Temecula Valley Unified School District board member Joseph Komrosky.
Credit: Temecula Valley Unified
The Temecula Valley Unified School District’s future remains murky following a close recall election that ousted Joseph Komrosky, the district’s conservative school board president.
Four of the district’s five seats will be up for grabs — with two board members up for re-election in November and two seats previously held by conservative members needing to be filled. Komrosky told EdSource in an email that he will likely run for re-election. Still, his departure from the school board has kindled a renewed optimism for many that the district will be able to re-focus on student academic performance and well-being.
“I’m looking forward to getting back to working on issues of supporting student success and safety in classrooms,” said Edgar Diaz, the president of the Temecula Valley Educators Association, the district’s teachers union.
“That’s my excitement….Our board meetings can get back to that, versus having to listen to controversial issues being brought up and then passed without any sense of discussion or listening.”
Komrosky’s departure will leave the board with three members — of whom, only Jennifer Wiersma was part of the district’s previously held conservative majority; conservative school board member Danny Gonzalez resigned in December.
Wiersma also said in a statement to EdSource that she looks forward to “focusing on student achievement and academics for all populations, striving to improve school safety and continuing to encourage parents to be involved in their child’s education,” regardless of the outcome.
She maintains, however, that “it’s been an honor to serve this community with Dr. Komrosky.”
The recall race was tight — with about 51% of voters opting to remove Komrosky from office. Ultimately, he lost by only 212 votes.
“I am proud to have fulfilled all of my campaign promises as an elected official,” Komrosky said in a statement to EdSource. “My commitment to protecting the innocence of our children in Temecula schools remains unwavering.”
The lead up
Temecula Valley Unified’s conservative majority took the helm in December 2022 — and proceeded to ban critical race theory that December.
The board also passed a widespread policy in August that requires school officials to notify parents if their child shows signs of being transgender.
Despite widespread backlash — including from state officials such as California Attorney General Rob Bonta — Riverside County Judge Eric A. Keen ruled in February that the district can continue to implement its transgender notification policy while litigation is pending.
“Anyone who uses their position to attack LGBTQ+ youth is unfit to serve in public office, and we are pleased to see Dr. Komrosky’s political career come to an appropriate end,” said Tony Hoang, the executive director of Equality California, in a media release.
The PAC also decided not to pursue a recall election against Gonzalez who resigned and moved to Texas.
“This is a democracy. This is where people vote, and they make the decisions. It’s not for me to tell the people of that trustee area how to vote or what to vote for,” said Temecula Valley Unified school board member Schwartz.
“They know what’s going on. They’ve seen how those three board members have behaved; and obviously, they were not happy with what was going on, and they changed their minds. So, I think democracy is alive and well in Temecula, and it’s a good thing.”
Looking ahead
With Komrosky recalled, Temecula Valley Unified’s school board now includes Wiersma, along with Allison Barclay and Steven Schwartz, both of whom are up for re-election this November.
Meanwhile, Wiersma will take over as the board’s president because she previously served as the school board’s clerk.
“I’m proud Dr. Komrosky has courageously kept his campaign promises, despite the unrelenting boardroom lawfare and personal attacks on his family by the teacher’s union, community activists, and even our own Governor, Gavin Newsom,” Wiersma said in a statement to EdSource.
“People underestimate the steep learning curve and tremendous amount of pressure that comes with challenging the status quo as a school board president.”
Pack maintained that the recall is a “happy surprise,” but that he is shocked that so many voters opted to keep Komrosky — and emphasized that their work will continue, leading up to November.
“[Partisan politics is] going to be something we’re going to be dealing with for a little while longer,” Pack said. “We’re going to have to work extra hard to get some of those people to see the light and realize national-style politics don’t belong here.”
This is the third in a series of stories on the challenges impacting California’s efforts to offer high-quality instruction to all 4-year-olds by 2025.
This past school year, 4-year-old Yoshua would’ve been home, watching TV or playing on his tablet if he hadn’t been enrolled in Garden Grove Unified’s transitional kindergarten (TK) program, according to his mom, Briseida, who asked that her last name not be used.
“Learning the English language, learning how to start writing his name, learning colors and numbers, knowing that he goes to school with his classmates and can talk and play with them, knowing that his teacher will teach him new things,” Briseida said in Spanish in a district video about the importance of TK, an additional year of public education prior to kindergarten. “All of that has been very positive for us because if he had stayed at home, he would not have learned any of those things.”
The large, urban, nearly 40,000-student Garden Grove school community includes immigrants with many families who do not speak English at home. So, those TK students are exposed not only to academic content but also a full year of the English language, said Gabriela Mafi, superintendent of Garden Grove Unified School District, in which English is not the primary language of 63.6% of students.
Sending 4-year-olds to TK benefits students as well as their families. For example, enrollment for Noel allowed his mom, Celeste Monroy, time to seek employment and enroll in classes to learn English, she said in the school district video.
Many parents in the northern Orange County community cannot afford private preschool, which can cost thousands of dollars annually, nor can they accommodate a half-day program, such as many offered by the state’s public preschool programs.
TK has been gradually expanding to reach all the state’s 4-year-olds by the 2025-26 school year, and each school year, more 4-year-olds become eligible.
In 2023-24, children who turned 5 between Sept. 2 and April 2 were eligible. Districts had a choice to even enroll younger 4-year-olds ahead of the phased timeline, such as Noel — who has a birthday after April 2 and would turn 5 by June 30, the end of the school year.
Planning ahead, Garden Grove Unified staffed its classes to comply with the state requirement of 24 students per class size average and a 1:12 adult-child staffing ratio, getting that average to just under 21 students with one teacher and an aide.
Then, the state established new rules just months ahead of the 2023-24 school year.
Such “last-minute changes” at the state level complicate school district operations and impact students locally, superintendents say.
During the budget process in summer 2023, Gov. Gavin Newsom signed legislation creating a new category for kids participating in TK ahead of the state’s timeline, changing the birthday cutoff dates, lowering TK requirements for classes with those students and applying fiscal penalties for noncompliance.
The legislation added an “early enrollment” distinction for 4-year-olds with birthdays after June 2. Students with June 3-30 birthdays were to be considered early enrollment children, requiring stricter guidelines.
Prior to the legislative change, there were no special provisions for the enrollment of students who turned 5 before the school year ended on June 30.
For the 2023-24 and 2024-25 school years, any class with an early enrollment child must meet a 20-student class size maximum and a 1:10 adult-to-student ratio, or face penalties.
Districts were left with a difficult decision for a school year starting in less than two months: Retain the students they’d enrolled and try to comply with the stricter requirements; face penalties if and when they can’t adhere to the more restrictive regulations; or turn away families.
According to superintendents, the state’s last-minute changes illustrate the disconnect between state-level decisions and local implementation and exemplify the state’s lack of understanding of the needs of families, disproportionately impacting districts trying to meet those needs.
“We make commitments to our families and then now have to either undo them or incur something punitive because we tried to serve our communities the best we possibly can,” said John Garcia, superintendent of the 22,000-student Downey Unified, an urban/suburban school district in southeast Los Angeles County.
Why enroll younger students?
The need to offer early childhood education, generally believed to benefit disadvantaged children, was at the heart of Garden Grove and Downey Unified decisions to accept younger cohorts of children for TK sooner than the state’s timeline.
Families in both districts were unable to afford fee-based preschool or work due to a need for child care.
“If he wasn’t given this opportunity to go to TK, he would have either been in day care/preschool, or I would’ve had to quit work and not be able to financially provide for my family,” a Garden Grove Unified parent shared regarding their child for a district document about the impact of TK.
TK not only saves on child care costs that burdened families but, according to educators and experts, also builds a strong educational foundation and bridges the opportunity gap between low-income families and affluent ones — gaps more prevalent in high-poverty districts.
Enrolling younger students sooner meant a full year of instruction before kindergarten, Garcia said, adding that Downey Unified kindergarten teachers notice a difference in those who gain an extra year of schooling.
In high-poverty districts specifically, that additional year gives the kids “an opportunity to have a head start on kindergarten,” Mafi said. “And those are the kids who need it the most, which is why many high-poverty districts chose to accelerate TK faster.”
About 81% of students in Garden Grove and nearly 70% in Downey Unified are classified as low income, based on January data of unduplicated student counts. In contrast, high-wealth districts may not have had the need to offer TK sooner because their families can afford to pay for private preschool, Mafi said.
“This is the message I feel they’re telling us: ‘Poor kids — they don’t need to be helped, to have the same quality of a pre-kindergarten experience like their more affluent peers.’ And I don’t think that’s the message they should be sending.”
Even though low-income students could benefit more from early childhood education, such children have lower preschool enrollment, the Public Policy Institute of California found.
Research shows that high-quality preschool leads to students being prepared for school with improved behavior and learning skills and higher academic performance in math and reading once enrolled, all of which can help bridge the gap between students from high-poverty and high-wealth families.
“All we’re trying to do is address the opportunity gap,” Mafi said.
Trailer bill changed birthday cutoffs, requirements
In July 2021, legislation to expand TK passed, phasing in 4-year-old students until all are eligible by 2025-26.
Based on the 2021 legislation and continued guidance in 2023, districts could enroll TK students ahead of the state’s timeline as long as they turned 5 by the end of the school year, defined as June 30.
January-February 2023: For the 2023-24 school year, many school districts started TK registration, including for students who would turn 5 by June 30, 2024 — a choice aligned with legislation and state guidance available to districts at the time.
There were even younger 4-year-olds with July or August birthdays, who would not turn 5 during the school year and would not be eligible for TK until 2025-26, based on the 2021 legislation.
January 2023: Gov. Gavin Newsom’s budget proposed a way to fix that by allowing districts to use local dollars to enroll children with July and August birthdays, “a welcomed proposal” that remained in the May revisions, a Los Angeles Unified spokesperson told EdSource.
June-July 2023: Lawmakers reached a compromise to allow the younger 4-year-old students as long as classrooms adhere to stricter requirements.
July 2023: The governor signed SB 114, an education budget trailer bill, which created lower statutory requirements for the 2023-24 and 2024-25 school years for school districts serving newly-defined “early enrollment” children, 4-year-olds with summer birthdays during and after the school year (from June 3 to Sept. 1).
“We believe that this compromise was vastly preferable to the alternative of disenrolling families, who would have had to scramble for alternative education and care options for their 4-year-old children,” Newsom administration officials said.
San Diego Unified, which had been supportive of efforts to include all 4-year-olds, and Los Angeles Unified were not privy to the compromise between legislative leaders and the Newsom administration, but they were pleased that the result allowed schools to serve students they had already enrolled, spokespersons from the districts said. About 14% of LAUSD TK students have summer birthdays between June 3 and Sept. 1.
Other districts that were enrolling students ahead of the state’s timeline, but within the previous legislation language, had registered students with June 3-30 birthdays.
“It’s that June 3rd to June 30th — that is the date change … making them early enrollment kids,” Mafi said. “No one ever said that before in the last four years.”
The differences are significant
The state’s authorization for the youngest group of TK students came with stricter requirements. Specifically, the 2021 guidelines required a regular TK class to have an average of 24 or less, measured across the school, with an adult-to-student ratio of 1:12. The 2023 rules require a TK class with early enrollment kids to be measured individually and held to a 20-student maximum with a 1:10 ratio.
The stricter ratio for classes with early enrollment kids is more closely aligned with 1:8 staffing practices in early education at licensed child care centers, private preschools and state preschool programs and the 1:10 ratio at Head Start.
But combined with the 20-student max, the requirements exceed guidelines of other programs serving 3- and 4-year-olds, statewide organizations, county education offices and superintendents from LAUSD, Fresno, Oakland, Garden Grove, Downey, Westminster and La Habra City unified school districts said in a March letter.
The California state preschool programs allow class sizes of 24 with a 1:8 ratio, according to the letter, which urged legislators to eliminate penalties and give districts time to reduce ratios for the early enrollment students.
Photo courtesy of Garden Grove Unified School DistrictPhoto courtesy of Garden Grove Unified
Prior to the 2023 change, students born between April 3 and June 30 were considered regular TK students without different requirements. The trailer bill made those born June 3 to June 30 early enrollment kids.
Garden Grove didn’t disenroll the students, who’d already been promised a spot.
Serving 1,736 TK students, the district had classes with an average of 21 students, well below the 24-student average enrollment requirement for regular TK but above the stricter 20-student requirement for any class with an early enrollment student.
Garden Grove estimated their penalties at around $58,000 per class with an early enrollment child. The fines could total $3.1 million.
A penalty on kids that districts aren’t paid for: ‘double penalty’
Districts are also reeling from what they say will be a double penalty: The state pays them nothing for early enrollment kids, yet will fine them for not meeting the stricter guidelines.
School districts receive average daily attendance (ADA) funding for TK-12 students through the Local Control Funding Formula (LCFF). The state determined at what point the 4-year-olds would generate the funds based on its timeline of students eligible to enroll.
Three categories of TK students — age-eligible, early admittance and the new early enrollment — exist. Age-eligible students in 2023-24 had birthdays prior to April 2, falling within the state’s timeline, and generated funds from the first day of school.
Those enrolled ahead of the timeline with birthdays until June 2, considered early admittance kids, generated funding when they turned 5.
The newest category of students — early enrollment kids with birthdays after June 2 — did not generate funding at all. Before the change, districts enrolling students with June 3-30 birthdays could generate state funding once they turned 5.
“We’re going to take a penalty for students that we’re not getting revenue for in the first place,” Garcia said about districts educating students without the funding. “It’s unjust.”
But what can be done now?
The summer 2023 legislative changes for the 2023-24 school year didn’t leave enough time for many districts to comply with the stricter requirements.
Still, some refused to turn away families, knowing they’d incur penalties. And unless further legislative action is taken this summer, those districts could be penalized millions of dollars for not meeting the tougher requirements.
Existing legislation does not allow districts that are caught out of compliance to avoid penalties; however, the penalty can be waived through the legislative process, relief that Garden Grove and Downey Unified have been seeking for the 2023-24 school year.
Assembly Bill 2548, proposed by Assemblymember Tri Ta of northwestern Orange County, would waive the 2023-24 penalties on districts offering early TK.
In a letter to legislators, the Association of California School Administrators, the California Association of Suburban School Districts, Small School Districts’ Association, county education offices and school districts supported the legislation because the 2023-24 school year was weeks away from starting when the July 2023 trailer bill implemented the early enrollment regulations. In all, nearly 50 school districts, not including multiple districts represented by county education offices, supported the proposed waiver.
The Early Care and Education Consortium, according to a bill analysis completed by the Legislature, argued against the bill because it “disregards the legislative intent” in enacting the 1:10 ratio and 20-student max for classes with early enrollment students, which ensure student safety.
Another option to address penalties for the 2023-24 year is through budget trailer bill language, which can make the penalties effective after a certain date or exempt districts from penalties imposed.
The existing draft of this year’s education trailer bill does not include changes for TK penalties.
Impacting students, now and in the future
Downey Unified had 70 early enrollment students spread across about 15 classes.
“We could have pulled these kids out of this classroom, moved them to other schools in our district, but we just didn’t feel that was right,” deputy superintendent Roger Brossmer said. “That was just not something we were willing to put our kids and our families through.”
The impact of maintaining enrollment: about $1 million in possible penalties.
Going Deeper
An audit of this school year can be conducted now that the school year has ended but any fiscal penalties won’t be accessed until after the state education department reviews the audit findings, something that may not occur until the spring semester of the 2024-25 school year.
The district would lose funding from the Local Control Funding Formula in the amount of its penalties —reducing services for students, Brossmer said.
Because the penalty is accessed up to a year later, Downey Unified officials questioned the intent of the penalty, which takes money away from students.
“What is the value of a penalty after the year has already commenced and been funded?” said Robert McEntire, assistant superintendent of business services. “We have served these children, so who benefits from this penalty? This doesn’t help anybody.”
Fiscal penalties for noncompliance are a common practice in education. Violations for LCFF unduplicated pupil counts, K–3 grade span adjustments, instructional time, the Expanded Learning Opportunities Program and TK can result in penalties following audit findings, according to the state education department.
The penalties ensure “effective accountability,” California Department of Education Communications Director Elizabeth Sanders said.
“Penalizing districts is never our goal,” she said. “The related penalties (for TK requirements) … are to ensure that there’s appropriate and effective support of students. The goal is never to collect a penalty; it’s to support and ensure compliance with what kids need.”
To Downey Unified leaders, the resulting penalties from the 2023 trailer bill legislation punish districts for trying to meet the needs of their families.
As a result, for the 2024-25 school year, Downey Unified will not enroll students with birthdays after June 2.
“There are another potential 70 students out there with birthdays between June 3 and June 30 that we are not going to have in our schools because we are reticent as a result of what’s happened,” Garcia said. “We don’t feel like we’re able to fully serve our community to the best we can because of the experience that we’ve gone through this year. And that’s disappointing.”
If someone asked you which of Trump’s policies was the most catastrophic, what would you say? His personal attacks on law firms that had the nerve to represent clients he didn’t like? His unleashing of ICE to threaten and arrest people who have committed no crime? His efforts to intimidate the media? His assault on free speech, freedom of the press, and academic freedom? His blatant disregard for the Constitution?
All of these are horrible, despicable, and vile.
Yet one of his grievances burns deeper than the other. This is his contempt for science.
His first show of irrational hatred for science was his selection of the utterly unqualified Robert F. Kennedy Jr. as Secretary of Health and Human Services. He is a conspiracy theorist with no experience in science or medicine. RFK has been a one-man wrecking crew.
Then he used his authority to close down university research centers. These centers are working on cures for the most intractable diseases: cancer, ALS, Alzheimer’s, and more.
Why does Trump hate science? Is it another facet of his ongoing hatred for knowledge, the arts, culture?
The 12th board results are out, and for lakhs of students across India, it’s time to make one of the biggest decisions of their life: choosing the right career path.
But here’s the truth — the job market in 2025 isn’t just about degrees or what’s popular. It’s about long-term growth, job security, and staying relevant in a fast-changing world.
With AI and automation reshaping industries, the “safe” career options of the past may no longer guarantee success. That’s why it’s more important than ever to explore career options that are future-proof, high in demand, and offer global opportunities.
In this guide, we’ve curated the best career paths after 12th that will not only survive the wave of change but thrive in it. Whether you’re from Science, Commerce, or Arts, your roadmap starts here.
Let’s dive in.
Future-Proof Careers for Science Students (2025)
Choosing a science stream opens doors to some of the most AI-resilient, in-demand, and globally relevant career paths. These fields offer not just high salaries, but long-term growth and security in an evolving job market.
1. AI & Machine Learning Specialist
Why It’s Future-Proof: AI is no longer the future — it’s the present. From healthcare to finance, AI is revolutionising industries. India’s AI market alone is expected to add over $400 billion to GDP by 2030.
Recommended Degree: B.Tech in AI / CSE (AI) – IITs, IIIT-Hyderabad, VIT
Entrance Exams: JEE Main / Advanced
Boost With: Google AI Certs, TensorFlow, PyTorch, Kaggle Projects
2. Data Scientist & Analyst
Why It’s Future-Proof: We live in the era of data. From YouTube algorithms to medical research, data is everywhere. Skilled analysts and data scientists are in short supply globally.
Recommended Degree: B.Tech in Data Science / B.Sc in Statistics or Mathematics
Entrance Exams: CUET / Institute-Specific Tests
Boost With: IBM Data Science Cert, SQL, Power BI, Python
3. Cybersecurity Expert
Why It’s Future-Proof: As everything goes digital, cyber attacks are rising sharply. Every company — from startups to governments, needs protection.
Why It’s Future-Proof: Automation is replacing routine jobs, and someone has to build and maintain those machines. That someone could be you.
Recommended Degree: B.Tech in Robotics / Mechatronics – IIT Kanpur, SRM, UPES
Entrance Exams: JEE
Boost With: Arduino, SCADA/PLC, ROS, AI Integration Skills
5. Sustainable Energy & Environmental Specialist
Why It’s Future-Proof: Climate change is real, and it’s forcing companies and countries to go green. That’s creating a wave of high-paying jobs in renewable energy and ESG (Environmental, Social, and Governance).
Recommended Degree: B.Tech in Renewable Energy / Environmental Engineering – TERI, DTU
Entrance Exams: JEE / CUET
Boost With: Solar System Design, Energy Auditing, ESG Fundamentals
6. Healthcare & Biotech Innovator
Why It’s Future-Proof: The pandemic showed us that health tech and biotech are critical. From genetic engineering to clinical research, this field is exploding with innovation.
Recommended Degree: MBBS / B.Tech in Biotechnology / B.Sc Life Sciences – AIIMS, IISc, IITs
Entrance Exams: NEET / JEE / CUET
Boost With: CRISPR Courses, Bioinformatics, Clinical Research Certifications
Future-Proof Careers for Non-Science Students (2025)
If you’re from a commerce or Arts background, the good news is this: the future isn’t only for coders. With the right blend of human creativity, emotional intelligence, and digital adaptability, you can build a high-demand, AI-resilient career that grows with time, not against it.
1. UX/UI Designer
Why It’s Future-Proof: Every digital product — app, website, or platform — needs great design. And while AI can generate interfaces, it can’t replace human creativity and empathy, which are core to UX.
Recommended Degree: B.Des in UX / Any degree + UX Diploma – NID, Pearl, MIT Pune
Entrance Exams: NID DAT / CUET
Boost With: Google UX Certificate, Figma, Adobe XD, a strong design portfolio
2. Digital Marketing & E-Commerce Strategist
Why It’s Future-Proof: With brands going fully digital, companies need marketers who understand people, not just platforms. Digital marketing roles are growing across industries — and they’re here to stay.
Recommended Degree: BBA/BMS in Marketing, B.Com – DU, Christ, NMIMS
Entrance Exams: CUET / NPAT
Boost With: Google Ads, Meta Blueprint, HubSpot, SEO, Influencer Campaign Strategy
3. Mental Health Professional
Why It’s Future-Proof: AI can detect stress, but it can’t heal trauma or offer empathy. India faces a massive shortage of trained psychologists and counselors, making this one of the most meaningful and growing careers.
Recommended Degree: B.A./B.Sc in Psychology + M.A. / M.Phil – TISS, Delhi University
Why It’s Future-Proof: From Instagram reels to YouTube videos, audiences crave authentic human stories, not AI scripts. If you can inform, entertain, or inspire, this career is a goldmine.
Boost With: Storytelling Mastery, Video Editing (Premiere Pro), Social Media Strategy
5. FinTech & Tech-Driven Finance Roles
Why It’s Future-Proof: Finance is no longer just about ledgers — it’s about tech. India is one of the top adopters of FinTech globally, and the industry needs professionals who understand money and machines.
Boost With: Python for Finance, Blockchain Courses, CFA Level 1, FinTech Certifications
Why Communication Skills Still Matter — In Every Career
No matter which future-proof path you choose — whether it’s AI, design, psychology, or finance — your ability to communicate clearly and confidently will set you apart.
In a world full of automation, your voice is your value.
From cracking interviews and writing SOPs for global universities to leading teams and closing deals, employers don’t just look for degrees — they look for confident communicators.
And when English is the global language of business, your fluency becomes a career advantage.
The best time to prepare for your future is today.
Now that you’ve explored the top career options after 12th that offer job security, long-term growth, and real-world relevance, you’re not just dreaming — you’re planning.
✅ Choose the career that matches your strengths ✅ Start building the skills that matter ✅ Practice the one skill that ties it all together — communication
Because in the age of AI, your edge isn’t just technical. It’s human.
So go ahead — take the first step toward a future you won’t just survive in but lead.
Despite being the nation’s economic powerhouse with the largest postsecondary system in America, California stands alone among all 50 states without a higher education coordinating entity. This gap has resulted in missed opportunities and unrealized potential — and it’s a systemic failure that leaves real people behind every day.
Ask Fred P., who applied for unemployment when he lost his job during the pandemic. What California’s systems failed to tell him was that he qualified for the Golden State Education and Training Grant designed to help displaced workers like him. As his savings dwindled and bills mounted, available support remained hidden in bureaucratic silos. Fred only discovered the program months after his unemployment benefits expired — and only because his partner happened to work in state policy and budget.
Meanwhile, millions of other Californians, without such connections, remain unaware of potential pathways to economic mobility and continue to fall through the cracks of our state’s disconnected education and workforce systems. During the pandemic, over 19 million Californians lost jobs and applied for unemployment, yet very few were informed they qualified for this scholarship program, which should have connected them to training opportunities for career advancement. California allocated $500 million to this program, but two years later, only $20 million had reached just 6,100 individuals. Why? Because the agency administering scholarships couldn’t identify unemployed workers, and the unemployment office couldn’t connect people to the available education funding. Two state systems, both serving Californians, but operating in silos, left resources untapped and communities unsupported.
This fragmentation creates a maze that widens opportunity gaps, particularly for those without the social capital or resources to guide them through complex systems. At the start of the pandemic, over 5 million Californians intended to enroll in college in the next two years, but many — especially especially Latino, Black, Native American residents, first-generation college students, Californians with children, and those working low-wage jobs — face a gauntlet of barriers that numerous disjointed access programs fail to address. Meanwhile, more than a billion dollars in education and workforce development funding goes unused, while Californians seeking better opportunities have trouble finding quality training opportunities to reach their career goals, and employers struggle to find qualified workers for open positions.
These disconnected systems don’t just create inconvenience — they perpetuate cycles of poverty. For Californians living on the margins, the cost associated with college —an established path to economic mobility — is a huge barrier and makes it seem out of reach. Meanwhile, over a hundred programs exist that could defray the financial burden and increase college access. But, without coordination, these public benefit programs designed to improve economic stability remain inaccessible to those who need them most. When systems don’t talk to each other, the promise of these programs remains unfulfilled, leaving workers, families and employers struggling in an economy that demands better solutions.
The solution is clear: coordination. And it’s now within reach. Both Gov. Gavin’s administration and key legislative champion Assemblymember Mike Fong have aligned in their support of establishing the California Education Interagency Council. This council would bridge the divides between our TK-12 education, higher education, workforce development, and social services systems, creating a coherent ecosystem that powers economic growth and resilience for individuals and the state.
This isn’t about adding bureaucracy — it’s about setting up the needed infrastructure to fulfill the promise of economic mobility and good jobs for Californians — the driving reason so many pursue higher education in the first place. With this council in place:
Unemployed workers would be connected to education and training programs that would strengthen their re-entry to the workforce.
Residents experiencing financial hardship who receive public benefits would enter into education pathways that lead to living-wage careers, creating intergenerational economic mobility.
Students would easily navigate clear paths from high school through college to meaningful employment.
Schools and colleges would receive actionable labor market insights to shape programming.
Employers would find skilled workers to fill critical positions, strengthening California’s economy.
Collectively, these outcomes strengthen California by fostering a robust economy and thriving communities built on shared prosperity.
Finally, the council would enhance accountability by tracking outcomes across systems, identifying what works and what doesn’t, and ensuring programs reach their intended recipients. A coordinated approach is especially critical now, during challenging budget times. California must ensure every dollar works. The proposed council would maximize returns on billions of existing investments by eliminating redundancies, filling workforce gaps, and ensuring that programs help the people they are designed to serve.
For too long, we’ve relied on spot-fixes and piecemeal solutions. We’ve watched promising initiatives fall short of their potential. The time has come, with alignment between the governor’s office and the Legislature, to build the coordination infrastructure that connects Californians with opportunity. Our state’s promises of prosperity and bright futures depend on it.
•••
Su Jin Jez is CEO of California Competes, a nonprofit working to solve California’s higher education and workforce issues through research, advocacy and collective action.
The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
Fresno State animal science major Toi Johnson givies a bull an oral dewormer on Feb. 20, 2025, to help prevent fungal infections like ringworm from infecting and spreading to the rest of the herd. Adjunct faculty Ryan Person oversees her while other students practice giving shots to the animal.
Credit: Jesus Herrera/EdSource
In the heart of California’s bountiful Sacramento Valley lies Yuba City, a small town of about 68,000 people that is rich in agriculture and community.
This is where Taryn Chima, a fourth-year animal science major at California State University, Chico, grew up.
Growing alongside her were orchards of peaches, walnuts and almonds. Born into a third-generation farm family, Chima knew she wanted to pursue a career in agriculture from a young age. In 2021, Chima began her animal science education at Chico State.
Of the 23 campuses of California State University, just four have a college of agriculture: Cal Poly San Luis Obispo, Chico State, Fresno State and Cal Poly Pomona. This also means they have working farms that provide food for their campuses and research opportunities for ranchers and farmers in areas like regenerative agriculture, which aims to keep growing systems healthy and effective.
Students working the land
Most importantly for the students attending these schools, working on their campus farms enriches their classroom learning with hands-on experience.
Max Eatchel, a senior majoring in plant sciences at Cal Poly San Luis Obispo, had few familial ties to farming, and instead found his passion for gardening while looking for a new hobby during the Covid-19 lockdown.
“I got super into all this regenerative agriculture, sustainable agriculture, permaculture stuff, and I just went deep down that rabbit hole,” said Eatchel, who has worked on the school’s organic farm for over a year. “When it came time to apply to college, I thought, ‘Why not try plant science?’”
Until he worked on the farm, Eatchel didn’t realize how much he still had to learn in the practical application of his education. But with his graduation in June, he now feels “super prepared” for the professional world because of his hands-on experience.
“I’ve been talking to this orchard back in Utah, and they were looking for someone who could repair tractors. I really hadn’t had any experience with that,” Etchel said. “So I just asked my boss, and he’s like, ‘Yeah, we’ll get you a shift right now.’ So it’s very fluid, and it helps you build the skills you want to build.”
Similarly to Eatchel, an agricultural education wasn’t in Anthony Zaragoza’s sights at all. Zaragoza got his associate degree in biology and was planning on eventually attending medical school. That was, until a revelatory six-month experience with the Western Colorado Conservation Corps gave him a new vision.
But even when he got to Cal Poly Pomona as an agribusiness and food industry management major, he wasn’t certain how he could turn his education into a career path. Getting his first job with the student farm eased his mind.
“Out here in the city, we aren’t surrounded too much by a lot of agriculture,” Zaragoza said. “So it could be a little disheartening when we’re not having a chance to get out on an operation and see that what we’re learning is actually a feasible future for us.”
Zaragoza started as a maintenance technician at the equine center and is now the harvest assistant lead, a new position in which he works with farm operations director Jeremy Mora on the business and marketing side.
He has noticed peers in his major with the same confusion he had about how their studies translate to the working world. That is why he strongly recommends pursuing a job with the campus farms.
“They have that passion, but they really need that connection,” Zaragoza said.
For Chima, that connection and passion are enhanced at Chico State’s University Farm. “If I was not a part of a working farm, I would not be where I am today,” said Chima, who works as the lead student herdsman at the Chico State sheep unit, overseeing daily operations and supporting student research projects. “I’ve developed confidence, and I get to see a lot of different perspectives within the industry.”
Five Fresno State agriculture students walk bulls to their pen in the beef unit of the Fresno State farm after administering medications to the animals on Feb. 20, 2025.Credit: Jesus Herrera/EdSource
Fresno State agriculture education major Ava Flores loads a syringe for herself and other students to give to a beef unit bull on Feb. 20, 2025.Credit: Jesus Herrera/EdSource
Students handle piglets at Fresno State’s swine unit. Credit: Jesus Herrera/EdSource
A Chico State student holds a baby goat. Credit: Taryn Chima / Chico State
Students at Cal Poly San Luis Obispo till some crops at the university farm. Credit: Max Eatchel / Cal Poly, San Luis Obispo
Growing up in Salinas, Karla Ahumada was always surrounded by agriculture and knew she wanted to pursue it as a career. The fourth-year plant science and agribusiness major at Chico State has been grateful for her hands-on experiences at the university’s farm.
In a class last semester, Ahumada and her classmates were each assigned a crop to grow at the farm and were graded on how well they took care of their plots.
Since freshman year, Ahumada has also been offered paid research positions at the university farm. “It is something very unique about our farm, that we can cater to students pursuing both industry and academic focuses,” Ahumada said.
At Fresno State, agriculture education sophomore Emma Piedra works in the dairy unit doing milking and maintenance while also learning veterinary skills. The milk is used to produce cheese and ice cream sold by the school.
She has no plans to go into the dairy industry after graduation. Rather, Piedra wants to use her time at the farm to help improve her knowledge about how it works and give her future students connections to work there, just as her teachers did for her.
“Ever since getting into dairy, I’ve wanted to help students raise dairy heifers someday when I’m a teacher. So this has given me a lot of hands-on experiences of what to do and how to help them,” Piedra said.
Another Fresno State student is putting this thinking into practice at the neighboring swine unit. Hannah Williamson is a student manager and graduate teaching assistant while finishing her final semester of her agricultural science masters in animal reproduction.
Williamson grew up around the swine unit alongside her father, a professor at Fresno State. Though she worked in a few different farm units during her undergraduate years, it was her experience as a teaching assistant for the swine lab class that helped her realize she wanted to follow in her father’s footsteps and teach at the college level.
As for students considering taking some agricultural courses, she said, “I will say that the more you get involved, the better it is for you, because it opens a lot more doors. You have a lot more opportunities.”
Operating, financing student farms
Though each of these farming operations is different, they all give students experience in numerous areas of agricultural production, from cultivation and conception to marketing and accounting.
The schools have lab classes where professors can make use of the facilities for the general student population. Research opportunities and paid student positions help students gain advanced knowledge and hands-on skills.
“We hear often from employers that they really like our students because they can actually do stuff,” said Jim Prince, Cal Poly San Luis Obispo’s associate dean of the College of Agriculture.
The San Luis Obispo campus has a range of farms and production facilities, including a vineyard, beef production and ornamental operations, among others. This may sound expensive to operate, and though Prince says it is a “complex mix” of funding, most of the farms are self-supported through their food production businesses.
Among the products they sell are cheese, ice cream, jam, meat, organic produce, plants and wine. Most of these are available through their online shop as well as the campus markets, and some are available through local retailers. The organic produce is sold directly at local farmers’ markets and during the farm’s U-pick hours.
The Chico State University Farm has a similar mix of financial support. It consists of 14 units and employs 18 full-time staff and 40 students.
All four universities were each awarded $18.75 million in a grant from California’s 2022-23 budget. For Chico, $11.5 million of that is funding the Agricultural Teaching Center and Farm Store, which is expected to be operating by this fall, according to College of Agriculture interim associate dean Kevin Patton. Amid statewide CSU budget cuts, Patton believes this money will not be touched.
Chris Van Norden graduated from Cal Poly Pomona with a plant sciences degree and continued working on the campus farm until he became the agronomy farm coordinator, overseeing 125 acres. His brother, Bryan, also an alum, runs the orchard, organic farm and sales.
California agricultural production variety is extremely diverse, and Van Norden said their 700 acres of farms are well-suited to familiarize the student assistants with a wide range of career possibilities.
“We’ve got (year-round) overlapping egg production, vegetables, permanent trees (and) subtropical, growing everything possible in California,” Van Norden said. “And showing the students that, ‘Hey, you could do any of this with agriculture,’ it’s a … giant, wide spectrum of agricultural potential.”
Vincent Roos, the farm operations manager at Fresno State, emphasized the school’s unique position in the Central Valley, which allows for the growth of nearly 400 different crops.
He noted the importance of hands-on experience in preparing students for diverse agricultural careers.
“In other words, they can take anything, any kind of circumstances that you’re in, and make it work,” Roos said.
Jesus Herrera is a third-year journalism student at Fresno State; Layla Bakhshandeh is a senior at Cal Poly San Luis Obispo majoring in journalism and graphic communication; and John Washington is a senior journalism student at Cal Poly San Luis Obispo. All are members of EdSource’s California Student Journalism Corps.
Thomas Friedman is not an alarmist. He has been writing about foreign policy for The New York Times for many years. He has written about crisis after crisis. But now we are an unprecedented point in our history. An unhinged ignorant man is President. Probably he is being manipulated by others. And at times, he acts on whims and grievances.
On any day, he comes up with some dangerous idea. He is ruining most people’s life savings. Eliminating or disabling federal agencies. Attacking academic freedom; extorting major law firms and universities. Trampling on the rule of law and the Constitutuon. There is no rationale or ending to his madness.
Friedman admits he is fearful for the future of our country. So am I. Trump is demolishing all established relationships, antagonizing allies, aligning us with Putin’s goals, and breaking whatever he can. Why? Either he is crazy or stupid or acting on Putin’s behalf. I believe it’s all of the above.
Friedman writes:
So much crazy happens with the Trump administration every day that some downright weird but incredibly telling stuff gets lost in the noise. A recent example was the scene on April 8 at the White House where, in the middle of his raging trade war, our president decided it was the perfect time to sign an executive order to bolster coal mining.
“We’re bringing back an industry that was abandoned,” said President Trump, surrounded by coal miners in hard hats, members of a work force that has declined to about 40,000 from 70,000 over the last decade, according to Reuters. “We’re going to put the miners back to work.” For good measure, Trump added about these miners: “You could give them a penthouse on Fifth Avenue and a different kind of a job and they’d be unhappy. They want to mine coal; that’s what they love to do.”
It’s commendable that the president honors men and women who work with their hands. But when he singles out coal miners for praise while he tries to zero out development of clean-tech jobs from his budget — in 2023, the U.S. wind energy industry employed approximately 130,000 workers, while the solar industry employed 280,000 — it suggests that Trump is trapped in a right-wing woke ideology that doesn’t recognize green manufacturing jobs as “real” jobs. How is that going to make us stronger?
This whole Trump II administration is a cruel farce. Trump ran for another term not because he had any clue how to transform America for the 21st century. He ran in order to stay out of jail and to get revenge on those who, with real evidence, had tried to hold him accountable to the law. I doubt he has ever spent five minutes studying the work force of the future.
He then returned to the White House, his head still filled with ideas out of the 1970s. There he launched a trade war with no allies and no serious preparation — which is why he changes his tariffs almost every day—and no understanding of how much the global economy is now a complex ecosystem in which products are assembled from components from multiple countries. And then he has this war carried out by a commerce secretary who thinks millions of Americans are dying to replace Chinese workers “screwing in little screws to make iPhones.”
But this farce is about to touch every American. By attacking our closest allies — Canada, Mexico, Japan, South Korea and the European Union — and our biggest rival, China, at the same time he makes clear he favors Russia over Ukraine and prefers climate-destroying energy industries over future-oriented ones, the planet be damned. Trump is triggering a serious loss of global confidence in America.
The world is now seeing Trump’s America for exactly what it is becoming: a rogue state led by an impulsive strongman disconnected from the rule of law and other constitutional American principles and values.
And do you know what our democratic allies do with rogue states? Let’s connect some dots.
First, they don’t buy Treasury bills as much as they used to. So America has to offer them higher rates of interest to do so — which will ripple through our entire economy, from car payments to home mortgages to the cost of servicing our national debt at the expense of everything else.
“Are President Trump’s herky-jerky decision-making and border taxes causing the world’s investors to shy away from the dollar and U.S. Treasuries?” asked The Wall Street Journal’s editorial page on Sunday under the headline, “Is There a New U.S. Risk Premium?” Too soon to say, but not too soon to ask, as bond yields keep spiking and the dollar keeps weakening — classic signs of a loss of confidence that does not have to be large to have a large impact on our whole economy.
The second thing is that our allies lose faith in our institutions. The Financial Times reported Monday that the European Union’s governing “commission is issuing burner phones and basic laptops to some U.S.-bound staff to avoid the risk of espionage, a measure traditionally reserved for trips to China.” It doesn’t trust the rule of law in America anymore.
The third thing people overseas do is tell themselves and their children — and I heard this repeatedly in China a few weeks ago — that maybe it’s not a good idea any longer to study in America. The reason: They don’t know when their kids might be arbitrarily arrested, when their family members might get deported to Salvadoran prisons.
Is this irreversible? All I know for sure today is that somewhere out there, as you read this, is someone like Steve Jobs’s Syrian birth father, who came to our shores in the 1950s to get a Ph.D. at the University of Wisconsin, someone who was planning to study in America but is now looking to go to Canada or Europe instead.
You shrink all those things — our ability to attract the world’s most energetic and entrepreneurial immigrants, which allowed us to be the world’s center for innovation; our power to draw in a disproportionate share of the world’s savings, which allowed us to live beyond our means for decades; and our reputation for upholding the rule of law — and over time you end up with an America that will be less prosperous, less respected and increasingly isolated.
Wait, wait, you say, but isn’t China also still digging coal? Yes, it is, but with a long-term plan to phase it out and to use robots to do the dangerous and health-sapping work of miners.
And that’s the point. While Trump is doing his “weave” — rambling about whatever strikes him at the moment as good policy — China is weaving long-term plans.
In 2015, a year before Trump became president, China’s prime minister at the time, Li Keqiang, unveiled a forward-looking growth plan called “Made in China 2025.” It began by asking, what will be the growth engine for the 21st century? Beijing then made huge investments in the elements of that engine’s components so Chinese companies could dominate them at home and abroad. We’re talking clean energy, batteries, electric vehicles and autonomous cars, robots, new materials, machine tools, drones, quantum computing and artificial intelligence.
The most recent Nature Index shows that China has become “the leading country globally for research output in the database in chemistry, earth and environmental sciences and physical sciences, and is second for biological sciences and health sciences.”
Does that mean China will leave us in the dust? No. Beijing is making a huge mistake if it thinks the rest of the world is going to let China indefinitely suppress its domestic demand for goods and services so the government can go on subsidizing export industries and try to make everything for everyone, leaving other countries hollowed out and dependent. Beijing needs to rebalance its economy, and Trump is right to pressure it to do so.
But Trump’s constant bluster and his wild on-and-off imposition of tariffs are not a strategy — not when you are taking on China on the 10th anniversary of Made in China 2025. If Treasury Secretary Scott Bessent really believes what he foolishly said, that Beijing is just “playing with a pair of twos,” then somebody please let me know when it’s poker night at the White House, because I want to buy in. China has built an economic engine that gives it options.
The question for Beijing — and the rest of the world — is: How will China use all the surpluses it has generated? Will it invest them in making a more menacing military? Will it invest them in more high-speed rail lines and six-lane highways to cities that don’t need them? Or will it invest in more domestic consumption and services while offering to build the next generation of Chinese factories and supply lines in America and Europe with 50-50 ownership structures? We need to encourage China to make the right choices. But at least China has choices.
Compare that with the choices Trump is making. He is undermining our sacred rule of law, he is tossing away our allies, he is undermining the value of the dollar and he is shredding any hope of national unity. He’s even got Canadians now boycotting Las Vegas because they don’t like to be told we will soon own them.
So, you tell me who’s playing with a pair of twos.
If Trump doesn’t stop his rogue behavior, he’s going to destroy all the things that made America strong, respected and prosperous.
I have never been more afraid for America’s future in my life.
Small colleges have long played a significant role in shaping American higher education. They may not make national headlines every day, but their impact on students, communities, and the broader landscape of learning is undeniable. That’s why Kent Barnds and I, Dean Hoke, created Small College America. Its mission is to present critical discussions at the forefront by interviewing small college higher education leaders, policy experts, and innovators. The podcast delves into the evolving role of small colleges, their economic impact, innovative strategies for sustainability, and how they can continue to provide a highly personalized educational experience.
Each episode explores the distinctiveness of small colleges—through conversations with presidents, provosts, foundation leaders, and changemakers who are deeply engaged in the work of shaping the future. We focus on the real issues small colleges face—from enrollment shifts and financial pressures to mission clarity, leadership, and collaborative innovation.
Why is now the perfect time for this podcast? Higher education faces unprecedented challenges, and small colleges, with their adaptability and personalized approaches, offer valuable lessons and innovative solutions critical to the broader education landscape.
Our most recent episodes include:
Wendy Sherman Heckler and Chet Haskell – From Otterbein University and Antioch University, respectively these two leaders discuss their groundbreaking collaboration known as the Coalition for the Common Good. It’s a bold new model for partnership between mission-driven institutions focused on shared values and long-term sustainability.
Eric Lindberg—Executive Director of the Austin E. Knowlton Foundation in Cincinnati, Ohio, shares insights into the Foundation’s commitment to supporting small colleges, reflects on his own liberal arts experience, and outlines how strategic philanthropy can strengthen institutional resilience.
Dr. Paaige Turner, Provost and Executive Vice President at Aurora University discusses her transition into the role after serving as Dean at Ball State University. She brings a fresh perspective on leadership, regional relevance, and the evolving communication needs of today’s students.
Upcoming Guests:
We’re excited to welcome several new voices to the podcast in upcoming episodes:
Charles Kim, retired Managing Director at Kaufman Hall and former head of its Higher Education division, now serves on the boards of Augustana College and Westminster College.
Scott Wiegandt, Director of Athletics at Bellarmine University, who helped lead the university’s move from NCAA Division II to Division I.
Karin Fischer, senior writer for The Chronicle of Higher Education and author of the Latitudes newsletter, brings deep insight into the global and domestic challenges facing small colleges.
Steve Bahls, President Emeritus of Augustana College and national expert on shared governance, discusses how collaboration can lead to institutional agility and long-term success.
Matthew Ward, Vice President of Enrollment Management at California Lutheran University.
Liz Nino, Executive Director of International Enrollment at Augustana College.
Dr. Marco Clark, President of Holy Cross College at Notre Dame, Indiana.
Whether you’re a small college president, a prospective student, an alum, or simply someone passionate about the future of higher education, we invite you to join us. Each episode of Small College America is a chance to learn, reflect, and engage with the people who are shaping this vital sector.
Subscribe on your favorite podcast platform or listen directly at https://www.podpage.com/small-college-america/. We hope you’ll tune in. If there’s a story or college you think we should feature, let us know.
Small colleges are changing higher education—be part of the conversation.
Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America.
How Advanced Print Management Systems Are Shaping the Future of Campus Innovation
In the ever-evolving landscape of higher education, innovation isn’t confined to classrooms and research labs—it extends to how universities manage their operations, resources, and technology.
At the University of Maryland’s A. James Clark School of Engineering, Terrapin Works stands as a shining example of how adopting cutting-edge solutions can transform not just processes, but outcomes.
Terrapin Works, a hub of rapid prototyping, advanced manufacturing, and digital design, operates a sprawling network of more than 200 machines across 17 campus locations. This state-of-the-art enterprise isn’t just a facility; it’s a mission-driven ecosystem enabling students, faculty, and researchers to turn ideas into reality.
But with complexity comes challenges, and the need to streamline its job request system became a pivotal moment for this operation.
The Challenge: Streamlining Complexity in Innovation
Managing job requests for hundreds of machines servicing diverse users—from students designing prototypes to researchers creating precision parts—was no small feat. Terrapin Works initially relied on a help desk ticketing system that, while functional for IT issues, fell short as a workflow solution.
The system lacked a user-friendly process for submitting, tracking, and managing requests. Email threads became the backbone of communication, resulting in inefficiencies, delays, and an inconsistent user experience. Technicians, often students themselves, faced a cumbersome workflow that detracted from their ability to focus on the innovative work at hand.
Nick Bentley, business systems developer and a former University of Maryland student, envisioned a better way. “We needed a one-stop, web-based storefront where customers could initiate a job request, track its progress, and get updates seamlessly,” he explains. For technicians, the solution needed to enable faster, more efficient processing of requests.
When Bentley discovered PaperCut MF, a solution renowned for its robust print and workflow management capabilities, he saw its potential to redefine how Terrapin Works operated. However, implementing a new system meant addressing concerns about compatibility with existing processes and minimizing fragmentation.
The Power of a Unified Solution
Bentley made a compelling case for PaperCut, highlighting its integrated features beyond workflow management, such as billing and 2D print management. This holistic approach allowed Terrapin Works to sunset legacy systems, reduce inefficiencies, and create a unified platform that could scale across the university.
The results have been transformative. Technicians now process orders with unprecedented speed and accuracy, while users enjoy a seamless experience that eliminates the confusion of the old system. Customers can explore equipment options, verify specifications, and submit orders—all within an intuitive, human-centered interface.
Terrapin Works’ success with PaperCut didn’t stop at addressing immediate challenges. It sparked a broader vision for what was possible. The platform’s adaptability has led to pilot programs across other campus operations, from copy centers to financial services. With integrations like Nelnet’s payment gateway, the university is leveraging PaperCut to drive innovation in areas far beyond its original scope.
Rethinking Operational Excellence
Terrapin Works’ journey underscores an important lesson: Innovation isn’t just about technology; it’s about creating systems that empower people. By prioritizing user experience, integrating processes, and fostering scalability, the University of Maryland has set a benchmark for how universities can evolve in the digital age.
As higher education institutions navigate the future, the success of initiatives like Terrapin Works serves as a reminder that the right tools—and the right vision—can turn operational hurdles into opportunities for leadership and growth.
