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Temecula Valley Unified can continue enforcing transgender policy, CRT ban, for now
Community member Kayla Church stands in support of LGBTQ+ community and in opposition to Temecula Valley Unified curriculum ban.

Credit: Mallika Seshadri / EdSource

While litigation moves forward, the Temecula Valley Unified District can keep enforcing its transgender notification policy as well as its ban on critical race theory, which restricts instruction on race and gender more broadly, Riverside County Judge Eric A. Keen ruled Friday.

In what seemed to be a contradiction to this decision, Keen had ruled on Feb. 15 that the case — Mae M. v. Komrosky — filed on behalf of the district’s teachers union, teachers, parents and students, in August by Ballard Spahr and the country’s largest pro-bono law firm Public Counsel LLP — will move forward. The plaintiffs had asked Keen to temporarily block enforcement of the policies while the case was fought out in court, but did not get it.

“We are deeply disappointed with the denial of the preliminary injunction, primarily for the students and teachers and parents that we represent,” said Amanda Mangaser Savage, supervising attorney for Public Counsel’s Opportunity Under Law project.

“While these policies remain in effect, students in Temecula’s classrooms are being denied access to an accurate and fact-based education and, instead, are receiving an education that is dictated entirely by the board members’ ideological preferences.”

Supporters of the board’s policy, including Joseph Komrosky, the Temecula Valley Unified school board president, have claimed that the policies do not discriminate against transgender students or students of color.

“The diversity that exists among the District’s community of students, staff, parents, and guardians is an asset to be honored and valued,” Komrosky said in a news release by Advocates for Faith and Freedom, a Murrieta-based law firm, “dedicated to protecting religious liberty in the courts,” that is representing the district for free.

“These policies were enacted by the school board to ensure our district puts the needs of students and their parents above all else,” adding that Temecula Valley Unified is committed to providing students with a well-rounded education devoid of “discrimination and indoctrination.”

A board guided by conservative values

The turmoil in Temecula Unified started in December 2022, when the school board, with a newly elected conservative majority, banned critical race theory. The following spring, the board fired the former superintendent, Jodi McClay, without cause and temporarily banned the Social Studies Alive! textbook due to a mention of LGBTQ+ activist Harvey Milk in the supplemental material.

In August, the board passed a policy that percolated through about a half-dozen other districts, requiring that school administrators notify parents if their child shows signs of being transgender.

Since then, teachers have voiced concerns about more widespread curriculum censorship and negative impacts on students’ mental health — which have drawn attention and scrutiny from state officials.

Edgar Diaz, president of the Temecula Valley Educators Association, the district’s teachers union, criticized Keen’s ruling, stating that it “does not consider the ripple effects” of the district’s policies.

Diaz added that wooden blocks have since been placed on library shelves in lieu of books because teachers and staff fear “there may be some banned concept in them.”

“We shouldn’t be banning anything; we’re an educational institution. If children are curious about something, they explore it; they talk to the teachers. And especially in high school, they’re old enough to form their own opinions about what’s real and what’s not real,” said Temecula Valley Unified school board member Steve Schwartz.

He added that if an LGBTQ+ student “doesn’t feel safe enough in their home to tell their parent but needs to share it with someone and shares it with a teacher, it doesn’t seem like a good idea for the teacher to have to tell that parent.”

Widespread divides over critical race theory

The transgender notification policies and critical race theory ban supported by the Temecula Valley board are part of a larger movement driven by conservative organizations like Reform California. These groups formed to counter widespread calls from the left for racial justice following the police killings of George Floyd and Breonna Taylor in 2020.

Nearly 800 measures in 244 local, state and federal entities have been taken against critical race theory, according to CRT Forward, an initiative of the UCLA School of Law’s critical race studies program.

In California alone, 13 measures have been introduced at the local level, nine of which have been passed or implemented.

As of April 2023, however, 60% of anti-CRT measures were adopted in predominantly conservative states.

“Today’s ruling unfortunately means that Temecula will continue amongst the ranks of Texas and Florida,” Mangaser Savage said.

“While California is obviously a liberal state, I think that the fact that this is happening in our districts demonstrates how pernicious this is.”

While the nearly 4,000 U.S. adults surveyed by researchers at the University of Southern California largely agreed on the importance of public education and the core functions of literacy, numeracy and civics, they are more polarized on topics about race and LGBTQ+ issues.

The survey specifically found that between 80% and 86% of Democrats support the idea of high school students learning about LGBTQ+ topics compared with less than 40% of Republicans. Introducing LGBTQ+ topics at the elementary level garnered less support on both sides of the aisle.

Over half of those surveyed also supported discussion of topics about race at the high school level. But at the elementary level, Democrats were much more likely to support the idea of students learning about slavery, civil rights and racial inequality.

Critical race theory is usually taught at the college level, and Schwartz said it has not been taught in Temecula Valley Unified.

“But if I were a teacher today, and a student came to me and said, ‘What do you think about CRT?’ my response would be: ‘Why don’t you do some research and see what you think about it, and then we can have a discussion,’” Schwartz said.

“My thought is not to tell kids not to investigate things that they’re interested in. That’s what learning is all about.”

The lead-up in Temecula

California Attorney General Rob Bonta filed a court brief in support of the plaintiffs in December. According to Mangaser Savage, that brief marked the first time in recent history that the state got involved with litigation to limit ideological censorship in schools.

Following Bonta’s brief, more than 20 civil rights and LGBTQ+ rights organizations — including American Civil Liberties Union’s chapters in Southern and Northern California — have also filed briefs in support of the preliminary injunction.

Those organizations include:
- Asian Americans Advancing Justice Southern California
- California LGBTQ Health & Human Services Network
- Equal Justice Society
- Equality California
- Family Assistance Program
- Genders & Sexualities Alliance Network
- GLSEN
- Inland Empire Prism Collective
- Lambda Legal Defense and Education Fund, Inc.
- LGBTQ Center OC
- LGBTQ Community Center of the Desert
- Legal Services of Northern California
- Los Angeles LGBT Center
- Planned Parenthood of the Pacific Southwest
- Public Advocates, Inc.
- Public School Defenders Hub
- Rainbow Pride Youth Alliance
- Sacramento LGBT Center
- Safe Schools Project of Santa Cruz County
- Transgender Law Center
- TransFamily Support Services
- Trevor Project
Penguin Random House and PEN America have also announced their support for the preliminary injunction.

As pressure has mounted on the district to stop its enforcement of allegedly discriminatory and illegal policies, the school board’s makeup has also changed — and more could shift in the coming months.

In December, One Temecula Valley PAC, a political action committee, lodged a recall effort against the board’s three conservative members and gathered enough signatures to move forward with a recall election this spring against Komrosky, the board president.

Conservative board member Jennifer Wiersma, however, will remain on the board, while Danny Gonzalez announced his resignation in December with plans to move to Texas.

Temecula Valley Unified’s school board met on Feb.13 to appoint a replacement but was unable to and decided to move forward with an election. Whoever replaces Gonzalez in that seat will determine whether the board retains its conservative majority.

“Despite the small but vocal opponents that seek to rewrite history and indoctrinate students,” Komrosky said, “I am very optimistic for our school district.”

Editors’ note: This story has been updated to add a statement from Public Counsel’s Opportunity Under Law project supervising attorney, Amanda Mangaser Savage.
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11/06/2025
Let’s make STEM opportunity achievable, not illusory, for California community college students

A student uses a drill press to work on an engineering project.

Credit: Allison Shelley/The Verbatim Agency for EDUimages

The design of California’s higher education system has been influential for its twin goals of high-quality undergraduate education and broad access to college. Though our public universities are renowned for their research prowess, the focal point for access has been our extensive network of community colleges — now comprising 116 — offering students first- and second-year courses with the opportunity to transfer and earn a four-year degree at a university.

But for students seeking to transfer in STEM fields, that opportunity borders on illusory: While 16% of community college students nationally complete a bachelor’s degree, only 2% earn a degree in a STEM field. Misaligned math policies play a role in unnecessarily narrowing that path. Absent a coordinated statewide approach, that is unlikely to change.

It’s not just that a student seeking to transfer in, say, computer science has to take three to six semesters of math, depending on the transfer destination. Before even taking those courses, many community college students must first complete two or three math prerequisites. And, because the actual requirements may vary from campus to campus, some have to take extra courses to ensure they are eligible for junior status at more than one university.

To make matters worse, there are inconsistencies in whether four-year campuses articulate — or recognize — a given community college course. Plus, the tools available to students to navigate their options tend to be clunky and outdated. Some students have been forced to enroll at a different college to repeat an already completed math course when one of their prospective transfer campuses doesn’t accept the first college’s course.

This maze of inconsistent and opaque math requirements is among the barriers to STEM transfer identified in our recent report, “A Complex Equation: Confronting Math Barriers on the Path to STEM Transfer.” Because these barriers are often out of students’ control, it is up to institutions to fix them. But, under current state policies, the state’s higher ed systems have little apparent incentive to alleviate them and increase transfer access to some of the state’s most popular STEM majors.

In fact, it appears that at some campuses, it is not a priority to admit even those students who do clear the math hurdles and other STEM requirements, according to the California State Auditor. The education code requires universities to provide “adequate” space for transfer students — generally interpreted as meaning at least one-third of upper-division enrollments — in all “colleges or schools.” But some high-demand majors at some campuses are balanced heavily against transfer students.

In biology, for example, for academic years 2018-19 through 2022-23, only 14% of Cal State LA’s juniors and seniors were transfer students, with Cal Poly-San Luis Obispo enrolling just 12% and UC Santa Barbara 14%, the auditor found. UC Berkeley’s transfer enrollment in two highly ranked departments was even lower: 11% of enrollments in computer science and 9% in environmental science are transfer students. Many of these campuses appear to be turning away eligible students, the auditor found: For example, in 2022, Berkeley denied 95 transfer computer science applicants whose preparation was considered “best prepared” or “strongly prepared.”

Added oversight is currently the only mechanism for shifting such patterns. A legislated pilot program requires UC campuses, beginning with UCLA, to create paths to STEM transfer. But UCLA chose to focus the program on relatively low-enrollment majors — atmospheric sciences, geology, math, and environmental science — not popular ones such as biology, computer science or engineering that are already at capacity.

Barriers in articulation also prevent community college students from benefiting from pioneering instructional approaches. Take, for example, a redesigned math sequence at UCLA. The new course, which has been offered to UCLA undergraduates since 2013, covers some traditional calculus topics in the context of modeling dynamical biological systems. Students taking the innovative course earned “significantly” higher grades in subsequent STEM courses than students who took the traditional course, and their interest in the topic doubled.

The two-course sequence is the primary math requirement for UCLA’s biology undergrads. But community colleges have not been able to offer the course. Since it is not available within the CSU system or at other UC campuses, if a community college were to offer it, only students who successfully transfer to UCLA could apply it toward a life sciences degree. UCLA allows students to transfer with a traditional calculus course, but this means that transfer students are deprived of the benefits of the modernized curriculum.

Both UC and CSU can take steps to better prioritize transfer students in high-demand STEM majors, as the auditor recommends. But to set and achieve statewide goals for transfer participation and completion — including STEM-specific goals — and improve success for historically underrepresented groups requires a greater degree of coordination across all three higher education systems.

One step toward achieving that is establishing a coordinating body in line with a proposal currently circulating in Sacramento. Another is ensuring that students have up-to-date, accurate and actionable information about transfer and course articulation through modernized transfer planning tools. A third is supporting innovation in STEM education through the California Education Learning Lab.

These would be minor investments toward ensuring more efficient, transparent, and evidence-based use not only of the billions of dollars our state invests in education, but also of another precious resource: our students’ time.

•••

Pamela Burdman, Alexis Robin Hale, and Jenn BeVard work for Just Equations, a policy institute dedicated to enhancing the role of math in education equity.

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

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11/06/2025
Legislative analyst projects bigger funding drop for schools, community colleges

Credit: Alison Yin / EdSource

The Legislative Analyst’s Office is warning superintendents and school boards working on their next year’s budget that more storm clouds are on the fiscal horizon.

In a Feb. 15 report, the LAO forecast that further erosion of state revenues will likely reduce state funding for TK-12 by an additional $7.7 billion — $5.2 billion in 2023-24 and $2.7 billion in 2025-26. That would be on top of the $13.7 billion shaving that Gov. Gavin Newsom announced in his proposed budget for the current budget cycle that he released just a month ago.

When he presented the proposed state budget in January, Newsom built in a small cost-of-living increase and vowed to preserve funding commitments for schools and community colleges, but the deteriorating revenue estimates may force him to reconsider that promise when he revises the budget in May.

The California Department of Finance, which disagrees with the LAO’s financial projections for this year and next, won’t revise its budget forecast until the May revision. However, its report on January revenues, also released in mid-February, confirmed that revenues were heading in the wrong direction. Receipts from the personal income tax, the largest source of state revenue, were down $5 billion — 25% — from the $20.4 billion that the state had forecast. For the full fiscal year that started July 1, total state revenues are down $5.9 billion from a forecast of $121.5 billion.

About 40% of the revenues to the state’s general fund is directed to schools and community colleges through a 4-decade-old formula, Proposition 98.

The single biggest fiscal challenge facing Newsom and the Legislature is how to resolve a massive shortfall in Proposition 98 funding for 2022-23. Newsom and the Legislature were mostly in the dark when they passed that state budget based on a revenue estimate in June 2022. Because of storms and floods the previous winter, the U.S. Treasury delayed the tax filing date for 2022 from April 15 to Nov. 16. Thus, officials lacked reliable data, and it turned out they were way off. The shortfall for Proposition 98 was $12 billion.

Because school districts have already spent that money, Newsom is proposing to hold them and community colleges harmless without counting the overfunding as part of the Proposition 98 minimum guarantee. In a trailer bill that his administration released, he calls for a one-time $9 billion supplemental payment that, due to the unique, delayed tax deadline, would be paid from the general fund, not out of current or future funding for Proposition 98. It would be repaid over five years, starting in 2025-26.

Opposition of the Legislative Analysts’s Office

The LAO is skeptical of the legality and wisdom of pushing off the solution for the 2022-23 deficit into the future; it’s recommending the Legislature reject the ideas and instead use the $9 billion cushion in the Proposition 98 reserve account to cover the shortfall.

“The Governor’s proposed funding maneuver is bad fiscal policy, sets a problematic precedent, and creates a binding obligation on the state that will worsen future deficits and require more difficult decisions,” it said in a report issued last week.

It recommends balancing the budget by cutting billions of uncommitted dollars for new programs, the largest of which is $2.8 billion for creating more community schools; eliminating the $1 billion cost-of-living adjustment for the Local Control Funding Formula; cutting $500 million for low-emissions school buses and reducing costs and restructuring other programs. One is the Expanded Learning and Opportunities Program, which provides free after-school activities for low-income students.

Newsom would use $5 billion of the Proposition 98 rainy-day fund to cover the budget shortfall this year and next while paying for the 1% cost-of-living adjustment next year. That would leave $4 billion in the reserve to cover at least part of a bigger deficit that the LAO is predicting.

Lurking in the background is the option of deferrals — issuing IOUs for funding that would be repaid in subsequent years. That tactic was used extensively after the Great Recession when state revenues plunged. It requires that districts and charter schools borrow short-term to cover the delay in state funding.

School advocates clearly prefer Newsom’s approach and are critical of the LAO’s recommendations, although they aren’t ready to suggest further cuts if revenues remain slow.

“We don’t want to start negotiating with ourselves over which programs to cut, but need to be prepared for a challenging budget if revenues do not rebound in the second half of this fiscal year,” Kevin Gordon, president of Capitol Advisors Group, an education consultancy, wrote in a letter to his clients last week.

Edgar Zazueta, executive director of the Association of California School Administrators, criticized the LAO and called on Newsom and legislators to protect their investments in schools.

“The LAO’s recommendations in response to the fiscal picture are potentially devastating to schools and especially students,” he said. “The programs that could be impacted are good for students, and we’ll be urging the Legislature and governor to do everything to protect California students.”

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11/06/2025
Gary Legum: ABC Punishes Reporter for Accurate Description of Stephen Miller

Gary Legum writes at the blog “Wonkette.” Legum was appalled when he heard that ABC had suspended its reporter Terry Moran for posting a tweet about the hatefulness of Trump’s top aide Stephen Miller. Miller prides himself on his open hatred of immigrants and his eagerness to expel millions of them. He is ultra-MAGA and proud of it.

ABC punished Moran because he told the truth.

By the way, there is a reference in this piece to Stephen Miller’s wife Katie. I have not seen any reason to mention the flurry of reports that she has left her government job to work as a personal assistant for Elon Musk. Did she leave Stephen? Did she move to Texas with Elon? what about their children? Are they in DC or Starland, Texas?

Legum writes:

Something happened to ABC News reporter Terry Moran over the weekend: He was brought low by a brutal attack of unvarnished honesty.

Sir, really. Honesty? In Donald Trump’s America?

Even better, Moran’s honesty was an assessment of the character — or complete and utter lack thereof — of Stephen Miller, the irredeemably evil sack of donkey vomit who does whatever it takes to stay on Donald Trump’s good side, all so he can continue to hold the power — as shadow president, basically — to destroy lives for no other reason than his parents apparently never hugged him and told him he was worthy of love.

Which, quite frankly, can you blame them? We imagine raising Stephen Miller involved mysterious supernatural happenings around the house and nannies hanging themselves from the top floor of the family manor in full view of the guests at Miller’s birthday party.

The trouble started, as it so often does, with a tweet. On Saturday, Moran posted his opinion, for which your Wonkette congratulates him even though we know this sort of thing is frowned upon by the giants of journalism:

The thing about Stephen Miller is not that he is the brains behind Trumpism.

Yes, he is one of the people who conceptualizes the impulses of the Trumpist movement and translates them into policy.

But that’s not what’s interesting about Miller.

It’s not brains. It’s bile.

Miller is a man who is richly endowed with the capacity for hatred. He’s a world-class hater.

You can see this just by looking at him because you can see that his hatreds are his spiritual nourishment. He eats his hate.

Trump is a world-class hater. But his hatred only a means to an end, and that end is his own glorification. That’s his spiritual nourishment.

None of this is news about Stephen Miller to anyone who has ever known him, going back to his high school days when he once got booed off a stage for excoriating his fellow students for being nice to the school’s janitors. A journalist who wrote a book about Miller during Trump’s first term titled it Hatemonger, and we doubt many people blinked an eye.

Shoot, the man’s own family disowned him, and his childhood rabbi called him out in a sermon on Rosh Hashanah. Do you know how horrible of a person you have to be to get a rabbi to denounce you from the bema during the High Holidays? That’s an honor usually reserved for biblical villains and Adolf Hitler, and we are not glibly invoking Godwin’s Law when we say that. We have sat through a lot of High Holiday sermons.

Moran deleted the tweet at some point, but the damage was done. The White House jumped all over Moran in defense of Miller. Vice President JD Vance called the tweet “an absolutely vile smear” and declared that Miller is motivated by “a love of country.” White House Press Nazi Karoline Leavitt, perhaps forgetting who she works for and what kind of crap he puts out every day, called it “unhinged and unacceptable” in a tweet.

Then the press secretary, her face shining like a highly polished apple, went on Maria Bartiromo’s Fox Business show and said that “ABC is gonna have to answer” for Moran’s comments:

Aaron Rupar @atrupar.com

Leavitt: “ABC is gonna have to answer for what their so-called journalist put out on twitter … we have reached out to ABC. They have said they will be taking action, so we will see what they do … hopefully this journalist will either be suspended or terminated.”

Miller himself called Moran a radical “adopting a journalist’s pose.” Oh no, was he so upset he couldn’t eat his usual Sunday brunch consisting of a live bat?

Moran posted his screed at 12:06 a.m. Sunday morning, the “drunk texting your ex because you’ve been drinking all night and are now all caught up in your lonely feels” hour. Nothing good ever comes of picking up your phone at that hour.

ABC News promptly suspended Moran. Via Deadline:

“ABC News stands for objectivity and impartiality in its news coverage and does not condone subjective personal attacks on others,” a network spokesperson said. “The post does not reflect the views of ABC News and violated our standards — as a result, Terry Moran has been suspended pending further evaluation.”

ABC should try being like Wonkette, whose only standard is the truth. Then Moran could have called Stupid Nosferatu whatever he wanted: hideous shit goblin, Skeletor, fascist taint shavings, a lower life form than the crud under the fridge, a loser husband who rumors are abounding may have been cucked by Elon Musk, a motherfucking shanda fur di goyim … the list goes on and on and on.

We are not in the habit of giving ABC any advice, but we think their response to Leavitt’s demand that they “answer for” Moran should be two middle fingers raised high, accompanied by a sneer that could melt the press secretary’s face off. It is way past time for high-level journalists to be consistently frank about what Stephen Miller is and what he’s doing, instead of couching his vile bigotry and single-minded pursuit of extremist actions as some sort of polite disagreement between right and left over immigration policy.

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10/06/2025
Increasing access can raise number of California students eligible for 4-year colleges, panel says

https://www.youtube.com/watch?v=mhH3-SDb0Io

California high schools can increase the number of students completing college prep courses if they raise awareness and support student success, according to panelists at EdSource’s roundtable, Keeping options open: Why most students aren’t eligible to apply to California’s public universities .

Throughout the discussion on Tuesday, the panelists explored why a majority of high school students fail to complete A-G requirements — courses they need to qualify for admission to the University of California or California State University systems — and offered ways that schools can help change that.

“I think we have a responsibility to raise the expectations and then lean in to making sure that we have the support in place for students to be successful in those expectations,” said Sherrie Reed Bennett, executive director of the California Education Lab at the UC Davis School of Education.

Panelists agreed that the more options students have, the better their situation after graduation and that increasing access to college prep courses is crucial.

Michael R. McCormick, superintendent of Val Verde Unified, said that awareness should start well before students enter high school and that schools should create a college and career culture with events such as College Days or elementary school lessons on A-G courses.

But beyond awareness, high school students are not getting the support they need to complete the A-G coursework, and parents and students, who often know little or nothing about these requirements, are left to figure it out on their own, panelists said.

“To expect people to go out and figure it out on their own is really difficult,” Delilah Brumer, a student at Los Angeles Pierce College, said about high school students not having the resources to learn about A-G requirements.

Some schools also struggle with offering the A-G coursework or doing so in a way that supports students. In 2018-19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses.

Although Brumer met her A-G requirements at a Los Angeles Unified school, she said the process was stressful and confusing. Her Career Technical Education courses often conflicted with her A-G courses, and she could only take some courses online.

Taking A-G and CTE courses shouldn’t be a matter of “either or,” Reed said, adding that districts should work to prevent those conflicts. For example, Val Verde Unified offered 42 career pathways and ensured that every course within each pathway was also A–G approved, according to Policy Analysis for California Education (PACE) research in which Reed co-authored and cited during the roundtable.

Whether college or career, the A-G courses are important for all students, no matter what their plans are after high school, panelists said.

Systemic changes needed

Students planning to attend UC or CSU must complete the college preparatory courses known as A-G requirements — 15 courses in seven areas that overlap with the requirements for a high school diploma but are more rigorous.

More than half, 56%, of high school seniors failed to meet these requirements in 2023, meaning they were ineligible to apply to a California public university and may struggle at a community college.

Research indicates that enrollment and completion rates on A-G courses vary across student groups and schools. In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis. The highest non-completion group was foster students at 88%, followed by disabled students at 85% and English learners at 82%.

It’s a multifaceted problem that requires systemic changes at a district, and possibly, statewide level, panelists said.

Aleka Jackson-Jarrell, program coordinator for the Heritage program at Victor Valley Union High School District, said schools must evaluate support through an equity lens because there are systemic barriers keeping African American and Latino students from qualifying for four-year universities.

With just 6% of Black students graduating with A-G courses at Adelanto High, Victor Valley started Heritage, an equity program that helps place students in A-G courses. The program also educates families about college applications, financial aid and housing, spearheading school and districtwide changes, such as career advisers helping all students with UC and CSU applications.

“So many system changes needed to be made in order for all of our students, not just the African American students, to benefit,” Jackson-Jarrell said. “So a lot of things have changed because of this one equity program; they’re mirroring and changing the systems.”

PACE research found that at the school or district level, routine data analysis, such as comprehensive A-G course audits, can also help inform school and course-level changes to support students with meeting the requirements.

McCormick suggested that a default enrollment process in the A-G courses would guarantee all students have access and the opportunity to reach their dreams.

“If we can, through a policy solution or the stroke of the governor’s pen, decide that we need to teach cursive writing, why can we not do some sort of a policy solution for A-G?” he said. “It seems like a viable path is there.”

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10/06/2025
Trump Is Trying to Seize Control of Public Broadcasting, But Judge Blocks Him, for Now

Trump is determined to defund NPR and PBS. He claims they are radical, far-left media outlets. The federal funding these media receive is funneled through the Corporation for Public Broadcasting.

In his effort to control CPB, Trump told three members of the board of CPB that they were fired. Trump intends to control every outlet of public information, either by threatening their funding or (if private) suing to intimidate them. This is fascism.

The CPB board sued and said that it was created by Congress to be independent of political direction.

A federal district judge in DC, appointed by Obama, issued a decision that caused both sides to claim victory. The decision said that the board members would not suffer irreparable harm if removed, but that CPB is an independent agency. The judge declined to block the firings but CPB treated the ruling as a victory for its independence.

Brian Stelter of CNN described the decision:

Yesterday a federal judge declined to immediately intervene in Trump’s attempt to remove three Corporation for Public Broadcasting board members, “ruling the plaintiffs failed to demonstrate a strong likelihood the firings were unlawful or that they would suffer irreparable harm,” The Hill’s Sarah Fortinsky reports.

“But CPB officials celebrated the ruling as a win, pointing to part of the ruling that acknowledges that ‘Congress intended to preclude the President (or any subordinate officials acting at his direction) from directing, supervising, or controlling the Corporation.’” The entity’s statement on the matter is titled “Court Recognizes CPB’s Independence.”

The bottom line: CPB is keeping its board members in place and continuing to fight.

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10/06/2025
Does California need teacher residencies for arts educators?

A mixed class of students, some with special needs, learn music in the Coronado Unified School District.

Credit: Jane Meredith Adams/EdSource

In response to California’s long-standing teacher shortage, the state has been investing in recruitment efforts such as internships, apprenticeships and residencies, all designed to attract new teachers to the profession. Now, in light of the thousands of jobs being generated by Proposition 28, many arts education advocates are aspiring to lean into the same strategies, looking to create more alternate pathways into arts education at the TK-12 level..

Teacher residencies are one such route. Part of the “earn-and-learn” model, these positions offer on-the-job training as well as mentorship that often appeals to candidates who may not be able to afford to enter a conventional teacher-preparation program. That may help diversify the ranks.

Merryl Goldberg, a veteran music and arts professor at Cal State San Marcos, is helping develop a residency program that would meet the needs of her arts education students, most of whom are the first in their families to go to college. Without paid learning opportunities, becoming an arts teacher can be a hard path to walk, she says, because it means giving up much-needed income for years.

“This can be a game changer for many students,” said Goldberg, who has plans to partner with several North County San Diego schools in the next school year. “Many of our students have to work while in school to support themselves and contribute to their family. … Imagine that their work is their school, how much more time and energy they can put into becoming an amazing teacher.”

Jacquelyn Ollison, program director of the California Teacher Residency Lab, points out that residency programs can help boost diversity, recruiting teachers who reflect the students they serve. Residents often teach alongside a mentor teacher for a year of clinical training even as they complete required coursework in a teacher preparation program.

“From an equity perspective, residency programs are just so amazing,” Ollison said. “You have funding to diversify the workforce, to recruit and retain candidates of color, who reflect what our student population is. Then, when you think about art and who has access to amazing art teachers and who doesn’t, this is a way to ensure that we’re having these art teachers come in really prepared, reflecting local diversity and kids getting the opportunity to benefit from it.”

Eric Engdahl, professor emeritus at CSU East Bay and past president of the California Council on Teacher Education, is among those working on plans for how best to extend these programs into the arts ed space, but he cautions that institutional change is rarely swift.

“I think it will be a very important venue to expand Prop. 28 and get teachers in the pipeline, but it is complicated, as are all things in education,” said Engdahl, who spearheaded an online credential program in theater and dance at Cal State East Bay in 2021, making it the first CSU to offer those credentials amid the implementation of Proposition 28, “and may take time to make any real impact.”

However, a sense of urgency is part of this vision for nurturing a generation of teachers who better connect with the students they teach in this deeply diverse state.

“This impacts not only the students by giving them the time to really engage with learning, but benefits their future students as their time is really focused on their studies to become a reflective, thoughtful and engaged teacher,” Goldberg said. “The population of the students we reach, no doubt, is the very population of students who have less opportunities and privileges. The students we are targeting mirror the population of the students they will go on to educate.”

Research has long shown that the benefits of the arts are rich and nuanced, from boosting social-emotional learning to supporting literacy and numeracy. And yet, until Proposition 28, it’s been the least privileged students, the ones most hurt by school closures and learning loss during the pandemic, who have also been the least likely to have access to the arts.

“We know that the arts are powerful for students and self-expression, and they have tremendous benefits at school,” said State Superintendent of Public Instruction Tony Thurmond. “Arts is something that everyone should have, regardless of your neighborhood or your ZIP code. And Prop. 28 guarantees that with equity, all students have access to arts.”

In an era of chronic absenteeism, student disengagement and a youth mental health crisis, many are hopeful that arts education may be a key way to bring magic back into the classroom at a time when many children have zoned out.

“From my perspective, we are all dealing with trauma at some level in our schools today,” said Peggy Burt, a statewide arts education consultant based in Los Angeles. “The pandemic created this new era of ‘learning loss’ that is driving both teachers and students to make up for lost time. As students hurry to catch up, they are experiencing a sense of overwhelm and disconnection. The arts, coupled with social-emotional learning, can be a path back to integration and belonging. … The arts create a culture and environment where students can thrive.”

The arts can be a powerful way to let students explore their darker feelings and turn those emotions into something beautiful.

“While so many of our students are struggling with anxiety and depression, theater, in my opinion, is one of the best forms of therapy,” said Catherine Borek, AP English literature and drama teacher at Dominguez High School in the Compton Unified School District. “We expose them to good stress, and we help them strengthen their wings so that they can fly. That is the power of the arts.”

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10/06/2025
California must invest in professional learning for arts teachers
Maira Rodriguez, a teacher at Ferndale Elementary in Humboldt County, participates in professional learning.

Credit: Joanna Galicha / the Humboldt County Office of Education

California voters demonstrated their commitment to arts education in our schools with the passage of Proposition 28, which brings unprecedented resources for teaching the arts to every school in California. The state also adopted a forward-looking arts standards and curriculum framework and reinstated theater and dance credentials.

But truly realizing the potential of that commitment requires arts teachers who are fully prepared to teach the arts.

Unfortunately, California currently faces a statewide shortage of credentialed and classified PK-12 educators, especially multiple-subject and single-subject arts credentialed educators. The California Commission on Teacher Credentialing’s most recent data show a decrease in new arts teachers. Currently, only 3% of all credentialed teachers hold a single-subject credential in the arts. In the 2021-22 school year, California had about 7,500 teachers with clear arts credentials. This works out to be one teacher with a single-subject arts credential for every 785 California public school students.

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In an era of chronic absenteeism and dismal test scores, can the arts help bring the joy of learning back to a generation bruised by the pandemic?

Join EdSource on March 21 at 3 p.m. for a behind-the-scenes look at how arts education transforms learning in California classrooms as schools begin to implement Prop. 28.

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The thousands of new teachers needed to expand access to arts education will take years to recruit and prepare. With this persistent statewide hiring challenge, we urge immediate attention from state policymakers and district leaders to provide high-quality differentiated professional learning for arts educators already in classrooms and preparation programs. Professional learning is a critical component of California’s arts education infrastructure. Teachers are not a monolith and have a wide range of professional learning needs and interests. So we need tailored professional learning for a wide variety of arts educators, including:
- Intern teachers. While data from the Commission on Teacher Credentialing shows that the arts have fewer intern teachers than the other single-subject areas on average, internships can offer a shorter path to the classroom. Since intern teachers are at the start of their teaching careers, key factors for keeping them in the classroom include mentoring, interaction with professional learning communities (PLCs), and networks of other arts teachers.
- Teachers, especially those with out-of-state preparation. These teachers will continue to need professional development in the recently adopted state framework and standards. The California Arts Education Framework for Public Schools, adopted in 2020, did not have a robust statewide rollout due to the pandemic and is an essential resource for new and established teachers. Funding professional learning in this area will benefit teachers trained in- and out-of-state.
- “Ineffective” credentials. According to California Department of Education data, arts students in California are more likely to be taught by an educator with an “out-of-field” or “ineffective” credential than students in other subject areas. While institutions prepare new arts educators, professional learning must be widely available, easily accessed and responsive to the many needs of educators who are already teaching but who may be classified by the State Board of Education as “ineffective” due to having out-of-field credentials and permits. Ideally, all educators charged with teaching the arts should be credentialed in the arts discipline they teach. In the meantime, professional learning can help build capacity and increase effectiveness to better support and equip teachers to teach arts content.
- Elementary teachers. The distribution of teachers with single-subject arts credentials is not evenly spread across grade levels. More than 75% of credentialed arts teachers work in sixth through 12th grades. As a result, teachers with multiple-subject credentials are a vital arts education provider to elementary students. Besides being required in the California education code, arts education in elementary schools is an essential foundation that enables students, by middle and high school, to be successful in arts courses that meet the A-G admission requirements for University of California and California State University or in a career technical arts, media and entertainment pathway to prepare for a career.
- Multiple-subject teachers. They make up the largest group of credentialed educators in California, and research shows that multiple-subject teachers who integrate the arts in their teaching are reinvigorated and more engaged. Incorporating more preparation in the arts for multiple-subject credentialed teachers, through summer intensives, and job-embedded training builds teacher knowledge, skills and confidence in the arts while supporting arts learning across all grade levels.
To meet such diverse needs, California needs support from the legislators, policymakers, higher education institutions, and PK-12 professional learning providers. The professional learning infrastructure exists, and there are many avenues across the state for high-quality professional learning. Prioritizing funding toward high-quality professional learning helps advance the intent of Proposition 28.

We must nurture and strengthen the entire system. Policymakers must advocate for a robust statewide funding effort similar to past models such as health education, history-social science, ethnic studies, mathematics, science, and computer science. Building capacity through professional learning for those already in classrooms and in teacher preparation programs should be funded and prioritized. There are many organizations across the state already engaged in effective professional learning, and these efforts are necessary to build our human capacity to fully realize the promise of Proposition 28.

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Letty Kraus is director of the California County Superintendents Arts Initiative, which works through the 58 county offices of education to support high quality, sequential, standards-based arts education for all students in California.

Patti Saraniero is principal of Moxie Research, a research and evaluation firm serving arts, culture, science and educational organizations.

The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.
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10/06/2025
Advanced math in high school prepares students for STEM and data science careers

A high school student contemplates an assignment in math class.

Credit: Allison Shelley for American Education

California, along with many other states and nations, has experienced a dramatic increase of student interest in data and computer science careers. Along with the broader tech industry, these fields have been undergoing exponential growth in recent years that’s expected to continue as artificial intelligence (AI), computing platforms and their applications continue to reach every aspect of society.

The U.S. Bureau of Labor Statistics projects 36% employment growth for data scientists by 2031. California businesses and other sectors are the top home for many of these high-paying careers.

It’s the responsibility of our state’s academic systems to educate future data-driven leaders in many areas — tech, finance, business, entertainment, biomedicine and health, climate and sustainability, engineering, law, social welfare, public policy, government and education itself, as well as in innovative approaches to the arts and humanities.

A report recently issued by a work group for the University of California’s Board of Admissions and Relations with Schools (BOARS) concluded that the three most popular high school data science courses being offered in the state do not “even come close to meeting the required standard to be a ‘more advanced’ course” and “are not appropriate as recommended 4th year mathematics courses.”

We applaud the faculty and staff, across the UC system, who helped develop this report and its recommendations. And we’re delighted by the quick response from the UC Office of the President this month, which shared the message with high school counselors and advisers, summarizing the report and explaining additional steps that UC is taking to implement the BOARS recommendations for the 2025-26 academic year.

This is a noteworthy example of the California educational system working well and listening to expert feedback in order to best serve its students. Hundreds of university professors in the state and beyond came out against the rapid adoption of high school data science classes that were being offered as a supposed substitute for advanced algebraic math, or Algebra II. While these introductory data science courses may whet high school students’ appetites, if they are taken at the exclusion of Algebra II, students will not be adequately prepared for science and technology majors in college. We must make sure that the prerequisites for admission to our colleges and universities adequately prepare students to pursue careers in these fields.

Other Perspectives on this topic

This could leave the impression that we don’t support data science — which is far from the truth! We believe that data science is an important discipline to study and a career path for making important contributions in our communities and world. Data science can be a route to increased data literacy, enabling students to distinguish between real information and misinformation and the skills to pursue data-driven approaches to whatever their passions and wherever their careers may lead.

Our data science program at UC Berkeley’s College for Computing, Data Science, and Society is the top-ranked program for undergraduate students in the country. We’ve been active in providing curriculum materials to other institutions in California and around the world, including community colleges and universities. We’ve hosted educators across a broad range of academic institutions, including high schools, at an annual conference on data science education for the last six years.

We know from years of study and practice that learning math is cumulative. In order for California students to be adequately prepared for the science and technology majors they may choose to pursue in college — including data and computer science — the advanced math curriculum in high school is essential. While data science and statistics courses have been rapidly added to high school options and are welcome additions, these courses cannot replace the foundational math content found in Algebra II. We also acknowledge, and encourage, innovative curricula aiming to teach Algebra II via the context of data science, as such courses could be appropriate.

We applaud UC and California decision-makers for their recognition that Algebra II is necessary student preparation for the successful completion of college degrees that require a strong grounding in math, including data and computer science. We welcome opportunities to continue this conversation and promote successful outcomes by ensuring students obtain the math knowledge and skills to pursue careers in science and technology.

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Jennifer Chayes is dean of the UC Berkeley College of Computing, Data Science, and Society, and professor of electrical engineering and computer sciences, information, mathematics and statistics.

Jelani Nelson is a professor of electrical engineering and computer sciences at UC Berkeley.

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

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09/06/2025
Data Science helps students of color opt in for more math

Credit: Pexels

It was the height of distance learning when 16-year-old Aaron Butler took Compton Unified’s first step into data science education by joining the Young Data Scientists League. The next year, 2021, the young African American varsity basketball captain enrolled in Compton’s first high school data science course, thanks to a 2020 decision by UC’s admissions committee allowing such courses to qualify for students’ third or fourth year of high school math. Now a business economics major at UCLA, Aaron said that “before I was closed off to math, but data science made me way more interested in mathematics.”

Because of UC’s decision to count data science toward the math requirement for college admissions, Compton’s Dominguez High counselors recommended that students like Aaron enroll in data science without fear of them losing their competitive edge on university admissions. Ensuring college access is paramount for our student population, who are predominantly Hispanic, Black and Pacific-Islander and 94% of whom are socio-economically disadvantaged. Data science, with its hands-on, real-world applications, is exactly the right gateway for both math-averse and math-inclined students alike to engage with rich mathematics and take the UC-recommended four years of math coursework.

Now UC has retracted that decision, making it much less likely that counselors will recommend data science to our students. Consequently, we’re likely to see a decline in enrollment and retention during the four years of high school mathematics among students of color.

Data Science at Dominguez High School is the only course in Compton Unified that allows students to receive regular in-classroom instruction in relevant topics such as predictive mathematical modeling, machine learning, artificial intelligence (AI), sensitivity analysis, and programming, which all rely on math concepts taught and reinforced in the data science classroom. This is in addition to a number of other high-level concepts in quantitative reasoning and analysis, such as linear algebra, 3D vector space, conditional probability and more.

As the teacher of Compton’s Data Science course, in partnership with Stanford’s Youcubed, I (Jason) end up teaching content from a range of advanced math standards because, though my students are passing courses like Integrated Math 3, Precalculus and even Calculus, they are not fully grasping the material there. Students report having the opportunity to finally make sense of their traditional math courses by applying concepts as a part of the data science experience. Once they learn to think about math in context, they possess a skill that enables them to learn subsequent math content better.

Another PERSPECTIVE ON THIS TOPIC

This is a defining moment for mathematics education in California. Neural network models, the driving force behind AI tools such as ChatGPT, are one of the hottest subjects in applied mathematics research. By adopting data science in 2020, UC took a proactive step toward reframing mathematics as a relevant discipline that could equip 21st century learners with scientifically valid tools to engage in the rapidly changing information landscape. At the same time, UC recognized alternate pathways to quantitative reasoning courses in college without precluding students from science, tech, engineering and math (STEM) majors. The reversal of that decision will push math back to a position of irrelevance in the eyes of most students, especially those traditionally marginalized in STEM.

Moreover, not allowing data science courses to count for admission doesn’t only sacrifice a hook for attracting students to STEM fields. It also denies students who are not interested in STEM the opportunity to code, exacerbating the digital divide and, consequently, the wealth gap. As UC’s Office of the President wrote after the Berkeley campus created a college of computing, data science and society, “Every undergraduate in any area of study will increasingly need exposure to data science during their time on campus.”

Why should students wait until college to delve into these rich waters of mathematical study?

Narrowing the scope of acceptable mathematics perpetuates exclusivity rather than fostering inclusivity and belief in all learners’ potential. For many Dominguez High students we’ve spoken with who are either enrolled or have graduated from the UC system, success and persistence in STEM, including data science, correlated to growth mindsets, cultural competence, positive identities and supportive communities and structures.

As technology evolves, so must we reevaluate definitions, policies and support systems that address gaps in math achievement, engagement and retention. This comprehensive reassessment requires input from diverse stakeholders, fostering collective understanding and alignment toward common goals. We must put in place a review process that engages school districts, education leaders, classroom educators, faculty from the California State University, and families who can offer crucial insights on the impact of key decisions affecting our most vulnerable populations. This process must be data-driven. It is argued that allowing data science to validate Algebra 2 adversely impacted preparation for STEM degrees for students of color. Where is the data supporting this assertion? On the contrary, we have decades of data that demonstrate that the traditional Algebra 2 pathway disproportionately fails to get students of color college-ready, and falls short of promises to boost post-secondary STEM engagement.

We have seen the power of data science to increase college readiness and STEM engagement for all, particularly underrepresented students of color. As Aaron told us, “Data science was very hands-on because we were applying the math we learned. It made me like the course even more.” Every student like Aaron should have exposure to data science that opens mathematics to them as a highly relevant 21st century discipline where they know they belong.

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Jason Lee Morgan, an 18-year math teacher at Dominguez High School in Compton, instructs the Stanford YouCubed’s data science course.

Kagba Suaray, Ph.D., is a professor of mathematics and statistics at California State University, Long Beach, and graduate adviser for the applied statistics master of science program.

Kyndall Brown, Ph.D., executive director of the California Math Project at UCLA and Robin Wilson, Ph.D., professor of mathematics at California State Polytechnic University, Pomona and Loyola Marymount University, contributed to this commentary.

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

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09/06/2025