برچسب: coming

  • Over $45 billion in local bonds coming to schools, community colleges

    Over $45 billion in local bonds coming to schools, community colleges


    A San Jose Unified teacher attends a rally Oct. 9 to promote candidates and a school bond measure that includes funding for staff housing.

    Credit: Photo courtesy of California Teachers Union

    This past November, hundreds of California school districts pursued local bond dollars to fix or update campuses across their communities. 

    Voters passed 205 of 267 proposed local construction bonds on the Nov. 5 ballot, including 14 of 15 for community colleges. Along with the largest number of bonds, the 77% passage rate was just shy of the historic approval rate of 79% since 2000, said Michael Coleman, founder of CaliforniaCityFinance.com, who compiled the voting results.

    That was the year voters lowered the threshold for passing school bonds from a two-thirds majority to 55%.

    Voters in major urban areas were the most receptive to bond proposals, including Los Angeles Unified (LAUSD), whose $9 billion bond was by far the biggest on the ballot; $1.15 billion in San Jose Unified, which included money to underwrite staff housing; and $790 million in San Francisco Unified. San Diego Community College District’s $3.5 billion bond proposal was the largest community college measure.

    The bond in Earlimart Elementary in Tulare County passed with the state’s highest approval of 81.6%. But in the if-only-we-had-knocked-on-more-doors category, bonds in Kingsburg Union High School District, spanning three Central Valley counties, and Elverta Joint Elementary District in Sacramento County, lost by only three votes, and in Weed Union School District, in Siskiyou County, by four votes. 

    Across the Central San Joaquin Valley, stretching from San Joaquin and Calaveras counties to Kern County, more than 40 measures were approved. 

    Enrollment is growing in some parts of the region, so voters decided on multimillion dollar measures to meet the demand, such as Clovis Unified’s $400 million bond and Sanger Unified’s $175 million measure. In both districts, 57.6% of voters said yes to meet the needs of their growing communities. 

    “We have emphasized that this bond measure is critical to keeping our schools in the great shape they are in today and to finishing the much-needed Clovis South High School,” Clovis Unified Superintendent Corrine Folmer said when voting results showed that the district’s bond measure had secured a win.

    Clovis and Sanger Unified listed finishing construction at their high schools as priorities. Estimating its student population doubling in the next 10 to 20 years, Sanger Unified is also looking to build a new elementary school to alleviate overcrowding. 

    Other school communities in the Central Valley and up and down the state approved bond money to address the deteriorating condition of aging facilities. For instance, in Fresno Unified, 64.5% of voters said yes to a $500 million bond — the largest in district history.

    In the nine-county San Francisco Bay Area, all districts but one, Vacaville Unified, passed bond measures. In Los Angeles County, only Saugus Union School District’s bond failed. In Orange County, all transitional kindergarten to grade 12 school district bond measures passed, but voters nixed Rancho Santiago Community College District’s bond.

    However, voters in many predominantly rural and low-property-wealth districts, from Humboldt County in the north to Imperial County in the south, voted down bonds that would have raised taxes. This included eight small districts in San Diego County and Del Norte Unified in Del Norte County. In October, EdSource highlighted Del Norte’s struggle with mold-infested, leaky portables and hazardous playgrounds in a roundtable on Proposition 2, a statewide school construction bond that voters passed.

    “Our one-district county is strained by a lack of economy, and the community is struggling with high tax rates. This wasn’t a lack of desire for our youth, but one based on meeting basic needs for household necessities,” said Brie Fraley, a parent of four boys and active bond supporter. “The structure of bonds in California doesn’t help the neediest communities.” 

    Nearly all parcel taxes pass

    Along with construction bonds, 26 school districts placed annual parcel taxes on the ballot, and 24 passed. Parcel taxes are also property taxes, but they must be a uniform amount per property in a district — whether it’s assessed for a run-down home or a five-star hotel. Although it requires a two-thirds majority vote for approval, 92% of the parcel taxes passed in November; 17 of those renewed existing taxes. 

    Particularly popular in the Bay Area and coastal Los Angeles County, they ranged from $647 per parcel in Lakeside Union School District, a small rural district lying in both Santa Clara and Santa Cruz counties, and $369 per parcel in Woodside Elementary, near Palo Alto, to $59 per parcel in both Sunnyvale School District and Ventura Unified. 





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  • How I recovered from reverse culture shock after coming home from studying abroad

    How I recovered from reverse culture shock after coming home from studying abroad


    A lit-up street in Aix-en-Provence at night.

    An evening stroll down Cours Mirabeau in Aix-en-Provence in December.

    Courtesy: Layla Bakhshandeh

    I had never thought about studying abroad until two of my best friends went abroad and told me about their experiences in Spain. The paella. The nightlife. The making of new friends who end up feeling like family. The next day, I signed up to study in France.

    The golden ticket landed in my lap midway through the winter quarter of my junior year at Cal Poly San Luis Obispo: I had been accepted into a language and culture program in the south of France for the fall 2023 semester. 

    Along with my acceptance came a long list of forms and seminars that all the more than 1,000 Cal Poly SLO “Global Mustangs” had to complete. After all these training sessions, I felt equipped to deal with the culture shock I would feel there, and I was as prepared as one can be when I arrived. 

    What I was not prepared for was the unexpected culture shock that I faced when I returned to the United States. This “reverse culture shock” brought feelings of depression and confusion. I wondered how it was possible to feel so unsettled when returning to California, the place I spent my entire life, especially when my arrival in France didn’t result in any significant feelings of displacement.

    Very quickly, the south of France felt like home. Daily routines formed as my French language skills progressed. International friends nestled their way into my heart, and French cheeses riddled my creaky apartment’s mini fridge. 

    Living in a new culture forced me to reflect on my own identity and experiences. I did miss my family and friends back in California, but that longing for loved ones was overshadowed by the glow of my new life in Aix-en-Provence. 

    I realized later on that it wasn’t my life that was glowing, it was me.

    This inner glow was a result of massive self-growth and self-discovery that opened up for me when I moved across the world alone. In France, I was learning more about who I was and the person I wanted to be. Constant cross-cultural experiences and openness to new ideas brought me a sense of extreme fulfillment.

    At times, I felt like I was trying on a new life; but just when it felt right, it began to unravel. My studies abroad were over, and I had to return to California. 

    The real difficulties unveiled themselves when I returned home and started my winter quarter in San Luis Obispo, and I realized I was experiencing “reverse culture shock,” which the U.S. State Department defines as the psychological, emotional and cultural aspects of reentry. (I first heard the term through a Cal Poly study-abroad training session.)

    People who experience it report having academic problems, cultural identity conflict, social withdrawal, depression, anxiety and interpersonal difficulties.

    And that’s how I felt. Confusion, discomfort and depressive feelings fogged my everyday actions. I missed the constant stimulation of my time in France. After growing immensely on a personal level, while I was abroad, I felt unsure of who I was in a town that had not changed at all since I left. My major classes suddenly felt insignificant, and I couldn’t tell if my friends really knew me anymore. 

    It felt like I was viewing my old life through a new lens, unsure of how to move in my new environment. In rushed feelings of isolation and identity confusion. This, coupled with my heavy course load, made it difficult to even think about my time away. 

    But burying your memories and experiences only makes it harder to adjust to life back in your home country. I realized I had to force myself to integrate my experiences in France with my life back in California.

    Here are some ways I worked through my reverse culture shock:

    • Journaling: Writing about my time away helped me remember all the core memories and experiences that helped me grow. Putting pen to paper helped me to process all the events I had experienced.
    • Sharing stories with friends: Telling anecdotes from your travels brings old memories to light. Sharing these stories with friends and loved ones made me feel more understood. 
    • Joining a reentry group or finding friends who are also returning from studying abroad: Connecting with others in the same situation as I made me more comfortable opening up and reflecting on my time abroad. It was also a great way to hear about other people’s experiences with the phenomenon of reverse culture shock. 

    Taking time to reflect on experiences abroad gives students the opportunity to piece together their time away. It can help students identify the qualities and growth that they experienced abroad, and incorporate these aspects throughout their journey in their home country. 

    It is easy to fall back into old habits when surrounded by old environments, but reminding myself of the lessons I learned helped bring the glow back. 

    •••

    Layla Bakhshandeh is a senior journalism and graphic communication student at Cal Poly, San Luis Obispo and a member of EdSource’s California Student Journalism Corps.

    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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