برچسب: crisis

  • Solving California’s early literacy crisis is a social justice imperative

    Solving California’s early literacy crisis is a social justice imperative


    Kindergarten teacher Jana Herrera at Booksin Elementary in San Jose discusses a story written by Casandra Lopez Monsivais.

    Liv Ames / EdSource

    Believing in the future of California’s most vulnerable students demands an urgent focus on early literacy. Nearly 178,000 economically disadvantaged third graders are not meeting state standards for English language arts, and the vast majority of those falling behind are disproportionately Black and Latino children. Early learning gaps all too often turn into lifelong opportunity gaps. If we as a state are failing to teach a significant number of students from low-income communities to read, then we are failing to be the progressive leaders we profess to be.

    According to the latest data from California’s standardized tests, only 3 in 10 third grade students from low-income communities are at grade level in English, compared with 6 in 10 of their higher-income peers. These educational inequities follow a child through to their adult life. Research shows that adults with limited literacy, which includes 28% of Californians, are more likely to be unemployed or earn an income that falls below the poverty level. According to the World Literacy Foundation, illiteracy can also lead to poor health, disenfranchisement and even crime. Among youth involved in the juvenile justice system, up to 85% are functionally illiterate.

    This is not just an education issue, it’s a social justice issue.

    There are a number of factors, both in and outside the classroom, that have contributed to this achievement gap. We are calling on the state Legislature to address those within their control, which include a combination of the public school system not prioritizing academic outcomes for low-income students enough, no requirements for school districts to teach reading based on evidence-backed practices, a lack of accountability to ensure statewide reading efforts are being implemented with fidelity, and an outdated state-approved instructional materials list.

    We now know so much more about how to effectively teach children to read than we have in the past. A large body of interdisciplinary research known as the science of reading informs us of the methods proven most effective in ensuring elementary students develop strong literacy skills. A focus on language development and building background knowledge along with direct and systematic teaching of phonics, word recognition, fluency, and other critical foundational skills benefits students, including English learners.

    In recent years, one-third of states have committed to implementing comprehensive literacy policies grounded in the science of reading with encouraging signs of success. Mississippi, one of the leaders in comprehensive research-based literacy reform, went from being ranked 49th in the country in 2013 for fourth grade reading to 21st in 2022, and has made steady progress in reading scores for Black and Latino students and students from low-income communities.

    The science of reading is not a panacea for all student reading challenges. But, based on historical research and positive implementation outcomes, it can dramatically improve the lives of California students, particularly those who are most vulnerable.

    Given the urgency of this educational crisis, we implore our elected leaders to pass a comprehensive literacy policy agenda based on the science of reading in 2024 so that all children will have the best chance to become proficient readers by the end of third grade.

    Anchor components of the agenda should include:

    1. All English language arts, English language development and reading instructional materials used in California public schools must adhere to methods supported by research.
    2. Investments in statewide educator training programs for both the science of reading and implementing evidence-based literacy instruction.
    3. Additional accountability measures and professional development that will help ensure newly certified teachers are prepared to effectively teach reading based on the principles and practices of the science of reading.

    Details of these policy recommendations may be found in the California Early Literacy Coalition’s early literacy policy brief.

    If there is one primary responsibility of public elementary schools, it is to teach children how to read so they are set up for future success. It is time that we prioritize unlocking reading potential and future opportunities for all of California’s children.

    •••

    Megan Potente is co-state director for Decoding Dyslexia CA, a grassroots movement dedicated to improving literacy outcomes for those with dyslexia and all struggling readers.

    Marshall Tuck is CEO of EdVoice, a nonprofit organization seeking to change state policy so that children from low-income communities receive high-quality educations.

    The opinions expressed in this piece represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Teachers alone can’t address the literacy crisis

    Teachers alone can’t address the literacy crisis


    Credit: Alison Yin/EdSource

    Improving literacy instruction is once again in fashion among America’s policy circles. Between 2019 and 2022, state legislatures passed more than 200 bills that sought to push and pull public schools to embrace the “science of reading.”

    But one year into closely following a big city school district’s effort to remake literacy instruction as part of a project with the Center on Reinventing Public Education, I can’t help but think these well-intended legislative efforts ignore the larger problem: teachers working alone in their classrooms are ill-positioned on their own to provide the support children most need to learn to read. 

    CRPE’s report on this project suggests that addressing the literacy crisis requires more than papering over the harms of bad curricula. It means rethinking the traditional teaching model, long a hallmark of public education in the United States, that leaves one adult in charge of supporting 25 or more children who arrive with wildly different levels of preparation and uneven or absent literacy support at home.  

    Thanks to the work of organizations like The Oakland REACH and the Oakland NAACP, the Oakland Unified School District started quietly overhauling its approach to literacy instruction two years ago. That work involved familiar investments in new curriculum and professional development.

    But the real stars of the strategy were early literacy tutors, community members — including parents and grandparents — who were trained and paid to support small groups of students working to develop foundational literacy skills. 

    Thanks to the investment in early literacy tutors, Oakland schools were able to offer significantly more targeted and differentiated instruction than they would have otherwise. One school we visited used an “all hands on deck” approach that leveraged eight classroom teachers, two tutors, and two non-classroom educators to ensure that every student was getting the targeted literacy instruction they needed. Another school described using tutors to support literacy instruction in a first-second combination class, where students’ instructional needs varied by multiple grade levels. 

    In interviews, teachers and principals alike described the importance of having an additional adult to support reading instruction. A teacher we spoke to said having a trained tutor in her classroom meant she could support five literacy groups instead of two and provide extra support to children who were furthest behind. Without the tutor, this teacher said she would have had to rely more on whole-group direct instruction, pushing children who didn’t yet know their letter sounds to learn alongside those already reading. 

    A parent contrasted her child’s experience in an Oakland school supported by a tutor with her own experience: “I think back to when I was in school. If you were behind where the class was, you were really left behind, or if you were ahead, then maybe you were bored and your mind was wandering and you weren’t paying attention. I feel like with (early literacy tutors) … (students) get special time with an adult who is working with them. And I think that is really impactful.”

    Importantly, in shouldering some of the work of literacy instruction, early literacy tutors provided a critical well of support for beleaguered educators, whose jobs have become ever more difficult coming out of the pandemic. Increasing behavioral challenges, an attendance crisis and larger variation in students’ learning needs are putting extraordinary demands on teachers at a time when public attitudes about work and the prestige of teaching are also evolving and eroding teachers’ commitment to their jobs. 

    Early literacy tutors could meaningfully help shoulder the load of reading instruction in large part because they were fully integrated into the district’s larger strategy around literacy. Unlike other tutoring programs that largely operate on the periphery of schools, Oakland’s early literacy tutors worked hand-in-hand with school staff charged with supporting literacy instruction. 

    Two years after they embarked on the new strategy, Oakland can’t yet claim to have solved the literacy problem, but there are glimmers of hope. Our study found that students who had access to evidence-based, differentiated literacy instruction — whether tutor- or teacher-provided — made statistically significant learning gains in reading and these gains were especially large in kindergarten. These results were achieved despite the fact that schools told us they needed additional tutors to fully optimize small-group reading instruction. Imagine what might be possible if every child had access to differentiated instruction that met their individual needs.

    Expecting teachers, working alone in their classrooms, to provide both all the individualized support students most need was probably always a fool’s errand; continuing to embrace it as students struggle and deal with the lifelong consequences of illiteracy is simply irresponsible. As schools look to make up ground lost during the pandemic, those that support them should understand the limitations that come with investing too little into the effort. 

    ●●●

    Ashley Jochim is a principal at the Center on Reinventing Public Education, where her research focuses on identifying opportunities and obstacles to addressing systemic challenges in K-12 schools. She co-authored a report on the organization’s work in Oakland Unified School District.

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





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  • Heather Cox Richardson: Trump Manufactures a Crisis to Distract from Real Problems

    Heather Cox Richardson: Trump Manufactures a Crisis to Distract from Real Problems


    Heather Cox Richardson writes today that Trump eagerly overstepped his authority so as to create a crisis in Los Angeles. Local and state authorities responded appropriately to protests against the aggressive actions of ICE. But Trump insisted that there was an insurrection underway, a statement teeeted by his aide Stephen Miller. He took charge of the state National Guard, which was last done in 1958 when President Eisenhower called in the Arkansas National Guard to restore order in Little Rock during white protests against civil rights enforcement.

    HRC suggests two reasons for Trump’s eagerness to call in troops in L.A. First, he wants a pretext to send troops anywhere anytime, in effect, to create a police state. Second, he wants to distract attention from his embarrassing breakup with Elon Musk, the chaos caused by his tariffs, and the controversies surrounding his “One Ugly Bill” and its threat to Medicaid.

    A third reason is that he seized on the opportunity to humiliate Democratic Governor Newsom.

    A fourth reason is that he loves to play the part of a tough guy.

    She wrote:

    Flatbed train cars carrying thousands of tanks rolled into Washington, D.C., yesterday in preparation for the military parade planned for June 14. On the other side of the country, protesters near Los Angeles filmed officers from Immigration and Customs Enforcement (ICE) throwing flash-bang grenades into a crowd of protesters. The two images make a disturbing portrait of the United States of America under the Donald J. Trump regime as Trump tries to use the issue of immigration to establish a police state.

    In January 2024, Trump pressured Republican lawmakers to kill a bipartisan immigration measure that would have beefed up border security and funding immigration courts because he wanted to campaign on the issue of immigration. During that campaign, Trump made much of the high immigration numbers in the United States after the worst of the coronavirus pandemic, when the booming U.S. economy attracted migrants. He went so far as to claim that migrants were eating people’s pets.

    Many Trump supporters apparently believed officials in a Trump administration would only deport violent criminals, although Trump’s team had made it clear in his first term that they considered anyone who had broken immigration laws a criminal. Crackdowns began as soon as Trump took office, sweeping in individuals who had no criminal records in the U.S. and who were in the U.S. legally. The administration worked to define those individuals as criminals and insisted they had no right to the due process guaranteed by the U.S. Constitution.

    Anna Giaritelli of the Washington Examiner reported that at a meeting in late May, White House deputy chief of staff Stephen Miller, who appears to be leading the administration’s immigration efforts, “eviscerated” federal immigration officials for numbers of deportations and renditions that, at around 600 people per day, he considered far too low. “Stephen Miller wants everybody arrested,” one of the officials at the meeting told Giaritelli. “‘‘Why aren’t you at Home Depot? Why aren’t you at 7-Eleven?’” Miller said.

    After the meeting, Miller told Fox News Channel host Sean Hannity that the administration wanted “a minimum of 3,000 arrests for ICE every day, and President Trump is going to keep pushing to get that number up higher each and every single day.” Thomas Homan, Trump’s border czar, took the message to heart. “You’re going to see more work site enforcement than you’ve ever seen in the history of this nation,” he told reporters. “We’re going to flood the zone.”

    According to a recent report by Goldman Sachs, undocumented immigrants made up more than 4% of the nation’s workforce in 2023 and are concentrated in landscaping, farm work, and construction work. Sweeps of workplaces where immigrants are concentrated are an easy way to meet quotas.

    The Trump regime apparently decided to demonstrate its power in Los Angeles, where over the course of the past week, hundreds of undocumented immigrants who went to scheduled check-in appointments with ICE were taken into custody—sometimes with their families—and held in the basement of the Edward R. Roybal Federal Building in downtown L.A.

    This was the backdrop when on Friday, June 7, federal officials launched a new phase of the regime’s crackdown on immigration, focusing on L.A. workplaces. Agents in tactical gear sweeping through the city’s garment district met protesters who chanted and threw eggs; agents pepper sprayed the protesters and shot at them with what are known as “less-lethal projectiles” or “non-lethal bullets” because they are made of rubber or plastic. Protesters also gathered around the federal detention center, demanding the release of their relatives; officers in riot gear dispersed the crowd with tear gas.

    Officers arrested more than 40 people, including David Huerta, the president of the Service Employees International Union California (SEIU), for impeding a federal officer while protesting. Huerta’s arrest turned union members out to stand against ICE.

    At 10:33 a.m. yesterday morning eastern time—so, before anything was going on in Los Angeles—Miller reposted a clip of protesters surrounding the federal detention center in Los Angeles and wrote that these protesters constituted “[a]n insurrection against the laws and sovereignty of the United States.” Miller has appeared eager to invoke the Insurrection Act to use the military against Americans.

    On Saturday, in the predominantly Latino city of Paramount about 20 miles south of L.A., Rachel Uranga and Ruben Vives of the Los Angeles Times reported that people spotted a caravan of border patrol agents across the street from the Home Depot. Word spread on social media, and protesters arrived to show that ICE’s arrest of families was not welcome. As about a hundred protesters arrived, the Home Depot closed.

    Over the course of the afternoon, protesters shouted at the federal agents, who formed a line and shot tear gas or rounds of flash-bang grenades if anyone threw anything at them or approached them. L.A. County sheriff’s deputies arrived to block off a perimeter, and the border agents departed shortly after, leaving the protesters and the sheriff’s deputies, who shot flash-bang grenades at the crowd. The struggle between the deputies and about 100 protesters continued until midnight.

    Almost four million people live in Los Angeles, with more than 12 million in the greater L.A. area, making the protests relatively small. Nonetheless, on Saturday evening, Trump signed an order saying that “[t]o the extent that protests or acts of violence directly inhibit the execution of the laws, they constitute a form of rebellion against the authority of the Government of the United States.” Based on that weak finding, he called out at least 2,000 members of the California National Guard to protect ICE and other government personnel, activating a state’s National Guard without a request from its governor for the first time in 50 years.

    At 8:25 p.m., his social media account posted: “If Governor Gavin Newscum, of California, and Mayor Karen Bass, of Los Angeles, can’t do their jobs, which everyone knows they can’t, then the Federal Government will step in and solve the problem, RIOTS & LOOTERS, the way it should be solved!!!”

    California’s governor Gavin Newsom said Trump’s plan was “purposefully inflammatory.” “LA authorities are able to access law enforcement assistance at a moment’s notice,” Newsom said. “We are in close coordination with the city and county, and there is currently no unmet need. The Guard has been admirably serving LA throughout recovery. This is the wrong mission and will erode public trust.” Newsom said the administration is trying “not to meet an unmet need, but to manufacture a crisis.”

    Trump apparently was not too terribly concerned about the “rebellion”; he was at the UFC fight in Newark, New Jersey, by 10:00 p.m.

    At 10:06 p.m., Defense Secretary Pete Hegseth, who is under investigation over his involvement with a Signal chat that inappropriately included classified information, posted: “The violent mob assaults on ICE and Federal Law Enforcement are designed to prevent the removal of Criminal Illegal Aliens from our soil; a dangerous invasion facilitated by criminal cartels (aka Foreign Terrorist Organizations) and a huge NATIONAL SECURITY RISK.” He added that the Defense Department was mobilizing the National Guard and that “if violence continues, active duty Marines at Camp Pendleton will also be mobilized—they are on high alert.”

    At 2:41 a.m., Trump’s social media account posted: “Great job by the National Guard in Los Angeles after two days of violence, clashes and unrest. We have an incompetent Governor (Newscum) and Mayor (Bass) who were, as usual…unable to to handle the task. These Radical Left protests, by instigators and often paid troublemakers, will NOT BE TOLERATED…. Again, thank you to the National Guard for a job well done!”

    Just an hour later, at 3:22 a.m., Los Angeles mayor Karen Bass posted: “I want to thank LAPD and local law enforcement for their work tonight. I also want to thank [Governor Gavin Newsom] for his support. Just to be clear, the National Guard has not been deployed in the City of Los Angeles.”

    National Guard troops arrived in L.A. today, but James Queally, Nathan Solis, Salvador Hernandez, and Hannah Fry of the Los Angeles Times reported that the city’s garment district and Paramount were calm and that incidents of rock throwing were isolated. Law enforcement officers met those incidents with tear gas and less-lethal rounds.

    Today, when reporters asked if he planned to send troops to L.A., Trump answered: “We’re gonna have troops everywhere. We’re not going to let this happen to our country. We’re not going to let our country be torn apart like it was under Biden.” Trump appeared to be referring to the divisions during the Biden administration caused by Trump and his loyalists, who falsely claimed that Biden had stolen the 2020 presidential election. (In the defamation trial happening right now in Colorado over those allegations, MyPillow chief executive officer Mike Lindell, who was a fierce advocate of Trump’s lie, will not present evidence that the election was rigged, his lawyers say. They added: “it’s just words. All Mike Lindell did was talk. Mike believed that he was telling the truth.”)

    At 5:06 p.m. this evening, Trump’s social media account posted: “A once great American City, Los Angeles, has been invaded and occupied by Illegal Aliens and Criminals. Now violent, insurrectionist mobs are swarming and attacking our Federal Agents to try and stop our deportation operations—But these lawless riots only strengthen our resolve. I am directing Secretary of Homeland Security Kristi Noem, Secretary of Defense Pete Hegseth, and Attorney General Pam Bondi, in coordination with all other relevant Departments and Agencies, to take all such action necessary to liberate Los Angeles from the Migrant Invasion, and put an end to these Migrant riots. Order will be restored, the Illegals will be expelled, and Los Angeles will be set free.” He followed this statement with that odd closing he has been using lately: “Thank you for your attention to this matter!”

    Marketplace host Kai Ryssdal answered: “Hello. I live in Los Angeles. The president is lying.”

    At 6:27, Governor Newsom posted that he has “formally requested the Trump Administration rescind their unlawful deployment of troops in Los Angeles county and return them to my command. We didn’t have a problem until Trump got involved. This is a serious breach of state sovereignty—inflaming tensions while pulling resources from where they’re actually needed. Rescind the order. Return control to California.” The Democratic governors issued a statement standing with Newsom and calling Trump’s order “ineffective and dangerous.”

    At 10:03, Trump posted: Governor Gavin Newscum and “Mayor” Bass should apologize to the people of Los Angeles for the absolutely horrible job that they have done, and this now includes the ongoing L.A. riots. These are not protesters, they are troublemakers and insurrectionists. Remember, NO MASKS!” Four minutes later, he posted: “Paid Insurrectionists!”

    There is real weakness behind the regime’s power grab. Trump’s very public blowup with billionaire Elon Musk last week has opened up criticism of the Department of Government Efficiency that Musk controlled. In his fury, Musk suggested to Trump’s loyal followers that the reason the Epstein files detailing sexual assault of children haven’t been released is that Trump is implicated in them. Trump’s promised trade deals have not materialized, and indicators show his policies are hurting the economy.

    And the Republicans’ “One Big, Beautiful Bill” is raising significant opposition. Today Senator Rand Paul (R-KY) complained about the excessive spending in the bill for ICE, prompting Stephen Miller to complain on social media and to claim that “each deportation saves taxpayers hundreds of thousands of dollars.” But David J. Bier of the libertarian Cato Institute on Friday estimated that the deportation plans in the measure would add almost $1 trillion in costs.

    There is no doubt that as their other initiatives have stalled and popular opinion is turning against the administration on every issue, the Trump regime is trying to establish a police state. But in making Los Angeles their flashpoint, they chose a poor place to demonstrate dominance. Unlike a smaller, Republican-dominated city whose people might side with the administration, Los Angeles is a huge, multicultural city that the federal government does not have the personnel to subdue.

    Trump stumbled as he climbed the stairs to Air Force One tonight.



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  • The American Academy of Arts and Sciences Issues a Statement about the Current Crisis

    The American Academy of Arts and Sciences Issues a Statement about the Current Crisis


    The American Academy of Arts and Sciences is the most distinguished scholarly organization in the nation. It is dedicated to the advancement of the arts and sciences. It is decidedly nonpartisan. I was elected to membership many years ago. AAAS rarely issues a statement. Its board did so in April because of unprecedented attacks on higher education, scholarly independence, and the rule of law.

    A statement from the Board of Directors of the American Academy of Arts & Sciences. 
    Approved April 2025. 

    Since its founding in 1780, the AmericanAcademy of Arts and Sciences has sought “to cultivate every art and science which may tend to advance the interest, honor, dignity, and happiness of a free, independent, and virtuouspeople.” We do this by celebrating excellence in every field of human endeavor and by supporting the unfettered pursuit of knowledge and its application to the common good.

    The Academy fosters nonpartisan, deliberative discourse on pressing issues facing our communities in the United States and the world.Our founders were also the founders of our nation. From them, we inherit a deep commitment to the practice of democratic self-governance. Our constitutional democracy has been imperfect, but almost 250 years since its inception, it remains an inspiration to peoplenear and far. Ours is a great nation because ofour system of checks and balances, separation of powers, individual rights, and an independent judiciary — as the Academy’s founder JohnAdams put it, “a government of laws, not of men.” And we are a great nation because we haveinvested in the arts and sciences while protecting the freedom that enables them to flourish.

    These values are under serious threat today.Every president of the United States has the prerogative to set new priorities and agendas; nopublic or private institution is above criticism or calls for reform; and no reasoned arguments, from the left or the right, should be silenced. But current developments, in their pace, scale, and hostility toward institutions dedicated to knowledge and the pursuit of truth, have little precedent in our modern history.

    We oppose reckless funding cuts and restrictions that imperil the research enterprise of our universities, hospitals, and laboratories, which contribute enormously to our prosperity, health, and national security. We condemn efforts to censor our scholarly and cultural institutions, to curtail freedom of the press, and to purge inquiry or ideas that challenge prevailing policies. We vigorously support the independence of the judiciary and the legal profession, and opposeactions and threats intended to erode thatindependence and, in turn, the rule of law.

    In this time of challenge, we cherish theseprinciples and stand resilient against efforts to undermine them. The Academy will continue to urge public support for the arts and sciences, and also work to safeguard the conditions of freedom necessary for novel discoveries, creative expression, and truth-seeking in all its forms. We join a rising chorus of organizations and individuals determined to invigorate the democratic ideals of our republic and its constitutional values, and prevent our nation from sliding toward autocracy. 

    In the coming months and years, the Academy will rededicate itself to studying, building, and amplifying the practices of constitutional democracy in their local and national forms, with particular focus on its pillars of freedom of expression and the rule of law. We call on all citizens to help fortify a civic culture unwavering in its commitment to our founding principles.



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  • What schools should know about the liability insurance crisis in foster care

    What schools should know about the liability insurance crisis in foster care


    Koinonia Family Services is one of the foster family agencies that received a letter of nonrenewal. Their policy expires in 2025.

    Credit: Ourpromiseca/Instagram

    A seismic disruption of the foster system is underway in California, with no clear solution in sight for the 9,000 school-aged children whose lives and schooling may be severely impacted.

    Most foster family agencies in California either lost liability insurance coverage on Sept. 30 or will lose it once their current policies end after their insurer pulled out of the market.

    “A blanket non-renewal would cause a collapse of the California foster family system,” the company, Nonprofits Insurance Alliance of California, acknowledged recently.

    The agencies cannot remain open without liability insurance, and few companies offer the required coverage for the agencies, which manage thousands of foster families caring for roughly 9,000 foster children statewide.

    Some agencies that managed to acquire coverage in recent weeks complained that the premiums are exponentially higher than what they paid previously.

    The insurance crisis currently affects only the foster families managed through the state’s more than 200 agencies, not those managed by their local counties. The impact may be far-reaching, however, especially if counties have to take on a significant number of foster families from agencies.

    Families are screened and certified to foster in two ways: directly by their local counties or through private nonprofits that counties contract with called foster family agencies.

    No matter how a foster care family obtains its certification, it must retain insurance to protect against potential liabilities.

    As agencies decide on their next steps, advocates say educators should keep in mind that some of their students might be part of the foster youth at risk of being displaced from their homes.

    This guide explains how the crisis occurred, what it means for foster youth, and what school staff can consider as it unfolds.

    What do foster family agencies do?

    Agencies are known for providing 24/7 support to foster families, which can include, but is not limited to:

    • Training foster families to advocate for children’s educational rights, such as establishing individualized education plans
    • Facilitating reunification visits between the foster youth and their biological family
    • Providing tutoring services
    • Providing transportation to and from extracurricular activities that the foster parent might not be able to work into their schedule
    • Supporting foster families as they become mentors for biological parents reunified with their child

    Families fostering through agencies often expect to receive a higher degree of support than a county might be able to offer.

    Why is this happening?
    Nonprofit Insurance Alliance of California previously insured 90% of foster family agencies in California, but they issued letters of nonrenewal to all of those agencies in late August.

    The company said foster family agencies are “uninsurable” because they are “being set up as scapegoats” and “held accountable for the wrongful acts of others beyond their scope of control” in cases where children are harmed.

    The nonrenewal letters came less than a year after a jury awarded $24.8 million in December to three siblings who were sexually abused in a foster home certified by a Northern California foster family agency that failed to complete many of the required screenings and assessments prior to placing children in the home.

    The nonprofit insurance alliance insured the agency and initially rejected multiple settlement offers from the three siblings. The insurer instead took the case to trial, where the jury awarded a settlement higher than the siblings’ initial offers.

    The non-renewal decision also came after recent legislation extended the statute of limitations for reporting child sexual assault and provided a three-year window for victims to sue in cases where the statute of limitations had expired. The changes also allowed for damages to be tripled in certain cases.

    Who is impacted by the insurance challenge?

    The challenge affects foster youth and families whose lives are in limbo as their agencies confront the issue, agencies that are ending services in the face of sudden increased insurance costs, counties that might be managing greater caseloads amid their own staff shortages as foster families potentially transfer under their care, and the people whose jobs might be on the line if foster cases are transferred from agencies.

    Roughly 9,000 youth out of over 41,000 total foster youth in California live with families overseen by agencies.

    They are some of the highest-needs children and teens within the foster system, said Christine Stoner-Mertz, CEO of California Alliance of Child and Family Services, which represents foster family agencies. Many are medically fragile, identify as LGBTQ+, are older and sometimes have other teenage siblings, or they have significant behavioral challenges.

    The families who foster them are burdened with uncertainty as they figure out if their agency will remain open and if their foster children will remain in their homes.

    Counties are verifying the scope of the problem, at times transferring families into the county foster system to avoid displacing children. They are checking in with local agencies to ascertain if they received a notice of non-renewal and how long their policies are in effect, said Eileen Cubanski, interim executive director of County Welfare Directors Association of California.

    But counties are rife with problems as it is, with shortages of staff and foster homes.

    Tiffany Sickler, executive director of a foster family agency called Koinonia Family Services, received a notice of non-renewal, but their policy doesn’t expire until next year.

    Even so, some of her agency’s families have transferred to counties, believing that is their only option for keeping their foster children at home.

    Agencies sustain themselves by taking on foster cases; losing a foster family leads to a reduction in revenue and caseloads. If this continues, Sickler said it could ultimately lead to staff layoffs.

    What happens to foster youth?

    Many children’s lives are expected to be disrupted, particularly those whose agencies are shuttering or losing coverage before they can transfer families to counties or another agency.

    In those cases, foster youth might be moved to placements far from their schools of origin, requiring them to transfer and lose connections they may have developed at school.

    Some may be moved to placements that allow them to remain at their school of origin, but advocates say the disruption in their home lives is likely to impact their education.

    “If you’re worried about where you’re going to sleep, how well do you show up? Even if you’re physically present, how well do you show up to learn in the classroom?” said Cubanski. “It’s those added traumas and stressors, I think, that really play a significant role in the educational trajectory of these youth.”

    Some agencies whose insurance policies ended Sept. 30 got coverage with other companies. In such cases, foster youth remain in their current homes with no disruptions. But agencies are reporting increased premiums anywhere between 30% to 400% from their previous coverage.

    “Many (agencies) are saying, ‘We don’t know exactly how we’re going to get the money, but we’re going to do this at least for a year’ in hopes that maybe there’s a broader solution that gets put in place to keep kids and families stable,” said Stoner-Mertz. “At this moment, that’s the best case scenario because people are concerned about kids’ stability on a very broad level, and certainly education is a component of that.”

    Advocates are hopeful that some relief might come their way via the state. The state’s insurance commissioner, Ricardo Lara, issued a notice in August “encouraging all property and casualty insurance companies licensed or doing business in California” to offer the coverage that agencies need, but it remains unclear how many companies have heeded the call.

    “What we need is the state to really step in to really stabilize the market,” said Stoner-Mertz, who said her organization is discussing solutions with the Department of Social Services and the Department of Insurance.

    What should educators know?

    Advocates say educators and school staff are likely unaware that foster youth may be displaced due to the insurance crisis. They suggest checking in with youth and their foster families to better understand what might be happening with their placements.

    On a larger scale, advocates are looking to build a coalition to focus on the insurance issues — and they are hoping that schools will join.

    That’s because “schools are facing this exact same problem” of insurers seeking to exit their market due to increased settlements related to child sexual abuse cases, according to Stoner-Mertz and Adrienne Shilton, vice president of public policy and strategy at the California Alliance of Child and Family Services.

    “It’s a huge issue far beyond these very niche organizations,” Stoner-Mertz said.

    The starting point would be to ensure children are not hurt, she added. If they are hurt, they should have their day in court.

    In that process, Stoner-Mertz said the challenge for a coalition would be: “How do we ensure that they’re getting their needs met and that there are systems that are not destroyed in the process that they also need?” she asked.

    Can families transfer to their local county or another agency?

    They can, but one challenge with transferring to counties is that the families certified through agencies are accustomed to a higher level of support, said Shilton.

    Additionally, agencies can work with families who live across the state, making transfers more complex than they may initially appear.

    Stoner-Mertz provided the following example: Some families have foster children from different counties. If that family transferred from an agency to a county, “then how does that get sorted out in terms of what county takes on that placement?”

    Advocates also have significant concerns about counties’ capacity to take on a currently undetermined number of youth and families.

    “It’s a big lift for some counties. … We’ve certainly heard from LA that they are not equipped to take on the number of families that could potentially end up having to be transferred,” Stoner-Mertz said.

    Advocates say staffing shortages play a role in that diminished capacity, but often, there is also a difference in philosophy.

    County child welfare programs are “very child-only focused” and agencies are family-focused, said Sickler, meaning that counties often provide services solely for children, while agencies often provide services for the entire foster family.

    “You can’t just leave the foster families kind of out in the wind and just offer services and programs to the kids that are in their home,” said Sickler, whose agency works with families across 11 California counties. “You have to support the family — I mean, if you want a successful outcome anyway.”

    Families can also transfer between agencies, a process recently streamlined by legislation.

    Assembly Bill 2496 was initially championed by the Nonprofits Insurance Alliance of California. Its original text included provisions that limited the insurer’s liability, which advocates said deteriorated victims’ rights to sue.

    The bill’s text was amended at the eleventh hour, removing the provisions and instead streamlining the transfer of families between agencies by removing administrative burdens.

    The company responded to the amended bill by announcing the non-renewals and stating that “foster family agencies are being set up as scapegoats” in claims of child abuse.

    They also announced they will immediately terminate coverage, rather than non-renew, of agencies that take families from an agency utilizing the new streamlined process.

    The bill will “substantially increase the risk to California FFAs and the children they serve,” the company wrote in the announcement, stating that the bill allows for “transfers with a less-rigorous vetting process.”

    The announcement threw a wrench into an already complex series of events, advocates said. “Frankly, what has been the bigger burden has been the insurer itself,” said Cubanski.

    “They’ve asserted that the bill makes those families riskier, makes the children less safe,” she continued. “I cannot vehemently enough object to that characterization. It really is about trying to streamline some of the administrative paperwork burden — there is nothing different about the risk or the level of safety of these families.”

    A previous version of the story incorrectly noted that the non-renewal decision came after “recent judicial changes” and misquoted the insurance company regarding the agencies’ insurability. The story has been updated to reflect that the non-renewal decision came after recent legislation signed into law in 2019 and to correct the company’s statement on agencies being “uninsurable.”





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  • Tackling the student mental health crisis in rural Central Valley

    Tackling the student mental health crisis in rural Central Valley


    Credit: Pexels / RDNE Stock project

    Este artículo está disponible en Español. Léelo en español.

    Born and raised in the agricultural foothills of Tulare County in California’s Central Valley, Greg Salcedo attended the only K-8 school and high school serving his rural town of about 3,000 people, where everything seemed out of reach — backpacks and notebooks, teachers and administrators and, in particular, school counselors and social workers. 

    Friends and family, Salcedo said, never spoke about adolescent depression, anxiety, post-traumatic stress or suicide, issues that have, for decades, disproportionately affected rural, high-poverty communities in the United States. 

    But after the Covid-19 pandemic exacerbated a decades-long mental health problem in Tulare County — with psychiatric hospitalization rates for students 9 to 13 years old climbing 23% during the first year of the pandemic — Salcedo decided to pursue a master’s degree in social work. In his first year as a graduate student, he helped shape the county’s emergency response through Rural Access to Mental Health Professionals, a program that placed him as a student mental health support worker in schools serving his community. 

    “I was able to talk to students and set them up with resources, call parents to set them up for therapy referrals or services with outside agencies [and] do a lot of outreach to promote mental health,” Salcedo said. “Being in this community for so long has helped me have a better sense of empathy and understanding of these kids and what they’re going through.” 

    The program places early-career mental health workers in 33 of Tulare County’s high-poverty school districts. Through the program, Salcedo served a one-year unpaid internship at an elementary and high school in Tulare, after which he was hired full time as a social worker at a high school in the Tulare Joint Union High School District.

    Participants are first- and second-year graduate students in social work who provide education-related services such as interim therapy and student group services, according to Marvin Lopez, executive director at the California Center on Teaching Careers, which helps coordinate the program. Since 2019, the center has supported 50 candidates through a $2.5 million grant from the U.S. Department of Education. 

    “In our district alone, we started out with three social workers last year, and now, we have seven new social workers that came on through the grant,” Salcedo said. 

    In 2019, Tulare County had a student-to-counselor ratio of about 870:1 — one of the highest in the state and well exceeding the recommended ratio of 250:1. 

    Since then, the state has embarked on a historic, five-year, $4.6 billion initiative to expand school-based mental health support through programs such as the Certified Wellness Coach workforce and the CalHOPE Student Support and Schools Initiative

    Districts in Tulare County have improved shortages of mental health providers using funds from the state. Tulare Joint Union High School District, for example, reported that the district’s student-to-counselor ratio improved significantly from 300 students per counselor in 2019 to 268 students per counselor in 2021. 

    But, few participants could afford to stay in the school-based mental health field after completing their unpaid placements, said Lopez. 

    “It became evident that we needed to support candidates to make sure we retain them,” Lopez said. “We began looking at resources like clinical supervision and additional training, but also financial incentives that can allow them to continue working at school sites.”

    Last year, the center secured a $15 million federal grant to develop Preparing Rural Inclusive Mental Health Educators, a program that pays final-year graduate students a $45,000 stipend for a yearlong internship and a three-year commitment to remain in the field of school-based mental health care. To date, the center has sponsored 23 interns.

    According to Lopez, these candidates are able to offer more long-term, advanced care, such as individual student therapy, group therapy, parent and family consultation and school faculty support. The center intentionally recruits from partner universities closest to Tulare County, such as California State University Bakersfield and Fresno State, whose students largely come from the rural communities they will serve. 

    Jeovany Martin, who completed his master’s in social work at CSU Bakersfield, was an intern in the program at a local elementary school.  Martin was raised in neighboring Kings County by his Mexican immigrant parents, and he applied for the program to serve families whose needs have been shortchanged by language barriers. 

    “I’m able to relate to these students. I speak their language, and I’m able to communicate with parents in their language, which goes a very long way in creating a working relationship with them,” Martin said. 

    Martin said that the program was also his most realistic path to the field of education-based mental health care. Most providers are overworked and underpaid — with nearly 59% of school counselors leaving their positions in their first two years — and non-white, low-income candidates have much less financial and professional support to enter the field. 

    Nationally, most school counselors are overwhelmingly white, and they do not represent the backgrounds of the students they serve. For Tulare County’s student population — where nearly 80% of students are Latino — the two programs address a shortage of cultural competence in mental health support available to students, according to program supervisor Rosie Hernandez. 

    “We’re also having folks who are bilingual be part of our program because it allows families to be a bit more open to services because of that simple fact that they speak their native tongue,” Hernandez said. 

    Most children living in rural, low-income households, Lopez said, are also more likely to experience higher rates of anxiety, depression and behavioral problems, often due to stressors such as food insecurity, parental job loss and geographic isolation. 

    “We’re recruiting, preparing and supporting candidates from our own communities who represent our student population,” Lopez said. “That, in itself, allows our students to connect at a much higher level with our interns to bring them comfort, a space where they can interact and feel safe.”

    A legacy of bias and neglect 

    Martin and Salcedo’s internships in Tulare County also provided the opportunity to tackle a decades-long legacy of mistrust between social workers and immigrant families. 

    “A lot of our families, especially from the Hispanic culture, think of social workers as ‘the people that take away my kids,’” Salcedo said. In his first year, Salcedo felt stifled by the number of permission slips that would have allowed him to help more students, but were returned unsigned. “Our job is also about breaking down that barrier and [explaining] our role for them to understand, ‘This person is here to help my kid with anxiety. They’re not here to judge me as a parent.’” 

    The National Center for Youth Law found that across the country’s child welfare, education and mental health systems, providers and educators have routinely over-referred Latino students for behavioral issues and subjected them to harsher disciplinary measures than white children. Black and Latino children were also found to be removed from their families and into out-of-home care at higher rates, while receiving fewer mental health services, such as psychotherapy and counseling, than white children.

    Families that include at least one undocumented member or non-citizen — 14.3% of Tulare County’s overall population — are also less likely to opt into care if they rely on citizen children to receive basic benefits like food stamps and housing subsidies, which can be jeopardized by family separation. In a county where more than a quarter of residents receive SNAP food assistance, and two-thirds of these recipients are children, signing a permission slip could come down to what some parents feel is a calculation between their child’s mental health and access to basic services. 

    To address fears of bias and neglect, which remain the highest barrier for underserved communities to access to mental health care, program interns adapt a traditionally siloed approach in school counseling to work more directly with parents, caretakers and community support systems. 

    Salcedo, for example, partnered with the local Boys and Girls Club to run a regular backpack drive for students in the neighborhood. He also helped set up a resource closet at his school, where students frequently stop by for necessities such as food, school supplies and personal hygiene products. Most recently, he partnered with a local church to serve boxed meals to students at the end of the school day and to parents on back-to-school nights. 

    “We have this daily check-in routine with our students, where we say, ‘Whether you’re needing to talk to a counselor, or you just need some deodorant, a snack, or pencils, we can provide it,’” Salcedo said. “‘If you’re looking for housing, or babysitting, or transportation to get to an appointment, we can try to help.’”

    Broader post-pandemic challenges

    Martin, who was hired as a social worker after completing his placement, said that the need for broader support has especially spiked for K-8 students in Tulare County, many of whom lost crucial social and cognitive development to remote learning during the Covid-19 pandemic. Many of Salcedo’s high school students, he said, withdrew from their counseling sessions online — some did not have reliable Wi-Fi or could not turn on microphones due to chaotic environments at home, for example. 

    Many also experienced life-altering trauma as a result of the pandemic. They grieved family members, experienced debilitating illness and lost access to basic needs like shelter and food. 

    “That’s why it’s important for us to take a holistic approach,” Martin said. “We might be doing an intervention here at the school for the student, but there might be something going on at home that the family needs extra resources for. We’re able to help bridge those gaps, wherever they might be, for the students and their families.”





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  • Los Angeles’s climate crisis offers a blueprint for California’s schools

    Los Angeles’s climate crisis offers a blueprint for California’s schools


    Freestyle Academy in Mountain View, California uses energy-efficient lighting, water-saving fixtures, solar panels, and eco-friendly materials. Native plants are also incorporated into the outdoor environments.

    Credit: Tim Maloney, Technical Imagery Studios and Quattrocchi Kwok Architects

    Top Takeaways
    • Climate disasters already impacting schools will continue to worsen.
    • LAUSD is investing in fire-resistant building materials, schoolyard greening projects, and modern heating, ventilation and air conditioning systems.
    • California needs a state master plan for climate-resilient schools.

    When Los Angeles teachers welcomed students back to school in January, they couldn’t have imagined what lay ahead. Within days, climate-fueled wildfires would tear through Altadena, Pasadena and the Palisades, destroying or damaging twelve schools and disrupting education for more than 600,000 students across the region.

    Unfortunately, in the years to come, the climate disasters that are already impacting our schools will worsen. In California, our leaders have the power to chart our own path to healthier, more climate-resilient school buildings — with or without federal support.

    The LA fires provide a stark reminder of how unprepared many of California’s schools are for climate change. Beyond lacking fire-resistant building materials that could have mitigated damage, schools also lack necessities: cooling systems for heat waves and air filtration systems for smoke. Lack of cooling is a statewide challenge — between 15% and 20% of California’s K-12 public schools have no functioning air conditioning at all, and another 10% need major repairs to or replacement of their heating, ventilation and air conditioning (HVAC) systems.

    But out of this crisis, solutions are emerging. Los Angeles Unified School District (LAUSD), our nation’s second-biggest school district, is turning crisis into opportunity. Instead of simply rebuilding damaged schools, the district is creating a blueprint for climate resilience that should inspire educational leaders across California.

    The district is investing in fire-resistant building materials, schoolyard greening projects, and modern HVAC systems to combat increasingly frequent heat waves and filter wildfire smoke and pollutants. While some initiatives were already underway prior to the fires, new investments will be supported by the district’s $9 billion bond that Los Angeles voters approved in November and Proposition 2, the state school infrastructure bond also approved by voters last year. For the first time, the Legislature explicitly allowed districts to use this funding to create safer outdoor learning environments, strengthen vulnerable infrastructure, and advance state energy goals.

    LAUSD’s progress is encouraging, but California can’t afford to wait for a district-by-district approach to climate resilience. California needs immediate statewide action to protect all students. Two key steps are essential:

    First, we need better state planning and coordination. California currently spends billions annually on school infrastructure, but much of this funding isn’t aligned with climate resilience, indoor air quality, or emissions reduction goals. By allocating $10 million to the California Department of Education to build local capacity and provide regional support through county offices of education, we will build necessary support systems to assist school districts in planning for climate-resilient campuses.

    California has already wasted precious time. For two years, we’ve worked with the Legislature on a proposal for a state master plan for climate-resilient schools, only to face Gov. Gavin Newsom’s veto twice over cost concerns, despite strong bipartisan support and a moderate cost of $10 million. This delay puts our children’s safety at risk. This year, we must finally get it done.

    Second, districts need comprehensive facilities master plans that address indoor air quality, climate resilience, and cost-effective electrification. Students need a California where every school district is armed with a detailed blueprint for creating climate-resilient facilities, and has the support and funding they need to implement these plans. Implementation guidelines for Proposition 2 are being developed now and should include guidance for school districts to develop these plans with climate readiness at the core. State leaders could also prioritize and leverage Greenhouse Gas Reduction Funds administered by the California Air Resources Board, a program that collects money from the state’s cap-and-trade initiative to invest in projects aimed at reducing greenhouse gas emissions, to support much-needed HVAC upgrades and nudge districts to choose modern electric technologies.

    A previous generation of state leaders made sure schools could keep our children safe in an earthquake — it’s time to do the same for the threats posed by extreme heat and weather. No school district should be investing state or local dollars in their facilities without considering current and long-term local climate impacts.

    •••

    Jonathan Klein is the CEO and co-founder of UndauntedK12, a national nonprofit working to ensure that every student has the opportunity to attend a safe, healthy and resilient school.
    Andra Yeghoian is the chief innovation officer of Ten Strands, a San Francisco-based nonprofit whose mission is to build and strengthen the partnerships and strategies that bring environmental literacy to all California’s students.

    The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Chinese schools use Wowzers to help students learn remotely during Coronavirus crisis

    Chinese schools use Wowzers to help students learn remotely during Coronavirus crisis


    As the number of Coronavirus cases rises in China, many schools are temporarily closed to prevent the disease from spreading. To preserve a sense of normalcy and keep students from falling behind, schools are using eLearning to continue students’ education. Schools from the Wuhan, Jinjiang, and Hexi districts, all part of the International Schools Consortium (iSC), are successfully using the Wowzers with their students.

    Wowzers works with schools in the Sichuan Province that use NWEA’s MAP Growth assessments to customize a personalized learning path. By linking these assessments with Wowzers’ content, educators feel confident that students have the correct curriculum to meet their goals. Since the program is automatically individualized, educators find that remote learning through Wowzers is effective.

    Principal John Ross Jones from Chengdu International reports that his students are continuing their learning through Wowzers. The students are engaged, and teachers can see their students’ progress in real-time, even adjusting their curriculum remotely and assigning homework and test prep work.

    Wowzers has been very beneficial for us at this time as we are practicing home-based learning in our schools currently.

    John Ross Jones, Principal of Chendu International

    Many teachers use Wowzers’ dual-path system to create a new curriculum path for students as they learn from home. This way, the curriculum path they use in the classroom is undisturbed. SuJung Ham, of Tianjin International School, reports that his students are engaged and showing results. 

    It has been a real help during this time because not only are our students at home because of the virus but many of us teachers are also either at home or even in other countries. I personally came back to the States for a time and this has helped keep my students on track with Math remotely while they are in China, Korea, or one even in France.

    Brandon Hoffman, Teacher of Tianjin International

    The power of digital technology, combined with artificial intelligence, is invaluable during this time of crisis in China. As the threat of the virus spreads throughout the world, Wowzers has demonstrated that eLearning from home works.



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  • California’s chronic literacy crisis requires solutions drawn from research

    California’s chronic literacy crisis requires solutions drawn from research


    Third graders read along as teacher Patty Lopez reads a text about plastic straws aloud.

    Credit: Zaidee Stavely / EdSource

    A few years ago, I met a first-grade English learner in a bilingual program who was learning to read in Spanish. The student, who I’ll call Elena, and her mother were from Guatemala. Elena’s mother only had a second-grade education, but she knew that one facet of Elena’s education was the gateway to all future opportunities: learning to read. 

    Elena had started school late, and her mother was taking no chances. She worked with Elena to teach her some basics — how letters formed syllables and syllables formed words. Elena was able to read by the end of first grade, but the outcome could have been very different without her mother’s efforts. Whether she knew it or not, what Elena’s mother taught Elena aligns with decades of reading research on how the brain learns to read — regardless of native language.  

    Unfortunately, most children from low-income communities like Elena’s do not share her story. Millions of California students fail to make adequate progress in reading. Today, only one-third of economically disadvantaged Latino students and one-fourth of economically disadvantaged African American students meet or exceed grade-level standards in English language arts. This is not because they are incapable of learning, but largely because they are not taught using effective practices supported by a broad consensus of reading researchers and experts.

    These practices include a strong emphasis on foundational literacy skills, typically known as phonics and decoding, and an emphasis on developing language, comprehension and knowledge.

    But foundational literacy skills are not given enough attention in California, leaving too many students with a weak or nonexistent foundation for literacy development and academic success.

    Literacy achievement in California is alarming. Fewer than half of California students meet or exceed grade-level standards in English language arts. For decades, California students have been either smack in the middle or, more often, trailing national reading achievement. In the most recent national assessments, California’s fourth-grade students’ scores were below 36 other states in reading proficiency. And, according to research from the Stanford Education Data Archive, California has one of the largest gaps in fourth-grade reading proficiency between low-income and non-low-income students in the nation.

    The real-world consequences of poor literacy skills are devastating for both individuals and society as a whole:

    Our state has invested millions of dollars in literacy over the past decade, but we are still not seeing an adequate return. This is, in part, because much of the policy to date has consisted of mixed and confusing recommendations from the state. We have failed to put into practice the best knowledge we have about promoting literacy development. 

    Meanwhile, states like Mississippi have gone from significantly below average in reading proficiency and among the worst in the nation to significantly above the national average and one of the most improved, after passing comprehensive early literacy policies that align with reading research. The average low-income California fourth grader is a full year behind their counterpart in Mississippi

    California now has the potential to make similar progress and take a positive step forward if elected leaders in Sacramento choose to vote for Assembly Bill 1121. The bill could help align decades of interdisciplinary reading research with reading instruction by providing paid professional development for elementary school educators in more effective literacy practices and requiring school districts and charter schools to adopt English language instructional materials from a new State Board of Education list aligned with evidence-based means of teaching literacy (identified in current law). 

    For too long, we’ve debated whether reading should be taught as decoding, emphasizing phonics (letters, sounds), or as meaning-based, emphasizing “whole language” or so-called “balanced literacy.” In reality, decoding, language comprehension skills, and knowledge development are all necessary to achieve reading success

    Even with advanced language skills and vast knowledge, you can’t be a successful reader if you can’t pull words off a page quickly, effortlessly and accurately. Similarly, you can’t be a successful reader if you lack the language and knowledge to make sense of words. 

    AB 1121 will help move us toward a more comprehensive approach to reading instruction, emphasizing the importance of developing the neural pathways between sounds, letters, and meaning that are necessary for the brain to learn to read. 

    Building these pathways is essential for those learning in any language. Research around the world demonstrates there are many commonalities in learning and teaching to read in any language, whether it’s a language one already knows or is simultaneously learning. English learners have much to gain from implementing known effective approaches to teaching reading, which include what Elena’s mother did instinctively to help her build a strong foundation of literacy.

    In the Information Age, reading is the gateway to all future opportunities. Our students don’t have time to waste while we, the adults they’ve entrusted with their education, continue to fight fruitless “reading wars.” If we care about our children’s futures, and our state’s, we must push for effective reading instruction in all classrooms by passing AB 1121.

    •••

    Claude Goldenberg, a former first grade and junior high teacher, is Nomellini & Olivier Professor of Education, emeritus, at Stanford University. His areas of expertise are literacy education and English language learners.

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





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