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  • Calls, home visits, counseling help get California students back to school

    Calls, home visits, counseling help get California students back to school


    When first grader Jordan Muñoz stopped going to school during the 2022-23 school year, his mother attributed it to depression, following the deaths of Muñoz’s great-grandfather and uncle. Some days, his mom couldn’t get him out of the house. Other days, she’d get him dressed and to the corner of Fresno’s Fremont Elementary, but he’d take off running. Most often, she failed to get him beyond the school parking lot.

    “I tried to just take him. Leave him at school. But he would get right in front of my car so I wouldn’t leave,” said Muñoz’s mom, Deyanira Pacheco.

    Aware of the difficulty, administration, counselors, psychologists and teachers at his Fresno Unified school developed a plan to support Muñoz, according to Cecilia Aguayo, the district’s child welfare and attendance specialist.

    The district of over 70,000 students had made such plans before in an effort to reduce chronic absenteeism rates, which went from 50.3% during the 2021-22 school year to 35.4% in 2022-23. While this is still higher than pre-pandemic years, the decrease stands in sharp contrast to other districts, like Oakland Unified, where chronic absences rose from 47.5% to 61.4% during the same years.

    Statewide, nearly a quarter of K-12 students remained chronically absent during the 2022-23 school year — a decline of about 5 percentage points from the previous school year, but a sign of the lingering effects of the pandemic that led to sharp drops in student attendance after schools reopened for in-person instruction. Students who are chronically absent from school are sometimes also the same children who do not have their basic needs met: Federal data shows that nearly half of all California homeless students, 44.5%, were chronically absent during the 2021-22 school year.

    Nearly a third of the 930 districts statewide that reported data had a higher rate of chronic absenteeism in 2022-23 than the year before. A small number of districts, 33, had a chronic absenteeism rate over 50% in 2022-23, the most recent data available.

    EdSource’s analysis of data from the California Department of Education offers insight: The statewide average rate of excused absences for the 2022-23 school year was 54.7%, with unexcused absences at 39.2%. Both numbers are similar to pre-pandemic levels.

    While both excused and unexcused absences are counted toward chronic absenteeism rates, a school’s knowledge of the reasons behind the absences can better help them support and re-engage students.

    Researchers and school staff have long tried to better understand how to re-engage chronically absent students, or students who missed 10% or more days in one school year.

    State education code lists over a dozen reasons for excusing students from school; however, interviews with districts show that many excused absences are mental health and illness-related. Unexcused absences could indicate that students did not have proper documentation to mark them excused, or that they provided no reason for their absence or that the reason they provided does not qualify as an excusable absence.

    Fresno Unified is in the Central San Joaquin Valley and is the state’s third-largest district. Across the 30 districts in Fresno County, all but four decreased their chronic absences between 2021-22 and 2022-23. Altogether, the average change was 11.62 percentage points, with Fresno Unified, the county’s largest district, above average with a gain of 14.9 percentage points.

    The district credits their targeted communication with families as the foundation for their improvement, a method echoed by researchers as highly effective.

    Child welfare and attendance specialist Aguayo made phone calls, visited Muñoz’s home and popped up at the school when Pacheco picked up her other child, a kindergartner, who soon followed his brother’s example and sometimes refused to attend school. The district referred them to counseling services.

    Although Pacheco, the kids’ mother, said the visits and calls helped in a way, she didn’t pursue counseling, perhaps thinking it wouldn’t work, Aguayo said.

    By the end of the 2022-23 school year, Muñoz had attended only 27 days out of 179 days enrolled — a 15% attendance rate. Of the days missed, only six were excused. The school district didn’t give up on him, however. They used every tool to get him back to school.

    Oakland Unified’s rising chronic absences

    Farther north, in Oakland, chronic absences increased from 47.5% in the 2021-22 school year to 61.4% the following school year. But the high rate was already clear prior to the pandemic, at 34.4% during 2018-19.

    “There hasn’t been a ‘normal’ year in many years,” said Heather Palin, the district’s director of multitiered systems of support, about chronic absences, in October. “Just broadly speaking, this is way higher than pre-Covid.”

    Oakland Unified, located in the San Francisco Bay Area, is a diverse district of 46,000 students that is currently facing a significant budget deficit. Most districts across Alameda County, of which Oakland Unified is the largest, either saw a decrease in chronic absenteeism or had virtually no change between the 2021-22 and 2022-23 school years. Oakland Unified ranked last and stands out with an increase of 13.9 percentage points.

    The district has adopted a plan aimed at reducing its 61.4% district absentee rate by 25 percentage points with similar drops in each individual school, Palin said.

    Each Oakland Unified school is expected to have an attendance team that meets regularly and includes an administrator, community school manager, attendance specialist and principal. Teams’ plans for increasing attendance include offering incentives like attendance certificates, celebrations and swag.

    “It was an expectation that was set last year, and we have more capacity to support it, and we’re more kind of unified as a system in the messaging around the importance of that team,” Palin said.

    The district offers a virtual school, Sojourner Truth Virtual Academy, but it’s not aimed at students who are chronically absent. Rather, it’s a different learning format offered to all students.

    Cumulative enrollment data shows that this school remained a popular choice for students: it had 250 enrolled students pre-pandemic, then jumped to 1,533 students during 2021-22. The following year, 2022-23, nearly 1,000 remained enrolled.

    Palin said that district authorities do not know why all students are chronically absent because schools were unable to reach some families. The students they reached mostly said they no longer wanted to attend school or requested a transfer to the virtual academy. Students also cited illness, family relocation, mental health and safety concerns.

    How insight from families can help

    While school administrators can excuse absences based on students’ individual circumstances — even if the reason is typically not covered by state law — they can only do so if they know the difficulties absent students are experiencing.

    According to a recently published PACE report that examined California attendance data across the 2017 and 2022 school years, schools with higher rates of unexcused absences often have lower attendance rates overall. The same study by the nonprofit research group found that “socioeconomically disadvantaged students are much more likely to have their absences labeled unexcused.”

    To address the number of illness-related absences, Fresno Unified clarified expectations, informing families about appropriate scenarios in which to send their kids to school. Consequently, excused absences increased from 41.3% in 2021-22 to 54.8% the following year, while unexcused absences decreased from 64% to 43.4%.

    When the district knows what’s impacting student attendance, they can support, not penalize families, which many feared, said Tashiana Aquino, executive director of support programs, and Abigail Arii, director of the district’s student support services.

    The very few excused absences that Muñoz had, along with conversations with his mother, helped the district set up a plan to increase his attendance.

    Staff sent letters, called, visited the home, and educated Pacheco about attendance laws. “They asked me why he didn’t want to stay at school,” Pacheco said.

    But even with a plan in place, Pacheco couldn’t get Muñoz, 7, to school.

    By Sept. 23, 2022, she’d enrolled Muñoz in the district’s eLearn Academy, hoping he’d complete the work from home. Still, he wouldn’t. Six weeks later, he was re-enrolled at Fremont but was still not attending school.

    Pacheco faced a school attendance review board (SARB) case in June 2023, a step “we really tried to avoid,” Aguayo said.

    But the case was the “wake-up call” that pushed Pacheco to get the help she and Muñoz needed, said district staff.

    “I think that’s where she realized, ‘I need to step up, too,’” said Tainia Yeppez, the SARB technician.

    During the case, Fresno Unified again referred the family to counseling services. This time, in summer 2023, Pacheco started Muñoz in therapy.

    New, more flexible solutions

    Ongoing chronic absenteeism requires new thinking, advocates say, to ensure students do not fall back on foundational academic skills.

    “Just because kids are not in the school building doesn’t mean we can’t still figure out creative and innovative ways to educate them. These chronic absenteeism rates are not going to just drop,” said Lakisha Young, CEO and founder of parent advocacy group Oakland REACH. “Everybody is in uncharted territory. So the question is: ‘Can we change the conversation?’”

    At the height of the pandemic, Oakland REACH established a virtual learning hub for Oakland Unified’s K-2 students, offering tutoring that kept them engaged and attending school regularly. Early results showed that 60% of their students improved two or more reading levels on the Oakland Unified assessment, while 30% improved three or more levels. The organization now offers paid fellowships for Oakland caregivers to work as tutors producing high academic results.

    Part of the challenge with common alternative learning formats to re-engage absent students while meeting their academic needs is that they are not always viable for students whose homes do not have the space to designate for schoolwork, said Young.

    “A family who chooses to home-school has a different setup than a kid that’s chronically absent, but it doesn’t mean they can’t be given that option,” she said. It’s up to each district to find the solutions that would best serve their students, she added.

    Southern California’s Glendale Unified is one of the few school districts with a slight decrease of 1% in their absenteeism rate plus low excused and unexcused absences: 20.6% and 22.3%, respectively.

    Last school year, more students met with the district SARB, said Hagop Eulmessekian, Glendale Unified director of student services.

    To address increasing mental health concerns, every Glendale Unified school has a wellness center where students can take a break during the school day. If a student is experiencing behavioral challenges, they are transferred to a community day school where they take each class in the same room throughout the day while teachers rotate for different subjects.

    “There’s no wiggle room for the students who kind of disappear” throughout the day, said Eulmessekian. “They get the same education, they get fed, they get additional support, whether it’s counseling or therapy, and then when we see they’re able to go back on our comprehensive campuses, we transfer them back.”

    Oakland REACH’s Young encourages educators to think outside the box.

    “We have got to get creative about these babies,” said Young. “At some point you have got to do something different. You have got to just say: ‘This kid’s at home, how do I still get them educated?’”

    Back in Fresno, Muñoz has done a complete 180. As of March, his attendance rate is 98%.

    “Counseling really does help a lot,” Pacheco said.

    She also needed to learn skills to address the boy’s behavior, Aguayo said. “I think she kind of got the power she needed. She finally got control.”

    Of 128 days, he’s only missed two, one of which was excused. Even on days when he’s sad about losing his great-grandfather and uncle, he goes to school, Pacheco said. In fact, he made a commitment at the beginning of the school year to attend every day.

    “Now, he wakes up at 6 in the morning, ready to go,” Pacheco said with a grin. Muñoz, now 8, likes going to school to play soccer with his friends.

    He is behind academically — the impact of not attending school for most of his first-grade year, Pacheco said. The school provides additional academic support through remediation classes.

    “All he needed to do was attend,” Yeppez said.

    Because of his current high attendance rate, the court dismissed the SARB case in December, and Muñoz ended counseling in February.

    For other families with students not regularly attending school, Pacheco said schools and districts must help them by talking to them and figuring out the problem, much like Fresno Unified did for her, and families must utilize the provided or recommended services, such as counseling.

    “I think it was a little bit of everything that helped mom,” Yeppez said. “She was willing to get the help, accept the help and make that change. She was willing to make that change for her son’s success.”





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  • To improve how California students read, we must get past confusion and misinformation

    To improve how California students read, we must get past confusion and misinformation


    A student holds a flash card with the sight word ‘friend’ during a class at Nystrom Elementary in the West Contra Costa Unified School District in 2022.

    Credit: Andrew Reed / EdSource

    The “science of reading” confuses and confounds many of us. It’s understandable. There is much misleading and outright false information floating around.

    On one hand, too many science of reading advocates claim an unwarranted degree of certainty, for example, that we know from the science how to get 95% of all students on grade level. Vague and unhelpful definitions make matters worse. I’ve even heard advocates say we should treat all children as if they were dyslexic, a claim for which there is zero evidence.

    On the other hand, science of reading skeptics spread mischaracterizations and outright fictions. An egregious example was a recent California Association for Bilingual Education (CABE) webinar intended to “debunk” the brain science behind the science of reading by claiming that a key tool used to study the brain (functional magnetic resonance imaging, or fMRI) could not detect brain activity that involved meaning or comprehension. The world’s foremost reading neuroscientist debunked the would-be debunker by pointing out that 20 years of research have shown that writing and speaking “activate extremely similar brain circuits for meaning.“

    How can we ever make progress when we’re locked in an eternal game of whack-a-false-mole?

    We can all agree learning to read is complicated, and so is the teaching. But there are also a few straightforward and irrefutable findings from research that should constitute the foundations for reading policies. This is particularly important for the students who are most harmed when we fail to use the best knowledge available: low-income students and students who have difficulty learning to read.

    • Learning to speak and understand oral language is fundamentally different from learning to read and write. A first language is typically acquired effortlessly if we’re with people who speak it. Learning to read requires explicit teaching to one degree or another.
    • Oral language is foundational to reading, because reading requires visually accessing the oral language centers in our brains. Our brain is prepared from birth to make sense of what we hear when people talk, but to read we must learn how to see written language (print), connect it to oral language, and then make sense of it. Neuroscientists have identified the transformation of brain centers and the development of neural pathways that enable an individual to connect print to speech and speech to print.
    • Without those connections, literacy is difficult, if not impossible. Foundational literacy skills — usually called “phonics” or “decoding” — are essential for connecting spoken English to written English. Teaching these skills is “nonnegotiable,” and explicit, systematic instruction in how the sounds of the language (“phonemes”) are represented by letters is the approach most likely to lead to individuals’ learning to read.
    • In contrast, “balanced literacy” (sometimes called “3-cueing”) is far less effective and even counterproductive — particularly for students who benefit most from direct and clear instruction — because it does not clearly and systematically teach the necessary reading skills described above. (“Balanced literacy” is a misappropriation of the National Reading Panel’s use of “balanced” to mean phonics instruction balanced with language and comprehension-oriented instruction.)
    • After acquiring decoding skills, word recognition must become automatic. Decoding a word each time it’s encountered is an obstacle to comprehension. Individuals must know and apply spelling (orthographic) rules, including the exceptions, then practice and apply the rules to words they know orally as they encounter words in print. This creates a growing bank of words that are instantly recognizable once readers have connected each word’s sounds, spelling and meaning several times. This is very different from memorizing whole words. Connecting (“binding”) individual sounds to corresponding letters, then to the word’s meaning is critical. Once readers can read words they didn’t already know, reading becomes a way to learn new words.
    • The importance of language development, comprehension, knowledge and other skills is widely acknowledged by those who actually understand the research into how people learn to read. These skills and attributes must be a focus of attention even before reading instruction commences and should continue as children develop foundational literacy skills and throughout their school careers.  (See Scarborough’s iconic “Reading Rope” depicting much more than phonics and decoding, and including background knowledge, vocabulary, language structures, verbal reasoning and literacy knowledge.)
    • Language, vocabulary, knowledge and other skills must merge with automatic word recognition skills to produce fluent reading and comprehension, which then must be continuously supported and improved as students progress through school. Continued practice and development of skilled fluent reading is particularly critical for students most dependent on schools for successful literacy development. Neither word recognition nor language comprehension alone is sufficient for successful reading development. Both are essential.
    • All of the above is true for students in general, and especially true for vulnerable populations. Some students require additional consideration. For example, English learners in all-English instruction must receive additional instruction in English language development, such as vocabulary, since they are learning to read in English as they simultaneously learn to speak and understand it. 
    • English learners fortunate enough to be in long-term bilingual programs can become bilingual and biliterate. The processes involved in becoming biliterate are essentially the same in each language: Building on spoken language skills, foundational literacy skills link print to the sounds of the language, then to the oral language centers in the brain. Ongoing development of language, vocabulary, knowledge, and other skills and dispositions is essential for continued biliteracy development, as it is for literacy development in a single language or in any language.

    California has a long way to go if we are to develop useful policies around reading education for every student. All relevant parties, including teachers and parents, must have a voice in formulating such policies.

    But those voices must be well-informed. Misinformation and falsehoods must be eliminated from the conversation, replaced by clear understandings of the best knowledge we have.

    With fewer than half of California’s students — and even fewer English-learners, low-income students, and students with disabilities — able to read at grade level, can we afford to waste another day?

    •••

    Claude Goldenberg is Nomellini & Olivier Professor of Education, emeritus, in the Graduate School of Education at Stanford University and a former first grade and junior high teacher.

    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.





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  • How and why to get a State Seal of Biliteracy | Quick Guide

    How and why to get a State Seal of Biliteracy | Quick Guide


    Juan Garcia was one of 828 students in San Joaquin County to receive the State Seal of Biliteracy in 2023.

    Courtesy of San Joaquin County Office of Education

    Este artículo está disponible en Español. Léelo en español.

    What is the State Seal of Biliteracy?

    The State Seal of Biliteracy is a gold, embossed seal that can be affixed to a student’s high school diploma or transcript. It is awarded to recognize a student for achieving a high level of proficiency in speaking, reading and writing in both English and another language. California first began awarding the State Seal of Biliteracy in 2012.

    What is the benefit of obtaining a State Seal of Biliteracy?

    The State Seal of Biliteracy validates students’ hard work to learn more than one language. It can be shown to colleges and potential employers, to prove that you can speak, read and write in at least one language, in addition to English. Some colleges may give academic credit to students for the seal. In addition, some organizations, such as Language Testing International, award scholarships to seal recipients.

    In one study, partially funded by the U.S. Department of Education and focused on a school district in New Mexico, students who earned a Seal of Biliteracy enrolled in four-year colleges at higher rates than their peers who did not earn the seal.

    What languages does the State Seal of Biliteracy recognize?

    The State Seal of Biliteracy can be awarded in any language other than English. The most common language recognized with a Seal of Biliteracy in 2022-23 was Spanish, followed by French, Chinese (Mandarin or Cantonese), Japanese, American Sign Language, Vietnamese, Korean, Tagalog and German, in that order. 

    The state has also awarded the seal in many other languages, including Albanian, Arabic, Armenian, Bengali, Czech, Farsi, Hebrew, Hindi, Hmong, Igbo, Indonesian, Italian, Latin, Mixteco, Polish, Portuguese, Punjabi, Russian, Swahili, Urdu and Yurok, among others.

    Do all public schools in California offer the State Seal of Biliteracy?

    All public schools are eligible to participate, but participation is voluntary, not obligatory. In 2022-23, the latest school year for which data is available, 1,188 schools in 356 school districts or county offices of education awarded the seals. Check here to see if a school or district participates (click on the “Data” tab).

    What can you do if your school does not yet participate?

    You can contact a counselor, teacher or administrator at your school and share information about the State Seal of Biliteracy with them, to encourage them to participate.

    How do you apply for the Seal of Biliteracy?

    Contact your school counselor, principal or other administrator.

    What are the requirements to prove you are proficient in a language other than English?

    You must either complete coursework or take a test to prove proficiency.

    For coursework, you must successfully complete a four-year course of study in a world language at the high school or college level and attain an overall GPA of 3.0 or higher in that course of study. In addition, you must demonstrate oral proficiency in the language comparable to that required to pass an Advanced Placement or International Baccalaureate examination.

    You also have the option to take one of four tests, instead of coursework:

    1. Pass a world language Advanced Placement (AP) exam with a score of 3 or higher
    2. Pass an International Baccalaureate (IB) exam with a score of 4 or higher
    3. Pass both an ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of intermediate mid or higher
    4. Pass an exam approved by the school district that meets the rigor of a four-year high school course of study in the language and assesses speaking, reading and writing in a language other than English at the proficient level or higher. These are most often used in the case of a language for which AP, IB, or ACTFL tests do not exist. A list of locally approved world language proficiency assessments is posted on the California Department of Education’s State Seal of Biliteracy web page under the “Assessments” tab.
    Can courses completed in another country count toward coursework in another language?

    Yes. High-school level courses in another country in a language other than English, with the equivalent of an overall grade point average of 3.0 or above, can count toward the coursework requirement. These might be courses completed as an exchange student, or courses completed in another country by a newcomer student before arriving in the U.S. They must be verified by a transcript.

    What if a language doesn’t have a written or spoken component?

    If a language does not have a written system, or is not spoken (for example, American Sign Language), the district can approve an assessment on the components of the language that are used.

    What are the requirements to prove you are proficient in English?

    You must either complete coursework or take a test to prove proficiency.

    For coursework, you must complete all English language arts requirements for graduation with an overall grade point average (GPA) of 3.0 in those classes.

    You also have the option to take one of four tests to prove proficiency in English, instead of coursework:

    1. Pass the California state standardized test (California Assessment of Student Performance and Progress) for English language arts administered in grade 11 at or above the “standard met” achievement level
    2. Pass an English Advanced Placement exam (AP English Language and Composition, AP English Literature or Composition, or AP Seminar) with a score of 3 or higher
    3. Pass an English International Baccalaureate (IB) exam with a score of 4 or higher
    4. Achieve a score of 480 or above on the evidence-based reading and writing section of the SAT.
    What additional requirements do English learners have to complete?

    In addition to the requirements mentioned above, students who are currently classified as English learners and have not yet been reclassified as proficient in English must attain an oral language composite score of level 4 on the English Language Proficiency Assessments for California (ELPAC).

    Can you apply for a State Seal of Biliteracy in more than one language other than English?

    Yes. You can earn seals in more than one language, as long as you fulfill the requirements to show a high level of proficiency in each language.

    Are the requirements different for students who qualify for special education and have IEPs?

    According to the California Department of Education, the requirements to obtain a State Seal of Biliteracy may be modified for a student with an individualized education program (IEP), if the student’s IEP team determines it is necessary. The CDE website says the IEP team should review the student’s assessment plan and transition plan and determine what assessment(s) to use and what score would indicate proficiency, based on the student’s IEP.

    How many students typically receive the Seal of Biliteracy every year?

    According to the California Department of Education, 59,782 seals were awarded in the 2022-23 school year.

    Does it cost something to apply for the Seal?

    No, it is free for students, and school districts to apply for the State Seal of Biliteracy.

    What other states offer a Seal of Biliteracy?

    All 50 states and Washington, D.C., now offer the seal.





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  • How to get a high school education or learn English as an adult in California | Quick Guide

    How to get a high school education or learn English as an adult in California | Quick Guide


    Tulare Adult School serves a community with some of the greatest need for adult education in the state.

    Credit: EdSource/Emma Gallegos

    Este artículo está disponible en Español. Léelo en español.

    Do you (or someone you know) struggle with English? Did you drop out of school? Do you need help passing the citizenship test? Are you looking for a well-paying job that won’t require a bachelor’s degree?

    California’s adult school system steps in to help adults who might have slipped through the cracks — or are newcomers to the country.

    Many Californians can use the services of adult schools but are not taking advantage of the chance. Nearly 6 million Californians don’t speak English “very well” and over 4 million do not have a high school education, according to U.S. Census Bureau’s 2022 American Community Survey data.

    Nearly 3 out of 10 Californians struggle with basic English literacy. This can affect their ability to earn a good salary or navigate essential parts of American life, such as shopping, talking to a doctor or helping their children succeed in school.

    This guide is aimed at adults in California who need to take classes that will help them improve their English, finish their high school education, become a citizen or get a better job.

    Who can attend adult school?

    Anyone 18 and over is eligible.

    There are classes specifically aimed at adults who didn’t finish high school, immigrants, disabled adults, those who want to improve their parenting skills and adults who want to train for a career that doesn’t require a college education.

    Where can I get an adult education?

    There are three main places to get adult education in most communities: K-12 schools, community colleges and community libraries.

    Most Californians looking for adult education attend classes offered by their K-12 school districts. These classes may be offered right on K-12 campuses and through parent programs — or they may be offered at stand-alone adult school campuses.

    Community colleges also offer adult education. Adults who are interested in getting a degree or certificate sometimes find this an especially appealing option. English language and GED courses can help prepare students for college-level coursework. However, it is not a requirement to be on track for college to attend adult education classes at a community college.

    Libraries have the added benefit of offering one-on-one tutoring with a trained volunteer for adult learners. This can be a good option for students who need help with a particular task. Adults who struggle with basic skills, such as writing, English or math, might sign up to get help so they can pass a driver’s test or write a business grant application. Libraries can also connect Californians with a virtual program, Career Online High School, that helps adults get their high school diploma. (More on that below.)

    Some nonprofit organizations, employers or religious organizations also offer adult education. Organizations catering to adults who are immigrants, homeless or have a disability may offer adult education.

    How can I find out what is available in my community?

    Click here to view a map of offerings.

    What kind of classes are offered?

    The main types of classes offered by adult schools are adult basic education, adult secondary education, immigrant education, vocational education, education for adults with disabilities and education to help adults support their children in K-12 schools.

    Adult secondary education helps adults get the equivalent of a high school education with courses that include math, science, social studies and language arts. This could be through a high school diploma (for more on that, see the next question) or taking GED or HiSET tests.

    Adult basic education is essentially the foundation for high school. Adults who struggle with basic reading, math or digital literacy can take these courses, either on their own or to prepare for high school-level education.

    Adult school students have a wide range of backgrounds, but in California, the vast majority are immigrants. Adult schools help immigrants improve their English skills, get their citizenship and learn more about how to navigate American society. 

    Vocational education at adult schools helps prepare Californians for a new career, typically with an emphasis on offerings that take much less time than a bachelor’s degree. Adult education — both at the K-12 and community college level — helps students by connecting them with apprenticeships or helping them pass industry certification and state licensing exams.

    Some popular courses help prepare students for jobs in welding, heating and air conditioning technology, information technology support, court reporting and administrative assistant work. There are many programs for jobs in the health care fields, such as phlebotomy, vocational nursing, certified nursing assistant, pharmacy technician and medical coding.

    Some classes offered can also help adults build key life skills, which can be especially important for immigrants and disabled adults. This could include financial literacy, parenting classes and digital literacy.

    Can I get my high school diploma?

    Yes. Even if it’s been decades since you set foot in a high school classroom and even if that classroom was not in California or the U.S., you can get a high school diploma. You may even be able to count some of your work experience for credit.

    This can be a particularly useful option for adults who are just a few credits shy of graduation. 

    Just as with traditional high schools, the requirements for a diploma may vary. Both K-12 and community colleges offer classes that allow students to finish their high school diploma. Most community libraries also offer the opportunity to complete a high school diploma through a virtual program.

    What other options are there to attain the equivalent of a high school credential in California?

    The only authorized companies that can issue high school equivalency certificates in California are GED or HiSET.

    There are many high school equivalency test preparation programs — including those offered through public adult education programs and libraries. However, the state of California cautions that certificates of completion for these programs are not official California high school equivalency credentials. Getting these types of credentials requires passing tests.

    Can I get a GED in my native language?

    Californians can get a GED in English or Spanish. There are no other languages available at this time. The certificate of high school equivalency does not specify what language the GED is in.

    How much does adult education cost?

    The vast majority of adult education classes are tuition-free. Students may face fees for the GED or HiSET tests or practice tests, assessment tests, textbooks and other materials used in the courses. On community college campuses, students may also pay campus fees. These fees vary widely by institution — particularly for vocational tech classes.

    The program to become a vocational nurse at Bakersfield Adult School, for example, costs $7,000, while Downey Adult School estimates its whole program costs $16,999.

    Can I attend school while I have a job?

    One of the biggest hurdles for Californians who are interested in enrolling in adult school is simply finding the time to attend and study. There are classes held during the day, but many are offered in the evening and weekends as well, so classes are available to people who hold day jobs. There are also virtual classes.

    What kind of virtual options are there?

    Many institutions that offer adult education, such as local K-12 schools or community colleges, offer virtual options, which may include live teaching or asynchronous content.

    Most public libraries in California also offer the opportunity to earn a high school diploma through the Career Online High School program. It is available to anyone 19 or older. Last year, the program was offered at 797 of the state’s 1,127 public libraries. The program offers not just a high school diploma, but career training, plus help with a resume and cover letter. Some of the career training offered includes child care, commercial driving, manufacturing, office management, customer service, hospitality and security professionals. Students are assigned an academic coach. You can either ask a librarian or take this survey online to see if this option is right for you.

    Is child care or transportation offered? 

    This is not a common part of the offerings for adult schools, and it can be a big barrier to many potential adult school students. However, it is worth checking with your local schools. Some adult schools, colleges or nonprofits may offer child care, and some may offer transportation discounts or passes.





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  • What effective school boards get right

    What effective school boards get right


    Kindergarten students in San Jose Unified School District. (EdSource File photo.)

    Credit: Liv Ames / EdSource

    Over the next several months, high-profile political races will command the public’s attention. But one set of races at the local level might be just as consequential: local school board elections.

    Too many of us are flying blind when making school board ballot decisions. Few of us can say we regularly attend our local school board meetings (and those that do rarely represent the larger community). There is little research about school boards and limited public understanding of what the role of a school board entails. Although it seems like there are more news stories about school boards than ever before, those accounts unfortunately focus on disruption and dissension. Tales about recent recall votes, a fight about which books to teach, or a board meeting turning violent reveal that many school boards have become battlegrounds for political issues beyond K-12 education.

    Now is an opportune time to build greater awareness of what school boards do and the positive impact of effective governance. Fortunately, there are strong examples from which we can learn. The California Collaborative on District Reform released a case study of two California school districts — Napa Valley and San José Unified School Districts — with strong reputations among peer superintendents as having highly functional superintendent–school board relations. The case study illuminates the kinds of practices governing teams in other districts can adopt and the general public can reward in their voting.

    Commit to shared priorities. The pressures facing school districts — including from the pandemic, educator shortages, a daunting fiscal outlook, and others — are more intense than at any time in recent memory. These pressures often lead districts to fragment their work or, in an attempt to address every concern, do none of them well. In San José Unified and Napa Valley Unified, the governing teams orient their work around a shared mission, vision and values that help create focus and coherence in what could otherwise be an overwhelming environment. Both districts illustrate that school boards and their communities can work toward a shared vision more effectively with clearly defined priorities.

    Establish and embrace norms for behavior. Just as important as what a governing team does is how it does its work. Napa Valley Unified and San José Unified both commit to shared norms for working together that keep them accountable for acting in the best interests of their communities. These norms include treating each other with respect, clearly defining what their role does and does not entail, and embracing a commitment to sharing information transparently. The norms help them maintain focus, navigate disagreement in healthy ways, and model behavior that districts seek to develop in their students.

    Invest in early and recurring onboarding experiences. November elections will shift the composition of the governing teams in many districts, which can potentially undermine the commitment to both priorities and norms. To avoid this, newly elected trustees in San José Unified and Napa Valley Unified undergo district-specific onboarding processes that include one-on-one meetings with the superintendent and members of the central office and a California School Boards Association (CSBA)-facilitated Good Beginnings workshop to form relationships with one another and co-develop norms for how they will work together. A strong onboarding experience fosters role clarity, establishes a foundation for the governing team to work collaboratively, and communicates to constituents what the school board role involves and how it can best serve the community.

    Lean on internal commitments to navigate challenges. The two districts’ strong sense of role clarity and their commitment to priorities and norms allow them to better navigate periods of struggle. Representatives from Napa Valley Unified described the painful decision to close schools in 2019 and 2021; San José Unified governing team members recalled an intense series of votes about police presence on school campuses. These difficult experiences tested the governing teams’ norms and values, but board members reported they would have been much harder without the practices, processes and commitments they had made prior.

    This fall, voters will determine who represents them in crafting local school policy.

    Now is the time for district leaders, trustees and voters to ask themselves some critical questions: Do members of my community understand what the work of the school board entails? Do they understand what a commitment to problem-solving enables the district to do? And will their voting reflect those kinds of behaviors and commitments?

    By building awareness, fostering understanding, and equipping voters to make informed decisions on behalf of their communities, we can help cultivate governing bodies that will prioritize problem-solving over dysfunction, compromise over grandstanding, and student needs above all.

    •••

    Joel Knudson is a principal researcher at American Institutes for Research and the chair of the California Collaborative on District Reform, a learning community of researchers, practitioners, policymakers and funders dedicated to improving instruction and student learning for California’s school systems.

    Marina Castro is a research analyst at American Institutes for Research, a nonpartisan and not-for-profit social science research organization, and a staff member of the California Collaborative on District Reform.

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





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  • Bill to address antisemitism in schools to get special hearing Wednesday

    Bill to address antisemitism in schools to get special hearing Wednesday


    Students at a middle school in Los Angeles walk to class. ROBYN BECK / AFP)

    Credit Robin Beck / AFP

    Members of the Legislative Jewish Caucus have switched strategies to address their alarm over rising incidents of antisemitism in schools.

    They have abandoned a bill that called for creating academic standards that would have spelled out what should and should not be taught in American ethnic studies courses.

    Instead, with leaders of three other legislative ethnic caucuses also expressing support, they have introduced a bill to strengthen and broaden existing anti-discrimination protections based on race and ethnicity to include new wording to apply to national identity and religion.

    The Assembly Education Committee will hold a special hearing on Assembly Bill 715, introduced by Assemblymembers Rick Zbur, D-San Francisco, and Dawn Addis, D-Morro Bay, on Wednesday afternoon at 1:30. That is the final day for moving forward any bill for possible passage this year.

    “AB 715 demonstrates solidarity among California Legislative Diversity Caucuses to resolutely stand with the Jewish community to adopt meaningful legislation to root out hate in our classrooms,” Zbur said in a statement.

    The bill would add teeth to the uniform complaint process in schools and create a state-level antisemitism coordinator to oversee compliance with anti-discrimination laws.

    It also would apply anti-discrimination protections to content taught in class and to the contractors who write the courses’ lesson plans and train teachers. Although the bill does not mention ethnic studies, it presumably would apply to groups affiliated with the Liberated Ethnic Studies Model Curriculum Consortium, which compares Israel’s repression of Palestinians with European colonialists’ subjugation of people of color in Africa and Asia, and white American settlers’ mistreatment of Native Americans. Many of the complaints and lawsuits charging antisemitism have been against schools and districts that use the Liberated Ethnic Studies course content.

    Zbur said that school districts have ignored or delayed responding to complaints by Jewish families of bias and a hostile school environment. “Families should not have to file lawsuits,” he said.

    The key sections lay out broad intentions; the exact language is still being negotiated, Zbur said, and will be added as amendments to the bill in the coming weeks.

    The Jewish Caucus’ prior bill, to replace the current ethnic studies voluntary framework with academic standards, would have faced years of contention and low odds of passage. It was opposed by the California Teachers Association and ethnic studies faculty at California State University and the University of California, who have created alternatives to the state-approved framework. The bill would have applied only to high school ethnic studies, not all courses and grades. 

    The chairs of the Legislative Black Caucus, the Legislative Latino Caucus and the Asian American and Pacific Islander Caucus signed a statement endorsing AB 715. However, many groups that oppose the ethnic studies standards bill are gearing up to fight AB 715.

    “Repackaging censorship under the guise of combating antisemitism does a disservice to the very real fight against hate. We already have laws protecting students from discrimination. AB 715 would effectively silence educators and erase Palestinian voices,” Hussam Ayloush, CEO of the California chapter of the Council on American-Islamic Relations, wrote in a statement.

    In 2021, the Legislature passed legislation requiring that all high schools offer a semester-long course in ethnic studies, starting in fall 2025, and for all students to take it for a high school diploma, beginning in 2029-30. But the law requires state funding to take effect, and Gov. Gavin Newsom has not proposed any funding, and indicated he would not do so in the 2025-26 state budget. Since AB 715 also would create a state mandate, it’s unclear whether Newsom would sign it.





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  • ‘Something went wrong’: state reconsiders who will get $470 million for college and career grants

    ‘Something went wrong’: state reconsiders who will get $470 million for college and career grants


    A student in Oakland’s Skyline High School Education and Community Health Pathway sculpts a clay model of the endocrine system.

    Credit: Allison Shelley for American Education

    UPDATE: The California Department of Education has announced a new timeline for the Golden State Pathways Program. Learn more.

    In June 2022, the California Legislature decided to invest a half billion dollars into the Golden State Pathways Program, a career and college preparation program that Gov. Gavin Newsom called a “game-changer” for high school students. But two years later, frustration is rising among school leaders who have begun another school year without the promised funding.

    Advocates say the vision of the Golden State Pathways Program laid out by the Legislature is both progressive and practical. Career pathways aim to prepare high school students with both college preparatory courses and career education in fields such as STEM, education or health care. But those same advocates are frustrated by the program’s rollout, which they say has been beset by late deadlines, a confusing application process and delayed funding.

    “We are approaching a third budget cycle, and to not have the money out the door is derelict,” said Kevin Gordon, president of the education consultancy Capitol Advisors Group. He lobbies on behalf of clients that include school districts that were promised funding.

    The most recent snafu came to light when the California Department of Education announced in July that it was again reviewing the way it would dole out grant money — two months after Newsom and state Superintendent of Public Instruction Tony Thurmond announced the 302 districts and education entities that would be recipients of $470 million.

    Previously announced Golden State Pathways Program grant recipients include school districts large and small, charters, regional occupational centers and county offices of education. Recipients could receive up to $500,000 to implement one career pathway, and $200,000 to plan a pathway. Districts with many high schools and pathways could expect millions or even tens of millions of dollars in grants.

    Schools plan to use the grant money to expand dual enrollment, increase exposure to science, technology, engineering and math (STEM) careers through programs like job shadowing, and to hire support staff to help students with their college and career plans.

    Administrators counting on that funding said the news that the California Department of Education (CDE) was reviewing grant awards has thrown their plans and budgets for this school year into disarray.

    One administrator at a midsize school district said the prospect of not receiving the expected grants, especially in the wake of sunsetting pandemic funds, is difficult. This administrator asked to speak on background, citing a concern that CDE could hold it against the district during the ongoing grant review process.

    “Our district had an implementation plan that we are continuing to move forward with, and we are hopeful that the funding will materialize,” the administrator said. “The unfortunate part is that there are other resources that students will not receive if the funding doesn’t come through.”

    A group of organizations penned a letter asking state leaders to do everything in their power to get the promised funds flowing by November for a “once-in-a-lifetime opportunity.” Signatories included advocacy groups such EdTrust-West, school districts in Los Angeles, Oakland and Sacramento and even businesses such as the port of Long Beach. The letter to Newsom, Thurmond and Brooks Allen, executive director of the State Board of Education, referred to delays that have affected the competitive grant program.

    “We are extremely concerned, as this is not the first time processes have been delayed without a stated resolution date,” the letter stated.

    Tulare County Superintendent of Schools Tim Hire said he hopes to work with the state to find a swift resolution for the sake of students. The Tulare County Office of Education was selected as the lead agency for the state in November.

    “When there’s a delay, that means kids aren’t accessing those experiences and resources,” Hire said.

    Schools are in limbo

    There were signs during May’s announcement of grant awards that something went awry, according to school administrators.

    One school district was awarded three times the funding it requested, and others were awarded 1.5 times what they applied for, according to a countywide administrator. This administrator also asked for anonymity over a concern about CDE’s possible reaction to speaking out. 

    These local education agencies (LEAs) “don’t have the capacity to do three times as much work, even if they were awarded three times as much money,” the countrywide administrator said. This problem left school leaders “frustrated and a bit confused.”

    Hire confirmed that “overallocation” of grants was a problem across the state. Some schools received more than they asked, while others received none, but it wasn’t clear why.

    “Why did a district receive more than they requested?” he stated. “That’s a legitimate question to ask.”

    Scott Roark, a spokesperson for the department, said last May’s announcement was “preliminary.” The reconsideration of the recipients resulted from a “substantial” number of appeals, according to a July 16 statement.

    “Upon receiving appeals for Golden State Pathways Grant awards, the CDE determined that it was necessary to review all awards allocations in order to ensure that allocations are distributed consistently and fairly,” Roark wrote in a statement. The review will conclude by the end of September, he added. There will be a window for further appeals before funds are released.

    Many schools believed the announcement was official and included the awards in annual school budgets passed before July 1, according to an administrator who also declined to be identified by name, and who assisted schools with their grant applications.

    Roark said that the department received appeals for a “range of reasons” but declined to say what those reasons were.

    The review of $470 million in funds, now stretching well beyond the beginning of the school year, has put districts in an uneasy position. 

    Some school districts have put their plans on hold amid the uncertainty. By the time the grant funding is actually released, “it will likely be too late to hire,” said the administrator at a mid-sized district. “That puts the program launch another year behind.”

    Long Beach Unified is splitting the difference by moving forward with only a portion of the initiatives the district outlined in its grant application. In the initial announcement, the district was awarded $10.7 million in implementation grants and $335,523 in planning grants.

    Los Angeles Unified School District (LAUSD) was initially awarded $37.8 million in implementation grants and $200,000 in planning grants. A district spokesperson said it will be difficult to understand the effect of the revised awards until they’re announced.

    “We will have a better sense of its impact at that time,” said Britt Vaughan, a spokesperson for LAUSD.

    Regional leaders don’t have contracts

    It’s not just schools that have been left in financial limbo by the delayed rollout. 

    Up to 5% of $500 million for the program is set aside for grant administration, mostly through county offices of education. But that funding has yet to go out to the state lead and eight regional agencies for work they have been doing since January.

    Hire said that not having a contractual agreement yet with CDE has put the Tulare County Office of Education in an “uncomfortable position,” especially during a tight budget year.

    “We delayed hiring and just spread the workload among our current staff, which is challenging and probably not the best delivery of service,” Hire said.

    Colby Smart, deputy superintendent for the Humboldt County Office of Education, said this program is vital for California’s workforce, not just a “nice-to- have.” He expects the state will ultimately send funding to the regional lead office for Northern California, but the office has faced many “roadblocks,” including finalizing its contract and nailing down the scope of work.

    The administrator of one regional lead, who declined to use their name, said, “I’ve never in my life seen such dysfunction.”

    Rollout was ‘set up to fail’

    The rollout of the grant funding has faced hiccups along the way.

    The legislation behind the Golden State Pathways Program passed during the 2022-23 legislative session. Requests for proposals didn’t go out that year, but the program survived a massive budget cut in the next legislative session. In January, the department put out its request for proposals.

    Originally, March 19 was the deadline for grant proposals for programs that would begin in April. But due to “overwhelming interest,” the department said it needed extra time to complete the reviews. The awards were announced May 31.

    Administrators who worked on the proposal said that the application process itself was fraught. CDE revised the grant application several times.

    “They created something that was so complex from the get-go that it was set up to fail,” said Kathy Goodacre, the CEO of CTE Foundation, a nonprofit that works with school districts in Sonoma County. “But still, something went wrong.”

    CDE denied that a review of this magnitude was unprecedented.

    “Though we work to avoid significant review when possible, a review is not highly unusual and has occurred in the past,” Roark wrote in a statement.

    Both the federal and state governments have made big investments in preparing high school students for college and career at the K-12 level. The Golden State Pathways Program is a key piece of the governor’s plan for career education — a broad vision to ensure that all the agencies in the state are working together coherently.

    The countywide administrator said the problems with the rollout of the Golden State Pathways Program is an example of what happens when the funding for career and technical education (CTE) is not coherent. Funding for career pathways comes from over a dozen grants, some of which require applications every year. That creates a burden for both local education agencies and CDE, the administrator said.

    “Funding CTE is like buying programs on gift cards,” the countywide administrator stated. “We never know what we will get.”

    Even though the rollout of the Golden State Pathways Program has been frustrating, educators say that the program is critical for the state.

    “Half a billion is important for our students and our future,” the countywide administrator stated. “We want students to have economic mobility and make more than their parents did.”





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  • 10 LAUSD schools get a chance to opt out of standardized testing, create alternative measurements

    10 LAUSD schools get a chance to opt out of standardized testing, create alternative measurements


    CREDIT: Flickr/Alberto-G

    Ten Los Angeles Unified School District (LAUSD) community schools will be given an opportunity to pilot new approaches to assessments in the 2025-26 academic year. 

    And once the schools adopt alternative assessments, they won’t have to participate in standardized tests, other than those mandated by state and federal governments, the district school board decided in a 4-3 vote on Tuesday. 

    The policy, which comes as part of the Supporting Meaningful Teaching and Learning in the LAUSD Community Schools Initiative, was authored by LAUSD school board President Jackie Goldberg and board members Rocio Rivas and Kelly Gonez. 

    Goldberg said that over the past several decades, corporate entities have turned education’s focus away from cultivating a love for learning — and toward test taking, which she believes has become the “be-all and judge-all of schools.” 

    She emphasized that multiple choice, standardized assessments are not the only way to gauge students’ learning. 

    “I knew where my students were, what they could read, what they understood, what they didn’t — because that’s what you do when you teach,” Goldberg said, adding that class discussions and projects can also be used to observe progress. “You’re continuously assessing.”

    Once the 10 community schools establish new “innovative, authentic, rigorous and relevant” methods of assessment, they will not be required to administer the district’s iReady diagnostic tests, which teachers have criticized for taking up large chunks of instructional time. 

    Rivas said students would be relieved of some of the anxiety and stress that comes from ongoing standardized testing. She read several messages she had received from students in the district during Tuesday’s meeting.

    “If we already take five state tests … in the end of the year, why do we take the end of the year iReady?” one student wrote in a letter to Rivas. “They both are the same reason: to show you what we know.” 

    “I was really stressed out — worrying about all of these tests. I also gained a lot of anxiety since testing started, and I could not focus on my own life because I was so stressed.” 

    LAUSD board member George McKenna, however, opposed the measure, questioning how students are supposed to learn without being given tests to work toward. He added that the initiative has “promise” but that he did not trust the policy would be implemented properly. 

    Board members Tanya Ortiz Franklin and Nick Melvoin also voted against the resolution — which will require LAUSD to establish a Supporting Meaningful Teaching and Learning Initiative that community schools can apply to be part of. 

    Schools that are part of the initiative would have to select a community school “lead tacher” who is grant funded and would receive additional professional development from both Community School Coaches and UCLA Center for Community Schooling, among others. 

    The 10 schools in the cohort, according to the resolution, will also have to adapt their instructional programs to “integrate culturally relevant curriculum, community- and project-based learning, and civic engagement.”

    “This is just one step,” Gonez said during Tuesday’s meeting. “But I really look forward to the way this resolution will be implemented — to see what innovative ideas that I know our teachers have and see how we may be able to pilot a more joyful education, a transformative education, which really brings the community schools model to full fruition.” 





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  • Where Did Trump Get the Nutty Idea of Reopening Alcatraz?

    Where Did Trump Get the Nutty Idea of Reopening Alcatraz?


    Have you visited Alcatraz? It’s a fun way to spend time in San Francisco. You take a boat ride with other tourists and get a guided visit around the infamous prison. It sits on a 22-acre island known as “The Rock.” To describe Alcatraz as dilapidated would be an understatement. You learn about the notorious gangsters who were locked up there (including Al Capone and Machine Gun Kelly), about the many efforts by prisoners to escape, and you see the tiny, grim cells they lived in. Then you visit the gift shop for souvenirs and books about Alcatraz.

    While it’s often said that no one ever escaped Alcatraz, despite many attempts, three men built a raft and took off undetected in 1962: Frank Morris and the Anglin brothers. They were never seen again, so authorities think they must have drowned. But it’s possible they they made it to the mainland and started new lives. No one knows.

    Trump announced that he wants to reopen Alcatraz because it is time to get tough on hardened criminals. He said he was reacting to the madness of judges ruling that criminals were entitled to due process. This was impossible, he said, because he wanted to toss out millions of criminals, and there are not enough judges to give due process to so many criminals.

    At its height, Alvarez housed fewer than 350 prisoners.

    Malcolm Ferguson of The New Republic thinks he found out why Trump suddenly discovered Alcatraz as a solution. He saw a movie about Alcatraz!

    Ferguson writes in The New Republic

    President Trump may have gotten his half-brained idea to reopen and expand the infamous Alcatraz prison from a movie that aired on WLRN this past weekend. 

    “REBUILD, AND OPEN ALCATRAZ! For too long, America has been plagued by vicious, violent, and repeat Criminal Offenders, the dregs of society, who will never contribute anything other than Misery and Suffering. When we were a more serious Nation, in times past, we did not hesitate to lock up the most dangerous criminals, and keep them far away from anyone they could harm. That’s the way it’s supposed to be,” the president wrote on Truth Social Sunday evening. 

    “I am directing the Bureau of Prisons, together with the Department of Justice, FBI, and Homeland Security, to reopen a substantially enlarged and rebuilt ALCATRAZ, to house America’s most ruthless and violent Offenders,” he continued. “We will no longer be held hostage to criminals, thugs, and Judges that are afraid to do their job and allow us to remove criminals, who came into our Country illegally. The reopening of ALCATRAZ will serve as a symbol of Law, Order, and JUSTICE. We will, MAKE AMERICA GREAT AGAIN!”  

    A Bluesky user provided some more details on this seemingly random announcement. 

    “I may have context for this! Last night WPBT in Palm Beach broadcast the 1979 Clint Eastwood film ‘Escape from Alcatraz,’” they wrote. Trump was in Palm Beach on the night in question. 

    Trump potentially making major policy decisions based on the last movie he watched is bleak but unsurprising. Alcatraz is a dilapidated full-time museum off the coast of San Francisco that closed in the 1960s because it was too expensive to operate and many of the buildings were falling apart. Getting it back to a full-time jail would be incredibly costly and labor intensive. 

    “Alcatraz closed as a federal penitentiary more than sixty years ago. It is now a very popular national park and major tourist attraction,” California Representative Nancy Pelosi wrote on X. “The President’s proposal is not a serious one.”

    Rachel Maddow had a different theory about why Trump suddenly wanted to revive Alcatraz. She thinks he purposely distracts the public and the media. Toss out a shiny object for people and the media to get excited about, and it distracts them from serious policy failures. Alcatraz is bread & circus for the rubes, like the proposal to rename the Gulf of Mexico. Better to have them talk about something silly than to talk about Pete Hegseth’s latest mess at the Pentagon or RFK Jr.’s relentless war against modern science.



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  • Get More Home Tuition Leads in Your Area – Proven Strategies

    Get More Home Tuition Leads in Your Area – Proven Strategies


    Imagine this: you’re great at teaching. You’ve helped students score better, understand faster, and even love subjects they once feared. But despite your talent, your phone isn’t buzzing with inquiries. No new tuitions. No leads. Just waiting.

    Sounds familiar?

    If you’re a home tutor or running your own tuition classes, you already know — being good at teaching is not enough. You have to be found. You have to stand out. You have to connect with the right parents and students who need you right now.

    So, let’s break down some real, tried-and-tested strategies to help you get more tuition leads in your area.

    1. Start Where You Are: Local Visibility is Everything

    Before trying to dominate the internet, dominate your neighborhood.

    • Print Flyers: Yes, old school works. Design a simple, clean flyer and distribute it near schools, local grocery stores, stationery shops, apartment notice boards, and coaching centers.
    • Word of Mouth: Tell your friends, family, neighbors, and current students’ parents to recommend you. Sometimes, the best leads are one phone call away — you just need to ask.

    Pro Tip: Offer a small discount for the first month to anyone who comes via a referral. This motivates people to talk about your classes.

    2. List Yourself on Local Tuition Platforms

    If your name isn’t searchable, you don’t exist. Simple.

    • Get listed on platforms like TheTuitionTeacher.com, UrbanPro, or other local tutor directories.
    • Make sure your profile has:
      • A clear photograph
      • A short, genuine introduction
      • Subjects and classes you teach
      • Your location, timings, and contact details

    Most parents these days begin their search for a tutor online — don’t miss the boat.

    3. Show, Don’t Just Tell: Build Social Proof

    You don’t need a fancy website. Just simple proof that you can teach and you get results.

    • Ask current or past students/parents for short testimonials.
    • Create a free Instagram or Facebook page for your tutoring. Post:
      • Quick tips or fun facts related to your subject
      • Student success stories
      • Study hacks
      • Photos of handwritten notes or solved doubt

    Even posting once a week builds trust. It shows you’re active, approachable, and professional.

    4. Get Smart with WhatsApp & SMS

    Don’t underestimate the power of a small, polite WhatsApp message.

    • Collect phone numbers from local WhatsApp groups (school groups, parent groups, locality groups).
    • Send a message like: “Hi! I’m a tutor based in [Your Area], currently teaching Class 9 & 10 Science. I have a few slots open this month. If you or someone you know is looking for help in studies, feel free to reach out. Happy to help!”

    Keep it short. Don’t spam. Send in gaps. And always offer value, not just a sales pitch.

    5. Partner with Schools, Bookshops & Stationery Stores

    Form meaningful offline partnerships.

    • Talk to local school teachers or principals (especially in private schools) and ask if they can refer students who need extra help.
    • Ask stationery shop owners if you can leave a stack of flyers or a small poster at their counter. In return, offer to promote their store to your students.

    This creates a win-win, and trust me, people remember those who support them locally.

    6. Offer a Free Demo Class — But Make It Memorable

    Don’t just give a free class. Give them a glimpse into your teaching magic.

    • Prepare a short, high-impact lesson.
    • Use visuals, ask engaging questions, and show how you simplify difficult concepts.
    • End with a clear takeaway: “In my classes, we don’t just study — we understand.”

    A great demo class is your strongest pitch.

    7. Follow Up Like a Professional

    Sometimes, a parent might say “We’ll think about it.”

    Follow up in 3 days.

    Don’t wait endlessly. Send a message like

    Persistence (without being pushy) shows commitment.

    “Hi [Parent’s Name], just checking in to see if you had any more questions about my classes. I’ve got 2 slots open and would love to help your child. Let me know!”

    8. Stay Patient, Stay Consistent

    Lastly — remember, lead generation is not luck. It’s momentum.

    Every flyer, every message, every call adds up. Maybe not today. But over time, you’ll become the go-to tutor in your area.

    “Success in tuition is not just about knowledge — it’s about visibility, trust, and consistency.“

    Final Thoughts

    Whether you’re teaching from your living room or running full-fledged batches, the tuition business is all about one thing: impact.

    And the more people you reach, the more students you can help.

    So start small, but start today.

    Want to reach more students faster?
    Get listed on TheTuitionTeacher.com — and let parents in your area discover your expertise in minutes.

    👉 If you’re a tutor based in Lucknow and looking to get more home tuition leads, TheTuitionTeacher can help you connect with the right students. Whether you’re just starting or trying to grow your tutoring business — this is the platform where your journey begins.



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