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  • The moment of the whole child is here; let’s not waste it

    The moment of the whole child is here; let’s not waste it


    Students rehearsing a dance routine in an expanded learning program in Fresno

    Photo: Jay Dunn/The Partnership for Children & Youth (PCY)

    The pandemic shed a bright light on something we already knew: The traditional school day is not enough to serve the whole child. Students in our school systems are struggling academically. From low test scores to low attendance rates, the pandemic recovery has left too many students behind. In response, California made a $4 billion commitment — part of the most significant funding increase in the state’s history — to fund quality expanded learning programs through the Expanded Learning Opportunities Program in an effort to bridge critical gaps in the school day.

    To fully support students’ development, we must go beyond test scores and classroom performance. Students need experiences that support their minds, bodies and spirits, too. Programs before and after school, enrichment and summer learning offer safe spaces for students to spend time outside the classroom, where they can connect with trusted adults, catch up on schoolwork, engage with their friends and play in green spaces outdoors. These programs help boost students’ school performance, increase school day attendance and graduation rates and increase family engagement.

    The good news is that state leaders are paying attention to the benefits of these types of expanded learning programs across the state. Recently, state policymakers participated in events here in Los Angeles to celebrate Lights On Afterschool — an initiative that calls attention to the importance of after-school programs. They saw firsthand the positive impact that learning outside of regular school hours has on children, not only academically, but mentally, emotionally and physically.

    Through quality expanded learning, we see kids transform into their most authentic selves, and when there is a dedicated effort toward inclusion, experiences lead to self-discovery and a commitment to their communities. We believe that expanded learning programs help students understand their deeper place in the world, and the confidence they build here expands into their time in the classroom and in their communities.

    Expanded learning goes beyond just the academic benefits, to the social and emotional health of students, necessary building blocks for the development of happy and healthy children. Last year more than 94% of surveyed middle-school participants in local programming said they grew in key areas of social and emotional development, like self-management and positive identity. Additionally, 83% of elementary participants felt a sense of team or group identity, especially important for a generation still reeling from the aftermath of isolation due to the pandemic.

    From first graders playing violins in mariachi bands to young athletes learning skills and important life lessons on and off the court and young people finding new confidence after a few nights at a sleepaway camp, demonstrate the immediate and long-term results of confidence, collaboration, cultural pride and agency. When young people are given choice and opportunity to find what “sparks” them, they find a sense of self that gives them a foundation for school and life success.

    Expanded learning programs are an essential part of development for so many students across our city — and our state. Our daily interactions with students in these programs prove we are on the right track — but we aren’t done yet. We must continue to fund and support high-quality expanded learning programs to ensure all students across the state have access to these opportunities to set the whole child — and whole communities — up for success. 

    •••

    Julee Baber Brooks is CEO of Woodcraft Rangers, a major expanded learning provider that serves over 20,000 at 120 locations.

    Jessica Gunderson is co-CEO of the Partnership for Children and Youth, a nonprofit working to increase access and quality of expanded learning programs in California.

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





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  • Heather Cox Richardson: History Matters. Truth Matters. Here is a Plan.


    Heather Cox Richardson is a historian so naturally she recoils at the daily misuse and distortion of history by Trump and his appointees. They don’t know much about history, and they want to distort it for partisan purposes.

    She has a plan to set the record straight, based on evidence and facts. Read on.

    She writes:

    In April, John Phelan, the U.S. Secretary of the Navy under President Donald J. Trump, posted that he visited the U.S.S. Arizona Memorial “to pay my respects to the service members and civilians we lost at Pearl Harbor on the fateful day of June 7, 1941.”

    The Secretary of the Navy is the civilian head of the U.S. Navy, overseeing the readiness and well-being of almost one million Navy personnel. Phelan never served in the military; he was nominated for his post because he was a large donor to Trump’s 2024 presidential campaign. He told the Senate his experience overseeing and running large companies made him an ideal candidate for leading the Navy.

    The U.S. naval base at Pearl Harbor, Hawaii, is famous in U.S. history as the site of a surprise attack by 353 Japanese aircraft that destroyed or damaged more than 300 aircraft, three destroyers, and all eight of the U.S. battleships in the harbor. Four of those battleships sank, including the U.S.S. Arizona, which remains at the bottom of the harbor as a memorial to the more than 2,400 people who died in the attack, including the 1,177 who died on the Arizona itself.

    The day after the attack on Pearl Harbor, the United States entered World War II.

    Pearl Harbor Day is a landmark in U.S. history. It is observed annually and known by the name President Franklin Delano Roosevelt called it: “a date which will live in infamy.”

    But that date was not June 7, eighty-four years ago today.

    It was December 7, 1941.

    The Trump administration claims to be deeply concerned about American history. In March, Trump issued an executive order calling for “restoring truth and sanity to American history.” It complained, as Trump did in his first term, that there has been “a concerted and widespread effort to rewrite our Nation’s history, replacing objective facts with a distorted narrative driven by ideology rather than truth. This revisionist movement seeks to undermine the remarkable achievements of the United States by casting its founding principles and historical milestones in a negative light.”

    The document ordered the secretary of the interior to reinstate any “monuments, memorials, statues, markers, or similar properties” that had been “removed or changed to perpetuate a false reconstruction of American history, inappropriately minimize the value of certain historical events or figures, or include any other improper partisan ideology.” It spelled out that the administration wanted only “solemn and uplifting public monuments that remind Americans of our extraordinary heritage, consistent progress toward becoming a more perfect Union, and unmatched record of advancing liberty, prosperity, and human flourishing.”

    To that end, Trump has called for building 250 statues in a $34 million “National Garden of American Heroes” sculpture garden in order to create an “abiding love of country and lasting patriotism” in time for the nation’s 250th birthday on July 4, 2026. On May 31, Michael Schaffer of Politico reported that artists and curators say the plan is “completely unworkable.” U.S. sculptors tend to work in abstraction or modernism, which the call for proposals forbids in favor of realism; moreover, there aren’t enough U.S. foundries to do the work that quickly.

    Trump is using false history to make his followers believe they are fighting a war for the soul of America. “[W]e will never cave to the left wing and the left-wing intolerance,” he told a crowd in 2020. “They hate our history, they hate our values, and they hate everything we prize as Americans,” he said. Like authoritarians before him, Trump promised to return the country to divinely inspired rules that would create disaster if ignored but if followed would “make America great again.” At a 2020 rally, Trump said: “The left-wing mob is trying to demolish our heritage, so they can replace it with a new oppressive regime that they alone control. This is a battle to save the Heritage, History, and Greatness of our Country.”

    Trump’s enthusiasm for using history to cement his power has little to do with actual history. History is the study of how and why societies change. To understand that change, historians use evidence—letters, newspapers, photographs, songs, art, objects, records, and so on—to figure out what levers moved society. In that study, accuracy is crucial. You cannot understand what creates change in a society unless you look carefully at all the evidence. An inaccurate picture will produce a poor understanding of what creates change, and people who absorb that understanding will make poor decisions about their future.

    Those who cannot remember the past accurately are condemned to repeat its worst moments.

    The hard lessons of history seem to be repeating themselves in the U.S. these days, and with the nation’s 250th anniversary approaching, some friends and I got to talking about how we could make our real history more accessible.

    After a lot of brainstorming and a lot of help—and an incredibly well timed message from a former student who has become a videographer—we have come up with Journey to American Democracy: a series of short videos about American history that we will release on my YouTube channel, Facebook, and Instagram. They will be either short explainers about something in the news or what we are releasing tonight: a set of videos that can be viewed individually or can be watched together to simulate a survey course about an important event or issue in American history.

    Journey to American Democracy explores how democracy has always required blood and sweat and inspiration to overcome the efforts of those who would deny equality to their neighbors. It examines how, for more than two centuries, ordinary people have worked to make the principles the founders articulated in the Declaration of Independence the law of the land.

    Those principles establish that we have a right to be treated equally before the law, to have a say in our government, and to have equal access to resources.

    In late April, in an interview with Terry Moran of ABC News, Trump showed Moran that he had had a copy of the Declaration of Independence hung in the Oval Office. The interview had been thorny, and Moran used Trump’s calling attention to the Declaration to ask a softball question. He asked Trump what the document that he had gone out of his way to hang in the Oval Office meant to him.

    Trump answered: “Well, it means exactly what it says, it’s a declaration. A declaration of unity and love and respect, and it means a lot. And it’s something very special to our country.”

    The Declaration of Independence is indeed very special to our country. But it is not a declaration of love and unity. It is the radical declaration of Americans that human beings have the right to throw off a king in order to govern themselves. That story is here, in the first video series of Journey to American Democracy called “Ten Steps to Revolution.”

    I hope you enjoy it.

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

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  • How will changes in federal policy impact California education? Stay up to date here

    How will changes in federal policy impact California education? Stay up to date here


    Despite Congress working through a spending deal to maintain federal grant funding for Head Start over the next six months, staff members at Head Start are starting to fear for the program’s future and the potential impacts on the Bay Area’s preschoolers from disadvantaged backgrounds, the East Bay Times reported. 

    So far, there aren’t any signs that Head Start will face cuts. But Melanee Cottrill, the executive director of Head Start California told the East Bay Times that “the broad, overarching challenge is all the uncertainty.” 

    “Even in areas as relatively close-knit and compact as the Bay Area, every program is a little different to meet the needs of the community — whatever those are — in the places where they are,” Cottrill told the Times. “Regardless of what kind of organization you are, losing any chunk of your funding would be a challenge.”

    Funding approved on March 14 isn’t enough to help Head Start employees keep up with cost of living increases. And earlier this month, a Head Start program run by the Santa Clara County’s Office of Education had to hand out pink slips. 

    Meanwhile, in February alone, roughly 3,650 children in Contra Costa County received subsidized preschool. 

    Contra Costa County’s Employment and Human Services Department director, Marla Stuart, told the Times said several actions taken by the federal government — including threats to reject grants that support Diversity, Equity and Inclusion — have already impacted the program. 

    She also pointed to Project 2025 and claims that Head Start’s federal office is “fraught with scandal and abuse” and should be cut. 

    “I don’t take the ‘see no evil, hear no evil’ approach,” said Contra Costa County Supervisor John Gioia at a board meeting, according to the Times. “We’re not going to know until the end, but if we want to advocate to say, ‘here’s the impact of these cuts,’ no one is stopping me from talking about that.”

    Several legal experts, according to the Times, have said that grant money for Head Start isn’t in jeopardy, unless the program is specifically cut. 

    “I’ve got lists of where possible funding impacts can occur, and I think we have a responsibility to talk about that,” Gioia said, according to the Times. “We’re not creating fear, we’re talking about reality.”

    —EdSource staff





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