برچسب: First

  • A first for California’s incarcerated students: Now they can earn master’s degrees

    A first for California’s incarcerated students: Now they can earn master’s degrees


    Credit: Julie Leopo-Bermudez / EdSource

    Achieving a college degree in prison is rare, but now a select 33 incarcerated people in California can earn their master’s degrees. 

    California State University, Dominguez Hills, and the California Department of Corrections and Rehabilitation announced a partnership Thursday to launch the state’s first master’s degree program for incarcerated people. Corrections Secretary Jeff Macomber said the partnership furthers the state’s prison system’s goal to expand “grade school to grad school” opportunities. 

    “These efforts are vital, as education serves as a powerful rehabilitative tool,” Macomber said. 

    Research shows that prison programs reduce recidivism rates and help formerly incarcerated people find jobs and improve their families’ lives once they are released. Those studies show that incarcerated people are 48% less likely to return to prison within three years than those who didn’t attend a college program in prison. 

    All 33 of the state’s adult prisons offer the ability for the system’s 95,600 incarcerated people to earn community college degrees; about 13.5% are enrolled in a college course. The state has been expanding its offerings of college in prisons. Eight partnerships with state universities have begun since 2016 to offer bachelor’s degrees to incarcerated people. About 230 are enrolled in a bachelor’s degree program for the current semester.

    The new Dominguez Hills program will allow all people in all 33 prisons who have already earned a bachelor’s degree and have at least a 2.5 GPA, to earn a Master of Arts in humanities. The students will participate in two years of courses, including urban development, religion, morality and spirituality. The classes will take place over Zoom or through written correspondence. 

    Tuition for the program is about $10,500 and students or their families will be responsible for covering the costs. However, the corrections department said that it may provide some assistance. The university is also accepting donations to go toward incarcerated students’ tuition. Because these are post-bachelor’s degree courses, the incarcerated students do not qualify for the state’s Cal Grant or federal Pell Grant programs.

    “Our mission is firmly anchored in social justice,” said Thomas Parham, president of Cal State Dominguez Hills. “This historic partnership between California State University and CDCR benefits students — and ultimately their families and communities — by distinguishing between what people did and who they are at the core of their being, and recognizing their potential, cultivating their talents and preparing them to thrive in their paths moving forward.”

    Parham said it was important for the university to provide advanced learning opportunities in prisons because the campus is focused on “transforming lives.” 

    The 33 students in the new master’s program reside in 11 different state prisons across the state including Avenal, Chuckawalla Valley and San Quentin state prisons and Richard J. Donovan Correctional Facility.  





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  • Campus tour guides set the tone for college prospects’ first impressions

    Campus tour guides set the tone for college prospects’ first impressions


    Campus tour guide Owen Short speaks to a group during a tour at Sonoma State university.

    Credit: Emily Uhrich / EdSource

    “First impressions are everything,” according to Sonoma State University tour guide Jennifer Garcia. “For a while, I didn’t really think about how important my first impression impacts tour guests.” 

    As a first line of engagement for colleges, a campus tour can be a game-changer for a student who is deciding between schools. Everything a tour guide says can impact the school, and ultimately it makes a difference for a university trying to maintain or increase its enrollment. An enthusiastic tour guide can sway students and families to that institution, while a good tour can confirm an already positive impression.

    Garcia said she realized her first impression really mattered “when a family recognized me at Seawolf Decision Day a year after they toured the school with me. The family was super friendly, and I [imagine] my good first impression made them feel comfortable even a year later.”  

    Added Sonoma State tour guide Olivia Kalogiannis, “I think the most important part when meeting prospective students for the first time is making a true connection. As a campus tour guide, I want to make the campus feel as personable as I can.”

    Most college campus tour guides are current students themselves; their main goal while on tour is to convince prospective students to come to the school by presenting some of the same reasons that lured them.

    To become a student campus tour guide at Sonoma State, applicants need to show they have a passion for the institution and a willingness to learn. The tour script, the route and the mannerisms are all predetermined and can be taught, as long as enthusiasm and effort are evident.

    Besides giving one-hour tours, shifts for guides might include answering phones in the welcome center, greeting incoming visitors and making gift bags for tour guests. In the spring, when tour season is busiest, guides sometimes lead two or three tours during a shift.

    Tours happen rain or shine, and guides have to be able to pivot at any point during their tour, such as when there’s an obstacle blocking the traditional tour path, or noise necessitates a new route.

    “Nothing really changes for me when it comes to an obstruction with a tour. I just try to make the tour seem as normal as possible. For example, if I have to change the route because it’s too loud, I’ll just direct my group into a space that is quieter, but I make it seem like it’s just part of the tour,” said tour guide Daniel Beglin.

    The guides see a variety of visitors. There are people who come in by themselves, some bring a parent, guardian or friend, and others bring their whole families. Connecting with everyone matters.

    Kalogiannis understands that the decision on where to attend could be influenced by others on the tour. “I believe interacting with the whole family is just as important as interacting with the student. My favorite part about doing this is getting people excited about college, whether that is a younger sibling, cousin or even the grandparents.”

    The most common tour-takers are those who are excited, have many questions and can’t wait to be a part of the campus community. These types of tour-takers are some of the easiest to spot for guides because they come very eager and excited to be on tour. But plenty of tour-goers are more reserved people who may have a lot of questions but don’t ask them, at least not in front of the whole group. 

    And occasionally, guests come in with negative attitudes about the school or are loaded with difficult questions. Guides still try to convince those tourists that Sonoma State is worth considering — answering tough questions truthfully — while trying to showcase the school in a positive light. 

    “When it comes to people with negative attitudes, it automatically makes it more difficult for me. No matter how hard I try, they still can just deny or put down everything I say. Nevertheless, I try not to let it affect me. My goal is to make the tour as enjoyable as I can for everyone,” Beglin said. 

    For people with difficult questions, Beglin said, “I try to answer them to the best of my ability, but I don’t want to give anyone the wrong information. So if I can’t answer it, I direct them to where they can get the correct information.” 

    Kalogiannis assesses the personality types on her tours quickly. “I try to talk to everyone; after that first interaction, I get an idea of what their vibes are for the tour.” 

    When tour guests aren’t as interactive as she would like, she pulls back a bit. “If people still aren’t engaging with me, I will kind of just let them be, [hoping] that the small interaction with me will lead to them being more receptive and asking questions later on the tour.” 

    Sonoma State tour guide Emily Uhrich sees her role as that of a mentor. “My favorite part about being a campus tour guide is meeting and helping (the visitors). I like being a mentor, especially for those who are first-generation, like I am. I want to help them navigate college because I know it can be very confusing if you are the first in your family to go to college.”

    Former tour guide Sean Kenneally has parlayed his role, post-graduation, into a job as an outreach and recruitment counselor for Sonoma State.

    “Growing up in Southern California, people tend to lean toward ‘big brand name’ schools like Harvard, USC and NYU,” Kenneally said. “I took this job because I truly enjoy talking to prospective students and showcasing the opportunities a state education can provide. I think it’s important to show that the CSU system is a viable and accessible option for higher education.” 

     

    Javier Hernandez graduated in May with a degree in communications and media studies from Sonoma State University. He is a member of EdSource’s California Student Journalism Corps and has worked as a campus tour guide since the fall 2021.





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  • LAUSD launches Ed, the nation’s first AI ‘personal assistant’ for students

    LAUSD launches Ed, the nation’s first AI ‘personal assistant’ for students


    An LAUSD student tries out Ed, the district’s new AI assistant for students.

    Credit: Los Angeles Unified / X

    Los Angeles Unified School District students will soon have their own individualized AI tool, a “personal assistant,” to help them with everyday tasks and remind them about school work when they forget.

    The tool, named Ed, is the first of its kind in the nation and will be able to accommodate students verbally and on screen in 100 languages. 

    “What we are announcing here today is a vision that was built over years of thinking about it, but only one year in actually bringing the necessary partners together — to give a voice, to give a simple life, to give a color, to give an experience,” said Superintendent Alberto Carvalho during Wednesday’s inaugural event at the Edward R. Roybal Learning Center. “And what has emerged is Ed.” 

    Ed includes a number of features. It will, for example, be able to remind students of upcoming tests, inform them of the cafeteria menu, provide updates on school buses and even wake them up in the morning, Carvalho said. 

    “Ed will tell Maria ‘You’re falling a little behind in reading, but we got you – click here,’” Carvalho said. “Maria will click, and, without the need for an additional sign on … (it will) open the doors to all of the resources to elevate each student’s needs.”

    Carvalho said this tool will not replace the many people in LAUSD who teach and support students on a daily basis. 

    During the pilot period, Ed will be available immediately to 55,000 students in 101 elementary, middle and senior high schools. Once an initial pilot period is over and the program proves successful, Carvalho said it would expand to the whole district. 

    “Just like humans are not perfect — although sometimes, in certain political circles, some say they are — the technology produced by humans isn’t perfect either,” Carvalho said. 

    “With all of the protections against the vulnerabilities, there is always a concern. That’s why we are over vigilant.” 

    Carvalho also tried to dispel potential cybersecurity concerns — emphasizing that the district has had support from local, state and national agencies in monitoring the program’s evolution. 

    He also said Ed is currently operating at 93% accuracy, several percentage points above the gold standard of 85% to 87% for ChatGPT.

    A strong set of filters will also ensure the program is free from any kind of offensive language, Carvalho added. 

    More than 100 people, including LAUSD school board members, partners from various universities and businesses as well as representatives of local and state government officials, including Gov. Gavin Newsom and Los Angeles Mayor Karen Bass, attended Ed’s inauguration. 

    The event space was decorated with balloon archways and various photo backdrops — along with Lego building tables, face painting, juice stations and food trucks to celebrate the occasion. Students also sat at tables testing out various features provided by Ed, while the parent interface was displayed on iPads.

    “It is the power of artificial intelligence that will allow us for real-time understanding of where students are and where they need to go,” Carvalho said. 

    “It is the power of this technology to ensure that we will meet every one of our students where they are and accelerate them academically and in terms of enrichment towards their full potential.”





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  • California prepares to launch first phase of new education data system

    California prepares to launch first phase of new education data system


    After years of preparation inside and outside the state Capitol (shown), California has launched a website that gathers all sorts of education and career data in a single, searchable place.

    Credit: Kirby Lee / AP

    California has long lagged behind most other states when it comes to education data systems, choosing to focus on compliance rather than program improvement, but that could change later this year when the first phase of the Cradle-to-Career Data System is expected to go live.

    The goal of the new statewide longitudinal data system, known as C2C, is ambitious. It will link data from multiple state departments and education institutions, from early learning through higher education, along with financial aid and social services. The data system is expected to provide resources for students planning for college and careers, as well as data to inform state leaders about effective educational strategies.

    States have a responsibility to ensure that everyone has access to timely data to help them to understand how people are navigating education and career pathways, said Jennifer Bell-Ellwanger, president and chief executive officer of the Data Quality Campaign, a national education advocacy organization. 

    The first phase of the rollout later this year will be a student dashboard that will allow anyone to look at student information, including demographics; number of homeless youth, foster children and students with disabilities; English learner status; drop-out rates, parent education levels; and age of entry into school. The dashboard will not include information about individual students, but can be disaggregated by region, district and state, according to the Cradle-to-Career website.

    Another dashboard will follow, reporting on teacher preparation, credentialing, hiring, retention and educator demographics. The data will be provided by the California Commission on Teacher Credentialing.

    “This is an exciting moment because we are right on the cusp of seeing the value of connecting these data in one place,” said Christopher Nellum, executive director of The Education Trust-West, a social justice and advocacy organization. “We are going to see very soon the value in individual data providers sharing their data. And that will result in these two dashboards that are coming online very soon.”

    Nellum was appointed to the C2C governing board by Gov. Gavin Newsom, but chose to be interviewed for this story as the director of EdTrust-West. 

    C2C could make state a data leader

    When the Cradle-to-Career Data System is built out, there will be query builders, interactive tutorials and videos, and a library of tables, reports and research. Eventually, researchers will be able to request more comprehensive data from C2C staff. 

    The data system is housed and managed by the California Government Operations Agency, which was established in 2013 to improve management and accountability of government programs.

    “I don’t have any doubt they can get this done,” said Paige Kowalski, executive vice president of the Data Quality Campaign. “They’re well staffed. They have been doing a great job.”

    The Data Quality Campaign has been critical of California in the past for its siloed approach to data collection and reporting, but its leaders are optimistic about the new data system.

    “I think the work that the state has done on Cradle-to-Career since 2019 has been absolutely flawless and phenomenal, and I just cannot say that about any other data effort I’ve ever seen in any state over the last 20 years,” Kowalski said.

    C2C will not only allow the state to play catch-up with the rest of the nation, but could make it the leader in linking data from early education to employment, she said.

    Cost of project unclear

    It’s not entirely clear how much the Cradle-to-Career Data System will cost. The program has spent $21.4 million so far, with another $10.4 million committed to future work, but not yet spent, according to C2C staff.

    During the planning process that began in 2019, the state allocated $2.5 million to plan the data system and another $100,000 each to 15 state departments, universities and other organizations participating in the effort. It’s not clear if all that money was spent, or if some was returned to the state. 

    The state also increased annual funding to some state departments that provide data and other services to the Cradle-to-Career Data System, including $1.7 million to increase staff at the California Department of Education. It’s unclear how many other departments have received budget increases tied to C2C.

    Sixteen partners to share data

    The state has gotten key players to sign data-sharing agreements with C2C:  The California Department of Education, California Commission on Teacher Credentialing, University of California, California State University, California Community Colleges, Department of Social Services, Employment Development Department, Department of Industrial Relations, Department of Developmental Services and private universities.

    The agreements are voluntary, with no penalty for departments or agencies that fail to provide data in a timely manner. So far, all the data has been submitted on time, according to board members.

    “From 2022 to now, C2C has been working diligently with its data providers and its stakeholders to build a strong foundation to support a secure data linkage process given the scope of data C2C is bringing together,” said Angelique Palomar, deputy director of communications. “This includes establishing legal agreements across 16 entities, building the data infrastructure to securely receive and integrate the data across those partners, and the first submission of that data in October 2023.”

    Data was submitted again in March, which will be the month partners will share annual data with C2C going forward, Palomar said.

    The California Department of Education (CDE), which has fallen behind in providing up-to-date data on its website over the last seven years, will contribute about 70% of the data for C2C, according to CDE staff. It will use the additional state funding to hire more staff to help deliver the data for the project.

    Bell-Ellwanger is hopeful all the partners will contribute data in a timely manner.

    “These are data that belongs to taxpayers, not to one agency, or any person within the agencies,” she said. “And, so Californians, including researchers, journalists and the public, all deserve access to it.” 

    California is playing catch-up

    C2C was a long time coming. California was one of only 11 states that did not have a data system with formal connections across two or more of the four core areas — early learning, K-12, post secondary and workforce — in 2021, according to the Education Commission of the States.

    The Kentucky Center for Statistics is the nation’s gold standard when it comes to education-to-employment data systems, according to Kowalski. California looked to Kentucky when designing the California Cradle-to-Career data system, she said.

    California has rolled out several education data systems over the last 30 years, but they have offered siloed information that couldn’t track whether students were successfully moving from school to the workforce. 

    In the late 1980s, California began to collect school-level data through the California Basic Educational Data System, known as CBEDS, a program still in use today.

    In 1997, the state launched the California School Information Services (CSIS) system to streamline the collection and reporting of education data. But the system was obsolete less than five years later when No Child Left Behind became a federal law. CSIS lacked a unique identifier for each student, which the new law required to track student achievement.

    In 2009, the state launched the California Longitudinal Pupil Achievement Data System, also known as CALPADS. It includes K-12 student-level demographics, enrollment, grade level, course enrollment and completion, program participation and discipline data, according to the California Department of Education. A 10-digit number is linked to each K-12 student in California, but individual information on students is not made public.

    Its companion data system, the California Longitudinal Teacher Integrated Data Education System, or CALTIDES, never went live. The data system would have tracked educator data to facilitate assignment monitoring and to evaluate programs, according to the CDE website.  In June 2011, Gov. Jerry Brown vetoed the $2.1 million the Legislature had put in the budget for CALTIDES, which forced the state to give back the $6 million federal grant it had received for the new database.

    “He had a belief that Sacramento could not add much value to what districts were doing, and that data was definitely one of those things that was better left to locals,” Kowalski said of Brown. 

    Instead, CALPADS was built out to a basic level and put in maintenance mode, Kowalski said. But researchers kept beating the drum for data that was useful to people, she said. These are things other states have had for a decade.

    Public included in planning

    Gov. Newsom, having different views than his predecessor, made the Cradle-to-Career Data System part of his campaign for governor. In 2019, the Legislature passed the Cradle-to-Career Data System Act, which called for the creation of a data system to create support tools for teachers, parents and students; enable agencies to optimize educational, workplace and health and human services programs; streamline financial aid administration; and advance research on improving policies.

    The state legislation included public engagement in the planning process and required that the 21-member advisory board include members of the public. The California law that mandated the data system also requires an annual survey of students and their families to ensure their voices and experiences guide the work, according to C2C.

    This year, C2C officials are holding community meetings across the state to discuss what pieces of information should accompany the dashboards and how they should be displayed.

    In Sacramento, community members asked for data disaggregated geographically, possibly by school district. Sacramento’s residents also want informational videos to help train people to use the dashboards. Oakland’s residents were interested in breaking the data down by demographic and educational factors.

    “A few years ago, Gov. Newsom and the California Legislature really made it clear through their legislation around California Cradle-to-Career that they wanted this access that we’re talking about for students, families, educators, researchers and the public,” Bell-Ellwanger said. “So I do believe that they are aspiring for this type of transparency that we’re talking about that will also help to build trust in that data.”





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  • Fresno’s first female leader vows to address the needs of each student

    Fresno’s first female leader vows to address the needs of each student


    Fresno Unified’s interim superintendent, Misty Her

    Credit: Fresno Unified / Flickr

    Since assuming the role of interim superintendent of California’s third-largest school district, Misty Her has been doing two things that she hopes will shape her tenure: listening and learning. 

    Despite being in the school district for over three decades, she’s conducting what she calls “listening” sessions with those in the Fresno Unified school community. In the two months since taking over, she’s held 16 sessions with students, district leaders, principals, retired teachers, graduates, parents, city officials and other community members, with more scheduled for next week and in the new school year. 

    Interim superintendency

    On May 3, the school board appointed Misty Her, previously the district’s deputy superintendent, to lead the district on an interim basis during a national search to fill the permanent position. She started the interim superintendency on May 8 with outgoing superintendent Bob Nelson moving into an advisory role until his last day.

    Misty Her has met with Fresno Unified district leaders to set expectations for her tenure as interim superintendent.
    Credit: Fresno Unified / Flickr

    “People have been asking me ‘Why are you doing that?’” she said. “They were like, ‘You’ve been in the district for 30 years. Why would you still need to go listen and learn? Shouldn’t you already know a lot about the district?’” 

    Up until May, Her’s entire career in Fresno Unified, not including her time as a student, encompassed roles as a bilingual instructional aide, teacher, vice principal, principal, districtwide instructional superintendent and, in 2021, deputy superintendent, when she became the nation’s highest-ranking Hmong leader in K-12 education

    “My role, now, is different,” she said, “so I’m really intentionally listening and learning.” 

    She’ll continue the sessions throughout her tenure and expects to make changes as progress is made, she told EdSource in a sit-down interview. 

    What she believes, even now, is that knowing and identifying each student “by name” and “by need,” much like she did as a classroom teacher, will define her time in the role. 

    “Sometimes when you step away from the classroom, people don’t see you as a teacher anymore … because they start to see the title,” Her said as she talked about her journey, her interim superintendency, the “teacher within” and her focus on students – first and foremost. 

    “At the heart of who I am, before anything else, I’m always going to be a teacher.”

    First woman to lead district

    When the Fresno Unified school board named Her as the interim superintendent, she became the first woman to lead the district since its 1873 inception. 

    “I’ve walked this hallway a thousand times,” she said about seeing her picture on the wall of the district office. “It took 151 years in this district, as diverse as this district (is), before a woman’s face got on that wall.”

    A Hmong leader

    According to Her and the Hmong American Center in Wisconsin, Hmong people, an indigenous group originally from parts of  China and other Asian countries, have continually migrated, first to Laos, Thailand and Vietnam with many eventually coming to the United States, settling in states such as California and Minnesota, so “we don’t have a country.” 

    Based on 2019 data from the Pew Research Center, Fresno has the country’s second-largest Hmong population, after Minneapolis-St.Paul in Minnesota. 

    “The reason why Hmong people came here to the U.S. was because of the Vietnam War,” she said.

    The CIA recruited Hmong soldiers for the “secret war” in Laos to prevent communism from spreading further into Southeast Asia. Congressional investigation and other events eventually brought the war to light. 

    “It was secret because no one knew that we existed, and no one knew that we were used to help the Americans fight,” Her said. “When the war ended, all the Hmong people were just left to die because (following their victory), the communists started coming after anybody who was helping the U.S. That’s actually how my family ended up here.” 

    Her face on that wall – and as the face of the district – embodies the fact that she is the first woman at the helm of the district as well as its first Hmong leader. 

    Born in a prisoner-of-war camp in Laos, Her’s family escaped to a refugee camp in Thailand after the end of the Vietnam War before coming to the United States and moving to Fresno when she was a young child, according to a district statement announcing her appointment. That firsthand experience and her understanding of the challenges faced by students from diverse backgrounds have shaped her into a passionate and effective leader, the district’s statement said.

    Of the more than 92% of Fresno Unified students who are from ethnic minority groups, around 6,500 are Hmong. Behind Spanish, the Hmong language, which was only developed in written form less than 75 years ago, is the second most common home language of Fresno Unified’s English learners with over 10% speaking Hmong. 

    “Having someone that knows our kids, looks like our kids — that representation matters,” Her said.  

    Still, she wants to be in classrooms, constantly gaining a better understanding of the district’s students. 

    Classroom-centered, kids-first approach

    With a mindset that keeps classrooms and kids first, Her started the listening and learning tour by seeking out student perspectives from elementary, middle and high school students. 

    “Our students … can teach us a lot about our system,” she said, “the things that we’re designing for them — what’s working, what’s not working.”  

    And she has gained insight from those conversations. 

    Among the students’ comments and questions that have stuck with Her: “We want to be engaged in classrooms” and third graders asking, “What are you and our teachers preparing us for?”

    “I started with kids first because I wanted to put their voice in the middle of designing my 100-day plan,” she said.  

    Her drafted the plan for the district in May and June, following the initial listening sessions. 

    The crux of the plan: Focus on student results. 

    Goals and plans for interim superintendency

    Fresno Unified students
    Credit: Fresno Unified / Flickr

    “Student outcomes is priority,” she said. 

    Based on the California Assessment of Student Performance and Progress, or CAASPP tests, most Fresno Unified students failed to meet the state’s standards in 2023: 66.8% failed to meet English language arts standards, and 76.7% failed to meet math standards. 

    For third grade — the school year believed to be pivotal in determining reading proficiency and predicting future success — just 29% of third-graders are at grade level, a GO Public Schools 2023 student outcome report for Fresno Unified showed. 

    Her plans to implement, measure the effectiveness and monitor the progress of the district’s recently launched literacy initiative to achieve first-grade reading proficiency for students, two years before third-grade, when future success is predicted. 

    The Every Child Is a Reader initiative includes literacy plans to address students’ unique needs. The plans embrace high-quality instruction, interventions and parent and community partnerships, according to the initiative description. 

    “Every Child Is A Reader is a groundbreaking initiative that will lead our district to better instruction of reading for our youngest learners and ensure far better academic outcomes for our students,” she said. 

    Based on the 2023 GO Public Schools report, only 20% of seventh graders are at grade level in math, an indicator that most students are not prepared for algebra. 

    Her said the kids she has talked to reaffirmed the need to focus on those student outcomes, but also challenged her to reshape how student comprehension and application are taught.

    “I was talking to (a) group of students and they said, ‘Don’t just teach us how to read and write and do math, but teach us how to apply that,’” she said.

    An eighth grader told her his test scores indicate that he’s on a sixth-grade proficiency level. 

    “He said, ‘I’m so much smarter than that. I can do this, this, and this, but it’s just that, in my home, I never got books. I don’t have a tutor that comes in to help me. I rarely see my mom … because she works two jobs. My test shows that I should only be in sixth grade, but there are things that I can do. Can you guys use what I know to help me get me there?’” Her said. 

    “It really shifted what I thought would be goals for us to what are goals that can resonate with our students.” 

    Improving student outcomes

    Her said she wouldn’t be leading Fresno Unified, based on what her test scores showed, if not for the support of teachers and mentors. 

    “If I was just measured by my proficiency level when I was a kid, then I probably wouldn’t even be here,” she said. “A lot of people poured into me because I had counselors who said, ‘You can go to college.’ Coming from a home where no one knew how to fill out a college application, my counselor filled out the application for me.

    “But why do we reach some students and not others? That’s my question. (My brother) and I had some of the very same teachers, but there was an investment in me and not in him.” 

    That lingering question guides her. 

    To improve student outcomes across the entire district, she said, “We have to get everybody across the finish line” of proficiency.

    “The goal is to get them there in whichever way works for them,” she said. “That’s really going deep to understand every single child by name, by need.”

    Fresno Unified’s interim superintendent, Misty Her, adopted a 100-day plan for the school district.
    Credit: Fresno Unified / Flickr

    As part of Her’s 100-day plan, Fresno Unified gathered state, district, school and student data to identify and prioritize ways to enhance learning for each child while also focusing on historically underserved student groups, such as English learners and students with disabilities, who have significant achievement gaps compared with other groups. 

    This upcoming school year, educators will be able to adapt teaching and leadership strategies based on real-time data via a district dashboard, according to Her’s plans. 

    “And, then, how do we provide the appropriate scaffolds and interventions so that we do get them there,” Her said, “but that we never take away their grade-level rigor that is needed for them to excel.”

    Identifying student needs: ‘It’s ‘personal’

    Her knows all too well the importance of providing such intervention while still offering challenging, grade-level content. 

    “This is very personal for me,” she said. “I remember when I was in first grade … I was put in a remedial class, pulled out for like three hours a day, missing core instruction,” she recalled. “There was no way I was ever going to get caught up.” 

    At the time, the young Her was learning English as a second language as she primarily spoke Hmong. 

    “And so if we keep doing that with our students, we’re actually doing them a disservice,” she said. 

    Challenges in leading Fresno Unified

    Fresno Unified interim Superintendent Misty Her and district leaders talk about about her goals and set expectations for her interim role.
    Credit: Fresno Unified / Flickr

    There is no “silver bullet… to fix this,” Her said, so “I think people have to be open to new ideas that may be unconventional.”

    This week, she and the district leadership team were at Harvard University for the Public Education Leadership Project meant to foster greater educational outcomes.

    While employing new ideas and methods may be key to reaching her goals, there will be times when she must say “no.” 

    Fresno’s teachers union leadership has criticized the district for initiating programs just for the sake of expanding, rather than implementing the programs well. 

    “We are a district that says we want to do a lot of things,” Her said. “I am going to say no.” 

    But not without noting ideas that can work — at some point. 

    “Everybody knows I have a for-later folder, and it’s pretty thick right now,” she said, laughing. “So, as people bring really great, wonderful ideas, I just have to say, ‘Let me put it in my for-later folder.’” 

    Quality over quantity: Top priorities first

    To Her, the district has had so many objectives that it impacts the quality of the goals. She spent weeks narrowing down those goals to what will be the most important for the entire district: improving student outcomes and achieving operational excellence. 

    “When a kid enters our system, we have to be able to say to our parents, ‘These are the … goals we’re working on. These are the guarantees that we can give you.’”

    Student outcomes

    • Identify and focus on the needs of each child
    • Implement and measure the district’s first-grade literacy initiative 
    • Empower educator autonomy, but with accountability measures
    • Adapt teaching and leadership strategies based on real-time data
    • Visit schools to observe the goals in action

    Operational excellence

    Her characterized operational excellence as each part of the Fresno Unified school system working together instead of in isolation. 

    “I think that sometimes we’ve created this very complicated system for our parents to figure out, and we need to simplify … for people to understand,” she said. “I took a call from a parent. By the time the parent got to me, the parent had gone through four different calls” because her English wasn’t strong, and people didn’t know what to do with her.

    “I finally got on the phone; she’s like, ‘I just need my child’s homework, but I need it modified.’ And it was as simple as that.”

    Holding interim position impacts chances for permanent role  

    The interim superintendency is an opportunity for Her, board members, students, staff and the community to see if she’s the best person to lead the district. 

    “It could go either way,” she admitted. “If I can’t get results, then, I shouldn’t be the superintendent.

    “I just want it to be a win for our students.”

    A change in perspective because of the search

    So far, the search process has been engulfed in community angst over an alleged lack of transparency and accusations that the process had been tainted by politics, EdSource reported. 

    The school board in April said it would broaden its search — a shift from its initial decision to interview district employees first. Community outrage spurred the changes. 

    The district employees at the center of the search, including Her, faced racial harassment and threats.

    “Having gone through the challenges of the search, it really has strengthened me. It’s given me resilience that I didn’t think I had,” she said. “I describe it as (being) in a tornado, and you don’t quite know what you’re going to get hit with. Then, you start to get centered.” 

    That centering moment was in April when the search stalled.  

    “I just got up and said, ‘Cancel everything on my calendar for this week. I want to be at schools,’” she said. “I spent every moment with kids. I read. I did recess duty. I did lunch duty. (I told teachers), ‘I’ll teach your class for a little bit.’ I had to go find myself again. I went back to being a teacher and that got me centered (and) saved me in every way.

    “I started to … dig deep to really understand why I want this job.” 

    ‘More than a test score’

    “I want to be superintendent because … I’m tired of people defining them by a test score at the end of the year,” Her said. “I want to find a holistic way in which we can still get our students there, but that our students feel valued and they feel important and they feel like they’re a part of something greater than just that proficiency level that is given to them.”





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  • ‘Psychological first aid’: How volunteers helped students recover after LA fires

    ‘Psychological first aid’: How volunteers helped students recover after LA fires


    A burned sign at Oak Knoll Montessori School (Loma Alta School) from the Eaton fire on Jan. 9 in the Altadena neighborhood of Pasadena.

    Credit: Kirby Lee via AP

    Top Takeaways
    • More than 100 volunteers helped provide “psychological first aid” to students in the Pasadena Unified School District following the Eaton fire.
    • Mental health professionals say normalcy remains far away for many students impacted by January’s fires, and long-term trauma is expected.
    • The volunteer effort has died down, but the district is looking for ways to provide ongoing support to students with greater needs.

    In a classroom that smelled like a campfire, a student at Pasadena Unified’s Sierra Madre Elementary School broke down when he saw a student-made stuffed rabbit that had X’s for eyes. 

    His art teacher called for help from Tanya Ward, a project director for the mental health and school counseling unit at the Los Angeles County Office of Education. 

    Ward arrived immediately and pulled the student aside. 

    “That’s a dead bunny. That’s a dead bunny,” the student repeated, sobbing.  

    “What does that make you feel?” Ward asked him. “What do you think about that bunny with X eyes? Could it be something else?” 

    The student began to breathe and seemed less agitated. He started talking haltingly about how the stuffed rabbit — in reality, a sock wrapped around a rice-filled balloon — made him feel. 

    Sad. And scared. 

    “Then he was able to go back,” Ward said. “I sat with him for a little bit longer, just to help him get going with his project. … The other students didn’t tease him or make fun of him. They just embraced him.” …

    Ward is one of roughly 100 volunteers from the Los Angeles County Office of Education, or LACOE, and beyond, who have provided mental health support at Pasadena Unified School District school sites and enabled hundreds of students to get back on track in the months following the Eaton Fire, which displaced about 10,000 of the district’s 14,000 students

    “We’ve always been ready. But to be able to be welcomed and ushered into this work — and be able to have solutions — and to know that you have people who’ve got your back, it’s pretty unbelievable,” said Julianne Reynoso, Pasadena Unified’s assistant superintendent of student wellness and support services. “I would never have imagined this level of support.” 

    Supporting families 

    Shortly after the Eaton fire burned more than 14,000 acres, John Lynch, a community schools initiative coordinator for LACOE, started making phone calls to check in on families and find out what support they needed, from economic needs requiring gift cards to housing. 

    He called 100 about families at Altadena’s Eliot Arts Magnet alone — all while dealing with his own long-term displacement from the region. 

    “It was a way for me to really know, to be in community with other people who live in my community, and we’re kind of going through something similar, even though we’ve all experienced this differently,” Lynch said.

    “Families that are displaced, I think they — we — … have maybe felt a little bit forgotten, as the rest of the world kind of goes back to their everyday life,” he added. “People are just like, “Wow! Thank you for calling, and for remembering that we’re kind of going through this tragedy.”  

    Supporting students 

    When students returned to school after the fire, many had been separated from their peers for months. 

    “Some hadn’t even really come back from Christmas break. And then the fires closed down their school, so they had not seen peers, their friends, for several weeks,” said Anna Heinbuch, a school counseling coordinator at LACOE. 

    “A lot of our students were just happy to be in a space where they were with their peers and able just to talk about something other than the fires.”

    Within weeks of the fires, Heinbuch facilitated a “psychological first aid” session in the gym of Marshall Fundamental Secondary School — gauging students’ wellness, helping them through whatever they were dealing with and providing them with suggestions for next steps, such as access to a school social worker. 

    She brought coloring books to help comfort the students and taught them breathing exercises they could do by themselves. She asked whether they had been sleeping well and eating properly. 

    The initial period of assessing students’ needs lasted a few weeks, and then the effort rolled back. But Kim Griffin Esperon, a LACOE project director of mental health and school counseling, who organized the volunteer effort, began hearing from principals who expressed an increased need for longer-term support. 

    And Griffin Esperon worked to bring in longer-term support, which lasted until the end of March. 

    Volunteers said students’ grief had started to deepen. Some longed for their lost pets and missed the other animals that made Altadena home. Others, whose homes survived, felt survivor’s guilt. 

    Some students began to act out in the classroom. Others felt less engaged academically. Many struggled when they were away from their parents or siblings. 

    “This is going to take a long time for some of these kids to work their way through,” Griffin Esperon said. “There’s no rushing back to normal for these students because their lives will not probably feel normal to them for quite a while.” 

    The road ahead 

    More transitions lie ahead for some students — from potential housing changes to friends who may move elsewhere. 

    And with the volunteer effort having achieved as much as it can for now, Reynoso said the goal is to connect students who need it with longer-term care and support. 

    Pasadena Unified is continuing to monitor students’ well-being, Griffin Esperon said, and has recently received funding to hire two crisis counselors. The district will also rely on parents who have health insurance to provide support for their children, she added. 

    “Despite what crisis or trauma they’ve been through, we want (students) to feel connected,” Reynoso said. “We’re definitely seeing the need … for long-term care, and we’re looking at every opportunity we possibly can.” 





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  • Enrollment ticks up 2% at Cal State, its first increase since 2020

    Enrollment ticks up 2% at Cal State, its first increase since 2020


    Cal State Fullerton commencement 2022

    Credit: Cal State Fullerton/Flickr

    California State University’s fall 2024 enrollment has risen to 461,000 students, driven by record gains among first-time, first-year students that nonetheless left the system short of its fall 2020 peak.

    Preliminary data shows enrollment across the 23-campus system has inched up 2%, buoyed by more than 68,500 new first-year students this fall. 

    But Cal State has not yet returned to its 2020 high point, when enrollment hit 485,550 students. Headcount dipped for each of the next three school years, settling at 454,640 students in fall 2023. 

    In a news release, Chancellor Mildred García said the system is pursuing a “multi-year, holistic enrollment growth strategy” and is focused on recruiting and retaining students, including community college transfers. 

    “This promising upward momentum demonstrates the confidence that Californians have in the extraordinary power of a CSU degree to transform lives, particularly for America’s new majority, comprised of first-generation students, students of color, low-income students and adults seeking new opportunities,” García said.

    Cal State reported a 7% increase in enrollment among transfer students, a 2% increase among graduate students and a 1% increase among continuing undergraduate students.  

    Preliminary figures show that 54% of CSU’s first-year students are Latino and that 4% of first-year students are Black. CSU did not break out data on Native American, Asian American and Pacific Islander student enrollment, nor was campus-level enrollment reported. The university system expects to release final systemwide numbers in November.

    FAFSA fallout? 

    Increased enrollment at Cal State will be welcome news to observers who feared that the rocky rollout of the new Free Application for Federal Student Aid (FAFSA) application might depress enrollment.

    Changes to the application that debuted last year were designed make the process faster and more efficient for families. But delays and glitches plagued the new form, a critical step students must complete to find out whether they’re eligible for federal aid such as Pell Grants, loans and work-study programs. 

    The troubled FAFSA cycle sparked worries that students who were uncertain about their financial aid packages would put off enrolling in college this school year. Previous research has found that receiving grant aid boosts students’ persistence and degree completion.

    Financial aid officers and advocates also voiced concern about how the new application was affecting California students from mixed-status families. Many of those students — those with at least one parent without a Social Security number — had trouble submitting the FAFSA form.

    The delays prompted both Cal State and the University of California to extend their spring deadlines for new students to declare their intent to register for fall 2024 classes, a recognition that many families would need more time to better understand how much their education would cost.

    California ultimately fared better than most other states in terms of FAFSA completions, according to data from the National College Attainment Network. The state notched a 56% FAFSA completion rate, exceeding a rate of roughly 52% among high school seniors nationwide. That’s despite a 7% year-over-year decline in the number of FAFSA completions in California.

    Cal State credited financial aid staff at its universities with helping students to work through a frustrating FAFSA cycle and processing provisional financial aid offers quickly. (The news release cited a rise in federal Pell Grants at CSU, but did not say how much awards increased.) 

    Difficulties with the FAFSA rollout might also have been offset by California’s universal FAFSA completion policy, which was passed in 2021. Assembly Bill 132 tasks school districts with ensuring that graduating seniors complete the FAFSA or the California Dream Act Application, but gives students the ability to opt out of doing so. A recent report by the Public Policy Institute of California found that applications from high school seniors ahead of UC and CSU’s March 2 deadline climbed 16% in the policy’s first year.

    Denise Luna, the director of higher education policy at research and advocacy nonprofit EdTrust-West, said in a written statement that Cal State’s preliminary numbers indicate that giving prospective students more time to consider the costs of a CSU education was not just the right thing to do, but also “the strategic thing to do.”

    “This year’s applicants need the same flexibility,” she wrote. “Since financial aid application timelines are delayed again, we will be looking to the CSU to plan to once again extend their intent-to-register deadline in 2025.”

    Post-pandemic prognosis

    CSU’s preliminary fall headcount is also a step toward reversing pandemic-era enrollment declines.

    Enrollment across the CSU system fell 1.7% in fall 2021, part of a nationwide drop during Covid-19. Seventeen of the system’s 23 campuses saw a year-over-year enrollment slump. 

    Cal State campuses reacted with strategies designed to entice students back, including programs to re-enroll students who stopped attending college with incentives like waived fees and priority registration.

    But CSU enrollment continued to slide in fall 2022, a consequence of record-low enrollment at the state’s community colleges, which had the knock-on effect of fewer transfer students entering Cal State. 

    Demographic trends in the state’s K-12 system may also affect CSU’s student body going forward. In the 2022-23 school year, K-12 public school enrollment fell for the sixth consecutive year. The California Department of Finance projects a drop of more than 660,000 public K-12 students over the next decade if current fertility and migration trends continue.

    Still, CSU sees this fall’s numbers as a good omen. Preliminary fall 2024 enrollment, though 5% below the 2020 peak, “signals additional growth in the coming years,” a system announcement said.





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  • The Nation’s First Conference for Higher Education Podcasters – Edu Alliance Journal

    The Nation’s First Conference for Higher Education Podcasters – Edu Alliance Journal


    May 5, 2025, by Dean Hoke: For years, there have been conversations among many higher education podcasters asking: Why isn’t there a podcasting conference just for us? This question lingered, raised in passing at virtual meetups, in DM threads, and on campuses where faculty and staff were creating podcasts with little external support or collaboration.

    Last winter, a group of us decided it was time to do something about it.

    Joe Sallustio and Elvin Freytes of The EdUp Experience, Dean Hoke of Small College America, and Gregg Oldring and Neil McPhedran of Higher Ed Pods took a leap of faith and began planning a first-time national gathering. We believed there was a clear void. Podcasting in higher education was growing rapidly, but most lacked a community outside of their home institution to network with, share ideas, and be inspired.

    That leap of faith is now a reality. On Saturday, July 12, 2025, we will convene in Chicago for the inaugural HigherEd PodCon—the first conference built by and for higher education podcasters and digital media creators.

    Hosted at the University of Illinois, Chicago

    This one-day event will bring together over 40 presenters, 15 sessions, and 25+ institutions and organizations from across North America. Whether you’re a faculty innovator, student producer, tech strategist, or communications pro, HigherEd PodCon offers an immersive, hands-on experience designed to elevate the impact of campus-based podcasting.

    Sessions run from 8:30 a.m. to 6:00 p.m., which includes networking opportunities and a reception closing out the day. The program is structured across three practical and dynamic tracks:

    • Strategy, Growth & Discovery
    • Content & Production
    • Tech, Tools & Analytics

    The keynote speaker is Matt Abrahams, lecturer in Strategic Communication at Stanford Graduate School of Business and host of Think Fast, Talk Smart. His insights on clarity, message delivery, and audience engagement will set the tone for a day of meaningful exploration.

    A National Cross-Section of Institutions

    HigherEd PodCon showcases participation from institutions of all sizes and types, including:

    • Purdue University
    • Stanford University
    • University of South Carolina Beaufort
    • Lansing Community College
    • Brigham Young University
    • Penn State University

    Whether it’s a faculty-led series, a student-led network, or an advancement-focused production, you’ll hear how campuses are using podcasts to educate, engage, and amplify their stories.

    Session Spotlights

    Here are three sessions you won’t want to miss:

    1. Podcasting, Social Media, and Video: Oh My!
    Kate Young and Maria Welch, Purdue University
    With more than 130 episodes and thousands of monthly downloads, This Is Purdue is among the country’s top university podcasts. In this session, Kate and Maria walk through their formula for success, including social media workflows, video strategy, and content optimization.

    2. Why Podcasts Fail (And How to Make Sure Yours Doesn’t)
    Dave Jackson, Podpage; Podcast Hall of Fame Inductee
    Dave Jackson has helped hundreds of shows succeed—and watched others fall flat. This session offers practical guidance for anyone launching or relaunching a podcast with purpose. Topics include budget-friendly production, YouTube distribution, and sustainable growth.

    3. From 5 to 30: Growing a Podcast Network That Speaks Higher Ed
    Daedalian Lowry and Layne Ingram, Lansing Community College
    What started as five faculty shows grew into a 30+ program podcast network that engages the entire campus and community. Learn how Lansing Community College scaled LCC Connect with collaboration, creativity, and cross-departmental buy-in.

    Why Attend HigherEd PodCon?

    Whether you’re just starting out or looking to take your podcast to the next level, this is the community you’ve been waiting for. Here are three reasons not to miss it:

    • Network with your peers: Build meaningful relationships with fellow higher ed podcasters and digital media innovators.
    • Gain tools and templates you can use immediately: From show planning to promotion, walk away with actionable strategies you can implement on Monday.
    • Stay ahead of the curve: Learn how leading institutions are using podcasts to engage students, alumni, donors, and the public.

    Save the Date

    HigherEd PodCon 2025 is your opportunity to help shape the future of podcasting in higher education—and to find your people in the process.

    Learn more and register at www.higheredpodcon.com. We have room for only 200 attendees in this inaugural event.
    Early bird rate of $249 available until the end of May


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 



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  • Fact-Checking Trump’s Claims About His First 100 Days

    Fact-Checking Trump’s Claims About His First 100 Days


    Glenn Kessler is the fact-checker for The Washington Post. During Trump’s first term, he documented over 30,000 lies. In this post, he reviews Trump’s statements about his first 100 days.

    He writes:

    President Donald Trump granted a lengthy interview to Time magazine in honor of completing his first 100 days of his second term today. As usual, the interview consisted of bluster and bombast, with hefty doses of B.S. Here’s a guide to the inaccuracies in 32 claims, in the order in which he made them.


    “You know, we’re resetting a table. We were losing $2 trillion a year on trade, and you can’t do that. I mean, at some point somebody has to come along and stop it, because it’s not sustainable.”


    Trump gets two things wrong here. First of all, the goods and services deficit was almost $920 billion in 2024, according to the Commerce Department. So he’s doubling the real number. Second, the United States is not “losing” money on trade deficits. After all these years, Trump still does not grasp this fundamental economic point. Yet he’s basing policy — and steering the United States into economic uncertain times — on this misunderstanding.

    “Many criminals — they emptied their prisons, many countries, almost every country, but not a complete emptying, but some countries a complete emptying of their prison system. But you look all over the world, and I’m not just talking about South America, we’re talking about all over the world. People have been led into our country that are very dangerous.”

    This is poppycock. Immigration experts know of no effort by other countries to empty their prisons and mental institutions. As someone who came to prominence in the late 1970s and early ’80s, Trump appears to be channeling Cuban leader Fidel Castro’s 1980 Mariel boatlift. About 125,000 Cubans were allowed to flee to the United States in 1,700 boats — but there was a backlash when it was discovered that hundreds of refugees had been released from jails and mental health facilities. But there’s no evidence this happened during the Biden administration. Yet again, Trump is basing policy on an invention.


    “We’re taking in billions of dollars of tariffs, by the way. And just to go back to the past, I took in hundreds of billions of dollars of tariffs from China, and then when covid came, I couldn’t institute the full program, but I took in hundreds of billions, and we had no inflation.”

    This is false. Trump’s China tariffs in his first term took in only about $75 billion — not counting $28 billion in aid to farmers who lost their shirts when China stopped buying soybeans, pork and other products. Inflation averaged about 2 percent in Trump’s term, but was about 1.23 percent in 2020 because of the pandemic. According to Customs and Border Protection, as of April 19, the United States has taken in about $14 billion in tariffs under his International Emergency Economic Powers Act (IEEPA) declarations. But again, Trump has a fundamental misunderstanding. Countries do not pay tariffs; the burden falls mainly on American consumers.


    “Now, if you take a look, the price of groceries are down. The price of energy is down.”

    This is false. The consumer price index for at-home food items increased 0.49 percent from February, while retail gas prices are basically the same since Trump took office in January. The price of oil could drop if there’s a recession, as some economists predict.


    “It was all going through the roof. And we had the highest inflation we’ve ever had as a country, or very close to it. And I believe it was the highest ever. Somebody said it’s the highest in only 48 years. That’s a lot, too, but I believe we had the highest inflation we’ve ever had.”

    This is false. President Joe Biden did not have the highest inflation in U.S. history. Inflation spiked to 9 percent in mid-2022, a 40-year-high, but fell to about 3 percent for the last six months of his term. (For all of 2022, inflation was 6.5 percent.) Inflation was 12.5 percent in 1980, 13.3 percent in 1979 and 18.1 percent in 1946 — and many other years were higher than 6.5 percent.

    Higher prices for goods and services would have happened no matter who was elected president in 2020. Inflation initially spiked because of pandemic-related shocks — increased consumer demand as the pandemic eased and an inability to meet this demand because of supply-chain problems, as companies reduced production when consumers hunkered down during the pandemic. Indeed, inflation rose around the world — with many peer countries doing worse than the United States — because of pandemic-related shocks that rippled across the globe.

    “No wait, just so you understand: How can we sustain and how is it sustainable that our country lost almost $2 trillion on trade in Biden years?”


    Trump’s numbers are wrong. The trade deficit in the Biden years (2021-2024) was $3.5 trillion, but as we noted, no economist would call that a loss. For context, the trade deficit in Trump’s first term was $2.4 trillion — and it went up during his presidency.


    “If you look at, more importantly, the companies, the chip companies, the car companies, the Apple. $500 billion. Apple is investing $500 billion in building plants. They never invested in this country.”


    This is false. Shortly after Biden became president, Apple announced it would invest $430 billion over five years in the United States. In Trump’s first term, Apple announced a $350 billion investment over five years — which Trump repeatedly credited to his policies.


    “Look, that’s what China did to us. They charge us 100 percent. If you look at India — India charges 100-150 percent. If you look at Brazil, if you look at many, many countries, they charge — that’s how they survive. That’s how they got rich.”

    This is false. Before Trump became president the first time, China had minimal tariffs on U.S. products and about 8 percent on the rest of the world, and few products were subject to tariffs, according to the Peterson Institute for International Economics. When Trump imposed tariffs in 2018, China responded with tariffs of about 20 percent, affecting about half of exports. In his second term, Trump has imposed tariffs of 143 percent, and China has responded with 124 percent. China’s tariffs on goods from the rest of the world is now about 6 percent. As for India, its average applied tariff is about 17 percent, according to Office of U.S. Trade Representative, far less than what Trump claims.


    “We’re also, very importantly, because of that, because of the money we’re taking in, those companies are going to come back and they’re going to make their product here. They’re going to go back into North Carolina and start making furniture again.”


    This is dubious. North Carolina has a thriving furniture industry, but it increasingly relies on wood from countries such as Mexico — and exports to Canada. Trump’s tariffs will make raw materials more expensive and retaliatory tariffs will price U.S. products out of the market. Already this month, a North Carolina housewares company that supplies Walmart and Target said it would shut down and fire all its employees, in part because tariffs would make materials from Mexico and Asia too costly.


    “I’ve made 200 [trade] deals.”

    This is false. Trump declined to provide any details, and none have been announced. Commerce Secretary Howard Lutnick on Tuesday suggested one deal was close to being completed — but he said it needed approval from the country’s leaders. He declined to name the country.


    “You know, as an example, we have Korea. We pay billions of dollars for the military. Japan, billions for those and others. But that, I’m going to keep us a separate item, the paying of the military.”

    South Korea and Japan pay as well. Trump often suggests other countries take advantage of U.S. military might. But it’s a two-way street. “From 2016 through 2019, the Department of Defense spent roughly $20.9 billion in Japan and $13.4 billion in South Korea to pay military salaries, construct facilities, and perform maintenance,” the Government Accountability Office concluded in 2021. “The governments of Japan and South Korea also provided $12.6 billion and $5.8 billion, respectively, to support the U.S. presence.” The U.S. stations 80,000 troops in the region and the GAO “found that U.S. forces help strengthen alliances, promote a free and open Indo-Pacific region, provide quick response to emergencies, and are essential for U.S. national security.”
    “We have $7 trillion of new plants, factories and other things, investment coming into the United States. And if you look back at past presidents, nobody was anywhere near that. And this is in three months.”

    This is false. At the beginning of April, the White House produced a list of only $1.5 trillion — two-thirds of which came from Apple and an AI project called Stargate that was already under development before Trump took office. Since then, we’ve counted a series of announced investments (Nvidia, Roche, IBM, Abbott Laboratories, Johnson & Johnson and so forth) that total perhaps another $1 trillion, though some may predate Trump and others are still vague. Announcements aren’t the same thing as actually breaking ground, so Trump may be counting his chickens before they hatch.
    “He’s [Chinese leader Xi Jinping] called. And I don’t think that’s a sign of weakness on his behalf.”
    The Chinese government denies this. “I would like to reiterate that China and the U.S. have not engaged in consultations or negotiations regarding tariff issues,” said Chinese Foreign Ministry spokesman Guo Jiakun on Monday.
    “I believe that they made him [Kilmar Abrego García] look like a saint, and then we found out about him. He wasn’t a saint. He was MS-13. He was a wife beater and he had a lot of things that were very bad, you know, very, very bad. When I first heard of the situation, I was not happy, and then I found out that he was a person who was an MS-13 member. And in fact, he had a tattooed right on his — I’m sure you saw that — he had it tattooed right on his knuckles: MS-13.”

    This is exaggerated. Kilmar Abrego García is a Maryland man who was in the country illegally but the administration admits he was wrongly deported to El Salvador — which led to a Supreme Court ruling that the White House must “facilitate” his return. The evidence that he was a member of violent Salvadoran gang Mara Salvatrucha (MS-13) is slim; it is a claim made by the alleged confidential source, and neither the police officer who wrote the report nor the alleged source testified in court, under oath and subject to cross-examination. His wife filed a temporary protective order against him, alleging that he beat her repeatedly, but she did not pursue it and now says the marriage became stronger after counseling. Abrego García did not have MS-13 tattooed on his knuckles. Rather, Trump on social media displayed a photo that superimposed those letters on his knuckles, but there is no evidence the tattoos Abrego García has are related to gang membership.
    “Because I’ve watched in Portland and I watched in Seattle, and I’ve watched in Minneapolis, Minnesota and other places. People do heinous acts, far more serious than what took place on Jan. 6. And nothing happened to these people. Nothing.”
    This is false. Trump justifies his pardoning of Jan. 6, 2021, defendants with a falsehood. People were prosecuted in Seattle and Minneapolis for violence during the 2020 protests after the George Floyd killing, and Trump lauded federal authorities for killing a man suspected in a shooting in Portland.
    In Seattle, two people were killed, according to the Armed Conflict Location and Event Data project (ACLED), a nonprofit. Summer Taylor, a Black Lives Matter activist, died when a car rammed into the protests. Another person, 16-year-old Antonio Mays Jr., was shot in an incident that ACLED said was tied to the broader unrest. (Another fatal shooting of a teen was not connected, ACLED concluded.) Dawit Kelete, 30, who drove into the protest on July 4, 2020, killing Taylor and seriously injuring another person, was sentenced to 78 months in jail. The judge said that while there was no evidence he hit the protesters intentionally, his conduct was “extremely reckless.”

    Mays died in the early morning of June 29, 2020, while driving a stolen Jeep in Seattle’s Capitol Hill Organized Protest zone, which protesters occupied for three weeks after police abandoned the area. No one has been charged in Mays’s death.
    In Minneapolis, one person was killed, according to ACLED. The Max It Pawn Shop was set on fire during protests on May 28, 2020, and then two months later, police discovered a charred body in the wreckage. Surveillance video showed Montez Terriel Lee, 26, pouring an accelerant around the pawn shop and lighting it on fire. Lee was sentenced to 10 years in prison, to be followed by three years of supervised release, the Justice Department said.
    In Portland, Aaron Danielson, an American supporter of a right-wing group, was shot on Aug. 29, 2020, by Michael Reinoehl, an activist who days later was shot and killed by a federal task force. Reinoehl had admitted the killing but claimed he acted in self-defense.
    “Nobody mentions the fact that the unselect committee of political scum, the unselect committee, horrible people, they destroyed all evidence, they burned it, they got rid of it, they destroyed it, and they deleted all evidence.”

    This is false. The House Select Committee that investigated the Jan. 6 attack on the U.S. Capitol said some videos and sensitive evidence were not included in an archive to protect witnesses. But more than 100 depositions, transcripts and other documents are available online and open to inspection.
    “Well, I’ll tell ya, I certainly don’t mind having a tax increase, and the only reason I wouldn’t support it is because I saw Bush where they said, where he said ‘Read my lips’ and he lost an election. He would have lost it anyway, but he lost an election. He got beat up pretty good. I would be honored to pay more, but I don’t want to be in a position where we lose an election because I was generous, but me, as a rich person, would not mind paying and you know, we’re talking about very little.”
    This is dubious. First of all, President Barack Obama raised taxes on the wealthy, and Biden won in 2020 while promising to do it again; George H.W. Bush’s problem was he broke a promise not to raise taxes. Second, as documented by the New York Times, despite his wealth Trump has a long history of paying little or no taxes. “Donald J. Trump paid $750 in federal income taxes the year he won the presidency. In his first year in the White House, he paid another $750,” the newspaper reported. “He had paid no income taxes at all in 10 of the previous 15 years — largely because he reported losing much more money than he made.”
    “I don’t think they’re going to cut $800 billion. They’re going to look at waste, fraud, and abuse.”

    This is false. The nonpartisan Congressional Budget Office issued a report that an analysis by KFF, a nonprofit health-policy organization, says the only way to reduce congressional spending, as mandated by the House GOP budget resolution, would be to cut $880 billion from planned Medicaid spending over 10 years.

    Trump signs an executive order in the Oval Office on April 23. (Demetrius Freeman/The Washington Post)
    “Well, I watched Nancy Pelosi get rich through insider information, and I would be okay with it [sign a bill banning congressional stock trading]. If they send that to me, I would do it.”
    This is false. There is no evidence the former House speaker used inside information while trading stocks — which would be a crime. Her office said she owns no stocks, and investments listed in her financial disclosure statement belong to her husband, Paul, a venture capitalist and property investor.
    “DOGE has been a very big success. We found hundreds of billions of dollars of waste, fraud, and abuse. Billions of dollars being given to politicians, single politicians based on the environment. It’s a scam. It’s illegal, in my opinion, so much of the stuff that we found, but I think DOGE has been a big success from that standpoint.”

    This is false. Even the Department of Government Efficiency website, which has been found to be riddled with errors and double-counting, lists $160 billion in savings. The overall impact is still unclear. Experts think the sharp cutbacks in enforcement at the IRS ordered by DOGE might result in lower revenue, wiping out any of the claimed budget savings.
    “Stacey Abrams got $2 billion on the environment. They had $100 in the account and she got $2 billion just before these people left — and had to do with something that she knows nothing about.”
    This is false. Abrams helped ensure Trump’s 2020 election loss in Georgia by registering more than 800,000 voters in the state — many of them people of color — so he has a particular animus toward the former minority leader of the Georgia House of Representatives. But she did not receive $2 billion. She was an adviser to a consortium of five major players in housing, climate and community investment that won $1.9 billion in grants for clean-energy projects. As for the “$100 in the account,” the nonprofit entity filed a form with the IRS in 2023 showing $100 in revenue — but the application process just started that year and grants were not awarded until 2024.
    “I had a great election. Won all seven swing states, won millions and millions of votes. Won millions of votes. They say it was the most consequential election in 129 years. I don’t know if that’s right, but it was certainly a big win, and that’s despite cheating that took place, by the way, because there was plenty of cheating that took place.”

    This needs context. Trump won 77.3 million votes, or 49.81 percent, compared with Vice President Kamala Harris’s 75 million votes, or 48.33 percent, for a difference of 1.48 percentage points. He did win the seven swing states — giving him a 312-226 victory in the electoral college — but the popular-vote margin was narrow, and he did not win a majority of the vote. His reference to 129 years is interesting. He’s referring to the 1896 victory of William McKinley, his political idol, but most historians would count other elections as more consequential. Oh, and there’s no evidence of “plenty of cheating.” That’s false too.
    “This war has been going on for three years. It’s a war that would have never happened if I was president. It’s Biden’s war. It’s not my war. I have nothing to do with it. I would have never had this war. This war would have never happened. Putin would have never done it. This war would have never happened … Oct. 7 would have never happened. Would have never happened.”
    This is fantasy. There is no evidence that the February 2022 invasion of Ukraine or the October 2023 Hamas attack on Israel would not have happened if Trump had been president. In fact, before Russia’s invasion of Ukraine, Trump called Russian President Vladimir Putin a “genius” and “very savvy” for advancing on Ukraine.
    “You got to say, that’s pretty savvy,” Trump said on a conservative talk radio show of Putin’s decision to declare certain breakaway regions in Ukraine as independent. “And you know what the response was from Biden? There was no response. They didn’t have one for that. No, it’s very sad. Very sad.” “This is genius,” Trump said. “Putin declares a big portion of the Ukraine … as independent. Oh, that’s wonderful.”

    “Well, Crimea went to the Russians. It was handed to them by Barack Hussein Obama, and not by me. … Would it have been taken from me like it was taken from Obama? No, it wouldn’t have happened. Crimea, if I were president, it would not have been taken.”
    This is false. Obama did not hand Crimea to Russia; it was annexed by Putin in 2014 over Obama’s objections. Obama rallied European leaders to sanction Russia for grabbing it, even though Crimea had many Russian speakers and had historically been part of Russia. (In 1783, Catherine the Great achieved Russia’s longtime goal of having a warm-water port, Sevastopol, by seizing Crimea from the Ottoman Empire.)
    Crimea was populated mostly by Tatars until Russian dictator Joseph Stalin deported the whole population in 1944. According to the last official Ukrainian census, in 2001, 60 percent of Crimea’s population was Russian, 24 percent Ukrainian and 10 percent Tatar. Despite a majority-Russian population, Crimea voted to join Ukraine after the Soviet Union collapsed, though it was approved by a relatively narrow majority (54 percent) compared with other areas of Ukraine.
    “We lose $200 to $250 billion a year supporting Canada. … We’re taking care of their military. We’re taking care of every aspect of their lives.”

    This is false. In 2024, the deficit in trade in goods and services with Canada was about $45 billion. (Even so, a trade deficit is not a subsidy.) White House officials claim that Trump is also counting military expenditures allegedly spent on behalf of Canada, but when we did the math, the total never came close to $200 billion, let alone $250 billion.
    “There was no money for Hamas. There was no money for Hezbollah. There was no money. Iran was broke under Trump. … They had no money, and they told Hamas, we’re not giving you any money. When Biden came and he took off all the sanctions, he let China and everybody else buy all the oil, Iran developed $300 billion in cash over a four-year period. They started funding terror again, including Hamas. Hamas was out of business. Hezbollah was out of business. Iran had no money under me. I blame the Biden administration, because they allowed Iran to get back into the game without working a deal.”
    This is misleading. There is no evidence that Iran, which has suffered economically from sanctions over its nuclear program, sent billions of dollars to Hamas. Trump’s State Department calculated in 2020 that Iran sends Hamas and two other militant groups $100 million a year. So far, there is no report showing that the amount of funding from Iran to Hamas increased under Biden. Experts said that it would have been difficult for Trump, if he had been reelected in 2020, to maintain sanctions on Iran as they erode over time. In particular, China became adept at evading U.S. sanctions by arranging for many buyers of Iranian oil to be small, semi-independent refineries known as “teapots.” Such entities accounted for about one-fifth of China’s worldwide oil imports, according to Reuters.
    “I happen to like the [Saudi] people very much, and the Crown Prince and the King — I like all of them, but they’ve agreed to invest a trillion dollars in our economy. $1 trillion.”

    This is false. Crown Prince Mohammed bin Salman said he pledged $600 billion after a call with Trump in January. We will see if this comes to fruition.

    In Trump’s first term, he grandly announced he had scored more than $350 billion of business deals during a trip to Saudi Arabia — which he later claimed would create more than 500,000 jobs. (This was his excuse for not punishing the kingdom for ordering the murder of Washington Post contributor Jamal Khashoggi.) Not only were those job numbers wildly inflated, it turned out most of the jobs that would be created were in Saudi Arabia — not the United States.


    “They did nothing with the Abraham Accords. We had four countries in there, it was all set. We would have had it packed. Now we’re going to start it again. The Abraham Accords is a tremendous success, but Biden just sat with it.”

    This is false. Biden endorsed the Abraham Accords — the normalization of relations between Israel and Arab countries — and focused on bringing Saudi Arabia on board. But the process halted with the Hamas attack on Oct. 7, 2023. In fact, the attack may have been launched to thwart expansion of the Abraham Accords, which suggested normalization was possible with Israel’s neighbors while ignoring the grievances of Palestinians.

    “Tremendous antisemitism at every one of those rallies. Tremendous, and I agree with free speech, but not riots all over every college in America. Tremendous antisemitism going on in this country. … They can protest, but they can’t destroy the schools like they did with Columbia and others.”
    Trump’s words differ from his government’s actions. Numerous foreign students appear to have been targeted for deportation because of their opinions. For instance, Rümeysa Öztürk, a Tufts University PhD student, was detained last month by Homeland Security agents and sent to a detention center in Louisiana. She co-wrote an opinion article in the student newspaper criticizing the university response to protests over Gaza and urged that it respect resolutions passed by the university senate, including acknowledging “Palestinian genocide” and divesting from companies with ties to Israel. DHS has provided no evidence she participated in protests, let alone violent ones. Even a profile of her on the pro-Israel Canary Mission, which highlights the op-ed, does not make such a claim.
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  • Berkeley, Oakland teens cast first votes in school board elections

    Berkeley, Oakland teens cast first votes in school board elections


    A poster at Oakland High School encourages 16- and 17-year-olds to vote in the school board election. These posters are displayed throughout the campus.

    Credit: Andrew Reed / EdSource

    While the upcoming presidential election crowds voters’ minds, a new demographic will be casting their ballots for the first time this November. Both the cities of Berkeley and Oakland announced in August that 16 and 17-year-old constituents are now eligible to vote in local school board races.

    Berkeley voters approved Measure Y in 2016 by just over 70% of the vote. In Oakland, Measure QQ — which indicates similar youth voting stipulations as its Berkeley counterpart — was approved in 2020 with 68% of the vote.

    Years after the approval, continued community advocacy from organizations like Oakland Kids First has helped push the Alameda County Registrar of Voters to finalize a system to register 16- and 17-year-old voters.

    At a school board candidate forum on Oct. 22 hosted by Fremont High School and organized by Oakland Youth Vote, students, teachers, administrators, organizers and school board candidates from Oakland Unified School District gathered to register voters and learn more about the candidates running in local school board contests.

    Nearly all the school board candidates from districts 1, 3, 5 and 7 were present, and each was given a chance to introduce themselves and discuss their priorities and platforms within a time-limited format moderated by students from Fremont High School.

    After the student moderators and administrators gave introductions and explanations on registration, voting and the school board, the moderators emphasized the importance of voting in making student voices heard. They cited the efforts of community organizations like the Oakland Youth Commission and Californians for Justice in their success.

    Organizers and candidates spoke to students at the Oakland Youth Voting Forum on Oct. 22.
    Credit: Emily Hamill / EdSource

    “Your vote has the power to bring us closer to your vision and make your dream a reality,” said a student moderator. “This makes history, but it was only possible because we have been fighting for the last five years. We have earned this — it is a right.”

    Forum presenters highlighted what they considered the most important issues to Oakland students — access to health and wellness, community-centered schools, and essential life skills — all of which outlined concerns from over 1,400 student survey forms gathered from across the district. 

    The remainder of the forum consisted of the student moderators asking the candidates questions about how they plan to represent student concerns for equitable resource distribution, holistic mental health and wellness checks, school safety and budget deficits.

    Oakland Tech senior Ariana Astorga Vega and sophomore Amina Tongun, both members of the All City Council, or the ACC, attended the forum and emphasized the importance of students using their newfound voting rights, which are limited to the Oakland Unified School District (OUSD board races. The ACC is made up of 11 peer-elected high school students to represent student concerns to OUSD.

    “Even though I can’t vote yet because I have not turned 16, I’m here as a part of the ACC to support the local youth vote,” Tongun said. “I feel like it’s really special because we get to vote as young people and our voices are being heard. That’s one of the main reasons that I joined the ACC, because I really believe in advocating for young people and helping their voices be heard.” 

    Vega echoed Tongun’s opinion about the new voting rights, and her appreciation for being able to be “a part of that change.” 

    The two have also been involved in the ACC’s efforts to encourage youth voting, including streamlining social media posts about it and putting up fliers reading “Breaking News: 16-17 year-olds can now vote!” across district’s schools. 

    Although they have run into obstacles, like student disinterest due to not knowing how to vote and what the implications are, Vega and Tongun hope their community’s continued efforts to raise awareness and education will motivate their peers to take action.

    Maya Rapier, an organizer with Oakland Kids First, who also attended the forum, has been committed to the purpose. By helping distribute voter registration forms, spread awareness about the forum, and even implement a new voting curriculum into OUSD schools, Rapier said the organization has helped the district register over 1,000 student voters.

    “I genuinely feel like Oakland is such a beautiful place with such a beautiful community of voters who deserve so much, but there’s a history here of students being underserved and under-resourced,” Rapier said. “Students know their own experiences best, so for them to be able to be in the schools real-time, notice an issue, take that to the representative, and know that they have the power to bring attention to it, means a lot.”

    Rapier added, “I’m a former student of OUSD, and I’m really inspired by the students here and the work that they’ve been doing.”

    Fremont High School Principal Nidya Baez echoed these sentiments, expressing that her student body “feels responsible” for representing families and community members who cannot vote. She has worked to help “eliminate (obstacles like) the fear factor” by partnering with local coalitions to organize class presentations, lunchtime tabling and events like the candidate forum. 

    At Berkeley High School (BHS), students, with faculty help, have spearheaded youth voter registration and education. On Oct. 8, students from the BHS Civic Leaders Club organized a school board candidate forum with assistance from John Villavicencio, the director of student activities. The students invited the candidates to speak at the high school and allowed time for students to ask questions. 

    Villavicencio added that other BHS student organizations have led efforts in encouraging students to register to vote and done the groundwork by taking mail-in voter registration forms to classrooms. He also noted efforts from Josh Daniels, a former member of both the Oakland and Berkeley unified school district boards, who organized a weekly Zoom call between student leaders, student organizations and nonprofits in support of the youth vote to discuss efforts in their respective school districts. 

    During one weekly meeting, Oakland Youth Vote shared a curriculum members had put together detailing what the school board does, introducing the OUSD school board, emphasizing the importance of youth voting and assisting in registering students to vote. 

    After hearing about the curriculum Oakland Youth Vote created, Villavicencio encouraged Berkeley to create something similar. BHS teacher librarian Allyson Bogie offered to help, and created a shortened two-day curriculum tailored to Berkeley Unified. After review from the superintendent’s office, student leaders, teachers and administrators, the curriculum was shared with teachers who could use it in their classrooms. 

    “I wanted to make sure any teachers who wanted a tool to talk about youth voting, and getting kids registered, and the history of it, had something really easy to use,” Bogie said. “I believe it’s important for kids to vote, and I want to support the teachers, and that’s part of my role as a librarian.”

    According to Villavicencio, there have been several hurdles to overcome in convincing students to register, and to understand why this opportunity is special. Some students did not know their own Social Security numbers, complicating the registration process, while others have never heard of the school board or don’t know what the school board does, making it difficult to teach students about the impact of their vote.

    Villavicencio said they could “easily reach 1,000 pre-registration” out of about 1,800 potential BHS students who could register to vote. As of Oct. 22, 491 students were registered, leaving him “slightly disappointed,” he said. 

    “(Some students) are very passionate about activism and also engaging in the community,” Villavicencio said, but the overall sentiment is “lukewarm.” Bogie noted that she doesn’t think students view it negatively but has noticed a lot of students who also “aren’t that interested.” 

    Looking forward, Bogie hopes to see “continuing student momentum” for future elections. 

    “It’s commendable, what’s being done,” Villavicencio said. “And it’s crazy to say that there could be a lot more done.” 

    Emily Hamill is a third-year student at UC Berkeley double-majoring in comparative literature and media studies and minoring in journalism. Kelcie Lee is a second-year student at UC Berkeley majoring in history and sociology. Both are members of EdSource’s California Student Journalism Corps.

    California Student Journalism Corps member Jo Moon, a junior at UC Berkeley studying political economy, gender and women’s studies and Korean, contributed to this story.





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