برچسب: communities

  • AmeriCorps cuts slash support services, programs for vulnerable communities

    AmeriCorps cuts slash support services, programs for vulnerable communities


    During small group reading instruction, AmeriCorps member Valerie Caballero reminds third graders in Porterville Unified to use their fingers to follow along as they read a passage.

    Lasherica Thornton/ EdSource

    Twenty-three-year-old Valerie Caballero worked with seven third-graders, guiding numerous activities on decoding words, on Thursday at Roche Elementary in Portersville. In another small group of three students, teacher Shelly Noble focused on building reading comprehension. The rest of the class, also in small groups, read independently or completed literacy assignments online, until it was time for the groups to change stations – to go to Caballero or Noble.

    Caballero is one of 85 community members trained as AmeriCorps volunteers to tutor and support over 2,000 students at 10 elementary schools in Porterville Unified. 

    The AmeriCorps program deployed her and others to third to fifth grade classrooms to provide students with additional time for reading and math intervention that they wouldn’t get elsewhere. 

    “Families rely on programs like AmeriCorps to give their child one-on-one support and attention that they need,” Caballero said. 

    Fifth grader Jizelle Alvarado, who has benefited from the AmeriCorps program since her third grade year, said volunteer Stephanie Rector has helped her read at a better pace and to multiply three-digit numbers. Without hesitation, the fifth grader said she and other students would still be struggling with reading and math if not for Rector’s daily support. 

    Last Friday, the program was one of many whose survival became uncertain because of the reduction of federal AmeriCorps grants by the Department of Government Efficiency, or DOGE, under the Trump administration. 

    Nearly $400 million in AmeriCorps funding was cut, jeopardizing more than 1,000 programs and the jobs of tens of thousands of employees, tutors, mentors and volunteers, the national volunteer service organization reported. 

    Attorney General Rob Bonta announced in a statement earlier this week that California has “taken action to hold the Trump Administration and DOGE accountable to the law.” Two dozen states, including California, filed a lawsuit Tuesday against the Trump administration for “dismantling AmeriCorps.” 

    Unless the lawsuit prevails, the AmeriCorps funding cuts – estimated at $60 million for educational, economic, environmental, health and disaster response services in the state – will impact 87 programs and over 5,600 positions, according to Cassandra González-Kester, communications manager for California Volunteers, the state service organization that receives most AmeriCorps grant funding and disperses it to schools, nonprofit organizations and other entities to address critical community needs. 

    “These cuts affect service members who responded to the LA Fires, the tutors and mentors for our young students, as well as those who care for seniors,” she said. “School districts and non-profit organizations throughout the state are already feeling these severe impacts.” 

    But the nearly 14,000-student Porterville Unified has decided to use its own funds to continue the program until May 30, the last day of school — something not all schools and organizations will be able to do, so many communities will be left without critical services. 

    Thousands of students receiving support through AmeriCorps may have those services upended or interrupted – if they haven’t already – by the sudden cancellation of grants by the Trump administration.

    The cuts are hurting the most vulnerable: kids in need of reading and math intervention; students struggling with chronic absenteeism; families experiencing housing instability; and communities recovering from natural disasters. The end of services could exacerbate existing inequalities and worsen future prospects.

    “If we aren’t able to continue this work (beyond this school year),” Warren said, “it’s going to leave a huge void, and our students are definitely going to feel the effects of that.” 

    People supporting their community 

    AmeriCorps, an independent agency of the U.S. government, supports volunteer and service efforts in California and across the country by providing opportunities for community members to meet local needs and address pressing issues, including academic support and intervention for students, youth mentoring as well as homelessness, food insecurity, health and other key areas in communities.

    Due to the range of programs that AmeriCorps supports, thousands of families in California alone will lose services, if they haven’t already. 

    “We recognize the impact this has across all programs and staff, not just in our state but nationwide,” said Monica Ramirez, the executive director of First 5 Madera, which operates the Madera Family Resource Center in the Central San Joaquin Valley.  

    The Madera Family Resource Center, a comprehensive hub for families with children aged 0 to 5, is partially funded by federal AmeriCorps money. The center provides weekly playgroups, preschool readiness programs, developmental screenings and resource referrals to support early childhood development. After getting notice about the AmeriCorps funding cuts, which had, in part, made services possible, the resource center, which extends services to Chowchilla, Eastern Madera County, and the Madera Ranchos, closed its doors this week. 

    Porterville Unified’s ‘Building Communities, Changing Lives’ is largely funded by AmeriCorps. AmeriCorps awarded the district more than $1.6 million in federal funds and the district matched those funds with about $1.2 million this school year. 

    Most of that funding goes toward living stipends for AmeriCorps members, community members and college students who may be tutors, mentors or in other roles. 

    Covering the operating costs for 85 AmeriCorps members who provide 35 hours of weekly student intervention and support is approximately $210,000 for May, an expense the district likely won’t be able to foot without the AmeriCorps funds. 

    “I don’t see another way to move forward without the AmeriCorps funding,” Warren said. 

    State agencies, such as California Volunteers, are trying to fill the void for impacted groups, Fresno State College Corps director Mellissa Jessen-Hiser said. The state, she said, will fund the college corps members’ continued work at places such as the food bank, Poverello House, a homeless shelter in Fresno, and Fresno Unified schools for the rest of the semester. 

    The federal government has provided more than half of the funding for some of California’s AmeriCorps programming, with the agency’s members supporting 17,000 foster youth with education and employment, and tutoring or mentoring 73,833 students in 2023-24, according to California Volunteers. 

    Volunteers play a ‘vital role’ in student progress

    Of the more than 2,000 students that Porterville Unified AmeriCorps members provide one-on-one and small-group instruction, tutoring and intervention to, 1,657 are in need of academic support, based on this year’s district assessments. 

    Members work with at least 25 students each day over 10 months of the school year; they focus on reading and literacy, helping struggling students get to grade level. 

    “It’s going to create a larger learning gap if they’re not receiving this extra support,” said Caballero, the tutor. 

    Based on mid-year data from this school year, 44% of students served by AmeriCorps members have improved by at least one proficiency level on their reading assessment, demonstrating meaningful academic progress, Warren, the program director, reported. 

    And with an extra person in the classroom working alongside them, teachers gain the ability to focus on the academic struggles of students who need it most.

    Without AmeriCorps, “we will not see the growth in reading and writing that we see because the majority (of the work) will be put on myself,” said Noble, the third grade teacher. 

    The AmeriCorps members also build meaningful connections with students, extending their support beyond academics and making students feel valued, thereby creating an engaging and supportive learning environment. 

    “We’re able to really see the effects of having those members work with those students and the impacts that they’re making,” Warren said. 

    Federal funding cuts trickle down to schools

    The California Reading Corps and Math Corps, or Ampact Educational Programs, across Fresno, San Mateo, San Joaquin, Merced, Tulare, Santa Barbara and Riverside counties have supported thousands of students with academic intervention, including over 6,000 students last school year. AmeriCorps members prepare students for kindergarten, get elementary students on track to grade-level proficiency by third grade and have seventh graders algebra-ready by eighth grade, according to program information for this school year. Its more than $3.1 million in federal funding is one of California’s 87 impacted programs. 

    Thomas Elementary in Fresno Unified, which has used the AmeriCorps reading support program, doesn’t plan to use the Reading Corps next school year due to the possible federal cuts, the district confirmed. 

    Under the 30-year-old Kern Community Mentoring program, three dozen AmeriCorps members have mentored over 700 high-needs students in the urban and rural communities of Kern County each year, according to Robert Meszaros, communications director with the Kern County Superintendent of Schools that administers the program. 

    By providing encouragement, guidance and support, they address the “whole child”, a philosophy that is evident in several AmeriCorps programs, specifically those focused on mentorship. 

    Each year, mentors help at least 20 students improve their academics, attendance, behavior and engagement, and based on data from the program, more than half of the mentees improve their attendance and reduce suspensions. 

    With the cuts to AmeriCorps, Meszaros said, it may mean the loss of the program. 

    Alternative funding, other options

    Programs impacted by the federal funding cuts are exploring options to continue serving the community. Some are seeking support from their state representatives, who can advocate on their behalf at the state and possibly national level. 

    “Not sure what the next steps are,” Warren said. Porterville Unified is looking for alternative funding sources, such as state grants. 

    So is the Kern County education office for the AmeriCorps mentoring program it runs. 

    “Ultimately if that funding can’t be sourced from other resources,” Warren said, ”then it goes away and we’re left with a big void.”

    While it’s unclear at the moment whether the multimillion-dollar cuts will stand, the people working in AmeriCorps programs urged decision-makers to realize the people affected. 

    In the words of Caballero, the Porterville Unified tutor: “think about students’ needs.” 





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  • Stop shortchanging charters serving the highest need communities

    Stop shortchanging charters serving the highest need communities


    Students at Lodestar Charter School in Oakland.

    Courtesy: Lighthouse Community Public Schools

    While we wait for the governor’s budget — and a much leaner projection for public education funding — many district and charter school officials have started making significant cuts in preparation for the upcoming school year.

    Unfortunately, at a time when every dollar matters, charter schools serving some of California’s highest-need students are getting shortchanged.

    Critical dollars following each and every student is a fundamental construct in our state’s Local Control Funding Formula (LCFF). Schools and districts that serve a higher number of high-need students — English learners, low-income students, and foster youth — get additional funding in the form of supplemental grants for each student, along with concentration grants for schools where more than 55% of the student body is from at least one of those student groups. These funds are meant to follow the students and be invested in their programmatic needs.

    Unfortunately, the only exception is if these students attend a public charter school. 

    Current law caps the concentration grant funding for charter schools at the unduplicated pupil percentage of high-need students in the school district in which they are physically located. This restriction disproportionately affects students and families who attend charter schools in districts where the percentage of high-need students is lower than that of individual charter schools. For example, 82% of Oakland Unified’s students are eligible for the additional funding, but many charter schools in East Oakland serve student populations with unduplicated high-need student percentages ranging from 85% to 99%. Yet concentration funding for these charter schools is capped at 82% despite their serving a higher percentage of high-need students. This is also true for many charter schools in the LA area, in the wider Bay Area, as well as across the state. 

    A new bill seeks to correct this inequity by ensuring that dollars actually follow students to their schools.  

    Assembly Bill 1062 would enable charter schools serving greater percentages of high-need students than their district to apply for a waiver to receive concentration grant funding based on their actual student population, rather than being capped at the local district average. 

    Take for example Lodestar: A Lighthouse Community Public School in the Sobrante Park community in deep East Oakland. Like many communities impacted by the pandemic, the school’s demographics have shifted over the last five years. Today, Lodestar serves a student population where 98% of the students have high needs, including 47% English learners, 8% newcomers to our country, 17% qualifying for special education services, and 5% homeless. Should they be expected to meet their community’s needs at “82 on the dollar” while still being expected to meet the state’s stringent charter renewal criteria brought on by Assembly Bill 1505? (This 2019 law requires charters to outperform state averages on standardized tests and other measures to qualify for streamlined approval.) 

    Shouldn’t dollars that are directly tied to students and families follow them regardless of the school a family chooses for their child? 

    Many charter schools and charter management organizations that serve East Oakland exist to provide strong school choice options to students and families in historically under-resourced communities. It’s not surprising that one-third of Oakland students have selected charter schools. Over the last three years, Oakland’s charter high schools have had college readiness A-G completion rates for African American and Latino students that are significantly higher than at district high schools.

    Despite Oakland’s rich history of political activism for historically marginalized and under-resourced families, this clause in the funding formula prohibiting charter schools from fully accessing these funds has not been studied nor evaluated.

    The Assembly Education Committee has an opportunity to consider and address this funding inquiry. This committee, which includes progressive assembly members from the Bay Area and greater Los Angeles area, can advocate for public dollars following each student for their education and future impact.

    It’s time to ensure that state funding follows students equitably, so they are not penalized for choosing to attend a public charter school.

    •••

    Rich Harrison is CEO of Lighthouse Community Public Schools, which operates two K-12 public charter schools serving more than 1,600 students in East Oakland.

    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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  • ‘The day I lost my house:’ School communities reel from Eaton, Palisades fires

    ‘The day I lost my house:’ School communities reel from Eaton, Palisades fires


    A parent and child embrace as students are welcomed to Brentwood Elementary Science Magnet on Jan. 15.

    Credit: Mallika Seshadri / EdSource

    Tanya Reyes, a teacher in the Los Angeles Unified School District, initially tried to befriend her reality. 

    But when her husband sent her a video of her Altadena home up in flames, and she heard him cry, she had to press pause. 

    “I’ve only watched parts of it, but I know at one point he starts crying. … It just felt surreal,” Reyes said. “We’re worried about our neighbors, worried about who’s safe, the peacocks that lived on our street.” 

    “I’m from Maui, so it feels like Lahaina, all over again.” 

    https://www.youtube.com/watch?v=e_GHxX9zQdI

    Tanya Reyes received this video from her husband, Antonio, which shows their house engulfed in flames.

    It was Wednesday, Jan. 8 — roughly 24 hours after she, her husband and three daughters unknowingly left their home for good and drove to a relative’s house in West Hollywood with just two items each and a few critical documents. 

    When it was finally time to break the news to her three daughters, Reyes asked: “What’s the most important thing that we have?” 

    She hoped the kids would come back with “each other.” 

    Instead, her daughters said: “A house!’” 

    “And then we told them, and my eldest daughter just kind of wanted to keep watching the video that he (her husband) had taken. And then, she started journaling ‘The day I lost my house,’ Reyes said. 

    “And then that night, from like 3 to 4:30 in the morning, my 3-year-old, who normally sleeps, spent the hour and a half telling me everything that she missed.” 

    Reyes, who works with pregnant girls and young mothers, is among thousands of teachers, staff and students across Los Angeles Unified School District (LAUSD )and Pasadena Unified reeling from evacuations and losses associated with the Palisades and Eaton fires that have ravaged nearly 60 square miles, including at least 10 schools — all while schools are reopening and attempting to restore a sense of normalcy to children who have lost everything. 

    Pasadena Unified looks to a gradual reopening

    Reyes isn’t just a teacher in the Los Angeles Unified School District. She’s also a mom of two students in Pasadena Unified, the hardest hit by the Eaton fire. 

    Longfellow Elementary, her daughters’ school, is one of the lucky ones that’s still standing.

    Five district-run schools and three of its charters schools are either seriously damaged or destroyed. 

    More than 1,300 employees in Pasadena Unified lived in evacuation zones, and Jonathan Gardner, the president of United Teachers of Pasadena, the teachers union, told The New York Times that roughly 300 had lost their homes. 

    The vast majority of students were displaced, too. Of Pasadena Unified’s 14,000 students, about 10,000 had to leave their homes, according to a district media release. 

    “In times of hardship, our district community has always shown remarkable strength and unity, and this time is no different,” board President Jennifer Hall Lee said in a statement. 

    “The challenges of the Eaton Fire have tested us in unthinkable ways,” she added. “Yet I am still struck by how much resilience and compassion I have seen from our community. This has truly been a testament to the spirit of Pasadena Unified.”

    A lot lies ahead on Pasadena Unified’s road to recovery. To begin a phased reopening, 10 of the district’s schools and programs that collectively serve over 3,400 students will reopen on Thursday, prioritizing schools that are furthest away from the fires and deemed safe through testing by the California Office of Emergency Services.

    A large-scale cleanup is also underway, involving the district’s maintenance and operations team and more than 1,500 contractors, according to the district. 

    So far, 82 tons of debris have been removed from schools, according to a media release issued Tuesday evening. 

    Pasadena Unified’s maintenance and operations team, working alongside more than 1,500 contractors, has been clearing debris and conducting extensive sanitization efforts to meet environmental and safety tests after the devastation caused by the Eaton fire.
    Credit: Pasadena Unified School District

    Meanwhile, the district welcomed back about 2,700 teachers, staff and administrators on Wednesday morning.

    “I’m really proud of my Longfellow Elementary,” Reyes said. 

    And when the staff at the low-income community school found out Reyes and her family had lost everything, they jumped in to help.

    “They sent out emails of everyone you could be in contact with: ‘here’s this person; here’s Connie; here’s Monica; here’s who can help you if you need help with anything.’”  

    Palisades Charter High School seeking a home

    Known for its appearances in films such as “Carrie” and “Freaky Friday,” Palisades Charter High School is a long way from reopening. 

    Roughly 40% of the campus was damaged or destroyed by the fires, according to the Los Angeles Times — but the school’s leaders are still seeking a temporary place to call home. 

    In the meantime, students will learn online. 

    “We have a unique opportunity to show the strength and resilience of our community in the face of adversity,” said Pamela Magee, the school’s principal and executive director, in a Jan. 13 media release. 

    “By coming together, we can ensure our students can stay in their learning environment, with their friends and mentors, at a time when they need it most.” 

    Students embark on a new normal at Los Angeles Unified 

    At 11:15 a.m. on Jan. 7, teachers and staff at Marquez Elementary School were informed they had to evacuate the school immediately. 

    A dark cloud of smoke hovered above the yard where everyone convened. They could see fires on the hillside. 

    Students, who ranged from 4-year-olds to third graders “were put on a school bus and sent out over to another school, where the parents were told they could pick them up,” said Wendy Connor, a veteran first grade teacher. “Half of (the kids) are crying. Half of them aren’t. They’re all trying to help each other.”

    Just over a week later, 353 of the 722 students who attended LAUSD’s Marquez Elementary and Palisades Charter Elementary resumed their school year — but there was nothing normal about their circumstances.

    Parents carry books and supplies into Brentwood Elementary Science Magnet on Jan. 15.
    Credit: Mallika Seshadri / EdSource

    Their schools had been burnt down. Some of them had also lost their homes, and now the students found themselves on a new campus altogether. 

    But the students made their transition as one class to Brentwood Elementary Science Magnet and Nora Sterry Elementary School. They are still learning from the same teachers and are studying alongside their same classmates.

    “Not one of them has said, ‘I don’t want to be here,’ or ‘I want to be with my mommy or my daddy,’” Connor said. “They’re all just like, ‘Oh, where do I line up? Let’s go! We’re ready to go!’”  

    However, she added, many students who lost their homes have not yet returned. And many parents and school employees remain concerned about the toll the fires will have on students’ mental health in the short term and the long run. 

    The district has compiled resources for LAUSD communities to access mental health resources, among other wraparound supports, including telehealth options, a 24/7 support line and access to wellness centers.

    Debra Duardo, Los Angeles County superintendent of schools, also emphasized the need to curb students’ social media use, so students are not watching videos repeatedly of homes and familiar spaces being burnt to ash. 

    She also said it is critical for parents and adults to stay calm and model positive coping strategies. 

    “They’re resilient, like you wouldn’t believe,” said Cecily Myart-Cruz, the president of UTLA, the district’s teachers union, speaking during an elementary school visit. “My son lost his father two years ago, just unexpectedly. And I’m in the throes of the ebbs and flows of grief. And that’s what I saw today.” 

    A first grader now at Nora Sterry Elementary drew his home surrounded by fire after returning to class on Jan. 15.
    Credit: Mallika Seshadri

    Teachers and staff across the district are struggling, too. 

    Of the 10% of UTLA’s members that had been assessed as of Jan. 15, Myart-Cruz said 539 members had been displaced, and the homes of 136 members were either destroyed or damaged. 

    Meanwhile, more than 100,000 teachers reported experiencing medical complications as a result of the fires, including respiratory issues, and more than 1,000 said they are unable to work because they are dealing with other extenuating circumstances, like helping family members who have lost their homes, according to Myart-Cruz.  

    While Connor’s home and family are safe, she admits to having much higher stress levels and a higher heart rate at times.

    Connor grew up in the Palisades — and is coming to terms with her loss — her childhood home, her old school and Marquez Elementary all gone. 

    But she is holding onto a glimmer of hope — three classrooms in the middle of Marquez Elementary remain standing. Her old room was one of them. 

    “I’ve been anxious trying to … go into the room and see if there’s anything I could save,” Connor said. “And then, I just had to put most feelings aside, so that I could get the (new) classroom ready and get going for the kids.”





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