برچسب: Californias

  • Academic gaps ‘allowed to linger’ among California’s Black students over past decade, report says

    Academic gaps ‘allowed to linger’ among California’s Black students over past decade, report says


    Aleka Jackson-Jarrell, coordinator of the Heritage Program at Adelanto High in California’s High Desert, regularly meets with Black students to make sure they stay on track to graduate and meet A-G requirements that enable them to apply to a public university.

    Emma Gallegos/EdSource

    In the areas of chronic absenteeism, suspension and reading proficiency, the rates for Black students in California remain largely the same as they were a decade ago. That is the focus of a new report, Black Minds Matter 2025, which provides new insight and recommendations on education for Black students in California a decade after the first iteration of the report was published by Education Trust-West.

    “This report really meets the moment that we’re in when we’re seeing so many cuts to education funding and programs that are inevitably going to impact Black students,” said Melissa Valenzuela-Stookey, director of research at the prominent nonprofit behind the report that advocates for equity in education.

    Ten years ago, Black students were nearly three times more likely than white students to be suspended, and while suspension rates among Black students have since declined from 14% to 9%, the rate is still three times higher than white students, according to data from the California Department of Education included in the report. The chronic absenteeism rates are similar: in 2016-17, Black students had the second-highest rate of chronic absenteeism of any student group, just under Native American students — a statistic that remained the same in 2023-24.

    “None of the opportunity gaps or outcome gaps explored in this report are new — all have been allowed to linger over the past decade,” concluded the report authors.

    Black students represent about 5% of California’s student population from transitional kindergarten to 12th grade. That totals about 287,400 students, with about a third of them living in Los Angeles County, per 2023-24 state data. About 150,000 Black students are enrolled at institutions of higher education, both public and private.

    “We constantly have in the front of our minds that there are students and families and communities behind every single data point,” said Valenzuela-Stookey. “For that reason, it felt really important to not mince words and just bring to bear the information that we have about what conditions students and families are facing and are up against; despite the fact that they enter those systems with really ambitious aspirations, something is pushing against them, and that something is systemic.”

    The “ambitious aspirations” Valenzuela-Stookey mentioned refers to a finding by The United Negro College Fund in which 9 in 10 Black students agreed that earning a college degree is important, plus additional studies that found Black parents “are highly engaged and invested in their children’s educations, particularly in the early years,” per the report.

    The report, published Thursday, highlights multiple key findings, including:

    • The percentage of Black students in California at grade level in math increased from 16% to 18% in the decade since 2015-16 but has remained the lowest of all student groups
    • The gap between California’s Black and white students who have met or exceeded the state’s reading proficiency exams, known as California Assessment of Student Performance and Progress, has not changed significantly since 1998
    • Three in 4 Black students are socioeconomically disadvantaged, which is 13 percentage points higher than the statewide average
    • The rate of Black students completing A-G course sequences in high school, which are required to attend the University of California and California State University systems, has increased by just 4 percentage points in the last decade
    • While the number of Black children enrolled in transitional kindergarten more than doubled from 2021 to 2023-24, the rate still makes up less than half of the number of Black 4-year-olds who are eligible to enroll
    • Black elementary school students report feeling sadness more frequently than any other student group
    • The number of Black teachers remained disproportionately lower than the share of Black students statewide; just over a quarter of school districts employ Black teachers at a rate proportionate to their Black student population
    • The rate at which Black students participate in dual enrollment increased by only 6 percentage points in the last seven school years, from about 11% to nearly 17%, while other student groups increased between 8 and 14 percentage points
    • Black college students in California face the highest rates of food and housing insecurity

    “This status quo is not an accident — it is the consequence of systems designed to produce unequal outcomes operating largely unchecked for centuries,” the report’s authors wrote. “It is also the consequence of incremental changes made in place of what’s called for: much more fundamental transformation.”

    A deeper look into some of the data cited in the report reveals alarming trends. For example, dual enrollment rates increased among all student racial groups between 2015-16 and 2021-22, per an analysis of state data by Policy Analysis for California Education, but Black students recorded the lowest rate of growth — at nearly 17% in 2021-22, just under the rate of dual enrollment participation for Asian students in 2015-16.

    Also, according to data from the California Community Colleges, within their first year in community college, Black students were completing and passing transfer-level coursework at a rate lower than their peers, with a difference of 30 percentage points between Asian students at 77% and Black students at 47%.

    While the report’s authors acknowledged the pandemic exacerbated some of the academic gaps, many existed long before Covid lockdowns began, and the data included in the report reflected that longevity. “It was really important for us to make sure that people had a long view of how entrenched these systemic inequities are because the solutions to them should follow from how long they’ve been baked into our systems,” said Valenzuela-Stookey.

    In addition to sharing the stark disparities, the report’s authors highlighted a handful of programs and initiatives they believe are working to close the gaps.

    These include a teacher residency program called The Village Initiative and created in collaboration with the Watts of Power Foundation; Los Angeles Unified School District; and California State University, Dominguez Hills. Fifteen Black male teachers were part of the program in 2023, and the partnership estimates they will place 113 fully credentialed, Black teachers in school over the next decade.

    Farther north, at Berkeley High School, the campus’ African American Studies Department is credited for the high rate of graduating within four years among the Black student population, at nearly 95% in the latest school year, compared to the statewide average of just over 86%.

    One of the overarching recommendations proposed by the authors was the creation of a Commission on Black Education Transformation, made up in part by Black students, parents and educators. This would be a standing state commission with the authority to make actionable decisions, including the allocation of resources to ensure follow-through from state and local agencies on policies related to academic progress for Black students.

    Other recommendations include:

    • Mandating that all high schools incorporate the 15-course A-G curriculum required for eligibility to the UC and CSU systems
    • Increasing award amounts for the existing Cal Grant program to aid students with non-tuition costs
    • Prioritizing the hiring and retention of Black educators in both TK-12 and higher education
    • Expanding pandemic-era supports, such as before- and after-school programming and academic tutoring
    • Requiring that all school staff receive training to end the disproportionate impact on Black students of punitive disciplinary practices
    • Modifying the state’s Local Control Funding Formula to target funds based on an index of metrics such as levels of adult educational attainment and homeownership rates
    • Instructing school districts to report “evidence-based strategies” aimed at supporting Black students in their Local Control and Accountability Plans

    Valenzuela-Stookey noted that her team sees both the progress and persistent gaps over the last decade “as a reminder that policy change is just the first step in closing a lot of these opportunity gaps that are highlighted in the report, and implementation and on-the-ground practice work is really the necessary next step if any of that is to come to fruition.”





    Source link

  • Which districts are on California’s latest financial danger lists — and why

    Which districts are on California’s latest financial danger lists — and why


    Credit: Alison Yin / EdSource

    The article was updated on March 3 to clarify the period of the school year covered by the two interim financial reports and to include the status of West Contra Costa Unified.

    Este artículo está disponible en Español. Léelo en español.

    Oakland, San Francisco and Hayward have joined four smaller districts on the five-alarm fire list of the state’s most financially stressed districts — those flirting with insolvency.

    They join 32 districts on a second, cautionary list where there’s smoke but no fiscal flames — yet. The second list, released last week, includes Sacramento Unified, several small rural districts where a small drop in enrollment can pose a financial threat, and two San Jose elementary districts, Alum Rock and Franklin-McKinley, which are closing multiple schools in the fall. Not on the list so far this year is West Contra Costa Unified, which is struggling to stay afloat and received a special “lack of going concern” designation the past three years.

    The 39 districts combined are more than last year and four times as many as in 2022-23, when state and federal revenues overflowed. Still, the updated total accounts for only about 4% of the state’s districts.

    Michael Fine, CEO of the Fiscal Crisis and Management Assistance Team, a state agency whose job is to monitor districts’ finances to prevent insolvency, blamed the financial pressures on declining enrollments and the termination of record federal Covid aid for schools. 

    Both factors are forcing districts to make difficult choices that will affect students. Some districts are offering retirement buyouts and/or laying off teachers, counselors and other staff because staff salaries constitute about 80% of overall costs. Many districts on the list also bear the cost of vacillation — a failure to act sooner to cut costs before deficits mount, Fine said.    

    “From my standpoint as an advocate of best practice, there should be nobody on the list because the two predominant factors are predictable,” Fine said. “Why weren’t they dealing with these a year ago, two years ago, and three years ago?”

    Those questions are appropriate for Oakland Unified. Since pre-pandemic 2018-19, its enrollment has fallen 7% — by 2,608 students to 33,916. The district received a total of $280 million in emergency Covid relief in 2021 and 2022, but that expired on Sept. 30, 2024, as that aid did for all districts.

    With many of its elementary schools housing around 300 students, Oakland Superintendent Kyla Johnson-Tramell proposed plans to close small schools, potentially saving millions of dollars, and, in December, to merge 10 elementary schools into five. The school board rejected the plans. In 2023, following a seven-day strike, the district, aiming to reduce the exodus of teachers to better-paying area districts in a high-cost region, gave teachers a 10% raise and a $5,000 one-time bonus. All of those factors have led to a mammoth $95 million deficit out of a $960 million budget.

    “It didn’t feel like we had a deficit growing because we had all the one-time money,” Johnson-Trammell told The Oaklandside last week. “We have to continue to give raises. It’s not a crisis. We made investments, and we have to figure out a way to pay for it.”

    California’s early warning system

    Each year, between passing their annual budgets, all school districts must file two reports to FCMAT that summarize their current financial health and project ahead. Oakland and the other six most-distressed districts filed a “negative” status in their first interim report. This means they likely won’t be able to meet financial obligations, including payroll, in the current or next fiscal year. The 32 other districts filed a “qualified” status, meaning they’re on track to run out of money in the next two fiscal years.

    Districts self-certify their reports. They filed their first interim report on Dec. 15, covering the four months, through Oct. 31, since the July 1 fiscal year began. The second interim report, filed March 15, covers the year through Jan. 31, enabling districts to factor in revenue estimates from the governor’s initial budget, including the projected cost-of-living increase they rely on. March 15 is also the deadline for notifying employees if they could be laid off — key evidence of how districts are dealing with a potential revenue problem.

    How are negative-status districts responding?

    Oakland had certified as “qualified” for 14 straight reports before filing a negative status in the latest report. 

    “Oakland is not a surprise; it’s been struggling,” Fine said. “It hasn’t taken the necessary corrective action that it has needed. The district adopts lots of plans and lots of documents, but then carries few of those out.”

    However, last week, Oakland’s school board passed a plan to eliminate 97 positions for teachers, administrators and noncertificated jobs, including tutors, case managers and attendance monitors. More ideas are on the table.

    Across the bay, San Francisco Unified has been in turmoil, reflected in the recall of two board members and the resignation of its last superintendent. It initially filed a negative financial status in 2023-24.  

    Last month, to resolve a $113 million deficit, equal to about 10% of the district’s budget, San Francisco’s board voted to approve preliminary layoff notices for 395 teachers, social workers and counselors, 164 teachers aides, and 278 administrators and other staff. Retirements and resignations will likely result in fewer layoffs.

    Hayward wasn’t on the state’s radar for financial troubles, Fine said, but a new superintendent and chief business officer “inherited some issues and did the right thing” by self-certifying negative. “They would be an example of a district that will most likely turn the corner,” he said.

    Most of the seven districts will work their way off the negative list, he said. Two that probably won’t are Plumas Unified and Weed Union Elementary, Fine said.

    “We’re very, very concerned about Plumas,” Fine said.  “They have already borrowed to a point they can’t pay back, and there has been some finessing of the data to make it look better than it is.” The only district in Plumas County, it has four schools, about 1,700 students and a $42 million budget.

    Weed Union is an unusual case. The one-school district with a $7.5 million budget is the first in a decade to operate without an approved budget, having been rejected by the Siskiyou County Office of Education and the California Department of Education. Its problem, said Fine, is that it is overextended on a facility upgrade, and the burden of paying for it will overwhelm the district’s operating budget.

    If insolvent, what then?

    A district that runs out of money will get a state loan but lose its autonomy, and a state-appointed trustee will oversee the district’s operations. The district will honor existing contracts, but the trustee will have veto power over new contracts and other decisions that the school board makes. The district will bear the cost of the state’s oversight and legal fees and interest on a 20-year loan. 

    “It gets worse before it gets better,” Fine said. “Receivership takes away local control.” In the 34 years since the Legislature created FCMAT and the oversight process, only eight districts have needed a bailout loan. The most recent is Inglewood Unified, which received $29 million in 2012. Oakland would be the first two-timer. It’s still 18 months away from paying off the $100 million it received in 2003 and 2006.

    Is this the most precarious year for districts?

    Far from it. In the second interim report in 2011-12, 176 districts filed a “qualified” status and a dozen were “negative” – together, about one in five districts. Amid plummeting state revenues in the wake of the Great Recession, the state cut $6 billion and delayed payments to K-12 districts. The average district had not set aside nearly enough money in reserve for a crisis. This year, the average district has set aside 22% of its operating budget in reserve, more than three times as much.

    The difference is “night and day,” said Fine. “During the Great Recession, the state made cuts to district revenues. Today, the issues are all local.”





    Source link

  • Amid deadly measles outbreak, California’s childhood vaccination rates are falling 

    Amid deadly measles outbreak, California’s childhood vaccination rates are falling 


    TOP TAKEAWAYS
    • Sixteen California counties have fallen below the herd immunity marker against measles, one of the world’s most contagious diseases, amid a sprawling outbreak.
    • A rise in vaccine skepticism stemming from pandemic discord, experts warn, may be driving the decline.
    • School nurses and doctors are often on the front lines of battle to explain the need to immunize against once-controlled diseases. 

    Before the pandemic, Lillian Lopez never questioned the safety of vaccines.  That’s why all her children are up to date on their immunizations. The Bakersfield mother of three used to be religious about getting her flu shot. She never missed a year. 

    No more. Lopez, 45, took offense at how Covid-19 vaccine mandates and restrictions were enforced. The experience gave her pause about the integrity of the entire public health apparatus. Now, she questions every shot.

    “I do have doubts, I don’t have the trust that I did in the past,” said Lopez, who also feels safer from infectious diseases in Kern County than in a more populous area. “I think it put fear in a lot of people. All this time, we’ve been trusting the CDC, the health organizations, but can we really trust them?”

    Against the backdrop of this rise in vaccine skepticism, California reported a drop in the rate of kindergartners immunized against measles last year, fueling fears that there may be a resurgence of the once-vanquished disease amid the deadly outbreak in West Texas. One of the world’s most infectious diseases, measles can be spread by breathing in air exhaled by someone else. While there have only been nine cases reported in California thus far, Texas is now the epicenter of a spiraling outbreak with 712 cases, including the first deaths linked to the disease in a decade. 

    “It’s tragic,” said Monica Gandhi, an infectious disease expert at UCSF. “This is not a disease you want your child or you to get. This can be very dangerous. So, it is terribly important for us to combat vaccine skepticism right now.”

    While California’s childhood immunization rates are still high compared with the rest of the nation, 16 counties have fallen below the threshold for herd immunity against measles, according to the California Department of Public Health. Last year, 96.2% of California kindergartners and transitional kindergartners were vaccinated against measles in the 2023-24 school year, down from 96.5% the year before. Only 93.7% of kindergarten students were up to date on all their immunizations, down from 94.1% the year before.

    Holding the line on herd immunity is key to preventing the disease from sweeping through a community, experts say. This widespread protection also shields those who may not be able to get vaccinated for health reasons. This is key because while measles is most commonly associated with fever and rash, severe cases have been known to cause pneumonia and encephalitis. The disease can be lethal, killing about one to three people for every 1,000 infected.

    Amid that context, nearly two-thirds of counties reported immunization rates for all childhood diseases below 95%, the rule of thumb for herd immunity, according to the California Department of Public Health. 

    Working with parents who deeply mistrust the safety of routine immunizations has become one of the most challenging parts of running a school vaccination clinic.

    “Within this political landscape, there are some people who are hesitant,” said Susan Sivils, lead nurse for the Sacramento City Unified vaccination clinic. “Some worry that the vaccines are not safe. They don’t trust what’s in it, or they don’t trust where it was manufactured.”

    Many of the lowest immunization rates can be found in Northern California, largely clustered around the Sacramento area, but Southern California has hot spots as well. Less than 81% of kindergarten and transitional kindergarten (TK) students were inoculated against measles in El Dorado and Glenn counties. Sutter County posted the lowest vaccination rate for measles, at 75.8%. 

    Another key trend is that charter schools had lower vaccination rates than traditional public schools, 76.41% compared with 92.07%, for measles last year. While they require routine childhood shots, experts say charter schools operate under strict admission and disenrollment laws that can make it hard to enforce the rules.

    “These prohibitions make it very difficult for charter school staff to administer the vaccination mandate,” said Eric Premack, founder and CEO of the Charter Schools Development Center in Sacramento. 

    The bottom line is that consensus about vaccinations can no longer be taken for granted. To calm any fears, Sivils always hears parents out. While most are still comfortable with vaccines, one mother felt terrified that the shots would poison her child.

    “I try to meet parents where they are,” said Sivils. “They are fearful, they are worried, they are upset, but, at the heart of it, they are trying to protect their family and do what’s best for their child.”

    Declining trust in public health institutions has emerged as a watershed issue, experts say, as Covid-era controversies have sown seeds of doubt about the validity of science in general and vaccines in particular. 

    “The public health establishment during the pandemic said many things that didn’t turn out to be true,” as newly sworn-in National Institutes of Health Director Jay Bhattacharya, a professor of medicine at Stanford, has put it. “A much larger set of people who never previously thought twice about vaccinating their children are now in a position where they say, ‘Look, I don’t trust you guys anymore.’”

    The cost of that inconsistency may be credibility now, Gandhi says, explaining why the anti-vaccine movement seems to be accelerating just as one of the nation’s most prominent vaccine skeptics, Robert F. Kennedy Jr., takes the helm of the Department of Health and Human Services. Families who learned to distrust guidance around the need for prolonged school closures and shuttered playgrounds, for instance, may now avoid vaccines altogether, often preferring home remedies. 

    “We had the most political response of any country, and that kind of political decision-making, as opposed to scientific decision-making, was noticed by the public,” said Gandhi, an expert in epidemics. “And then suddenly you don’t trust your public health official when they say the measles vaccine works, which by the way, it does.”

    Indeed, some measles patients in Texas have shown signs of vitamin A toxicity. Notably, Kennedy had championed vitamin A to prevent measles, before reversing course to endorse the MMR vaccine, but overuse of the vitamin may have health consequences, such as abnormal liver function, and experts say there is no evidence it can protect against measles. 

    However, there is a grain of truth to the vitamin A advice, Gandhi notes. In the past, vitamin A deficiency did lead to more severe cases of measles, but today most people get a sufficient dose in their diet. 

    “You have to address that kernel of truth,” said Gandhi. “You have to say what happened with vitamin A historically, but now there’s no way we’re going to vitamin A our way out of this measles outbreak in West Texas.” 

    Sarginoor Kaur, 7, gets the COVID-19 vaccine from nurse Chelsea Meyer at Arleta High School in November 2021.
    Credit: Myung J. Chun / Los Angeles Times / Polaris

    Sivils agrees that hearing people out is key. Citing evidence rarely seems to work at her clinic, but building a sense of trust often does. 

    “You have to respect people as parents, respect them as individuals,” said Sivils. “I make sure they know that I wouldn’t be doing this job if I didn’t believe I was helping people, but, at the end of the day, I allow parents to make their choice.”

    Some families don’t approve of vaccines but get them anyway, so that their children can attend school, she says. Some spread the shots out over extra visits for fear of overloading their child’s immune system. Some research the ingredients in a vaccine before agreeing to it. Others decide to forgo vaccinations entirely and homeschool their children instead. 

    “You can’t railroad people,” she said. “I don’t try to persuade them. I just lay out all the options and let them make a decision.”

    In Kern County, the measles immunization rate among kindergartners was almost 91%, below the herd immunity marker. 

    Lopez, for one, has no qualms about long-established vaccines such as measles, but she believes that people should always have the right to choose. She feels that right was trampled during the pandemic, and the affront still stings. 

    “When the vaccines were really being forced and people’s livelihoods were being threatened, I don’t agree with that,” said Lopez. “To me, that’s unethical, it’s an abuse of power.”

    Given the ease of transmission with measles, which lingers in the air, some education experts worry what may happen to classrooms, where children often huddle together in tight spaces, should vaccination rates continue to fall. Whooping cough cases are also spiking now. Two infants in Louisiana are among the recent deaths caused by the resurgence of that disease.

    “Our top job is to keep children safe,” said Scott Moore, head of Kidango, a nonprofit that runs many Bay Area child care centers. “The disruptions to child care, which would need to close temporarily every time a measles case occurred, would cause chaos for families and their employers.”

    Deep partisan divides, experts warn, are leading families to extreme responses that may have extreme consequences. 

    “Our politics have become so divisive,” said Moore, “that what was once largely accepted as common sense — vaccination against deadly, infectious diseases — is now used to divide and conquer, with little children, once again, being the biggest losers.”





    Source link

  • Los Angeles’s climate crisis offers a blueprint for California’s schools

    Los Angeles’s climate crisis offers a blueprint for California’s schools


    Freestyle Academy in Mountain View, California uses energy-efficient lighting, water-saving fixtures, solar panels, and eco-friendly materials. Native plants are also incorporated into the outdoor environments.

    Credit: Tim Maloney, Technical Imagery Studios and Quattrocchi Kwok Architects

    Top Takeaways
    • Climate disasters already impacting schools will continue to worsen.
    • LAUSD is investing in fire-resistant building materials, schoolyard greening projects, and modern heating, ventilation and air conditioning systems.
    • California needs a state master plan for climate-resilient schools.

    When Los Angeles teachers welcomed students back to school in January, they couldn’t have imagined what lay ahead. Within days, climate-fueled wildfires would tear through Altadena, Pasadena and the Palisades, destroying or damaging twelve schools and disrupting education for more than 600,000 students across the region.

    Unfortunately, in the years to come, the climate disasters that are already impacting our schools will worsen. In California, our leaders have the power to chart our own path to healthier, more climate-resilient school buildings — with or without federal support.

    The LA fires provide a stark reminder of how unprepared many of California’s schools are for climate change. Beyond lacking fire-resistant building materials that could have mitigated damage, schools also lack necessities: cooling systems for heat waves and air filtration systems for smoke. Lack of cooling is a statewide challenge — between 15% and 20% of California’s K-12 public schools have no functioning air conditioning at all, and another 10% need major repairs to or replacement of their heating, ventilation and air conditioning (HVAC) systems.

    But out of this crisis, solutions are emerging. Los Angeles Unified School District (LAUSD), our nation’s second-biggest school district, is turning crisis into opportunity. Instead of simply rebuilding damaged schools, the district is creating a blueprint for climate resilience that should inspire educational leaders across California.

    The district is investing in fire-resistant building materials, schoolyard greening projects, and modern HVAC systems to combat increasingly frequent heat waves and filter wildfire smoke and pollutants. While some initiatives were already underway prior to the fires, new investments will be supported by the district’s $9 billion bond that Los Angeles voters approved in November and Proposition 2, the state school infrastructure bond also approved by voters last year. For the first time, the Legislature explicitly allowed districts to use this funding to create safer outdoor learning environments, strengthen vulnerable infrastructure, and advance state energy goals.

    LAUSD’s progress is encouraging, but California can’t afford to wait for a district-by-district approach to climate resilience. California needs immediate statewide action to protect all students. Two key steps are essential:

    First, we need better state planning and coordination. California currently spends billions annually on school infrastructure, but much of this funding isn’t aligned with climate resilience, indoor air quality, or emissions reduction goals. By allocating $10 million to the California Department of Education to build local capacity and provide regional support through county offices of education, we will build necessary support systems to assist school districts in planning for climate-resilient campuses.

    California has already wasted precious time. For two years, we’ve worked with the Legislature on a proposal for a state master plan for climate-resilient schools, only to face Gov. Gavin Newsom’s veto twice over cost concerns, despite strong bipartisan support and a moderate cost of $10 million. This delay puts our children’s safety at risk. This year, we must finally get it done.

    Second, districts need comprehensive facilities master plans that address indoor air quality, climate resilience, and cost-effective electrification. Students need a California where every school district is armed with a detailed blueprint for creating climate-resilient facilities, and has the support and funding they need to implement these plans. Implementation guidelines for Proposition 2 are being developed now and should include guidance for school districts to develop these plans with climate readiness at the core. State leaders could also prioritize and leverage Greenhouse Gas Reduction Funds administered by the California Air Resources Board, a program that collects money from the state’s cap-and-trade initiative to invest in projects aimed at reducing greenhouse gas emissions, to support much-needed HVAC upgrades and nudge districts to choose modern electric technologies.

    A previous generation of state leaders made sure schools could keep our children safe in an earthquake — it’s time to do the same for the threats posed by extreme heat and weather. No school district should be investing state or local dollars in their facilities without considering current and long-term local climate impacts.

    •••

    Jonathan Klein is the CEO and co-founder of UndauntedK12, a national nonprofit working to ensure that every student has the opportunity to attend a safe, healthy and resilient school.
    Andra Yeghoian is the chief innovation officer of Ten Strands, a San Francisco-based nonprofit whose mission is to build and strengthen the partnerships and strategies that bring environmental literacy to all California’s students.

    The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





    Source link

  • How to improve California’s school funding formula

    How to improve California’s school funding formula


    Credit: Alison Yin / EdSource

    Top Takeaways
    • The Local Control Funding Formula must be more responsive to enrollment trends to ensure funds serve the high-needs students for whom they are targeted, rather than filling gaps in the district budget.
    • Policymakers must create incentives for districts to improve coordination and merging of services for students with multiple needs.
    • In making adjustments to the formula, policymakers must avoid introducing too many new, disparate factors that can further burden school systems.

    California has an opportunity to ensure that its school funding formula fully delivers on its goals to improve student outcomes, especially for those who need the most support. The key to success will be accounting for shifts in enrollment and creating incentives for districts to blend student programs.

    The 2013 Local Control Funding Formula, or LCFF, represented a dramatic shift from a complicated morass of centralized funding requirements that often resulted in large variations in per-pupil funds delivered in and across districts.

    Under LCFF, higher overall student outcomes have resulted, thanks to localized decision-making and additional funding to ensure that high-needs students also have the opportunity to succeed in schools. However, progress to close achievement gaps — a central intention of the funding formula — remains slow.

    Last year, the California State Assembly held a series of LCFF panels with researchers and educators from across the state. Though divergent views were expressed, multiple experts recommended improving the distribution of supplemental grant funds to the highest-needs students and factoring in geographic cost differences — points underscored by WestEd’s evidence-based review of the funding system.    

    However, two significant dynamics, which we have frequently seen, received little airtime during the hearing. They may hold clues for further optimizing the use of taxpayer dollars.

    First, funding formula updates must meaningfully account for future enrollment declines that could cause changes in the proportions of high-needs students to be served as well as the mix of funding available to school systems.

    California’s public schools have lost a substantial number of students, and forecasts project further declines ranging from half a million to nearly 1 million students by 2032-33.

    Because many students leaving California public schools — often due to the high cost of living — are English learners, economically disadvantaged and white students, the total and mix of available revenues for school systems is changing, and changing differently by region.

    The math is clear: As each student leaves, so does a fraction of the base revenue available to the school system to cover foundational expenses, including teachers, secretaries, utilities and the like. Meanwhile, concentrations of high-needs students, like English learners and students requiring special education services, continue to rise where they are left in greater proportions than their peers, requiring more resources per student to provide equitable opportunities and access.      

    Reducing expenses for school systems proportional to revenue loss is difficult. School systems often make small, marginal changes that don’t lower expenditures to meet available revenues. This may undercut more meaningful, necessary steps — whole system re-evaluation of resource investments that match student need to the skills and expertise of educators. As a result, resources that should be dedicated to additional supports for students may instead get redirected to support basic school costs. This could leave high-needs students out in the cold instead of achieving the state’s intention to equitably allocate funds.

    To avoid this, policymakers must ensure that any future LCFF adjustments include triggers that reconcile the base, supplemental and concentration grants to ensure proper alignment with enrollment and shifts in student need. School systems will also need guidance and support to analyze, design and manage these larger shifts. The formula for special education should be re-evaluated, given that funds are tied to overall student enrollment and not students with individualized education plans (IEPs).

    Second, following any further LCFF adjustments, school systems will need policy, regulatory and funding incentives to seamlessly blend student programs like special education and English learner programs where such services are needed for the same multidimensional students.    

    Eighty-five percent of English learners are economically disadvantaged, as are 67.5% of students with disabilities. California’s high population of students with multiple needs requires additional support to successfully navigate school.

    When supports are smartly combined — such as when English learner development support is integrated into a general education classroom — the result is the simultaneous delivery of good instruction and scaffolding for English learners in all general education classrooms. Directing funding to support one identified student need or a specific program sends a message to local school systems about where to direct resources. However, it can go too far. Unchecked, the system begins to look more like what we set out to get away from in the first place: layers of “categorical” programs funded with money that could only be spent in very restricted ways.

    Policymakers must write policy that incentivizes and supports local educators to build programs that work together to address the multiple needs of students simultaneously. This includes reevaluating existing education funding to reduce its complexity, which would then allow local school systems to achieve coherent programs that seamlessly support the needs of the array of students being served on school campuses — from learning and instruction to collaborating with other agencies to provide supports such as food, health care and more.

    Panelists at the Assembly hearing also noted the need to account for missing factors like geographic cost and economies of scale. While these factors are meaningful adjustments to account for school systems’ costs, introducing too many new, disparate factors can further burden school systems when they are required to track how each of those funding streams is being used. In fact, the governor just signed a bill to conduct a comprehensive review of the overwhelming amount of district reporting already required. Accountability and transparency are important, but too much will limit school systems’ ability to wisely blend and braid funding sources to construct coherent programs that support a wide range of student needs.

    The Local Control Funding Formula has already helped California make significant headway to improve public education. By paying attention to changes in the student population and meaningfully accounting for them in funding and policy, the state will be better poised to deliver on its promise to close achievement gaps.

    •••

    Jason Willis is with the strategic resource allocation and systems planning team at WestEd, a nonprofit, nonpartisan research, development, and service agency that works to promote excellence, achieve equity, and improve learning for children, youth, and adults.

    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.





    Source link

  • California’s ‘Career Passport’ would spend tax dollars on unproven technology

    California’s ‘Career Passport’ would spend tax dollars on unproven technology


    Credit: Allison Shelley for American Education

    Gov. Gavin Newsom’s proposed “Career Passport” aims to streamline job seekers’ credentials into a digital portfolio, making it easier for employers to recognize individuals’ skills and experiences.

    While the concept may seem promising, the reality is that learning employment records (LERs) — the foundation of the Career Passport — are still in the early stages of development and adoption. Few employers and job seekers currently use them, and the technology remains largely unknown and untested.

    Before the government spends $100 million in taxpayer dollars on technology that lacks meaningful adoption and trust, the focus should be on allowing innovators to first develop LER technology that is valid, reliable and useful for both employers and job seekers.

    The Career Passport is not the state’s first attempt at a large-scale education and workforce data initiative. The Cradle-to-Career (C2C) data system, which was supposed to create a seamless record of Californians’ educational and career progress, remains years behind schedule and is still largely theoretical. Furthermore, the effort is a prime example of the state’s poor track record in this space. C2C marketed itself as a system that would stitch together “data from multiple education systems” only to deliver none of that to date. If the state cannot successfully deliver on even the first leg of the C2C system, why should we expect better results from a Career Passport? Rather than spreading thin, already dwindling resources and distracting an overburdened state workforce with another massive set of promises, the state should focus on completing the work it has already spent money on and not yet delivered.

    Before attempting to implement the Career Passport, California should wait until the innovation sector has figured out how to make learning employment records that work at scale, demonstrate real value in the hiring process and earn buy-in from employers and job seekers. Pouring state funds into largely experimental technology at this point risks wasting taxpayer money during a $68 billion budget deficit.

    Moreover, the state government is the wrong entity to drive innovation at this stage. The bureaucratic inefficiencies associated with public-sector initiatives — lengthy procurement processes, cumbersome regulations, and political red tape — will not ensure success. Instead, the state’s involvement will disrupt and possibly undermine existing voluntary collaborations already making headway in developing learning employment records and similar technology. The state’s proposal to put itself as the driver of this work risks turning what is currently a collaborative ecosystem, into a competitive battle for state dollars, stifling innovation rather than fostering it.

    California should allow the innovation sector to do what it does best — collaborate, experiment and refine solutions until they are proven effective. What needs to happen — and is already happening — is that learning employment records companies, educational institutions, employers, and other innovators are working together to figure out how to develop and refine these technologies in ways that employers and learners trust, which will lead to adoption. This process of collaboration and iteration is essential to ensuring that they become a useful and reliable tool in the job market.

    Government intervention at this stage, particularly a massive infusion of public funds, risks disrupting collaboration, creating unnecessary noise and slowing down true innovation. During this crucial innovation phase, the government needs to stay out of the way and allow the private and nonprofit sectors to innovate freely. Only after learning employment records have demonstrated their value and reliability in effectively matching talent to jobs, should the state consider spending money on their widespread adoption.

    If Gov. Newsom genuinely wants to improve how Californians translate their education and experiences into career opportunities, he should wait until the technology is ready rather than disrupting innovation and placing a massive bet on an experiment. And, he should recognize that it is far too early to invest state dollars in such a venture.

    Job hunting may be awful, but California’s employers and job seekers deserve better than just another set of unfulfilled promises.

    •••

    Alex Barrios serves as president of Educational Results Partnership, a nonprofit data science organization that developed Cal-PASS Plus, California’s first intersegmental longitudinal data system, and founded the ERP Institute to promote educator and employer collaboration to improve the efficiency of talent to job matching.

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





    Source link

  • California’s chronic literacy crisis requires solutions drawn from research

    California’s chronic literacy crisis requires solutions drawn from research


    Third graders read along as teacher Patty Lopez reads a text about plastic straws aloud.

    Credit: Zaidee Stavely / EdSource

    A few years ago, I met a first-grade English learner in a bilingual program who was learning to read in Spanish. The student, who I’ll call Elena, and her mother were from Guatemala. Elena’s mother only had a second-grade education, but she knew that one facet of Elena’s education was the gateway to all future opportunities: learning to read. 

    Elena had started school late, and her mother was taking no chances. She worked with Elena to teach her some basics — how letters formed syllables and syllables formed words. Elena was able to read by the end of first grade, but the outcome could have been very different without her mother’s efforts. Whether she knew it or not, what Elena’s mother taught Elena aligns with decades of reading research on how the brain learns to read — regardless of native language.  

    Unfortunately, most children from low-income communities like Elena’s do not share her story. Millions of California students fail to make adequate progress in reading. Today, only one-third of economically disadvantaged Latino students and one-fourth of economically disadvantaged African American students meet or exceed grade-level standards in English language arts. This is not because they are incapable of learning, but largely because they are not taught using effective practices supported by a broad consensus of reading researchers and experts.

    These practices include a strong emphasis on foundational literacy skills, typically known as phonics and decoding, and an emphasis on developing language, comprehension and knowledge.

    But foundational literacy skills are not given enough attention in California, leaving too many students with a weak or nonexistent foundation for literacy development and academic success.

    Literacy achievement in California is alarming. Fewer than half of California students meet or exceed grade-level standards in English language arts. For decades, California students have been either smack in the middle or, more often, trailing national reading achievement. In the most recent national assessments, California’s fourth-grade students’ scores were below 36 other states in reading proficiency. And, according to research from the Stanford Education Data Archive, California has one of the largest gaps in fourth-grade reading proficiency between low-income and non-low-income students in the nation.

    The real-world consequences of poor literacy skills are devastating for both individuals and society as a whole:

    Our state has invested millions of dollars in literacy over the past decade, but we are still not seeing an adequate return. This is, in part, because much of the policy to date has consisted of mixed and confusing recommendations from the state. We have failed to put into practice the best knowledge we have about promoting literacy development. 

    Meanwhile, states like Mississippi have gone from significantly below average in reading proficiency and among the worst in the nation to significantly above the national average and one of the most improved, after passing comprehensive early literacy policies that align with reading research. The average low-income California fourth grader is a full year behind their counterpart in Mississippi

    California now has the potential to make similar progress and take a positive step forward if elected leaders in Sacramento choose to vote for Assembly Bill 1121. The bill could help align decades of interdisciplinary reading research with reading instruction by providing paid professional development for elementary school educators in more effective literacy practices and requiring school districts and charter schools to adopt English language instructional materials from a new State Board of Education list aligned with evidence-based means of teaching literacy (identified in current law). 

    For too long, we’ve debated whether reading should be taught as decoding, emphasizing phonics (letters, sounds), or as meaning-based, emphasizing “whole language” or so-called “balanced literacy.” In reality, decoding, language comprehension skills, and knowledge development are all necessary to achieve reading success

    Even with advanced language skills and vast knowledge, you can’t be a successful reader if you can’t pull words off a page quickly, effortlessly and accurately. Similarly, you can’t be a successful reader if you lack the language and knowledge to make sense of words. 

    AB 1121 will help move us toward a more comprehensive approach to reading instruction, emphasizing the importance of developing the neural pathways between sounds, letters, and meaning that are necessary for the brain to learn to read. 

    Building these pathways is essential for those learning in any language. Research around the world demonstrates there are many commonalities in learning and teaching to read in any language, whether it’s a language one already knows or is simultaneously learning. English learners have much to gain from implementing known effective approaches to teaching reading, which include what Elena’s mother did instinctively to help her build a strong foundation of literacy.

    In the Information Age, reading is the gateway to all future opportunities. Our students don’t have time to waste while we, the adults they’ve entrusted with their education, continue to fight fruitless “reading wars.” If we care about our children’s futures, and our state’s, we must push for effective reading instruction in all classrooms by passing AB 1121.

    •••

    Claude Goldenberg, a former first grade and junior high teacher, is Nomellini & Olivier Professor of Education, emeritus, at Stanford University. His areas of expertise are literacy education and English language learners.

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





    Source link

  • How Covid’s mental health toll transformed California’s schools

    How Covid’s mental health toll transformed California’s schools


    Top Takeaways
    • Growing numbers of California students reported feeling hopeless in the wake of the pandemic, with 42% of juniors reporting chronic sadness in a 2019-21 state survey.
    • California has made substantial investments in its mental health infrastructure, including the $4 billion Children and Youth Behavioral Health Initiative.
    • School mental health professionals say they feel more valued as essential partners in education.

    When schools shuttered five years ago, many students like Benjamin Olaniyi turned to their phones to find connection during a profoundly unsettling and isolating time.

    “Social media made us feel more connected with the world,” said Olaniyi, who is now a junior at King/Drew Medical Magnet High School in Los Angeles.

    Benjamin Olaniyi

    The pandemic struck in the spring of his sixth grade year, causing him to miss a school camping trip he had looked forward to. He remembers a sense of unity online in those early days amid the uncertainty and fear.

    People were afraid of an unknown disease, profound isolation, economic instability and grief for family members killed by the virus.

    Young people logged on to share how they felt about what they were facing in real time: the loneliness, the hopelessness and the fear that they could lose family or friends to the strange illness.

    This exposure to frank discussion of mental health on social media “probably made us more aware of mental health struggles that previous generations wouldn’t have been exposed to,” Olaniyi said.

    The early years of the pandemic turned out to be a key moment when the conversation about students’ mental health and wellness went mainstream. And it wasn’t just students who took note that their peers were struggling with depression, anxiety and other mental health challenges in the wake of the Covid-19 pandemic.

    This showed up in the pandemic era of the California Healthy Kids Survey, where more students reported that they experienced hopelessness. In data collected in 2019-21, 42% of 11th grade students reported chronic sadness, up from 32% just four years earlier.

    Dr. Ijeoma Ijeaku, president of the California Academy of Child and Adolescent Psychiatry, said that the pandemic lifted a veil on a worsening crisis among young people.

    “It has forced us to look at our mental health in a way we had never looked at it before,” Ijeaku said.

    She credits Gen Z, in particular, for their searing honesty about mental health: “They said, ‘Yes, it’s OK to not be OK.’”

    Five years after the pandemic began, experts say that the way students, educators and policymakers discuss mental health has dramatically changed and that, though there is more work to be done, policy changes and substantial state investments made in the wake of this crisis have had a lasting positive impact in schools.

    “So much of the infrastructure is really enduring past the pandemic,” said Kendra Fehrer, the founder of Heartwise Learning, who has worked as a consultant for schools and community organizations to improve mental health services for students.

    Pandemic’s unequal effects

    Medical professionals have become more vocal about the mental health crisis that children and adolescents have faced due to the pandemic — and how students living in high-poverty communities and Black and brown students have borne the brunt of the crisis.

    In 2021, a declaration from the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry and the Children’s Hospital Association said the pandemic added fuel to already rising rates of childhood mental health concerns, including suicide, noting that communities of color have been disproportionately impacted by Covid’s medical and social problems.

    The pandemic represented the “unveiling of how the status of our health is determined by our ZIP code, not our genetic code,” Ijeaku said.

    More affluent teens, who lived in houses with more space and more privacy, fared better during the pandemic, said Andrew Fuligni, co-executive director of the UCLA Center for the Developing Adolescent. These kids were more likely to live in communities where they could escape to a park to congregate safely or have reliable internet access to keep in touch virtually. 

    Conversely, teens with fewer resources tended to live in overcrowded homes where rates of Covid transmission were high. They were more likely to live with those deemed essential workers exposed to the virus and faced a more serious threat of death or serious illness, factors that take a toll on mental wellness.

    While the whole-child approach to education — championing the importance of school climate, student safety and health for learning, alongside curriculum and instruction — has been growing for decades, schools began to take mental health even more seriously, said Loretta Whitson of the California Association of School Counselors. 

    Teachers are asking for more support from counselors and other mental health professionals, Whitson said. There is a great appreciation for “the value of the work that is being done and how that complements the classroom work in developing a highly functioning adult.”

    State invests billions in mental health

    In the past, when school districts faced a budget crunch, it was typical for counselors, psychologists and social workers to be first on the chopping block.

    “The rest of education caught a cold, we caught pneumonia,” Whitson said.

    But Whitson says things are changing, thanks not just to a shift in the mindset, but also to the infrastructure, such as the Children and Youth Behavioral Health Initiative, that the state has worked on for the last few years. In 2021, the state launched the effort with $4 billion to be invested over five years, which aims to support those under age 26.

    This year, the initiative launched a fee schedule that enables mental health professionals on campus, such as school counselors, psychologists and social workers, to bill Medi-Cal and other types of insurance for the work they do on campus. 

    It can be extremely complicated to get two very different systems — education and health care — working together. Medical billing isn’t the traditional purview of education. Whitson says, however, that this is providing a real alternative to the boom and bust budget cycle that makes it hard to sustainably fund mental health professionals.

    “We’re trying to fully employ people on school campuses that are going to be focused on children’s mental and behavioral well-being,” Whitson said. “This is a big piece of that, to make sure that we have funding that sustains.”

    However, this new funding model could be undercut if Medicaid is slashed, as some fear Republicans intend.

    California has been moving in the right direction over the last decade, Whitson says, and has roughly doubled its school counselor ratio. Still, the state has a ratio of 1 counselor for about 400 students, well above the 250 students recommended by the American School Counselor Association. 

    California school districts have been laying off staff in the wake of budgets weakened by the sunsetting of Covid-era federal funding and shrinking enrollment. Whitson said the good news amid the layoffs is that job cuts are not disproportionately hitting school counselors as they did in the Great Recession in 2009.

    The state has supported bringing a broad array of health services to campuses in low-income neighborhoods through the California Community Schools Partnership Program to the tune of $4 billion. This early post-pandemic effort is continuing to grow, according to Fehrer, the founder of Heartwise Learning.

    Fehrer applauds the state’s investments but says a lot of the real work of transforming school cultures doesn’t happen in Sacramento.

    “The hardest stuff to change is stuff you can’t legislate,” she said.

    ‘Coalition of the willing’

    Fehrer said a major transformation is reshaping the way schools respond to mental health and that it transcends economic divides, and is happening in wealthy enclaves like Palo Alto and farmworker communities like Pajaro Valley. 

    Fehrer calls this a “coalition of the willing.”

    Alexis Mele, a school counselor at Laguna Beach High School, credits her school district and school board for understanding the value of school counselors, who are too often viewed as people who mostly handle academic scheduling and college planning.

    Mele calls the work she can do with a caseload of 250 students “transformative.” At the beginning of the year, Mele holds a one-on-one meeting with every single one of her freshman students with their families, deepening her relationships right from the start.

    On a recent morning, a student dropped by her office to say they were struggling. She said that’s a moment that reinforces the importance of her role.

    “That student was sitting at home this morning, waking up feeling like, ‘This isn’t going to be a good day, but I can go to the office and talk to Miss Mele and that might help.’ And that to me is everything,” Mele said.





    Source link

  • Where are California’s high school students?

    Where are California’s high school students?


    High school students in a math class.

    Credit: Allison Shelley / EDUimages

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    •••

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

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





    Source link