برچسب: college

  • Amid division, attempt to remove Fresno City College academic senate president fails

    Amid division, attempt to remove Fresno City College academic senate president fails


    Tenured communication instructor Tom Boroujeni, who is on involuntary administrative leave, spoke at the May 8, 2024, Fresno City College Academic Senate meeting, in which the senate voted on removing him as president.

    Lasherica Thornton/ EdSource

    This story has been updated with the exact number of yes, no and abstention votes counted. The membership secretary for the academic senate provided the numbers to EdSource Thursday evening. A statement about the votes has also been clarified.

    The Fresno City College Academic Senate on Wednesday failed to take action on tenured communication instructor Tom Boroujeni, who has been on involuntary administrative leave since Nov. 30 but has refused to step down as president. 

    During the final meeting of the semester, not enough members of the senate voted to remove Boroujeni as president, and not enough voted to table the removal until next semester in August. Many senators abstained from the votes. Even though more instructors voted to remove him as president than to table the matter, without a majority, the academic senate will end the semester and likely start a new school year under the leadership of the president-elect and acting president, Jackie Williams. 

    It leaves the academic senate in limbo, said theater design instructor Christina McCollam-Martinez, who had filed two petitions to remove Boroujeni as president.

    “We can’t move forward; we’re stuck,” McCollam-Martinez said during the meeting. “When you don’t get to choose anymore, you get stuck; you don’t have an option.”

    Members of the senate were divided over whether a removal impacts due process, speaks to one’s belief about the allegations, puts the senate back on track or sends a message about faculty rights — a contention made by Boroujeni. 

    “I’m not doing that (stepping down) because I’m an advocate for faculty,” Boroujeni told his colleagues during the meeting, at which he had permission to speak, not as a member of the academic senate but as a member of the public. He did not speak as a community member, though, but twice during discussions by the senators.

    Boroujeni was put on leave following a Nov. 29 EdSource report that revealed that a Fresno State investigation determined that Boroujeni committed an “act of sexual violence” against a professor and colleague who also works at Fresno City College. Some professors canceled classes. Boroujeni denied that any sexual violence took place. He also claimed that the Fresno City College suspension stemmed from disagreements with State Center Community College District over academic policies.

    With a recent change in Fresno City College senate bylaws, the executive board recommended the removal of Boroujeni because his administrative-leave status caused Williams to become acting president with no one serving as president-elect, a key post on the executive board. 

    ”Voting to remove the current president is not about whether they did or did not do what they are on leave for,” said Alana Jeydel, a history and political science professor. “It’s simply about the fact that our senate can’t go for a semester or possibly longer with someone who hasn’t been here. … We need the person who’s been here for the past semester to keep working for us.” 

    No longer “silent” about what to do when an officer is on leave, the bylaws now state that a leave of absence can trigger a process to fill the vacancy. The bylaws of many academic senates across the state reportedly have language requiring a senator to relinquish the seat for any leave. 

    A removal would have made Williams president starting next semester and led to elections for a president-elect. 

    Though no decision was made about Boroujeni’s role as president, the failed attempt to remove him is indicative of the division at the college. Eleven senators at the meeting abstained from the removal vote.

    Waiting on outcome of investigation?

    When the community college district put Boroujeni on paid leave in late November, the district also launched an investigation.

    Boroujeni told his colleagues that his administrative leave, which district and college administration hasn’t publicly disclosed details about, is not related to the Fresno State case but to three Fresno City College complaints filed months ahead of the district’s decision to place him on leave, following EdSource’s report on the Fresno State sexual violence investigation and subsequent decision by his colleagues to cancel classes

    Boroujeni said that the investigation was set to end this week but was extended until May 31. He has characterized the complaints as allegations of “gender discrimination.” 

    “The road map that you need is: Wait for the investigation to end,” Boroujeni told his colleagues before their vote. “If there is anything in the investigation, use that to remove me because that will give you the ammunition so you can preserve the power of the academic senate.” 

    Because the college has not yet concluded the investigation, some instructors said they preferred to wait on the outcome before voting on the removal. Nikki Visveshwara and Eileen Gonzalez, professors in the nursing department, said Boroujeni has the right to due process. 

    “I think we should’ve waited to find out what the judgment from the district was … so that we have full information when we’re making the vote,” said Michael Takeda, past academic senate president and member of the executive board, who did not support the recommendation for Boroujeni’s removal. 

    Expecting a judgment or specific details to be publicized or shared by the district may not be realistic. Over the last six months, district spokesperson Jill Wagner has not disclosed details of the investigation, stating that it is a personnel matter. 

    Even when it is resolved, “we don’t necessarily talk about it because it’s still a human resources matter,” Wagner told EdSource in mid-February. Wagner did not immediately respond to requests for additional information or comment on Wednesday.  But, when the investigation concludes, the findings will be subject to California’s Public Records Act which requires the release of personnel investigations when allegations are confirmed.

    “Unacceptable to have this cloud hanging over us”

    Boroujeni has taught at Fresno City College since 2015, the same year he began his academic career at Fresno State while still a graduate student. The victim of the alleged sexual misconduct is also a professor and Boroujeni’s colleague at the community college. The State Center Community College District, parent agency to Fresno City College, learned of the sexual misconduct investigation when the alleged victim requested a no-contact order, which was granted in the spring semester of 2022.

    Fresno State opened the investigation in 2020 based on the federal anti-discrimination law known as Title IX, records show. The investigation determined that Boroujeni committed sexual violence in 2015. At the time of the incident, Boroujeni was a part-time instructor at Fresno City College while finishing a master’s degree at Fresno State, records show.

    Boroujeni was never disciplined in the sexual violence matter because he was a graduate student when the alleged violence occurred. Boroujeni resigned from Fresno State in 2022 after officials said the act-of-sexual-violence report would be placed in his personnel file.

    Despite Boroujeni’s assertions linking the senate’s proposed action to the investigation, most of the professors who spoke in favor of the removal said their position had nothing to do with the allegations but the senate’s ability to perform its duties.

    Business instructor Robert Schmalle, who didn’t take a position on the allegations against Boroujeni, reminded his colleagues that the academic senate is a political body making political decisions. 

    Both he and anthropology professor German Loffler said keeping Boroujeni as president reflects poorly on the college and senate.

    “It’s just simply unacceptable to have this cloud hanging over us,” Schmalle said. 

    And a removal is not about the administrative leave, Jeydel, the political science professor, reiterated. 

    “It’s simply to replace somebody who is on leave — for whatever reason it is,” she said. “I don’t see the vote as about passing judgment on what one person has or has not done.”

    The academic senate president works with the college’s administration in setting academic policy and represents the senate and faculty at college, districtwide and public meetings. 

    Amended bylaws have been months in the making

    With an April 24 change in bylaws, Wednesday’s meeting was the first time that the senate has been able to vote on action to handle Boroujeni’s inability to fulfill the duties of president during his leave. 

    The academic senate amended its bylaws last month, but the process has been months in the making, dating back to before Boroujeni was placed on leave. 

    But Boroujeni accused the academic senate of changing the bylaws due to his leave. 

    The bylaws, according to Williams, were addressed the entire semester with proposed changes being brought to the senate for feedback.

    “It was not precipitated or initiated in response to President Boroujeni being placed on administrative leave,” she said. “There was already the plan for revise.” 

    She told EdSource in January that as the senate went line by line through the bylaws, members learned that the bylaws were silent on what to do when officers are on leave.

    Language on quorum, absenteeism, proxy attendance, officers and officer responsibilities were tweaked alongside the addition of: “In special circumstances, e.g., the removal/resignation of multiple officers, or leaves of absences of an officer, the Executive Board shall determine the process for filling the vacancies.”

    Before the bylaws were amended, the only way to remove Boroujeni was through a petition with at least 25% of senators signing to initiate a vote, during which 50% must be present, and 75% must vote for removal. The revision changed the voting requirement to two-thirds, or 66%.

    Since December, there have been three petitions calling for Boroujeni’s removal as president

    Under the added process in the bylaws, removing Boroujeni, who is on leave, required a majority vote of members present. Of the 62 members present, 29 voted to remove him and 15 voted to table the removal. Thirty-two votes would have constituted the majority. 

    Boroujeni: Stepping down hurts faculty

    Before McCollam-Martinez, the theater design instructor, started the second and third petitions to remove Boroujeni as president, she sought clarity from a past president of the academic senate for California Community Colleges about how most colleges handle a leave of absence. 

    She learned that most presidents step down because of the mere fact that he or she cannot fulfill the duties of the role. 

    “Normally, that’s what would happen,” she said. 

    Boroujeni said during the meeting that stepping down would have been the “easy thing” to do. 

    “Let me explain to you why I haven’t stepped down. Stepping down would send a very specific message to the administration — that you can put the president on leave and that the president will step down,” he said.

    He spoke not once as a community member as he had permission to but twice during the senators’ discussions, which further fractured the already splintered community college community, said a college employee who attended the meeting but asked for anonymity.  

    The community college district counsel and Fresno City College president confirmed to EdSource that Boroujeni requested permission to speak as a community member, not as a senator. 

    “It reflects his character of manipulation and bullying,” the college employee said. 





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  • How earning a college degree put four California men on a path from prison to new lives | Documentary 

    How earning a college degree put four California men on a path from prison to new lives | Documentary 


    https://www.youtube.com/watch?v=ypfojKZMnGQ

    Samual N. Brown, Allen Burnett, Charlie Praphatananda and Dara Yin have stories to tell.

    Their time in prison was shrouded by their reality. Three of the four were charged with murder and sentenced to life without parole. It’s what one of them, who entered prison at 20, describes as death by incarceration.

    Taking college courses had been going on for decades in California prisons, but in 2016, California State University Los Angeles became the first college to offer bachelor’s degrees to people in prison.

    Now, eight of the state’s 34 adult prisons have started or are soon to begin partnerships that award four-year degrees, making California a leader in expanding college degree programs into the state’s prisons.

    The trend touches only a sliver of incarcerated people, however. While California incarcerates about 95,600 people in its prison system, about 230 enrolled in the fall in a bachelor’s degree program. For the four men whose stories are told in this documentary, just the chance to earn the degree made it possible for them to see themselves living a different life outside of prison. Three ultimately got their sentences commuted. The fourth was paroled.

    Read more:

    Match your donation today

    EdSource has been on it when big shifts happen – like the Department of Education shutting down many areas of their work. But we also remain committed to following the long-term stories in our communities and having an impact through our reporting.

    Help us have an impact through data-driven, factual reporting. Your donation will be matched through June 11.





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  • College commencements face disruption from pro-Palestinian protests

    College commencements face disruption from pro-Palestinian protests


    Pro-Palestinian encampment encroaches on the stage and grass area where commencement is planned for Sunday at Pomona College.

    Credit: Michael Burke / EdSource

    At Pomona College in eastern Los Angeles County, commencement ceremonies are scheduled to take place this weekend on the college’s central Marston Quad, with events planned Friday through Sunday.

    But as of late Thursday, a pro-Palestinian encampment on the quad was growing in the exact location where commencement is supposed to be held. Dozens of students have set up tents, Palestinian flags and barricades around the college’s graduation stage, making it unclear whether the college will be able to proceed with commencement activities.

    Protesters said Thursday that they have no plans to leave the encampment until the college meets their demands to divest its endowment funds from companies supporting Israel and its war in Gaza. 

    “These schools love their pageantry and their ceremonies, so seizing the commencement plaza was really just a strategic move to show the college that we will continue to disrupt business as usual until they divest,” said Kwame Nkrumah, a sophomore at the college studying political sociology. 

    The elite liberal arts college of about 1,700 students is one of several campuses across California with commencement events scheduled this weekend that could be disrupted by protests. 

    The University of Southern California canceled its main stage commencement ceremony altogether, citing security concerns. It does have other events planned, including a celebration for graduating students and their families at the Los Angeles Memorial Coliseum that was held Thursday night. 

    At UC Berkeley, which will hold its main ceremony Saturday morning, campus officials acknowledge protests are possible but say they are moving ahead with commencement like business as usual.

    They are some of the first graduations to be held since pro-Palestinian encampments and protests popped up last month across California and the rest of the country, sparked by the arrests of more than 100 protesters at Columbia University on April 18. Protesters have demanded their campuses divest from Israel. Protesters at one campus in California declared success earlier this week, when Sacramento State changed its investment policy to state that the college will no longer invest “in corporations and funds that profit from genocide, ethnic cleansing, and activities that violate fundamental human rights.”

    At Pomona, campus officials say they remain committed to holding their commencement events this weekend. The first event scheduled to take place on the quad is Friday at 5 p.m., when the college plans to hold an induction for its chapter of Phi Beta Kappa, an honor society. On Saturday evening, the college plans to hold a celebratory dinner on the quad for graduates and their families before the main commencement ceremony on Sunday morning.

    “Throughout the year, college leaders have offered to meet with student protesters and will continue to do so. We will promote safety for all members of our community and pursue our educational mission, considering the full range of viewpoints. We are committed to holding Commencement to honor the Class of 2024, with their loved ones, and preparations are continuing,” a college spokesperson said in a statement to EdSource.

    College officials, who were not made available for an interview, have not disclosed how or whether they plan to clear the encampment in order to hold the commencement activities. Nkrumah said students are prepared for the possibility that police will attempt to clear the encampment. Last month, 20 students were arrested while occupying the college president’s office.

    Mattin Khoshzaban, a graduating senior at Pomona, said he and his classmates have heard little from administrators ahead of this weekend’s ceremonies. Khoshzaban said he supports the protesters and their message but added he’s frustrated by the possibility that commencement could be disrupted. Like many current college seniors, he graduated from high school in 2020 and didn’t get an in-person graduation ceremony because of the Covid-19 pandemic.

    “Although they’re trying to protest the administration, it feels like a protest against the students. And especially because we didn’t get our first graduation,” he said. “We have our families flying in. We literally don’t know what’s going to happen.”

    Khoshzaban, who is studying economics, has a dozen family members who were expected to fly into the Los Angeles area starting Thursday night from Oregon, including his parents, grandparents, siblings and even aunts and uncles. 

    “My family has protested other things at different times, but they are upset for me because they know I didn’t have a high school graduation,” said Khoshzaban, who added that it would be “very meaningful” for him to be able to walk across the commencement stage.

    Anwar Mohamed, another graduating senior, feels differently. He also had his high school graduation in Chicago canceled because of the pandemic, but he isn’t worried about whether he walks across the stage.

    Demanding that Pomona divest is a personal issue for Mohamed, who is one of the organizers of the encampment. Mohamed, who is Muslim, said he remembers his family talking about Palestine since he was just 3 years old.

    “Every time we were in Friday prayer, it was always like our prayers are to Palestine. Like our actions are to Palestine, our beings are for Palestine,” he said. “And I think for me as a senior, it’s realizing that I didn’t come here for walking across a stage. College was never about this degree. College was about doing this study and understanding the material world that we live in.”

    Farther north in California, at UC Berkeley, planning for commencement is proceeding normally and will be held Saturday morning at California Memorial Stadium. College officials are not ruling out the possibility of protests but say there are no plans to change any of the usual commencement programming. 

    “Berkeley graduation ceremonies have been venues for all sorts of protests for many years. This year, like every year in the past, our efforts will focus on ensuring the ceremony can be successfully held, and on supporting the ability of graduating students, their friends, and families to safely enjoy and take part in an incredibly meaningful day,” said Dan Mogulof, a spokesperson for the campus.

    Christopher Ying, a graduating senior at UC Berkeley, said he appreciates that Berkeley is moving ahead with a typical commencement. Ying is this year’s recipient of the University Medal, Berkeley’s top honor for graduating seniors, and will give a speech at the ceremony. He received the honor in part for his work with incarcerated people, including tutoring them and helping them edit and publish news stories that were distributed at prisons statewide. 

    Ying doesn’t plan to address Israel’s war in Gaza during his speech, saying that it wouldn’t be genuine to talk about it because none of his extracurriculars while in college related to the conflict. But he added that the university never told him he couldn’t talk about the conflict in his speech. 

    Meanwhile, at the University of Southern California, college officials canceled the commencement speech of valedictorian Asna Tabassum before canceling the ceremony altogether. Tabassum had been attacked by pro-Israel groups over a link in her Instagram bio that led to a website supporting Palestine.

    “I’m glad that Berkeley is not going down that same path. Berkeley obviously has a very rich history of having been involved with the free speech movement,” Ying said.





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  • Legislature must tackle sex discrimination and harassment on college campuses

    Legislature must tackle sex discrimination and harassment on college campuses


    Yin Yang /iStock

    Addressing and preventing sex discrimination and sexual harassment on college campuses continues to be one of the most foundational challenges to improving campus climate at higher education institutions in our country.

    In the fall of 2021, as the Biden-Harris administration began its reexamination of Title IX, the federal regulation that prohibits discrimination based on sex in education, the Assembly Higher Education Committee also began its own reexamination of California’s policies to address and prevent sex discrimination and sexual harassment in higher education.

    Three years later, the Higher Education Committee released a 30-plus page report that revealed we are not doing nearly enough to support our public higher education institutions to create an inclusive and safe campus culture for our students, faculty and staff.

    While each public higher education institution does have a nondiscrimination policy in place, it is clear that our campus communities do not trust these institutions to prevent nor properly handle sex discrimination and sexual harassment on campus. According to interviews conducted by the committee and various surveys of students and faculty, campus communities feel that current policy focuses on protecting higher education institutions and not survivors of sexual discrimination and harassment.

    It is the responsibility of campus leadership to provide our students with a safe and inclusive environment; however, the Legislature also has a responsibility to support our institutions in that mission, and to hold them accountable if they fall short.

    My bills, Assembly Bill (AB) 2047 and AB 2048 are a necessary step that the Legislature must take in order to support California’s higher education institutions and its campus communities.

    These two bills are a part of an ambitious, 12-bill legislative package, authored by myself and seven of my legislative colleagues, and predominantly based on recommendations from the committee’s report.

    The package as a whole is imperative in order to foster cultural change, accountability and trust at our higher education institutions. AB 2047 and AB 2048 focus on shifting campus culture and renewing trust.

    AB 2047 will establish an independent systemwide Title IX office to assist with monitoring compliance throughout all three of California’s higher education segments, and AB 2048 will establish an independent Title IX office on each California State University and University of California campus, and in each community college district.

    These offices, both on campus and at the systemwide level, will provide supportive measures to survivors of sexual harassment and discrimination and adjudicate cases in a clear and transparent manner. Furthermore, these bills will work in tandem with the overall legislative package to provide reporting measures to ensure the higher education institutions are preventing and addressing cases of sex discrimination.

    The importance of creating an identifiable authority that will properly adjudicate cases of sex discrimination and implement preventative measures cannot be minimized. These bills will renew community trust in our public institutions and establish a campus culture primed to detect, prevent and address all forms of sex discrimination and harassment with supportive measures and restorative justice. 

    AB 2047 and AB 2048 will provide substantial change for survivors of sexual harassment, but they will also result in substantial monetary cost from the state’s general fund, possibly costing millions of dollars, in order to establish and staff these offices.

    As we are confronted with a significant budget deficit this year, difficult policy decisions will be made, but these bills should be a priority for the Legislature.

    Fundamental change is costly, and as we assess the true costs of these bills and the impact they will have on our state, we must also not forget to consider the cost of doing nothing: the human cost of students who do not feel safe at these institutions and may not be able to experience all that higher education has to offer. The cost of those who carry invisible wounds and do not achieve their full educational potential.

    I am a firm believer in the power and promise of higher education and its ability to transform lives and communities. No student should be deprived of that power and promise due to sex discrimination or sexual harassment.

    We are falling short of our responsibility to these campus communities by further allowing this status quo of handling complaints through costly monetary settlements and lawsuits to remain.

    We cannot let this continue.

    •••

    Mike Fong (D-Alhambra) represents California’s 49th Assembly District and serves as chair of the Assembly Higher Education Committee.

    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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  • As Black college enrollment lags, study suggests strengthening communities

    As Black college enrollment lags, study suggests strengthening communities


    MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college.

    Emma Gallegos/EdSource

    Across the nation, more Black students are graduating from high school — but fewer are attending college, according to a report released by the Schott Foundation for Public Education

    A study released Tuesday by the organization examined 15 districts throughout the country that collectively educate more than 250,000 Black male students, two of which are in California: the Los Angeles Unified School District, the largest school district in the state, where 7% of students are Black, and the Oakland Unified School District, which has an enrollment of about 45,000, 21% of students being Black. 

    With a 71% graduation rate, Black males at Oakland Unified were among the five lowest in the country — hovering above Detroit, Philadelphia, Baltimore and Minneapolis. At 75%, Los Angeles Unified’s wasn’t much higher. 

    “It’s clear that there is something that has to happen across California,” said John Jackson, the CEO and president of the Schott Foundation. 

    “If you take L.A. Unified and Oakland Unified as two of the largest districts in the state — and two districts that have the largest Black male population — there is something that has to happen.” 

    Jackson added that any efforts by LAUSD are especially critical and could “potentially catalyze progress across the country.” 

    Graduating from high school

    As of the 2019-20 academic year, roughly 86% of students across the country graduated from high school in four years, according to the report. 

    And between 2012 and 2020, Black students’ graduation rates improved the most of any group — slicing the gap between Black and white students by almost half. Black male students, however, did not perform as well as their female peers. 

    “The fact that between 2012-2020, the graduation rate increased for all students (4%) and more significantly for Black students (14%) supports the need for states and localities to focus on resourcing the strategies and supports that improve the academic outcomes for the lowest performing group as a pathway to elevate the outcomes for all students,” the report noted. 

    Still, at 81%, the rate for all Black students remains below the national average — along with Latino and Native American students. 

    Only three states had graduation rates that were higher than the national average: Alabama (88%), Delaware (87%) and Florida (87%). On the other hand, Wyoming (66%), Minnesota (69%) and Idaho (69%) had the lowest rates. 

    In California, Black students sustained a graduation rate of 76.9%. 

    Graduating from high school, according to the report, is also connected to a lower likelihood of becoming homeless or incarcerated.

    Specifically, the report notes that a young person who has not graduated from high school is 350% more likely to experience homelessness and 63% more likely to face incarceration. 

    High school graduation can also be linked with a longer life expectancy. 

    “To change this trajectory impacting the very lives of Black males, we must broaden our lens beyond the classrooms and hallways because students do not live within school walls,” Andre Perry, a senior fellow at the Brookings Institution, wrote in the report.

    “They reside with families and are part of neighborhoods where the prevailing conditions directly impact not only their educational outcomes but also their life expectancy.”

    Going to college 

    Nationally, in the past decade, more than 600,000 Black male students who were projected to participate in post-secondary education have been missing, according to the report. 

    Community college enrollment among Black students across the board fell by 26%, and Black student enrollment in historically Black colleges and universities fell by 16%. Meanwhile, in four-year colleges and universities, there was no increase. 

    And among Black men, college enrollment dropped by 39% between 2011 and 2020. 

    The fall in enrollment comes amid an increase in the number of Black people between the ages of 18 to 34 — whose population rose from 9 million in 2000 to almost 11.5 million a decade later. 

    Last year, in the Cal State system, graduation equity gaps also increased between Black, Latino and Indigenous students. But some campuses have made targeted efforts to bridge them

    CSU’s Young Males of Color Consortium received $3.2 million dedicated to creating programs that will be available at 16 CSU campuses and nearby community colleges — and has been “laser-focused on collaborating with higher education professionals to improve the retention, success, and college completion of young men of color enrolled at our partner colleges and universities,” according to a statement provided to EdSource.

    “In the future, we hope to work with our K-12 partners to strengthen the college access pipeline for young men of color, including Black men,” the consortium added.

    ‘Loving systems’ 

    The report emphasized the need to cultivate “loving systems” — which it defines as “a system of core supports that you would provide the children you love” — in order to foster equity and improve student outcomes.

    “When we talk about loving systems, we talk about giving young people and, in this particular case, Black males, access to the supports that are indicative of what you know the average parent would give their young person to succeed,” Jackson said. 

    “Access to healthy food is an education issue. Access to affordable housing is an education issue.”

    In LAUSD, the Black poverty rate was 20% in 2022, and the Black unemployment rate remained at 14%. Meanwhile, in Oakland, the poverty rate was similar to LAUSD — and the Black unemployment rate was about 10%. 

    Both regions also deal with high costs of living and are highly segregated. According to the study, LAUSD had a Residential Segregation Dissimilarity Index of 60%, and Oakland’s was 52%. The index measures the distribution of Black and white residents, ranging from complete integration at zero, to complete segregation at 100.  

    “At the end of the day, racism is nothing more than institutionalized lovelessness. And with that frame, our goal here has to be — and as we recommend the North Star for California, for LA for Oakland, and many other cities — creating … the types of loving communities where all students have an opportunity to learn and to thrive,” Jackson said. 

    “When we do that, we will also see the type of progress in a multiracial democracy that we desire.”





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  • California releases $470 million to put students on track for college and career

    California releases $470 million to put students on track for college and career


    Students at Skyline High School in Oakland discuss coursework in one of four career-themed pathways.

    Photo by Allison Shelley/The Verbatim Agency for EDUimages

    California has made good on a promise in the 2022 budget to invest in programs that simultaneously prepare students for both college and career

    Gov. Gavin Newsom’s office announced Friday that the state has released $470 million to 302 school districts, charters and county offices of education to fund the Golden State Pathways program.

    The program allows students to “advance seamlessly from high school to college and career and provides the workforce needed for economic growth.”

    “It’s an incredibly historic investment for the state,” said Anne Stanton, president of the Linked Learning Alliance, a nonprofit that advocates giving youth opportunities to learn about careers.

    Both the state and federal governments previously made big investments in preparing students for college or career at the K-12 level, but the Golden State Pathways program is different in that it challenges school districts, colleges, employers and other community groups to create “pathways” — or a focused series of courses — that prepare K-12 students for college and career at the same time. These pathways aim to prepare students for well-paying careers in fields such as health care, education and technology, while also ensuring that they take 12 college credits through dual enrollment courses and the A-G classes needed to apply to public four-year universities.

    “By establishing career technical pathways that are also college preparatory, the Golden State Pathways Program provides a game-changing opportunity for California’s young people,” State Superintendent of Public Instruction Thurmond said in a statement.

    The Golden State Pathways are an important part of the new master plan for education — Newsom’s vision to transform career education in California — which is expected by the year’s end.

    The state is distributing the vast majority of the funding — $422 million — to enable schools to implement their plans in partnership with higher education and other community partners. The remaining $48 million will assist those who still need grants for planning.

    All sorts of schools throughout the state — rural and urban, large and small — benefited from the funding.

    Schools in the rural Northern California counties of Tehama and Humboldt — whose K-12 enrollment is under 30,000 students — jointly received about $30 million to implement and plan pathways to help students stay on track for college and careers with livable wages.

    “That’s a big deal to have that kind of influx going to that many small schools,” said Jim Southwick, assistant superintendent of the Tehama County Office of Education, which plans to expand career pathways in education, health care, construction, manufacturing and agriculture.

    Schools in Tehama had previously begun to implement career pathways at the high school level in concert with local employers and Shasta College. However, many students struggled to complete the pathways because they were ill-prepared in middle school, Southwick said. 

    But one middle school pilot program did successfully introduce students to career education, he added, leading to an influx of funding through the Golden State Pathways that will expand the program to other middle schools. 

    Long Beach Unified, the fourth-largest district in the state, received about $12 million through the Golden State Pathways program. District spokesperson Elvia Cano said the funding will provide counseling and extra support for students navigating dual enrollment, Advanced Placement courses, college aid, externships and other work-based learning opportunities.

    The district also plans to increase access to dual enrollment through partner Long Beach Community College and to create a new pathway in arts, media and entertainment at select high schools.

    Advocates are celebrating the governor’s commitment to the program despite the uncertainty surrounding the budget this year.

    Linda Collins, founder and executive director of Career Ladders Project, which supports redesigning community colleges to support students, said, “It’s an impressive commitment at a time that it’s desperately needed.” 

    Newsom said in a statement that this funding will help students even if they don’t go to college , saying it “will be a game-changer for thousands of students as the state invests in pathways to good-paying, high-need careers — including those that don’t require college degrees.”





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  • Report shows few California college students enroll in CalFresh, despite qualifying

    Report shows few California college students enroll in CalFresh, despite qualifying


    At the University of California, Irvine, the basic needs center offers a food pantry, housing support and more to meet students’ basic needs.

    Photo: UCI Basic Needs Center

    Few college students participate in the state’s CalFresh food program despite being eligible, according to a report published Tuesday by the University of California’s California Policy Lab.

    The report, “Filling the Gap: CalFresh Eligibility Among University of California and California Community College Students,” is the first to link together datasets that provide estimates on the number of California college students who are eligible for CalFresh, the state’s food benefits program, in addition to their take-up rate — the share of students who are eligible and also participate in the program.

    The report’s authors found that CalFresh eligibility and students’ subsequent enrollment in the program depended significantly on which institution of higher learning they attended, age, housing situation, and other factors. The school they were enrolled in was often connected to the level of outreach they received informing them of the food benefits program and whether they received a certain financial aid grant that made them eligible for CalFresh.

    “California in the last few years has been increasingly focused on this channel of potential support for college students. It’s one of the pieces that students can paste together to put together a financial package that allows them to go to college,” said Jesse Rothstein, report co-author, about the CalFresh program.

    CalFresh, once known as food stamps, is designed to provide money for groceries for California residents, making it a significant support program for low-income students. College students are typically eligible for CalFresh if they meet the regular rules that everyone, whether a student or not, must meet, in addition to at least one of more than a dozen exemptions. Understanding the long list of eligibility criteria specific to students has long been seen as a significant barrier for students, according to the report.

    “But because CalFresh is run by a different agency — it’s not part of the education system — I think it’s hard for students to navigate,” said Rothstein, Carmel P. Friesen Professor of Public Policy and Economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site.

    The data for the report was collected by the UC’s California Policy Lab from four institutions: California Community College Chancellor’s Office, University of California Office of the President, California Department of Social Services and California Student Aid Commission.

    In gathering data from these four agencies, the authors developed a database connecting college enrollment numbers, monthly CalFresh participation records, and annual federal financial aid (FAFSA) details.

    The data points to differences in eligibility and take-up rates between students in the California community colleges and the UC campuses as well as which students actually enroll to receive the benefits if they are eligible.

    Data from the fall of 2019, the semester immediately prior to the Covid-19 pandemic, provides one of the clearest examples. During that time, the data showed a significant discrepancy between students who were eligible for CalFresh versus those who applied to receive the food aid — and further disparities depending on whether students were enrolled in a community college or a UC.

    They found that 20% of community college students, 33% of UC undergraduates and 7% of UC graduate students were likely eligible for CalFresh. Yet just 26% of eligible community college students, 22% of eligible UC undergraduates, and 27% of eligible UC graduate students actually enrolled to receive CalFresh benefits.

    The authors suggest a few reasons for the discrepancies.

    First, UC students are less likely to live at home with their parents, increasing their chances of being eligible for CalFresh.

    Second, students in the community colleges are overall less likely to be eligible for CalFresh. This is because “the version of the Cal Grant given to UC students qualifies many of them for CalFresh eligibility, but the version given to CCC students does not,” per the report’s authors.

    And, finally, the UC has increased outreach efforts to enroll more eligible students into basic needs programs like CalFresh. This would explain, the authors wrote, why the take-up rate among UC undergraduates has increased substantially since 2017, while the same rate among community college students has declined.

    The authors note that they can only provide data estimates in the report because the multiple eligibility determination factors may be captured inaccurately, although errors were likely insignificant and “our estimates are a good approximation of the share of students who would be found eligible under individualized determinations.”

    A deeper look into data from the fall of 2019 highlights important details, including:

    • The Central Coast’s UC Santa Barbara had the third-highest eligibility rate at 37% but the highest take-up rate at 37%
    • Of the community college regions statewide, the Central Valley had both the highest eligibility rate at 29% and the highest take-up rate at 33%, while the Bay Area had the lowest eligibility rate at 15% and the lowest take-up rate at 20%
    • Black and Latino students were more likely to be eligible than white or Asian peers regardless of the institution attended
    • When it came to actually enrolling in CalFresh, Black and Latino students were more likely to do so if attending a UC, but Latino students were less likely to enroll in the program if attending a community college
    • Students over the age of 23 had higher take-up rates than those 23 years and younger at both institutions

    Some of those details were expected given the history of outreach out of certain institutions. Santa Barbara County and UC Santa Barbara, for example, have long worked toward smoothing out the process for students to both determine their CalFresh eligibility and to apply for the program.

    Other details, such as the low take-up rates in Los Angeles and the San Francisco Bay Area, highlight the potential need for additional outreach in regions with increasingly high housing and cost of living expenses. Among community college students in Los Angeles, just 5% of the population were both eligible and participating in CalFresh during the fall of 2019. That number is 3% during the same timeframe in the Bay Area.

    The development of a new dataset

    The report included data from millions of students who attended UC and community college campuses between the 2010-11 and 2021-22 school years. While the report’s authors were largely focused on the most recent data, they included previous years’ data that was consistent across the four agencies they had data sharing agreements with — and this happened to take them as far back as the 2010-11 school year.

    The bulk of the project took about four years to complete, according to Rothstein, who noted that this project took “longer than most” he’s worked on in his career. The team first needed to execute data sharing agreements between each of the institutions included in the report and then clean it up to ensure accuracy.

    “It’s really beyond the ability of the individual agencies to do this kind of project,” said Rothstein.“It just takes too long and requires too much collaboration between agencies.”

    Notably missing from the institutions that shared their data was California State University, which is the nation’s largest four-year public university system.

    The CSU “was more reluctant” to share their data, said Rothstein, and his team decided to move forward without that system’s information. He noted that his team plans to work on another edition of the report in which they hope to be able to include CSU data.

    “Our hope is that by kind of developing long-term relationships with the agencies we can build the trust that’s required to do this kind of project,” said Rothstein. “We can also build the kind of specialized knowledge of the individual data sets that makes it possible.”

    The story has been updated to reflect changes made to the report by the California Policy Lab.





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  • How to give everyone a fair shot in college admissions

    How to give everyone a fair shot in college admissions


    Credit: Courtesy of CollegeSpring

    Much of the focus on systemic inequality in America — in education or other sectors — has rightly been through retrospective or historical accounts about present-day conditions, or through cries for social reform based on egregious incidents and related frustrations. It’s a rare occasion, however, when we have the opportunity to reflect upon a slow but potentially pernicious systemic change that’s taking place in real time, right before our eyes. 

    Within higher education, there’s a new inequitable system in the making — or worse, a re-entrenchment of an old one — that stands to sharply divide and negatively affect society, communities and the future workforce. 

    As we end one admissions cycle and reflect on the testing policy changes in college admissions in 2024 alone, Ivy League schools like Cornell, Harvard, Yale, Brown, Dartmouth, MIT, other highly selective universities like CalTech and UT-Austin, and now Stanford, reversed test-optional policies to begin requiring the SAT and ACT again. The flood of announcements made it easy to dismiss or tire of them, since most of these colleges are already viewed as out of reach for the majority of students, calculated on one basic fact: grades.

    All students know — or at least used to — that at minimum, you need stellar grades and a good test score to get in. Today, however, it seems that will only be true of some exceptional schools. With test optional-schools, it’s less clear-cut whether test scores matter and/or how good your grades and scores need to be.

    Wealthier, more privileged students combat the complexity by continuing to prepare for and take the SAT or ACT — no matter the school — while lower-income students with less access to quality counseling and information are told the tests are less important in college admissions overall. This effectively takes any of the above-mentioned schools off the table for them, and also lowers their chances even at the other test-optional schools. More and more, students will pursue only the colleges they think they’ve been prepared for — while taking themselves out of the running for schools that could admit them.

    I fear we are on the precipice of recreating systemic divisions that are reminiscent of those of the not-so-distant past — the mid-20th century — when people went to schools with others who were assigned to the same station in life. The Harvards of the country selected students from local or known elite circles. There were different standards for women, who went to colleges that prepared them for support roles, not leadership. Black students predominantly went to Black colleges — mostly for Black men. People of certain classes, genders, religions, and races were grouped together —all according to their expected roles and objectives in life. 

    So what can we do now to stem this growing inequity?

    Some might say the antidote would be that all colleges should have the same rules — either every college requires the test or they don’t. To be clear, I believe that would be the most fair thing to do. Test required or test blind, and nothing in between.

    I also believe that would be impossible, impractical and unrealistic to enforce.

    In the United States, we have a problem with standardization — and not just the testing kind. On the one hand, this nation was founded on the principle of equality, on sameness for all. That, however, stands in fierce tension with our desire for individualism and uniqueness. So, while I think the same rules and opportunities would undoubtedly lead to a fairer system and better outcomes for all people, I’ve realized that uniformity is not a rallying cry people will get behind.

    What we must get behind, then, is for every college to be as transparent as possible about how test scores are used. I commend schools like Dartmouth, which did the research to be able to say: To attend this school, you must submit a score, and if you are from an underrepresented background, we will factor your score in this way.

    Test-optional schools should develop a clear-cut rubric to give students a sense of how much weight they give to scores, or what minimum score they will need if their GPA does not meet a certain threshold. Even if this increased transparency from schools was made available to students, what all students need — and in particular students from low-income underrepresented backgrounds — is the same message that their more privileged peers are getting: “Take the test. It will likely help you. You might not need it for some schools, but at least you will have more options if you are prepared.”

    For students who do want to take the SAT or ACT and receive a score, testing companies and educators must ensure that they give them opportunities to do so. It’s troubling to read about lack of testing sites or canceled administrations, like the one that affected 1,400 students in Oakland on June 1.

    Those of us who educate and guide students should encourage and help them to set and reach high standards, not prepare them for the bare minimum. The way we do that is by ensuring all students are positioned at the starting line with the same information, not different interpretations of the admissions landscape.

    If we want as many Americans to have the highest quality education possible, this system-in-the-remaking is not sustainable. We now have a moment to pause and reflect upon the direction we’re headed and ask how we can use everything we know and see today to make our schools more inclusive, ensuring that they are engines of mobility for all students from all backgrounds, not just a select few.

    •••

    Yoon Choi is CEO of CollegeSpring, a national nonprofit that trains schools and teachers to provide SAT prep to students from low-income backgrounds.

    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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  • Legislature adds to suspension of school, community college funding in 2024-25 placeholder budget

    Legislature adds to suspension of school, community college funding in 2024-25 placeholder budget


    State Sen. Roger Niello, R-Fair Oaks, vice chairman of the Senate Budget and Fiscal Review Committee, back to camera, urges lawmakers to reject a measure to reduce the state budget deficit at the Capitol in Sacramento on April 11, 2024.

    Credit: AP Photo/Rich Pedroncelli

    California lawmakers on Thursday passed a budget for 2024-25 that incorporates the framework of a deal the governor negotiated last month with teachers union officials over how to deal with part of the state’s big revenue problem.

    Many details of the spending plan will be hashed out in the coming days and weeks, but Thursday’s action will allow lawmakers to continue getting paid because it meets the constitutional requirement that they pass a budget before June 15.

    The bare-bones plan passed Thursday would increase the size of the can lawmakers had previously contemplated kicking down the road in order to deal with lagging revenue. It would increase the amount of Proposition 98 funding — the amount of the overall general fund that must go to K-12 education and community colleges — that would be suspended in the current year, but with the expectation that much of it will be repaid and revenue will increase in the coming year.

    Plenty of details remain unresolved. The Senate and the Assembly rejected $895 million that Gov. Gavin Newsom had proposed in one-time funding to purchase zero-emission school buses, and instead reinstated a cut that Newsom had proposed for the Golden State Teachers Grant Program, which pays $20,000 to teacher candidates who agree to teach in priority schools for four years. A supplemental bill that has not been released will detail how the rest of the money would be used. The Legislature accepted Newsom’s proposed cut of $550 million in facilities for transitional kindergarten and full-day kindergarten on the assumption that money will be included in a facilities bond that the governor and legislative leaders are negotiating to place on the November election ballot.

    The framework with the California Teachers Association last month settled the question of how the state would account for an $8.8 billion shortfall in revenue below what the Legislature appropriated for 2022-23. The deal calls for suspending funding still owed for the current year ending June 30 — something that had been done only twice in the past 40 years — by $5.5 billion and delaying paying $2.6 billion appropriated for 2023-24 until 2024-25.

    Suspending a portion of the Proposition 98 obligation requires creating a type of IOU that must be repaid in coming years. Newsom avoided outright cutting of TK-12 and community college funding by suspending some state funding and pushing off paying districts from the end of one fiscal year to the start of the next one — a tactic known as deferrals.

    The placeholder budget passed on Thursday increases the funding that will be suspended by $2.8 billion. The Legislature assumes that higher income tax revenue next year, based on updated projections that Newsom didn’t have for his revised May budget, will help to pay down the suspended funding. The Legislature also would generate a new source of revenue by accelerating a three-year postponement of deductions that corporations can claim from net operating losses and various business tax credits. That would bring in temporarily $5 billion, of which about $2 billion would go to schools and community colleges under Proposition 98.

    Newsom had proposed the three-year interruption to begin in 2025-26. Since businesses haven’t had time to plan an accelerated schedule, Newsom hasn’t said if he’d go along. Resuming the operating deductions and credits would then reduce revenues in future years.

    Republicans in the Legislature criticized addressing the state’s budget deficit by raising taxes on the business community and shifting funds around. The budget is “little more than a shell game meant to hide the bleak truth of our financial situation,” said Senate Minority Leader Brian W. Jones, R-San Diego, who blamed overspending for the swing from a massive budget surplus to a deficit in two years. 

    The advocacy group Children Now, generally an ally of the Democratic leaders on children’s issues, criticized increasing the amount of Proposition 98 suspension and the use of funding deferrals. Suspension, the group said, “should be a last resort, not a tool to manipulate education spending,” adding that suspension, with its creation of an IOU, subjects education to funding volatility and uncertainty about when the money will be repaid.

    “While we understand the necessity of suspending Proposition 98 under the current circumstances, a suspension isn’t ideal, and its size should be minimized as California still ranks fifth worst in the nation in terms of student-to-teacher ratios and, similarly, has among the lowest staffing levels for other educators, including support staff, nurses, and administrators,” the letter said.

    Senate President pro Tempore Mike McGuire, D-Geyserville, predicted a deal between lawmakers and Newsom as early as next week and that the final budget would be similar to what the Legislature approved.





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  • A healthy work-life balance can prevent college student burnout

    A healthy work-life balance can prevent college student burnout


    Jazlyn Dieguez in the newsroom at San Diego State University, where she spent some of her non-studying college time.

    Credit: Jazlyn Dieguez / EdSource

    I am a workaholic, and naturally, I made this realization at 4 on a Sunday morning.

    I had been working on a 15-page research paper on artificial intelligence in hopes of making more progress before the approaching deadline. But instead of working in study-friendly silence, I was engulfed by the sound of Pitbull’s “Time of Our Lives” blaring from my neighbor’s backyard.

    Amid the sound of friends laughing and singing together, I paused to reflect on how I felt.

    My eyes were groggy and sore, my mouth was dry, and my body had fused to the living room couch. Not only did I feel physically sick, I also had a lingering sense of stress and anxiety that inhibited me from taking a break from my classwork.

    This lingering feeling robbed my life of joy. It pressured me to say “no” to spending time with friends and loved ones out of fear of falling behind in school and extracurriculars. 

    And I know I am not alone in these sentiments.

    According to a Gallup survey of more than 2,400 college students at four-year U.S. institutions, 66% reported experiencing stress and 51% reported feeling worried in the spring 2023 semester. 

    It’s difficult to witness many of my peers struggle to cope with these emotions. I have also experienced this struggle by pouring too much of my time and energy into school-related activities: joining new clubs, taking on editorial roles, starting ambitious group projects, and more.

    While achieving these milestones brought temporary satisfaction, the pressure to overachieve intensified my anxiety, ultimately leading to mental exhaustion throughout the year. It was a clear case of burnout, a state of feeling fatigued and overwhelmed by ongoing pressure at work. 

    In a study examining psychological distress and burnout among first-year college students, reports found that 27% of students who reported psychological distress in their first semester were at increased risk of depression, depersonalization and higher levels of burnout.

    As a first-generation college student, there’s something I wish I knew before starting college: how to find a work-life balance. It’s taken my whole college experience to realize that I am at fault for applying so much pressure on myself to achieve more. But, recognizing this was the first step toward making a positive change.

    Here are some strategies that have helped me improve my work-life balance as a student:

    1. Reduce screen time: Use specific app features to control and monitor screen usage. This approach can help enhance work productivity and physical well-being by reducing eye strain and improving sleep quality. Additionally, scheduling designated times for phone use can minimize aimless time spent online.
    2. Embrace social opportunities: Say “yes” to quality time with friends, or communicate your interest in spending time with others. Swapping study sessions for casual dinners, coffee dates or game nights nurtures emotional and physical well-being through meaningful social interactions. This approach motivated me to attend my first San Diego State University basketball game — although not until my senior year — and enjoy more concerts in San Diego.
    3. Set clear goals: Identify three to five realistic daily goals using a to-do list application or a notepad to track progress. Setting short-term goals can provide focus and motivation, further guiding individuals toward achieving personal and academic milestones.

    As I began to wrap up my time at San Diego State, I wanted to make the most of my college experience before I walked across the graduation stage. I refused to be consumed by the stress and anxiety of pending coursework; I wanted to remember college for the memories shared with people I care about, not the late-night study sessions spent alone. 

    Implementing these methods helped me remove the pressure I place on myself and gain a stronger sense of control over my responsibilities. Knowing that I can progress toward my goal through these small adjustments brings me relief.

    I’m most proud of myself for making this change, as I have been able to experience more in the last few months than in previous years. 

    Incoming students embarking on their college careers need significant support to navigate through intensified stressors. But it’s important to remember that a life beyond academics is a life set up for success. It is possible to have the best of both worlds.

    •••

    Jazlyn Dieguez is a member of EdSource’s California Student Journalism Corps. She graduated in May with a journalism degree from San Diego State.

    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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