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  • Tuition-free access expanding across California community college campuses

    Tuition-free access expanding across California community college campuses


    Fresno City College campus.

    Credit: Ashleigh Panoo / EdSource

    As enrollment rates across California’s community college system took heavy losses following the Covid-19 pandemic, colleges have focused on advertising their tuition-free access in recent months. 

    Tuition-free community college has been a reality for many students for several decades under the California College Promise Grant, which waives tuition fees for California resident students and non-residents under the California Dream Act who meet the needs-based criteria spelled out in the Free Application for Federal Student Aid, better known as FAFSA.

    For students who don’t qualify for that grant, colleges have the option of using another pot of funding to waive tuition. The separate but similarly named California Promise, created under Assembly Bill 19 in 2017, set aside $46 million annually to be split among the state’s community colleges to support students. 

    Colleges get flexibility with how they spend their portion of the funds, but many are choosing to put theirs toward waiving tuition for students who don’t qualify for the Promise Grant, something administrators say is driving students back to their campuses following pandemic enrollment declines.

    As of the current semester, all 116 California community college campuses offer some form of tuition-free education.

    Thus far, it’s been well-received by students like Paige Stevens, a returning student at Folsom Lake College.

    “I didn’t even know about it. I was set up on a payment plan, paid my first payment, and then the next time I checked my balance, it said it was paid by the California College Promise Grant. I had to look it up,” Stevens said. “Now that I received this financial aid, I was super excited and enrolled in another two classes to take advantage.”

    While much of the data immediately following the pandemic focused on the massive drop in enrollment, which subsequently led to fears of funding cuts, enrollment in the state’s two-year colleges has begun to see a fresh increase, and many administrators point to the Promise Program.

    Some campuses have gone a step further and offered awards to students who may not qualify for the Promise Grant program. 

    Since the 2020-21 semester, Diablo Valley College in Contra Costa County has been offering a “full-time free tuition award” that refunds tuition to students who are California residents, enrolled in at least 12 units, maintain at least a 2.0 GPA and follow an education plan. Marisa Greenberg, marketing and communications coordinator for Diablo Valley, said that more than 8,000 students took advantage of these programs at their campuses.

    “DVC is experiencing a moderate increase in enrollment this semester, and although many factors impact enrollment, we are confident that the college’s free tuition programs have played a role,” Greenberg said in an email. “We know from conversations with students that receiving free tuition makes it possible for many students to either remain in college or to take more units, thereby accelerating their time to completing a degree or certificate.”

    In the San Mateo County Community College District, tuition has been waived for all students, regardless of income, since the fall 2022 semester. Between the fall 2021 and fall 2022 semesters, there was an increase of about 1,500 students, or a 9.5% increase within the three district campuses, according to Chancellor’s Office data.

    The enrollment increase continued in the spring 2023 semester, which saw another increase of 400 students. Spring semesters generally see a loss of enrollment, according to the data. The district’s ad campaign, as seen in mailers and online ads, has focused on pointing out that tuition is now free.

    Chabot College in Hayward also has implemented tuition-free enrollment for first-year students, regardless of income. 

    “At Chabot College, we understand that the ability to pay or offset college expenses yields a greater probability of enrollment,” President Jamal A. Cooks said in an email. “We wanted to make sure to break down the barriers to postsecondary education,” he added, noting that it’s the path toward upward social mobility.

    The strategy seems to be paying off as Chabot College’s enrollment remained steady between the 2021-22 and 2022-23 semesters, seeing only a slight drop of under 200 students.

    Given that the state in 2025 plans to end its “hold harmless” protections, which are currently keeping funding for the colleges at their 2017-18 levels even if their enrollment has declined, these campuses will need to continue reversing the trend of enrollment losses to avoid cuts. Once the temporary freeze expires, the state’s funding for community colleges will largely be reflective of enrollment numbers. The California Promise program will be one of the critical tools they continue to lean into.

    Chip Woerner, director of marketing and communications for Los Positas College, believes that remaining tuition-free keeps access to other services available.

    “A tuition-free campaign … opens a conversation with students about the many resources available to them at our college,” Woerner said in an email.

    Joshua Picazo is majoring in media studies at UC Berkeley and is a member of EdSource’s California Student Journalism Corps.





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  • Gov. Newsom’s budget proposal calls for expanding arts ed pathway

    Gov. Newsom’s budget proposal calls for expanding arts ed pathway


    Credit: Allison Shelley for American Education

    Faced with an ongoing teacher shortage, many California arts education advocates have been championing the use of career technical education (CTE) to attract new arts teachers to help fulfill the state’s historic arts mandate. The sticking point has been that the credential has only been applied to secondary classrooms, leaving elementary students out. 

    That may change if Gov. Gavin Newsom’s initial 2024-25 state budget becomes law. This proposal, subject to change in May, when the numbers are revised in response to shifting economic conditions and policy issues, calls for the Commission on Teacher Credentialing to create a new Elementary Arts and Music Education pathway for career technical education teachers. This expansion would allow more working artists to share their expertise with California students, a move many arts advocates praise.

    “Newsom is paving the way for a more vibrant and well-rounded educational experience, fostering creativity and skill development at every stage,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Empowering CTE teachers with the ability to bring their expertise to elementary classrooms is a positive step that will enrich the artistic learning experience for young students.”

    Expanding this credential into elementary schools might help recruit working artists, from musicians to animators, who are passionate about their craft into the school system, which is struggling to find staff in the wake of the pandemic.

    “It’s really exciting,” said Austin Beutner, the former superintendent of Los Angeles Unified School District, who authored Proposition 28. He said the governor’s direction to the Commission on Teacher Credentialing about expanding the career technical education pathways for arts educators to include elementary schools “will help all 6 million children in public schools across California benefit from the additional funding Prop. 28 provides for arts education.”

    While many arts advocates are excited, some also caution patience, given the exhaustive nature of the bureaucratic process. The budget may well undergo significant changes during the May revision, for example.

    “Teaching artists will now have another pathway into employment at schools to meet the needs of Prop. 28,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the California Council on Teacher Education. But “knowing how state bureaucracies work and the laws that govern their actions, I don’t think this will produce any new teachers for at least two years, quite possibly more.”

    One key concern has been whether artists have sufficient knowledge of best practices for younger children. Some are concerned that teaching third graders requires a different skill set than eighth graders, for instance. 

    “Elementary has different foundational considerations, including meeting young students’ developmental and reading needs,” said Letty Kraus, director of the California county superintendents’ statewide arts initiative. “The developmental piece is an important one.”

    Kraus believes the state should solve the staffing problem by widening the existing arts educator pipeline. 

    “Rather than push CTE down into elementary, I think it is important to look at our existing credentialing system and consider how to increase statewide access to credentialing pathways, including virtual,” she said, “and also how to remove financial barriers and support credential candidates while they complete their student teaching.”

    Some arts education experts warn that teaching a subject is not the same as practicing it.

    “I am concerned about having CTE teachers teaching a core subject like arts, math and science —mastering a subject doesn’t mean you can teach it,” said Abe Flores, deputy director of policy and programs at Create CA, an advocacy group. “I know how to read, but it doesn’t mean I can adequately teach a student to read.”

    Others say that the new credential should require adequate training in child development as well as pedagogical concerns.

    “Since it is now in the CTC’s court, they will have to create a pathway that ensures preparedness,” said Engdahl. “A CTE credential requires classes in addition to industry experience, and the CTC should be looking at those classes closely.”

    Engdahl has confidence that aspiring arts educators will apply due diligence to their professional development. 

    “As for teacher preparedness, I am not really too concerned. When I was a teaching artist, and having worked with teaching artists for many years, I have noticed that their classroom preparedness is generally excellent.”

    However, classrooms today are not what they were before the pandemic, and many children are coping with mental health issues as well as learning loss. That raises the stakes for all new teachers, Engdahl notes, not just arts educators.

    “If there is an area of concern, it is in the changes in schools after Covid,” said Engdahl. “Students and schools are different now, and it is more challenging helping students to heal and learn.”

    This urgency to adapt to shifting school needs is one reason Beutner believes change is called for.

    “You have to meet the students where they are,” said Beutner. “You also have to meet the aspiring teachers where they are.”





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  • Expanding Cal Grants? Tight state budget makes it unlikely this year

    Expanding Cal Grants? Tight state budget makes it unlikely this year


    Community college students like those at Fresno City College would benefit the most from Cal Grant expansion.

    Credit: Ashleigh Panoo/EdSource

    A long-awaited expansion to financial aid in California, once expected to go into effect this year, is now facing uncertainty.

    As part of California’s 2022 budget deal, lawmakers agreed to reform the Cal Grant, the state’s main financial aid program, to make it easier to understand, and expand eligibility by about 150,000 additional students, most of them low-income community college students. 

    But the 2022 agreement was contingent on sufficient state revenues to implement the reform, which would cost an estimated $365 million annually. And with California now facing at least a $38 billion deficit, Gov. Gavin Newsom has not committed to funding the reform, casting serious doubt on whether it will be included in this year’s budget. 

    That’s concerning to college access advocates and students who say the current Cal Grant program is too complicated and leaves out some of the state’s lowest-income students while the cost of attending college continues to rise. 

    Key lawmakers and other supporters say they plan to push for expanding the Cal Grant this year, even if they can’t get everything they initially hoped.  

    The Cal Grant, California’s key financial aid program, gives undergraduates grants of as much as $13,752 annually for tuition and fees, depending on the college. Students can also receive grants for living expenses. But the program is layered and confusing, awarding students different amounts depending on where they attend. Eligibility requirements also vary.  

    In his 2024-25 budget proposal, Newsom maintains the state’s funding for college financial aid, including $2.5 billion for Cal Grant and $636.2 million for Middle Class Scholarship, but skips a one-time funding increase for the scholarship that was part of last year’s budget agreement.

    Assemblymember David Alvarez, chair of the Assembly’s budget subcommittee on education finance, said he has directed his staff to look at each element of Cal Grant reform and identify what can be done under this year’s budget constraints. He plans to hold hearings on the issue this spring.

    “It was a significant commitment to increase access to more students,” Alvarez said in an interview. “And to the extent that we can create access to more students, if it has to be done in smaller steps, I’m willing to entertain that.”

    The proposed reform calls for multiple changes. It would simplify the structure of the program by narrowing it to only two awards: one Cal Grant for community college students and another for students at four-year colleges. The current program has eight different Cal Grant awards, creating what critics say is an unnecessarily complicated system for awarding aid.

    Earning a Cal Grant would also be easier. While some Cal Grants are currently lottery-based, all aid would be guaranteed under the new system to eligible students. And more students would be eligible thanks to the elimination of certain requirements.

    For community college students, there would no longer be a grade point average requirement. University of California and Cal State students would need a 2.0 GPA — down from the 3.0 GPA currently required. There would also be no requirements specifying age cutoffs or how long a student has been out of high school that currently exist for UC and Cal State students, rules that prevent many older students from getting aid.

    Income eligibility would be based on federal Pell Grant rules. For both awards, students would be eligible if their family’s household income is low enough to qualify for a Pell Grant. The median household income of a Pell Grant-eligible student is about $59,000. Officials say using the Pell Grant as a bar for eligibility will help increase the number of students eligible.

    Eligible community college students would get an annual award of at least $1,648 to go toward nontuition expenses like housing and food. Most of those students already pay nothing in tuition. The awards for UC and Cal State students would cover the full cost of tuition, which in 2024-25 will be $14,436 for entering in-state UC students and $6,084 for entering in-state Cal State students. The awards won’t cover nontuition expenses, but students would still be free to seek federal, private and UC-administered aid to cover those costs. 

    In total, the changes would expand Cal Grant eligibility from just over 340,000 students to about 492,000 students, the California Student Aid Commission estimates.

    Expanding aid to that many students would be costly, especially in the short term, but it could have long-term financial benefits for the state, argued Jake Brymner, deputy director of policy for the California Student Aid Commission. Not being able to afford college is the main reason many students either choose not to enroll at all or don’t finish college.

    “This is so critical to our talent pipeline, to California’s workforce and to our ability to maintain robust state revenue on a wide tax base with folks who are moving into meaningful careers,” he said.

    Newsom’s staff has yet to rule out the possibility that Cal Grant reform could be implemented this year. “We don’t speculate,” a spokesperson for Newsom’s Department of Finance said. “The law always envisioned us making a determination in May and we have not made any determination yet.”

    The state’s revenues, however, speak for themselves. Newsom said during his January budget proposal that the state faces a $38 billion deficit. That was $30 billion lower than what the state’s Legislative Analyst Office had estimated. Lisa Qing, a policy analyst with that office, said in an email that Cal Grant expansion “would not be triggered under existing law” based on current revenue projections.

    Qing added, though, that lawmakers could change existing law, such as by creating a different set of conditions to trigger Cal Grant expansion at a future date.

    “There should be some sort of negotiation,” said David Ramirez, the UC Student Association’s governmental relations chair and part of the Cal Grant Reform Coalition. The coalition includes higher education advocacy organizations, civil rights groups and students who want to see the reform implemented. 

    “It was really troublesome to not see it funded at all” in Newsom’s January budget proposal, added Ramirez, a senior at UCLA studying geography, environmental studies and labor studies.

    One potential solution, Ramirez said, could be to cut funding for the state’s Middle Class Scholarship and use those dollars to fund Cal Grant reform. 

    Convincing lawmakers to cut funding from the Middle Class Scholarship could be difficult, Ramirez acknowledged. But he said it would keep with his goal of prioritizing the state’s lowest-income students.

    “It’s a very political thing, making sure that there’s funding for the Middle Class Scholarship, because people want to please their constituents,” he added. 

    Another potential compromise would be to implement some but not all elements of the reform, but Ramirez said the coalition is still trying to “assess and identify” which parts of Cal Grant reform should be prioritized over others.

    Knowing what might be possible should become clearer this spring when Alvarez’s committee  holds its hearings on the topic.

    “The commitment is focused on increasing access to higher education for more students,” Alvarez said. “That’s what Cal Grant reform was about. And I don’t think anybody changed their mind about the importance of increasing access and reducing the cost of higher education for students.”





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  • Expanding arts education requires accountability and team effort, panel says 

    Expanding arts education requires accountability and team effort, panel says 


    https://www.youtube.com/watch?v=H3cmXuO9w2M

    The rollout of Proposition 28, which gives $1 billion for arts education every year, has caused confusion among districts throughout California as many look to expand opportunities available to students. 

    Despite the hurdles, bringing arts education into schools in an equitable way is possible with the right team, according to panelists at EdSource’s March 21 Roundtable discussion, “Raising the curtain on Prop 28: Can arts education help transform California schools?” 

    “We have the funding to do great things,” said Marcos Hernandez, the principal of the International Studies Learning Center at Legacy High School in Los Angeles Unified. “But we all have to be committed, and we have to listen to the students.” 

    ‘The glue that holds a good education together’ 

    When University of California Irvine student and panelist Matthew Garcia-Ramirez was in middle school, his 30-minute art classes changed everything. 

    As a high school student grappling with personal losses during the height of the Covid-19 pandemic, Garcia-Ramirez got into the California State Summer School for the Arts, where he received a piece of advice that stuck with him: “You can remember you can learn all the fancy words you need for poetry, but what you have is something special. It’s your voice.” 

    That opportunity led Garcia-Ramirez to receiving a scholarship for college — and he isn’t alone in experiencing the transformative impacts of an arts education. 

    Several panelists discussed the importance of arts education — particularly in a post-pandemic world — and its ability to keep students engaged. 

    According to Letty Kraus, director of the California County Superintendents Statewide Arts Initiative, chronic absenteeism throughout the state, which has surged by 30% since 2018, can be improved when students have access to arts education. The exposure is associated with improved attendance. 

    “It’s a 21st century learning skill. It’s so necessary, and I just think that a lot of people think in an old-fashioned way about arts education,” said Malissa Feruzzi Shriver, co-founder of Turnaround Arts: California, a nonprofit that works in elementary and middle schools across the state, who emphasized the importance of seeing arts as “applied creativity.” 

    “It’s a child with a crayon or a paintbrush, or what if my child doesn’t want to be a musician? It’s much broader and more impactful than that.” 

    Implementing Proposition 28

    While Proposition 28 was designed to give twice as much money to kids who are in lower income communities, the law’s implementation so far deserves a C-minus, said former LAUSD Superintendent Austin Beutner. 

    Under the law, Proposition 28 funds are specifically designed to supplement, and not supplant, existing funding, Beutner said.

    “Some school districts either don’t wish to recognize the plain language of the law or are willfully violating the law,” Beutner said. “And they’re using money to backfill existing programs.” 

    Beutner said that the California Department of Education, which has been tasked with overseeing Proposition 28 funds, has been “relatively circumspect on this.” He called for the state auditor to get more involved. 

    “This is the first full year, and it’s going to set a precedent,” Beutner said. “If school districts are allowed to willfully just flat out violate the law, what’s going to happen next year or the year after?” 

    Supporting arts programs 

    While some districts are confused about how to implement Proposition 28, others are working to build arts programs from the ground up. 

    Schools that have “disinvested in the arts over the years don’t have that expertise in-house, and they need help,” said Jessica Mele, the interim executive director of Create CA, which advocates for high quality arts education for all students. “They’re struggling to know what kind of decisions to make when it comes to building an arts education program from scratch. That’s where we see some inequities.”

    From developing strategic plans to incorporating professional development opportunities for teaching artists seeking more stability, panelists emphasized that partnerships are critical — as is the need to cultivate a demand from students and families.

    “Education is here for us, the students. It’s here to serve us, and we have a voice at the table. So please use that voice because that is very important,” Garcia-Ramirez said. 

    “Use the public comment at your school district’s meetings; ask your principal questions; there is a seat for you at the table, and if there isn’t, please make one for yourself.”





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  • ‘Serving adult learners’: California community colleges are expanding short-term career programs

    ‘Serving adult learners’: California community colleges are expanding short-term career programs


    Joanne Scott, left, practices pharmaceutical compounding, part of Mt. San Antonio College’s short-term vocational pharmaceutical technician program.

    Michael Burke/EdSource

    Top Takeaways
    • Short-term vocational certificates, especially those in health fields, are growing across community colleges.
    • At Mt. San Antonio College, 83% of students complete the programs on their first try.
    • Officials see vocational training as a way to recover enrollments, which dropped sharply during the pandemic.

    Joanne Scott had been without full-time work for about two decades and was struggling to reenter the workforce. Then she learned this year about a short-term pharmacy technician program at Mt. San Antonio College in eastern Los Angeles County. 

    Scott, 45, is a stand-up comedian who performs about twice a week in Los Angeles, usually at The Elysian Theater in the city’s Frogtown neighborhood, but was looking for a more consistent paycheck. She and her husband have twin 11-year-old boys, and Scott wanted to contribute more. 

    “Obviously, being a performer is not steady,” she said. 

    Scott thought something in the medical field would be promising because of the high demand in the job market. She landed on the pharmaceutical program in part because it fit her schedule. The noncredit program is just 20 weeks long, and classes are during the day, allowing Scott to still perform comedy in the evenings. Students who get their certificate often enter the workforce right away as a pharmaceutical technician, either at a retail location like Walgreens or within a hospital. 

    The program is one of 48 short-term vocational programs that Mt. San Antonio has added in the past five years as part of an effort to serve more adults and prepare them for the workforce. Most of the new programs are in health fields, but the college has also added programs in areas such as tax accounting, welding and appliance repair.

    It’s reflective of a growing trend across the state’s community colleges to target more programs at adult students who, because they often work or have family to support, have less time for school than traditional-aged students do. College officials say that enrolling those adults is one way to reverse steep pandemic declines across all populations.

    Serving large portions of the San Gabriel Valley and Inland Empire, Mt. San Antonio has prioritized noncredit vocational programs because many adults in the region are interested in upskilling or finding new careers, said Martha Garcia, the college’s president and CEO. 

    “If we look at trends for our traditional students, 18 to 24, that population is decreasing,” Garcia said. “I’ve analyzed our demographics, and if I want to impact this community at the greatest level that I can, I need to focus on serving adult learners, because that’s where we have the greatest level of need.”

    The number of adult learners in the community college system took a massive hit during the pandemic: Head counts for students age 35 and older declined by about 25% between 2019 and 2021, an even higher rate than students in the 18 to 24 age range. 

    Those enrollments have, however, been steadily recovering in recent years, especially among students aged 35 to 44, who are now enrolled near their pre-pandemic levels. 

    One of the reasons for that is the expansion of short-term, noncredit vocational programs. 

    The programs are tuition-free for students, which is common for noncredit programs across the state. That helps the community colleges compete with for-profit colleges and other institutions that offer their own short-term programs, often with much higher tuition rates. 

    The colleges also benefit because they receive state funding for students enrolled in noncredit programs. 

    In 2023-24, community college enrollment statewide in noncredit career programs rose to nearly 82,000 full-time equivalent students, up about 37,000 from pandemic lows and also much higher than pre-pandemic levels. 

    Mt. San Antonio now has 89 noncredit vocational programs, and about 83% of students who enroll complete their chosen program on the first try. That’s much better than the percentage of students who typically finish longer degree programs at California’s community colleges: Fewer than 1 in 10 students complete an associate degree or transfer to a four-year university within two years of enrolling, according to the Public Policy Institute of California.

    Most of the vocational programs at Mt. San Antonio have a limited number of spots and are open to students with a high school diploma or equivalent on a first-come, first-served basis. The college’s licensed vocational nursing program has more stringent admission standards, requiring students to submit high school transcripts, write a personal statement and demonstrate basic skills competency. 

    On a recent Tuesday morning on the Mt San Antonio campus, Scott and other students in her program were practicing pharmaceutical compounding, a process that involves mixing or altering drug ingredients to create a medication. In a classroom on the other side of the campus, students in the medical assistant program — another noncredit vocational program — were practicing cleaning minor wounds on one another. 

    Many of the programs also include an externship, essentially an unpaid internship with a local employer in which students shadow employees or get additional hands-on training. Pharmacy technician students complete a 120-hour externship at a retail location or at a nearby hospital such as Casa Colina in Pomona. Students who do well in their externships often get hired right away, said Amy Kamel, the instructor for the pharmaceutical technician program.

    Whenever Mt. San Antonio designs a new vocational program, it’s typically based on labor market data and filling a need, said Diana Lupercio, the college’s director of short-term vocational programs. 

    “One of the main questions that students will ask us is, what can I do with this? They want to make sure it’s going to lead to a job,” Lupercio said. 

    Other times, students enroll as a first step to a more advanced degree, like going to pharmacy school or a registered nursing program. Registered nursing programs at California’s community colleges are typically competitive, with the number of applications often exceeding the number of available spots. 

    Sabrina Hernandez, 29, enrolled in the medical assistant program because it seemed like a “good stepping stone” to a career in health care. Hernandez, who is considering becoming a nurse, initially attended Fullerton College after high school and dropped out to work. She recently finished the medical assistant program at Mt. San Antonio and has started applying for jobs, which she’s hopeful will give her a better sense of whether she wants to continue on her current path.

    “I thought this was a good way to make sure I actually like being in a hospital,” she said. Hernandez eventually plans to return to college if she can get admitted to a registered nursing program and is hoping her new certification will bolster her application.

    Scott, the pharmaceutical tech student, has some interest in pursuing a more advanced degree and going to pharmacy school, but isn’t certain because doing so would lead to a more stressful career. 

    For now, she is going to class from 8 am to about 1:30 pm each Monday through Thursday and hoping to land a job at a hospital, which she said she would prefer to a retail job because she’d be interacting with doctors and nurses rather than directly with patients. 

    “I’m just looking forward to a reliable paycheck,” she said. “All my friends are performers who are poor, and I’ve been texting them saying, ‘You gotta go back to college.’”





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