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CSU students sound off on impact of upcoming tuition increase

“I was considering a master’s program through Cal Poly,” Monreal said. “But with the tuition increase, I might just consider getting a master’s degree anywhere else.”

For students like Monreal, who already manage student loans to take on college tuition costs, the 6% yearly tuition increases will have a profound impact on their education choices.

As an older sister to several high school-age siblings, Monreal said that she would encourage them to take into consideration these tuition increases when applying to colleges.

“I have younger siblings, and I think I would encourage them not to go to four-year college,” she said. “As a first-year, I would recommend any junior college so they can get some units under their belt at first, if the cost is increasing so much.”

Gabriela’s story gathered by California Student Journalism Corps member Arabel Meyer

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13/07/2025
Salaries, benefits increase as school superintendents become harder to find

LAUSD Superintendent Alberto Carvalho is among the highest paid superintendents in the state.

Credit: Credit: Julie Leopo / EdSource

Superintendent candidates are in the driver’s seat in California, where openings are plenty and fewer veteran candidates are interested. The result is higher salaries, better perks and less experience required.

Superintendent pay in California has skyrocketed in the last decade, with salaries in some districts growing more than 60%, according to an EdSource analysis of 53 California superintendent contracts.

Contracts show salaries that range from $130,000 in rural McKinleyville in Humboldt County, where Julie Giannini-Previde leads a district of 928 students, to $441,092 in suburban Elk Grove, near Sacramento, where Christopher Hoffman is at the helm of a district of 63,000 students.

Districts must pay a good salary to attract and retain qualified superintendents, said Nancy Chaires Espinoza, Elk Grove Unified school board president. Even with good salaries, some qualified people aren’t interested in applying for superintendent positions, she said.

“It’s really hard to recruit and retain superintendents because the job has changed, and the job of superintendent has become much more difficult, given the political environment,” she said.

A survey of 2,443 superintendents nationwide by the School Superintendents Association showed a median annual salary of $156,468 last school year, with pay increasing at districts with higher enrollment. No comparative salary data is available for California, although the California Department of Education has salary information for 2021-22. That year, superintendents in unified districts with 10,000 to 20,000 students earned an average yearly salary of $278,268 and superintendents in districts with 20,000 or more students averaged $319,443 a year.

“If the district really wants somebody, and they’re holding out for a higher salary, they’re probably going to get it because it is hard to find people,” said Cathy Nichols-Washer, who retired as superintendent of Lodi Unified School District last school year.

Superintendent contract highlights

Alberto Carvalho, Los Angeles Unified: Car, driver, security, $1.5 million life insurance policy, $50,000 moving allowance, $50,000 for tax-sheltered annuity, can ask to cash out unused vacation days.

James Hammond, Ontario-Montclair School District: Lifetime health benefits for himself and family, can cash out vacation days, $66,000 annual contribution to tax-deferred annuity.

Donald Austin, Palo Alto Unified: Can choose to rent a house from the district for $1,800 a month or take an annual salary increase of $25,000.

Samuel Buenrostro, Corona Norco Unified: He can’t take employees with him when he leaves the district.

Bryon Schaefer, Kern High School District: Contract allows him to work as a consultant for the district up to 30 days a year for up to five years after retirement at the same daily rate he made as superintendent, with requisite raises.

Kayla Johnson-Trammel, Oakland Unified: Three-month paid sabbatical included in 2022 contract.

Superintendent of fifth-largest district, one of highest paid

Elk Grove’s Hoffman makes $1,000 more a year in salary than Alberto Carvalho, the superintendent of Los Angeles Unified, the state’s largest school district, according to the most recent employment contracts available to EdSource. Carvalho, who leads a district of 538,000 students, earns a $440,000 base salary, with no promise of annual raises.

Hoffman’s current salary is a 63% increase over the $270,000 salary he received when he was hired in 2014. He also earned 2% bonuses this school year and last, as well as retroactive pay raises, according to his contract. Hoffman’s salary is higher because his car and expense allowances have been folded into his pay, said Chaires Espinoza. Last year Hoffman’s benefit package was worth $133,780, she said.

Carvalho’s benefit package more than makes up for the difference in salary. It includes a $1.5 million district-paid life insurance policy, use of a car, a $50,000 annual contribution to a retirement account, the ability to cash out some vacation days, and the use of security and a driver if needed. He was also paid $50,000 in 2022 to relocate from Florida to Los Angeles.

Chaires Espinoza says Hoffman earns his salary. She credits his relationship with the district’s unions with enabling Elk Grove Unified to be the first district to close schools in the wake of the Covid-19 pandemic. She also cited Hoffman’s longevity as superintendent — nine years — and his knowledge of the district, as other reasons he is worth the paycheck.

“I can tell you unequivocally that he is the best superintendent in the state,” she said.

Superintendents of large school districts aren’t the only ones making big salaries. Some superintendents in smaller districts out-earned colleagues overseeing much larger districts. Bay Area superintendents Donald Austin of Palo Alto Unified and Michael Gallagher at Sunnyvale School District, who earn $378,000 and $374,000 respectively, make more than superintendents in much larger districts in the state, including San Francisco Unified.

Pay increasingly tied to employee pay raises

Superintendents are increasingly asking for “me too clauses” in their contracts that give them the same raises as the employees whose contracts they help negotiate. Almost a fifth of the superintendent contracts reviewed by EdSource contained these clauses.

“That is more standard than not,” said Dennis Smith, managing search partner for Leadership Associates, a recruitment agency that does many of the superintendent searches in California. “The superintendent will get the same increases as credentialed staff and administrators. That’s common. People don’t want to see the superintendent get a bigger increase than others.”

Smith doesn’t think that this impacts superintendents’ decisions when negotiating with their unions. “The superintendent is going to negotiate the best package possible for the district,” he said. “I’ve never seen any self-interest involved in it.”

Chaires Espinoza says there is no conflict because the school board approves all raises.

But others disagree.

“This is a textbook example of a conflict,” said David Kline, spokesman for the California Taxpayers Association, a nonprofit tax advocacy association. “It’s definitely a conflict. You essentially have one person sitting on both sides of the bargaining table. We would like to see the end to that sort of contract. The superintendent should be paid based on performance.”

Benefits add cost, value to contracts

There is a lot more to a superintendent’s contract than salary. It spells out how many days the superintendent will work, how much the district will contribute to health and retirement benefits, how the manager will be reimbursed for expenses and whether the superintendent can accept outside jobs, earn overtime pay, or cash out sick leave and vacation time. It even spells out the number of months that a superintendent will be paid if he or she is fired without cause.

A healthy benefit package can more than make up for a lower salary. Some superintendents receive life insurance policies, stipends for advanced degrees, housing allowances, expense accounts, extra pay for advanced degrees, deferred compensation and annuities, longevity bonuses, lifetime health benefits and district-paid security.

Less common are things like the option for Palo Alto Superintendent Austin to live in a district-provided house or boost his salary by $25,000 or the three-month sabbatical that was part of Oakland Unified Superintendent Kayla Johnson-Trammel’s 2022 contract.

“We have noticed in news stories on superintendents throughout the state, it does seem they are being paid very generously from taxpayer funds with many perks the private sector couldn’t dream of receiving,” Kline said.

Going Deeper

The salaries of school staff, including superintendents, are public information, according to California state law, but not all school districts make the information easy to find. Even if districts post the initial contract on their website, most do not post the addendums that show superintendent pay increases approved over the years.

The California Controller’s Office collects salary data for all state jobs and makes it available on its Government Compensation in California website, but only 22% of school districts reported salary data for 2022 – the most recent year data is available on the site. Unlike other state agencies, K-12 school districts are voluntary reporters. Senate Bill 924, meant to close a loophole that allows districts to avoid reporting employee income, failed in the state legislature last year.

Without publicly posted salary and benefit information, the public must ask school districts for the information, often with a California Public Records Act request. Los Angeles Unified was one of the few school districts who have not yet fulfilled a request for public records filed by EdSource in October for this story. EdSource obtained Alberto Carvalho’s contract from another source.

Superintendent benefits put district in the spotlight

One case in particular has put superintendent pay and perks in the spotlight. In 2021, Ontario-Montclair Superintendent James Hammond earned $542,988 in wages and $200,608 in retirement and health contributions, according to the State Controller’s website. His wages grew because he was able to cash out 85 days of sick time and 25 vacation days, according to media reports. The district has 18,471 students.

In 2022 the school board capped Hammond’s annual sick days at 85 and required that he wait to cash out his accrued sick days until he leaves the district, instead of annually, according to the Daily Bulletin. The move reduced his total compensation by $100,000 that year, according to the State Controller’s website.

The Ontario-Montclair school board continues to be generous to Hammond. In July, the district increased his base salary to $368,547. The contract continues to allow the superintendent to cash out any of his 25 vacation days annually, or to accrue them and cash them out when he leaves the district.

Hammond also receives $2,500 a month from the district to pay for a life insurance policy and $66,000 — the maximum contribution allowed — to a tax-sheltered annuity. He and eligible members of his family also receive lifetime medical insurance benefits.

“I can confidently attest that Dr. Hammond has instrumentally helped to positively transform the Ontario-Montclair School District over the last 14 years,” said board President Sonia Alvarado. “As one of the most senior superintendents in San Bernardino County, students and families have benefited from his strategic vision and shared leadership style.”

The amount of compensation is meant to retain Hammond, who could leave for a similar compensation package in a large school district, at a university or in the private sector, Alvarado said.

“It is a very competitive market, particularly for large, urban school systems where there is usually a high turnover in the superintendent positions that often results in severance packages and settlements that are both costly and disruptive,” Alvarado said. “Recruiting and retaining effective leadership is one of the primary responsibilities a school board should prioritize.”

CSBA advises against ‘compensation schemes’

A California School Boards Association template for superintendent contracts offers advice for school boards that are thinking about keeping salaries low and offering bigger perks to superintendents to stay under the radar.

“Even when faced with such pressures, boards should avoid using ‘creative’ compensation schemes that tend to erode public trust, such as low salary but exorbitant benefits,” according to the CSBA.

Instead, the CSBA suggested that the district offer a competitive salary and reasonable benefits that are comparable to what other districts are paying.

Legislators try to regulate pay, benefits

Some states’ legislative bodies are considering capping the amount school districts can pay their school superintendents. California hasn’t taken that step, although state lawmakers passed a bill in 2013 to limit the maximum cash settlement to a district superintendent who is fired without cause to the amount of time left on his or her contract, or 12 months, whichever is less. Before that decision, superintendent contracts could include a payout of up to 18 months.

Almost every employment contract reviewed by EdSource required that the superintendent be paid if they are fired or, in some cases, if there is a mutual agreement that they resign.

Rachel S. White, an assistant professor at the University of Tennessee, Knoxville, who runs a research lab that collects data about school superintendents, said, “They (superintendents) are saying they want that protection because they know elections can happen, and the board turns over, and they’re out the next month.”

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06/07/2025
New California teaching standards increase focus on family engagement, social-emotional learning

Students at Edison High School in Fresno.

Credit: Fresno Unified / Flickr

California’s Commission on Teacher Credentialing approved long-awaited revised Standards for the Teaching Profession on Thursday that emphasize culturally responsive teaching, social-emotional learning and family engagement.

The standards, which guide teachers’ professional development and evaluation statewide, broadly describe the knowledge, skills and abilities expected of effective experienced teachers. State law requires that they are updated regularly.

During the meeting Thursday, the overwhelming sentiment — from commissioners members, speakers from the public, and the letters received — supported the new standards; however, some asked the commission to push back the 2025-26 rollout of the new standards to allow university teacher preparation programs, school districts and commission staff more time to implement changes.

“The revised CSTP aims to rehumanize our system by focusing on the whole student, their identities and what’s meaningful in this world to them, not us,” said Leigh Dela Victoria, an instructional coach in the Fontana Unified School District in San Bernardino County.

“They have the potential to transform all of our classrooms into culturally and linguistically responsive and sustaining communities,” she said. “As a coach, I can tell you firsthand the impact this type of teaching has on students when their identities, assets and agency are valued.”

She told commission members that the current standards, approved in 2009, are out of touch with what needs to be taught in classrooms.

The six overarching domains of teaching in the new document are similar to the previous standards, and are parallel to other state standards, according to the commission. The elements within the domains include definitions and examples. The six domains are also used in the Teaching Performance Expectations, which outline what beginning teachers should know.

Going Deeper

Domain 1: Engaging and supporting all students in learning – Teachers apply knowledge about each student to activate an approach to learning that strengthens and reinforces each student’s participation, engagement, connection and sense of belonging.

Domain 2: Creating and maintaining effective environments for student learning – Teachers create and uphold a safe, caring and intellectually stimulating learning environment that affirms student agency, voice, identity and development, and promotes equity and inclusivity.

Domain 3: Understanding and organizing subject matter for student learning – Teachers integrate content, processes, materials and resources into a coherent, culturally relevant and equitable curriculum that engages and challenges learners to develop the academic and social–emotional knowledge and skills required to become competent and resourceful learners.

Domain 4: Planning instruction and designing learning experiences for all students – Teachers set a purposeful direction for instruction and learning activities, intentionally planning and enacting challenging and relevant learning experiences that foster each student’s academic and social–emotional development.

Domain 5: Assessing students for learning – Teachers employ equitable assessment practices to help identify students’ interests and abilities, to reveal what students know and can do and to determine what they need to learn. Teachers use that information to advance and monitor student progress as well as to guide teachers’ and students’ actions to improve learning experiences and outcomes.

Domain 6: Developing as a professional educator – Teachers develop as effective and caring professional educators by engaging in relevant and high-quality professional learning experiences that increase their teaching capacity, leadership development and personal well-being. Doing so enables teachers to support each student to learn and thrive.

“The revised CSTP features several key shifts from the 2009 version, chief among them a more holistic approach to teaching and learning,” said Sarah Lillis, executive director for Teach Plus California, in a letter. “For example, the move from goal setting to designing learning experiences shifts the focus from results to students’ learning. Another notable shift is recognizing that all teachers, regardless of subject-specific credential areas, are teachers of literacy skills.”

Family engagement is a key element of new standards

The new standards also focus on family and community engagement, requiring teachers to find effective strategies for communicating and creating relationships with families.

“These standards provide an invaluable road map that will undoubtedly strengthen how teachers, schools and communities partner with families,” said Bryan Becker, of the Parent Organization Network.

Also new to the standards are two sections, one asking teachers to examine their personal attitudes and biases, and how these impact student learning, and the other asking them to reflect on their personal code of ethics.

After speakers expressed concern about the few references to English learners and students with disabilities in the document, Chair Marquita Grenot-Scheyer made a motion to approve the standards with amendments that would “shine a brighter spotlight” on those students.

She also asked that the amendment include direction to ensure teachers attend individualized education plan meetings. School staff and parents attend these meetings to review the education plan of students with special needs.

Revision put on hold for two years

According to the commission, the revision was a long time in coming. Originally adopted in the 1990s, the standards were most recently updated in 2009. An expert group of educators, administrators, researchers and state education staff came together in 2020 to update the standards. The group met online five times between June 2020 and May 2021, but work was paused a few months later “as Covid and other critical world events demanded pause and reflection.”

Over the past two years, the commission has been focused on other state initiatives that would impact the new standards, including the new PK-3 Early Childhood Specialist Instruction Credential and the implementation of revised literacy standards and literacy-related teaching performance expectations mandated by legislation. Members of the expert group returned in 2023 to review and finalize the document.

Board denies pleas for delay

The commission voted for the newly revised standards to go into effect in the 2025-26 school year, despite numerous requests by speakers to extend the rollout to give teacher preparation and induction programs and the commission staff more time to prepare for them.

Grenot-Scheyer also directed commission staff to develop an implementation plan that will support school districts and teacher preparation programs during the transition.

Audry Wiens, induction coordinator for Fontana Unified, was among those who asked the commission to delay the implementation of the standards for a year. She said programs would need to come to a common understanding of the shifts that need to take place, revise relevant documents, train mentors in induction programs and update accreditation websites.

Some wanted the standards implemented as soon as possible.

“I am not an induction program provider, but it really causes me pause to extend any sort of timelines, because we have got things to do here,” said Commissioner Megan Gross. “… I want us to capitalize on this sense of urgency that we have to do better for our kids.”

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13/06/2025
We need to track how California’s efforts to increase teacher diversity are working

Credit: Allison Shelly for American Education

Updated April 4 to correct demographic information of students and teachers in California.

I started my professional life as a server at the Marriott. I was looking forward to a career in the hospitality industry, but I also wanted to use my degree in biology and my love of science, so I decided to substitute teach.

During my first week in the classroom, one of my students said, “Mr. Z, we have learned more from you in the last three days than in the previous two weeks.”

That’s when I knew I wanted to become an educator.

My research into teacher preparation programs left me discouraged. Their cost was a major barrier for me, as it is for many other aspiring teachers of color. Then I found out about the Golden State Teacher Grant (GSTG) program, which provides teachers of color with the opportunity to pursue a career in education tuition-free. I would never have been able to afford my master’s degree and teaching credential had it not been for this program.

With this grant, I was able to receive my master’s and credential within one year, allowing me to step into the classroom and diversify the space that much faster. This is important because 20% of California’s students identified as white, while 61% of teachers identified as white. (The comparison is as of 2018-19, the last year that the California Department of Education published statewide teacher demographic data). Research shows that teachers of color have a positive effect on the pupils we serve. I have seen this in my own teaching. My high school chemistry classes are 85% students of color. One of my students, Nayleya, wrote to me, “I hated coming to school and I just felt like there was no point to it. I felt like the other teachers were just trying to control us and, in a way, treat us like robots, but you don’t. You listen to what we are having problems with and try your hardest to help.”

The Golden State Teacher Grant came with a comprehensive level of support, ensuring my success in the program and in the classroom. When I was working on my final project, a chemistry unit plan, my professors provided ongoing mentorship. I was able to resubmit my assignments until I reached mastery in my content area. This informed my teaching practice; I now give my students multiple opportunities to resubmit their assignments until they too reach mastery of the learning target. This has motivated students like Nayleya to work harder, even if she found the lesson challenging, because she knows I am backing her up every step of the way, in the same way my professors supported me.

I know that the Golden State grant worked for me as it has for many of my colleagues. However, to really know how many teachers of color are entering the profession, the programs they graduate from, the districts and schools they are teaching at, we need much more information than just personal experience. This is even more pressing now as the Legislature is considering addressing current budget shortfalls by clawing back funds from some of the teacher training programs, like the Golden State Pathways Program, teacher and counselor residency grants and national board certification grants, without understanding their impact. We need comprehensive data on the effectiveness of programs like the Golden State Teacher Grant to ensure that our investments in them are working, and policymakers have the information they need to make informed budget decisions.

Our Legislature is now debating a bill that will do just that. Senate Bill 1391, authored by Sen. Susan Rubio, would require the state to develop a dashboard with information on teacher training pipelines, credentialing, hiring and retention. Having a comprehensive data dashboard would also help us anticipate any challenges that arise from recruiting to preparing and retaining a diverse workforce. Imagine the improvements we could make to how we prepare and support teachers if we knew what programs were effective, and what worked and what didn’t.

I love teaching and I love my students. I want other people of color to pursue a career in education and find the passion and rewards that come with mentoring young scholars. Let’s make sure we have the data to help sustain and diversify our workforce, for the benefit of all our students.

•••

Omar Zamarripa is a ninth and 10th grade science teacher at Port of Los Angeles High School in San Pedro. He is a 2023-24 Teach Plus California Policy Fellow.

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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05/06/2025
McMahon Announces Increase in Funding to Federal Charter Schools Program, Despite Multiple Failures

Secretary of Education Linda McMahon announced an increase of $60 million to the Federal Charter Schools Program, bringing the annual total to $500 million to open new charter schools or expand existing ones.

This decision ignored research produced by the Network for Public Educatuon, showing that $1 billion had been wasted on grants to charter schools that never opened; that 26% of federally funded charter schools had closed within their first five years; and that 39% had closed by year 10.

The charter sector has been riddled with waste, fraud, and abuse.

See the following reports:

Charter failures

The Failure of the Federal Charter Schools Program:

CSP https://networkforpubliceducation.org/stillasleepatthewheel/

OIG report on CSP https://oig.ed.gov/reports/audit/effectiveness-charter-school-programs-increasing-number-charter-schools

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18/05/2025
Republicans Planning Major Increase in Tax on College Endowments

Republicans are looking for ways to subsidize tax cuts for billionaires, and one likely target is endowments of colleges and universities. This move is an extension of Trump’s war against elite higher education, especially Harvard.

In Trump’s 2017 tax bill, he levied a tax of 1.4% on institutions of higher education with large endowments, relative to their enrollments. Current Republican thinking is a huge increase in that tax.

Be it noted that endowments fund scholarships for low-income students. The proposed taxes are mean-spirited and short-sighted.

Politico reported:

Endowments valued at $750,000 or less per student would be taxed at the current 1.4 percent rate, according to two of those people. Endowments valued between $750,000 to $1million per student would be taxed at a 10 percent rate and those greater than $1 million per student would be taxed at a 20 percent rate…

Under Trump’s 2017 tax bill, only universities with more than 500 students and endowment assets surpassing $500,000 per student face the current 1.4 percent tax. Ways and Means Republicans have considered both bumping up that tax rate significantly and applying it to a broader mix of U.S. colleges.

A menu of policies prepared by the House Budget Committee and obtained by POLITICO in January suggested bumping up the endowment tax to 14 percent. That would raise $10 billion over 10 years, according to the document.

One bill, introduced by Rep. Troy Nehls (R-Texas), would raise the excise tax on endowment profits up to 21 percent.

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12/05/2025
Enrollment ticks up 2% at Cal State, its first increase since 2020

Cal State Fullerton commencement 2022

Credit: Cal State Fullerton/Flickr

California State University’s fall 2024 enrollment has risen to 461,000 students, driven by record gains among first-time, first-year students that nonetheless left the system short of its fall 2020 peak.

Preliminary data shows enrollment across the 23-campus system has inched up 2%, buoyed by more than 68,500 new first-year students this fall.

But Cal State has not yet returned to its 2020 high point, when enrollment hit 485,550 students. Headcount dipped for each of the next three school years, settling at 454,640 students in fall 2023.

In a news release, Chancellor Mildred García said the system is pursuing a “multi-year, holistic enrollment growth strategy” and is focused on recruiting and retaining students, including community college transfers.

“This promising upward momentum demonstrates the confidence that Californians have in the extraordinary power of a CSU degree to transform lives, particularly for America’s new majority, comprised of first-generation students, students of color, low-income students and adults seeking new opportunities,” García said.

Cal State reported a 7% increase in enrollment among transfer students, a 2% increase among graduate students and a 1% increase among continuing undergraduate students.

Preliminary figures show that 54% of CSU’s first-year students are Latino and that 4% of first-year students are Black. CSU did not break out data on Native American, Asian American and Pacific Islander student enrollment, nor was campus-level enrollment reported. The university system expects to release final systemwide numbers in November.

FAFSA fallout?

Increased enrollment at Cal State will be welcome news to observers who feared that the rocky rollout of the new Free Application for Federal Student Aid (FAFSA) application might depress enrollment.

Changes to the application that debuted last year were designed make the process faster and more efficient for families. But delays and glitches plagued the new form, a critical step students must complete to find out whether they’re eligible for federal aid such as Pell Grants, loans and work-study programs.

The troubled FAFSA cycle sparked worries that students who were uncertain about their financial aid packages would put off enrolling in college this school year. Previous research has found that receiving grant aid boosts students’ persistence and degree completion.

Financial aid officers and advocates also voiced concern about how the new application was affecting California students from mixed-status families. Many of those students — those with at least one parent without a Social Security number — had trouble submitting the FAFSA form.

The delays prompted both Cal State and the University of California to extend their spring deadlines for new students to declare their intent to register for fall 2024 classes, a recognition that many families would need more time to better understand how much their education would cost.

California ultimately fared better than most other states in terms of FAFSA completions, according to data from the National College Attainment Network. The state notched a 56% FAFSA completion rate, exceeding a rate of roughly 52% among high school seniors nationwide. That’s despite a 7% year-over-year decline in the number of FAFSA completions in California.

Cal State credited financial aid staff at its universities with helping students to work through a frustrating FAFSA cycle and processing provisional financial aid offers quickly. (The news release cited a rise in federal Pell Grants at CSU, but did not say how much awards increased.)

Difficulties with the FAFSA rollout might also have been offset by California’s universal FAFSA completion policy, which was passed in 2021. Assembly Bill 132 tasks school districts with ensuring that graduating seniors complete the FAFSA or the California Dream Act Application, but gives students the ability to opt out of doing so. A recent report by the Public Policy Institute of California found that applications from high school seniors ahead of UC and CSU’s March 2 deadline climbed 16% in the policy’s first year.

Denise Luna, the director of higher education policy at research and advocacy nonprofit EdTrust-West, said in a written statement that Cal State’s preliminary numbers indicate that giving prospective students more time to consider the costs of a CSU education was not just the right thing to do, but also “the strategic thing to do.”

“This year’s applicants need the same flexibility,” she wrote. “Since financial aid application timelines are delayed again, we will be looking to the CSU to plan to once again extend their intent-to-register deadline in 2025.”

Post-pandemic prognosis

CSU’s preliminary fall headcount is also a step toward reversing pandemic-era enrollment declines.

Enrollment across the CSU system fell 1.7% in fall 2021, part of a nationwide drop during Covid-19. Seventeen of the system’s 23 campuses saw a year-over-year enrollment slump.

Cal State campuses reacted with strategies designed to entice students back, including programs to re-enroll students who stopped attending college with incentives like waived fees and priority registration.

But CSU enrollment continued to slide in fall 2022, a consequence of record-low enrollment at the state’s community colleges, which had the knock-on effect of fewer transfer students entering Cal State.

Demographic trends in the state’s K-12 system may also affect CSU’s student body going forward. In the 2022-23 school year, K-12 public school enrollment fell for the sixth consecutive year. The California Department of Finance projects a drop of more than 660,000 public K-12 students over the next decade if current fertility and migration trends continue.

Still, CSU sees this fall’s numbers as a good omen. Preliminary fall 2024 enrollment, though 5% below the 2020 peak, “signals additional growth in the coming years,” a system announcement said.

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09/05/2025
UC approves hefty tuition increase for non-Californians

UCLA campus in westwood on Nov. 18, 2023.

Credit: Julie Leopo / EdSource

This story was updated to note that the full board of regents voted to approve the tuition increase.

The University of California will increase annual tuition by $3,402 for out-of-state undergraduate students who enter the university next fall, under a plan approved Thursday by the system’s board of regents. That will bring the total cost of tuition for nonresident students to $52,536.

Tuition for incoming California residents will not be impacted by the policy, but those students still face separate, inflation-based increases that UC previously approved. Next year’s incoming class of Californians will pay about $500 more in tuition than the 2024-25 cohort, bringing the total to $14,934 before campus fees.

The supplemental tuition charged to UC’s nonresident undergraduates will go from $34,200 to $37,602 — a 9.9% increase. The supplemental portion is on top of UC’s base tuition charged to in-state students. The total $52,536 price for nonresidents will be frozen for that cohort of incoming students for up to six years.

The hike, which was opposed by student leaders, was approved by the full board Thursday. It had cleared the regents’ finance and capital strategies committee on Wednesday.

Nonresident students in fall 2023 made up 16.6% of UC’s total undergraduate enrollment, or 38,701 students from other states and nations. More than half of those, just under 21,000, are international students.

The share of out-of-state students varies greatly across the campuses, with Berkeley, Los Angeles and San Diego campuses enrolling the most. In recent years, however, those three campuses have started to reduce enrollment of nonresident students at the direction of state lawmakers, who have provided UC funding to replace spots for nonresidents with Californians at those campuses.

The increase for now is a one-time hike, but UC could raise tuition further for future entering classes when it sets its budget for future years. Short of that, those future cohorts could also still be subject to inflation-based tuition increases, thanks to the plan UC previously approved for annual tuition hikes that apply to both resident and nonresident undergraduates.

In defending the tuition raise, Nathan Brostrom, UC’s chief financial officer, cited a challenging 2025-26 budget outlook for the university. As part of this year’s state budget agreement, UC was told to prepare for annual budget cuts of 7.95% beginning in 2025-26. “So that was why the timing made sense,” he said.

UC officials also said UC’s tuition for nonresident students is relatively low compared to peer institutions. At public universities in Virginia and Michigan, out-of-state students pay $7,000 and $11,500 more in nonresident fees than students at UC, according to UC officials.

“We were quite a bit behind. And so that’s why we looked at whether we had some headroom to raise it,” Brostrom said in an interview.

Separately, a UC spokesperson said in a statement that the increase will “support core operations” amid anticipated state budget cuts “without raising costs for current students and California residents.”

The cost of UC’s supplemental nonresident tuition has steadily increased over the years. The regents approved a $762 hike in 2019, and the supplemental portion has been subject to further increases since the 2022-23 academic year as part of the annual tuition increases UC approved in 2021. But the increase approved Thursday represents by far the largest of those hikes.

The approval of the tuition hike came over the objections of several students, including Eduardo Tapia, who is the university affairs chair for the UC Student Association.

“Opportunity to higher education should not face any more barriers,” Tapia said during the Wednesday’s public comment period. “Instead of increasing the salaries of UC administrators, let’s make sure college is more affordable for all.”

Francis Villanueva, an undergraduate student at UCLA, expressed concern that the tuition increase would impact the “most underserved, underprivileged, and marginalized” students across UC.

“UC claims that the UC system is already cheaper than other institutions across the nation,” Villanueva added during Wednesday’s public comment period. “But in such a crucial time as this one where futures are on the line, how can the UC claim to care about students and making higher education affordable?”

Brostrom, the UC chief financial officer, said he appreciates the students’ “passion” about the policy, but added that UC’s out-of-state students skew toward higher income brackets. Nonresident students aren’t eligible for Cal Grants, the financial aid awards available to California residents. Domestic out-of-state students can qualify for federal Pell Grants, but international students do not.

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04/05/2025
How districts can increase student access to computer science | Quick Guide
Credit: Alison Yin / EdSource
Top Takeaways

Collaboration between districts and community organizations, including to mentor teachers, is the key to expanding the pool of educators to teach computer science.

Educational leaders must prioritize including computer science classes in course offerings.

Parents can play an important role in getting their children to take computer science classes and in pressuring administrators to offer the classes at their schools.
In spite of statewide initiatives to increase access to and participation in computer science classes, California lags behind the national average of 60% and trails about three dozen other states in the percentage of high schools offering at least one computer science course.

According to the national 2024 State of Computer Science report:
- 52% of high schools across California offered computer science in the 2023-24 school year.
- Students who are female, belong to a racial or ethnic minority group, live in rural areas and small towns or attend schools serving predominantly low-income students are less likely to attend schools offering computer science classes.
- Policies in other states have expanded student access to computing skills and closed racial, gender, geographic and socioeconomic gaps.
What is computer science?

Computer science, as described in the computer science academic content standards adopted by the State Board of Education, is “the study of computers and algorithmic processes, including their principles … implementation and impact on society.” The course teaches and prepares students to “meaningfully engage” in a digitally driven world, according to Computer Science for California (CSforCA), a group of educators, nonprofit organizations and industry leaders that has worked to improve equity in computer science access.

Advocates say that in addition to legislative action, districts and communities can and should take the following steps to increase access to and enrollment in computer science.

Start with teachers

Julie Flapan, co-director for Computer Science for California (CSforCA), said proper teacher preparation is the first step in computer science education.

“Part of that means sending a teacher to professional learning. Not only do they learn the curriculum and pedagogy, but they’re part of an ongoing community of practice to feel supported in teaching computer science,” Flapan said.

Local, regional or statewide collaborative spaces where educators can learn from and support one another are crucial for teachers who are the only computer science instructors in their schools.

Teacher collaboration is key in small, rural districts or schools, where there may only be one educator trying to integrate computer science, said Tracey Allen, who has worked with rural districts across Northern California for Seasons of CS, California’s year-round computer science professional learning and training program.

“They might be the only science teacher that’s trying to integrate computer science, or they’re the only math teacher on site,” Allen said. “It’s kind of hard to have a robust conversation with yourself if you’re the only one in that content area.”

How do schools or districts find interested teachers?

Karen Mix, co-director for the federal CS4NorCal grant under the Small School Districts’ Association, said recruiting teachers requires developing relationships.

“I pop into schools and meet teachers,” she said. “Answer questions that they may have, show them the benefits and the values of computer science and how they can use it and encourage them to go to the training. One of our teachers — I had to pop into their school and talk to him and their principal maybe four or five times before we got them on board.”

Do teachers need to have a background in computer science?

In 2016, the state passed legislation allowing educators in other disciplines to pursue computer science certification with required coursework.

Though a leader in computer science advocacy, Allen in Northern California was a multiple-subject credentialed teacher with no background in the subject.

“You don’t need a background in computer science to begin learning about computer science and find easy entry points to start implementing or integrating it into your classroom for the benefit of your students,” she said.

Beyond professional development, how can schools and districts support teachers?

State and federal grant funding for computer science initiatives created ongoing professional learning. For that to continue after grant funding expires, Allen said, districts and schools can connect with county offices or other districts that are already doing the work.

“We are strapped for time,” she said. “Don’t feel like you have to create the wheel or that you have to be the one to put a resource bank together for your teachers. Reach out to other colleagues and tap into professional learning that’s already happening.

“I think sharing resources, sharing professional learning opportunities, will be key.”

CS4NorCal has even created and regularly updates an implementation dashboard — an interactive online tool — that will allow educators and school leaders to explore ways to implement computer science through the different approaches being used elsewhere.

And advocates emphasize the importance of connecting with local community partners.

Collaboration with community groups is vital, too

In the 2018-19 school year, Modoc County high schoolers had no access to any computer science courses, but nonprofits and community organizations participated in training opportunities to better collaborate in the development of computer science. The nonprofit Advancing Modoc, which eventually began leading course implementation, recruited staff to support the initiative.

Partnerships can broaden access and participation not just in computer science concepts but in basic digital and technological skills.

“Partnerships where you actually bring in subject matter experts like ourselves into classrooms can augment and help,” said Damon Thomas, co-founder of Quiq Labs, a tech education company that teaches students science, technology, engineering, art and mathematics (STEAM) through enrichment programs.

‘Be creative with your master schedule’

“You have to really have that administrator in your building or in your district being a support for you,” Mix, the co-director for the CS4NorCal grant, said.

It’s school and district leaders who determine what classes are offered on a school’s master schedule.

So, no matter how much professional development teachers receive, it goes nowhere if computer science isn’t prioritized in schools, said Rudy Escobar who has provided professional development and offered family engagement in his roles in Stanislaus County, the Central Valley and statewide.

School and district leaders must balance the availability of courses required to graduate with non-mandatory but needed classes that can, undoubtedly, prepare students for life after high school. But many administrators are reluctant or unable to prioritize a subject that isn’t explicitly a part of the state’s dashboard, the requirements that are used to measure and hold districts accountable for student progress toward college and career readiness.

“We have to really change the mindsets of site and district administrators, and even superintendents, to be able to see this as a priority,” Escobar said.
To increase access, Turlock Unified in Stanislaus County will start by offering an Advanced Placement (AP) computer science course in its high schools, Escobar said.

The College Board, which administers the AP program, offers resources to California educators teaching or planning to teach AP. According to Holly Stepp, a spokesperson with College Board, those include:

Free professional learning for educators planning to teach AP Computer Science in the 2025-26 school year

A grant is available for the four-day online or in-person training in June, July or August that will provide teaching strategies, instructional materials and a supportive teacher community

Online workshops led by veteran AP instructors

Mentoring

A teacher collaborative

Innovative curriculum with pre-approved syllabi, lesson plans and other instructional materials

Professional learning is also available to prepare teachers to use the curriculum

Free, online resources that can be tailored to meet the needs of students
Computer science advocates urge leaders to be creative with their master schedules and balance what courses they offer.

For example, in rural Siskiyou county in far Northern California, a kindergarten teacher on a half-day schedule teaches computer science as an afternoon elective in other elementary grades, Mix said.

Likewise, the small, rural Modoc County created a middle school coding class in the 40 minutes between 2:40 p.m. (when classes end) and 3:30 p.m. (when buses arrive).

“Just be creative with your master schedule,” Mix said.

How can administrators justify adding a class?

Kathy Hamilton with the Small School Districts’ Association acknowledged that small, rural schools and districts lack resources and credentialed teachers to offer computer science courses, and students may have no interest or awareness of the value of such classes.

“It’s a long-term strategy, but you have to build up the interest, build up the pressure, in grades K-8 so that by the time the kids get to high school, there’s a demand for the course, and then the principal can justify providing the assignment in the master schedule to offer a course,” Hamilton said.

Escobar recommends that administrators open up opportunities for teachers to integrate, or merge computer science into another subject area, to expose students to computer science in middle and elementary grades.

“Start early,” he said. “Make it a consistent thing that the students are seeing every year, so that way, when they get to high school, students are seeking to take those courses.”

What resources are available to school and district administrators?

Administrators remain concerned about how to implement computer science courses, especially if it becomes a requirement.

According to Flapan, the co-director for CSforCA, several organizations, many of which have received grant funding, have provided resources, including learning guides on how to implement computer science.

“There’s a lot of statewide resources and a lot of momentum and expertise in computer science in the state of California,” she said. “All of these folks are interested in helping to guide and support other administrators that are looking for ways to implement computer science in their schools.”

Resources for administrators and others

Some of those include:

How parents can help

“Parents want computer science when they hear what we talk to them about,” Escobar said, and they can advocate for computer science to be a priority in their school district.

“Statewide, we’re seeing that even though there are more computer science classes being offered, that the classes themselves aren’t always representative of the student body in the schools they serve,” Flapan said.

“How do we make sure that students of color and girls are taking advantage of those opportunities? We think that parents can play a strong role in encouraging their students to take it if they have a better understanding of why it’s important and how it could help them in their post-high school plans — whether it’s college or careers or just engaging in their communities.”
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12/04/2025