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  • Federal cuts throw a curveball into my young Dodger fan’s tutoring journey

    Federal cuts throw a curveball into my young Dodger fan’s tutoring journey


    Credit: Mary Taylor / Pexels

    “Bye, Jose, I’ll see you Monday. Have a good weekend. Go Dodgers.”

    That’s my standard weekly sign-off to Jose Hernandez, the third grader I tutor at Jackson Elementary in Altadena, a Title I school near where I live.

    To say he’s a huge Dodgers fan doesn’t quite capture it, and, like most of the world, he loves Shohei Ohtani. In fact, he made it to the recent Jackie Robinson Day at Dodger stadium and was pretty excited to show up to school the next day with his new Dodgers cap with Ohtani’s name emblazoned across it.

    He’s not always the chattiest, but I’ve learned if I happen to say the right thing, all kinds of information comes pouring out. So I learned he’d been to the game because we happened to be reading a book about Robinson in one of our sessions. It was part of the 10 minutes of read-aloud I do at the beginning of our 45 minutes together. 

    “Ohhhhh,” I said, “that’s why your usual Dodger cap suddenly upgraded to this special Ohtani one.” 

    “Yeah,” he explained, “it was Jackie Robinson Day, and he was playing. And that was cool.”

    I’ve been doing two reading sessions with Jose a week — Monday mornings and Wednesday afternoons — since October, before I started this job as CEO of EdSource. The synchronicity wasn’t deliberate, but it has turned out to be a really helpful window into what’s happening on the ground in California’s public schools. And what it takes to help a kid who’s at least a grade level behind make a dent in the gap. 

    It took me a while to get the hang of tutoring. My kids are now 16 and 20, and teaching them to read is but a distant memory. I’m not sure where I’d even start, but luckily I haven’t had to figure it out myself. I’ve been volunteering through Reading Partners. They use an evidence-based curriculum, based on the science of how children learn to read. 

    It’s very structured — I write an agenda on a small white board, we start with 10 minutes of me reading while he follows along, then it’s his turn. We work our way lesson by lesson, Jose reading and filling out the worksheets that reinforce his comprehension. 

    Sometimes we work on breaking unfamiliar words into identifiable parts, which quite frankly often makes me think about how illogical English is. 

    “Well, so this time -ch sounds like sh, but yeah, you’re right, in that other word it was ch”.  

    Other times we advance through comprehension skills, like how to pull out the author’s main point or how to identify main characters. Some come more easily than others to Jose, but he hangs in there, and I’m often surprised at how much he understands from a story he seems to be struggling through.

    Six months in, I felt like we were both getting in a groove and couldn’t believe the school year was coming to an end. Then came the email, a surprise this past Sunday at 8:30 pm.

    No warning.  

    I suppose we should have seen it coming — in mid-April, the Trump administration targeted some 400 million dollars worth of federal AmeriCorps grants for elimination, but it wasn’t clear how that might affect Reading Partners, one of their programs. When we talked about it at tutoring that week, my amazing coordinator, Kaiya, seemed to think we were OK for the present. Now, a dozen states have filed lawsuits to block the overall AmeriCorps cuts, but confusion reigns. 

    The writing, as they say, is on the wall.

    Reading Partners targets kids up to fourth grade who are reading anywhere from six months to 2.5 years behind their grade level. The research shows what a difference one-on-one help with reading can make in closing the gap. So what of Jose and the 54 other kids getting help with their reading at Jackson Elementary? Or of the nearly 800 kids across Los Angeles? 

    These kids from Jackson have already had more than their share of challenges this year. Jackson was one of the schools closed for several weeks after the Eaton fire in Altadena — the structure was fine, but had to be cleaned top to bottom to get rid of smoke damage. Jose’s family was displaced for even longer, so he was arriving at school late for several weeks, presumably while his parents navigated a new morning commute from the hotel in which they were staying. But the fire also meant most of the kids at Jackson also lost the midyear assessment that Reading Partners does to track whether the tutoring has been making a difference. End-of-year assessments were supposed to start this week, so with the hit to AmeriCorps, that all gets a lot more complicated. 

    As of this writing, it looks like some of the Reading Partners coordinators will be coming back, but not as AmeriCorps, and we will get a few more tutoring sessions after all. Whiplash. I can’t help but wonder how much the kids know about all of this.

    I hope Jose improved in the months we worked together. I don’t think I was the greatest tutor, but I tried my best. I’d like to think it made a difference. 

    The books we were reading got harder. He kept advancing in the lessons. He got better and better at sounding out unfamiliar words with less prompting from me. 

    But I know reading was a struggle for him, and I can’t say I imparted a love of reading in him. He seemed to enjoy our time together, and once, when I picked him up at the after-school program at the school, a couple of his buddies asked how they could get tutors. I’ll take that as a sign of something.

    Meantime, he and I were a few chapters into “James and the Giant Peach” at our last session. We may never get to the happy ending at the book’s conclusion, but now, with the reprieve, perhaps we can get far enough to at least see the hideous aunts perish.

    •••

    Deborah Clark is CEO of EdSource.

    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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  • College clubs becoming just as competitive as getting into college

    College clubs becoming just as competitive as getting into college


    Credit: Larry Gordon / EdSource

    When Nhan Tong, a freshman majoring in computer science at USC, arrived on campus in the fall, he was excited to join social clubs, discover a new passion and make some college friends. 

    A club focused on meetups to make and explore new foods caught Tong’s eye, but he soon learned about the group’s laborious, multistep application process: the submission of several essays, followed by an in-person, structured “vibe check” session, where Tong participated in a group interview with prospective members. 

    Groups of about 10 students filtered through a courtyard in shifts, answering questions like, “Why do you want to join?”, “If you had to choose one flavor that describes you, what would it be?” and “Where does your passion for food come from?”

    A few weeks later, Tong got rejected from the club. He ran over possibilities in his mind, trying to figure out what he’d done wrong — what was off about his “vibe.” The experience frustrated and hardened him to the reality of organized social culture at the University of Southern California, he said.

    “They’re trying to look for these specific people, and they encourage everyone to apply, apply, apply,” Tong said. “The issue is not applying itself. It just makes it kind of an unfair and unfriendly environment to newcomers.”

    Admission rates to California’s most competitive public and private universities decline year after year, nearing or falling below 10% for the 2028 freshman classes at colleges like USC, Stanford, UC Berkeley and UCLA. In an increasingly cutthroat process, 12th graders vie for a limited number of seats in college classrooms across the state. 

    Although gaining admission to a selective university is no easy feat, a shifting social dynamic in many elite institutions now means getting in is only part of the challenge. At colleges where freshman classes boast some of the highest-achieving high schoolers in the country, students have developed their own selective, hierarchical culture in the form of exclusive clubs.

    While college fraternities and sororities have always selected members through a multistep, sometimes laborious process known as “rush,” a competitive club culture separate from Greek life is an emerging phenomenon. 

    Ranging from career-oriented organizations that prime students for prestigious Wall Street internships and six-figure salaries to social groups that organize potlucks, interested students are let in on the open secret among their institutions: Whether a club deliberates Fortune 500 company cases or bonds casually over a shared interest, not just anyone gets in just by showing up.

    While the issue is most visible at the most selective campuses, there are accounts from California State University campuses along with UC schools and private colleges.

    Some universities are beginning to recognize selectivity in student organizations as an issue, but directing clubs to reform their recruiting practices is a tall task. 

    Starting in fall 2024, USC told its clubs they had to accept any interested student applicants. A number of competitive groups, though, have kept their application processes while hosting events for nonmembers that help them bypass the new rule.

    For some student clubs, open invites and welcoming environments are part of an organizational mission amid rising exclusivity.

    UC Berkeley senior Ken McNurney, a shed and equipment manager for Cal Archery, the campus’ recreational archery team, noted the importance of having fun in college.

    At the beginning of the fall semester, McNurney replied to a user on Reddit’s r/berkeley subreddit page who posted in despair following rejections from clubs requiring applications and interviews. McNurney encouraged dejected students to join Cal Archery in his comment, advertising free beginner sessions for all students. 

    “I commented because I understand the appeal of those clubs and organizations from a student professional’s perspective, (but) they wind up unintentionally neglecting just having fun and making friends just for the sake of those things,” McNurney said.

    Julia Wu, president of Cal Archery, immediately found the club warm and welcoming when encouraged to join the club’s beginner training program after emailing the club out of interest during her senior year of high school. Despite Wu’s “newbie” status, Cal Archery’s accepting environment for both archers with and without competition experience took her with open arms. 

    “(I’m) so glad Ken used his humor to advertise our club’s friendliness,” Wu said. “I made several friends from my cohort who became my best friends in college.”

    But some student leaders say selectivity is necessary.

    Christina Mueller, a UC Berkeley junior and co-president of the school’s Model United Nations club, said that the current acceptance rate for new members is around 20%, often receiving around 100 applications every semester. 

    According to Mueller, funding constraints leave UC Berkeley’s Model UN club no choice but to limit available spots.

    “We’d love for (the club) to be larger, especially for a traveling team, but with (Berkeley) being a public institution, we’re limited in how many people the club can support financially,” Mueller said. “We’re very limited in the amount of places we can travel. For other schools, everything is paid for. We are mostly self-funded, meaning people pay out of pocket for their own flights and food. Most people in the club can only afford to travel once a semester to a tournament.”

    Mueller said the club’s extensive vetting process — three rounds of interviews, including a “social round” where prospective members are considered based on their compatibility with current members — is crucial to the success of the club’s performance at conferences.

    “Reading social dynamics, working with people — including people in conversations while still establishing yourself as a leader — is an important part of doing well in conferences. Intelligence and research can only take you so far,” Mueller said. “Success (in this club) is social awareness, which is why we’ve instituted a social round, showing how you do well in competition.”

    Stanford senior Matthew Yekell’s foray into the university’s club scene could be described as a raving success: He got a “yes” from every highly selective group he applied for as a freshman and now serves as vice president of Stanford Consulting, the premier consulting club on campus with a sub-10% acceptance rate.

    One of his takeaways from running the club’s recruitment last year? “It’s needlessly exclusive,” Yekell said. 

    “It’s tragic how selective we have to be, right? I think a lot of club leaders … look at selectivity as a good thing,” said Yekell, pointing to the way some pre-professional clubs wear their low acceptance rates as badges of honor.

    Stanford Consulting is more “job” than club, Yekell said, paying its student members for work with real clients. The group recruits like an employer but works to support its largely inexperienced underclassmen applicants with pre-interview coffee chats and workshops. Successful applicants make use of offered support, do their research, reach out for mentorship and demonstrate a strong interest in what the club can do for them, he said.

    Interested students who don’t make it in can attend talks with consulting firms and case interview trainings that are open to all, Yekell said.

    “We host a lot of programming that’s all-campus,” Yekell said. “We’re cognizant of how  … (unfortunate) it is that we can only serve a certain segment of the population.”

    In a perfect world, no club would be selective, said USC senior Sullivan Barthel. Barthel, who majors in journalism, is part of a group of students running a campus magazine. Though he’d like for the club to accept anyone interested in contributing, a page limit means restrictions on how many students they can bring on.

    “We produce public-facing content in a short amount of time, and it’s really important for our production schedule to have a reasonable number of people on the team,” Barthel said. “The main thing that I talked with the other editorial staff about this summer was just being really intentional with why we are selective.”

    But Barthel sees a greater trend on campus affecting students hoping to get involved in social clubs and, more specifically, community service organizations. Upon coming to USC, he found, much to his surprise, that a number of university-affiliated student service groups ask students to write essays, participate in interviews and take knowledge tests just to volunteer with them.

    “The dangerous combination is when there’s a very mission-driven organization that also has a really heavy social component,” Barthel said. He thinks there’s a belief that a strong, tight-knit community comes from “a really intense recruitment process.”

    On the heels of his food club rejection, USC student Tong sought to disprove the tie between selectivity and community. 

    Despite feeling disheartened and confused by his first foray into campus involvement, Tong went on to join engineering clubs and an open table-tennis group that meets weekly. He even started his own unofficial, open-invite movie club. 

    “What I’d want to see from these (selective) clubs is just a little bit more transparency, maybe about who they’re looking for, what exactly they even want,” Tong said. “There’s no way I have to write an essay just to get into a club for socialization. That just doesn’t make sense. If it was socialization, you would just try to get as many people as possible, right?”

    Christina Chkarboul is a fourth-year earth science, global studies and journalism student at USC and a member of EdSource’s California Student Journalism Corps.

    Jo Moon is a third-year political economy and gender studies student at UC Berkeley and a member of EdSource’s California Student Journalism Corps.





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  • Months after fire, Pali High moves into Santa Monica Sears building  

    Months after fire, Pali High moves into Santa Monica Sears building  


    Students return to Pali South in Santa Monica on April 22.

    Credit: Mallika Seshadri / EdSource

    It was like the first day of school on Colorado Avenue in Santa Monica. 

    Campus security directed parents as they mapped out drop-off routes. Staff greeted students, who lugged backpacks, musical instruments and sports gear. High schoolers embraced and marveled at their new campus. 

    But unlike most first days of school, even seniors on the verge of graduating wandered around, asking where to go. Teachers wondered where to lock their bikes. 

    “[I’m] definitely nervous,” said Aurora Robles, a freshman. “I don’t think I would know where any of my classes are or where any of my friends are.” 

    It’s April 22 — more than three months since the Palisades Fire ravaged over 23,000 acres in Los Angeles and destroyed roughly 30% of the historic Palisades Charter High School, which is known for its appearances in films such as “Carrie” and “Freaky Friday.” 

    Unlike other schools in both Los Angeles Unified and Pasadena Unified that returned to in-person learning weeks after the fires, Pali High’s roughly 2,500 students had been learning online. 

    And as of Tuesday, its students, teachers, administrators and staff can call an old Sears building — now called Pali South — their new, temporary home. It took roughly eight weeks to transform the industrial building into a learning space complete with the school’s lettering, Lauren Howland, a spokesperson for the City of Santa Monica, told KTLA

    “I’m happy to welcome the administrators, educators and students of Palisades Charter High School back to in-person learning,” said Governor Gavin Newsom in a statement released Tuesday.

    “While this home is only temporary until we can get them back to their regular site, the partnership and collaboration between state and local officials to get this new site up and running shows the spirit of our recovery. This is an important step forward for the Palisades community as we rebuild and rise together.”

    The Los Angeles Unified School District is chipping in with about $300 million to help Pali High rebuild over the next few years. And debris from the original campus has already been cleared by the Army Corps — with the hope that the campus community can return to its true home with portable classrooms at some point in the next year, according to LAUSD School Board Member Nick Melvoin, who spoke at a town hall for the Pali High community earlier this month. 

    “I definitely didn’t expect it would happen,” said senior Lucas Nehoray. “I told a lot of people that I just didn’t think it would have time to come to fruition at a different site. But here it is… I’m really happy.” 

    Despite being used to online learning during the Covid-19 pandemic, several students expressed their excitement at being back. Some of them, including senior Samantha Murillo, hadn’t seen their peers since December, before winter break. 

    “I get to see my friends after five, six months,” Murillo said. “But I’m also kind of thrown off a little bit because it’s a whole different location…It’s weird, but in a good way.” 

    Others said they were looking forward to learning more in person — especially with AP exams around the corner in May. 

    The “last few months have been easier academically,” Nehoray said. “I’m glad I’m in person and I can actually learn.”





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  • Expert Insights Into the 2024 Higher Education Landscape

    Expert Insights Into the 2024 Higher Education Landscape


    Expert Insights Into the 2024 Higher Education Landscape

    Modern Campus Launches Personalization Engine for Higher Education ...

    As we step into the mid-way point in 2024, the higher education industry is bracing for a wave of transformative changes. Below, several experts from higher education tech company Modern Campus collectively paint a future where traditional educational models are rapidly evolving. The burgeoning adoption of microcredentials promises a more flexible and competency-based learning landscape, tailored to meet the ever-changing needs of the workforce. Higher education institutions are expected to pivot significantly, focusing more on aligning their offerings with industry requirements and enhancing the overall student experience.

    Peter DeVries, CEO

    • AI will continue to be a hot topic with a disconnect between the institution’s hesitancy and intent to drive efficiency versus student’s usage whenever an opportunity exists.
    • Microcredentials and stackable credentials will continue to be held up as a key area of innovation with slow demonstration of how it can be readily utilized by students due to institution inertia.
    • Students will continue to look for institutions that provide a modern engagement experience with personalization and value add services available seamlessly through online services.

    Amrit Ahluwalia, Senior Director of Strategic Insights

    • Microcredential adoption will continue to accelerate: More colleges and universities will offer a wider range of microcredentials to provide alternatives for people to engage in meaningful learning without forcing them to enroll in a full degree program. This will also drive increased adoption of competency-based learning models.
    • Higher ed will align more closely with the workforce: Colleges and universities will work to align offerings more closely to workforce needs, creating pathways for adults to engage in professional development to keep pace with industry changes while also streamlining the learner-to-earner pathway for degree-seeking students.
    • Colleges and universities will prioritize the student experience: To stem growing stop-out and drop-out numbers, higher ed institutions will begin to invest in mechanisms to improve student belonging and communication and will look for approaches to accelerate degree completion.
    • IT leaders will play a more strategic role: Historically, institutional IT leaders have played a largely operational role. But as technology plays an increasingly central role in the management of the modern postsecondary institution, these leaders will be asked to have a larger influence on the strategy and direction of their respective institutions. This will have a significant impact on higher education’s approach to customer/student engagement, leveraging/securing data, and software management.
    • Institutional IT leaders will be looking to address the “Digital Jungle” of software and vendors operating on their campuses. During the pandemic, colleges invested in massive numbers of disconnected and overlapping technology tools to deliver on specific needs through a challenging time. But now that we’re on the other side, CIOs and CISOs will be looking for ways to reduce the risk associated with having so many tech vendors operating simultaneously on campus, improving data security and simplifying the institutional tech infrastructure.

    Keith Renneker, VP Sales for Modern Campus Connected Curriculum and Modern Campus CMS

    • AI will continue to be a hot button topic – how to leverage in education delivery, impact on research, recruitment and engagement of students – essentially the whole education ecosystem.
    • Financial survival – while some schools have been able to thrive, others continue to struggle, with Birmingham Southern the most recent example of a school trying to avoid closure.  What will be the impact on affordability for students?  Will campuses close or merge?  Budget scrutiny will continue to slow and formalize more procurement processes.
    • A more politicized environment with government seemingly more engaged from the K-12 environment into higher ed – a leading example is loan forgiveness. Schools will be challenged with strong public views on political topics, creating risks for schools and including impact to donors.
    • Greater efforts on campuses for increased efficiency – platform solutions vs multi-vendor.  Continued call for services – for school and students.  Modernizing the experience for the learner.  Stronger tools to integrate different campus solutions from different providers.

    David Cashwell, VP Sales for Modern Campus Lifelong Learning

    • More centralization of CE programs in universities.  For example, School of Education, School of Business, etc.  They are sharing resources more, and that includes software.
    • Defining microcredential quality standards – this has become a more important issue with the American Council of Education, who oversees accreditation.
    • The Definition of FTE has become problematic because such a high percentage of full-time students are on financial aid and many “part time” students are paying in full. The question remains as to whether Pell dollars will be usable for students seeking a short-term job training program.
    • The higher ed institutions that are not well-endowed and who struggle with enrollments will be more deliberate about creating career pathways for their students. This will not be an issue for the most prestigious R1 universities who have 20% and below acceptance rates.
    • Institutions will be more focused on programs and marketing that focus on the stop out population through degree and non-degree programs. They will look to these populations as a supplement to the shortage in traditional demographics.
    • CIOs will continue to prefer purpose-built platforms that will play nicely within ecosystems. This shift in purpose-built solutions will be great for those that provide them assuming they can seamlessly integrate into “main campus” systems.
    • LMS providers will continue their momentum on combining with other solutions or building extensions of their LMS systems (see Instructure, Anthology (bB) and D2L). This will allow them to differentiate from each other outside of traditional “bake off” differentiators.
    • Institutions will continue to tighten up their security requirements. Universities have no regulations so it’s a big chance for cybersecurity in organizations.

    Andy Gould, VP Sales for Modern Campus Student Engagement Suite

    • Retention efforts/funding will redirect to enrollment support in the face of continued enrollment decline, which will put effective student engagement at further risk.
    • Students will continue to demand more mobile-focused, interconnected, and personalized technologies be a part of their experience.
    • Soft skill development/articulation demand will increase as employers reduce forces, putting pressure on recruiting high quality new graduates.
    • Academic support will receive increased pressure and existing technologies are in need of modernization. Products like TEDU will see quick adoption.
    • Centralized student platforms like Pathify will gain increased traction as institutions and students alike face technology overload and more demand for a personalized experience.

    Chad Rowe, VP Product for Modern Campus Lifelong Learning

    • Continuation of the rise and adoption of alternative credentials including digital badges.
    • Tighter integration of CE focused student information systems with customer relationship management systems to promote student engagement throughout their journey and lifetime.
    • Adoption of new tools and integration connectors to improve the student experience; tighter integrations between the CE-focused student information systems and the main campus SIS for more engaging catalog display.
    • Cautious exploration of AI use cases in the administration, reporting and predictive analytics or CE programs.

    Kim Prieto, SVP Product

    • As enrollments continue to decline, and budgets are stretched, institutions will work to meet students where they are at:
      • Continued and growing focus on micro-credentialing
      • Support of online and hybrid programs
      • Communicating clear paths to post school employment
    • As the costs of education rises, community colleges will see higher growth than 4-year institutions, increasing the need for clear and easy transfer paths.
    • Campuses will look to gain efficiencies in their vendor management – looking more for platform vendors who can fulfill multiple needs.

    From the accelerated adoption of microcredentials to the strategic role of IT leaders, and from the integration of AI to the focus on student engagement, these changes reflect a broader shift in educational priorities and methodologies. Higher education institutions must adapt to these changes, balancing innovation with the enduring values of accessibility and quality education. In doing so, they will not only meet the evolving needs of students and the workforce but also lead the way in shaping a future where education is more adaptable, inclusive, and aligned with the ever-changing global landscape.



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