “We’re committed to fight for the future we all deserve.”





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  • California education leaders try to reassure students of protections against Trump policies

    California education leaders try to reassure students of protections against Trump policies


    In this Jan. 25, 2017, file photo, protesters rally outside of City Hall in San Francisco in the wake of Donald Trump’s first election as president..

    Credit: AP Photo/Jeff Chiu,file

    Este artículo está disponible en Español. Léelo en español.

    When Alejandra Lopez saw swing states that had gone for Joe Biden in 2020 leaning red for Donald Trump on Tuesday night, it felt like déjà vu.

    “I was really distraught. Honestly, I really would have never thought I would see him having a second term in office,” said Lopez, who is a second-year political science student at Cal Poly Pomona.

    For Lopez, the stakes were personal. Both of her parents are undocumented immigrants from Mexico who have lived in the U.S. for almost 20 years. Trump has pledged to enact mass deportation of undocumented immigrants.

    When Trump won for the first time in 2016, Lopez was 11 years old. She remembers feeling scared that her parents — or even she, a U.S. citizen — would be deported and crying all day in class. Now, she feels more angry.

    “I’m angry that he was elected into office again, that he has promised the same thing again, and that people keep perpetuating it and moving it forward, not recognizing how harmful it can be,” she said. “You look back, and you see that time and time again, he’s just rephrased the same hate that he’s spewed.”

    Many California children and their families, including immigrants, transgender students and Black and Latino students, among others, are feeling similar fear and uncertainty, after the election of a candidate who has threatened to deport undocumented immigrants en masse, and to cut school funding to states that protect transgender students and promote diversity, equity and inclusion in their schools.

    California education leaders and advocates said the fear is palpable and justifiable, but they also urged TK-12 schools, colleges and universities to make sure students and families know about policies to protect their rights, some of which were enacted during the first Trump administration.

    An estimated 1 million California children — about 1 in 10 — have an undocumented immigrant parent, the state estimates. Many more have undocumented family members. About 165,000 California students are recent immigrants themselves.

    “If we thought teaching was hard yesterday, wait for today’s questions like, “Is Trump going to send me back to the gangs?” and “Is he going to deport my mother/father/brother/cousin?” wrote teacher Larry Ferlazzo on X (formerly Twitter) Wednesday.

    Xilonin Cruz-González, deputy director of the advocacy organization Californians Together, said schools must reach out now to immigrant families to ensure they feel welcome and safe in school.

    “Even though it feels scary, especially for immigrant families, because of the rhetoric we’ve heard through the election cycle and we anticipate we will continue to hear, it’s important to remember, especially in California, we have legal protections for immigrant students,” Cruz-González said. “We have federal protections that require us to make sure our schools are safe and welcoming for all students. And we have California laws, especially AB 699, that was passed in 2017, that requires school districts to ensure that our immigrant students are welcomed into our public schools.”

    The U.S. Supreme Court established in 1982, in the case Plyler vs. Doe, that all children have a right to a free public education, regardless of their immigration status.

    California’s Assembly Bill 699 was passed in response to the previous Trump administration’s immigration enforcement and the fear it caused among immigrant families in California. The bill instructs schools not to collect information about families’ immigration status unless required by law, and requires schools to pass policies limiting assistance with immigration enforcement at public schools, among other things.

    Lindsey Bird was a newcomer teacher, working with recent immigrant students in 2016 when Trump was first elected. She said she had Syrian refugee students in tears that day.

    “They felt like their humanity was on the ballot, and they lost,” she said.

    Bird now works with Teach Plus California, coaching teachers throughout the state on how best to teach English learners. She said teachers are “heartbroken” for their students after Tuesday’s election and eager to share information with their students about their rights.

    “One teacher told me, ‘I’ll let myself grieve for the remainder of the week, but then I feel like my mama bear mode has been activated because I feel like I have to protect my students,’” Bird said. “So she was asking, ‘How can I protect them? What are my rights? What are their rights?’”

    Megan Stanton-Trehan, a senior attorney at Disability Rights California who represents students with disabilities, said she saw many students with disabilities and students of color struggle during the last Trump presidency.

    “I am really concerned about my clients who have disabilities, who are students of color, who are transgender,” said Stanton-Trehan. “In California, we may have a state that is protecting those students to some degree. We have laws that protect them here that are not dependent upon the way the federal government interprets the law, but that’s a lot of burden to put on the state.”

    She said that the lessons of that first term, however, are in the power of people standing up to such policies.

    “I think it’s definitely more than ever a time to really center those students and their needs and, really, their voices too,” Stanton-Trehan said. “They’re the next generation, and they’re living through this as well. They’re the ones at the forefront. If there’s any silver lining, it’s perhaps how galvanizing this can be for young people to say enough is enough.”

    State Attorney General Rob Bonta has said that his team is preparing to protect immigrants, transgender students and others, with possible litigation against Trump’s expected policies.

    “Fortunately, and unfortunately, we have four years of Trump 1.0 under our belts. We know what to expect, and we won’t be caught flat-footed,” said a Bonta spokesperson. “California’s Legislature has enacted strong protections for the rights of all students in California, and the Department of Justice will ensure those protections are enforced across the state. We are paying attention to what Trump and his advisers have said about their plans for a second administration, and we will be prepared to defend California’s values.”

    U.C. Berkeley political science professor Dan Schnur said Gov. Gavin Newsom has battled Trump before, but faces a new reality with Harris’ loss.

    “Newsom’s challenge is going to be balancing what’s best for him as governor and what’s best for him as a potential presidential candidate,” Schnur said.

    And Trump recognizes, Schnur said, “how much he can benefit politically with his base by beating up on California. The question is how he decides how much of that political benefit can be realized by threats and how much can be realized through follow-up on those threats.”

    Trump’s campaign promise of shutting down the U.S. Department of Education is an example.

    Such a move “is a long, long, long shot,” Schnur said “Even if Republicans do win a House majority, he’s going to have a lot of members here who are reluctant to cast that vote.”

    But Trump’s railing against transgender people and false claims that children receive gender reassignment surgeries at public schools may keep political traction, Schnur said.

    “I think that debate is much more likely to be central to his agenda.”

    LGBTQ+ youth were a major focus of this election season up and down the ballot, according to Jorge Reyes Salinas, communications director for LGBTQ+ civil rights organization Equality California. 

    Trump attacked transgender women playing sports and gender-affirming care for transgender youth. Local school board candidates promoted policies that outed transgender students to their parents, in opposition to a new state law. Anti-bullying policies at local school districts that specifically name LGBTQ youth have become a flash point.

    California already has laws on the books that protect these communities, and Salinas noted that voters supported Proposition 3, which enshrines the right to same-sex marriage.

    “I think being in California does provide a peace of mind,” Salinas said.

    Equality California will be working with other organizations to ensure that there are no gaps in protecting LGBTQ+ youth in California, and that state laws that do support them are implemented. 

    Some school districts, including Los Angeles Unified, sent messages out to parents prior to or during Election Day, highlighting protections for students and offering mental health support for students experiencing anxiety or fear after the election.

    The union representing teachers in LAUSD, United Teachers Los Angeles, issued a statement saying that “Ensuring that students and their families are informed and safe will always be our top priority. We are committed to ensuring that every LAUSD student, especially BIPOC, immigrant, and LGBTQIA+ students, has access to the education, resources, and support they deserve.”

    Some colleges and universities sent similar messages to students. Santa Monica College sent a message to students before the election to offer counseling and “debriefing” spaces for all students, but particularly for LGBTQ students, undocumented students and “racially minoritized communities.” In a Nov. 6 message, San Francisco State University President Lynn Mahoney encouraged students to seek support from campus counseling services as well as groups including the Dream Resource Center and the Queer & Trans Resource Center.

    Higher education officials in California are well aware they could face legal and funding challenges from the Trump administration on such issues as enrolling undocumented students, free speech and diversity, equity and inclusion. In a rare move Wednesday, the leaders of California’s three public higher education systems shared a joint statement emphasizing that their campuses are welcoming to students and staff from all backgrounds.

    “Following the presidential election results, we understand that there is a great deal of uncertainty and anxiety within California’s higher education community,” reads the statement, which was signed by Michael Drake, president of the University of California; Mildred García, chancellor of the California State University; and Sonya Christian, chancellor of California Community Colleges.

    “The University of California, the California State University, and the California Community Colleges remain steadfast and committed to our values of diversity and inclusivity,” they added.

    Ju Hong, director of the UCLA Dream Resource Center, said Trump’s call for mass deportation is stoking fear among undocumented students and students who are citizens but have family members who are undocumented.

    Hong said there’s also concern that the Deferred Action for Childhood Arrivals, or DACA, program could get terminated by the courts during Trump’s presidency. Hong himself is a DACA recipient. If the program gets terminated, he wouldn’t be able to keep his job and would be at risk of deportation. 

    Hong called on UC leaders, including the system’s board of regents, to support immigrant students and staff, both with public statements of support and by advocating for more funding for programs like the Dream Resource Center.

    “Hopefully they think through what are some creative ways to proactively support immigrant students on and off campus,” Hong said.

    Kevin R. Johnson, professor and former dean of the UC Davis School of Law, said he is concerned that the election of Trump to a second presidency could deter undocumented students from attending public universities, even in California, where they are eligible for in-state tuition and where all three public college and university systems have legal services for undocumented students and family members.

    “I do think that over the next few months, we will see a great deal of fear and consternation in the immigrant community, including the immigrant student community,” Johnson said. “I fear that the general tenor and thrust of President Trump and some others about immigrants can chill undocumented students from attending a public university and be worried that any appearance in public places could lead to their removal.”





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  • California schools chief pledges to resist cuts in funding if Trump axes U.S. Dept. of Education

    California schools chief pledges to resist cuts in funding if Trump axes U.S. Dept. of Education


    Surrounded by education leaders from around the state, California Superintendent of Public Instruction Tony Thurmond reacts to President-elect Donald Trump’s education agenda at a news conference in Sacramento on Nov. 8, 2024.

    Credit: California Department of Education

    California State Superintendent of Public Instruction Tony Thurmond vowed on Friday to fight President-elect Donald Trump’s pledge to abolish the U.S. Department of Education, which he said represented a “clear threat to what our students need to have a good education and a great life.”

    “We cannot be caught flatfooted,” Thurmond said, during a news conference.

    Thurmond made his pronouncement in Sacramento on Friday while flanked by legislators and education and labor leaders holding up signs saying “Education Is For Everyone” and “Protect All Students.”

    Throughout his presidential campaign, Trump has vowed to abolish the department, a long-standing and so far unfulfilled pledge made by Republican leaders dating back to former President Ronald Reagan.

    Thurmond said there are concerns that abolishing the department would put at risk some $8 billion that California receives in federal funds for programs serving students with disabilities and those attending low-income schools, both public and private.

    “We will not allow that to happen,” he said. “The law will not allow that to happen.”

    He observed, for example, that the Individuals with Disabilities Education Act, known as IDEA, guarantees students in special education programs a “free and appropriate education,” and to receive a range of special education services in an individualized education program drawn up for every special education student.

    Thurmond said Trump’s plan to defund the Department of Education would also harm students whose civil rights are violated and investigated through the Office of Civil Rights, including victims of racism, antisemitism, Islamophobia, hate and bias toward LGBTQ students.

    “To tear down and abolish an organization that provides protections for our students is a threat to the well-being of our students and our families and of Americans,” Thurmond said.

    It was also not clear what would happen to student financial aid that the department administers, Thurmond said.

    The first line of defense in the fight against Trump’s education plan is the Congress, Thurmond said. He said his department is reaching out to legislators to affirm their commitment to public education — an issue that he says surpasses partisan labels.

    “Let me be clear,” Thurmond said. “This is not a partisan issue. This is an issue of continuing to assure that students have access to the resources that they are entitled to under the law. And we will continue to do that, and we will work with the members of Congress to ask them to stand and support our students.”

    But Thurmond said that the California Department of Education is also preparing for a worst-case scenario: large-scale cuts to federal funding. In that case, he said, he is working with the California Legislature on a backup plan.

    “If it comes to it, as a contingency, we are prepared to introduce legislation that would backfill funding for special education programs, Title I programs and programs that are similar in its scope,” Thurmond said. Title I money supplements state and local education funding for low-income students.

    Assemblymember Al Muratsuchi, D-Torrance, the chair of the Assembly Education Committee, said that the state is prepared to stand up for all the students who are targeted by Trump’s policy proposals and rhetoric. He pointed to the threat of deportations of undocumented immigrants that would hurt large numbers of children of immigrants, as well as threats to other student populations.

    “It is the job of every teacher, every school board member, every principal, every elected representative in the state of California who believes in public education, it is time for us to stand up to protect all of these kids,” he said. “When we are facing a bully who is targeting our most vulnerable students, we all need to stand up.”

    “We need to get ready now for what is going to start on Jan. 20,” Muratsuchi said, referring to Trump’s second inauguration.

    In 2017, California enshrined into state law some federal laws or court decisions to protect the education rights of immigrant students, said Xilonin Cruz-Gonzalez, deputy director of Californians Together, a statewide coalition that advocates for immigrants and multilingual learners.

    In the wake of Trump’s attacks on immigrants, Cruz-Gonzalez said it is important to remind school staff of those protections so that students and families will continue to feel safe and protected when they attend school.

    “It’s not enough to know that we have laws on the books,” Cruz-Gonzalez said. “We have to work together in coalition and ensure our superintendents, our school board members and our teachers know what to do to protect these rights.”

    The right to public education is the “cornerstone of democracy,” said Chinua Rhodes, school board member at Sacramento City Unified School District.

    “This is not just a political battle, it is a moral one,” Rhodes said. “Our schools should not abandon the most needy.”

    Louis Freedberg contributed to this report.





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  • What to know about changes in STEM math placement at California community colleges

    What to know about changes in STEM math placement at California community colleges


    FERMIN LEAL/EDSOURCE TODAY

    Este artículo está disponible en Español. Léelo en español.

    The guidance for math placement at community colleges has changed since this article was written. For more current information, visit this article.

    If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in physics, engineering, computer science, biology or chemistry. 

    A decade ago, you might have started college by taking algebra, trigonometry or precalculus class — or even a remedial class like prealgebra — before getting to calculus. But a body of research has suggested that having to complete a string of prerequisites before enrolling in calculus wasn’t working for many students and that too many never made it to calculus. That finding was bolstered by evidence showing that Black, Latino and Pell Grant students were overrepresented in community colleges’ remedial courses. 

    Two recent California laws try to address this problem. Assembly Bill 705 allows most students to skip all sorts of remedial classes in favor of full credit courses that can transfer to a four-year college; AB 1705 additionally requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.

    AB 1705 has sparked fervent opposition from some math educators, who worry that less-prepared students who skip traditional prerequisites will fail in calculus and abandon plans to study STEM. They’ve also voiced concern that students who want to take courses like trigonometry and precalculus will no longer be able to do so because the classes will be dropped by colleges. 

    But defenders say AB 1705, which math departments have until fall 2025 to implement, will prevent students from getting detoured or derailed by long course sequences.

    They note that colleges are swapping out the old prerequisite-heavy model of calculus for new calculus courses with extra support for students who need to learn concepts from algebra and trigonometry as they go. Colleges are also investing in tutoring. In addition, colleges have two years to develop revamped precalculus courses. 

    This guide seeks to answer some of the most common questions about what the law means for STEM students and how colleges plan to implement it. 

    What’s the problem AB 1705 is trying to solve?

    Community colleges regularly used to place students deemed to be underprepared in remedial classes that can’t be transferred to a four-year university. That started to change after AB 705 took effect in 2018. The Public Policy Institute of California found that between fall 2018 and 2022, the share of students starting in transfer-level math rose, as did the percentage of first-time math students completing such a course in one term.   

    Still, racial equity gaps persisted, with white students completing courses at higher rates than Black and Latino students. Advocates also worried that some community colleges were not implementing AB 705 correctly.  

    AB 1705 builds on AB 705. As a result of its passage, the state education code now requires U.S. high school graduates to begin community college in courses that meet a requirement of their intended major, though there is an exception if a college can prove a prerequisite course would benefit students. Colleges also have to provide extra help to students who want or need it, such as tutoring or concurrent support courses. 

    “Students should be aware that they have the right to access calculus and, if they want support while they’re in that course, that they’re entitled to get support,” said Jetaun Stevens, a senior staff attorney at the nonprofit law firm Public Advocates.

    What guidance has the California Community Colleges Chancellor’s Office provided colleges on implementing the law?

    All STEM students must be given the option to take STEM calculus starting on July 1, 2025, according to California Community Colleges Chancellor’s Office guidance. 

    Only students who either had a high school GPA of 2.6 or less, or who did not pass high school trigonometry, precalculus or calculus with at least a C have the option to take preparatory courses for calculus. Traditionally, that would include courses like precalculus. 

    To comply with the law, the chancellor’s office says colleges can drop or redesign existing preparatory courses like precalculus. If they want to continue offering an existing preparatory course, they’ll need to get the chancellor’s office approval. Colleges must show a student is deemed “highly unlikely to succeed” in STEM calculus without the prep course and meet additional criteria.

    What’s the evidence in favor of overhauling the traditional STEM math prerequisites?

    Supporters of AB 1705 often point to studies that tracked how much better STEM students performed when they enrolled directly in calculus.

    RP Group, a nonprofit that conducts research on behalf of the California community college system, reported that students who started in STEM calculus completed the course in two years at higher rates than students who entered a preparatory course for calculus instead and then later tackled calculus, regardless of students’ high school math preparation. 

    Controlling for multiple factors, RP Group also reported that the probability of completing a first STEM calculus course was lower for students who started in a prerequisite as opposed to students who went straight into calculus.  

    AB 1705’s proponents also highlight Cuyamaca College as an early adopter. A brief by the California Acceleration Project, one of AB 1705’s backers, reports that 69% of Cuyamaca students who had not studied precalculus and also enrolled in a two-unit support course completed STEM calculus in one term, compared with 30% of students who completed precalculus and then calculus in two terms. Cuyamaca observed improved calculus rates across races; gaps between students of different races were also smaller.

    What are math professors’ concerns about AB 1705?

    Many math educators said they’re worried about STEM majors with the least math experience — such as students whose highest high school math course was algebra — enrolling directly into calculus. They fear that students will fail those courses at high rates, then drop out of their major or college altogether.

    “I feel like the state might just be giving up on those students, to be honest,” Rena Weiss, a math professor at Moorpark College said. “They’re wanting to be a STEM major, and they’re going to get put right into Calculus 1. I just can’t imagine a situation where that student would be successful.”

    Professors are also concerned about students who have been out of school for a long time. Students older than the age of traditional college-goers make up a large portion of the students at California’s community colleges.

    “To be dropped right into calculus, that’s a pretty significant heavy lift for many of those students,” said Wendy Brill-Wynkoop, president of the Faculty Association of California Community Colleges.

    Some faculty members also question the RP Group’s research. Both the statewide Academic Senate for the community college system and the academic senates of at least two colleges — Modesto Junior College and San Joaquin Delta College — have passed resolutions calling for a “comprehensive audit” of the data. The CSU Math Council, a forum for the chairs of the university system’s math and statistics departments, also passed a resolution calling for a peer review of research used to back AB 1705. 

    Can STEM students still take calculus prerequisite courses before taking calculus?

    Yes, in some cases, at least until 2027. 

    Students at several colleges will have the option to take reshaped, so-called “innovative preparatory courses,” which may include content from college algebra, trigonometry and precalculus.

    Since the chancellor’s office has not specified what those preparatory courses should include, there is likely to be a lot of variation across the system. At Modesto Junior College, faculty are developing a class that will include curriculum from all three traditional prerequisite courses, said Tina Akers-Porter, a math professor at the college.

    Weiss said Moorpark College’s redesigned precalculus course will follow a flipped model, in which students watch lecture videos and complete exercises at home, apply the material to activities in class and then practice the same concepts again after class. Streamlining is another approach; Ohlone College math professor Andy Bloom said colleagues are removing content from an existing precalculus course that students won’t need for their first calculus class.

    Colleges have until July 2027 to test out the newly revamped preparatory courses. Then, the chancellor’s office will assess the courses again to see if they meet student performance benchmarks.

    Weiss said she and her colleagues “decided that it was really important to have a precalculus option for students who need it.” 

    Beyond the new innovative preparatory courses, it’s unclear how many colleges will continue to offer prerequisite calculus classes for STEM majors. 

    Tim Melvin, a math professor at Santa Rosa Junior College, is hoping that students can still enroll in calculus prerequisites to get more prepared, even if they have to sign a form acknowledging that the courses aren’t required. “We want to give students more options,” he said. “No requirements, but options.”

    Brill-Wynkoop said the faculty association is in talks with some legislators and may push for additional legislation that would clarify that colleges can still give STEM majors the option of taking prerequisite classes, without requiring them. The association opposed AB 1705 when it was originally proposed.

    Chancellor’s office officials, however, would likely oppose such an effort. John Hetts, an executive vice chancellor for the office, said in an email that arguments in favor of giving students a choice are often used “to persuade students to take a slower path or to allow students to self-select into a slower path,” despite the potential for negative consequences.

    What are corequisite courses and how are colleges planning to implement them?

    Chancellor’s office guidance now says colleges should offer a corequisite course alongside and linked to the calculus class. The corequisite is an additional course of at most two units designed to integrate topics from areas like algebra and trigonometry into calculus. 

    The idea is that with extra course time, instructors can see where students are struggling and offer extra help. 

    Colleges including Chaffey College and Sierra College, for example, now plan to link together corequisite and calculus courses explicitly. Students would sign up for a corequisite scheduled immediately before or after their calculus course. The two courses would feel to students like a longer, continuous course — one that gives their professors time to review or introduce skills students might have missed. 

    Melvin, at Santa Rosa, said his department is developing a seven-unit calculus class with corequisite support for next fall, which will take up more than half of a given student’s course load. 

    “But for students that maybe need precalculus and a little algebra help, we definitely think it’s going to be effective,” Melvin said.

    How are some early calculus corequisite courses going so far?

    There are mixed opinions at colleges that already allow STEM students who have not taken precalculus to enroll in calculus courses with a corequisite.

    Southwestern College math professors Kimberly Eclar and Karen Cliffe said that in fall 2023, the campus opened a calculus course with a two-unit support course for students who had not taken precalculus, offering students additional tutoring and non-credit refresher material, too. They were troubled by the results: Of the students who had not taken precalculus, less than 5% passed the class in its first semester.

    Some students who do pass calculus without having taken precalculus at college turn out to have learned precalculus while attending high school outside the U.S., Eclar and Cliffe added.

    Ohlone College is also allowing students who haven’t taken precalculus to enroll directly in calculus with corequisite courses. 

    “I’m not seeing this huge underperformance of my students this semester compared to last semester,” said Bloom, who has presented about STEM calculus support at an RP Group conference.

    Bloom said that though some students have dropped the course, there are also positive indicators, including that the average score on the first test of the semester exceeded last year’s average. 

    What other changes are math departments planning alongside AB 1705?  

    Professors said their campuses are experimenting with technology (like guiding students on how to use AI or using homework software that gauges students’ math skills as they answer questions) and different approaches to testing (like allowing students to retake tests or to choose which questions to answer). Others said they’re aiming to create smaller class sizes, use embedded tutors and tailor calculus courses to meet the needs of life sciences students. 





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