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  • Lawsuit intensifies spotlight on free speech controversies at UC Berkeley

    Lawsuit intensifies spotlight on free speech controversies at UC Berkeley


    UC Berkeley students on campus on Sather road in Berkeley.

    Credit: Alison Yin / EdSource

    Long revered as the birthplace of the free speech movement in the ’60s, UC Berkeley now finds itself at the center of a fractious debate about First Amendment protections and religious intolerance amid the unfolding tragedy in the Middle East.

    Tempers are running high on all sides amid the bloodshed in the Middle East, which has already claimed thousands of lives, exposing ideological rifts between students and professors at the law school, spurring a discrimination lawsuit against the UC system and setting off a broader a debate over who gets to define the boundaries of First Amendment protections, a drama heightened by Berkeley’s legendary status as the heart of the ’60s student protest movement.

    “It’s emblematic of the polarized times that we live in. We can’t begin to decide what the contours of expressive rights are,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression, a free-speech advocacy group. “In our pluralistic democracy, there are going to be groups out there with beliefs that you don’t share, that maybe the majority of Americans don’t share. But that’s what our system of government kind of defends and requires. We believe in groups of citizens banding together, even groups of citizens with unpopular ideas. That’s what the First Amendment protects.”

    The war of words first flared last summer when a student group, Law Students for Justice in Palestine, adopted a bylaw that banned supporters of Zionism from speaking at its events. Roughly 22 other student groups have adopted variations of this bylaw.

    Hundreds of UC Berkeley students walked out of class on Oct. 25, calling for a cease-fire in Gaza. The students are among thousands who have walked out on campuses nationwide as fighting between Israel and Hamas continues in Gaza.
    Credit: Brontë Wittpenn/San Francisco Chronicle/Polaris

    “As law students, we must utilize our privilege in amplifying the voices of indigenous movements for liberation and engage in the academic and political boycott that is essential to furthering goals of freedom,” as the LSJP group noted on its Instagram page, framing the bylaw issue as a matter of free speech. Members of the group did not respond to messages seeking comment. 

    Others view the bylaws as discriminatory toward Jewish students, faculty and invited speakers. Steven Davidoff Solomon, a noted professor of corporate law, took offense at the bylaw, firing off an op-ed in the Wall Street Journal urging employers: “Don’t Hire My Anti-Semitic Law Students.”

     “The student conduct at Berkeley is part of the broader attitude against Jews on university campuses that made last week’s massacre possible,” he wrote in the aftermath of the Hamas attack on Israel on Oct. 7.

    In response to that commentary, a group of alumni wrote an open letter to Erwin Chemerinsky, the dean of the law school, calling on him to uphold the rights of all students. The letter argued that Solomon conflated “support for the Palestinian people or criticism of the Israeli government with antisemitism.”

    Chemerinsky responded by voicing the school’s commitment to freedom of speech, including language that “others find offensive, even deeply offensive.” Excluding speakers based on race, religion, sex or sexual orientation would not be allowed, he said, but excluding speakers based on viewpoint is a different matter. 

    “Student organizations have the First Amendment right to choose speakers based on viewpoint,” said Chemerinsky. “The College Republicans can choose to invite only conservative speakers.  The Women of Berkeley Law can choose to invite only pro-choice speakers. I think that is quite clear.” 

    However, if you consider anti-Zionist to be synonymous with antisemitic, as some do, then excluding Zionist speakers can be seen as a discriminatory act. 

    “Nobody’s saying you have to include a program on a position that you disagree with,” said Alyza D. Lewin, president of the Brandeis Center For Human Rights under the Law. “They’re saying you cannot exclude an individual on the basis of their identity. That is a form of discrimination they need to address. You can’t have groups saying, ‘Zionists aren’t welcome,’ because that’s excluding Jews on the basis of an integral component of what it means to be a Jew.”

    That’s among the reasons the Brandeis Center and Jewish Americans for Fairness in Education are suing UC Berkeley for what they characterize as the “longstanding, unchecked spread of anti-Semitism” on campus. The suit argues that anti-Zionism is a form of antisemitism and that the student group bylaws violate the 14th Amendment’s equal protection clause, the First Amendment right to freedom of religion and Title VI of the Civil Rights Act.

    “Conditioning a Jew’s ability to participate in a student group on his or her renunciation of a core component of Jewish identity is no less pernicious than demanding the renunciation of some other core element of a student’s identity — whether based on race, ethnicity, gender, or sexual identity,” as the lawsuit said. 

    Others reject the notion of equating antisemitism with anti-Zionism. 

    “I am wary of that argument for a couple reasons. First of all, I do think there is a distinction between anti-Zionism and antisemitism,” Creeley said. “You have a First Amendment right to criticize Israel. That’s core political speech.” 

    Still, the question became a hot-button issue when more than two dozen Wall Street law firms signed a letter warning deans at top law schools that they have “zero tolerance policies for any form of discrimination or harassment, much less the kind that has been taking place on some law school campuses.” Harvard, Columbia and NYU students have already lost job offers over “inflammatory remarks.”

    Other voices, however, defend the right of student groups to invite whomever they choose to speak on campus. For instance, it has been noted that some chapters of Hillel, the Jewish student group on college campuses, have rules prohibiting speakers who “delegitimize” Israel.

    “If you are a public university, you can’t require your belief-based student groups to either adopt or disavow certain beliefs,” said Creeley. “Student groups have an associational right, protected by the First Amendment, to band together over a shared belief, even if that belief is noxious to some, many, or even most.”

    But some argue that freedom of speech should not trample on the freedom of religion. Kenneth Marcus, chairman and founder of the Brandeis Center as well as the civil rights chief of the U.S. Education Department during the Trump administration, has likened the bylaws to the “Jewish-free zones” of the past.

    “The school is quick to address other types of hatred, but why not antisemitism?” as Marcus, a Berkeley law school alumnus, has put it. “Berkeley, once a beacon of free speech, civil rights and equal treatment of persons regardless of race, religion, ethnicity, national origin, gender and sexual orientation, is heading down a very different and dangerous path from the one I proudly attended as a Jewish law student.”

    Hannah Schlacter, a second-year MBA student at UC Berkeley’s Haas School of Business who is part of Jewish Americans for Fairness in Education, one of the plaintiffs in the lawsuit, says she feels unsafe on campus. 

    “I sense a hostile campus environment towards Jewish students who express their Jewish identity in certain ways. This was the case before 10/7, but it became even more so after 10/7,” she said. “If I express a part of my Jewish identity, like holding a flag of the Jewish homeland, then if I am assaulted, the university has demonstrated they will not investigate nor call it hate crime.”

    The dean of the law school, a constitutional law scholar who is Jewish, refutes the central tenet of the suit. 

    “There is no ‘longstanding, unchecked antisemitism’ on the Berkeley campus,” said Chemerinsky.  “I have been here six and a half years, and it is just a false narrative. I doubt the people who wrote it have been on campus.” 

    At the core of the debate is how you define freedom of speech, which has become an increasingly contentious matter in itself in recent years. Some say there’s not as much common ground on what constitutes free speech and the critical role it plays in feeding a lively marketplace of ideas, the foundation of any participatory democracy, as there once was.

     “I have been teaching First Amendment law for 44 years and I think there is less consensus about free speech than there used to be,” said Chemerinsky. “The first seven weeks of this semester were calm and easy. Since Oct. 7, it has been difficult on our campus and on campuses across the country.” 

    For his part, the dean has also blamed the media, suggesting that many outlets have overblown the controversy, pouring fuel on the fire. 

    “What is the proper role of the university? To be a place where all ideas and views are discussed,” he wrote. “At my law school, the Law Students for Justice in Palestine bring in speakers and hold programs to express their views. At the same time, the Helen Diller Institute for Jewish Law and Israel Studies holds many programs.” 

    Lewin disagrees that institutional neutrality is the best approach to combat a rising tide of bias. The suit argues that the university failed to address antisemitic incidents on campus following the Oct. 7 Hamas attacks on Israel. In one campus incident, the suit alleges, a Jewish student draped in an Israeli flag was assaulted by two protesters who hit him in the head with his water bottle.

    There has also been a rise in anti-Islamic incidents. Pro-Palestinian students have reported being harassed and threatened in the wake of Oct. 7, according to university officials.

    “Hate doesn’t start with violence. Hate starts with biased attitudes,” said Lewin. “It starts with stereotypes. And then it builds. The reason we’re now seeing the violence is because for all those years when the biased attitudes, the stereotypes, the slurs, the shunning were taking place, the university said we’re not doing anything.”

    Certainly the law school is far from being alone in grappling with these thorny issues. Cases of both Islamophobia and antisemitism have been spiking on campuses across the country. These mounting incidents have prompted a federal response, with President Joe Biden’s Department of Education announcing investigations into antisemitism and Islamophobia at a growing number of universities, including Harvard, Columbia and Cornell. 

    “Of all the issues we deal with, of all the topics of speech, abortion, Trump, politics, whatever, Israel and Palestine has always been the most intensely felt. And that was true before Oct. 7. Now, holy moly,” said Creeley. “It’s the intensity of the feelings on both sides and the decades of historical precedent, the general feeling of bitterness and hopelessness. It all coagulates into a very toxic stew on campus.”

    The social strife rampant on campuses across the country, experts say, may reflect a deeply divided nation coping with myriad crises, foreign and domestic. This has spread far beyond campuses to society at large with Oakland’s City Council passing a resolution calling for a cease-fire in Gaza. Demonstrators recently shut down the San Francisco Bay Bridge while others staged a sit-in at Oakland’s Ronald V. Dellums Federal Building, also urging a cease-fire. Protesters have also delayed a ship, which was believed to be carrying military supplies, for nine hours at the Port of Oakland. The use of hate speech is also rising online. Common ground is proving elusive on all fronts.

    Grappling for ways to combat the rising tide of hate,  UC President Michael Drake  has pledged $7 million toward addressing  “acts of bigotry, intolerance, and intimidation” on campuses. 

    “We have a crisis today on America’s campuses,” as Marcus said in his testimony before the House Committee on Education in a hearing titled “Confronting the Scourge of Antisemitism on Campus.” “This is an emergency, and I would suggest to this committee that when the problem is exceptional and unprecedented, the solutions need to be unprecedented and exceptional.”

    Chemerinsky, for one, takes a pragmatic approach to the discord on and off campus in these polarized times. At the law school, he says he hopes to engender a greater sense of civility in the discourse.

    “I don’t think we can aspire to unity,” he said. “But we can work to create community and to make all students feel included and respected.” 





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  • Few low-income Californians claiming kids’ free money in college savings accounts

    Few low-income Californians claiming kids’ free money in college savings accounts


    Credit: Ekrulila/Pexels

    Despite the fanfare surrounding its launch in August 2022, the California Kids Investment and Development Savings program (CalKIDS), a state initiative to help children from low income families save money for college or a career, has been underutilized as eligible families lack awareness about its existence. 

    According to a March 6 announcement from CalKIDS, 300,000 students and families — a fraction of the 3.6 million eligible across the state — have accessed the state-funded account.

    That translates to about 8.3% of eligible students statewide with similar low percentages locally, which Devon Gray, president of the advocacy organization End Poverty in California (EPIC), said illustrates the gap between a program run by the state and local implementation. 

    CalKIDS is meant to help families save for college or career training after high school by creating a savings account and depositing between $500 and $1,500 for eligible low-income students in the public school system. The program was created to help students, especially those from underserved communities, gain access to higher education. 

    Click here to find out if your child is eligible.

    While pleased with the state’s investment of nearly $2 billion for the program, Gray said successful implementation of CalKIDS is key.

    Though supported by the governor, the program doesn’t have enough staff to consistently spread awareness across the large, diverse state, said Joe DeAnda, communications director with the California State Treasurer’s Office, which oversees the CalKIDS program and its outreach efforts. He cites a lack of resources, also an explanation for school districts that are having trouble informing families about the program. 

    Consequently, families across the state are confused, uninformed or unaware of CalKIDS and face challenges in even claiming the accounts once aware, EPIC leaders say. 

    The state’s low percentage of claimed accounts may seem indicative of poor program adoption, DeAnda said, but CalKIDS credits its ongoing outreach and collaboration to raise awareness of the program among schools, community-based organizations and government agencies as the reason for the “major milestone” of hundreds of thousands claiming their accounts so far.

    Fresno Unified, one of the state’s largest school districts, hopes to reach a milestone of its own.

    The school board voted on March 6 to create a districtwide campaign to raise awareness about the CalKIDS accounts that are available to most of its students — a move that districts statewide can emulate, advocates say.

    In Fresno Unified, only 6.64% of eligible students have claimed their accounts — partly because the district has not publicized the program as it can and should, Andy Levine, a member of the district’s board of trustees, said during the board meeting. 

    Levine proposed a resolution requiring the district to make a systemwide commitment to increase student awareness and access to the accounts. 

    He cited studies indicating that having as little as $500 in a college savings account makes a student three times more likely to enroll in college and four times more likely to graduate than a student without savings. 

    “I believe (it) is critically important to our city overall, with tens of millions of dollars collectively waiting for our students to utilize,” Levine told EdSource. 

    Program gives $500 to eligible low-income students 

    In this file photo, Gov. Gavin Newsom speaks at Ruby Bridges Elementary School in Alameda in March 2021. At the time, Newsom was still proposing the college savings accounts for all low-income students in California.
    In this file photo, Gov. Gavin Newsom speaks at Ruby Bridges Elementary School in Alameda in March 2021. At the time, Newsom was still proposing the college savings accounts for all low-income students in California.
    Credit: Andrew Reed/EdSource

    Gov. Gavin Newsom in 2022 invested about $1.9 billion in the accounts; Fresno Unified students are eligible for about $30 million. 

    According to program details, low-income public school students are awarded $500 in a CalKIDS account if they were in grades 1-12 during the 2021-22 school year, were enrolled in first grade during the 2022-23 school year or will be in first grade in subsequent school years. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    Children born in California after June 2023, regardless of their parents’ income, are granted $100. Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. Parents who link the CalKIDS account to a ScholarShare 529 college savings account are eligible for an additional $50 deposit for their newborns. 

    The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula, and the California Department of Public Health provides information on newborns. 

    State outreach does not address all the challenges 

    During the program’s initial rollout, Newsom described the initiative as California “telling our students that we believe they’re college material.” 

    “Not only do we believe it,” Newsom said at the time, “we’ll invest in them directly.”

    Since then, Newsom and his office have regularly highlighted the program, spokesperson Izzy Gardon said. The governor’s backing garnered a lot of attention for the program in its first year, DeAnda said. Most Fresno County students who have claimed the accounts did so in the first year. Across the 33 school districts in Fresno County, 6,058 students claimed the account in the 2021-22 school year when the program launched; last school year, 404 registered the account, based on state data provided to EPIC. 

    Millions of dollars have been allocated to ensure families take advantage of the program. 

    According to the 2022-23 state budget, enacted in June 2022, the state increased its one-time general funding by $5 million for local program outreach and coordination with CalKIDS as well as another $5 million in ongoing funding for financial literacy outreach to educate families about the long-term benefits of a savings account with CalKIDS. 

    Besides outreach and collaboration with schools and organizations, the multimillion-dollar outreach efforts include marketing the program through partnerships, mailers, webinars, advertisements, social media and outdoor signage. With the state’s budget allocation, the program is also in the process of launching a $7.5 million media campaign to supplement current outreach.

    Informing newborn parents looks slightly different

    The mailers are one-time notification letters to inform students about the CalKIDS account and how to access it, according to the state treasurer’s office. Between November 2022 and June 2023, the program sent letters to over 3.3 million students. In January, the program sent notification letters for nearly 270,000 first graders who became eligible after last school year.

    Every month, the program sends notification letters to newborn parents. Nearly 4% of more than 536,000 newborns eligible for CalKIDS had claimed the accounts, as of Dec. 31, according to CalKIDS data. As of March 1, the program had sent more than 634,000 letters to newborn parents since the program began, according to the treasurer’s office.

    In addition to the mailers, the program has sent emails to over 316,000 parents to notify them of their newborn’s CalKIDS account. The California Department of Public Health, which provides information on newborns, sends the program email addresses of parents who provide the contact information during the birth registration process.

    CalKIDS does not have access to student or parent email addresses from the education department. 

    Gray, the president of EPIC, said many in low income communities ignore the mailers because they don’t trust the communication or question its credibility, even if it has an official letterhead. 

    Advocates told EdSource that the success of other state outreach, such as webinars, depends on families being aware, and awareness — or a lack, thereof — is the No. 1 challenge related to CalKIDS account access. Other issues include the state’s large population as well as the workload of state officials who are tasked with promoting and offering various programs, not just CalKIDS. 

    DeAnda said it’s challenging for the small CalKIDS team, a group of about four people, to reach millions of families spread across the different rural and urban communities in California. 

    And even though CalKIDS has asked districts to promote the program as well, especially for students who will soon graduate, some districts also struggle with having enough resources to do their own outreach beyond what the state has done, Gray said.  The program, according to the state treasurer’s office, offers an online toolkit for schools and districts to download and use fliers or posters, content for emails or social media and videos for CalKIDS outreach.

    If families are not exposed to or participating in state or local outreach, they won’t know or learn about the program. 

    According to Gray, during EPIC’s listening tours across the state, he often asked families and community leaders about CalKIDS.

    “And, usually, it’s blank stares,” he said. 

    Widespread confusion

    In places such as San Francisco and Oakland, there is confusion about CalKIDS because the communities have local college savings account programs of their own. 

    Of over 33,000 eligible students in San Francisco County, just over 1,600 students, or 5%, have claimed the CalKIDS accounts. In Alameda County, where Oakland is located, more than 100,000 students are eligible, but just over 8,000, or 8%, have claimed their accounts. 

    Even when families are aware, claiming the account has proven difficult, said Jasmine Dellafosse, the director of organizing and community engagement with EPIC. 

    The seed deposits into the savings accounts are automatic, but families must claim the accounts by registering online — a step that less than 4,200 eligible Fresno Unified students had taken as of last school year.  

    To check student eligibility and register the account, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts, the CalKIDS website said.

    Dellafosse said many Fresno Unified families don’t know where to find the ID numbers, and there’s often no straightforward answer on how to obtain them. The CalKIDS website instructs families to contact their child’s school or school district if they’re unsure of how to locate the number.

    Board member Elizabeth Jonasson Rosas, at the March 6 board meeting, noted the difficulty she had in finding the SSID number for her child. She contacted the CalKIDS program, which referred her to the state mailer she said she never received.  

    For a board member who works in the district and has access to resources to struggle to identify the number, Dellafosse said, shows the barrier families have and will experience. 

    “We’re not just seeing that happening in Fresno,” she said, “we’re seeing that happening everywhere.” 

    With the school board’s resolution, Rosas said the district has an opportunity to help its families participate in the program and a chance to work with the state to make the process easier.

    Fresno Unified leads state in effort to raise awareness

    More than 60,000 of the district’s 70,000 plus students could qualify for $500, while more than 1,000 students experiencing homelessness or living in foster care qualify for up to $1,000 more, according to the board resolution proposed by Levine. 

    Going Deeper

    EPIC leaders want other districts to make systemwide commitments for increased awareness of and access to the CalKIDS accounts.

    “We can’t just stop at Fresno,” Dellafosse said.

    As California is a large, diverse state, the outreach strategies that work in one region may not work in another. Still, advocates say there are ways to address the barriers impacting CalKIDS account access, such as: 

    • Providing CalKIDS welcome kits with the SSID numbers.
    • Rewriting informational materials to a third-grade reading level so more families understand the content.
    • Having local leaders educate families.
    • Advocating for multilingual outreach at the state level.
    • And bolstering communication between districts and the state.

    “You have to know the money is waiting for you,” he said. 

    According to the resolution, which includes the goal of increasing student account access from less than 7% to at least 25%, there is a “clear need for intentional district outreach, education and support.”

    By June, Fresno Unified will create a CalKIDS engagement plan to outline strategies for account registration and data collection for all eligible students and set goals to ensure graduating students use their funds for post-secondary plans. 

    Levine said that the district’s plan can be a model for how school districts across the state can engage and educate families about the CalKIDS program. 

    Based on the resolution, the district’s commitment to making families aware of the program can increase access to funding, improve students’ chances of attending and graduating from college, and improve current statistics showing that less than 25% of Fresno County residents over 25 have a bachelor’s degree.

    “As someone who comes from a very disadvantaged family, I know the difference that some dollars in a savings account can really make,” board member Veva Islas said. 

    “No matter what the amount is, as long as there is some thought about sending children to college and some planning, (there) seems to (be) a very high correlation with that being the end result.” 





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  • What to know about free money waiting in state-funded savings accounts | Quick Guide

    What to know about free money waiting in state-funded savings accounts | Quick Guide


    hept27 / iStock

    Este artículo está disponible en Español. Léelo en español.

    Over 3.6 million school-aged children across the state qualify for at least $500 in savings with the California Kids Investment and Development Savings program (CalKIDS), a state initiative to help children from low income families save money for college or career. 

    However, many families are unaware of CalKIDS or face challenges accessing the accounts once they learn of them. The money is automatically deposited into the savings account under a student’s name, but families must claim the accounts by registering online. 

    Here is information you should know about the state-funded accounts: 

    What is CalKIDS? 

    The CalKIDS program was created to help students, especially those from underserved communities, gain access to higher education. It helps families save for post high school training by opening a savings account and depositing between $500 and $1,500 for eligible low-income students in the public school system. Gov. Gavin Newsom, who launched the program in August 2022, invested about $1.9 billion in the accounts.

    Who qualifies? 

    Low-income students and all newborns qualify. 

    According to program details, low-income public school students are awarded $500 if they:

    • Were in grades 1-12 during the 2021-22 school year 
    • Were enrolled in first grade during the 2022-23 school year, or 
    • Will be in first grade in subsequent school years. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    For newborns, 

    • Children born in California after June 2023, regardless of their parents’ income, are granted $100. 
    • Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. 
    • Newborns get an additional $25 when they claim the account and an additional $50 if parents link the CalKIDS account to a new or existing ScholarShare 529 college savings account. 

    The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or English language learners. The California Department of Public Health provides information on newborns.

    How can students use the money? 

    The money can be used at eligible higher education institutions across the country, including community colleges, universities, vocational or technical schools and professional schools, according to CalKIDS. 

    The funds can be used for: tuition and fees, books and supplies, on or off-campus room and board as well as computer or other required equipment, according to the CalKIDS program guide

    Click here to search for schools that qualify as an eligible higher ed institution. 

    Does the CalKIDS account have restrictions similar to those for a 529 savings account? 

    CalKIDS accounts are a part of the ScholarShare 529 program — California’s official tax-advantaged college savings plan — and administered by the state’s ScholarShare Investment Board. 

    Transportation and travel costs are usually not considered qualified expenses for 529 savings accounts. 

    According to the guide for CalKIDS, if a student has no account balance with their higher education institution — which receives the CalKIDS distribution check —  the institution can pay the funds directly to the student. 

    Does the money in the CalKIDS accounts earn interest? 

    The deposits grow over time because CalKIDS accounts are interest-bearing.

    How aggressive that growth is depends on the age of the student, said Joe DeAnda, communications director with the California State Treasurer’s Office, which oversees the CalKIDS program. 

    “If it’s a newborn, (the seed deposits are) invested in a fairly aggressive portfolio that assumes 18 years of investing time,” DeAnda said. “If they are school-aged, they’re invested in a more conservative portfolio that assumes a shorter investing timeline and is a more secure portfolio.”  

    Even among students, the younger a child is, the more aggressive the savings portfolio will be. The investment provides “opportunity to grow savings while the child is younger and better safeguard savings against market fluctuations when the child nears college age,” according to the CalKIDS program guide.

    Specifically, accounts for newborns, each new class of first graders and students in grades 1-5 during the 2021-22 school year are invested in a portfolio that corresponds to the year that they’re expected to enter a program after high school, or at age 18. The portfolio will become more conservative as the child gets older. 

    For students in grades 6-12 during the 2021-22 school year, the accounts are invested with a guaranteed, or fixed, rate of return on the investment. 

    Can I add to the account? 

    No, you cannot add money to the CalKIDS account. Parents or guardians can open a ScholarShare 529 account, which can be linked to the CalKIDS account so they can view the accounts in one place. 

    In fact, CalKIDS encourages families to open a ScholarShare 529 college savings account, which is a way for families to save even more money for their children, DeAnda said. 

    What if my student already graduated? What happens to unclaimed money? 

    The accounts remain active under a student’s name until the student turns 26 years old. Up until that age, students can claim the money. 

    If the account is not claimed by age 26, the account closes, and the money is reallocated to others in the CalKIDS program, DeAnda said. 

    What if I’m not sure if my child is considered low income? 

    CalKIDS has sent notification letters of program enrollment to over 3.3 million eligible students and nearly 270,000 students in last school year’s class of first graders. 

    Without the letters, to check student eligibility, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts or report cards, according to the CalKIDS website. 

    The California Department of Education provides CalKIDS with data on first graders in the late spring or early summer and asks parents to wait until then before checking for their child’s eligibility. 

    How do I access that SSID number to check eligibility or to register the account? 

    The SSID may be found on the parent’s or student’s school portal, transcript or report card. 

    The CalKIDS website instructs families to contact their child’s school or school district if they’re unsure of how or unable to locate the number.

    How do I access or ‘claim’ the account? 

    The notification letter that CalKIDS sends families contains a unique CalKIDS Code that can be used to register the accounts. Even without the code, families can register the accounts. 

    https://www.youtube.com/watch?v=bpyvh5aBgRE

    To claim the student account: 

    1. Visit the CalKIDS registration page to claim the account. Click here to register
    2. Enter the county where the student was enrolled (for a student in grades 1-12 in the 2021-22 school year; for a first grader, where the student was enrolled in 2022-23 or subsequent years)
    3. Enter student’s date of birth
    4. Enter the SSID or CalKIDS Code from the notification letter
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password

    To claim the newborn account, which should be available about 90 days after birth: 

    1. Visit the CalKIDS registration page to claim the account.
    2. Enter the county where the child was born
    3. Enter child’s date of birth 
    4. Enter the Local Registration Number on the child’s birth certificate or CalKIDS Code from the notification letter 
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password
    I still need help. How do I get additional support? 

    Contact CalKIDS at (888) 445-2377 or https://calkids.org/contact-us/ 

    How does my high school graduate make a withdrawal to use the money?

    According to the CalKIDS program guide, to request a distribution, log into the claimed CalKIDS account and request a distribution, which doesn’t have to be for the entire amount. The funds are tax-free for the qualified expenses of tuition, books, fees, computers and equipment. 

    The student must be at least 17 years old and enrolled at an eligible institution. 

    The CalKIDS money, which will be sent to the institution, is considered a scholarship from the state of California.





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  • Amid Israel-Hamas war, colleges draw lines on faculty free speech

    Amid Israel-Hamas war, colleges draw lines on faculty free speech


    University of Arizona faculty senate chair Leila Hudson, a Palestinian American, attends a board of regents meeting at the University of Arizona last November.

    Credit: Michael McKisson / Arizona Luminaria

    This story was published in partnership with the Center for Public Integrity.

    Leila Hudson treads carefully when discussing the Israel-Hamas war.

    As a Palestinian-American and the elected faculty chair at the University of Arizona, she says she has no choice.

    University policy forbids staff from using the college’s resources, including websites, computers and letterhead, to take a position on any ongoing public policy controversy, and it carries a mandate that staff who engage in political activity do so on their personal time.

    So when Hudson made a statement condemning the Hamas attacks of Oct. 7 on behalf of the faculty senate, she made clear that she was speaking for herself when she said, “War crimes do not justify more war crimes. Terrorism does not justify terrorism.”

    In an interview, Hudson, an associate professor in the School of Middle Eastern and North African Studies, said, “I knew that I would be subjected to a higher degree of scrutiny and attempts to invalidate my speech if I didn’t frame it as my own individual opinion. And that was very deliberate.”

    In the seven months since the attacks that triggered the Israel-Hamas conflict, colleges and universities have struggled to strike a balance between defending free speech and denouncing hate speech. And as protests continue to grow on college campuses, faculty are becoming more visible, joining protests or issuing statements critical of university response.

    “As of late, certainly since October 7th, I think the lines are increasingly up for debate around controversy and conversation on campuses,” said Kristen Shahverdian, program director of campus free speech at PEN America, a nonprofit that advocates for free expression.

    Weeks after Hudson’s statement, the University of Arizona suspended two education professors who implied during a class lecture that Hamas is not a terrorist organization, a view that’s contrary to the U.S. State Department’s. Audio recordings of the comments went viral on social media. After weeks of student and faculty protests, the university reinstated the pair.

    The University of California’s board of regents is weighing a similar policy that would prohibit faculty from using some university websites to make opinionated and political statements.

    At Barnard College, a private all-women’s college in New York City, a decision to monitor and remove pro-Palestinian statements and other speech that administrators consider too political has drawn widespread condemnation. 

    “It’s heartbreaking. I believe in democracy, and I believe in knowledge as something that can contribute to democracy. The mission of higher education is to produce and share knowledge,” said Janet Jakobsen, a professor of women’s, gender and sexuality studies at the college. 

    Shahverdian of PEN America said the war has affected “many, if not most campuses” across the country. 

    “What we want to advise against is that knee-jerk reaction to curtail free expression,” she added.

    UC mulls faculty ban 

    In California, the proposed policy before UC’s board of regents would prevent faculty departments from making political statements on the homepages of university-owned websites, something many faculty members say would infringe on their academic freedom. Faculty would be permitted to make statements elsewhere on the websites, with a disclaimer that the opinions don’t represent the university as a whole.

    Votes on the proposal have twice been delayed to get further input from UC’s academic senate. It’s next scheduled to appear before the regents in May, though it’s possible a vote could be delayed again.

    The regent driving the proposal, Jay Sures, said in an interview with EdSource that while he hopes the board approves the policy in May, he’s “not planning to rush anything.”

    “We want to get it right as opposed to having the time frame dictate anything around it,” he said.

    Sures maintains that the proposal protects academic freedom. He said it closely mirrors recommendations made by the academic senate in 2022, when the senate considered whether faculty departments should be allowed to make political statements.

    However, the senate recommendations would allow faculty departments to share statements on the homepages of websites, as long as there is a disclaimer.

    Senate leaders have called on the regents to accept their recommendations rather than create an entirely new policy. In a letter to the board, senate leaders said they are concerned that the proposed regents’ policy is ambiguous, offers “an overly broad and simplistic approach to a complex set of issues” and has the potential to limit free speech.

    “Freedom of speech and of inquiry are cornerstone values of the University of California. Faculty members should have the right to express their opinions, whether as employees or subject matter experts, even if their views differ from those of peers and senior leaders,” wrote the senate leaders, UC Irvine professor Jim Steintrager and UC San Francisco professor Steven Cheung.

    As the war in Gaza rages on, pro-Palestinian protests on campuses across the country — from Columbia University in New York to the University of Southern California in Los Angeles — have ramped up.

    One case in California illustrates how divisive the free speech debates have become and how faculty can become entangled. In April, the dean of UC Berkeley’s Law School, who is Jewish, confronted a Palestinian student who staged a protest during a private dinner at his home. The incident, which raised concerns about antisemitism and Islamophobia, grabbed international headlines.

    ‘A vexing challenge’

    In addition to UC, EdSource and the Center for Public Integrity contacted more than two dozen colleges and universities around the country, public and private, to ask about their policies on faculty and political speech. Just eight of the institutions replied. The responses ran the gamut, from state laws that mandate political neutrality to those that support free speech, albeit with conditions. And there was no political pattern with restrictions surfacing in blue states and red states.

    Regardless of a state’s leanings, high-profile institutions are under pressure from members of Congress and national conservative leaders.

    Barnard College was one of the first to create new policies restricting faculty speech after Oct. 7. The college generated headlines last fall when it removed a statement in support of Palestine from the website from the college’s department of women’s, gender and sexuality studies.

    The college then made changes to its policies governing political activity and what can be published on college-owned websites. Under the policies, faculty are barred from making political statements on any Barnard website or on social media websites “bearing a Barnard name.” Faculty also can’t display signs on campus that make political statements. 

    A spokesperson for the college did not respond to multiple requests for comment.

    “This is a vexing challenge for campus leaders right now,” said Lynn Pasquerella, president of the American Association of Colleges and Universities and former president of Mount Holyoke College, a private women’s college in Massachusetts.

    To Jakobsen, the new policies are a direct attack on academic freedom. For some faculty, making statements about Palestine is a way for them to apply their academic expertise to a global issue. For example, one of Jakobsen’s colleagues in gender and sexuality studies, professor Neferti Tadiar, has conducted research into why the occupation of Palestine is a feminist issue. 

    “We think about things very broadly. And then we share that expertise with the public,” Jakobsen said. 

    UC faculty feel similarly. In their letter to the regents, the senate leaders argued that department websites are often platforms for “scholarly communications” and a place to apply academic expertise to ongoing social and political issues. “Imposing blanket restrictions on personal or collective opinions could hinder scholarly discourse and limit academic freedom,” they said.

    University of Southern California’s policy does not allow use of the university’s logos, graphics or websites to express political positions. Faculty members “must be mindful when they speak or write as citizens to indicate that they are not speaking for the university, given that the public may judge the university by their statements,” the university’s faculty handbook states.

    At the University of Virginia, faculty should not post political positions on university-owned websites in a manner that implies institutional endorsement or support.

    The University of Chicago faculty are “free to speak or issue statements in their individual capacities, including on their individual faculty webpages hosted by their university,” a statement from the university read.

    State law requires schools in the University of North Carolina system to remain neutral on political controversies. The policy extends to content on university-owned websites and social media accounts.

    In a statement, the University of Michigan wrote that “freedom of speech and academic freedom are bedrock principles” but did not address whether university policy allows faculty to address political controversies on its website. After a group of students protesting Israel interrupted a cherished academic ceremony on campus in late March, administrators are weighing a policy that would penalize faculty, staff and students for activity deemed disruptive to university operations.

    In a letter to the university protesting the policy, the ACLU of Michigan argued that it will “almost certainly lead to discriminatory enforcement against disfavored speech” and harsh disciplinary outcomes.

    Public universities “should be especially sensitive to protecting and promoting the freedom of speech and expression of its students and faculty — especially when that speech is controversial or critical of the University,” the ACLU letter read. 

    As it considers its own policy, UC isn’t paying much attention to what other colleges are doing, according to Sures.

    “I believe we’re the leaders in many regards, in terms of setting a policy that most people or a lot of the universities tend to follow,” he said. “So what we do is we try to figure out the best policy for the University of California, what makes sense for our campuses, and go from there.”

    Most schools have policies that limit speech in some manner, said Alex Morey, an attorney who leads the Campus Rights Advocacy program at the Foundation for Individual Rights and Expression. They may make promises about freedom of expression, but at the same time, they have policies on information technology, web hosting, harassment and bias reporting, Morey noted. “So there’s all these other policies that are sometimes written in a way that conflict with those broad protections of expression and freedom.”

    Pasquerella, president of the American Association of Colleges and Universities, said that while faculty can speak freely as citizens, colleges and universities do not have to provide a platform or resources for exercising free speech rights.

    “Public universities have to pay attention to First Amendment rights. So I think they do have a special responsibility to promote the free exchange of ideas, the unfettered pursuit of the truth,” she said. “But there’s some responsibilities that go along with that. Your role as a faculty member in a public institution … imposes special obligations. And you’re likely to be judged not only in terms of your role as a citizen but as a representative of the institution.”

    While the Foundation for Individual Rights and Expression advocates for free speech for faculty, staff and students, the organization encourages universities, administrators and trustees to remain institutionally neutral.

    It urges administrators to protect speech and academic freedom in all cases. The Israel-Hamas war has made that difficult for schools because it’s such a divisive issue that remaining neutral is seen as a political move.

    “The bigger the controversy, the more pressure on a university administrator, the more likely they are to be looking for a way to silence that speech rather than returning to core principles like free expression or academic freedom for controversial speech, even when it’s difficult,” Morey said.

    The American Association of University Professors advises universities to involve faculty leaders when developing any policies regarding academic freedom, including those that govern political speech.

    “It should not be simply unilaterally developed and imposed on the entire campus by a board or by an administrator,” said Michael DeCesare, a senior program officer with the organization.

    ‘Chilling effect’

    Hudson, the University of Arizona faculty chair, said campus policy reasonably prevents professors from using their authority to advocate for legislation and candidates. Still, the threat of being reported for addressing public policy controversies looms for her and other faculty members.

    When Hudson delivers her lectures on Palestine’s history, for instance, she has to consider if students with strong ideological opinions will file complaints that she’s breaking that rule.

    In the past, advocates have pushed back against policies and decisions that clamped down on speech about Israel.

    In 2015, the American Association of University Professors voted to censure the University of Illinois because it rescinded a job offer to a professor after he wrote social media posts criticizing Israel. Some donors complained that the messages were antisemitic.

    The professor, Steven Salita, successfully sued the university, winning an $800,000 settlement in a case that garnered national attention. The university’s chancellor resigned in the wake of the ruling.

    But that was an isolated case.

    “This seems a little bit different from that because that was one faculty member and his tweets,” said DeCesare of the American Association of University Professors. “This is now at the institutional level.”

    What’s troublesome to some organizations is that a different set of rules seems to apply to political speech on the Israel-Hamas war. When departments issue similar statements against police brutality, many colleges and universities don’t clamp down, said Morey with the Foundation for Individual Rights and Expression.

    “They’re making subjective judgments about what’s sufficiently political and which political views do we like and want to keep up, and which political views do we want to suppress. That’s very clear viewpoint discrimination,” she said. “They can’t start deciding which political views are acceptable or not.”

    The University of Arizona policy on faculty speech does not define public policy controversies, a term that could apply to a wide range of topics.

    One example: Republican lawmakers in the state are pushing legislation that would allow people with concealed carry permits to bring their firearms onto college campuses. Faculty members wanted to pass a resolution in opposition to the bill, but a professor argued the body should not weigh in because of the public policy controversy restriction. 

    The administration suggested that it didn’t apply in the case because the legislation would impact university operations. Faculty approved the resolution.

    In March, Hudson, the faculty chair, said she believes that in every state, “whether it’s red, blue or purple,” people have “a deep understanding” of the importance of free speech. But the recent crackdown by universities and law enforcement on pro-Palestinian demonstrations across the country has her questioning that assumption.

    “The advance of knowledge depends on the ability to express, debate, test the unpopular, the improbable, the out-of-style topics that might enrage some people,” she said. “You need to be able to speak freely without fear or favor. That’s why students from all over the world have historically come to American universities. I hope that is still the case in the future.”





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  • A chance to protect California high school students’ health: Free condom distribution

    A chance to protect California high school students’ health: Free condom distribution


    Credit: pixabay

    California’s 1.6 million high school students are starting another year, but without a critical school supply that I would argue is necessary for teens: condoms.

    Why should California public high schools be required to provide condoms to students? Because condom availability programs are an effective public health strategy supported by the federal Centers for Disease Control and Prevention (CDC) to help keep sexually active high school students safe. According to the CDC:

    This year, the Golden State has a golden opportunity to protect high school students in California from alarming statistics like these in the form of the YHES Act.

    The Youth Health Equity + Safety (YHES) Act (SB 954) would expand access to condoms by requiring public and charter high schools to make free condoms readily available to students, giving them the opportunity to protect themselves from STIs that negatively impact their well-being, shorten their lifespan and easily spread to the wider community.

    The organization I lead, the California School-Based Health Alliance (CSHA), helps improve health access and equity by supporting schools and health care partners to bring health services to where the kids are — at school. The alliance is a proud co-sponsor of this bill because providing condoms in California’s high schools equips young people to make healthier decisions if they choose to be sexually active.

    Although some districts, such as Los Angeles Unified, San Francisco Unified and Oakland Unified, already offer condom access programs, the majority of schools in California do not.

    An online survey by TeenSource, an initiative of Essential Access Health, found that 68% of California teens lack access to condoms at their high school, and 98% agreed that easier access would increase condom use among sexually active teens.

    SB 954 would require all public and charter high schools to make internal and external condoms readily available to students for free beginning at the start of the 2025-26 school year. Condoms would need to be placed in a minimum of two locations on school grounds where they are easily accessible to students during school hours without requiring assistance or permission from school staff.

    California’s high school students have a right to consent to and access medically accurate, confidential, culturally relevant, and age-appropriate health services in schools. Our state has made great strides in reducing unintended pregnancy among adolescents in the past 20 years. Unfortunately, half of all reported cases of STIs in 2022 were among young people aged 15-24. The scope of the epidemic requires bold action.

    This year marks the second time state Sen. Caroline Menjivar, D-Van Nuys, has moved this sensible bill through the state’s Legislature. Menjivar has secured $5 million to cover the costs of distributing free condoms in public high schools for three years. The bill also specifies that if funds are not designated for this purpose, schools have no obligation to provide free condoms — addressing any concern as to an unfunded mandate.

    To reduce public health disparities, we must ensure that California youth have equitable access to condoms in high schools. Advocates for youth health and education equity urge Gov. Gavin Newsom to sign the YHES Act into law.

    •••

    Sergio J. Morales, MPA, is the executive director of the California School-Based Health Alliance (CSHA), a nonprofit organization that aims to improve the health and academic success of children and youth by advancing health services in schools.

    The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • AI can free up time for principals to engage with staff and students

    AI can free up time for principals to engage with staff and students


    Credit: Allison Shelley for American Education

    Imagine a school where the principal spends less time buried in paperwork and more time in classrooms, supporting teachers and fostering an inclusive learning environment for students with disabilities.

    Embracing artificial intelligence (AI) can make this vision a reality.

    AI holds the potential to revolutionize school leadership by alleviating the administrative burden on principals. Principals are essential to developing school culture and steering our schools toward more inclusive practices. Their guidance and decision-making for professional learning, promoting specific desired outcomes, and allocating budgets and resources directly impact students’ experiences.

    When a school leader is passionate about creating inclusive learning environments and ensuring students have more access to the general education curriculum, little can stop them — except, of course, the ever-increasing tasks and paperwork that keep them in their offices and away from the classrooms.

    Just this past year, the Association of California School Administrators (ACSA) targeted the growing number of duplicative mandates that district and school leaders are spending valuable time on as one of their platforms for Legislative Action Day. Nearly 400 education leaders came together in Sacramento this past April to demand change in a handful of areas, including streamlined accountability: calling for less time spent on writing separate plans and reports for the many (often redundant or overlapping) state and federal programs, so more time can be spent in classrooms.

    Not only are principals responsible for numerous plans required by the state, they also have school site plans, emergency plans, loads of evaluations to write, newsletters to the community, emails to respond to, websites to keep up-to-date, data to review and analyze, the list goes on and on. The workload on principals has dramatically increased over the years, and we should be concerned if we want effective leadership in our schools.

    In much of my work with administrators on creating more inclusive schools, I address these issues through ideas like sharing responsibilities, delegating tasks and inventorying initiatives to help streamline resources, including time; and now I’m adding a new one: Embrace AI!

    New tools, including AI virtual assistants, or SchoolAI and TeachAI, can automate routine administrative tasks like scheduling, attendance tracking, data analysis, and report generation. Tools like ChatGPT, Grammarly, and Co-Pilot can summarize our notes, edit our writing, and be thought partners when our brains are fried. Just this week I have used AI tools to help with rewording and editing my writing, drafting an agenda, and creating original pictures to use in presentations without having to search the web for what I need, all in all, saving me a few hours.

    And imagine what our principals could be doing with a few extra hours a week — observing classrooms, providing instructional feedback and greeting students. At the Inclusive Leadership Center at Chapman University, I work with K-12 school administrators supporting their strategic planning and providing professional development. We hear again and again that one of the biggest barriers administrators face in creating inclusive environments for students with disabilities is a lack of time — so let’s remove this barrier.

    As we work on improving the quality of education for students with disabilities, leveraging technology and AI to achieve this is a no-brainer. So why not use it as a tool for administrators and not just for our students?

    In addition to taking on some of the mundane tasks, AI can even assist in identifying trends and areas for improvement through data analysis, helping principals make informed decisions that support all students. Once administrators embrace AI, think of how teachers can use it. The possibilities are endless and time-saving.

    Of course, there are valid concerns about artificial intelligence, such as data privacy and the fear of technology replacing human roles. We need to think about AI as a tool to enhance human capabilities, not replace them. We need proper safeguards to address privacy concerns, but solving these issues should not stop us from using AI to the advantage of our communities and students. I am not advocating for AI to take over all our school leaders’ tasks, like generating all school communication, teacher evaluations, and individualized education plans. But it can assist through editing, clarifying and summarizing through the drafting process, even helping with communicating to specific audiences and tone. Most administrators, including myself, have sent an email we later wished we could have asked AI to check first.

    By embracing AI, schools can empower their leaders to spend more time fostering an inclusive, supportive and effective learning environment. It’s time for education to harness the power of AI to benefit all students.

    •••

    Kari Adams directs the Inclusive Leadership Center at the Thompson Policy Institute on Disability at Chapman University and leads the Coalition of Inclusive School Leaders. She previously was a public school special education administrator.

    The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Getting California’s millions of kids to access free money relies on community partnerships

    Getting California’s millions of kids to access free money relies on community partnerships


    Credit: Ekrulila/Pexels

    When Stephanie Martinez Anaya was a senior at Hamilton High in Anza in 2023, her college success coach told her about scholarship money for college or career training. 

    The money — between $500 and $1,500 automatically deposited and waiting in an interest-bearing savings account — is from the California Kids Investment and Development Savings program (CalKIDS), a state initiative for eligible low-income students and English learners enrolled in the public school system. 

    Launched in 2022, CalKIDS is intended to help families save for and lower the costs of college or career training.

    “Even if expenses come up,” Martinez Anaya said, “I won’t have to worry about that.” 

    And unexpected expenses did arise once in college. She ended up using her $530, $30 of which was interest, to purchase homework access for her classes at the University of California Riverside. 

    Now, Martinez Anaya promotes CalKIDS as a coach for the California Student Opportunity and Access Program, or Cal-SOAP, assisting high schoolers with college and scholarship applications. 

    The Cal-SOAP-CalKIDS partnership illustrates how the state can raise awareness about CalKIDS by using personal, relatable stories in local communities, said Libby Schaaf, co-author of Advancing CalKIDS, a research report on strategies to increase the college participation rate for low-income families. 

    Her research reinforces that CalKIDS must increase, incorporate and integrate community partnerships into each aspect of its outreach to expand access among eligible students. 

    Schaaf, former mayor of Oakland and co-founder of Oakland Promise, a nationally recognized cradle-to-career program, conducted the research while a fellow at The EdRedesign Lab at the Harvard Graduate School of Education

    Who’s eligible?

    Low-income public school students and English learners, identified by the California Department of Education, are automatically awarded $500 if they: 

    • Were in grades 1-12 during the 2021-22 school year
    • Were enrolled in first grade during the 2022-23 school year, or 
    • Are first graders in subsequent school years, meaning the number of eligible student accounts grows each year. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    Children born in California, regardless of their parents’ income, are now granted $100 in an account. More than 1 million newborn accounts are currently eligible.

    Over 3.9 million school-aged children now qualify for at least $500 in free money with CalKIDS. 

    As of March 31, only 12% of students had registered for their CalKIDS account, up by nearly 4 percentage points since last year but still far from reaching most of the state’s students.

    Not quite 3 years old, “CalKIDS is still in its early development stage, so now is an impactful time to explore potential refinements and additions to its operational and programmatic approaches,” Schaaf said in her report. 

    Schaaf’s research recommends strategic actions to increase the number of claimed accounts. 

    “A lot of the challenges are going to require other people to step up,” she said. “Some might require counties or school districts to take more actions.”

    The CalKIDS team has started implementing some of those strategies. 

    “My dad didn’t finish college, himself,” Schaaf said, reflecting on the personal experience that led to her work. “He was a traveling shoe salesman, and he made this big point of how important education was. He started investing and built up these little funds for me and my sister to go to college.”

    As the mayor of Oakland from 2015 to 2023,Schaaf built Oakland Promise, a cradle-to-career and savings account program that features personalized financial coaching and other resources and is now a national model for its comprehensive system.  

    Schaaf’s research, conducted over the past year, is based on her experience with Oakland Promise as well as a literature review; work with the CalKIDS Institute at UCLA; in-depth interviews with 14 CalKIDS partners and 15 college and career savings account experts and leaders of governmental groups, nonprofit organizations and school systems; an on-site community event; and parent focus groups. 

    Schaaf is also a 2026 candidate for state treasurer, whose office oversees the CalKIDS program. She announced her candidacy in January 2024, after being selected for the Harvard fellowship in 2023. Current State Treasurer Fiona Ma is running for lieutenant governor in 2026.

    “One of the reasons I actually got excited about running for state treasurer is the fact that the Treasurer’s office runs this program,” she said. “I’m somebody who doesn’t want to take on a job without feeling like I am the most competent person to do it.”

    Her research and recommendations, she said, educated her about the program and have empowered her to run for the position. But regardless of whether she wins the electon, she said “this work needs to happen.”

    Advancing CalKIDS

    Leverage community partnerships

    Schaaf’s report stated that automatically establishing the accounts at birth and at first grade minimizes barriers. But that doesn’t prevent or eliminate problems, because families must claim the accounts by registering online

    CalKIDS’ letters, notifying eligible students about accessing their accounts, are mailed out after students finish first grade, and letters for newborns are mailed within a few months of their birth. 

    Schaaf recommended that notifications be more aligned, for example, sending the award letter with newborns’ birth certificates, like Pennsylvania does for its Keystone Scholars program.  

    Advocates told EdSource last year that many people in low-income communities ignore the mailers because they question its credibility, even if it has an official letterhead.

    Schaaf’s research revealed two seemingly contradictory points: that families take action when encouraged by a government entity and that messages from community organizations are more effective in spurring action among families. 

    Parents said aspects of both concepts make programs trustworthy. For instance, they trusted the local, community-based Oakland Promise, which was set up by the city and involved the county.  

    “She (a parent) said, ‘These are the programs we trust, the ones where the government is involved,’” Schaaf said about realizing it’s not one way or the other. 

    Recommendation: CalKIDS ambassadors

    In fact, Schaaf recommends creating a certification for community-based partners to be CalKIDS ambassadors.

    “The fact that they (would be) certified by the state of California or by the treasurer’s office gives them the formality effect of government’s gravitas, but their community voice – their cultural competency – is the winning combination,” she said.

    “That’s what really made me realize both of these bodies of research are true. Where we are most effective is when we combine them.” 

    Embodying that collaboration, recent partnerships with community organizations have spread the word about CalKIDS and provided other benefits to families, such as: 

    • EverFi, which launched a financial literacy program in Los Angeles County  
    • Golden 1 Credit Union, which held four educational community events in April in Northern California and the Central San Joaquin Valley for families to learn about the bank’s financial services and claim their CalKIDS accounts. In all, 125 accounts were claimed
    • Covered California, which has tied well-child exams and immunizations to the ability to earn up to $1,000 in the newborn accounts until March 2026.

    Leveraging the community partnerships will remain imperative for the four-member CalKIDS team. 

    “Rather than trying to be everywhere all the time, all at once and feeling spread thin, we are being very intentional in how we do outreach,” the program’s new director, Cassandra DiBenedetto, said about a different approach to outreach. 

    According to the California Child Savings Account Coalition, as of February, there are 15 local child savings account programs, serving 180,000 youth with over $26 million. 

    California’s local child savings accounts

    The 15 local programs are:

    In places where there are local programs, claim rates were, at one time, much lower than the state percentage, perhaps because of a lack of clarity about CalKIDS. For example, in December 2023, 4.8% of eligible students in San Joaquin County and 7.3% in Los Angeles County had claimed their accounts. 

    However, partnerships between CalKIDS and local programs, joint promotion and branding of materials with both logos have nearly doubled the claim rates to 8.6% in San Joaquin County and 12.2% in Los Angeles County, as of March 31.

    Hardest part about CalKIDS outreach: A number

    To check student eligibility and claim the CalKIDS account, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts. EdSource found that many families are unsure where to find the ID numbers. 

    To alleviate this concern, the updated CalKIDS website instructs families to locate the ID number on a student’s transcript, school portal, or report card or to contact their child’s school directly.

    Schaaf suggested that school districts provide the student identification information at back-to-school events. 

    Fresno Unified officials at a Golden 1-CalKIDS event provided the ID numbers to make account registration easy, said a parent who registered her children in April. 

    Oakland Unified has granted Oakland Promise permission to access students’ ID numbers for CalKIDS enrollment events, Schaaf said. 

    Once aware, families must understand and trust information 

    Within the last year, to address language and literacy barriers, CalKIDS has created materials in other languages and used more accessible words, moving from terms such as “savings accounts” to “scholarships” or “free money.” 

    But Schaaf and others warned that the term “free money” can cause fear and distrust  among some cultures and communities.  For example, Thanh-Truc “April” Hoang, a second-year UC Riverside student of Vietnamese background, who claimed her CalKIDS funds and helped her younger cousins claim theirs, said one of the greatest obstacles was skepticism about the “free money.” Her grandparents, aunts and uncles learned English as a second language, and she had to carefully explain what CalKIDS was before she could convince them.  

    “I said, ‘It was an aid. It wasn’t just free money for no reason; it’s there specifically to help them with college,” she said about how she eased their concerns about having to pay the money back or dealing with stipulations for use.

    CalKIDS recipients advocating for and about the program 

    Tapping the actual experiences of students who’ve registered for the accounts and used the funds is the best tool for convincing families about the potential of CalKIDS, Martinez Anaya, the UC Riverside student, said, echoing a sentiment Schaaf shared with EdSource. 

    The CalKIDS program has even started collecting student testimonials, such as those of UC Davis student Chloe Cota, who said the money helped relieve some of the financial stress of school, “allowing me to focus more on my classes.” 

    Rossalee Mina used her scholarship funds to fill the financial gap of transferring from the four-year Cal State Fullerton to Mt. San Jacinto College. 

    Also a Cal-SOAP coach, Mina takes pride in helping high schoolers access their accounts. 

    “It’s just really rewarding — coming from having CalKIDS too — that I can also help show these students, who are stressing out about how to pay for everything, that they do have this amount of money to use that’s available for them,” Mina said. “I’m always saying, ‘Congrats, you can use this towards college.’ They’re like,’Oh wow, it’s a lot of money.’” 

    As of December, 81,232 students enrolled in college or career programs have received their share of over $43 million in CalKIDS funds. 

    “This money,” DiBenedetto said, “is making an impact in real time with every single semester that goes by.”





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  • More, but not enough, Californians accessing free money for college, career

    More, but not enough, Californians accessing free money for college, career


    Baleria Contreras and Monica Cha, representatives with the state’s CalKIDS program, explained what the scholarship funds could be used for once students graduate from high school during a community event at Golden 1 Credit Union in Fresno on April 5, 2025.

    Credit: Lasherica Thornton / EdSource

    Top Takeaways
    • CalKIDS is a state program providing seed money for college or career to eligible public school students.
    • The number of students claiming their CalKIDS accounts is up by nearly 4 percentage points since last year, but it is still far from reaching most of the state’s students.
    • The increase is linked to more community engagement, targeted campaigns and multilingual materials. 

    The doors of the Golden 1 Credit Union remained ajar on April 5 as elementary-aged kids played games or had their faces painted outside while families inside circled the display tables featuring material from the bank and CalKIDS. 

    The event was to encourage families to open a youth education savings account as well as learn about and claim at least $500 in free scholarship money already sitting in a state-funded account.

    Erica Wade-Lamas registered for the interest-bearing money for three of her four Fresno Unified students, an eighth grader and twin seventh graders. (Her twelfth grader was at a prom and would claim his own money later at home.)

    The bank event is one of the noticeable changes to community outreach work by CalKIDS, the California Kids Investment and Development Savings program, a state initiative to help children from low-income families save money for college or a career. 

    “It’s going to be easier on me and my husband, knowing that there’s an extra cushion when they do graduate, to have the ability to use that money for a laptop or something additional that’s not going to have to come out of our pockets,” said Wade-Lamas. “That’s what I’m excited about.”

    Even though the money is automatically deposited into the savings account under a student’s name, families must claim the accounts by registering online. Students can claim the money up until age 26. 

    In 2024, EdSource found that fewer than 8.3% of eligible families had claimed their account, despite fanfare surrounding the launch. 

    To expand its reach and create more awareness, CalKIDS is drawing on lessons from the past, plus the perspective of a new director. The program has changed its approach to marketing and expanded its multilingual and community engagement. 

    Over 3.9 million school-aged children across the state now qualify for at least $500 with CalKIDS, the savings account launched by the state in 2022. It automatically awards at least $500 to low-income students and English learners with the goal of helping families save for college or career training. 

    What is CalKIDS? 

    CalKIDS was created to help students, especially those from underserved communities, gain access to higher education by creating a savings account and depositing between $500 and $1,500 in their name. 

    The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or as English language learners. 

    Click here to find out if your child is eligible.

    Low-income public school students and English learners are automatically awarded $500 if they: 

    • Were in grades 1-12 during the 2021-22 school year.
    • Were enrolled in first grade during the 2022-23 school year.
    • Are first graders in subsequent years, meaning the number of accounts grows annually. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    Since last year, the number of students who have claimed their funds has gone up 4 percentage points, and 475,862 or 12% of all accounts statewide have been claimed, still far from reaching most of the state’s students.

    And since hundreds of thousands of new accounts are automatically added each year, maintaining and increasing the percentage of claimed accounts will be an ever-elusive target, especially as the program starts tackling new challenges created by Assembly Bill 2508, which will expand program eligibility.  

    The struggle to reach more families

    The program’s new director, Cassandra DiBenedetto, appointed in October 2024, has visited various communities to learn about the unique barriers and experiences of those who qualify for CalKIDS. 

    “What children in Modoc County are experiencing is very different than what children in LA County are experiencing,” she said. “So I’ve really tried to reach out to our partners in various communities and learn about their experiences so that we make well-informed decisions … based on the lived experience of the people we’re trying to reach.”

    Awareness — or a lack thereof — has been the No. 1 challenge related to CalKIDS account access.

    To improve that, DiBenedetto and her team have, in the past six months, focused on partnering with organizations across the state. 

    From its inception in summer 2022 through the end of 2023, CalKIDS partnered with about 550 organizations to promote the program, according to the state treasurer’s office. Now it works with more than 1,000 community-based organizations, school districts and financial institutions. 

    “More and more people are approaching us saying, ‘Hey, we know you’re doing this thing. We want to be involved,’” DiBenedetto said. “I don’t know that, in the first two years of the program, that was necessarily the case, so I think that has been a huge change for us.” 

    Partnerships, targeted outreach are key

    Thanh-Truc “April” Hoang, a second-year student at the University of California Riverside, remembers attending an open house on campus as a high school senior in 2023 and seeing a display table with Riverside County Office of Education material about free money for college. Hoang learned about CalKIDS and what the $500 could be used for. She and her three younger siblings would go on to claim their accounts. 

    Attending UC Riverside the following semester due to its proximity to her home, Hoang commuted back and forth to campus, saving thousands of dollars in on-campus expenses but faced one unexpected cost: parking. She requested and received her CalKIDS funds to pay for the annual parking permit, lifting a burden off her shoulders — and her parents. 

    “I didn’t want to burden my parents with having to pay for my college parking,” she said. “I wanted them to feel like they didn’t have to constantly keep looking after me, because I have three younger siblings (two of whom are in high school). I wanted to make sure their burden could be alleviated.” 

    Since Hoang and her siblings claimed their accounts once she was aware of it, the CalKIDS funds will continue helping her family.

    “I was just really glad that we were able to find out about this resource,” said Hoang, who helped her younger cousins claim their accounts. 

    In its back-to-school campaign from July to October 2024, CalKIDS used social media and mailers to inform high schoolers and high-school graduates about the money waiting to be claimed. 

    DiBenedetto said that more than 94,000 accounts were claimed in that one targeted marketing campaign; 73% of the new accounts belonged to high school graduates or college students, who could use their money right away.

    She said a new partnership with the California Cradle-to-Career Data System will further help reach that population of students, as will partnerships with the California Student Aid Commission and the community college chancellor’s office, which can connect with college students who haven’t claimed their funds. 

    Addressing language, literacy barriers 

    Last year, advocates, such as those at End Poverty in California, suggested ways for local communities and the CalKIDS program to address the barriers limiting account access, including: 

    • Rewriting informational materials to a third-grade reading level so more families understand the content.
    • Advocating for multilingual outreach at the state level.

    The CalKIDS team has expanded its multilingual media campaigns, too, ensuring materials, such as event fliers, are available in at least the top 10 languages spoken in California — something that wasn’t available a year ago, DiBenedetto said.

    “We are meeting people where they are in the language that they speak,” she said. 

    Subtle shifts in the way CalKIDS is framed and talked about are just as important as language and literacy, said many interviewed. 

    According to DiBenedetto, instead of using the term “savings account,” CalKIDS materials now say “scholarship,” “a baby’s first scholarship,” “the easiest scholarship your child will ever get” and simply “claim your money.” 

    “Sometimes it’s things like the word ‘account’ (that) can be scary in some populations,” she said. “These populations understand the word scholarship.” 

    Increased awareness, access 

    Awareness is growing as a result of increased partnerships, targeted outreach and changes in material to address language access and reading comprehension, DiBenedetto said. 

    “More kids are taking advantage of their CalKIDS scholarship accounts,” she said about the more than 475,000 student accounts claimed as of March 31.  

    But hundreds of thousands of accounts for first graders are added annually, making the percentage of claimed accounts a “moving target,” she said.  

    Newborn accounts

    Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. The California Department of Public Health provides information on newborns. Parents who link the CalKIDS account to a ScholarShare 529 college savings account are eligible for an additional $50 deposit for their newborns. A partnership with Covered California has tied the completion of well-child visits and vaccinations to the ability to earn up to $1,000 in the newborn accounts until March 2026. 

    More than 400,000 accounts are added annually for newborns as well, and children born in California after June 2023, regardless of their parents’ income, are granted $100. 

    Nearly 96,000 of over 1 million eligible newborn accounts have been claimed as of March 31.

    Altogether, the claimed student and newborn accounts total 571,631, representing an 82% increase from this time last year. 

    Challenges ahead 

    Due to September 2024 legislation, CalKIDS’ eligibility will expand to all foster youth in grades 1-12, starting next school year until 2029. 

    The CalKIDS team does not yet know the numbers for all eligible foster youth but reported that 3,093 claimed their accounts so far. Based on 2023-24 state data, nearly 30,000 students are foster youth, a number that will likely remain consistent next school year when the legislation takes effect. 

    Millions of dollars have been allocated to program outreach and collaboration.

    But in the 2025 budget approved in June, $5 million was reverted back to the general fund, a maneuver often taken to share funds with other programs.

    Because the program was still in its early stages, DiBenedetto said, it had a minimal impact on outreach efforts.

    The expanded program eligibility and funding changes may present unforeseen obstacles, but the CalKIDS team plans to tackle those challenges by using them as learning opportunities. 

    “I think that we’ve learned a lot over the last couple years,” DiBenedetto said. “I’ve learned a lot over the last (six) months, and we are ready for whatever comes our way. Every challenge is really just opportunity.”





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  • Professor, community college reach $2.4 million settlement in free speech case

    Professor, community college reach $2.4 million settlement in free speech case


    Matthew Garrett, a former professor at Bakersfield College, recently settled a lawsuit with his former employer.

    Credit: Bakersfield College / Facebook

    Este artículo está disponible en Español. Léelo en español.

    A long-running saga involving a Kern County community college professor — hailed as a defender of free speech by some but by others as a source of campus strife — has ended with a $2.4 million payment from the community college district and the professor’s resignation. 

    Matthew Garrett, who was a tenured professor of history at Bakersfield College, resigned from his position and agreed to drop all claims against the Kern Community College District, according to settlement terms reached in July.

    That includes the lawsuit, filed in the U.S. District Court for the Eastern District of California, claiming that the community college district violated Garrett’s First Amendment rights. Garrett also agreed to drop an administrative challenge to the district’s board, which had voted in favor of firing Garrett on April 13, 2023.

    The federal suit alleging free speech violations will continue with Erin Miller, also a history professor at Bakersfield College, as lead plaintiff. The next hearing is set for Nov. 7 at the Robert E. Coyle U.S. Courthouse in Fresno in front of presiding Judge Kirk E. Sheriff. Miller declined to comment on the case, deferring to her attorney.

    In turn, the district has dropped the claims it made against Garrett. In a letter recommending Garrett’s termination on April 14, 2023, Zav Dadabhoy, then-interim president of Bakersfield College, stated that the board should consider Garrett’s “immoral conduct, unprofessional conduct, dishonesty, evident unfitness for service.”

    The district will distribute $2.2 million for “alleged general and emotional distress damages” through an annuity and another $154,520 for back pay and medical benefits. The settlement outlines that neither the district nor Garrett are admitting to any wrongdoing or liability. 

    Garrett, 46, was a vocal critic of diversity, equity and inclusion (DEI) policies that were being rolled out in the Kern Community College District. He claimed the district was supporting “highly partisan propaganda.” He wrote a piece in 2023 on a site called Minding the Campus that criticized the administration for turning Bakersfield College into what he called “a place of implicit bias and microaggression training; racial quotas and affirmative action preferences; racially segregated programming emphasizing ethno-nationalist rhetoric.”

    Garrett said that he ultimately decided to settle because the case was draining him financially. He was also concerned that the college district would continue to appeal and prolong the case, even if he initially won.

    Despite the settlement, both sides — Garrett and spokespersons for the community college district — still do not agree on the details of the dispute.

    According to the district, the dispute stemmed from Garrett’s “unprofessional” conduct toward other faculty and students, according to a statement issued by the district shortly after the settlement.

    “The dispute with Matthew Garrett was a disciplinary matter due to his disruptive actions on campus, none of which concerned freedom of speech,” read the district statement.

    Garrett counters that the problems started because the district violated his First Amendment rights and retaliated against him for criticizing an administration that he claims inappropriately promoted a “one-sided partisan political agenda” focused on “social justice.” He disputes the list of charges that the district made in its recommendation to terminate him, which include “baseless attacks” on the district and his colleagues. 

    “I’m tired of this lie,” Garrett told EdSource.  “All I asked is, ‘Why is money going here?’”

    Disputing Garrett’s claim about the violation of his free speech rights, the district said in its statement to the media after the settlement, “Kern Community College District unequivocally supports the right for our students and faculty to share their views and opinions on campus and elsewhere.”

    Free speech in academia

    Garrett’s case attracted the attention of free speech advocates nationwide, especially those who believe college campuses are suppressing conservative viewpoints. 

    Garrett’s attorney Arthur Willner said he took on the case because he believes free speech is under assault on college campuses nationally. He is a partner with Leader Berkon Colao & Silverstein, a part of the Foundation for Individual Rights and Expression (FIRE) network, a free speech advocacy group.

    “When you start restricting faculty and students, it not only punishes the speaker, but it also cheats the students in the classroom, who might hear a nice robust debate that interests them,” Wilner said.

    Courts tend to interpret free speech broadly for professors, because they are expected to “speak out and take controversial positions,” stated David Loy, legal director of the First Amendment Coalition, a nonprofit and nonpartisan organization that promotes freedom of expression. He declined to take a position on Garrett’s case, but noted that colleges and universities are a “unique kind of workplace,” compared with other positions in government, such as in a planning or park department.

    “The concept of what is ‘duly disruptive’ is different than it is in other settings,” he said, adding that being offended or not liking what a professor has to say is generally not enough to justify cracking down on speech.

    Even untruths can be considered protected speech, Loy said, because the government is not a referee in the debate over what is or is not true. He said it would require “extreme circumstances” for an academic to lose their position by making outrageously false and defamatory statements, such as falsely claiming that a department chair is kidnapping children and stealing from the budget.

    The controversy

    The controversy began with a debate in the op-ed pages of The Bakersfield Californian that led to a public presentation Garrett made at Bakersfield College. The debate spilled over onto a local radio show hosted by conservative Terry Maxwell.  

    Miller introduced Garrett in 2019 when he gave the presentation called “A Tale of Two Protests” that contrasted how the Bakersfield College administration responded to two incidents on campus. The first involved chalkings that referred to Christopher Columbus as a “murderer” and “genocidal maniac.” In the other, stickers with phrases such as “never apologize for being white” and “smash cultural Marxism” were placed on bulletin boards, primarily those of Chicano studies-related events. The stickers were created by the Hundred Handers and promoted on a Telegram social media channel by a leader who was jailed earlier this year in the United Kingdom for “inciting racial hatred” with stickering campaigns, according to the BBC.

    Garrett defended the free speech of both incidents, but decried the administration for making a campuswide announcement that characterized the latter as “hate speech.” Garrett argued that the stickers may be a protest against diversity, equity and inclusion initiatives on campus.

    “I am neither endorsing the sticker campaign’s methods nor its messages, but I am asking that we take them seriously,” he wrote in his op-ed in The Bakersfield Californian. “Does our community’s college devote disproportionate attention and resources to certain groups at the expense of others? Does that marginalize some students? To what extent is that appropriate?” 

    Garrett, a white man, is a vocal critic of diversity, equity and inclusion initiatives, particularly those aimed at specific racial groups on campus. For instance, he calls Umoja — a program that offers courses and club activities aimed at improving the success of African American students throughout California community colleges — a “racially segregated class” that he told EdSource should produce data to show that it is not a “crutch” that actually undermines students’ self-sufficiency.

    Professors Andrew Bond and Oliver Rosales, Garrett’s colleagues at Bakersfield College, took issue with some of the claims in Garrett’s September 2019 presentation, which they said were repeated on Terry Maxwell’s radio show. The professors filed a complaint against Garrett with the college’s human resources department, claiming that he acted unprofessionally by accusing them of financial impropriety. The district said it hired an independent investigator who corroborated those charges against Garrett.

    Garrett said the district mischaracterized him. He said he was not accusing the college or any professor of anything illegal; he was just criticizing the college’s affiliations with what he called “partisan” groups. Garrett characterized a noncredit course covering the history of Cesar Chavez and the United Farmworker Movement in Kern County, which was created by Rosales, as “partisan indoctrination.”

    Paige Atkinson, then a journalism student at Bakersfield College, weighed in through a piece that ran in The Bakersfield Californian and a local site called South Kern Sol. In the piece, she praised college staff for “protecting its minority students by alerting them to the vandalism — even if it means ruffling the feathers of apologists on campus.” The piece criticized Garrett as one of those apologists. Atkinson said that the Hundred Handers was not simply a “conservative” group exercising its right to free speech, as Garrett wrote, but a “blatantly hateful” group that promoted “white supremacy and the inevitable violence it brings.”

    Garrett responded, calling South Kern Sol a “propaganda site” for the United Farm Workers and activist Dolores Huerta. He said the publication was partisan and that it was inappropriate for the Kern Community College District to donate to them. He accused Atkinson, then editor-in-chief of Bakersfield College’s student paper, of writing a “hit piece” on him in coordination with the district.

    “I said, ‘Why is the college paying for this smear piece?’” Garrett said, in an interview with EdSource.

    District spokesperson Norma Rojas said Bakersfield College faculty and programs sometimes obtain grants, which may be maintained in district accounts but will not commingle with other district or college funds. Grant funds donated to South Kern Sol came from a student journalism grant from the Virginia and Alfred Harrell Foundation in partnership with California Humanities and administered through the Bakersfield College Foundation, Rojas said in a statement. 

    The district denied that it otherwise had a relationship with South Kern Sol “outside of their traditional outreach to a wide variety of local media to inform of news and happenings,” according to a recent statement from the district. 

    John Harte, a retired professor of journalism at Bakersfield College, praised his former student, Atkinson, and defended her against Garrett’s charge that she had coordinated her piece with district leadership — which would be considered a serious breach of journalism ethics.

    The conflict widened beyond the topic of campus protest to include more students and many more professors. Garrett founded the Renegade Institute for Liberty (RIFL), a group of faculty members that aimed to promote “open discourse of diverse political ideas with an emphasis on American ideals and western historical values.” The group’s posts on Facebook became a lightning rod for criticism — and the subject of the recommendation to terminate Garrett by then-interim President Dadabhoy.

    That recommendation said that Garrett, as faculty lead of RIFL, failed to restrict its “baseless attacks” on the district and colleagues. It took issue with one Facebook post that called the “chronic mismanagement” of a local bond measure a “consistent embarrassment” for the college and another post that said the college’s curriculum committee were giving away the equivalent of participation trophies by approving Rosales’ course that covered farmworker history.

    Conflict over diversity, equity and inclusion

    The implementation of diversity, equity and inclusion initiatives has divided faculty and staff at Kern Community College District, particularly its largest campus in Bakersfield, where Garrett worked, according to a workplace survey conducted last spring.

    One Bakersfield College faculty member quoted anonymously in the survey called diversity, equity and inclusion initiatives “an ideological religion” and complained that the debate over DEI has “led to a social and political divide that is disrupting the ability of employees to collaborate.”

    In a lengthier version of the survey, another college faculty member praised the district’s leadership for understanding the value of diversity, equity and inclusion but noted that there is “significant” opposition to DEI, especially in the faculty ranks. This faculty member pointed to Garrett and RIFL as a source of discord on campus and for promoting “agenda, politics and hate” on every college committee and that they had “successfully halted almost all inclusive and equity based work on this campus.”

    The Kern Community College District pointed to Garrett’s public accusations as a cause of internal strife in the district.

    “Garrett’s pursuit of notoriety devolved the sincere efforts by the District and the community to create an environment where students can thrive into an environment of hostility and anger,” the district’s statement after the lawsuit said. 

    Harte agreed and said that he’s happy to see Garrett go.

    “I think Garrett’s settlement and his resignation in the long-run is best for the students,” Harte said. “He is really divisive.”

    Garrett pointed to the workplace survey as evidence that district leadership is to blame for that dysfunction. The word “retaliation” came up in 75 out of 423 employee surveys. “Social and political agendas” came up in 131 surveys.

    “It’s not just ‘crazy disgruntled Matt Garrett’,” Garrett said.

    The Kern Community College District’s new chancellor, Steven Bloomberg, said in a statement to EdSource that he has begun addressing the concerns outlined in the workplace survey, such as creating a leadership development program for supervisors.

    “We have heard the concerns from faculty and staff and are actively working to address them,” Bloomberg wrote. “I am committed to fostering a culture of continuous improvement.”

    The settlement doesn’t mean that Garrett has stopped criticizing the Kern Community College District. Since the settlement was announced, he has spoken out, through his personal Facebook page, against the contract renewal of the vice chancellor of human resources, who he claims targeted him and is responsible for the district’s poor workplace climate. Both he and RIFL have posted about the board members who voted to dismiss him, demanding accountability.

    “I didn’t want to be an activist,” Garrett said. “But I’m going to keep pointing out the problems.”

    Disclosure: Emma Gallegos was an independent freelancer who wrote pieces for South Kern Sol between 2017 and 2019.





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