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California climate initiative could unlock new opportunities for community college students
Courtesy: California Community Colleges Chancellor’s Office

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

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

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

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

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

California’s Community Colleges are uniquely positioned to ensure Proposition 4 dollars are leveraged to usher in this new workforce. If it passes, students will see new opportunities in career technical education programs that align with industry needs, including:
- Expansion of clean energy training programs: Proposition 4 could support programs in solar energy installation, wind turbine maintenance and battery storage technology. By equipping students with these skills, community colleges can prepare them for high-demand jobs in the renewable energy sector, which is projected to grow as California expands its clean energy infrastructure.
- Green construction and sustainable building techniques: The bond could provide resources to expand programs in sustainable construction, teaching students energy-efficient building methods and retrofitting techniques. These skills are crucial as California ramps up efforts to build climate-resilient infrastructure, creating jobs for students in green construction.
- Water management and conservation technology: As the state faces ongoing water challenges, Proposition 4 could help community colleges develop programs focused on water conservation and management. Students trained in operating water technologies and wastewater treatment would be in high demand across various sectors, especially agriculture and public utilities.
- Electric vehicle (EV) maintenance and infrastructure: With the rapid shift toward electric vehicles, funding from Proposition 4 could be used to expand EV technology programs, preparing students to service EVs and maintain charging stations. This would align with the state’s push to phase out gasoline-powered vehicles, creating opportunities for students in a growing market.
- Work-based learning and internships in climate projects: Proposition 4 could enable partnerships between community colleges and green industry employers to provide internships and hands-on experience. Students could work on real-world projects in renewable energy, water management, or green construction, giving them practical skills and a competitive edge in the job market.
By dedicating at least 40% of its investment to disadvantaged communities, Proposition 4 ensures that these communities must be part of the work ahead, not witnesses to it.

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

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

•••

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

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
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05/05/2025
Sacramento State’s Black Honors College aims to be ‘HBCU of the West’

Commencement 2024 at Sacramento State.

Credit: Bibiana Ortiz / Sacramento State

It’s not every day that California State University students get a specific greeting from a U.S. president. But this year at CSU Sacramento, former President Barack Obama sent a message to the students of the new Black Honors College.

“As members of the inaugural class of this college, you have a special responsibility to lead by example,” Obama said in the video message, where he encouraged the first cohort of the country’s first Black Honors College to “make life better for folks no matter what they look like, or where they come from.”

Launched in August, Sac State’s new Black Honors College, which is uniquely and specifically designed for all students interested in Black history, life, and culture —and it has ambitions of becoming one of the nation’s most respected historically Black colleges and universities (HBCUs).

As the college aims to create a community of productivity and excellence, students in the Black Honors College are required to attend weekly study hours and have active participation in 80% of college events and programs. Among these programs are seminars on economic empowerment, self-determination and courageous leadership.

Academically, all general education courses will be taken within the college, and every major offered at Sac State is represented in the Black Honors College.

According to Sac State President Luke Wood, who founded the Black Honors College, his inspiration stemmed from the fact that while Sac State has the largest population of Black students in the CSU system, the campus’ graduation rate for Black students is only 17.4%, below the 23.4% average across Cal State campuses.

“No one serves more Black students than we do, and we’re in the bottom third in terms of success rates,” Wood said. “I don’t believe that it’s a function of students, their families and their communities, but of institutions and educators who have not been adequately prepared and designed to serve them. And so the whole goal was to create an institution within an institution that’s specifically designed to serve students who are interested in Black history, life and culture.”

Wood explained that the college is doing this by using research-focused initiatives with past success rates, such as structuring the student body as a “cohort” of individuals connected by a “shared learning experience.”

According to Wood, this shared learning experience includes faculty members with a demonstrated record of success in teaching and serving Black students, adequate resources and space — including a 6,000-square-foot space on campus made up of lecture rooms, office spaces and a study center — to properly serve these students’ needs, and a curriculum that’s “reflective of their lives and experiences.”

“This is why everyone in the honors college has a (general education) pathway where they’re taking classes only in the honors college with those faculty members,” Wood said.

Transfer students, who won’t have those same foundational courses, are required to take a specialized minor oriented in fields like real estate and development or health services — all in order to ensure upward socioeconomic mobility.

According to Wood, another “critical” aspect of this is that their curriculum will be “Afro-centric.” Regardless of students’ majors, the first two years in the college require students to take classes with a specialized focus on Black life, culture and community. This enrichment is supplemented by the “entire ecosystem” of faculty, counselors, academic advisers, staff directors and outreach coordinators, via their “commitment to serving the Black community.”

Wood noted that the college’s recent commemorative recognition by the Legislative Assembly emphasizes this commitment by acknowledging that it is a “Black-serving institution.”

“Sac State has always had a very strong community of Black faculty and staff who have essentially created an informal ‘underground railroad’ through the institution,” Wood said. “Part of what the Black Honors College did was (take) that railroad, and instead of it being underground, it became public.”

One of the handpicked Sac State professors who is teaching at the Black Honors College this fall is Ayanna Yonemura, a professor of ethnic and African American studies. She plans to use the concentrated environment of vested interest and smaller class sizes to her advantage.

“Every single week, we are immersed in so much wealth and positivity of Blackness,” Yonemura said. “With every single reading, video, lecture, discussion, podcast, students will learn about the diversity and resilience of Black people, and that is so powerful because … it’s contrary to the dominant messages, images and narratives that have become hegemonic and dominant in our society.”

As she teaches introduction to Pan-African studies this fall — one of the general education requirements for the college — Yonemura will also be helping to develop a curriculum unique to the Black Honors College, as it is currently borrowing relevant courses from other departments across campus.

“For me, I have a long background of implementing the curriculum around Black history and culture,” Yonemura said. “But what I think is really exciting is how faculty members from disciplines like STEM, which don’t usually center underrepresented groups, are going to be able to develop a curriculum that really centers Black life, history and culture.”

One of these STEM professors selected for the Black Honors College is James Reede, a part-time professor of environmental science who has had a long history of involvement in policy work for African American students as the Northern California chairman for the United Negro College Fund.

“I’m starting my 22nd year teaching environmental sciences, and I’ve never had more than four or five Black students in my class,” Reede said. “I expect there’s going to be more students that look like me in my classes now that will learn about what we’re doing to our Mother Earth, and be willing to do something about it.”

Continued Reede, “I want to encourage and inspire them to take a stand by also focusing on environmental injustices to the POC community, like how they suffer the ill effects of pollution sources by their homes.”

In the week before the start of the fall semester, the college hosted various community events to welcome students and professors to their first semester at the Black Honors College, according to Wood. These events featured a three-day orientation including guest speakers and community-building for the incoming students, and a pop-up event called “Black on Campus: Pop Up,” with live music and networking with fellow students, staff, faculty and alumni.

“The most beautiful thing that I’ve heard from students, and I’ve heard it at least 20 times over the past few days, is ‘I got accepted by six HBCU’s’ and I chose to come to Sacramento State because of what’s happening here,” Wood said. “I even had a student who was a transfer from Howard University because they wanted to be here. … We’re becoming a first-choice institution, the ‘HBCU of the West’, or I like to say ‘the North Star of the West.’”

According to Wood, this “skyrocketing” spirit of the Black campus community is evident in how applications from Black freshmen are up 20% this year, while Black transfer student rates are up 43%. He expects enrollment numbers to increase by the spring.

Additionally, Wood noted that fundraising efforts are just getting started. The college received a quarter-million dollar grant from the CSU system as an “institutional investment,” as well as various donations from private corporations and donors.

Wood said that the only growing pain the college has experienced thus far has been the significant number of students it’s had to turn away due to the need for equitable resource distribution. While the original goal was to grow the college to 500 students, the administration has now changed that goal to about 1,000-2,000 students to meet the tidal wave of applications.

“That has implications for the number of faculty, the space that we’re allocated, the fundraising that we’re going to need to do for scholarships,” Wood said. “But we’re committed. It’s uphill, we’re building a plane (while) flying it, but we’re building it with great people.”

Wood also noted that other institutions have reached out to Sac State to build their own “Sacramento State-certified Black Honors College” by utilizing the same academic model as the original.

“My hope is that 10 years from now, you’ll see 30 Black Honors Colleges spread throughout the West and Midwest, so that there’s safe havens for students who identify as Black throughout those spaces,” Wood said. “It allows them to have an experience that provides them with hope and dignity.”

Emily Hamill is a third-year student at UC Berkeley double-majoring in comparative literature and media studies and minoring in journalism.

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02/05/2025
How are college students using AI tools like ChatGPT?

“I find it most helpful for summarizing readings and just making really menial and time-consuming tasks a lot easier,” Miglani said. A premium ChatGPT subscriber, he said he regularly checks his math problems with the chatbot, though it often can’t handle the complex equations and concepts used in some of his classes.

Miglani said the preliminary models of ChatGPT were “pretty rudimentary,” struggling to produce quality written answers and useful for mainly short-answer assignments and creating outlines for his essays. Now, ChatGPT and other AI tools, including Microsoft Edge and Gemini, are Miglani’s near-constant companions for homework tasks.

For the first few semesters after ChatGPT’s debut, Miglani said students used it fairly freely without much concern about getting caught, as AI detection software didn’t yet exist. Now that commonly used submission programs like Turnitin allow professors to scan assignments for evidence of AI use, Miglani said he’s been more conscientious about writing essays that won’t be flagged.

“I have not gotten caught using AI yet,” he said. “In fact, now, as I take higher level courses, professors understand that people are going to use AI, and so I have started asking them, ‘Do you approve of AI use in and in what capacity?’”

Some of Miglani’s professors have allowed AI use for research and basic summarization, but many draw the line at using chatbots to generate citations or write essays.

By Christina Chkarboul

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01/05/2025
We must do more to ensure college is worth it for all students

Credit: People Images / iStock

The national rhetoric regarding the value of attending a college or university has reached a fever pitch. Being “better off” goes well beyond politics and the price of milk and eggs or an understanding of how tariffs work. Let’s face it: Education provides opportunity, and making higher education work for everyone must be a priority if we are to be a thriving, civilized society.

Let’s start with the current disruptive notion that poses the discomfiting question: Is a college degree worth it?

Many of us working in postsecondary education felt that question didn’t go far enough in looking for the opportunity to improve in new and better ways when the stakes are higher than ever.

So, we took that question on as a challenge and expanded it to ask: What is college worth, and how do we measure and improve its value, especially for low- and moderate-income learners? Answers to such questions should prove fruitful, especially given that a new Gallup survey reports Californians overwhelmingly value postsecondary degrees or credentials, particularly because of their career-related benefits. Yet, we know that many are hesitant to enroll in college or university because of the perceived unaffordability of earning a credential or degree.

This led our organizations to explore what kind of return on investment higher education institutions — part of a stale, antiquated system that does not always deliver on its promise of economic mobility and equity — provide to their learners. The ensuing report produced more nuanced data to inform continuing conversations on the value of postsecondary education, which, frankly, helps learners and their families make decisions on where they want to make a higher education investment from a value and return-on-investment perspective.

Our first step was to look at the value that California institutions offer their low- and moderate-income learners. We also wanted to know if certain college programs or credentials made a difference.

After all, learners who choose a postsecondary education should end up better off for it, right?

The good news we found was, yes, most students were better off for the most part. The troubling news, though, was that for some students, it was not always, and sometimes, never.

We’ve also learned that sometimes a student’s college major can matter just as much for an economic return-on-investment — if not more — than the institution itself. Some programs provide a strong return, but some offer none whatsoever, even leaving some degree or credential graduates making less than a high school graduate.

For example, we found that almost all programs (97%) offered at public institutions in California show their graduates being able to earn back the costs of obtaining a degree or credential within only five years. Essentially, these graduates earn enough of an “additional income” because of their college degree to make their college program worth it.

And, also impressive, nearly half of public college programs (48%) allow this within one year’s time. Programs at private nonprofit colleges in California generally take students longer, as only 7% enable graduates to recoup their costs within 12 months. And worrisomely, for-profit colleges show their graduates struggling to recoup their college costs, and nearly a fifth of their programs (17%) show no economic return whatsoever.

This work is not a denouncement of any specific program or desired area of study, but rather an opportunity for further research to understand why and how these institutions and college programs produce these outcomes and where there may be policy and practical implications.

A simple example of such a practical change may be for institutions to provide a clearer picture to students before they enroll of how much a specific program will cost — and provide information on how much former students typically earn. Another may be more geared toward college administrators to ensure that they are equipping students with the right skills — and necessary credentials — to pursue and succeed in careers within the geographic region where the institution is located.

Institutional leaders and elected officials must lean into discussions that are happening right now about the value of a college education and how it ties to learners’ futures and where improvements can happen.

While more questions must be answered — and more research will follow — one thing has become abundantly clear: Our higher education system can no longer be enabled by a “this is the way we do things” mentality in places where it is not working.

Postsecondary attainment must be tied to value, economic mobility and equity, as this is essential to creating a higher education system that drives a robust, inclusive economy that works for all Californians.

•••

Eloy Ortiz Oakley is president and CEO of College Futures Foundation, whose mission is based on a belief in the power of postsecondary opportunity.

Michael Itzkowitz is founder and president of the HEA Group, a research and consulting agency focused on college access, value, and economic mobility.

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.

EdSource receives funding from many foundations, including The College Futures Foundation. EdSource maintains sole editorial control over the content of its coverage.

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01/05/2025
Myths hold back community college bachelor’s degree programs

Los Angeles City College

Credit: Larry Gordon / EdSource

Community college bachelor’s degree programs can provide a concrete pathway to socioeconomic mobility, while helping achieve the dream of completing a bachelor’s degree for students who have not been served by any other public college sector, especially among populations who are historically underserved.

Nationwide, 187 community colleges in 24 states are now authorized to offer at least one bachelor’s degree program. It has been nearly a decade since 15 California community colleges first offered a bachelor’s degree program, and there are now at least 38 California community colleges that can do so. A survey of students participating in California’s pilot program found that more than half would not have pursued a bachelor’s degree had it not been offered at their community college.

Given that these programs can improve access to bachelor’s degree programs and jobs, it is frustrating that the programs are not more widely available across the state’s 116 community college campuses, which are closer to home for far more of the state’s students than either a UC or CSU campus.

Unfortunately, community colleges have historically had a complicated standing within the higher education ecosystem, and their bachelor’s degree programs have been held back by stigma, suspicion and scrutiny.

Stigma is palpable in references to community colleges as “junior” or “lower-tier” colleges, despite California authorizing them to provide bachelor’s degrees nearly a decade ago. Suspicion is evident in claims that community colleges are not cooperating with other entities, despite California’s policies that give universities the power to delay and even prevent community colleges from offering bachelor’s degrees. Scrutiny refers to the numbers of hoops that community colleges must jump through, especially with bachelor’s degree program approval.

But California’s community colleges are an important feature of the higher education landscape. Serving nearly 2 million students annually, it is the largest higher education system in the country. Despite evidence of their success in providing a concrete pathway to jobs and socioeconomic mobility, community college bachelor’s degree programs continue to face many roadblocks that do not center students’ and communities’ best interest at heart.

Let’s address common myths about community college bachelor’s degree programs:

Myth 1: These programs duplicate existing academic programs and steal students from colleges.

Reality: By 2030, there is a projected state shortage of 1.1 million bachelor’s degrees. Community college bachelor’s degree programs are one solution to this supply problem. Research shows California’s community college bachelor’s degree programs provide a pathway to bachelor’s degrees for people who likely would not have had it otherwise. They especially benefit older students — 77% of community college bachelor’s degree program students are 25 or older, compared with just 23% at California State University (CSU). There is no concrete evidence, to our knowledge, that shows that community college bachelor’s degree programs are “stealing” students from other public education segments in California. Research in Florida shows no decline in regional public university enrollment when community colleges offered a bachelor’s degree.

Myth 2: Community colleges lack quality and produce poor outcomes.

Reality: There have been lots of positive outcomes relating to California’s community college bachelor’s degree programs. Once students begin upper-division coursework, 67% graduate within two years and 76% within three years. Nationally, the majority of graduates of community college bachelor’s degree programs are Latino students. In California, distance from a CSU or UC campus can stymie a community college student’s ability to transfer to complete their degree. California’s community colleges play a vital role in providing college and bachelor’s degree access. They also undergo rigorous accreditation to maintain high quality. For example, West Los Angeles College’s dental hygiene program purports a 100% licensing examination pass rate among graduates.

Myth 3: It is easy for community college bachelor’s degree programs to get approved.

Reality: Current policies create unique hurdles for community colleges that want to offer bachelor’s degrees. While California’s process of approving community college bachelor’s degree programs is similar to other states in some ways, it is unique in terms of the power that the CSU and University of California (UC) systems have to delay or prevent them from happening at all. For example, when Feather River College attempted to offer a bachelor’s degree in applied fire management, Cal Poly Humboldt — a college 270 miles away — objected to the program, citing duplication despite the fact that the fire program at Humboldt did not even exist yet.

It is easy to get caught up in preconceived myths about community colleges. But the reality is that community colleges are beneficial for students, and, by offering bachelor’s degrees, they can support the economic mobility of more students.

As California faces growing demand for bachelor’s degree holders, these programs offer a practical solution that deserves recognition and support rather than continued stigma, suspicion and scrutiny. Given their success, policymakers should strengthen and support these programs, allowing them to grow alongside other college options in California.

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Cecilia Rios-Aguilar is professor of education and department chair at the School of Education and Information Studies at UCLA.

Debra D. Bragg is president of Bragg & Associates and endowed professor emerita of higher education at the University of Illinois at Urbana-Champaign.

Elizabeth Meza is a senior research scientist at the University of Washington and a New America Education Policy Program Fellow for Community Colleges.

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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01/05/2025
How universities are helping student-athletes have a ‘typical’ college experience

Credit: Steve Cheng, Bruin Report Online

College athletes are often in the news because of their achievements on fields or in arenas, or because of the fame resulting from the Supreme Court’s 2021 decision to allow amateur athletes to profit from their names, images and likenesses, or NIL. But what is sometimes overlooked is that these athletes are also trying to get through college.

Division I student athletes at California public universities have all the obligations of their fellow students, along with additional responsibilities to their teams that can feel like a full-time job. The student-athlete who competes at the highest level is typically taking a full load of courses while juggling practices, weight training sessions, travel and the games and competitions themselves.

With such a wide range of demands on student-athletes, many university sports programs provide additional resources specifically for student-athletes, with an emphasis on academics. Among the benefits are academic advising, priority class registration, mental health support and tutoring.

“One thing that they tell us is that you’re a student first, an athlete second, and your main priority is doing well in the classroom,” said Ebba Adinew, a UC Riverside track and field athlete. “If practice starts to affect you performing well in the classroom, then maybe we’ll have to tone down the amount of work you’re putting in for your sport and focus on the classroom instead.”

Adinew found that having priority registration for course selection is a major advantage that allows him to align his practice and competition schedule with his class schedule. Because of the required time for travel and practice schedules, priority registration for student athletes was made policy by the UC board of trustees in 2016. Adinew also said there is a specific academic adviser for each sport, who creates quarterly schedules for student-athletes to ensure they are meeting their academic requirements.

The importance of a good academic adviser for student-athletes is stressed particularly at Division I universities with nationally ranked athletics programs like UC Berkeley. The recent appointment of Tarik Glenn as UC Berkeley’s new Athletic Study Center (ASC) interim executive director reflects this; Glenn not only has been working with the ASC for the past 10 years, but is a former Cal football player and Berkeley Hall of Famer himself.

According to a June news release from former Chancellor Carol Christ, his personal perspective on student-athletes and “the partnerships he has built over 10 years as an ASC staff member … will help athletes succeed in academics and in becoming independent, self-reliant adults.” Glenn’s mission will be to focus on the “holistic development” of student athletes and will include character and leadership development, along with career coaching.

Other athletic programs have placed an emphasis on career success, as well. UC Riverside assists student-athletes through career fairs and advising. Monea Jennings, a spring 2024 graduate of the UC Riverside track and field program, said her athletic adviser helped her get an internship for her last quarter.

Beyond advising, some schools have programs that focus on future careers for athletes. UC Davis hosts a program called EVO, allowing student athletes to undergo core clinics to help prepare them for earning their degrees and life post-graduation, according to Danielle Shank, the senior associate athletic director for external relations at UC Davis. These clinics are required for every year of undergraduate education and hold focused sessions on career development, including preparing an elevator pitch, writing a résumé and creating a LinkedIn profile. EVO also focuses on diversity, equity and inclusion training, implementing career fairs and separate networking socials for student-athletes.

“It’s our goal to launch student-athletes into a career or graduate school that requires their undergrad degree,” Shank said. “We are constantly working with them so that once they graduate, they already know what’s happening in the next step.”

At San Diego State, Danielle Kelly, senior associate athletic director for student athlete support services, said the athletics program has developed an initiative called Aztecs Going Pro, which began in 2015. Aztecs Going Pro includes one unit pass or fail courses focusing on civic engagement, personal growth and career development. Student-athletes are required to have excellent time management skills and self-discipline, while also spending as much time on sports as one would working a full-time job, Kelly said.

Beyond career preparation programs, student-athletes face struggles navigating their courses and assignments. When student -athletes have exams or assignments that conflict with a competition time, they can seek accommodations from their professors to take it at an alternative time, request an extension or take the test with a proctor. When UC Davis, San Diego State and UC Riverside athletes travel or have a scheduling conflict with an athletic competition, academic advisers can proctor their exam on the road.

However, some athletes said they have faced professors who won’t make accommodations. Jennings said she missed a quiz because she was away competing, and a professor refused to allow her to make it up. She said her athletic adviser and the athletic director got involved, and talked to the professor, which made her feel supported and like she “wasn’t trying to fight this fight alone.”

Jennings said she appreciated the support system she had at Riverside but wanted to better assist her peers. This led to her position as the president of the Student Athletic Advisory Committee, where she strived to make spaces for athletes’ mental health through hosting a variety of events, passing out goodies, running de-stress initiatives and making campus resources more accessible. In addition, she was the student representative for Big West Undivided, a committee that promotes diversity, equity and inclusion among universities that belong to the NCAA Big West Conference.

Jennings said her access to UC Riverside’s academic and athletic resources allow her to feel supported.

“Being a student-athlete is the best experience in the world,” Jennings said. “But also with that, it’s really hard. Being a college student is hard in itself, but being a college student-athlete is a whole different mindset, a whole different ballgame.”

Adinew agreed. “A thing that people don’t know is how tiring it can be, because every day you’re putting your body through much more stress than the average person goes through. Not only do you have to do that, you have to maintain your grades, you have to go to class as well.”

Kelcie Lee is a second-year student majoring in history and sociology at UC Berkeley and a member of EdSource’s California Student Journalism Corps.

Student Corps member Emily Hamill, a third-year student at UC Berkeley double-majoring in comparative literature and media studies and minoring in journalism, contributed to this story.

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29/04/2025
Staying connected with music has enriched my college life

Two years ago, I was ready to give up everything from my old life and move 3,000 miles away to pursue journalism at San Diego State University. This meant leaving behind my friends, family and my passion for singing and performance. I was sure I would have to leave behind my musical side to focus on my academics, take on a campus job and join the student newspaper.

Or did I?

I have been singing almost my entire life, and did so anywhere I could. The first evidence comes from a 2007 video, where 3-year-old me danced around my living room singing “I’m Wishing” from “Snow White and the Seven Dwarves.” A few years later, I took the hobby from my living room to the stage. I joined the school choir and began performing in local productions.

From then until my high school graduation in 2022, there was not a month that went by where I wasn’t in a show, choir or dance class.

Music and theater were always my favorite hobbies, but not something I saw myself pursuing as a career. I decided to study journalism in college after discovering my passion for it during my senior year of high school.

But after dedicating countless hours of my life to performance, how could I leave all that behind in pursuit of my degree?

Luckily, I didn’t have to.

Performing served me so well during my time in high school, allowing me to form lifelong friendships and escape from my other endeavors, so I decided to take the risk and blend my old life into my new college one. I soon found the a cappella group I wanted to join: SoundWave.

I had never done a cappella before, but I wanted to give it a shot. Once I had settled into my first week of freshman year, I signed up to audition and was welcomed into a wonderful community.

Unfortunately, the rest of my first semester at university did not go so smoothly. I was in a rough living situation at my dorm and had trouble making friends. Every day, I wanted nothing more than to transfer home.

But when I went to rehearsal, I left those troubles at the door and found solace in a community that valued every single one of its members. At the time, I had wished that we had rehearsal every day.

Now in my third year of college, and feeling more settled, I am grateful that my SoundWave commitment is flexible, allowing time for my academics and outside endeavors, such as work and an internship.

I believe in the importance of career-focused pursuits. As a journalism major, I report and write for my college newspaper, The Daily Aztec, and am part of the leadership for our Society of Professional Journalists chapter.

However, I also believe in the importance of joining clubs that exist outside your academic realm. Not only do such activities make you stand out to potential employers, but they are also a great way to meet people with similar interests.

Jacob Opatz, a fourth-year computer science major who currently serves as the president of SoundWave, agrees.

“People always cite the studies that say ‘music is good for your brain,’ but on a deeper level, having a community on campus and working towards a creative goal is so important for my mental health,” he said. “Also, since my major is computer science, I’m desperate to find something creative and fun to break up my otherwise boring schedule.”

Extracurricular activities in grade schools have been proven to improve optimism and lower depression and screen time, according to a 2020 study by Preventative Medicine.

As a college student, I am on my laptop for at least eight hours a day. When I’m not on my laptop, I’m usually on my phone scrolling social media.

Rehearsal gets me to put the screen down and create something with the people around me.

We rehearse two days a week. Members are also expected to practice on their own each day. However, the competition season is more hectic. In the months leading up to the quarterfinals for the International Championship of Collegiate A Cappella, our two-hour rehearsals turn into three.

New member and third-year psychology major Lexy Sakrekoff has had to make some sacrifices to be in the group.

“I used to go home more on the weekends to visit my mom in Oceanside, but now I avoid that because of our Sunday rehearsals,” she said.

However, Sakrekoff says the sacrifice is worth it.

“It helps that [my friends and family] are also super supportive and excited that I’m in SoundWave. I even rehearse my songs in front of them, and that’s always fun for them to listen to,” she said. There have definitely been times when I was up late doing homework after rehearsal or had to cut down my work hours due to performances. But despite my junior year being the busiest so far, SoundWave has always felt like a vital outlet rather than an obligation.

•••

Calista Stocker is in her third year at San Diego State University, pursuing a journalism major and sociology minor, and a member of EdSource’s California Student Journalism Corps.

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

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29/04/2025
California’s college financial aid chief on FAFSA chaos, concerns about Trump and more

Daisy Gonzales, the executive director of the California Student Aid Commission, speaking at Hancock College in 2019.

Credit: California Community Colleges

When Dr. Daisy Gonzales took over as executive director of the California Student Aid Commission in June, she stepped into the position at a tumultuous time on the financial aid front, marked by state budget deficits, outside schemes to defraud financial programs and concerns over what President-elect Donald Trump will mean for undocumented students.

Among her first priorities: making sure more students apply for financial aid this year following declines in 2024 amid the chaotic and oft-delayed rollout of the federal government’s revamped Free Application for Federal Student Aid (FAFSA). The U.S. Department of Education last month made the 2025-26 version available. Most students in California use that form to access both state and federal aid for college costs. FAFSA completions in the state declined by an estimated 10% among incoming freshmen in 2024, mirroring a national decline, as students and families found it difficult to access and complete the form in a timely manner.

The state student aid commission (pronounced See-Sack by insiders) oversees more than $3.5 billion in state grants available to college students mainly based on need. That includes the Cal Grant, the state’s main financial aid awards that come in various types for tuition, living allowances and career or technical programs. The commission also oversees the Middle Class Scholarship, which can provide substantial grants to underwrite attendance at California’s public colleges and universities for students from families earning up to $217,000 a year.

In addition, the commission runs the California Dream Act Application for undocumented students, who can use it to apply for Cal Grants despite not being eligible for federal aid. Some students, including those who have citizenship or legal residency but an undocumented parent, may still be fearful to fill out any financial aid applications out of concern that information will be shared with the federal government. President-elect Donald Trump has vowed to deport undocumented residents when he takes office next year. State officials promise that Dream Act information will not be shared.

Meanwhile, community colleges in California and across the country continue to be plagued by financial aid fraud. Scammers, posing as students, enroll at the colleges for the sole purpose of stealing financial aid. California’s community colleges have lost more than $7.5 million this year alone to such fraud.

Dr. Gonzales was deputy chancellor of California’s community college system before joining the aid commission in July. She also served as the system’s acting and then interim chancellor. She was selected to her current post by the 15 members of the commission, 11 of whom are appointed by the governor and another four by the Legislature.

Previously, she was a consultant for the Budget and Appropriations Committees in the state Assembly. She has a bachelor’s degree from Mills College and received both a master’s degree and a doctorate in sociology from UC Santa Barbara.

She recently spoke with EdSource. The following conversation has been edited for clarity and brevity.

What is the Student Aid Commission doing to ensure students are completing the FAFSA this year?

We’ve been working differently with Cal Volunteers and training all of their volunteers to learn about financial aid, because they’re the boots on the ground. And even working differently with our segments. I’ve been really grateful to the community colleges. I gave them the data of those districts and colleges where we are leaving students behind, and they immediately got to work doing professional development, deploying messaging. (Cal Volunteers is a state office charged with increasing volunteering. Its College Corps program provides stipends for college students who volunteer.)

It was also important that I could hear directly from students. So I’ve also launched a student council where all the student associations (at local community college districts) have appointments on that council, and then they are activating their associations to educate students about financial aid, the deadlines, and even solutions to some of the common barriers that they face.

President-elect Donald Trump has vowed to deport undocumented residents. What guidance are you giving to undocumented students or students who have undocumented parents and are worried they could expose them by filling out the FAFSA?

We believe in providing students and their families with the information that will allow them to consider all of their options. We know that there are many concerns around privacy protections for individuals without a Social Security number.

Last year, the commission opened the Dream Act application to students from mixed-status families (those with both documented and undocumented individuals), and we are maintaining that. And so for any student, particularly if you’re a first-time applicant, if you have a family member, a parent, or a spouse that is a part of your application that does not have a Social Security number, you are being invited to complete the Dream Act application. We also have to inform you that as a part of not completing a FAFSA, you will not be able to benefit from federal aid. And our job is to help you understand that it’s your choice. And that applying is a family decision. Here at the commission, we protect your data. However, there are no similar federal reassurances that we can provide.

Are you doing any messaging to make sure students know that any information they submit via the California Dream Act Application is not shared with the federal government?

We redid our website so that we could have a very clear message around our data security. You can also then click on that message and it’ll show you additional information that’s important as you’re making your decision on whether to file a California Dream Act Application or FAFSA. We’ve also been deploying messages. For the first time, at least in the last several years, we actually sent out a notice that went to all education leaders — meaning the K-12 superintendents, the higher education presidents and CEOs. They all got the same message. And it was a message saying that our job is clear. We need students to stay enrolled. We need to offer them a safe option. And that is the California Dream Act Application.

There has been a big push by lawmakers in recent years to reform the Cal Grant by simplifying it and making more students eligible for aid, especially low-income community college students. That reform hasn’t happened because of state budget constraints. Is it still a priority of yours?

I’m here with a very clear mission to transform financial aid. I believe that it’s something that we can do together. And in doing so, then that means we are building financial aid pathways that are centered in student success. Yes, we need Cal Grant equity to be a reality, but that’s not yet funded.

But there are still so many other things that we can be doing. So, for example, I envision a California financial aid system that’s actually predictable. What would it look like to have an expedited renewal process for aid? I hear that as the No. 1 burden for students and families.

Another example I can give you is foster youth. They end up having to fill out two to five different applications. So at the commission, they might do three applications, if they qualify for those programs. And then when they get to a college, they still have to fill out an application for institutional aid. And so I challenged the team here at the commission, and I said, “What would it look like to create one application where we can ask students about all of the additional special programs that California has?” We need to be able to do this differently.

Even though Cal Grant reform was not funded in the latest state budget deal, there have been other ideas floating around about how to come up with that funding. One suggestion was to create a new tax that would raise dollars for financial aid. Are there other creative ways to possibly raise new funding?

There are many other states that do have additional taxes, particularly on alcoholic beverages. There are also so many different ways that I think we can move the needle here in California. I think we can do a better job in general communicating with students about what exists, how do they access it, and how we can actually help them achieve their end goal much faster. There are many other things that we can and should be doing.

What are your expectations for the 2025-26 state budget? Are you worried there could be further cuts to financial aid?

Nothing can be taken for granted, especially in a difficult year. We have a number of new legislators. So for me, it’s about reeducating, reaching out, building that relationship, especially with new elected officials. We’ve had to cut funding for the commission already by 7.95%. All state agencies received the same reduction. There was also a hiring freeze here at the commission. And all of this happened before I arrived. I don’t take anything for granted. I know it’s a really difficult year, but I also know that poverty has been increasing in the state. And so when I go out and advocate, I’m advocating for our students, and I’m defending the dollars that we have while helping California build pathways for many more Californians.

On another topic, California’s community colleges have lost millions of financial aid dollars this year and in recent years to fraudsters. Is there anything the student aid commission can do or is doing to alleviate the fraud? Or does that responsibility fall to the colleges?

I think the challenging thing about fraud is it keeps getting more sophisticated. Our campuses play a really critical role in identifying that fraud. And they are best positioned. But the commission can be a part of the alert system and a part of the professional development process. I’ve also asked for additional IT positions through the state budget process to be able to deal with some of these situations.

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28/04/2025
How to get college credit from work experience, military training or even a hobby | Quick Guide

Photo: Shutterstock

Many colleges and universities in California are currently expanding the ways students can receive credit for prior learning, an increasingly popular practice of awarding college credit to students for knowledge they acquired outside a college setting.

Proponents of granting credit for prior learning, often referred to by its acronym CPL, point out that Advanced Placement or International Baccalaureate tests are very common ways that students receive credit for college classes before they attend college. But there is an effort to broaden the ways that students may be able to receive credit for what they’ve learned outside a college classroom, whether on the job, through volunteering or even a hobby, such as photography or playing an instrument.

In the past few weeks, Gov. Gavin Newsom praised the notion of giving credit for prior learning as an important way to recognize the skills that adults pick up in the military or even volunteering through the California Service Corps.

Many educators say this is an important step toward promoting equity in their institutions. It’s a way to recognize the academic value of work, particularly for students who may have left college to work or started college later in life. Proponents say it can save students time and money, making graduation more likely.

Does my college or university offer credit for prior learning?

Because this is an arena of education that is rapidly evolving, it can be difficult for students to figure out whether they may qualify for credit. Right now, that depends on the policies at any given institution or academic department.

College advisers or faculty members are a good starting point. Veterans may also want to speak to the department that supports veterans. Many institutions are currently refreshing their policies for giving credit for prior learning and outlining them in their course catalogs.

How can credit for prior learning help students?

Students can fulfill general education or major requirements before even showing up to school. This means that they’re able to graduate with a degree or credential more quickly — which also means that they’re more likely to graduate. This can save students time and money.

A study by the Council for Adult and Experiential Learning found that students who started school with 12 credits could save between $1,500 to $10,500 and nine to 14 months, depending on the institution.

The study found that 48% of students over 25 years old who had obtained credit for prior learning completed their degree or certificate within 7.5 years, compared with 27% of students who had no credit. The completion rate was even higher, at 73%, for credit received outside the military.

There are also important psychological benefits to students who start college with credit under their belts. These students begin their college careers with a sense of momentum and accomplishment, according to Tina Barlolong, career center co-coordinaor at Palomar College in San Marcos.

Are there any drawbacks?

Taking a college course just for the sake of taking a course has risks, and the same is true for pursuing credit for prior learning. It takes a lot less time and money than a full course, but students on financial aid or veterans on the GI Bill, for instance, could run out of funding before they’ve attained a degree if they pursue unnecessary credit.

Proponents of credit for prior learning encourage students to discuss their best options with a counselor, adviser or a faculty member in a student’s field of study. They can ensure that the credit in question will serve a purpose, such as fulfilling a general education or major requirement.

What are some common methods of receiving credit for prior learning?

It may be as simple as passing a challenge test required by a department. The College Board offers a way to test out of college-level material through its College-Level Examination Program, usually referred to as CLEP in the field.

Portfolio reviews are common in the arts. That means a professor or committee may review paintings, photography or graphic design before deciding to award a student credit. A portfolio could also be used to assess a student’s business skills.

Playing music or acting out a scene may be a way to earn credit in the performing arts. Beginning piano is a popular course.

Some students may have obtained a certificate or license in their job that is the equivalent of what they would learn in a college course. Certifications offered by Microsoft or Google that allow students to receive credit for basic computing are common.

The American Council on Education offers many colleges and universities guidance on how to award credit. That can include deciding whether military or corporate training meets academic standards.

Are veterans eligible for credit for what they have learned while in the military?

Yes. In fact, the study by the Council for Adult and Experiential Learning found that 68% of students who received credit for prior learning earned it through the military.

Credit for prior learning has a long history among veterans. The military offers service members extensive training that tends to be highly standardized. When they are discharged, veterans receive a Joint Services Transcript, which translates military experiences into civilian language. This can be used for a resume or for receiving college credit. Veterans can also receive credit for college through free examinations called DSST tests.

Every public university or college in California accepts the Joint Services Transcript — though whether any given course is eligible for credit may depend on the institution or department.

Veterans may be able to get credit for physical education requirements, for instance. Depending on their training in the service, veterans may also receive credit for courses in engineering, law enforcement, computer science or health care.

One branch of the military bypasses this whole process: the Air Force has its own community college, so most of its members simply receive a college transcript upon being discharged.

Can I get credit for work experience?

Not exactly. The idea behind getting credit for prior learning is that it is awarded for learning and skills acquired, not just for work experience.

Someone working as an auto mechanic might have picked up a lot of knowledge and skills, but that experience may not correspond to everything covered in an automotive repair course, such as safety procedures, ethics and professionalism. Credit is granted for that knowledge and training — not just the years working in a given field.

How do California’s colleges and universities view credit for prior learning?

Thanks to legislation, community colleges and the campuses of California State University and the University of California all have policies on the books for credit for prior learning. But how those policies are implemented varies from system to system, school to school and even department to department.

All three systems will consider the veterans’ Joint Services Transcript and offer credit for any equivalent courses that are offered on their campus.

California’s community colleges have perhaps the most generous guidelines for awarding these credits. Colleges may award credit for skills learned through work experience, employer-training programs, military service, government training, independent study or volunteer work.

The community colleges have set an ambitious goal of ensuring that at least 250,000 Californians receive credit for prior learning by 2030. The Mapping Articulated Pathways Initiative supports community colleges in these efforts through training, technology and policy.

California State University overhauled its policies for granting credit for prior learning in 2023, and it has required each campus to have its own policies. The system does accept exams such as the CLEP and DSST for credit. It will also accept any training or instruction that corresponds to American Council on Education guidelines.

The University of California has the strictest guidelines on credit for prior learning. Its guidance states that credit will only be offered for courses that meet the same high standards of the UC system — this stance is typical of selective universities. It does not award credit for vocational or technical training or for results on CLEP or DSST tests. It will accept credit for courses on veterans’ Joint Services Transcript for any equivalent courses UC offers.

“The more traditional, the more selective an institution is, the more they tend to not have generous policies,” said Su Jin Jez, CEO of the nonprofit California Competes, a nonpartisan policy and research organization.

How much does getting this credit cost?

This is another factor that varies by institution. It might be free for students who have already matriculated. Many institutions charge a fee for tests or other assessments. Some might charge for each credit unit. Generally, it will be considerably cheaper than tuition. However, funding can become a barrier when financial aid does not cover these fees, according to a recent survey by the American Council on Education.

Will this credit transfer from one institution to another?

Theoretically, it should, just like any other course. When a student receives credit for prior learning through an institution, their transcript will show that they received credit for a specific course number.

But no matter how a student earns credit, transferring credits can be potentially tricky. It largely depends on the institution or major a student is transferring into.

Does giving credit to students for prior learning end up hurting college enrollment?

It may sound counterintuitive, but giving credit to a student for prior learning actually means it is more likely that the student will take more courses. The Council for Adult and Experiential Learning study found that students awarded credit for prior learning actually tended to earn 17.6 traditional course credits more than students without those credits.

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27/04/2025
College clubs becoming just as competitive as getting into college

Credit: Larry Gordon / EdSource

When Nhan Tong, a freshman majoring in computer science at USC, arrived on campus in the fall, he was excited to join social clubs, discover a new passion and make some college friends.

A club focused on meetups to make and explore new foods caught Tong’s eye, but he soon learned about the group’s laborious, multistep application process: the submission of several essays, followed by an in-person, structured “vibe check” session, where Tong participated in a group interview with prospective members.

Groups of about 10 students filtered through a courtyard in shifts, answering questions like, “Why do you want to join?”, “If you had to choose one flavor that describes you, what would it be?” and “Where does your passion for food come from?”

A few weeks later, Tong got rejected from the club. He ran over possibilities in his mind, trying to figure out what he’d done wrong — what was off about his “vibe.” The experience frustrated and hardened him to the reality of organized social culture at the University of Southern California, he said.

“They’re trying to look for these specific people, and they encourage everyone to apply, apply, apply,” Tong said. “The issue is not applying itself. It just makes it kind of an unfair and unfriendly environment to newcomers.”

Admission rates to California’s most competitive public and private universities decline year after year, nearing or falling below 10% for the 2028 freshman classes at colleges like USC, Stanford, UC Berkeley and UCLA. In an increasingly cutthroat process, 12th graders vie for a limited number of seats in college classrooms across the state.

Although gaining admission to a selective university is no easy feat, a shifting social dynamic in many elite institutions now means getting in is only part of the challenge. At colleges where freshman classes boast some of the highest-achieving high schoolers in the country, students have developed their own selective, hierarchical culture in the form of exclusive clubs.

While college fraternities and sororities have always selected members through a multistep, sometimes laborious process known as “rush,” a competitive club culture separate from Greek life is an emerging phenomenon.

Ranging from career-oriented organizations that prime students for prestigious Wall Street internships and six-figure salaries to social groups that organize potlucks, interested students are let in on the open secret among their institutions: Whether a club deliberates Fortune 500 company cases or bonds casually over a shared interest, not just anyone gets in just by showing up.

While the issue is most visible at the most selective campuses, there are accounts from California State University campuses along with UC schools and private colleges.

Some universities are beginning to recognize selectivity in student organizations as an issue, but directing clubs to reform their recruiting practices is a tall task.

Starting in fall 2024, USC told its clubs they had to accept any interested student applicants. A number of competitive groups, though, have kept their application processes while hosting events for nonmembers that help them bypass the new rule.

For some student clubs, open invites and welcoming environments are part of an organizational mission amid rising exclusivity.

UC Berkeley senior Ken McNurney, a shed and equipment manager for Cal Archery, the campus’ recreational archery team, noted the importance of having fun in college.

At the beginning of the fall semester, McNurney replied to a user on Reddit’s r/berkeley subreddit page who posted in despair following rejections from clubs requiring applications and interviews. McNurney encouraged dejected students to join Cal Archery in his comment, advertising free beginner sessions for all students.

“I commented because I understand the appeal of those clubs and organizations from a student professional’s perspective, (but) they wind up unintentionally neglecting just having fun and making friends just for the sake of those things,” McNurney said.

Julia Wu, president of Cal Archery, immediately found the club warm and welcoming when encouraged to join the club’s beginner training program after emailing the club out of interest during her senior year of high school. Despite Wu’s “newbie” status, Cal Archery’s accepting environment for both archers with and without competition experience took her with open arms.

“(I’m) so glad Ken used his humor to advertise our club’s friendliness,” Wu said. “I made several friends from my cohort who became my best friends in college.”

But some student leaders say selectivity is necessary.

Christina Mueller, a UC Berkeley junior and co-president of the school’s Model United Nations club, said that the current acceptance rate for new members is around 20%, often receiving around 100 applications every semester.

According to Mueller, funding constraints leave UC Berkeley’s Model UN club no choice but to limit available spots.

“We’d love for (the club) to be larger, especially for a traveling team, but with (Berkeley) being a public institution, we’re limited in how many people the club can support financially,” Mueller said. “We’re very limited in the amount of places we can travel. For other schools, everything is paid for. We are mostly self-funded, meaning people pay out of pocket for their own flights and food. Most people in the club can only afford to travel once a semester to a tournament.”

Mueller said the club’s extensive vetting process — three rounds of interviews, including a “social round” where prospective members are considered based on their compatibility with current members — is crucial to the success of the club’s performance at conferences.

“Reading social dynamics, working with people — including people in conversations while still establishing yourself as a leader — is an important part of doing well in conferences. Intelligence and research can only take you so far,” Mueller said. “Success (in this club) is social awareness, which is why we’ve instituted a social round, showing how you do well in competition.”

Stanford senior Matthew Yekell’s foray into the university’s club scene could be described as a raving success: He got a “yes” from every highly selective group he applied for as a freshman and now serves as vice president of Stanford Consulting, the premier consulting club on campus with a sub-10% acceptance rate.

One of his takeaways from running the club’s recruitment last year? “It’s needlessly exclusive,” Yekell said.

“It’s tragic how selective we have to be, right? I think a lot of club leaders … look at selectivity as a good thing,” said Yekell, pointing to the way some pre-professional clubs wear their low acceptance rates as badges of honor.

Stanford Consulting is more “job” than club, Yekell said, paying its student members for work with real clients. The group recruits like an employer but works to support its largely inexperienced underclassmen applicants with pre-interview coffee chats and workshops. Successful applicants make use of offered support, do their research, reach out for mentorship and demonstrate a strong interest in what the club can do for them, he said.

Interested students who don’t make it in can attend talks with consulting firms and case interview trainings that are open to all, Yekell said.

“We host a lot of programming that’s all-campus,” Yekell said. “We’re cognizant of how … (unfortunate) it is that we can only serve a certain segment of the population.”

In a perfect world, no club would be selective, said USC senior Sullivan Barthel. Barthel, who majors in journalism, is part of a group of students running a campus magazine. Though he’d like for the club to accept anyone interested in contributing, a page limit means restrictions on how many students they can bring on.

“We produce public-facing content in a short amount of time, and it’s really important for our production schedule to have a reasonable number of people on the team,” Barthel said. “The main thing that I talked with the other editorial staff about this summer was just being really intentional with why we are selective.”

But Barthel sees a greater trend on campus affecting students hoping to get involved in social clubs and, more specifically, community service organizations. Upon coming to USC, he found, much to his surprise, that a number of university-affiliated student service groups ask students to write essays, participate in interviews and take knowledge tests just to volunteer with them.

“The dangerous combination is when there’s a very mission-driven organization that also has a really heavy social component,” Barthel said. He thinks there’s a belief that a strong, tight-knit community comes from “a really intense recruitment process.”

On the heels of his food club rejection, USC student Tong sought to disprove the tie between selectivity and community.

Despite feeling disheartened and confused by his first foray into campus involvement, Tong went on to join engineering clubs and an open table-tennis group that meets weekly. He even started his own unofficial, open-invite movie club.

“What I’d want to see from these (selective) clubs is just a little bit more transparency, maybe about who they’re looking for, what exactly they even want,” Tong said. “There’s no way I have to write an essay just to get into a club for socialization. That just doesn’t make sense. If it was socialization, you would just try to get as many people as possible, right?”

Christina Chkarboul is a fourth-year earth science, global studies and journalism student at USC and a member of EdSource’s California Student Journalism Corps.

Jo Moon is a third-year political economy and gender studies student at UC Berkeley and a member of EdSource’s California Student Journalism Corps.

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26/04/2025