برچسب: classes

  • University of California to offer college classes to low-income high school students

    University of California to offer college classes to low-income high school students


    Student walk up and down the Promenade to Shields Library at UC Davis.

    Credit: Gregory Urquiaga / UC Davis

    The University of California is joining a national initiative to offer free online courses to students at low-income high schools across the country beginning next year.

    The university system is joining the National Education Equity Lab and beginning in the winter term of 2024 will offer two for-credit classes to students enrolled in Title I schools, a federal designation for schools with high numbers of low-income students, UC’s board of regents learned Wednesday. UC is hopeful that the program will allow students — who might not otherwise have access to college courses — the opportunity to take UC classes and get a taste of college.

    The classes are free to students, but the participating high schools will need to pay a fee of $250 per student to the equity lab to cover administrative and support costs.

    The specific classes that will be offered haven’t yet been determined, but they will be for college credit and are existing courses developed by UC faculty. Currently, 12 other universities participate in the national program. The classes available to students include a poetry course from Harvard, an environmental studies course from Howard University and a bioengineering course from Stanford.

    UC will be the second public university to join the partnership and also the second university from California, joining Stanford.

    The program will allow the university to expand access to low-income high school students who might not otherwise have a chance to take rigorous courses, said Rolin Moe, executive director of UC Online.

    “These courses are focused on establishing that love of learning and that opportunity to show people that they can succeed in college,” Moe added. “A student who gets to say, ‘I took a course from Berkeley,’ or ‘I took a course from Santa Cruz,’ what that means for somebody internally and intrinsically could be all the difference.”

    UC faculty will be responsible for creating the course syllabus and course materials as well as developing assessments. Teaching fellows, including UC undergraduate and graduate students, will help facilitate the courses by leading Zoom sessions, grading student work and answering questions. Teachers at the local high schools will also work with UC faculty to help facilitate the courses.

    Students across the country and in California can already access college courses through dual enrollment programs that are offered mainly by community colleges. One regent, Jose Hernandez, said during Wednesday’s meeting that he’s concerned UC is “late to the game” and that community colleges have already “cornered the market” when it comes to offering college courses to students still enrolled in high school.

    UC’s courses will be different from traditional dual enrollment courses, said Yvette Gullatt, UC’s vice president for graduate and undergraduate affairs, because they will be classes and subjects that students “can’t get in high school or community college.”

    She said the courses “resemble our university deep dive courses.  These are the things our faculty do so very well. This is their research in the classroom. This is their teaching. So this goes beyond our traditional A through G and our general ed and into those spaces where our faculty’s teaching and research come together.”

    The program will also be reaching different students.  The students who typically enroll in dual enrollment courses “tend to be a much more middle class constituency,” whereas the UC program will be targeted to low-income students, said Katherine Newman, UC’s provost and executive vice president of academic affairs.

    “And it’s that connection to the university world, the four-year university world that I think is going to make this particularly attractive,” Newman added.





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  • Community college students can take classes in their native language under a new law

    Community college students can take classes in their native language under a new law


    Tina Chen, who is taking computer science courses taught in Mandarin at East Los Angeles College, speaks at a recent press conference for Assembly Bill 1096.

    Courtesy of Ludwig Rodriguez

    Hoping to entice more non-English speakers to enroll in community college, California is making it easier for those students to take courses in their native language.

    Currently, students in California can take community college classes taught in languages other than English only if they simultaneously enroll in English as a Second Language courses. 

    That’s about to change, thanks to Assembly Bill 1096, which was signed by Gov. Gavin Newsom and is set to take effect Jan. 1. The law will allow community colleges to offer courses in languages other than English without requiring students to enroll in ESL. 

    Community college officials think the bill could be a game-changer for potential students who might otherwise have been discouraged from enrolling or staying in college because of the ESL requirement. Some students have called that requirement a burden because of the extra time commitment.

    “We hope that this will create a pipeline for individuals to engage in community college,” said Gabriel Buelna, a member of the Los Angeles Community College District’s board of trustees and supporter of the bill. 

    “In a world of lower enrollment, do you want more Californians at your community college? Or do you not want more Californians at your community college?” he said, referring to enrollment declines that community colleges suffered during the pandemic. 

    There’s already some evidence that the new landscape will make a difference. The Los Angeles college district launched a pilot program this year offering courses in non-English languages and gave students the ability to opt out of enrolling in ESL. The program offered 60 classes this spring in four languages — Spanish, Mandarin, Russian and Korean. More than 1,000 students enrolled, almost half of them first-time community college students.

    This fall, the district is expanding the program to 86 classes, including child development, business and computer literacy.

    Before the pilot launched, the district surveyed students and found that 25% cited English proficiency as a barrier to their educational goals.  

    “We’ve uncovered that there’s this hidden group of individuals that have missed out on higher education opportunities,” said Nicole Albo-Lopez, the district’s vice chancellor for educational programs and institutional effectiveness.

    It’s unclear how many colleges across the state will begin offering more classes in non-English languages when the law goes into effect next year. But several community college districts endorsed the bill, including Foothill-De Anza, Long Beach and San Diego. And in a state where 44% of households speak a primary language other than English, officials expect there will be interest among prospective students across California.

    In the Los Angeles pilot, almost all the courses offered were in noncredit classes focused on job training, including in automotive repair, child care and health care services. The new law, however, will apply to both noncredit and credit courses.

    For Tina Chen, taking computer science classes at East Los Angeles College in her native language of Mandarin has made a challenging subject more accessible.

    Chen’s goal is to eventually transfer to UCLA and enter into a career in artificial intelligence, but computers are new for her, and the course material can be challenging. Being able to learn in her native language, though, has provided a solid foundation.

    “It makes it easier. I can understand my teacher who speaks to me and my classmates,” she said.

    Carmen Ramirez has also taken advantage of the classes offered at East LA College and enrolled in basic skills courses this year that are taught in Spanish. 

    Ramirez is from Guadalajara, Mexico, where she previously took college courses while pursuing a degree in psychology. She didn’t finish that degree because of economic reasons, she said, and later moved to Los Angeles.

    Taking classes in Spanish “is a great way to be able to come back and renew my studies,” she said through a translator. “It’s more comfortable and lets me learn better.” Ramirez added that native language courses may also be more welcoming to undocumented students and make it more likely that they enroll.

    After she’s completed her basic skills courses, Ramirez wants to start taking classes toward a credential or certification. She’s not sure yet what career she wants to pursue, but knows she wants to enter a field that allows her to help other people. 

    Even though the law won’t require it, Ramirez still plans to eventually take ESL courses because she sees learning English as an important skill that will benefit her career. Research backs up that premise: A 2022 report by the Public Policy Institute noted a link between English proficiency and access to high-wage jobs. 

    Buelna, the Los Angeles trustee, said he expects many students to follow a path similar to Ramirez’s and enroll in ESL even though they won’t be forced to do so. 

    “I think this law will actually increase English acquisition,” he said. “Once you get folks in an institution, and you get that curiosity going, they’re going to say, ‘Well, I do need to learn English.’”

    Buelna added that the most important factor is that more students get an education and develop new skills — regardless of whether they’re learning English.

    “Why does it matter so much that someone learn about caring for the elderly or phlebotomy in a specific language?” he said. “Do you want them to have the skill or not? What’s more important?”





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  • Professors cancel classes at Fresno City College after sexual violence allegations revealed

    Professors cancel classes at Fresno City College after sexual violence allegations revealed


    Fresno City College on November 29, 2023

    Credit: Lasherica Thornton / EdSource

    At least three women in the Fresno City College communication department refused to work today in response to an EdSource story revealing the Title IX investigation and act of sexual violence report of their colleague and president of the academic senate, Tom Boroujeni, sources say.  

    Boroujeni, also a Fresno City College communication instructor, was found to have committed an “act of sexual violence” against a professor and colleague at nearby Fresno State in 2015 when he was a graduate student and adjunct instructor. The alleged victim is also a professor and Boroujeni’s colleague at City College. The State Center Community College District, parent agency to City College, learned of the “sexual misconduct investigation” when the alleged victim requested a no-contact order against Boroujeni, which was granted in the spring 2022 semester. 

    Email sent to students

    The instructor who asked not to be identified by name shared the email she sent her students about cancelling class.

    “We feel that this person was protected over us,” an instructor who asked not to be identified by name said about the college’s inaction against Boroujeni – which she called an “inability to keep us safe.” 

    On Wednesday night, the three professors informed members of the college administration and their students of their intention not to work Thursday. None of the administrators responded to the professors. 

    Neither the district nor the college has responded to EdSource as of Thursday morning. 

    Taking action

    Tiffany Sarkisian, Fresno City College’s program review coordinator and a communication arts instructor, told the administration and her students that she and others decided to stay off campus in an effort to advocate for a safe teaching, learning and working environment. 

    “The environment at FCC (Fresno City College) grows more toxic and unsafe by the day, especially as an abuser has been – and continues to be – protected by various campus leaders,” she emailed college administrators. 

    The administration’s failure to act on information they’ve had “created an unsafe space emotionally and physically,” Sarkisian told her students. 

    Tiffany Sarkisian’s email

    Sarkisian, a communication arts instructor at Fresno City College, emailed her students about her decision to cancel classes Thursday.

    To read the email, click on the image.

    Sarkisian said she and others have been upset about the community college’s knowledge of the allegation against Boroujeni. 

    “They literally gave him a taller, bigger pedestal rather than taking the pedestal away from him,” Sarkisian told EdSource. “They had no concern about all other parties involved.” 

    In May 2023, Boroujeni started a two-year term as Fresno City College’s academic senate president. In that role, Boroujeni works with the school’s administration in setting academic policy and hiring faculty.

    Shiwali Patel, the senior counsel and director of Justice for Student Survivors at the National Women’s Law Center in D.C., has represented students in Title IX cases against colleges and universities. 

    “He shouldn’t have any impact on her experience there, any promotions or anything to do with her employment,” Patel said. “If he holds this position of power over the victim who told the community college about what happened at the other institution, she could be in a vulnerable position.”

    Boroujeni told EdSource he is also facing allegations regarding his interactions with three other women at Fresno City College. They have each filed complaints against him, which he characterized as allegations of “gender discrimination.”

    Fresno City College, Patel said, should ensure the alleged victim of the Title IX allegation and the three complainants feel safe and supported.

    “That might mean limiting or pulling him from his academic senate president role,” Patel said. “Even while the school is investigating, they should be looking at interim measures: what can they do in the interim to protect the complainants and provide them with the support and accommodations they need.” 

    This story will be updated as more information becomes available. 





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  • What California college students think about online classes

    What California college students think about online classes


    “I don’t really like asynchronous or online classes. Yes, it’s convenient for me, but it’s not convenient for my learning,” Chase said. “It’s not conducive to any learning.” 

    Chase is currently taking a statistics class asynchronously with recorded lectures from Zoom and optional lab sections with a graduate student instructor. He feels these lab sections are helpful, but ultimately wished that his statistics lectures could also be in-person. 

    Chase doesn’t seek out online classes because he feels the opportunity to ask his professor questions is lost. He said although online lectures have benefits, including being able to rewind, edit and speed up lectures, he ultimately feels that interaction with classmates during lectures is more valuable for his learning. 

    “Sometimes a few things might slip that I can’t hear the teacher saying that I can’t get back, but I’m willing to sacrifice like a sentence or two for just a general overall interaction,” Chase said. 

    Despite the downsides of asynchronous learning, Chase does enjoy completing homework and exams online because he feels less pressure and is more comfortable. The flexibility in completing assignments on his own time and in a place of preference is an aspect of online class that Chase appreciates. 

    Ultimately, he doesn’t prefer online classes because he learns best in an in-person environment. Chase expressed the value in talking to and collaborating with a variety of classmates on problems. 

    “I get better understanding, especially when I’m mixing with my peers to ask for help. When everyone is separated, there’s no creativity, there’s no new ideas,” Chase said. “When everyone’s together mingling, that’s the spark of new ideas, new creations.”

    By Kelcie Lee





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  • Too much downtime, too little learning in special day classes

    Too much downtime, too little learning in special day classes


    A special education teacher walks down a hallway with her student in a Northern California school.

    Credit: Andrew Reed / EdSource

    A growing concern has emerged in California regarding the educational rights of students with extensive support needs.

    These students, who often require ongoing assistance in physical, communication, or social support, may not be receiving the mandated instructional minutes set by the California Department of Education. Further, recent studies suggest that special education teachers spend only 20% of their daily time on actual teaching, with students receiving most of their instruction from paraeducators and other service providers. These findings point to wide-ranging implications for how the Individuals with Disabilities Education Act (IDEA) is really implemented in schools.

    When one of us, Sara Caniglia-Schulte from San Jose State University, observed one such class as part of her supervisory responsibilities, I returned feeling disappointed by how much free time the students were given in class: Four paraprofessionals were sitting along the perimeter of the classroom, two students were on a computer, one was lying over a large exercise ball, one was holding his visual schedule, asking the adults in the room, “What’s next?” and the other students were pacing around the classroom.

    Although separate special education classes for students with extensive support needs have long been viewed as critical for providing intensive individualized support and education, researchers have noted that these students may spend substantial portions of their school day engaged in noninstructional activities such as extended periods of games, choice or play time, movie viewing, or other activities unrelated to academic instruction. 

    To be sure, students with extensive support needs may have diverse cognitive, sensory, physical and communication needs that necessitate frequent breaks and more flexibility in the classroom. However, the question arises: How much is too much? Instructional time is equally vital in special education classes, enabling students to learn and acquire new skills.

    Having been a teacher in a special day class for students with extensive support needs for over 18 years, I (Sudha Krishnan) am painfully aware of the number of times classroom instruction has stalled. In a special day class environment, numerous distractions from instruction exist naturally as a part of the classroom setup. These may include disruptive student behaviors such as interruptions, loud sounds, screaming and interpersonal interactions that divert attention from instruction. At times, extreme behaviors may require evacuating the classroom to ensure everyone’s safety. Additionally, when paraeducators need to take breaks as per their contract, free or choice time may be allocated so that the few remaining staff need only supervise without providing instruction. Moreover, there are regular classroom interruptions by service providers like speech therapists, psychologists, occupational therapists or physical therapists — whether they do the therapy in class or pull students out for sessions in their offices. Bus delays at the start of the school day or early dismissals to accommodate bus schedules (to avoid disrupting pick-ups/drop-offs at other schools) may also reduce instructional time. Research suggests that such interruptions and distractions significantly disengage students and decrease instructional time in the classroom.

    Further, excessive unstructured time can pose unique challenges for students with significant disabilities. Overall, students benefit academically and behaviorally when meaningfully engaged in learning. Students may engage in unproductive or potentially harmful behaviors without proper guidance and supervision. Prolonged periods of free time without meaningful choices or structured activities may lead to boredom, frustration and disengagement, ultimately hindering overall development and progress. Finally, limited access to structured learning activities may impede academic progress and skill development, perpetuating educational disparities and hindering students’ ability to reach their full potential.

    There are many strategies that teachers can employ to provide breaks for students while engaging them productively. Structuring the free time to include peer models to play games or other activities could improve interactive play skills. Preferred activities that require fine or gross motor skills to get kids moving could increase engagement, and simply allowing the students to move outside could improve student performance throughout the day.  Providing simple visual schedules and structured activities may provide students with options to use their free-choice time meaningfully.

    There is also an urgent need for more research into and scrutiny of the amount of instructional time spent in special day classrooms for students with extensive support needs and the level of student engagement during this time. If parents can demonstrate that the school district failed to provide the instructional minutes stated in the individualized education plan, they may be provided compensatory education funded by the district, which can prove costly. Current research in this area has raised stark equity questions and challenged the fundamental design of special education.

    It’s time to confront these realities head-on and question whether special education has been designed in a way that leaves some students behind.

    •••

    Sudha Krishnan, Ed.D, is an assistant professor of special education at San Jose State University‘s Connie L. Lurie College of Education, and a Public Voices Fellow with The OpEd Project.

    Sara Caniglia-Schulte, Ed.D, is a lecturer at San Jose State University.

    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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  • Judge rejects lawsuit over ‘liberated’ ethnic studies classes in LAUSD

    Judge rejects lawsuit over ‘liberated’ ethnic studies classes in LAUSD


    Theresa Montaño, a professor in Chicano/a Studies at CSU Northridge and a member of the LAUSD-UTLA Ethnic Studies Committee, is a defendant in the lawsuit.

    Credit: Luis Garcia / California State University, Northridge

    A federal judge has thrown out a lawsuit against the United Teachers Los Angeles and the organization that created a controversial ethnic studies curriculum adopted by at least two dozen school districts in California. 

    U.S. District Judge Fernando Olguin’s scathing ruling on Nov. 30 criticized what he concluded was a lack of evidence and unpersuasive arguments made on behalf of the two Jewish teachers and parents in Concerned Jewish Parents and Teachers of Los Angeles, the group that brought the litigation.

    The plaintiffs’ complaint “is difficult to understand and contains a morass of largely irrelevant — and sometimes contradictory — allegations, few of which state with any degree of clarity precisely what plaintiffs believe defendants have done or, more importantly, how plaintiffs have been harmed,” wrote Olguin of the Central District of federal court in California. His 49-page pretrial ruling dismissing the lawsuit “with prejudice” precludes the plaintiffs from refiling another similar lawsuit in federal court.  The lawsuit was filed in 2022.

    The lawsuit alleged that the Liberated Ethnic Studies Model Curriculum Consortium, the teachers union, its president Cecily Myart-Cruz, and two members of the LAUSD-UTLA Ethnic Studies Committee encouraged the adoption of instructional materials used in several LAUSD classrooms, that they also “covertly” trained teachers in the “liberated” ethnic studies curriculum, which condemns capitalism, white privilege, and Zionism, and characterizes Israel’s existence as “based on ethnic cleansing and land theft, apartheid and genocide,”  according to Olguin’s summary of the lawsuit.

    The lawsuit also alleged that teachers who identified as Jewish or Zionist were not welcome in classrooms where ethnic studies was taught and “personally experienced the official hostility” of UTLA to Israel and to the concept of Zionism.”

    Denying they are antisemitic, educators affiliated with the consortium — mainly instructors and professors in ethnic studies departments at California State University and University of California — have made anti-Zionism and opposition to Israel a focus of their curriculum. They characterize Israel as a settler, colonialist nation, similar to European nations’ oppressive occupations of Africa and Asia in the 19th and 2oth centuries.

    The “liberated” approach to ethnic studies has drawn scrutiny since its leaders formed the consortium in protest after the State Board of Education rejected as ideological and one-sided a draft curriculum that some of them had authored. In passing Assembly Bill 101, creating a mandate requiring high school students to take ethnic studies to graduate, the Legislature, at the encouragement of the Legislative Jewish Caucus, specified that school districts should not use unadopted portions of earlier drafts of the model curriculum. 

    Advocates of liberated ethnic studies charged the clause and other “guardrails” in the law were intended to squelch their free speech. The largely unfunded graduation mandate is set to take effect in 2029-30.

    In an online celebration Monday, Theresa Montaño, a defendant in the lawsuit who is also a member of the LAUSD-UTLA Ethnic Studies Committee and secretary of the consortium, said, “The end of this two-and-a-half year lawsuit means vindication, affirmation, and victory.”

    “This is a win for liberatory critical ethnic studies and academic freedom. It’s a testament to the power of solidarity and liberation, whether that be in South Los Angeles or in Gaza,” said Montaño, a professor of Chicano/a Studies at CSU Northridge. “And so it’s a signal to us that we will not stop, that we will persist until authentic ethnic studies is guaranteed to every student in this state.”

    The attorney representing the defendants, Mark Kleiman, told teachers on the press call, “The moral of this story for people in the other school districts is, you don’t have to be afraid of these kinds of attacks. Given half a chance in a fair courtroom, you will be vindicated.” 

    Meanwhile, the legal director for the Deborah Project — the law firm that filed the lawsuit — said, “We absolutely will be appealing the decision and are confident that the decision will be reversed on appeal.” The appeal must be filed by Dec. 30.

    The ruling, said Lori Lowenthal Marcus, “is deeply flawed, as it ignores crucial allegations in plaintiffs’ complaint, fails to address arguments plaintiffs made in their briefs, and even ignores binding precedent from the 9th Circuit Court of Appeals.”  

    “We are in the midst of soaring antisemitism in education throughout the U.S., and this is no time for anyone — much less a federal court — to allow publicly funded public schools to be used to indoctrinate children to hate the Jewish commitment to Israel,” she said. “Contrary to the ruling, that’s not ‘education’ about a ‘controversial’ issue. It’s prejudice, pure and simple.”

    Uncertain implications

    It’s unclear what impact, if any, the ruling might have on other litigation in California involving ethnic studies and allegations of antisemitism and indoctrination which include a potentially stronger lawsuit that the Deborah Project filed last month against the Sequoia Union High School District in Menlo Park, its superintendent, and administrators at two high schools. The plaintiffs in this case are the parents of Jewish students who claim that the district ignored parents’ repeated complaints of antisemitic taunts and bullying by students and biased lessons on the Israeli-Gaza conflict, taught by two history teachers.

    On Friday, an Orange County Superior Court judge will consider a motion to invalidate four ethnic studies courses in Santa Ana Unified. In their lawsuit, the Louis D. Brandeis Center for Human Rights Under Law claims that district staff wrote the courses, with the participation of school board members, in violation of the California open meetings law. They did so in order to hide the content from Jewish community members who had repeatedly offered to participate in the process and offer their perspectives. Documents reveal that staff members referred to the Jewish Federation of Orange County as “racist Zionists” and made other bigoted remarks about Jews. 

    The lawsuit against UTLA and the consortium did not include LAUSD as a direct defendant, which may have weakened the case because the district has not adopted the Liberated Ethnic Studies curriculum, and there is no indication if and when it would. That made the plaintiffs’ concerns speculative and, therefore, their proposed remedies invalid, Olguin wrote, noting that the participation of Montaño and Guadalupe Carrasco Cardona, an LAUSD teacher and a member of the consortium’s leadership team, in an advisory committee is not evidence of the district’s endorsement of the curriculum.

    Olguin further ruled that the plaintiffs could not substantiate that teachers and other plaintiffs had yet faced any actual harm, nor did they demonstrate that the eventual adoption of the curriculum would violate civil rights. The judge continued that although plaintiffs claimed the curriculum was “infected from top to bottom with racism,” they didn’t show any evidence to support their assertion.

    “It is far from clear that learning about Israel and Palestine or encountering teaching materials with which one disagrees constitutes an injury,” Olguin wrote.

    The plaintiffs had asked Olguin to issue injunctions prohibiting LAUSD from including language critical of Israel or Zionism in teaching materials; preventing the district from paying teachers who used the liberated curriculum; and prohibiting the district from using materials from liberated curriculum in classrooms and teacher training paid for by public funds.

    Olguin ruled that the plaintiffs had not substantiated claims that their First Amendment guarantee of religious freedom and their right to equal protection under the U.S. and California constitutions were impeded. However, their request for an injunction would have raised an unconstitutional prior restraint on the defendants’ First Amendment speech rights, he concluded.

    While a district can “reasonably” curtail teachers’ speech rights in a classroom, “those limitations are fundamentally different from speech restrictions imposed by a court at the behest of a group of private citizens,” he wrote.

    In language certain to alarm Jewish organizations worried that antisemitic and anti-Israel bias is gaining a foothold in California schools, Olguin wrote, “It would be of great concern for the educational project and for academic freedom if every offended party could sue every time they did not like a curriculum or the way it was taught.”





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  • What high school graduating classes might look like in 2041

    What high school graduating classes might look like in 2041


    Credit: Fermin Leal / EdSource

    More graduates in California and nationwide will walk across the stage to receive their high school diplomas in the spring of 2025 than in more than a decade — and more than in decades to come.   

    The “Knocking at the College Door” report, released Wednesday by the Western Interstate Commission for Higher Education, predicts how many students might graduate across each state in the country, how demographics might shift, and the extent to which the Covid-19 pandemic could have an impact still. 

    The researchers anticipate that the number of students graduating from high schools in the United States will peak next year and then fall gradually until 2041. The number of California graduates is expected to drop across all racial and ethnic demographics — except for multiracial students, who are expected to increase by more than 200%.

    “After years of growth, higher education in the United States now faces a decline in the size of the traditional college-going population as well as shifting demographic patterns within that population,” the organization’s president, Demarée K. Michelau, stated in the foreword of the report.

    “These enrollment factors and the pressures of inflation and constraints on government funds combine to present the most perplexing set of issues to face higher education planners and administrators in a generation,” the foreword continued. 

    Here are the key takeaways from the report. 

    The number of high school graduates is expected to peak in 2025 

    The number of students graduating from public high schools in both the state and the nation is projected to peak in 2025. 

    After that, the number is expected to fall steadily from about 3.5 million nationally to 3.1 million in 2041, largely because of declining birth and fertility rates, but also because students are projected to take longer to finish their K-12 journeys. 

    The report notes that net migration and mortality also play a role. 

    California is one of five high-population states that are expected to make up about three-quarters of the national decline, according to the report.

    “When we hit the peak in 2025 and then start declining with the number of high school graduates, that puts more downward pressure on those postsecondary moments,” said report co-author Patrick Lane, who spoke at a press briefing Monday.

    “So what are the responses?” Lane asked. “How do we address concerns that students have about value?” 

    Distributions across race and ethnicity will likely change

    Nationwide, Hispanic or multiracial students should make up a greater proportion of high school graduates, while the share of students from other racial and ethnic backgrounds will decline, according to the report. 

    But, according to data from the Western Interstate Commission for Higher Education, multiracial students are the only group projected to see an increase in California. 

    Specifically, in California, between 2023 and 2041: 

    • Multiracial students are projected to increase 224%.
    • Hispanic students are projected to decrease 25%.
    • American Indian and Alaska Native students are projected to decrease 58%.
    • Black students are projected to decrease 62%.
    • Asian, Native Hawaiian and Pacific Islander students are projected to decrease 35%.
    • White students are projected to decrease 53%. 

    Not everywhere in the country will see the same trends 

    The report projects that the decline in the Western U.S. will mirror the nationwide trend. And California’s decline — anticipated to be roughly 29% across both public and private schools — is expected to account for roughly three-quarters of the regional decline.

    Meanwhile, the report states that the South will continue to defy broader national trends — first seeing some growth and later a smaller decline. 

    The pandemic might have a smaller impact than anticipated  

    According to the report, the Covid-19 pandemic may lead to a slight drop in the number of high school graduates nationwide — only 1% less than what the organization previously projected for 2037. 

    The 1% change is “within the usual fluctuations,” but the report also states that the Western Interstate Commission for Higher Education has historically underreported the number of future graduates and that they have found evidence “of a substantial number of students no longer enrolled, suggesting a modest impact overall.” 

    The decline, according to the report, is a result of falling enrollments in both public and private schools. And while the decline is smaller than anticipated, Lane said it will have an impact on the economy. 

    “When we look around our region, and more broadly around the country, we see workforce shortages in virtually any important employment sector that you can think of, from health care, teaching, nursing, engineering, to things that may not be as high on people’s radar, like diesel technicians. It’s a huge deal for a lot of the West,” Lane said at a press briefing Monday. 

    “But if these declining high school graduate numbers translate into even more downward pressure on enrollments,” Lane said, “it’ll be hard to meet some of these workforce demands.” 





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  • Crowded classes, staff shortages, insufficient pay are making some California teachers rethink careers

    Crowded classes, staff shortages, insufficient pay are making some California teachers rethink careers


    Kindergarten teacher Carla Randazzo watches a student write alphabet letters on a white board at Golden Empire Elementary School in Sacramento.

    Credit: Rich Pedroncelli / AP Photo

    Insufficient school funding is hurting California teachers and their students, according to “The State of California Public Schools,” a report from the California Teachers Association released Tuesday. 

    The lack of funding has meant insufficient wages and high health insurance premiums for teachers, crowded classrooms and a lack of support staff, according to the report, which is based on a December survey of almost 2,000 TK-12 educators.

    Most of the educators surveyed said that their pay is too low to afford housing near their jobs and that their salaries aren’t keeping up with the rising costs of groceries, childcare and other necessary expenses.

    Ninety-one percent of the educators surveyed who rent reported that they can’t afford to buy a home. Only 12% of the teachers surveyed said they were able to save a comfortable amount for the future, while 31% said they are living paycheck to paycheck.

    “Many educators are spread thin and frankly aren’t able to make ends meet financially, and are working in a public school system that continues to be underfunded year after year,” said CTA President David Golberg at a press conference Tuesday.

    The California Teachers Association represents 310,000 of the state’s educators, including teachers, nurses, counselors, psychologists, librarians, education support professionals and some higher education faculty and staff. The survey was conducted for the union by GBAO Strategies, a public opinion research and political strategy firm.

    Teachers who took part in the survey, which targeted teachers throughout the state to provide a representative demographic, overwhelmingly agreed that California schools don’t pay high enough salaries to teachers or have the resources to meet the needs of the students.

    Eighty-four percent said there aren’t enough staff, resources or training to support special education students, and 76% reported that classrooms are overcrowded. Sixty-eight percent said students lack access to mental health support.

    California ranked 18th in per pupil spending in 2021-22, the most recent year nationally comparable data is available – slightly above the national average, according to a November report by the Public Policy Institute of California. When the difference in labor costs were taken into account, California dropped to 34th. In the five years between the 2018-19 school year and the 2023-24 school year, education funding increased nearly 34% in California, according to the PPIC.

    “We’re not even in the top 10 when we compare ourselves to other states,” Goldberg said. “So, that shows you the real disconnect from the wealth that exists in our state and the resources that are going to students and educators.”

    Almost a third of the teachers surveyed have taken second jobs or gig work to make ends meet, 37% have delayed or gone without medical care and 65% have skipped family vacations because of financial constraints, according to the report.

    “These are not extra frills,” Goldberg said. “These are things that we consider part of just the everyday life that us, as human beings and as workers, a dignified life would entail. And, you see that a lot of educators are living with a scarcity around even the most basic things.”

    Four out of 10 of the educators surveyed said they are considering leaving the profession in the next few years. Nearly 80% of the teachers said that finances were the primary reason they would consider the job change.

    Sacramento-area TK teacher Kristina Caswell said a recent increase in the cost of healthcare premiums at her district swallowed up the recent raise she received. She said the affordability tool on the Covered California website rates her healthcare costs for a family of five as unaffordable.

    “I will spend money on my students before I will think about going to that doctor’s appointment that I need and spending that money on maybe a prescription that I need if I get sick,” she said. “That’s something I will stop and think about. Whereas when I’m thinking about my students, I don’t (stop to) think about spending the money.”

    Despite their concerns, 77% of teachers surveyed said they still find their job rewarding, although 62% are dissatisfied with their overall working conditions.

    “I’m really thankful and grateful that I have the job that I have,” Caswell said. “I absolutely love my job. I adore my students, I adore the families that I serve.”





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  • Cal State system braces for possible cuts in classes, sports due to budget problems and enrollment decline

    Cal State system braces for possible cuts in classes, sports due to budget problems and enrollment decline


    At Sonoma State University, lower enrollment is worsening financial cutbacks.

    Credit: Ally Valiente / EdSource

    When Kaitlin Anderson committed to play golf for Sonoma State University, she posed proudly in a Seawolves sweatshirt. But last week, school officials announced that they plan to end all NCAA sports next year, part of a bid to balance the school’s budget amid sliding enrollment and anticipated cuts to state funding. Anderson, a business marketing major from Peoria, Arizona, now is thinking that she might leave the campus.

    “I will not be coming back here” if the golf program is eliminated, said Anderson, a first-year student. “I think this school will not do well after doing all this because half the reason we have so many people is because of athletics.”

    Sonoma State, one of the 23 campuses in the California State University (CSU) system, is perhaps the most extreme example of how public universities in the state are tightening their belts in the wake of Gov. Gavin Newsom’s January budget proposal and troubling enrollment drops at some campuses. The governor’s plan calls for a nearly 8% reduction in state funding in 2025-26 for both CSU and the University of California (UC), while also deferring previously promised budget increases of 5% until 2027-28.

    The governor’s proposal is not final, and later revisions could paint a rosier financial picture for higher education. But CSU leaders have warned that the plan, if implemented, could result in fewer course sections and larger class sizes, along with some cuts in student services.

    Sonoma State has been taking in less money from tuition and fees as its student body has shrunk 39% over the past decade due to changes in local demographics and some continuing fallout from wildfires in the region. In addition to the sports closures, it is also planning to close six academic departments and eliminate two dozen majors in an effort to plug a nearly $24 million budget deficit. 

    Several other CSU campuses are warning about possible impacts of the governor’s proposal. Stanislaus State, which serves more than 9,000 students in the San Joaquin Valley, could face a $20 million deficit after accounting for the January budget proposal, a Jan. 22 email from the president’s office said. Sacramento State, with a student body of more than 30,000, anticipates making a $45 million one-time cut. CSU Channel Islands officials have outlined plans to permanently reduce the Ventura County campus’s budget by $17 million in recurring expenses in 2025-26, saying that expenses per-student exceed the state average by thousands of dollars.

    Reduced state support could be missed most at schools like Sonoma State, one of 11 CSU campuses where enrollment has dropped over the last decade, reducing revenue from tuition and fees. Enrollment this fall was also a mixed bag, rising year-over-year at 15 CSU campuses and falling at eight. 

    At the Sonoma State campus in Rohnert Park, students responded to the news about the end to NCAA Division II intercollegiate sports and academic cuts with a mixture of anger and disbelief. A video published by the Press Democrat newspaper in nearby Santa Rosa shows an emotionally charged town hall meeting among student-athletes, coaches and university leaders. “So you think that we’re easily replaceable?” one attendee asked interim President Emily Cutrer. (“No, that’s not what I was saying,” she replied.) As tensions escalated, students erupted into bitter laughter and shouted interjections. “Do we get our money back for the semester?” one student asked, prompting applause.

    A group called Save Seawolves Athletics has filed a federal civil rights complaint arguing that Sonoma State’s plan to end the school’s NCAA Division II athletics program will impact minority students disproportionately, spokesperson and assistant men’s soccer coach Benjamin Ziemer said. The group is also considering filing a lawsuit.

    Signs of belt-tightening were also common this fall at San Francisco State, where enrollment is down 26% over the decade. Students and faculty members in December protested academic job cuts by staging a mock funeral march. Earlier in the fall, the university’s J. Paul Leonard Library announced that it expects to trim its budget 30% over the next two years, reducing its spending on resources like books and journals. The university offered 443 fewer course sections in fall 2024 than in fall 2023, a decline of nearly 11%, according to university data. President Lynn Mahoney said in a December message to the campus that the school is planning for “significant reductions in the 2025-26 budget” totaling about $25 million.

    Leaders at California State University, Dominguez Hills — where enrollment has fallen a slighter 3% since 2015, but 20% from its peak in fall 2020 — have already whittled $19 million from the school’s base budget since the 2023-24 school year. If state funding is slashed in 2025-26, campus officials have outlined plans to shave another $12 million, and have contemplated reducing the number of course sections, among other things.

    “I don’t want to cut out Psych 101, but if we have a thousand less students here, then maybe I don’t need 20 sections of Psych 101; maybe I only need 12,” President Thomas A. Parham said at a Nov. 7 budget town hall. “What we are trying to do is reduce the number of sections and, in some cases, fill those higher, so that instead of 15 students there might be 25 in them. But we are still trying to keep the academic integrity intact, even as we work smarter around the limited resources we have.”

    Some faculty and students at Dominguez Hills are worried. Elenna Hernandez, a double major in sociology and Chicano studies entering the last semester of her senior year, said the tighter finances have been evident at La Casita, a Latino cultural center where she works on campus. She said La Casita, which receives campus funding, isn’t staying open as late as it has in the past and received less funding for its Day of the Dead celebration. The center is important to her because it runs workshops where students can learn about Latino history and culture.  

    “A lot of students don’t have access to this education,” she said, noting that more than 60% of the student body is Latino. “The classroom doesn’t teach it, necessarily, unless you’re in an ethnic studies class.” 

    Stanislaus State University President Britt Rios-Ellis said last week in an email to the campus that the university is considering several ways to balance its budget, including reducing the number of courses and looking to save money on utility costs.

    Miranda Gonzalez, a fourth-year business administration major at Stanislaus State and president of the school’s Associated Students student government organization, said she initially was surprised that CSU would need to trim its budget at all in light of a decision to increase tuition 6% each year starting this past fall and ending in the 2028-29 school year. Full-time undergraduate students currently pay $6,084 for the academic year, plus an additional $420 per semester if they are from out of state.

    “It was kind of a shock that the CSU was going to be cutting their budget when they just raised tuition as well,” she said, adding that lawmakers and campus leaders should remember that any reduction “ultimately impacts the lives of our students, faculty and staff.”

    State funding is not the only source of revenue for the CSU and UC systems, which also get money from student tuition and fees, the federal government and other sources like housing, parking and philanthropies.

    The revenue picture is not gloomy at every Cal State campus.

    Cal State Fullerton, which has the largest student body in the system, saw enrollment grow 4% to roughly 43,000 students between 2023 and 2024. The steady growth provides the campus with a revenue cushion that has potentially saved jobs, campus President Ronald S. Rochon said. 

    “We are at a record enrollment, and because of the enrollment, we continue to have the kind of revenue to keep our lights on, people employed and our campus moving forward,” Rochon said in a Nov. 7 presentation to the university’s Academic Senate. “This is something that we all should be taking very, very seriously. We should not rest on our laurels with regard to where we are with enrollment.”

    The California Faculty Association, which represents CSU employees including tenure-track faculty, lecturers and librarians, argued last spring that the university system should tap its financial reserves to balance shortfalls. CSU officials, however, say that reserves leave them only enough money to cover 34 days of operations systemwide.  

    UC’s fiscal outlook is less dire. Enrollment is stable across its 10 campuses and is even increasing at several. Some campuses, like UC Berkeley, may not have to make cuts at all to department budgets. A Berkeley spokesperson cited increased revenues from investments and noted that Berkeley will benefit from a systemwide 10% tuition hike for out-of-state students that kicks in this year. Berkeley enrolls about 3,300 undergraduates from other states and another 3,200 international students.

    Other campuses, however, likely would have to make cuts under Newsom’s proposed budget, including to core academic services. The system as a whole faces a potential $504 million budget hole, due to the possible drop in state funding paired with rising costs. “I think this budget challenge does require us to focus more on some campus budgets than we have perhaps traditionally,” Michael Cohen, who chairs the finance committee of UC’s board of regents, said at a meeting last week. 

    UC Riverside has already saved some money on salaries because of retirements and other employee turnover, said Gerry Bomotti, vice chancellor for budget and planning at the campus. Still, the campus could face a deficit next year because of increasing compensation costs on top of possible cuts in state funding. Bomotti said the campus will try to minimize any harm to academic units if reductions are needed.

    “Our priority obviously is serving students and supporting our faculty and our enrollment. We tend to always give that priority,” he said.

    California’s 116 community colleges, which enrolled more than 1.4 million students as of fall 2023, could face a more favorable 2025-26 budget year than the state’s two university systems. The colleges would get about $230 million in new general funding through Proposition 98, the formula used to allocate money from California’s general fund to K-12 schools and community colleges.

    By some measures, the past decade has seen more state and local dollars flowing into California’s public colleges and universities. State and local spending on higher education in California has been at a historic high in recent years on a per-student basis, hitting $14,622 per full-time equivalent student in 2023, up from $10,026 in 2014, according to an analysis by the State Higher Education Executive Officers Association, which takes into account funding for both two-year and four-year institutions. Looking at four-year schools alone, the association calculated that California spent $3,500 more per student than the U.S. average in 2023. Living costs and salaries, however, are often higher in California than in many other states.

    Marc Duran, a member of the EdSource California Student Journalism Corps, contributed to this story.

    This article has been updated with the correct spelling of Kaitlin Anderson’s last name and to clarify her plans if the golf program is eliminated.





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  • CTA chapters band together to leverage districts for higher pay, smaller classes, more resources

    CTA chapters band together to leverage districts for higher pay, smaller classes, more resources


    A group of Bay Area teacher unions rally outside Oakland City Hall on Feb. 4, 2025, demanding fully staffed schools, better wages, more resources, smaller class sizes, and safety improvements.

    Credit: Monica Velez / EdSource

    A California Teachers Association campaign is uniting teachers in 32 school districts to leverage their administrations for higher pay and benefits, smaller class sizes, and mental health support and other resources for students.

    The school districts, from San Diego to Sacramento, employ 77,000 teachers and serve 1 million students. 

    The “We Can’t Wait” campaign, launched during a webinar Tuesday, will offer a united platform that CTA President David Goldberg said will build broader pressure statewide. 

    “That’s never happened before across districts,” Goldberg said during the webinar. “They (the chapters) believe that can force change now, and together we’re demanding that every school district prioritize fully staffed schools, competitive wages and benefits to recruit and retain quality educators, and safe and stable schools where every child can learn and thrive.”

    The CTA represents 310,000 of the state’s educators, including teachers, nurses, counselors, psychologists, librarians, education support professionals and some higher education faculty and staff. 

    The collaboration includes some of the state’s largest school districts, including Los Angeles Unified, San Diego Unified, San Francisco Unified, Oakland Unified and Sacramento Unified.

    Participating union chapters from 10 of the largest districts have contracts expiring on June 30, according to California Teachers Association leaders. The other districts have contracts expiring near that time. While union chapters aren’t permitted to bargain across school districts, the multiyear campaign allows them to support one another, Goldberg said.

    In Sacramento County, for example, three of the larger school districts are part of the coalition. That means all three districts would be negotiating contracts with their unions at about the same time, and — if all three fail to come to an agreement — could ultimately end up at an impasse or even with strikes, all at the same time.

    Union locals held rallies across the state to celebrate the campaign. At a rally of Bay Area educators in Oakland on Tuesday afternoon, the crowd of more than 100 chanted “We Can’t Wait” in the pouring rain. Students, teachers and politicians spoke about the need to keep schools open, increase teacher pay and add resources for students.

    A group of Bay Area teacher unions rally outside Oakland City Hall on Feb. 4, 2025, demanding fully staffed schools, better wages, more resources, smaller class sizes, and safety improvements.
    Credit: Monica Velez / EdSource

    “We see the impact that understaffing has on our teachers and on our classmates when we don’t have enough teachers to cover classes to the point classes are cut,” Skyline High School student Ra’Maur Cash said. “It makes me so sad because so many of our students at our schools love the class that they go to, and when we don’t have enough teachers to teach those classes, classes were cut.”

    U.S. Rep. Lateefah Simon, who represents Oakland, Berkeley, Alameda and surrounding cities, didn’t attend the rally, but an aide read her statement, which said she stands in solidarity with rallying Bay Area educators.

    “Now is the time to act,” Simon wrote. “We must demand fully funded, well-staffed schools where teachers thrive and students succeed. The future of our children depends on it. Together, we will secure a brighter, more equitable future for every child in America.”

    California teacher pay isn’t keeping up with inflation or the cost of housing, CTA leaders said in the webinar, citing “California Teacher Pay: Decades of Falling Behind,” research by Sylvia Allegretto from the Center for Economic and Policy research based in Washington, D.C. 

    The pay gap between teachers and other professionals with similar educations has widened for four decades, according to the research.

    “That really influences the teacher shortages, the retaining of current teachers, the recruitment of future teachers into the profession,” Allegretto said at the webinar. “And here in California … the high cost of living is a serious problem. The complexity of these challenges calls for a massive coordinated effort.”

    California teachers have the highest average pay in the nation, compared with teachers in other states, according to National Education Association (NEA) data that does not factor in the cost of living.

    In 2024, the average starting salary for a California teacher was $55,283 and the average salary was $95,160, according to the NEA.

    The high cost of living in California, especially the cost of housing and health care, still keeps many teachers from meeting their most basic needs, Goldberg said when asked about the NEA data.

    “We are facing a crisis in our public schools,” Goldberg said. “There are not enough educators on our school campuses. California ranks in the bottom five of states for class-size ratio. We rank 48th in the nation for access to school counselors. The resources we do have are constantly under attack.”

    Local union chapter leaders plan to approach school district administrators in the coming weeks to begin bargaining, according to CTA leaders. 

    By aligning their contracts, the unions are raising awareness in the major metro areas of the need to invest in schools, said Ken Jacobs, senior policy adviser at the UC Berkeley Labor Center

    “CTA is correct to say this is unprecedented for teachers’ unions,” Jacobs told EdSource. “We have seen success in private sector unions aligning contracts across regions. The best recent example is UNITE HERE locals successfully carrying out coordinated hotel strikes around the country.”

    But how will districts afford raises and other increased costs when some are inching closer to the fiscal cliff and considering buyouts, layoffs or school closures?

    “It is really a matter of priorities,” said Kampala Taiz-Rancifer, president of the Oakland Education Association.

    Oakland Unified’s school board is considering merging schools and making other cuts to close budget deficits, but Taiz-Rancifer said the district has the resources to keep schools open and to put teachers and other resources in the classroom. 

    Parent and executive director of Parent Voices Oakland, Clarissa Doutherd, who was at the rally in Oakland Tuesday afternoon, agrees.

    “When underfunding leads to the threats of budget cuts and closures … that jeopardizes our school communities,” Doutherd said. “When we unite across the Bay Area and across California to demand that districts prioritize spending that directly impacts our children and our schools, so that our kids have stability, so that our kids have fully staffed schools that aren’t in threat of closure every single other year.”





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