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  • Amid faculty objections, UC considers limiting what faculty can say on university websites

    Amid faculty objections, UC considers limiting what faculty can say on university websites


    UCLA campus in Westwood on Nov. 18, 2023.

    Credit: Julie Leopo / EdSource

    This story was updated on Friday to include that the UC Academic Senate urged the regents to reject the policy.

    In a move faculty say infringes on their academic freedom, the University of California will soon consider a policy restricting them from using university websites to make opinionated statements. Such statements have come under scrutiny since last fall, when some faculty publicly criticized Israel over its war in Gaza.

    The proposed policy, which goes to the system’s board of regents for a vote next week, would prevent faculty and staff from sharing their “personal or collective opinions” via the “main landing page” or homepages of department websites, according to a new draft of the policy. Faculty would be free to share opinions elsewhere on the university’s websites, so long as there is a disclaimer that their viewpoint doesn’t represent the university or their department.

    The final version of the policy may not be complete until next week. Regents accepted feedback from the university’s Academic Senate through Friday. Following a systemwide review, the Senate’s Academic Council is asking the regents to reject the proposed policy.

    Whatever the final version says, the fact that regents are considering the issue at all is alarming to some UC faculty. They argue that issues of academic freedom are outside the purview of the regents and question how the university would enforce the policy. And although the policy doesn’t explicitly mention a specific issue, faculty see it as an attempt to prevent them from discussing Israel’s war in Gaza.

    “At a moment when across the country, academic freedom is being challenged, we’re worried that the regents have lost their way on this issue,” said James Vernon, a professor of history at UC Berkeley and chair of the Berkeley Faculty Association. “I think it’s out of their purview, and I think they’re doing it for very obvious reasons. It’s about Palestine and the political positions of some regents.” 

    UC officials have said action is needed to ensure that faculty opinions are not interpreted as representing the views of the university as a whole. The regents previously discussed a similar policy in January but delayed a vote until March. At the time, one regent said the board was considering the policy because “some people were making political statements related to Hamas and Palestinians,” seemingly referring to the statements made by some faculty last fall in support of Palestine. 

    By only disallowing statements on “main landing pages,” the latest version is less restrictive than the policy initially proposed in January, which would have banned statements made on any “official channel of communication.”

    To some faculty, the issue was already settled in 2022, when the Academic Senate determined that UC faculty departments have the right to “make statements on University-owned websites,” so long as the statements don’t take positions on elections.

    “The Academic Senate came out with very clear recommendations,” said Christine Hong, a professor of ethnic studies at UC Santa Cruz. “We have a group of regents who are running roughshod over what you would think would be the core commitments of the university to academic freedom and to the principle of shared governance.”

    Some faculty find the revised version of the policy to be an improvement, including Brian Soucek, professor of law at UC Davis and previous chair of the UC Academic Senate’s university committee on academic freedom. While he remains concerned with the regents “micromanaging” what faculty departments can say, Soucek said the revised policy “is not a major threat to academic freedom,” given that it only limits what can be said on the main landing pages of websites.

    UC officials declined to comment on this story, saying only that regents would consider the policy at next week’s meeting. 

    Traced to Oct. 7 attack

    The new push to limit faculty statements can be traced to the Oct. 7 attack by Hamas on Israel and Israel’s subsequent bombardment of Gaza. The Hamas attack killed about 1,200 people, mostly civilians, with about another 240 taken hostage. Since Israel launched its military response, more than 30,000 people have been killed in Gaza, most of them women and children.

    On Oct. 9, UC system leaders issued a statement condemning the Hamas attack as an act of terrorism resulting in violence that was “sickening and incomprehensible.” Several of UC’s campus chancellors also issued their own statements condemning the attack.

    In a letter the following week, the UC Ethnic Studies Council criticized UC’s statements, saying they lacked context by not acknowledging Israeli violence against Palestinians, including “75 years of settler colonialism and globally acknowledged apartheid.” The ethnic studies faculty also said UC’s statements “irresponsibly wield charges of terrorism” and called on UC to revoke those charges. UC later said it stood by those assertions.

    UC ethnic studies faculty then engaged in a back-and-forth with regent Jay Sures. Sures wrote a letter responding to the Ethnic Studies Council letter, saying it was “rife with falsehoods about Israel and seeks to legitimize and defend the horrific savagery of the Hamas massacre.” The ethnic studies faculty subsequently criticized Sures for not condemning Israeli violence and called on him to resign.

    Sures also wrote in his letter that he would do “everything in my power” to protect “everyone in our extended community from your inflammatory and out of touch rhetoric.” Now, Sures is the regent most fervently pushing the proposal to limit what faculty can say on UC websites.

    Since last fall, some faculty departments have displayed statements on their websites condemning Israel. The website for UC Santa Cruz’s critical race and ethnic studies department, for example, includes a statement calling on “scholars, researchers, organizers, and administrators worldwide” to take action “to end Israel’s genocidal attack on Gaza.” 

    Involving faculty

    UC isn’t the only university to move to restrict faculty from making political statements on department websites. 

    At Barnard College, a private women’s liberal arts college in New York, the department of women’s, gender and sexuality studies published a statement last fall expressing solidarity with the people of Palestine. The college removed the statement and then rewrote its policy on political activity to prohibit faculty departments from posting political statements on college-owned websites. The quick response prompted an outcry from some free speech advocates who criticized the college for making the policy change without consulting faculty.

    The American Association of University Professors, an organization that advocates for academic freedom, doesn’t have guidance regarding whether departments should take political positions, a spokesperson said. However, if universities are to create such policies, they should “be formulated through shared governance channels, with substantial faculty input,” said the spokesperson, Kelly Benjamin.

    In that regard, UC officials have made progress since January, Soucek said. 

    Prior to the January meeting, Soucek co-authored a letter to the regents urging them to reject the policy being considered at that time. Among other criticisms, Soucek wrote that the development of the policy was “sudden, opaque, and seemingly devoid of any collaboration at all” with the staff and faculty it would impact.

    Following the January meeting, regents shared a revised version of the policy with Academic Senate leaders, requesting their thoughts and giving them until this Friday to share that feedback.

    In an interview, Soucek commended the regents for “taking a breath” and accepting feedback on the revised policy. “That’s a great thing, and that’s what they should have done from the beginning,” he said.

    Even with the changes to the policy, some faculty still see it as a major threat. Hong, the UC Santa Cruz professor, is concerned with the intention behind the policy, even if the latest version is less restrictive than the original.

    Hong pointed out that UC’s general counsel, Charles Robinson, said during the January meeting that the intent of the policy was to “make sure that landing pages wouldn’t be associated with types of speech that the university would feel uncomfortable with.”

    Hong called that a “really striking disclosure,” saying that it violates the principle of academic freedom. 

    “Whatever revisions they make, we have to address what the intention behind this policy is,” Hong said. “This is a joke of an exercise. Why are we being forced to go through this?”

    Faculty also say it’s unclear how UC would enforce the policy. The revised version doesn’t define what constitutes an opinionated statement and states that the “administrator responsible for maintaining the website” will be responsible for “assuring compliance with this policy.”

    To Soucek, that suggests that the policy will be managed by UC’s IT staff. 

    “That’s how it sounds,” he said. “Our IT staff has enormous expertise. For most of them, it doesn’t extend to issues of academic freedom.”

    Whoever is ultimately in charge of scanning the many departmental websites across UC’s 10 campuses will have a “gigantic task,” said Vernon, the UC Berkeley professor. 

    “And then the next question is, who’s going to enforce it once they’ve actually found someone who’s violated this policy? That is really important to have clarified,” he said.





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  • Marching band can change your college experience

    Marching band can change your college experience


    A part of the Cal Poly Mustang Band trumpet section in San Francisco for the Lunar New Year Parade in 2023.

    Credit: Ashley Bolter / EdSource

    Two hundred people took a deep breath.

    The marching band had just run onto the football field and it was time for us to play. We played the first note and everything seemed to melt away except for that moment. For the next 10 minutes, all I could think about was our performance.

    When the game was over — after hours of practice, performing and cheering on our team — we ran onto the field once more and played all our favorite songs to emptying stands. Then we marched out of the stadium with just as much energy as we had coming in.

    While game days are exhausting, I wouldn’t want to spend my Saturdays any other way. Joining the Cal Poly San Luis Obispo marching band was one of the best decisions I’ve ever made, and it has enhanced my college experience in so many ways.

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    Among the most important, it provided a community in which I could fully be myself.

    For many, including Lindsay Gonor, a fourth-year liberal studies major and fellow trumpet player at Cal Poly, the community is the best part of being in band.

    “I feel like a lot of people stay in band, not because they love marching, but because they love playing their instruments and because they love the people involved. And that’s definitely true for me,” Gonor said.

    This community is welcoming and inclusive, bringing people from different backgrounds together. “It’s just a bunch of people with a common interest and like, similar weirdness,” Gonor said.

    I love being part of this community and all the fun traditions we have like praising the sun when we stretch, waving to the mountain that appears to have a face that we’ve named “Big Lip Barbara” and singing our fight song super fast when we get dismissed.

    Marching band is one of the most diverse groups on campus, at least at Cal Poly, and through this you learn to work as a team with people who are different from you to achieve a common goal. Leadership, accountability, time management, confidence and patience are all skills that members of a marching band gain, which can be applied to their academics and into their careers.

    Nicholas Waldron, the associate director of bands at Cal Poly, describes these skills as the “intangibles.”

    “What I mean by that is organization skills, communication ability, being able to collaborate, being understanding and empathetic,” Waldron said.

    While studies have shown that participating in any extracurricular activity can be beneficial and help a person develop some of these skills, marching band is so uniquely positioned at the junction between a physical activity, a performing art and a social group that members reap all of these benefits.

    Beyond the skills people attain and the relationships they build along the way, marching band provides a creative outlet to students that helps them de-stress.

    “Not everybody realizes how important it is to have designated [time] not thinking about school,” Gonor said. “One of the most important things in college is to continue to have something that you enjoy doing outside of your major.”

    Yuke Billbe, a third-year biomedical engineering major and alto saxophone player at Cal Poly said marching band saved her college experience in this way.

    “In my academic career, (there’s) a lot of stuff going on, but I always am able to look forward to (marching band),” she said.

    Marching bands also have benefits for the universities.

    In his research, Adam Gumble, the director of athletic bands at West Chester University in Pennsylvania, found that marching bands can be powerful recruiting tools for universities.

    I know this is true for me. When I was applying to colleges, one of my main requirements was that it had a marching band. Billbe also said she decided to go to Cal Poly after meeting a couple of members of the band.

    Even my roommate, who is not in marching band, said seeing the marching band and how much spirit we bring was part of the reason she decided to go to Cal Poly.

    Gumble’s research also found that participation in an activity such as marching band increases retention rates and feelings of connection to the institution.

    While marching band is a big time commitment, it’s worth the investment.

    If I could go back and do it all over again, there’s not a thing I would do differently. Giving up almost every Saturday during the fall for the past seven years has helped shape me into the person I am today, and I wouldn’t trade my time in marching band for the world.

    •••

    Ashley Bolter is a fourth-year journalism major and French and ethnic studies minor at Cal Poly, San Luis Obispo, and a member of EdSource’s California Student Journalism Corps.

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





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  • California’s new cradle-to-career system can illuminate student pathways

    California’s new cradle-to-career system can illuminate student pathways


    Cal State Northridge

    Credit: Julie Leopo/EdSource

    From our smartwatches giving us metrics on our last workout, to utility dashboards helping us meet our environmental conservation goals, we are living in an increasingly data-driven world. But when it comes to figuring out an education or career path, it can be hard to find useful information to make sound decisions.

    Where do young people from my city go after high school? What education or training programs can help me earn livable wages? How do I figure out college applications and get financial aid? These are all questions that have been difficult for Californians to answer as they decide what jobs to pursue and whether to attend college.

    But California recently took a big step toward making data available in tangible, easy-to-access ways. The new California Cradle-to-Career Data System (C2C) connects the dots from early and K-12 education, to higher education and the workforce. It’s a new, longitudinal data system that can enable people to make more informed decisions about their lives. As early as 2024, Californians will have access to C2C’s first planned dashboard.

    The longitudinal data system will illuminate the journey from cradle to career. A guidance counselor wonders whether her former students stayed in college. Universities working to help students succeed can’t see what K-12 supports students did — or didn’t — receive.

    The C2C system can stitch together data that can tell those stories across time. Those connections and transitions become visible only when the data from multiple education systems is linked together.

    How will people be able to use that data that stretches over time? Before the data system launched, the system’s data providers worked together with members of the public to map out priority topics for specific data dashboards. Each one will create a “data story” focused on topics like:

    • student pathways from high school to college and career.
    • the experiences of community college students aiming to transfer to a four-year university.
    • employment outcomes illuminating paths to jobs with livable wages.

    We’re prioritizing the needs that communities have voiced before developing useful tools. The California Legislature took bold action in passing the Cradle-to-Career Data System Act. It wrote into state law that the data system must prioritize the needs of students and families. This means listening to communities first, and then working to build data tools people will actually use.

    What have Californians shared? Right now, the most requested feature is the ability to break down the data by geography and demographics. People want to know, “What story does the data tell in my community?”

    What challenges are Californians in rural areas facing in their education and workforce sectors? What needs are not being met to ensure educational success and individual prosperity? People with lived experiences in these communities can best answer these questions. 

    To get input from across the state, C2C hosts community conversations where people can voice their priorities, both online and in-person. Recent events were held in Sacramento and Oakland, and the Central Valley and Southern California are up next. Building the country’s most inclusive data system requires collaboration, and that is top of mind for the Cradle-to-Career data system.

    Launching an intentionally inclusive data system has taken a historic, governmentwide effort. Those of us in the Legislature are working with the Newsom administration to break down the silos that can make it hard to share data with the public. Champions of the data system understand that data works for individuals when it empowers them to make decisions about their futures. Informed decisionmaking is key to ensuring every Californian has the freedom to succeed, and that starts with a reliable and actionable statewide longitudinal data system.

    •••

    Mary Ann Bates is the executive director of the Office of Cradle-to-Career Data.
    Assemblymember Jacqui Irwin represents California’s 42nd District.
    Sen. John Laird represents California’s 17th District.

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





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  • Through comedy, students can take ‘big swings’ for mental health

    Through comedy, students can take ‘big swings’ for mental health


    Two teaching artists lead a group of students through improv exercises during a Laughing Together workshop at San Joaquin County Office of Education's Peer-to-Peer Summit in September 2024.

    Teaching artists lead students through improv exercises during a Laughing Together workshop at San Joaquin County Office of Education’s Peer-to-Peer Summit in September 2024.

    Top Takeaways
    • Many school districts are using comedy and improv workshops to teach students social-emotional skills, encourage self-expression and foster social connection. 
    • Through the comedy program Laughing Together, professional comedians and mental health clinicians develop workshops based on exercises that can improve student mental health. 
    • Game-based learning and interactive play can engage students who might have fallen behind academically or socially during the pandemic.

    “If you were an object, what object would you be?” 

    Chris Gethard, a veteran comedian and improv teacher, posed this question to a group of high school students in Northern California at a Laughing Together workshop he was leading. He remembered one who identified as a fruit. 

    “When I was a kid, I convinced myself that I hated avocados,” Gethard remembered the student saying. “And then I tried one, and I actually love ’em. And that’s been my experience the past few years as I’m learning to love and embrace myself.”

    It quickly became obvious to Gethard that the improv wasn’t about avocado or any fruit for that matter. It was a big moment, and the student was taking a big risk to figure out something about themselves — their gender identity in real time.

    “Young people right now are living in a world where those experiences are often held up in the spotlight and politicized,” Gethard said. “So to see a kid being able to take a comedy exercise, which feels light and accessible and not too heavy, they can let their guard down and take a big swing like that.”

    Many school districts are turning to comedy as a way of supporting student mental health. In 2023, Gethard co-founded Laughing Together, a program based on research that comedy can be an effective tool for students’ social-emotional learning and social connection with their peers. 

    Nearly 6,500 students and educators across 26 different schools, districts, or youth organizations, have taken part in their workshops since Gethard co-founded the program with Marlon Morgan, CEO of parent nonprofit Wellness Together. 

    “One of the reasons that we [partnered with Gethard] is that he had already shared about his own mental health through his comedy special on HBO,” said Morgan, who is also a former school counselor. “He can make dark and scary things funny, which really helps students gain insight into their own emotions and become better at connecting with each other.” 

    ‘Taking chances in the spotlight’

    Research shows that students who practice social-emotional skills in safe environments with well-defined goals have improved social behavior, emotional regulation and academic performance. 

    “We have clinical psychologists who go through all the improv exercises,” Gethard said. “They get to say — ‘these ones are about making people funny, and they also prioritize nonverbal communication, strengthening eye contact, being comfortable with failure and taking some chances in the spotlight.’”

    Christina Patterson, a senior and peer counselor at Lincoln High School in Stockton, said pandemic shutdowns forced her to spend nearly entire days scrolling through social media, hoping for something new to interact with (“But, there never is anything new,” she added). 

    For the first time since her school implemented a cellphone ban, Patterson said taking part in the Laughing Together workshop, even for an hour, met the level of engagement she had always been looking for on her phone. Like Patterson, students in recent years report better cognitive, social and academic outcomes through game-based learning and interactive play, compared to lecture-based instruction. 

    “I feel engaged with people who are interactive — they’re not trying to teach at you, but they’re trying to teach with you together,” Patterson said. 

    Laughing Together workshops are led by one of the program’s teaching artists, including professional comedians, actors and performers, alongside children’s psychologists, drawing on art, play and game therapy research, to develop social-emotional learning and communication skill-building into each exercise. For Gethard, a workshop is successful if he can teach students something without them realizing it. 

    “We want kids to leave feeling more connected and comfortable with each other, not like they just watched a slide show or that they were just spoon-fed these lessons,” he said. “We want them to feel that they’re allowed to at least throw an idea out there, and no one’s going to judge them, pick them apart, or criticize them.” 

    Sofia Stewart-Lopez, a senior and peer counselor at Lincoln High School, helped set up a peer-to-peer summit, where she and other student mentors took part in a Laughing Together workshop. She remembered starting the day anxious about a big presentation about mental health resources she had later in the day, but after a few skits and improv games, she felt more confident, relaxed and connected to the people around her. 

    “I learned that a big part of balancing heavy topics of mental health, like anxiety, depression or substance abuse, is learning how to combat them with things that can help you with those feelings,” Stewart-Lopez said.

    Markus Alcantar, a senior and a peer counselor at Lincoln High School, said his favorite part of the workshop was one in which he got to become an apple. He had to think on his feet about why he felt like one, and then he improvised a skit with someone who had decided they were a tree. In another exercise, he said a volunteer started with juggling a ball, after which students added another ball, followed by another, and then another — until they couldn’t keep up anymore. 

    “It was a fun representation of how you can have a lot of things going on in your head mentally, and that you can learn to unravel those thoughts and organize them for yourself and other people,” Alcantar said. 

    About 1 in 5 teenagers, and most of Stewart-Lopez’s friends at school, she said, have experienced symptoms of anxiety or depression. So the workshop, she said, was particularly helpful in understanding how laughter exactly works in the brain — like how endorphins and serotonin receptors can alleviate some feelings of sadness or anxiety — to be able to have fun and build healthy coping skills with friends at school. 

    “The [improv exercises] also taught us that thinking on our feet better prepares us to be able to respond in different types of situations,” Stewart-Lopez said. “We learned that different people need different types of support, which betters us as mentors.”

    Middle school students attend a Laughing Together workshop at San Joaquin County Office of Education’s Peer-to-Peer Summit in September 2024.

    Most recently, Gethard completed nine workshops at a high school where over half of the student body are on Individualized Education Plans (IEP), or accommodations for students with learning, developmental, or behavioral disabilities. During the first workshop, he noticed most students reaching for their phones in the middle of an exercise or while on stage. To ease students into the experience, he’d tell them to simply take a breath and try to be present. 

    “After the first few workshops, a teacher came up to me and said, ‘their ability to lock in and focus on that is leaps and bounds compared to week one,” Gethard said. “She said, ‘they just never got their ability to focus back after Covid, but if we can keep going with this, it’s going to change the game for these kids in the room.’” 

    Rates of anxiety and depression — which shot up by 70% among California children between 2017 and 2022 — are the top health-related drivers of absenteeism since the onset of the pandemic. Research indicates that reduced social interaction, coupled with overreliance on screen time, also worsened students’ social cognition skills, such as cooperation and communication, and executive functions, such as attention and memory.

    Alcantar was in seventh grade when schools shut down, and when he returned to in-person instruction as a high school freshman, he said he found it difficult for him to initiate conversations with people around him. Stewart-Lopez said that after schools lifted mask mandates, she kept hers on for a while because she was worried about meeting social expectations about what she should look like. 

    “The pandemic had added to my sense of anxiety about, ‘What if I don’t fit in? What if I’m different from everybody else?” she said. 

    For Stewart-Lopez, laughter feels like home. It’s how she and her sisters got through their parents’ separation and also how she plans to take new risks with new people at college this year. 

    “We’re creating that safe place for students to get real-time responses to the risks they’re taking — and everyone’s taking risks — which makes it okay,” said Morgan, the CEO of nonprofit Wellness Together.





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  • How teachers can use AI to listen, reflect and build math classroom community

    How teachers can use AI to listen, reflect and build math classroom community


    I wasn’t expecting a math journal entry to shift my perspective. But as I scanned through my students’ reflections that morning, one response stopped me in my tracks:

    “It’s more important to me that my teacher sees me as a person than if I get all the answers right.”

    A student, who I’ll call Jason, had been in my class for months — quiet, polite, barely noticeable. Not failing, not thriving. Just…there.

    Jason’s words reflected what many students feel but rarely say. As I reviewed other journal entries, I discovered an echo of voices expressing uncertainty, quiet resilience and a desire to be heard. I highlighted themes and let their words settle in, but as responses piled up, I needed help seeing the bigger picture.

    That’s when I turned to artificial intelligence (AI), using it to help summarize journal entries — not replacing my judgment but sharpening it. ChatGPT surfaced patterns I might have missed: anxiety about speaking up, appreciation for kindness, the importance of being seen. AI didn’t give me a summary of responses — it gave me perspective, revealing what my students were telling me between the lines.

    Too many students walk into math class carrying untold stories — about race, failure, shame, invisibility. And math, with its perceived rigid right-or-wrong structure, often leaves little room for the messiness of being human. Reflective journals and AI made that space. They reminded us that learning is emotional before it’s cognitive.

    Some view AI in education as a threat to authenticity — something that might replace meaningful learning, weaken rigor, and erode the relationships. Much of the conversation focuses on fears of cheating and weakened critical thinking. But in my experience, the opposite is possible. When used thoughtfully, AI doesn’t dehumanize the classroom — it rehumanizes it, helping us tune in to students’ emotional landscapes and respond with greater clarity and compassion.

    For educators exploring how to move from algorithms to empathy, here’s what I’ve learned:

    Use AI as a reflection partner to surface trends in student voice. I introduced reflective journals with prompts like “How do you see yourself in math?” and “Where might math be important in your life?” When responses accumulated, AI helped me identify emotional throughlines—what students feared, valued, and needed to feel seen. It didn’t analyze feelings for me; it spotlighted patterns across dozens of responses, allowing me to respond not just as a content expert, but as a listener who could address the class’s collective needs.

    Let AI handle the grunt work so you can do the heart work. After AI helped me identify themes like “I don’t feel smart, but I try harder than people know” and “I’m not the only one scared to ask for help,” I shared these anonymous insights with my class. Heads nodded. The room shifted. These reflections weren’t about fixing students — they were about making space where vulnerability felt safe and mathematical identity could evolve.

    Design with AI — not for it. I didn’t start by asking what AI could do, but rather “What do my students need to feel seen, challenged and supported?” Only then did I explore how technology could help me meet those needs more thoughtfully and efficiently. The tools followed the vision, not the other way around.

    Treat AI like a co-teacher, not a substitute. AI will never replace the personal connections at the heart of teaching, but it can help me see what I might miss in the everyday chaos of the classroom. This partnership allows me to combine technological insights with the relational knowledge that only comes from knowing my students.

    The day after reading Jason’s journal entry, I greeted him more intentionally and shared that I had once felt the same way about being seen as a person first. It was a tiny signal: I see you. This breakthrough emerged from recognizing that community building in math class doesn’t require elaborate group projects or icebreakers. Sometimes it starts with something quieter: giving students space to examine their relationship with mathematics itself, then using AI to help us listen more deeply to what they’re telling us.

    A week later, Jason lingered after class. “Thanks,” he said. “For, like, sharing with me.”

    That two-second moment cracked something open — for both of us. Because behind every silence is a student waiting to be seen. And sometimes, the most powerful data we can use isn’t a test score or a benchmark — it’s a journal entry, a nod of recognition, or a quiet “thank you” made visible with the help of AI, reminding us why we teach.

    •••

    Al Rabanera teaches math at La Vista High School in Fullerton, California. He is a 2025-2026 Teach Plus Leading Edge Educator Fellow.

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





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  • Colleges and cannabis: What institutions can and cannot do | Quick Guide

    Colleges and cannabis: What institutions can and cannot do | Quick Guide


    Cannabis has been legal in the state of California since 2016. With California universities adopting cannabis courses that allow students to explore all facets of the developing industry, federal roadblocks that restrict what kinds of courses can be offered remain.

    What kinds of cannabis courses can California colleges offer?

    Since legalization, several of California’s public universities have implemented courses exploring topics of business, law and public policy related to cannabis. However, the question of cultivation courses within agricultural programs remains a complex one. 

    Cal Poly Humboldt is one of the California universities that spearheaded the jump into cannabis courses after legalization, adding a cannabis studies major program in the fall of 2023. Concentrations under this major include environmental stewardship and equity and social justice.

    What are colleges unable to do because of federal law?

    Despite the major, neither Cal Poly Humboldt — nor any other plant science department in California colleges — can offer classes in which students handle the plant. Doing so may risk federal student aid, including Pell grants, which support primarily underserved groups like first-generation and minority students.

    “Cannabis remains a federally controlled Schedule I substance,” said Dominic Corva, director of cannabis studies at Cal Poly Humboldt. “The lawyers in the Cal State and UC systems, as well as every other university, argue that it’s federally illegal, and students’ federal aid could be in danger if we allow this.”

    Corva is the founder of the Interdisciplinary Institute for Marijuana Research at Cal Poly Humboldt; around the time of state legalization, Corva was working with his colleagues to develop a curriculum for a cannabis studies major. This major, explained Corva, falls within the university’s sociology department. 

    “The main reason I landed in sociology is because the College of Natural Sciences and College of Professional Studies didn’t want anything to do with it,” Corva said. “CNRS literally couldn’t wrap their heads around how to approach cannabis education without actually doing natural science with it. We were operating in an institutional framework where it was close to impossible for it to happen in any other kind of department.”

    This raises the question of whether cannabis cultivation courses will ever fall within plant science and agricultural departments at universities. 

    UC Davis, which is ranked No. 1 in the nation for agriculture, doesn’t offer any related courses, Gail Taylor, department chair of plant sciences, said. 

    “We have run a seminar course on cannabis in the past with invited speakers but have nothing on the books at the moment. We have run a professional short course on hemp, too,” Taylor said. 

    However, general plant science courses may provide students interested in cannabis cultivation with knowledge they need for a future career in the industry. 

    “Most of the ‘plant sciences’ majors are relevant to cannabis production,” Taylor said. Courses offered may help by “providing generic knowledge that the graduating students can take into multiple industries.”

    Scott Steinmaus is a professor and the department head of plant sciences at Cal Poly, San Luis Obispo. As a plant science professor, he said that his plant physiology courses are applicable to a range of plants, including cannabis.

    “Plant growth is essentially determined by photosynthesis, and all plants photosynthesize with the same enzymes, with a few nuances that are quite easy to figure out,” Steinmaus said. “We provide our students the resources and experiences to understand how to best grow plants, no matter what those plants are; whether it’s tomatoes, strawberries, grapes, avocados or cannabis.”

    In his plant physiology classes, Steinmaus sometimes uses cannabis in examples, although without physically handling the plant. 

    “The compliance requirements for cultivation and sales of cannabis products are very stringent,” Steinmaus said of state regulations. “We currently do not offer courses where cannabis plants are grown on campus because of the compliance restrictions and that it is not federally legal. That doesn’t mean we couldn’t do so in the future when it does become legal at the federal level.”

    What about hemp?

    Similar roadblocks exist for the cultivation of hemp, a closely related plant that is legal because it contains less than 3% tetrahydrocannabinol (THC), the main psychoactive compound in cannabis. 

    Several public institutions of higher learning in the United States, including Santa Rosa Junior College, offer hemp-growing courses. However, these courses are touchy for universities to offer because of compliance regulations. 

    The 2018 federal farm bill clarified that while hemp and its derivatives are no longer considered Schedule I controlled substances, institutions that offer hemp courses must apply for a hemp research license through the state. 

    At Cal Poly San Luis Obispo, Steinmaus said the university doesn’t offer hemp courses yet. 

    In the future, if universities were able to legally offer cannabis cultivation courses as well, these would look different depending on the school and where it is in the state, Corva said. 

    “I know that here at Cal Poly Humboldt, it will probably look a lot more like regenerative agricultural program, where students are learning about how to be sustainable with their cannabis,” Corva said. “That’s way off, even if we’re allowed to do it, because there continue to be a lot of firewalls between the industry, state and federal laws.”

    Arabel Meyer is a fourth-year journalism major at Cal Poly, San Luis Obispo and a member of EdSource’s California Student Journalism Corps





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  • How school districts can better manage disagreement about difficult topics

    How school districts can better manage disagreement about difficult topics


    Credit: Alison Yin/EdSource

    School districts nationwide are grappling with whether, how and when to teach about LGBTQ and race-related issues. Deep-seated divisions are playing out in school board meetings, local social media, and directly between parents and educators.

    We have been surveying American adults’ beliefs about the potentially contested topics elementary and high school children should be learning in school since 2022. Based on our results, here are eight suggestions for those struggling to thread the needle between students learning to respectfully engage with diverse opinions, honoring parental authority and avoiding indoctrination.

    Start with common ground.

    Among the most surprising and hopeful results was strong bipartisan support for public schools. Adults are overwhelmingly supportive of public education, while wanting to see it improve. This bipartisan support for public schools provides a critical foundation necessary for communities to thread the needle.

    Seek to understand others’ underlying beliefs.

    Key to compromise is understanding others’ perspectives. We found large gaps related to core values; for example, three-quarters of Democrats think teaching children to embrace differences is a very important purpose of education, compared with just one-third of Republicans. More Republicans (81%) are worried about children feeling guilty if they learn about historical racism compared with Democrats (33%). More Republicans are worried than Democrats that learning about transgender or gay people might make children think about whether they are or want to be trans or gay. In both groups, people are somewhat more concerned about their children learning about trans people (66% of Republicans versus 23% of Democrats) than they are about lessons about gay people (55% versus 20%). We are better at listening to others’ perspectives when we feel heard ourselves.

    Come up with processes for reconciling disagreement.

    Adults disagree about processes for reconciling disagreement regarding the content children are learning in school. This means communities need to develop mutually agreeable consensus-building processes like public panel deliberation, advisory groups and provisions for dissent. Involving children and teens could develop their current and future civic capabilities.

    Educate adults about the challenges and consequences of opting children out of classroom content.

    We learned that a brief message specifying potential benefits of children learning diverse perspectives, and the logistical drawbacks of opting individual children out of lessons, substantially reduces the opt-out preference, by 15 percentage points (25%), from 57% to 42%. This approach was equally effective for Democrats and Republicans and when considering younger and older students. Educators and school boards could use this model to craft messages sharing potential challenges and benefits relevant to their own communities.

    Double down on approaches with broad support, like assigning diverse texts.

    Three-quarters of adults (64% of Republicans and 87% of Democrats) agree children should read books written by people from racial minority groups because they provide different experiences and perspectives. Teachers may find assigning and discussing age-appropriate books written by diverse authors to address topics of race, gender and sexuality to be an approach their communities will accept.

    Support teachers in facilitating discussion of potentially contested topics.

    Rand’s nationally representative survey of teachers shows many are afraid to facilitate potentially contentious discussions and lack guidance from their leadership. Curriculum and aligned professional learning should be designed to equip teachers with the skills and confidence they need to facilitate their students’ discussions of potentially contested topics. School and district leaders can also make clear their support for such discussions.

    Inform and involve parents.

    Transparency about how district curriculum content addresses state learning standards provides this insight. Parents will also benefit their children and themselves by learning about the diversity of perspectives within their community, and of the necessity of collaboratively resolving competing perspectives. Once processes are defined, parents, school board members and educators will need to build safeguards and respect for the system they collectively design.

    Remind everyone that children will live, study, work and be citizens of diverse local, national and international communities.

    Students need to learn about and how to communicate effectively with others, including those with different beliefs and backgrounds. Schools need to provide open forums allowing for sharing and evaluating both dominant and nondominant perspectives without fear of reprisal. A difficult tension for schools and teachers to manage is avoiding “indoctrination,” while maintaining norms of respect and care for others. Schools must intervene if/when students’ values negatively affect how they treat each other, indeed upholding the Golden Rule (i.e., “do unto others as you’d have done to you”)—a fundamental tenet of most religions and belief systems worldwide — requires they do.

    Educating children in our pluralistic democracy is challenging. We suggest a path forward for educators, parents, and school boards, ultimately to children’s benefit.

    •••

    Anna Saavedra is a research scientist in the Center for Applied Research in Education within the USC Dornsife Center for Economic and Social Research. USC is a private research university located in Los Angeles.

    Morgan Polikoff is a professor at the University of Southern California’s Rossier School of Education.

    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.





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  • How California can achieve what the public actually wants from education

    How California can achieve what the public actually wants from education


    Three high school Linked Learning pathway students don lab coats as they collaborate on a hands-on science experiment, bringing classroom learning to life through real-world application.

    Courtesy: Linked Learning Alliance

    California’s Golden State Pathways Program is a historic commitment to career-connected learning.

    In January 2025, $470 million in grants began flowing to hundreds of school communities across the state. These are huge investments, based on a proven approach to education called Linked Learning, which carefully integrates rigorous, college-bound academics with hands-on career learning experiences and strong student supports — all connected by an industry theme that meets workforce needs within the local community.

    For example: In Porterville Unified School district, which serves California’s rural central valley, nearly every high school student is enrolled in a Linked Learning college and career preparatory pathway related to thriving local occupations, including those in energy, aviation, agricultural technology, and other fields. The district has an impressive 99% graduation rate, 94% of its alumni enroll in postsecondary education, and 25% percent of students earn industry-recognized certificates while still in high school. Similarly, by offering Linked Learning pathways focused on health sciences, information technology, child development and other high-growth careers, the more urban Oakland Unified School District has boosted its rates of high school graduation and completion of college-preparatory credits, and reduced absenteeism and discipline issues.

    Both the extraordinary new Golden State Pathways Program (GSPP) funding and the California Master Plan for Career Education, recently released to guide educators and labor market leaders across the state, empower school leaders to build such learning pathways for their students. We wholeheartedly affirm this work.

    But truly effective Linked Learning practice — the kind that extensive third-party research links to excellence and equity — requires more than working through a checklist of courses and activities. It takes intentional integration of each aspect of student experience, thoughtful measurement and supportive policy.

    To this end, we offer three key recommendations: 

    1. District leaders should push for true college and career integration. Rather than maintain the long-standing divide between college prep curricula and career-technical education, Golden State Pathways Program resources can be applied to make core academic subjects more engaging and useful by connecting them to themed pathways focused on the high-opportunity, high-wage careers that correspond to real workforce needs in each region. Classroom learning should sync with similarly themed sequential career-technical education courses and work-based learning, like internships and apprenticeships. Districts should engage students and families to ensure pathway options are well understood, aligned with student interests, and connected to workforce demands. As modeled in Porterville and Oakland, the right industry themes bring learning to life in very tangible ways, and they build skills and mindsets that translate to success in any field of future study or employment.

    2. Researchers should inform and strengthen program implementation. Rather than wait for parents and legislators to ask, “did this pathways investment work?” participating regions should develop a robust and proactive research agenda in coordination with local communities to begin generating evidence that improves outcomes along the way. Understanding student experiences, opportunities and outcomes in pathways is essential for strengthening the program over time. Research on the conditions that return the strongest results can help spread best practices across rural, suburban and urban communities.

    3. Policymakers should remove barriers to effective implementation. We cannot keep asking high schools to do everything they currently do and layer additional tasks on top of it all. State and local policies that enable waivers, flexibility, or alternatives to A–G requirements for UC/CSU admissions would increase time and space in students’ schedules to engage in work-based learning. Policymakers should also build in incentives for collaboration and coordination between K–12 and postsecondary institutions to enable purposeful dual-enrollment opportunities that accelerate all students toward a valuable credential. To further our recommendation in point two above, policymakers should also ensure data systems that tag students in pathways to lower the barriers and costs of high-quality research on program outcomes. 

    Washington DC and California are moving in dramatically different directions on education. Where the nation is pulling back, we are charging ahead. We must continue to see this progress through. By acting on these recommendations, we prove a point: that government can respond in good faith to the public it serves. And we do not fail to miss the point of it all: that our future depends on getting education right for young people.

    •••

    Ash Vasudeva is president and CEO of ConnectED: The National Center for College and Career, an organization that partners with school, district, and community leaders to transform education through Linked Learning pathways.

    Anne Stanton is president and CEO of the Linked Learning Alliance, an organization that leads the movement toward educational excellence and equity for every adolescent through high-quality college and career preparation.

    Editors’ note: Anne Stanton is a member of the EdSource board of directors. EdSource maintains sole editorial control over the content of its coverage. 

    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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  • How strong teacher residency programs can help us retain teachers in California

    How strong teacher residency programs can help us retain teachers in California


    Courtesy: Aspire Public Schools

    Plenty of conversations in California have focused on recruiting teachers into the profession as a way to grapple with the state’s teacher shortage. This is important, and as a transitional kindergarten teacher, I am acutely aware of how quality teachers can impact our students and communities.  

    I pursued teaching largely because I want to be the representation I didn’t see growing up. I participated in a teacher residency program that built my confidence in the classroom and taught me to connect with my students by highlighting my own identity. It’s not only the way I was recruited to the profession, it’s also played a role in my retention.  

    To continue to tackle the teacher shortage, I believe California needs more strong teacher residency programs. Nearly 37% of U.S. public schools experienced at least one teacher vacancy, contributing to nearly half of public school students entering the 2023-24 school year behind grade level in at least one subject. Amid these shortages, California is still reeling from the repercussions of surpassing 10,000 vacancies during the 2021-22 school year. The effects are felt even more so in under-resourced, Latino or Black communities. 

     At Aspire Richmond Technology Academy, where I teach, I can see how we must prepare educators and then provide the tools for teachers to sustain themselves. It’s how we can prevent shortages and retain teachers down the road. 

    It was a winding road for me to realize that teaching was my calling. I never envisioned myself becoming an educator, largely because I rarely saw teachers who looked like me or who connected with me on a cultural level. While studies point to the importance of a demographic match between teachers and students, I experienced a real lack of Asian representation in education.  

    This changed when I went to college. With more exposure to Asian professors, I finally felt seen and represented. I felt empowered that education was a field I could pursue. And I put the puzzle pieces together — that all of my volunteer work and extracurricular activities centered around helping students. By the time I switched majors, I had some catching up to do. 

    When I learned about teacher residency programs in California, I jumped at the opportunity. I received a master’s degree and a California teaching credential in a single year. Even in my first year of teaching, I felt more prepared than other teacher friends.  

    While we can’t solve the teacher shortage overnight, here’s how we can ensure we’re training more young people to become highly effective educators and stay in the profession. 

    First, we need an intensive teacher residency program that builds confidence. ThroughAspire’s teacher residency program at Alder Graduate School of Education, I apprenticed four days a week and had a personal mentor in the classroom with me who provided me with critical one-on-one support. Toward the end of my time as an apprentice, one of the students in our classroom asked my mentor, “So, what’s your job?” This gave me the confidence to teach the following year on my own. I learn best through a hands-on approach, so four days a week in the classroom with one day for intensive seminars and subject-matter courses helped me gain more real life experience. 

    Second, this wouldn’t be possible without strategic financial supports. We know that systemic inequities, including the high cost of college, hold too many back from pursuing a career in education. Ensuring teacher residents receive a stipend while earning their degree and credential(s) can help. Through a partnership, the program I participated in is helping to support staff members in earning and paying for an undergraduate degree with teaching credentials. Given the importance of representation in the classroom, the partnership prioritizes aspiring teachers of color and those from the local communities. 

    Finally, we should expand teacher residency programs that are accessible for individuals of all backgrounds. While California has made big investments in teacher residency programs, we also need to focus on effective teacher training initiatives that reflect our school’s communities. When I participated, my teacher residency program focused on “head, heart and hands.” This meant that we integrated theory and research (head), with a culturally responsive equity lens (heart), and our coursework mirrored our field work (hands). Highlighting representation, multiculturalism and identity continues to be stressed throughout the program — and it’s something I hold dear to my heart.  

    Last week, I proudly watched a kindergarten promotion, which included many of my previous TK students from my student teaching year. Seeing their growth academically, and how much confidence they have gained in themselves and their identities, is another reason why I continue to pursue education. In many ways, their growth reflects my own. And knowing that I contributed a small part to my former and current scholars’ successes, as they flourish in their own ways, brings me a surge of pride. 

    The programs at Aspire are happening at scale, with more than 36 schools serving more than 15,400 students across California. Not only did my residency program get me into the classroom, it’s played a role in keeping me there. We need more effective residency programs, and this can serve as a model for retaining teachers in California. 

    •••

    Annika Emmanuelle Mendoza teaches transitional kindergarten at Aspire Richmond Technology Academy in Richmond.

    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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  • How California can help teachers deliver ‘whole child education’

    How California can help teachers deliver ‘whole child education’


    Credit: Allison Shelley for American Education

    California’s educators are drowning in a sea of well-intentioned but fragmented statewide initiatives. It’s time for a unified approach.

    In California, we often hear that our education system is designed to “support the whole child.” This language is found in the California Department of Education’s organizing framework and sprinkled throughout the state’s many education initiatives, including Community Schools, Expanded Learning, and Multi-Tiered System of Support. This commitment to whole-child development ought to come as good news, but because the state and its agents haven’t been clear or consistent about what they mean by “whole child,” or what an educator needs to do to support the whole child, it often leads to confusion and frustration instead.

    This lack of clarity means that educators in classrooms, schools and districts feel overwhelmed by all the new, seemingly separate programs and initiatives the state asks them to implement. They respond to different funding requests, fill out various program plans and reports, and attend and provide different trainings for all of these initiatives, each one feeling like “one more thing,” all while trying to manage their core teaching responsibilities and engage students effectively.

    Mai Xi Lee, social and emotional learning (SEL) director at the Sacramento County Office of Education, captured this frustration well: “We’re doing bits and pieces of the same work, but calling them different things. We create these arbitrary structures defining what we do — this is SEL, PBIS, MTSS, etc. We get locked into language that we, unfortunately, as an educational system, have put in place.”

    Here’s the missed opportunity: There actually are clear descriptions of whole-child education and whole-child practices already embedded within each of the initiatives. A recent report from the Center for Whole-Child Education details specifically how these practices show up in the initiatives. It uses the guiding principles for equitable whole-child design, created by the Learning Policy Institute and collaborating organizations as part of the Science of Learning and Development Alliance, to define whole-child practices that are based on research.

    State leaders and administrators can increase alignment and reduce stress among already-stressed educators by communicating more clearly and intentionally about the existing alignment. The five Guiding Principles provide a simple way to define what is meant by whole-child education. Young people learn best when they experience the following in an integrated way:

    • Positive relationships with adults and peers
    • Environments filled with safety and belonging
    • Rich, engaging learning opportunities
    • Intentional development of skills, habits and mindsets
    • Additional integrated supports when needed

    If state education leaders and administrators — who already reference “the whole child” throughout their efforts — would agree on and reference specific practices, such as these Guiding Principles, the increased clarity could cascade through the system. With consistent language from the state, then staff in county offices of education, district leaders and site administrators would better understand and be able to communicate specifically what a “whole-child” approach entails and how these principles are in fact shared across initiatives. For example, teachers would know that their work to develop positive relationships with students and create environments filled with safety and belonging is actually part of Social-Emotional Learning, Positive Behavioral Intervention Systems, Multi-Tiered System of Support, and Community Schools. In practice, these aren’t separate or siloed concepts or “one more thing” educators have to do — they are good teaching, creating the conditions in which students learn, grow and thrive.

    The easy win here is for state leaders to agree on a short description of what they mean when they say “whole-child” and hew to that definition consistently and intentionally in guiding documents about different programs, strategies and initiatives. To reach consensus, a committee or task force of key leaders and staff who work on education initiatives could review the existing whole-child frameworks and their own guiding documents to define their shared language. This approach would clarify the state’s “whole-child” vision and provide consistent guidance about what educators should do to support young people, no matter what initiative they are working on.

    Statewide clarity would be a huge relief to the thousands of educators who are doing their best every day to bring high quality teaching to their students, and who desperately need tools and systems that make their work easier, not more confusing. 

    •••

    Katie Brackenridge is a consultant working with districts and county offices of education to plan and implement coherent whole-child practices.

    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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