برچسب: chance

Little-known academic renewal policy offers students a second chance

Los Angeles City College

Credit: Larry Gordon / EdSource

The most stressful time in most people’s academic careers is their first year of college. The transition from the routine of high school is suddenly over.

An entirely new level of freedom is afforded to us, and quite frankly, even that can be overwhelming. You might suddenly miss a class or two and no one will phone your home, and it’s enticing to view college as a chance to catch up on socializing. All this can cause students — especially those in community colleges where material isn’t always as rigorous — to make the mistake of not putting adequate effort into education the way they should.

So, what happens when students hit a snag in the road during their collegiate start?

For myself, there was something else that affected my ability to put my best foot forward in classes. I was diagnosed with ulcerative colitis just as I began my next chapter in my educational journey. I couldn’t help but feel like my world was crashing down.

This illness can create frustrating pain at times we cannot predict. Attending classes, much less focusing on the material, sometimes felt impossible. My grades faltered as I tried to manage my social life, treat my illness and balance a full load of classes.

My first few semesters in community college featured the dreaded W, or withdrawal, and even a pair of F’s. I immediately knew transferring was unlikely, so I decided to take some time off. Maybe college wasn’t for me. I was forced to put dreams aside and try to find work; and given the price of medication and doctor visits, it wasn’t a bad idea. So I dropped out, and for a time I thought I’d never have a chance to earn a degree.

Then came the Covid pandemic, and with it, work and school from home.

The opportunity to take online courses was enticing, even though I assumed transferring was out of the question given my academic record.

I decided to email an adviser at my local community college, just to see what could be done to transfer despite my less-than-stellar transcripts.

To my surprise, I learned about the little-known academic renewal policy. It allows community college students who have taken two years off to apply to have a limited number of units cleared from their GPA. It will remain on their records to give potential four-year universities a fuller picture of their efforts, but if you can return to classes and start hitting the ball out of the park, there is a chance to rebuild your academic career.

According to the California Community Colleges, academic renewal was first introduced in 2008.

It gives students a chance to petition to have D’s and F’s removed from their GPAs, but they must first earn a certain level of passing grades to start the process.

Ultimately, the work still must be done by the student. You are not guaranteed success by wiping a few W’s and F’s from your GPA, but the opportunity to have a second chance in education can uplift those who face illnesses, economic hardships or other unforeseen circumstances.

Your first semester in college should not follow you forever. And thankfully, the state’s community college system understands this.

When I filled out the academic renewal application with my adviser, I didn’t expect much. But to my surprise, they were very helpful in ensuring that my plan to take the appropriate courses to transfer to colleges of my choice was possible.

What followed were four semesters of the hardest work I have ever put in. I came back as a student on a mission to attend class as often as possible, ask questions to professors, get involved in study groups and even be a teaching assistant. My illness had thankfully gone into remission, and for once I felt like I could be a student.

Thanks to my advisers, professors and fellow students, I transferred to my dream university.

However, I do wish this renewal process were more widely advertised because not all students who have initial struggles in their academic careers will reach out to advisers. Community colleges can and should find better ways to ensure students understand there are second chances through what appears to be a little-known process.

Students across the state should know about academic renewal. It can be the difference between giving up on getting a degree or achieving your goals.

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Joshua Picazo is majoring in media studies at UC Berkeley and is a member of EdSource’s California Student Journalism Corps.

The opinions expressed in this piece 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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16/06/2025
California’s Youth Job Corps offers a second chance at career, higher education

Rubicon Landscape Group, which has a community beautification program in the city of Richmond, hires California Volunteers’ Youth Job Corps service members.

Credit: Courtesy of Ebony Richardson/Rubicon Landscape Group

One of Kaelyn Carter’s ongoing challenges these days is working early hours as a landscaper through the cold, often rainy San Francisco Bay Area weather — a world away from the stagnation he remembers feeling when he first arrived in California less than two years ago.

Then, Carter had just been released from prison after three years of incarceration in Virginia, where he was born. He had made his way to California, which he heard might have more job opportunities.

He’d tried working, but he’d run into more trouble and once again had a warrant out for his arrest. So he turned himself in.

That decision led to significant changes in his life, he said, because his probation officer connected him with his current workplace, which is part job and part rehabilitation program.

The job is with Rubicon Landscape Group, a landscaping company in the city of Richmond that has multiple branches, including a Reentry Success Center which offers a structured 18-week vocational training program where young adults under age 30 who’ve been impacted by the justice system learn about horticulture and landscaping.

Working at Rubicon, Carter said, offered him a community and the means to provide for himself and rebuild his life.

Kaelyn Carter, right, works is part of a community beautification program in the city of Richmond as a service member with California Volunteers’ Youth Job Corps.
Credit: Courtesy of Ebony Richardson/Rubicon Landscape Group

“It feels comfortable to be able to provide, to buy stuff that you need, (like) hygiene products. You don’t have to go and ask someone to do it for you. You can just go and get it yourself,” he said, and “being able to go to work every day and see a check or some kind of payment at the end of the week, it’s comfortable.”

The program is part of a larger state effort led by California Volunteers, called the #CaliforniansForAll Youth Jobs Corps, that provides employment opportunities for Californians ages 16 to 30.

Job placements for service members range from a few months to about a year, a timeline that’s set by each participating city or county depending on the region’s needs. The idea is to create a pathway to careers that may have been previously out of reach for them.

Priority consideration is offered to youth who are in, or transitioning from, foster care, or have been justice system-involved, or in the mental health or substance abuse system. Participants must also be low-income, unemployed and not enrolled in school. They must also not have participated in an AmeriCorps program.

Out of over 8,000 total service members to date, about 400 were either in foster care or transitioning out of it, and 702 have identified as justice-involved.

The #CaliforniansForAll project includes other service programs, such as College Corps, which in its first year included 3,250 students from 46 California community colleges and state universities.

While the Youth Job Corps prioritizes young people who may not be on a college track, it encourages them to pursue higher education.

“That’s a goal of the program, and it’s why we focused on those populations,” said Josh Fryday, chief service officer of California Volunteers. “The idea here is creating an opportunity for our young people to serve their community, to make a difference, stabilize them, and then get them on the path to a successful career, which we hope higher education is part of for many of them.”

Service members are paid at least the state hourly minimum wage, now $16, but their city or county of residence can increase their wages.

The corps launched in 2022 with $185 million in state funding, with $78.1 million in ongoing funding approved in the 2023-24 state budget.

Since then, about 8,000 young people have worked in nearly 30 cities and counties that applied to join the list of participating locations, which range from Nevada County to the city of South Gate in Los Angeles County to the city of San Bernardino and more in between.

Each location either hires the service member directly or works with local community-based organizations that provide connections to careers in city government, climate efforts such as fire mitigation, community beautification by way of landscaping, and more.

“We really wanted to provide a lot of flexibility for local communities to decide how they were going to engage young people, depending on the needs of the community and what was appropriate for that area,” said Fryday.

For example, most of the service members in the Los Angeles County city of Maywood were high school seniors or in their early college years, and one was a college graduate with a bachelor’s degree in political science.

These participants were given the flexibility to choose placement in a career they were interested in pursuing. Their interests ranged from working at City Hall — which is where the college graduate was placed — to the local YMCA. Even some neighboring cities benefited from this flexibility: a service member worked at a technology center in the next-door city of Bell, which is not on the list of participating locations.

Maywood, one of the most densely populated cities in the state, is home to a predominantly low-income and immigrant population that most often commutes to work in other regions of Los Angeles County. But at the end of their Youth Job Corps service time, many of the city’s service members were offered full-time jobs in their community.

“The pay is helpful, the exposure they appreciate, but what I hear that, just to me, is so incredible and inspiring is when they say, ‘I just never thought I had something positive to contribute to my community. I never thought that I had something of value where I could give back, and I could lift up the community I love while also supporting my family at the same time,’” Fryday said. “I remember hearing that specifically in Maywood.”

It’s a sentiment also shared by Carter in Richmond.

“It might sound crazy, but Rubicon has been basically a safe haven for me because it helped me with dealing with … I want to say poverty, if that makes sense,” said Carter, now 29.
His job also helps him address his depression. Rubicon’s wraparound services — such as mental health support, resume workshops — help with housing and transportation, and working with plants helps him feel more grounded, Carter said.

All Youth Job Corps service members at Carter’s job with Rubicon are justice-impacted, which has given him a community of others with similar life experiences.

“This cohort, they just really lean on each other a lot,” said Ebony Richardson, a reentry coach with Rubicon. “I feel like they look out for each other as a whole, and it shows in the work they are doing.”

This community and support is part of what has kept Carter working at Rubicon, rather than returning to the life that led to his incarceration.

“It helped me build structure as far as my character, as far as my work skills,” he said. “It’s really a rehabilitation program basically for those who need a second chance.”

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11/06/2025
Summer school offers new teachers a chance to experiment

Courtesy: Kati Begen

Are you a new teacher? If you can, teach summer school!

No, your district did not pay me to say this; there is a method to my madness. Summer school gets a bad rap. Its portrayal in movies doesn’t help either. It’s not just a sweaty classroom full of students who are defiant and rude. In my experience, these are students who just need to fix the mistakes they made in the school year. Summer school should be seen as an opportunity for students and teachers. Teaching summer school can be an extremely beneficial choice, especially for new teachers.

When I was a new teacher, I found volunteering to teach summer school provided me unique opportunities to experiment. In summer school, you can:

Play around with instructional strategies: In the world of teaching, there is a visceral fear of your lesson “bombing.” This fear is what often keeps us from trying new things. During summer school, you have a little more grace. Typically, the classes are smaller, students come in with some background knowledge (if it’s credit recovery, they have already taken the class), and summer school just has a different feel to it. Have you wanted to try an A-B text edit (where students have two different copies of the same article and must decide which words are correctly used)? Socratic seminar? Maybe a specific lab? Doodle notes?

Try it now! Get feedback from the students and see if there is something you need to change. Then, write down notes on how the new strategies fared in the summer school setting. Once the new school year comes around, you have a list of strategies you have vetted and that work.

Try new classroom management strategies: I have taught primarily in middle and high school. Even though middle and high school students are close in age, they require different management strategies.

Surprisingly, my high school students love ClassDojo, a classroom management tool/app, despite its typical audience being elementary school students. I wouldn’t have known this if I hadn’t tried it with my summer school students. Do you want to try flexible seating? Fun claps for an attention signal? Student shout-out wall? Try it during summer school.

If you teach secondary school, you only see your students for one period a day during the school year. In summer school, you see the same group of students for the whole day. You now have the advantage that elementary teachers have. You can try a strategy, work out any kinks with it, and implement it in your class come fall.

Try out a new grade level: When I began teaching, I was fully invested in staying in the middle school world. When the opportunity arose for me to teach a high school class over the summer, I was scared. It seemed like a different beast. Ultimately, I ended up loving teaching high school, and a few years later, I moved up to teaching high school freshmen. This shift wouldn’t have come if I hadn’t tried it out during the summer session. So often, we find our niche and stay there. This is a nice, comfortable place if that is what you are looking for. Sometimes, we want change. Often, we see good teachers leave the profession. I wonder if they might have stayed if they had just tried a different grade level.

I can’t speak for all school districts, but in my experience, summer school made me a better teacher. There are different opportunities out there as well. Maybe you only teach one session? Can you try a different content area? Different school site or even district? There are even online summer schools. The opportunities are as endless as is the potential growth you can acquire.

Teaching can be extremely difficult, so try something new to bring the spark back into your career!

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Kati Begen is a high school biology teacher, doctoral candidate and author of “Thriving During Your First Year of Teaching.”

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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23/05/2025
California mustn’t lose its chance to address its teacher shortage and diversity problem

Credit: Allison Shelley for EDUimages

For years, California has been faced with a shortage of teachers that predated the pandemic but which the pandemic certainly did not help. A key factor that exacerbates this shortage are the high-stakes teaching performance assessments (TPAs) used in the state, such as the California Teaching Performance Assessment (CalTPA), the Educative Teacher Performance Assessment (edTPA), and the Reading Instruction Competency Assessment (RICA).

These act as overly restrictive barriers preventing us from solving not just the teacher shortage but also our significant teacher diversity problem. This is why the introduction of Senate Bill 1263 last year was a sign of hope and a step in the right direction.

The original version of SB 1263, in essence, sought to dismantle the use of TPAs in the state of California and was strongly supported by those of us at the California Alliance of Researchers for Equity in Education (CARE-ED), and the California Teachers Association (CTA).

But since its introduction, the bill has been modified to keep TPAs intact and instead implement a review panel to oversee the TPA and make recommendations about it to the California Commission on Teacher Credentialing (CTC), the agency tasked with overseeing the TPA.

We in CARE-ED and the CTA found this development to be deeply disappointing. While there are naturally differing viewpoints about the TPAs, with voices calling for keeping the assessments intact, it is education researchers and actual teachers on the front line who grapple with the realities of classroom pedagogy on a daily basis and are best positioned to know if TPAs are serving their stated purpose of ensuring qualified teachers or are actually undermining this very goal.

In theory, TPAs are designed to measure and assess the educational knowledge, skills and readiness of teachers and predict their effectiveness in the classroom. In addition to being a measurement tool, they are also framed as being a learning experience in themselves by providing student teachers with feedback regarding their performance.

In practice, however, TPAs are a severe source of stress and strain on student teachers, many of whom come from disadvantaged or underrepresented backgrounds and are already overburdened in various ways.

In 2022, I was part of a team of researchers at CARE-ED that examined the pass rates of the edTPA, CalTPA, and RICA according to different demographic groups. What we found were consistent racial disparities across all three assessments. In effect, the TPAs are functioning as racialized gatekeepers systematically impeding candidates of color — especially Black, Hispanic, Native American, Pacific Islander, and Southeast Asian candidates — from attaining certification. This exacerbates the teacher shortage and the diversity gap, and undermines efforts to mitigate them.

Then there are the expenses involved with the TPA process which, while temporarily waived during the pandemic, have been resumed. The TPA consists of two cycles, each one costing $150. This is in addition to the California Subject Examinations for Teachers (CSET), which also costs anywhere from a minimum of $63 up to a few hundred dollars. Furthermore, there is the Reading Instruction Competence Assessment (RICA), which costs over $200.

These fees are all in addition to the expenses student teachers are already paying while completing their coursework, such as tuition, books, supplies and living expenses. And it’s helpful to remember that many student teachers are trying to make ends meet — while raising families, in many cases — with juggling the full responsibilities of leading classrooms of 30-plus students and completing coursework requirements and, at the same time, having to fulfill the stringent requirements of the TPA within the one year they are allotted upon registration.

Yet, despite the steep costs and stress of the TPAs that student teachers face on top of juggling so many other challenges, there is often also a lack of support from the teacher preparation programs they are enrolled in, as well as insufficient support from state and local government.

This is why providing concrete support, both financially and educationally, for student teachers is one of my priorities as interim dean for the school of education at Notre Dame de Namur University. If we can’t relieve student teachers of the burden of TPAs, then we can at least alleviate the burden of some of their expenses and provide as much educational support as possible while they navigate the TPA process.

Based on our research at CARE-ED and the CTA and our many collective years of working with student teachers, we believe the best-case-scenario would be to pass SB 1263 as it was originally written. But since the bill has been modified, I would urge that at the very least the review panel that has been proposed in lieu of removing the TPAs have fair representation.

This means that representation from the CTC, the aforementioned agency tasked with overseeing the TPA, should be minimal, and there must be a just representation of teacher educators and, most importantly, teachers themselves, because they are the ones who best understand the realities of teaching and what they need to do their jobs. This is critically important. Otherwise we run the risk of losing this precious opportunity to address California’s teacher shortage and lack of teacher diversity in a way that could make a real difference.

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Tseh-sien Kelly Vaughn, Ph.D., is the interim dean of the school of education at Notre Dame de Namur University.

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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17/05/2025
10 LAUSD schools get a chance to opt out of standardized testing, create alternative measurements

CREDIT: Flickr/Alberto-G

Ten Los Angeles Unified School District (LAUSD) community schools will be given an opportunity to pilot new approaches to assessments in the 2025-26 academic year.

And once the schools adopt alternative assessments, they won’t have to participate in standardized tests, other than those mandated by state and federal governments, the district school board decided in a 4-3 vote on Tuesday.

The policy, which comes as part of the Supporting Meaningful Teaching and Learning in the LAUSD Community Schools Initiative, was authored by LAUSD school board President Jackie Goldberg and board members Rocio Rivas and Kelly Gonez.

Goldberg said that over the past several decades, corporate entities have turned education’s focus away from cultivating a love for learning — and toward test taking, which she believes has become the “be-all and judge-all of schools.”

She emphasized that multiple choice, standardized assessments are not the only way to gauge students’ learning.

“I knew where my students were, what they could read, what they understood, what they didn’t — because that’s what you do when you teach,” Goldberg said, adding that class discussions and projects can also be used to observe progress. “You’re continuously assessing.”

Once the 10 community schools establish new “innovative, authentic, rigorous and relevant” methods of assessment, they will not be required to administer the district’s iReady diagnostic tests, which teachers have criticized for taking up large chunks of instructional time.

Rivas said students would be relieved of some of the anxiety and stress that comes from ongoing standardized testing. She read several messages she had received from students in the district during Tuesday’s meeting.

“If we already take five state tests … in the end of the year, why do we take the end of the year iReady?” one student wrote in a letter to Rivas. “They both are the same reason: to show you what we know.”

“I was really stressed out — worrying about all of these tests. I also gained a lot of anxiety since testing started, and I could not focus on my own life because I was so stressed.”

LAUSD board member George McKenna, however, opposed the measure, questioning how students are supposed to learn without being given tests to work toward. He added that the initiative has “promise” but that he did not trust the policy would be implemented properly.

Board members Tanya Ortiz Franklin and Nick Melvoin also voted against the resolution — which will require LAUSD to establish a Supporting Meaningful Teaching and Learning Initiative that community schools can apply to be part of.

Schools that are part of the initiative would have to select a community school “lead tacher” who is grant funded and would receive additional professional development from both Community School Coaches and UCLA Center for Community Schooling, among others.

The 10 schools in the cohort, according to the resolution, will also have to adapt their instructional programs to “integrate culturally relevant curriculum, community- and project-based learning, and civic engagement.”

“This is just one step,” Gonez said during Tuesday’s meeting. “But I really look forward to the way this resolution will be implemented — to see what innovative ideas that I know our teachers have and see how we may be able to pilot a more joyful education, a transformative education, which really brings the community schools model to full fruition.”

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12/05/2025
A chance to protect California high school students’ health: Free condom distribution

Credit: pixabay

California’s 1.6 million high school students are starting another year, but without a critical school supply that I would argue is necessary for teens: condoms.

Why should California public high schools be required to provide condoms to students? Because condom availability programs are an effective public health strategy supported by the federal Centers for Disease Control and Prevention (CDC) to help keep sexually active high school students safe. According to the CDC:

This year, the Golden State has a golden opportunity to protect high school students in California from alarming statistics like these in the form of the YHES Act.

The Youth Health Equity + Safety (YHES) Act (SB 954) would expand access to condoms by requiring public and charter high schools to make free condoms readily available to students, giving them the opportunity to protect themselves from STIs that negatively impact their well-being, shorten their lifespan and easily spread to the wider community.

The organization I lead, the California School-Based Health Alliance (CSHA), helps improve health access and equity by supporting schools and health care partners to bring health services to where the kids are — at school. The alliance is a proud co-sponsor of this bill because providing condoms in California’s high schools equips young people to make healthier decisions if they choose to be sexually active.

Although some districts, such as Los Angeles Unified, San Francisco Unified and Oakland Unified, already offer condom access programs, the majority of schools in California do not.

An online survey by TeenSource, an initiative of Essential Access Health, found that 68% of California teens lack access to condoms at their high school, and 98% agreed that easier access would increase condom use among sexually active teens.

SB 954 would require all public and charter high schools to make internal and external condoms readily available to students for free beginning at the start of the 2025-26 school year. Condoms would need to be placed in a minimum of two locations on school grounds where they are easily accessible to students during school hours without requiring assistance or permission from school staff.

California’s high school students have a right to consent to and access medically accurate, confidential, culturally relevant, and age-appropriate health services in schools. Our state has made great strides in reducing unintended pregnancy among adolescents in the past 20 years. Unfortunately, half of all reported cases of STIs in 2022 were among young people aged 15-24. The scope of the epidemic requires bold action.

This year marks the second time state Sen. Caroline Menjivar, D-Van Nuys, has moved this sensible bill through the state’s Legislature. Menjivar has secured $5 million to cover the costs of distributing free condoms in public high schools for three years. The bill also specifies that if funds are not designated for this purpose, schools have no obligation to provide free condoms — addressing any concern as to an unfunded mandate.

To reduce public health disparities, we must ensure that California youth have equitable access to condoms in high schools. Advocates for youth health and education equity urge Gov. Gavin Newsom to sign the YHES Act into law.

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Sergio J. Morales, MPA, is the executive director of the California School-Based Health Alliance (CSHA), a nonprofit organization that aims to improve the health and academic success of children and youth by advancing health services in schools.

The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

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12/05/2025