برچسب: Hope

  • Hope for West Fresno now comes in the form of a college campus

    Hope for West Fresno now comes in the form of a college campus


    A student walks past the “You Belong Here” sign at Fresno City College’s newest campus, West Fresno Center.

    Credit: Betty Márquez Rosales / EdSource

    Brianna Knight can walk from her college campus down the street to her family’s home to check on her children when they need her, an option only recently available with the opening of Fresno City College’s latest campus in West Fresno.

    Her family, longtime residents of West Fresno, often takes care of her children while she’s in class or working as a tutor on campus. Knight, who is completing her associate degree in human biology, said that working toward her degree was more stressful before the new campus opened.

    She had planned to leave her hometown before the new West Fresno Center was built, she said, because she didn’t see a future there for her children. But her plans have changed now that the campus is open.

    “I’m big on: Where can I plant my seeds for my kids to grow? And if my kids can’t grow somewhere, why am I here? And so to be able to have this in the community I grew up in … if my kids don’t want to leave, they don’t have to,” Knight said about the new campus.

    For the West Fresno community that fought for this new campus, the college has come to symbolize hope for future generations like Knight’s children.

    Eric Payne, executive director of the nonprofit Central Valley Urban Institute, and Brianna Knight were both raised in West Fresno. Knight is currently a student at the new West Fresno Center campus of Fresno City College.
    Credit: Betty Márquez Rosales / EdSource

    “West Fresno is a phoenix rising out of the ashes because we can fundamentally zero out a lot of the systemic issues that we’re experiencing if we center the voices of young people in our community,” said Eric Payne, executive director of the nonprofit Central Valley Urban Institute. “And what better place than a college campus?”

    West Fresno is home to over 25,000 people in a historically marginalized section of the Central Valley’s largest city. It’s a region with one of the highest levels of concentrated poverty in the nation, higher rates of incarceration, and a lower life expectancy rate by about 20 years than their neighbors in wealthier sections of Fresno.

    These statistics have solidified over decades with strategic redlining practices, documented in detail, since at least the 1930s, and have led to limited opportunities and resources for those raised in the area.

    “Before, it was … just all about survival. There was no space to really grow. You don’t see a future, you don’t see yourself being a nurse,” said Knight, 33. “You hear about it, but you don’t actually get to see it.”

    It’s an area so deeply understood by locals as being underserved that a high school graduate made the local news this year because she was valedictorian, despite growing up within 93706, West Fresno’s ZIP code.

    “I can graduate with the highest honors despite the lack of resources and violence we endure on the West Side,” said Uzueth “Uzi” Ramírez-Gallegos during her speech, as reported by the Fresno Bee.

    This history is why the newest Fresno City College location was thoughtfully chosen to be constructed within a 1- to 2-mile radius of more than 10 K-12 schools.

    “We operated from a place of intention,” said Payne, who grew up in West Fresno and was elected trustee of State Center Community College District’s governing board in 2012. “How do we pull the greatest number of students into this community college?”

    The answer to that question was twofold: Build the new college campus within walking distance of those K-12 schools, plus reach out to the students and staff at those very schools to draw them onto campus and eventually enroll in the courses.

    The long-term vision for the college, Payne and campus leaders emphasized, is to create a space that not only disrupts the school-to-prison pipeline in the area but also more deeply connects West Fresno to the rest of the city.

    “I think the location is perhaps the best decision that was made by the community members and administration to make sure that 93706 is no longer left behind,” said one such campus leader, Gurminder Sangha, dean of educational services at the West Fresno Center.

    The 39 acres on which the school stands today were empty before its construction.

    Gurminder Sangha is the dean of educational services and pathway effectiveness at the West Fresno Center.
    Credit: Betty Márquez Rosales / EdSource

    The financial backing for the acquisition of the land and construction of the facility was secured in a combination of ways: partial funding from a $485 million facilities bond approved by voters in 2016, a $16.5 million grant awarded by the city of Fresno through its Transformative Climate Community program, and an additional $11 million directly from the city.

    Included in the mix was a donation of 6 acres from TFS Investments, a real estate investment firm that owned a portion of the land where the campus now stands.

    The land has since been transformed into an open campus, with an automotive technology center opening in the new year, where students will train for certifications in electric vehicle mechanics and in the field of alternative fuels such as diesel technology.

    The degrees and programs offered at the campus include access to medical assistant certifications, chemistry and biology laboratories, business administration courses, elementary teaching education training, and more.

    There is also a newly-established city bus stop at the front entrance of the school on the previously existing route 38, with service every 15 minutes between 6 a.m. and 6 p.m. on weekdays.

    Local community members have long expressed frustration over the unreliable public transit system. The new stop and the accompanying free bus passes available for students are meant to increase accessibility to and from the campus.

    Perhaps most clearly bridging the new campus to its local West Fresno community is the one-mile walking trail with exercise equipment circling the campus, which will be open to all once construction is finished.

    The amenities and services offered at the new campus are in contrast with the larger West Fresno community, where essentials like grocery stores, banks and even trees are uncommon. In light of this contrast, the school is becoming a haven for many. Knight, for example, noted that her children enjoy walking from their home up the street and onto the campus.

    Those who enter the campus’ main lobby are greeted by both staff and peers who are hired to work in the student services department housed on the first floor of the same building where many of the college’s academic courses are offered.

    From counseling to basic needs resources and financial aid to records, students can easily find the right person to speak with because those offices are one of the first things they see as they walk into the lobby. The clearest welcome might just be the large lettering above those offices, which reads: “You belong here.”

    George Alvarado is the Director of Counseling and Special Projects at the new West Fresno Center. He offered EdSource a tour of the campus during a recent visit.
    Credit: Betty Márquez Rosales / EdSource

    Barring the sections of campus remaining under construction through the beginning of next year — the automotive center and the walking trail — it is difficult to believe that the school opened just this fall; the facility has the typical hum of a college campus. Some students take their mid-class breaks in the main lobby, which doubles as a student lounge area, complete with snacks available for purchase and soft classical music playing in the background.

    Others study in the academic support centers on the second floor, where they also have a clear view of the greater West Fresno community.

    Sangha expects the available resources will expand as the school community grows.

    Conversations around building the campus began nearly two decades ago, said Sangha, with the actual construction taking about two years to complete.

    Payne noted that he remembers hearing about a college being established in West Fresno when he was in high school over two decades ago, but “it never materialized,” so he left Fresno at the time to attend Alabama A&M University.

    When he returned to his hometown years later, he began organizing with his former neighbors and joined a movement to push for what eventually became West Fresno Center. If it had existed when he was in high school, he said he may have chosen to stay in the city where he grew up and that more of his peers might have had better life outcomes and opportunities.

    “There are a lot of people that I graduated with that are deceased, that are incarcerated, and a lot of folks who are barely making it financially,” he said. “There was a thirst for this facility; there was a thirst for better outcomes.”

    That thirst is slowly being reflected in the number of students enrolling from the West Fresno community. Out of the 800 enrolled during this first fall semester since its grand opening, 130 students are exclusively taking courses at this campus, about 125 live in the 93706 ZIP code, and about 160 live in 93722, the ZIP code just north of campus.

    With their doors now open, plans are in place to offer college credit to local high school students. At three nearby high schools — Edison, Washington Union, and Kerman — students are already in dual enrollment courses held at their high school campuses. Sometime next year, according to Sangha, West Fresno Center plans to offer courses for high school students at the college campus so they may earn additional credits.

    “It is truly an academic village in a way, in that students can envision themselves walking from one school to the other school, then coming to us and going to Fresno State or wherever they want to go,” said Sangha.

    Knight graduated from high school about 15 years ago and moved to Los Angeles to enroll in Santa Monica College, but her move coincided with the 2008 recession and she couldn’t afford to remain in L.A. She returned to Fresno and enrolled in Fresno City College, but left shortly after becoming pregnant.

    “My journey to school has been … it’s been very different,” she said. “I’ve tried to come back throughout the years, and I just don’t think I was ready.”

    During the pandemic, she enrolled in school once more. She said the support she has received at the center made a significant difference for her.

    “My professors actually care that I show up, whether I’m late or whether I have to leave and take care of my kids or come back — which doesn’t happen often, but the fact that I have that support is important,” she said.

    Knight, who is a Fresno Unified School District graduate and whose mother and grandmother worked at Fresno Unified schools, now plans to continue raising her children in West Fresno. She is completing her degrees in human biology, public health and pre-allied health this month and will be walking the graduation stage in May.

    “To live across the street and to see it being built from the ground up, that was everything to me,” said Knight, a mother of two who is pregnant with twins. “It changed my whole mindset on Fresno, to be honest with you.”





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  • As feds plan new measures to prevent financial aid fraud, colleges hope real students still enroll

    As feds plan new measures to prevent financial aid fraud, colleges hope real students still enroll


    The 2025-26 FAFSA form.

    Credit: Andrew Reed

    Top Takeaways
    • California’s community colleges have dispersed $14 million and likely much more in financial aid to fraudsters.
    • The U.S. Department of Education says colleges must verify the identities of more students this summer. In the fall, it plans to launch permanent screening. 
    • Colleges worry that the new measures could burden students too much and prevent some from enrolling.

    California colleges are worried that new federal measures seeking to crack down on financial aid fraud, which has stolen millions in grants, could result in the unintended consequence of fewer legitimate students enrolling. 

    At California’s community colleges, where the fraud has been most pronounced in the state, financial aid officials hope the new steps will strike a balance between deterring bad actors while also minimizing the burden on real students. Some students may find taking extra steps to prove their identity to be an extra barrier to enrolling, possibly scaring them off, administrators say. 

    “How do we do fraud mitigation, but also still have students apply? The more barriers, the harder we make it to get in our systems, the less people will come,” said Tina Vasconcellos, associate vice chancellor of educational services at the Peralta Community College District. “It’s great the federal government wants to help us and cut down on fraud, but at the same time, is it going to create another hoop for our students to jump through to get to us in the first place?”

    The U.S. Department of Education announced last month it will roll out new ways to verify the identities of students who apply for aid. Most of the fraud has tapped federal aid, in the form of Pell Grants intended for low-income students, but some state and local aid has also been stolen in California and elsewhere. 

    The federal department said it would require colleges this summer to verify the identities of additional first-time applicants. That will apply to about 125,000 students in total nationwide, but the department didn’t say how that will be split among the colleges. To get verified, students will have to show government-issued identification such as a passport or driver’s license. If the college determines that a student is unable to show the identification in person, the student can be given the option to do so on a video call.

    “Although we recognize that these verification selections could be challenging for some institutions and students, it is a critically important and targeted step toward preventing fraud,” the department wrote in an announcement.

    The additional verification for the summer term is only a temporary solution before the department implements a permanent screening process for every financial aid applicant for the upcoming fall term.

    Officials have not said what that process will entail in the fall. Among the possibilities, college officials speculate that requiring more students to come in person to prove they are real, which could be potentially challenging for students who live far away and take entire course loads online.

    Community colleges have been plagued by financial aid scammers who target those institutions because they are open-access and offer many classes fully online. That makes it much easier to enroll in classes online and be eligible for aid. At least $14 million in aid, and likely much more, has been dispersed to fraudsters at California community colleges since 2021. 

    It’s also easier to defraud community colleges than more expensive universities because tuition is so low or otherwise covered, and much of the grants go directly to students for living costs, rather than to the colleges for tuition. 

    “We don’t know what the plan is for the fall,” said Jill Desjean, the director of policy analysis at the National Association of Student Financial Aid Administrators. Ideally, Desjean said, the process would be automated so that additional steps aren’t required of students or staff. “There’s just a limit to what the schools can do.” 

    Pretending to be legitimate students, fraudsters start by applying for admission online. Some of them are caught there, but others successfully get admitted and enroll in classes. At that point, they can request financial aid, which, if they’re successful, gets distributed to personal bank accounts via direct deposit.

    Beyond stealing aid, the scams have additional consequences for real students. Since each course has a finite number of seats, genuine students are sometimes left on waiting lists and can’t enroll because fraudsters are taking up the available seats.

    In a statement when the new measures were announced, U.S. Secretary of Education Linda McMahon said the department “has a responsibility to act” because fraud is “taking aid away from eligible students, disrupting the operations of colleges, and ripping off taxpayers.”

    Jasmine Ruys, vice president of student services at College of the Canyons in Santa Clarita, acknowledged that “it’s our job to make sure that fraud is not happening and that we’re good stewards of taxpayer money.” 

    She added, though, that the college strives to balance that responsibility with not asking too much of students.

    “Some students work during the day, so they might have to take time off work to be able to come over to us to verify,” Ruys added. “So we try really hard not to put any kind of barriers up for a student.”

    Even being asked to upload additional documents online could be difficult for some students, said Vasconcellos of the Peralta district, which serves Oakland and the rest of northern Alameda County. 

    “We still have a digital divide. There are students within our community who have less access to all aspects of technology,” she said. “A lot of our students are actually still using their phones to take their classes. So what I’d be concerned about is if the technology on the receiving end isn’t working and if it’s not easy to upload your ID, or whatever it is that they’re asking for, it’s going to potentially be a barrier.”

    Vasconcellos and Ruys both said they’re hopeful that whatever the department implements this fall will be something that doesn’t require much extra from students. 

    One possible solution, Ruys said, would be to add something at the beginning of the Free Application for Federal Student Aid (FAFSA), so the verification happens quickly rather than when students are getting ready to start their classes. That could be something similar to ID.me, an online identity verification platform already being used by many community colleges. 

    It’s not clear, however, whether the department is considering that option.

    “Whatever it is, we’re going to abide by all laws,” Ruys said. “We just hope that it doesn’t limit our students from being able to enroll and attend college.”





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  • New York: Orthodox Jewish Schools Hope to Evade the Law and Collect Public Money

    New York: Orthodox Jewish Schools Hope to Evade the Law and Collect Public Money


    New York State law requires private and religious schools to offer an education that is substantially equivalent to what is offered at secular public schools. Some Orthodox Jewish schools refuse to comply. Repeated inspections have found that the recalcitrant Yeshivas do not teach English and do not teach math and science in English.

    Dr. Betty Rosa, an experienced educator and New York State Commissioner of Education, has insisted that Yeshivas comply with the law. She fears that their students are graduating from high school without the language skills required for higher education and the workplace.

    The Hasidim are a tight-knit group that often votes as a bloc to enhance their political power. They vote for whoever promises to support their interests. Both parties compete for their endorsement.

    Eliza Shapiro and Benjamin Oreskes reported the story in the New York Times:

    New York lawmakers are considering a measure that would dramatically weaken their oversight over religious schools, potentially a major victory for the state’s Hasidic Jewish community.

    The proposal, which could become part of a state budget deal, has raised profound concern among education experts, including the state education commissioner, Betty Rosa, who said in an interview that such changes amount to a “travesty” for children who attend religious schools that do not offer a basic secular education.

    “We would be truly compromising the future of these young people,” by weakening the law, Ms. Rosa said. “As the architect of education in this system, how could I possibly support that decision,” she added.

    Gov. Kathy Hochul on Monday announced a $254 billion budget agreement but acknowledged many of the particulars are still being hashed out.

    Behind the scenes, a major sticking point appears to be whether the governor and the Legislature will agree to the changes on private school oversight, according to several people with direct knowledge of the negotiations, which may include a delay in any potential consequences for private schools that receive enormous sums of taxpayer dollars but sometimes flout state education law by not offering basic education in English or math.

    The state is also considering lowering the standards that a school would have to meet in order to demonstrate that it is following the law.

    Though the potential changes in state education law would technically apply to all private schools, they are chiefly relevant to Hasidic schools, which largely conduct religious lessons in Yiddish and Hebrew in their all-boys schools, known as yeshivas.

    The potential deal is the result of years of lobbying by Hasidic leaders and their political representatives…

    The Hasidic community has long seen government oversight of their schools as an existential threat, and it has emerged as their top political issue in recent years.

    It has taken on fresh urgency in recent months, as the state education department, led by Ms. Rosa, has moved for the first time to enforce the law, after years of deliberation and delay….

    There is little dispute, even among Hasidic leaders, that many yeshivas across the lower Hudson Valley and parts of Brooklyn are failing to provide an adequate secular education. Some religious leaders have boasted about their refusal to comply with the law and have barred families from having English books in their homes.

    Mayor Eric Adams’s administration, which has been closely aligned with the Hasidic community, found in 2023 that 18 Brooklyn yeshivas were not complying with state law, a finding that was backed up by state education officials.

    A 2022 New York Times investigation found that scores of all-boys yeshivas collected about $1 billion in government funding over a four-year period but failed to provide a basic education, and that teachers in some of the schools used corporal punishment.

    It is clear why Hasidic leaders, who are deeply skeptical of any government oversight, would want to weaken and delay consequences for the schools they help run.

    It is less obvious why elected officials would concede to those demands during this particular budget season. There is widespread speculation in Albany that Ms. Hochul, facing what may be a tough re-election fight next year, is hoping to curry favor from Hasidic officials, who could improve her chances with an endorsement….

    Hasidic voters are increasingly conservative and tend to favor Republicans in general election contests.

    New York’s state education law related to private schools, which is known as the substantial equivalency law, has been on the books for more than a century.

    It was an obscure, uncontroversial rule up until a few years ago, when graduates of Hasidic yeshivas who said they were denied a basic education filed a complaint with the state, claiming that their education left them unprepared to navigate the secular world and find decent jobs.

     



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  • What college students hope, fear from the new presidential administration

    What college students hope, fear from the new presidential administration


    “I am an immigrant, and I didn’t come here to do anything bad,” Mejias said. “They think that anybody who comes here, that is not from the U.S., has bad intentions. People don’t immigrate just because they want to leave their country. They immigrate because they want to change their future. They want to work and have a different life.”

    Mejias’ goal is to transfer to Cal Poly San Luis Obispo following the completion of the required computer science transfer courses at Saddleback College. Then Mejias wants to find remote work and return home to Venezuela.

    “I really miss my country, my people,” Mejias said. “I will see if I come back,” he added, because the changing social climate and attitude toward immigration in the U.S. has contributed to Mejias’ hesitation about a future visit to the states.

    He also feels more comfortable in California. “I’ve been to different states, and there you see people (who are possessive of) their territory. They carry guns and everything. I’m like, ‘Oh, I am going back to California,’” Mejias said. “I think because I am here in California, I feel way way more safe than being in any part of the U.S.”

    By Tasmin McGill





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  • The Power of Laura Brettle’s “Active Observation” + Hope to See You in Miami

    The Power of Laura Brettle’s “Active Observation” + Hope to See You in Miami


    “Shea, you mentioned the word “equal”…

     

    In a few weeks I’ll be in Miami with my colleague Hannah Solomon talking about techniques to Check for Understanding (There’s still room to join us: info and registration here). 

    One of the things we’ll talk about is the power of Active Observation–the idea that building systems to harvest data and observations about student thinking during independent work is one of a teacher’s most powerful tools.

    Here’s a great example of what that looks like and one reason why it can be so powerful, courtesy of Laura Brettle, a Year 6 (5th grade) teacher at Manor Way Primary in Halesowen, England.

     

    Laura starts by giving her students the task of describing the relationship between two fractions, which are equivalent.

    They’ve got two minutes to answer in a “silent solo stop and jot.” Here Laura is cue-ing a familiar routine. Whenever students think in writing it’s called a stop and jot. Having a name for it reminds them that it’s a familiar routine and familiarity is important- when a procedure is familiar to the point of routine, students can complete the task with no additional load on working memory. All their thinking is on the math, rather than the logistics of what Laura has asked them to do.

    But Laura has some great routines here too! As her students write she circulates and takes careful notes on her clipboard.  She’s able to spot students who need a bit of prompting and to take note of students whose work is exemplary. Because she has notes on what many of her students think, she’ll be able to start the discussion intentionally.

    “During the active observation,” my colleague Alonte Johnson-James noted when we watched the video with our team, “Laura monitors student thinking/writing in her first lap. As she launches into the second lap she begins to drop in feedback. First, to push a student to make their answer better and more precise. Additionally, she challenges students who might have finished early to push their thinking to identify additional equivalent fractions. She also recognizes where students struggle and uses intentional, appreciative Cold Calls of Shea and Joanna to explain how and why 5/6 and 10/12 are equivalent.”

    And of course she does that in the most appreciative of ways.

    First she asks students to track Shea: “Shea, you mentioned the word equal.”  In doing so she’s let Shea know that the Cold Call is a result of her good work– she’s done well and this is her reward. And she also tells Shea what part of her answer she wants her to talk about.  It’s a great way to honor students and make them feel seen for their hard work and to make Cold Call fell like an honor.

    But you can see that Laura’s notes were really comprehensive. She also credits Finn for using the word double in his answer too.

    Side note for one of my favorite moves–she magnifies the positive peer to peer symbol of the hand gestures students give to show they agree–“I can see people appreciating…” this helps Shea to see how much her peers approve of her good work!

    Next Laura goes to Joanna. “What I liked about your answer is that you showed the calculation…. we know it’s double but what calculation did you use?”

    Another super-positive Cold Call that makes a student feel honored for her work. And a very efficient discussion of the problem in which Jen has let students discuss the key points but avoided wasting any time.

    We often refer to this as “hunting not fishing”: while students work, Laura “hunts” for useful answers and tracks them. When she calls on students she can be ultra-strategic and efficient, rather than calling on students and “fishing” for a good answer: that is, merely hoping that they’ll have something on-point to say.

    Her simple but beautifully implemented systems for gathering data during independent work allow her to work efficiently and honor the best of student thinking.

    If you’re as inspired by Laura’s work as we are (Thank you, Laura!!) please come join us in Miami to study this and other techniques for getting the most out of your classroom!



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