برچسب: Know

  • Top 5 Digital Marketing Channels You Should Know About

    Top 5 Digital Marketing Channels You Should Know About


    Top 5 Digital Marketing Channels You Should Know About—Infographic

    This infographic highlights five essential digital marketing channels: SEO, PPC, social media marketing, content marketing, and influencer marketing. Each channel plays a crucial role in online business growth, helping brands increase visibility, drive traffic, and build customer trust. SEO boosts rankings organically, while PPC provides instant traffic through paid ads. Social media marketing engages audiences, Content marketing attracts and retains customers, and influencer marketing builds credibility. So, if you want to advance in your career as a digital marketer, all you have to do is master these skills.



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  • Heather Cox Richardson: Everything You Need to Know About Immigration Law

    Heather Cox Richardson: Everything You Need to Know About Immigration Law


    Before he was elected President, John F. Kennedy published a book titled “A Nation of Immigrants.” He celebrated the fact that his family was descended from Irish immigrants, and almost every one else (excluding native Americans) was descended from immigrants. At the time, our immigrant heritage was widely acknowledged. Most celebrated their heritage, others embraced America because it rescued them from tyrannies.

    Today, thanks to Donald Trump, we live in an era where immigrants are treated as invaders and enemies. He wants to deport millions of them and has even hinted that he has the power to expel American citizens, even to strip them of their citizenship.

    Heather Cox Richardson points out that the American people do not share his visceral hatred for immigrants.

    Trump appointees insist they have a “mandate” to drive undocumented immigrants out of the U.S. and prevent new immigrants from coming in, and are launching a massive increase in Immigration and Customs Enforcement officers and detention facilities to do so. But a poll released Friday shows that only 35% of American adults approve of Trump’s handling of immigration, while 62% disapprove.

    The poll shows a record 79% of adults saying immigration is good for the country, with only 17% seeing it as bad. Only 30% of American adults say immigration should be reduced.

    The poll shows that 85% of American adults want laws to allow “immigrants, who were brought to the U.S. illegally as children, the chance to become U.S. citizens if they meet certain requirements over a period of time.” Seventy-eight percent of American adults want the law to allow “immigrants living in the U.S. illegally the chance to become U.S. citizens if they meet certain requirements over a period of time.” Only 38% want the government to deport “all immigrants who are living in the United States illegally back to their home country.”

    The poll shows Americans eager to fix a problem that stems from a bipartisan 1965 law that reworked America’s immigration laws.

    In 1924, during a period of opposition to immigration that fueled the second rise of the Ku Klux Klan, Congress had passed the nation’s first comprehensive immigration law. That law, known as the Johnson-Reed Act, limited immigration according to quotas assigned to each country. Those quotas were heavily weighted toward western Europe, virtually prohibiting immigration from Asia and Africa and dramatically curtailing it from southern Europe.

    The Johnson-Reed Act simply taxed workers coming to the U.S. from Mexico, because from the time the current border was set in 1848 until the 1930s, people moved back and forth across it. Laborers in particular came from Mexico to work for the huge American agribusinesses that dominate the agricultural sector, especially after 1907 when the Japanese workers who had been taking over those jobs were unofficially kept out of the country by the so-called “Gentlemen’s Agreement.” Later, during World War I, the government encouraged immigration to help increase production.

    The Depression, when the bottom fell out of the economy, coupled with the Dust Bowl, when the bottom fell out of the western plains, made destitute white Americans turn on Mexican migrants (as well as on their poor white neighbors, as John Steinbeck wrote about in The Grapes of Wrath). The government rounded up Mexicans and shipped them back over the border.

    World War II created another shortage of laborers, and to regularize the system of migrant labor, the U.S. government in 1942 started a guest worker policy called the Bracero Program that ultimately brought more than 4 million Mexican workers to the U.S. The program was supposed to guarantee that migrant workers were well treated and adequately paid and housed. But it didn’t work out that way. Employers hired illegal as well as legal workers and treated them poorly. American workers complained about competition.

    President Dwight D. Eisenhower returned about a million illegal workers in 1954 under “Operation Wetback,” only to have officials readmit most of them as braceros. Under pressure both from labor and from reformers who recognized that the system was exploitative at the same time that mechanization began replacing workers, President John F. Kennedy initiated the process that ended the Bracero Program in 1964. In 1965 the government tried to replace migrant labor with American high school students, but the “A-TEAM” project—“Athletes in Temporary Employment as Agricultural Manpower”—failed.

    The end of the Bracero program coincided with congressional reworking of the 1924 Johnson-Reed Act. In the midst of the Vietnam War and the Civil Rights Movement, Congress wanted to end the racial quota system of immigration and replace it with one that did not so obviously discriminate against Asia and Africa. In 1965, Congress passed the Immigration and Nationality Act of 1965, or the Hart-Celler Act. It opened immigration to all nations, setting a general cap on total immigration levels.

    But southern congressmen, appalled at the idea of Black immigration, introduced a provision that privileged family migration, arguing that “family unification” should be the nation’s top priority. They expected that old-stock immigrants from western Europe would use the provision to bring over their relatives, which would keep the effect of the 1924 law without the statute. But their provision had the opposite effect. It was new immigrants who wanted to bring their families, not old ones. So immigration began to skew heavily toward Asia and Latin America.

    At the same time, Hart-Celler put a cap on immigrants from Mexico just as the guest worker program ended. The cap was low: 20,000, although 50,000 workers were coming annually at that point, and American agribusiness depended on migrant labor. Workers continued to come as they always had, and to be employed, as always. But now their presence was illegal.

    In 1986, Congress tried to fix the problem of border security between the U.S. and Mexico by offering amnesty to 2.3 million Mexicans who were living in the United States and by cracking down on employers who hired undocumented workers. But rather than ending the problem of undocumented workers, the new law exacerbated it by beginning the process of guarding and militarizing the border. Until then, migrants into the United States had been offset by an equal number leaving at the end of the season. Once the border became heavily guarded, Mexican migrants refused to take the chance of leaving.

    Since 1986, U.S. politicians have refused to deal with this disconnect, which grew in the 1990s when the North American Free Trade Agreement flooded Mexico with U.S. corn and drove Mexican farmers to find work, largely in the American Southeast. But by 2007, as Mexico’s economy stabilized and after U.S. border enforcement tightened significantly under President Bill Clinton, more Mexican immigrants were leaving the U.S. than coming.

    Between 2007 and 2017, the U.S. saw a net loss of about 2 million Mexican immigrants. In 2017 about 5 million undocumented Mexicans lived in the United States; most of them—83%—were long-term residents, here more than ten years. Only 8% had lived in the U.S. for less than five years. Increasingly, undocumented immigrants were people from around the world who overstayed legal visas, making up more than 40% of the country’s undocumented population by 2024.

    In 2013 the Senate passed a comprehensive immigration reform measure by a bipartisan vote of 68 to 32. The measure provided a path to citizenship for undocumented immigrants and increased border security. It also proposed to increase visas for immigrant workers. The nonpartisan Congressional Budget Office estimated the measure would reduce the federal deficit by $197 billion over 10 years and $700 billion over 20 years.

    The measure had passed the Senate by a wide margin and was popular with the public. It was expected to pass the House. But then–House speaker John Boehner (R-OH) refused to bring the measure up before the chamber, saying it did not have the support of a majority of Republicans.

    About that time, undocumented migration across the southern border was changing. By 2014, people were arriving at the U.S. border from El Salvador, Guatemala, and Honduras, where violence that approached warfare—much of it caused by gangs whose members had been socialized into gang culture in the U.S.—and economic stress from that violence created refugees. These migrants were not coming over the border for economic opportunity; they were refugees applying for asylum—a legal process in the United States.

    Before the 2014 midterm elections, Republicans highlighted the new migrants at the southern border, although immigration numbers remained relatively stable. They also highlighted the death from the Ebola virus of a Liberian visitor to the U.S. and the infection of two of his nurses. They attacked the Democratic administration of President Barack Obama for downplaying the danger of the disease to the U.S. public and suggested foreigners should be kept out of the U.S. (In fact, the only Americans who contracted the virus in the U.S. were the two nurses who treated the Liberian visitor.)

    Despite his own history of using undocumented workers at his properties, Trump followed this practice of using immigration against the Democratic administration for political points, launching his presidential campaign in 2015 by claiming Mexico was sending “people that have lots of problems…. They’re bringing drugs. They’re bringing crime. They’re rapists. And some, I assume, are good people.” He promised mass deportation and to build a wall across the southern border and make Mexico pay for it.

    In fact, Trump’s administration deported significantly fewer undocumented immigrants than Obama’s had, at least in part because Immigration and Customs Enforcement under Obama focused on deporting those who had been convicted of crimes, a much easier deportation process than that for immigrants without convictions. But it was still legal to apply for asylum in the U.S., a fact MAGA Republicans opposed as they embraced the “Great Replacement” theory: the idea that immigration destroys a nation’s culture and identity.

    The covid pandemic enabled the Trump administration in March 2020 to close the border and turn back asylum seekers under an emergency health authority known as Title 42, which can be invoked to keep out illness. Title 42 overrode the right to request asylum. But it also took away the legal consequences for trying to cross the border illegally, meaning migrants tried repeatedly, driving up the numbers of border encounters between U.S. agents and migrants and increasing the number of successful attempts from about 10,000–15,000 per month to a peak of more than 85,000.

    Title 42 was still in effect in January 2021, when President Joe Biden took office. Immediately, Biden sent an immigration bill to Congress to modernize and fund immigration processes, including border enforcement and immigration courts—which had backlogs of more than 1.6 million people whose cases took an average of five years to get decided—and provide a pathway to citizenship for undocumented immigrants.

    His request got nowhere as MAGA Republicans demanded the continuation of Title 42 as a

    general immigration measure to keep out migrants and accused Biden of wanting “open borders.” But Title 42 is an emergency public health authority, and when the administration declared the covid emergency over in May 2023, the rule no longer applied.

    In the meantime, migrants had surged to the border, driven from their home countries or countries to which they had previously moved by the slow economic recoveries of those countries after the worst of the pandemic. The booming U.S. economy pulled them north. To move desperately needed migrants into the U.S. workforce, Biden extended temporary protected status to about 472,000 Venezuelans who were in the U.S. before July 31, 2023. The Biden administration also expanded temporary humanitarian admissions for people from Cuba, Haiti, and Nicaragua.

    Then, in October 2023, House speaker Mike Johnson (R-LA) injected the idea of an immigration bill back into the political discussion when he tried to stop the passage of a national security measure that would provide aid to Ukraine. He said the House would not consider the Senate’s measure unless it contained a border security package. Eager to pass a measure to aid Ukraine, the Senate took him at his word, and a bipartisan group of senators spent the next several months hammering out an immigration bill that was similar to Title 42.

    The Senate passed the measure with a bipartisan vote, but under pressure from Trump, who wanted to preserve the issue of immigration for his 2024 campaign, Johnson declared it “dead on arrival” when it reached the House in February 2024. “Only a fool, or a Radical Left Democrat, would vote for this horrendous Border Bill,” Trump posted about the measure.

    And then Trump hammered hard on the demonization of immigrants. He lied that Aurora, Colorado, was a “war zone” that had been taken over by Venezuelan gangs—Aurora’s Republican mayor and police chief said this wasn’t true—and that Haitian immigrants to Springfield, Ohio, were “eating the dogs. The people that came in, they are eating the cats. They’re eating—they are eating the pets of the people that live there.” A Gallup poll released Friday shows the MAGA attacks on immigration worked: in 2024, 55% of American adults wanted fewer immigrants in the country.

    Trump was reelected in part because of his promise to strengthen border security, but now his administration is using attacks on immigrants to impose a police state. As Andrew Perez and Asawin Suebsaeng reported Saturday in Rolling Stone, the administration is fighting to impose its will on wrongly-deported Maryland man Kilmar Abrego Garcia, whom it rendered to a terrorist prison in El Salvador, because if they are forced to back down, “it could set a precedent that opens the floodgates to other legal challenges” to Trump’s other executive power grabs.

    “The last thing you want to do here is contribute to a domino effect of decisions where suddenly you’re admitting you’re wrong about everything,” a close Trump advisor told the reporters. “That is why you gotta stand your ground on everything against the left, including on the [Abrego Garcia] situation.”

    But it appears the American people simply want to fix a sixty-year-old mistake in the nation’s immigration laws.



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  • What you need to know about student loan debt and repayments | Quick Guide

    What you need to know about student loan debt and repayments | Quick Guide


    Student debt relief advocates gather outside the Supreme Court on Capitol Hill in Washington on Feb. 28, 2023, ahead of arguments over President Joe Biden’s student debt relief plan.

    Credit: AP Photo/Patrick Semansky

    This month, payments on student loan debt for millions of borrowers across the country restarted after the three-year pandemic pause. California has some of the lowest tuition rates in the nation, but the state’s residents carry higher than average student debt balances, risky graduate school debt, and have a unique reliance on parent-held debt, according to a recently released report from The Century Foundation.

    Here’s what borrowers need to know if they already have student loans:

    When do repayments restart? 

    The pandemic-era pause on federal student loan payments has ended. Repayment for most borrowers resumed Oct. 1. Interest has already restarted accruing, as of September. However, if you’re currently enrolled in school or recently graduated, then for most federal student loan types, you have a six- to nine-month grace period from the moment you graduate, leave school or drop below half-time enrollment. And for most loans, interest accrues during your grace period. 

    The U.S. Department of Education is giving borrowers a one-year “on ramp” to repayment through September 30, 2024, that prevents people from falling into delinquency or default if they miss payments. Interest will still accrue, but any missed payments won’t lead to negative credit reporting.

    What repayment plans are available? 

    • Standard: Payments are a fixed amount that ensure your loans are paid off within 10 years, or 10 to 30 for consolidated loans.
    • Graduated: Payments are lower at first and then increase, usually every two years, and are for an amount that will ensure loans are paid off within 10 years or 10 to 30 years for consolidated loans. 
    • Extended: Borrower must have more than $30,000 in outstanding direct loans. Payments are fixed or graduated and will ensure loans are paid off within 25 years.
    • Saving on a Valuable Education (SAVE) Plan, formerly the REPAYE plan 
          • Monthly payments will be 10% of discretionary income, which the department defines as the difference between annual income and a percentage of the poverty guideline for a borrower’s family size and state of residence. 
          • Payments are recalculated each year based on updated income and family size.
          • Spousal income or debt is considered if the borrower files a joint tax return.
          • Any outstanding balance is forgiven if the loan isn’t repaid after 20 years for undergraduate study or 25 years for graduate or professional study.
    • Pay-as-you-earn repayment plan (PAYE) 
          • Must be a new borrower on or after Oct. 1, 2007, or received a loan on or after Oct. 1, 2011. 
          • Monthly payments will be 10% of discretionary income but never more than what you could pay under the 10-year standard repayment plan. 
          • Payments are recalculated each year based on updated income and family size.
    • Income-based repayment plan (IBR)
        • Must have high debt relative to income.
        • Monthly payments will be either 10% or 15% of discretionary income, but never more than what you could pay under the 10-year standard repayment plan. 
        • Payments are recalculated each year based on updated income and family size.
        • Spousal income or debt is considered if the borrower files joint tax returns.
        • Any outstanding balance.
    • Income-contingent Repayment Plan: Monthly payments are the lesser of what you would pay on a repayment plan with a fixed monthly payment over 12 years and adjusted based on income, or 20% of your discretionary income, divided by 12. Parent PLUS borrowers are eligible if they consolidated the debt into a direct loan.

    What about my interest rate? 

    Interest rates remain unchanged from what borrowers had prior to the pandemic pause. However, you may see a different rate if you chose to enter a new repayment plan or consolidated your loans.

    Interest rates are set by the Department of Education and tied to the 10-year Treasury note. Federal student loans borrowed after 2006 have fixed rates.

    Why does the government charge interest on student loans? 

    “One argument would be we want people to have incentive to pay back the loans, hence their interest rates,” said Peter Granville, a fellow at The Century Foundation studying federal and state policy efforts to improve college affordability. Other arguments include appealing to Congress to get rid of interest rates, or moving to debt-free college altogether, he said.

    “Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need,” Granville said.

    Does the federal government make money off student loans? 

    It’s unclear. Last year, a report from the U.S. Government Accountability Office found the Department of Education miscalculated the cost of the federal student loan program. The department initially estimated that it would generate $114 billion from federal direct student loans; however, the GAO discovered that as of 2021, the program cost the government $197 billion. Part of the shortfall is due to the cost of the three-year pandemic pause, but most of it is because the department failed to consider the percentage of borrowers who would choose to enroll in income-driven repayment plans, the GAO concluded.

    The GAO further explained it’s difficult to estimate future costs because borrowers’ incomes, family sizes and payment decisions change over time. It’s also difficult to examine past costs because there is a lack of historical data when new changes are introduced to student loan programs.

    The Congressional Budget Office in 2022 projected that the only loan program the government would see revenue from is the Parent PLUS program. The government loses money or subsidizes undergraduates, graduates and Grad PLUS loans.

    Tiara Moultrie, a fellow at The Century Foundation focusing on higher education accountability, said there is concern among those analyzing student loans that the government will lose more money on student loans as more people enroll in income-driven repayment plans like the new SAVE plan. The CBO estimates that by 2027, the total percentage of borrowers in an income-driven plan would increase by about 12% annually. Typically, for every $1 invested in an income-driven covered loan, the government loses 17 cents.

    Currently, out of 43.4 million borrowers, 8.5 million are in an income-driven repayment plan.

    What if I have trouble repaying my loan?

    Contact your loan servicer to discuss options. You may choose to change repayment plans as a way to lower monthly costs, request deferments, or enter forbearance, which allows you to temporarily stop making payments.

    What is the department’s relationship to loan servicers? 

    Loan servicers like MOHELA, Nelnet, EdFinancial and ECSI are private contractors hired by the department to service loans. They are assigned to handle billing, payment plans, and advise and assist borrowers with their student loans at no cost to borrowers.

    Your servicer may have changed during the pandemic from one company to another because their contract with the department wasn’t renewed, or a new servicer was awarded a contract. These contracts typically last five years until renewal or cancellation. Sometimes a change happens when a borrower enters a new repayment or forgiveness program — for example, only one servicer handles Public Service Loan Forgiveness.

    The servicers should notify borrowers if there is a change.

    Can I discharge my loans in bankruptcy? Yes, but it depends on the terms of the bankruptcy court’s decision. Those terms may include full discharge, a partial discharge, or full repayment but with different terms like a lower interest rate. 

    How can I get my student loan forgiven, canceled or discharged? There are a variety of ways to get a federal student loan canceled. For example, teachers are eligible for up to $17,500 in forgiveness through the Teacher Loan Forgiveness program. Government employees, nurses, police officers, nonprofit workers and other people who work in public service may qualify for the Public Service Loan Forgiveness program. For those with a disability, there is the Total and Permanent Disability Discharge program. Finally, borrowers who participate in income-driven repayment plans are eligible for loan forgiveness if they’ve been in repayment for 20 or 25 years. 

    Loans are also discharged or forgiven if your college or school closed while you were enrolled or shortly after you withdrew, or, if your college misled you or engaged in some other misconduct. Such forgiveness plans are known as closed-school discharge and borrower defense

    On Wednesday, President Joe Biden announced $9 billion more in student debt relief for borrowers under Public Service Loan Forgiveness, disability forgiveness, and other income-driven repayment plans.

    What happens to my loans if I die?

    Loans will be discharged after the required proof of death is submitted. 

    What happens to my parent’s PLUS loan if my parent dies, or if I die?

    The loan will be discharged if your parent dies or you, the student, dies. 

    For students applying for loans

    How do I apply for student loans? 

    You may be offered student loans as part of your college’s financial aid offer. Loans can come from a variety of sources, such as private banks, organizations and the federal government. 

    What types of federal student loans exist? 

    Undergraduate students who demonstrate financial need can receive Direct Subsidized Loans. Direct Unsubsidized Loans do not require students to demonstrate need. They are available to eligible undergraduate, graduate and professional students.

    Complete the Free Application for Federal Student Aid. Your college will tell you how to accept all or part of the loan offered. However, before receiving money you are required to enter loan entrance counseling and sign a Master Promissory Note. 

    There are also Direct PLUS Loans:

    • Grad PLUS loans are given to graduate or professional students to help cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 
    • Parent PLUS loans are given to parents of dependent undergraduate students to cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 

    How much can I borrow? 

    Undergraduate students can receive direct subsidized and unsubsidized loans from $5,500 to $12,500 per year, depending on the year they are in school and their dependency status.

    Graduate and professional students can borrow up to $20,500 each year for unsubsidized loans. PLUS loans are uncapped and determined by the student’s school to cover any expenses not covered by other financial aid. 





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  • What parents of English learners need to know | Quick Guide

    What parents of English learners need to know | Quick Guide


    Third grade teacher Patty Lopez helps a student at Frank Sparkes Elementary in Winton.

    Credit: Zaidee Stavely / EdSource

    Este artículo está disponible en Español. Léelo en español.

    When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they take into account in reclassifying them as proficient in English, and why reclassification matters.

    Why was my child classified as an English learner?

    When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language the child learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most frequently when speaking with them. 

    If a language other than English is spoken in the home, the school is required to assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California.  The test measures students’ abilities in reading, writing, speaking and understanding spoken English.

    If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen, read and write English fluently, at an age-appropriate level, the school classifies them as an English learner.

    Students classified as English learners must retake the ELPAC each spring until the school determines that they have reached proficiency in English.

    You can read more about the ELPAC and take a practice test here: https://www.elpac.org/resources/practicetests/#practice-training-tests

    Students who have significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.

    What kind of instruction must the school provide to English learners?

    Schools are required to provide English learners instruction to help them learn English, called English language development. 

    English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide that based on the student’s needs.

    You can watch some videos here of English language development for different grades, prepared by the California Department of Education.

    https://www.youtube.com/watch?v=UThKEg5Tdos

    How will the school decide when my child is proficient in English?

    Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC, or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.

    In addition, the district or charter school must take into account both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about how to measure these last three criteria.

    How long should it take for my child to learn English fluently?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    What if it takes longer for my child to learn English?

    If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school, because while they often know how to speak English, they have not yet mastered writing and reading academic English. 

    As long as a student remains classified as an English learner, the school is required to provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.

    What will happen when my child is reclassified?

    When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.

    My child is enrolled in a dual-language immersion program. How will that affect their English language development?

    Research has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs. 

    In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.

    What can I do as a parent to make sure my child is learning English?

    Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).

    Talk to your child’s teacher about how your child is doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.

    Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.

    Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English, and will help make them fully bilingual.





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  • Did You Know That Trump Is Suing the Pulitzer Prize Board?

    Did You Know That Trump Is Suing the Pulitzer Prize Board?


    I don’t know how this story escaped me, but when I saw it, I was shocked. I thought I had become numb to whatever Trump does or says, but my reaction to this story proves it’s not true.

    I’m shocked and stunned to learn that he is suing the board that awards Pulitzer Prizes for journalism for libel because it awarded one to The New York Times and The Washington Post for stories about the investigation of Trump’s ties to Russia. When Trump complained to the board that the stories contained many factual inaccuracies, the board reaffirmed its awards.

    Before Trump was elected in 2016, he had been involved in 3,000 or more lawsuits. That’s his style.

    Dominick Mastrangelo reported in The Hill on May 29:

    President Trump on Wednesday celebrated a ruling from a judge allowing his lawsuit against the Pulitzer Board to proceed.

    In a decision Wednesday, a Florida judge ruled Trump’s defamation lawsuit against the body, which awards the annual Pulitzer Prize recognizing the year’s best journalism, can proceed.

    Trump, after he left office following his first term, sued the board in 2022 in connection with Pulitzers that had been awarded for stories about Russian interference in the 2016 presidential election.

    The president, in a Truth Social post Wednesday, called the ruling a “major WIN in our powerful lawsuit against the Pulitzer Prize Board regarding the illegal and defamatory ‘Award’ of their once highly respected ‘Prize,’ to fake, malicious stories on the Russia, Russia, Russia Hoax, by the Failing New York Times and the Washington Compost, the Florida Appellate Court viciously rejected the Defendants’ corrupt attempt to halt the case.”

    “They were awarded for false reporting, and we can’t let that happen in the United States of America,” he continued. “We are holding the Fake News Media responsible for their LIES to the American People, so we can, together, MAKE AMERICA GREAT AGAIN!”

    Lawyers for the board had asked the judge in January to pause consideration of the case until after Trump was no longer president.

    In a statement to The Hill on Thursday, a spokesperson for the Pulitzer Board said “allowing this case to proceed facilitates President Trump’s use of state courts as both a sword and a shield — allowing him to seek retribution against anyone he chooses in state court while simultaneously claiming immunity for himself whenever convenient.” 

    “The Pulitzer Board is evaluating next steps and will continue our defense of journalism and First Amendment rights,” the spokesperson said. 

    Trump filed the lawsuit in 2022. A Florida judge rejected the Pulitzer board’s request to dismiss the lawsuit in 2024.

    The lawsuit about whether the case should be heard then went to an appellate court in Florida.

    Politico reported recently that one of the judges who ruled in Trump’s favor had applied to the Trump administration for a promotion before the judgment. After the decision was rendered, he got the promotion.



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  • What to know about the new FAFSA | Quick Guide

    What to know about the new FAFSA | Quick Guide


    Sacramento State students line up to pay bills and receive financial aid information.

    Larry Gordon/EdSource Today

    The 2024-25 Free Application for Federal Student Aid, or FAFSA, was delayed by months this year due to changes that created a new, simplified form. Typically the FAFSA is available to high school seniors and college students every Oct. 1, but this year the form was delayed to Jan. 1. 

    Here are some details about the new FAFSA that you should know: 

    When did the new FAFSA application become available? Where can college students and high school seniors apply?

    The U.S. Department of Education “soft launched” the new FAFSA on Dec. 31, which means the current form will be available for a limited amount of time as the agency monitors website performance. Sometimes the form may be unavailable, but families and students should try to access it at a different time. Students can apply by visiting studentaid.gov. 

    Once the soft launch ends, students do not need to reapply. 

    Was the deadline extended for California students applying for financial aid? 

    Yes, because of the application delay. The California Student Aid Commission extended the priority deadline for students applying to four-year institutions from March 2 to April 2, 2024. Students attending a California community college in 2024-25 should apply no later than Sept. 3, 2024. 

    What is different about the new FAFSA application?

    After many complaints from students and families over the years about the complexity of the old FAFSA, the department created a new application that reduced the number of questions, expanded Pell Grant eligibility, and integrates with the Internal Revenue Service so information is pre-populated into the online form. 

    The new form is expected to be quicker and more efficient for most families. It allows students to skip as many as 26 questions, depending on their circumstances. Some students could answer as few as 18 questions. 

    The new FAFSA also updated its formula calculations to insure more students get aid. The old FAFSA used Expected Family Contribution to show families how colleges would determine aid eligibility. For example, a family could be expected to contribute $0 or $500, and colleges and universities would build a financial aid package around those amounts. However, some families misinterpreted the number to mean they had to pay the university the amount directly.

     Under the new FAFSA, families will be assigned a number called the Student Aid Index. Families can learn more about how much aid they may be eligible for next year by using the Federal Student Aid Estimator. 

    What is the maximum Pell Grant award students can receive in 2024-25? 

    The maximum aid amount for 2024-25 hasn’t been set by Congress yet. However, the maximum award in 2023-24 was $7,395. 

    What about undocumented students? 

    The student aid commission is also debuting a new and improved California Dream Act Application, or CADAA. Undocumented students cannot apply for federal aid, but can receive state financial aid through the CADAA. 

    A report last year from the commission found that getting aid as an undocumented student had become more difficult in California for a variety of reasons. The new CADAA simplifies applying in a variety of ways, including integrating with the AB 540 affidavit students must file with their colleges explaining that they’ve been a California high school student for at least three years. With the updated application, the commission will now report to colleges that students completed the affidavit. 





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  • What to know about public health guidelines as LAUSD students return from the holidays

    What to know about public health guidelines as LAUSD students return from the holidays


    Third graders at Hooper Avenue School in Los Angeles wear their mask during class.

    Credit: Carolyn Cole/Los Angeles Times/Polaris

    As students return to school after holiday travel and festivities, respiratory illnesses are at high levels in Los Angeles, with many suffering from a mix of Covid and the flu

    During the week leading up to Dec. 28 and with Covid-19 strain JN. 1 having become dominant, the LA County Department of Public Health reported an average of 621 cases each day, marking a 25% increase from the previous week. 

    The Department of Public Health also said the figures are an “undercount” since most tests are done at home and not reported to medical staff. Meanwhile, for the first time this season, the county has entered the CDC’s “medium” category for Covid hospitalizations. Mask mandates have been reinstated in health care facilities.

    “There have been notable, yet not unexpected, increases in COVID-19 reported cases, hospitalizations and deaths,” according to a news release from the LA County Department of Public health. 

    “While recent increases are significant, they remain considerably below last winter’s peak and common-sense protections are strongly recommended to help curb transmission and severe illness as the new year begins.”

    Earlier this season, 23% of LA County residents participating in a text message survey said they had experienced a cough or shortness of breath within a week of Dec. 10, according to the Los Angeles Times

    More specifically, they reported that about 18% of specimens tested at Sentinel Surveillance Labs in LA County came back positive for the flu — marking a 4% increase from the previous week. And, in the week leading up to Dec. 16, more than 12% of specimens came back positive for RSV. 

    “Respiratory infections among children and adults are increasing this winter season. These infections are not limited to Flu and COVID-19,” read a message from LAUSD. “We are also seeing a rise in Respiratory Syncytial Virus, also known as RSV.”

    Before going on winter break, between Dec. 6 and Dec. 12, LAUSD also reported 528 Covid cases, according to the district dashboard

    LAUSD and the LA County Department of Public Health suggest parents follow these guidelines for determining when a child should be home, come to school and how to stay healthy. 

    What should I do if my child tests positive for Covid? 

    Whether symptomatic or not, students with Covid should stay home for five days, following either testing positive or experiencing symptoms. 

    Those who are immunocompromised, however, may isolate for longer periods, according to the district. 

    If my child tests positive for Covid, when is it safe for them to return to the classroom? Do they need to provide a negative test result before coming back? 

    Students do not need to provide a negative antigen test to return to class between days six and 10. And following day five, if your child has been without a fever for 24 hours without taking fever-reducing medicines, and their symptoms are improving, they can return to the classroom. 

    If, however, the symptoms come back after the isolation period, the student should test again, according to the district. 

    What does it mean if my child is a “close contact?” What do I do then? 

    If your child is in the same indoor space for Covid for 15 minutes within 24 hours with someone positive, they are a “close contact.” 

    In that case, the district asks that your child’s health be monitored for 10 days following the exposure. They also recommend masking and testing between the third and fifth days. 

    What about other illnesses like the flu or RSV? Do the same rules apply? 

    If your child has a fever of 100.4 degrees or higher — or if they are vomiting or have diarrhea —  they should stay home, according to the district. 

    What should I communicate to the school? How do I ensure my child’s absence is excused?

    If your child has Covid, upload the result onto the Daily Pass. 

    And regardless of the sickness, absences due to illness are excused. To excuse an absence, provide the school with documentation within 10 days of your child’s return to class. 

    If the school does not receive documentation, the absence will count as uncleared or unexcused, meaning it can count toward truancy. 

    Where do I find free Covid tests, vaccinations and treatments to keep my child healthy? 

    LAUSD provides Covid-19 home test kits at each school site. Libraries and other community centers may also supply tests. 

    Additionally, as of Nov. 20, the federal government provides each household with four home tests for free, according to the LA County Department of Public Health. 

    How do we stay healthy? 

    The LA County Department of Public Health suggests testing, not only if you have been exposed or have symptoms, but also if you have attended larger gatherings or have visited individuals who are more susceptible to illness.  

    They also recommend washing hands frequently and masking in crowded indoor areas as well as in spaces that are poorly ventilated to prevent Covid, RSV and the flu. 





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  • What you need to know about California’s Prop. 28 arts education initiative | Quick Guide

    What you need to know about California’s Prop. 28 arts education initiative | Quick Guide


    Preschool children learn to express themselves through painting.

    Credit: Courtesy of Daniel Mendoza

    Amid a national reckoning over learning loss and chronic absenteeism deepened by the pandemic, arts education may be one of the keys to boosting children’s engagement in school, research suggests. Like sports, the arts can spark the kind of excitement that makes students, and their families, look forward to coming to school. 

    Devotees of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how beneficial arts education can be for children. Music, for instance, can buttress the architecture of the growing brain. Theater classes teach empathy, history and literacy all by putting on a show. Creativity, storytelling and the spirit of play ignite learning, effortlessly building the memory and concentration that academic rigor demands.

    Low-income children often see the biggest gains. That’s why making arts education accessible to all is the thrust of Proposition 28, the state’s historic arts mandate, which voters approved in 2022. Spearheaded by former Los Angeles Unified Superintendent Austin Beutner, the initiative began doling out money to schools last year.

    However, the groundbreaking program has run into several significant hurdles during its rollout, including a deep teacher shortage, widespread confusion about spending rules and pointed disagreements about how to interpret the law. Arts advocates are scrutinizing district arts budgets, and some are pushing for a state audit of the Los Angeles Unified School District, which has been accused of misspending funds in an ongoing lawsuit filed by families and Beutner. 

    What do students learn from the arts?

    The lessons of arts education are vast, from creativity to cognitive boosts. That’s why it has always been part of a classical education. From the arts, children learn focus, discipline and teamwork in addition to how to sharpen their own sense of voice and ingenuity, vital skills in a future likely dominated by artificial intelligence (AI). Originality is essentially a human gift, one that machines can only imitate. 

    What is Prop. 28?

    Proposition 28, the Arts and Music in Schools — Funding Guarantee and Accountability Act, sets aside money, roughly $1 billion a year, for arts education programs in TK-12 public and charter schools. Schools must be state-funded to receive Prop. 28 funding: a windfall for arts education, a once-renowned field long eroded by budget cuts. 

    Who is in charge of Prop. 28?

    While each school has been tapped to choose the kind of arts education that best suits its community, the California Department of Education (CDE) is leading the implementation of the initiative. CDE has provided guidance in FAQs and webinars to help districts navigate the rules. Questions can be emailed to Prop28@cde.ca.gov

    How much money do schools get?

    Funding, which gets funneled through the district, is variable depending on the size of the school and the number of Title 1, low-income students there. The money is ongoing, and school districts have up to three years to spend each allocation. Disbursements began to land in February 2024.

    What is the money supposed to pay for?

    Arts disciplines are broadly defined, from dance to digital arts, and schools are encouraged to tailor the program to the shifting needs of students over time. However, most of the funding is intended to pay for arts teachers. In general, at least 80% of the funds are for school staffers, certified or classified employees, to provide arts education. Up to 20% is for arts education support, including training, supplies, materials and arts partnerships. No more than 1% of total funds may go to administrative costs.

    Is there a waiver from the spending rules?

    The CDE may provide a waiver to school districts for “good cause if the 80/20 rule cannot be followed. Waiver requests must include a problem statement, framing the waiver as a proposed solution to the problem. Reasons for a waiver may include a need to purchase costly supplies or equipment, such as buying musical instruments for an orchestra, or the need to contract with an arts partner due to an inability to hire qualified staff. Thus far, 2.4% of school districts have requested a waiver for 2024-25 spending, according to the CDE, down from 8.2% for 2023-24. 

    Can you pay for existing arts programs with the new money?

    No. Prop. 28 money must “supplement” and not “supplant” funding for arts education. For example, if you spent $1 million on arts education in the 2022-23 school year, you were expected to spend $1 million plus your Prop. 28 money in the 2023-24 school year (the first year Prop. 28 funds were available). 

    However, allegations of supplanting funds have arisen across the state as arts teachers watch new Prop. 28 funds being used to pay for existing programs. There are also disagreements on whether the litmus test on spending applies to districts as a whole or school by school. 

    What are the main issues in the Los Angeles Unified lawsuit?

    The core issue is paying for old programs with new money. Beutner, the author of the law, maintains that each individual school should offer more arts than before, while Los Angeles Unified officials have argued that spending is measured at the district level. Student plaintiffs and Beutner have filed a lawsuit against LAUSD, alleging misuse of funds. State education officials have avoided taking sides in the matter, but CDE auditing rules suggest that compliance is determined at the district level. Assemblymember Isaac Bryan, D-Los Angeles, has called for a state audit of LAUSD’s use of Prop. 28 funds. 

    What are the biggest challenges facing Prop. 28?

    The challenges of this rollout are myriad. Thorny issues include finding staff amid a teacher shortage, interpreting complicated rules and finding the time and space to hold extra classes. Schools without a Visual and Performing Arts coordinator often struggle with planning, experts say, and many have put off spending the money due to a lack of clarity on the spending rules and a lack of knowledge about the arts in general. While many school districts have reported they did not use the funds in the first year of Prop. 28 funding, according to some estimates, the window to tap into the funds is three years. Next year will be crunch time on assessing how comprehensively California schools are able to expand arts education. 

    What should parents know?

    Ask your principal how the Prop. 28 money is being spent and share your ideas on what artistic disciplines would best fit your community. Remember that arts education is a very broad landscape, from dance to digital arts. If there has been no increased access to arts education, that could be a red flag.

    Are adults shaped by childhood exposure to arts education?

    Early music training may impart a lifelong neuroplasticity that helps keep the brain sharp even as it ages. A 65-year-old musician has the neural activity of a 25-year-old non-musician, experts say. A 65-year-old who played music as a child but hasn’t touched an instrument in ages has neural responses faster than a peer who never played music.





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  • What to know about California’s English learners

    What to know about California’s English learners


    Credit: Allison Shelley for American Education

    About 1 in 3 students in California’s K-12 schools speak a language other than English at home and were not fluent in English when they first started school — 1,918,385 students — according to data from the 2024-25 school year.

    About half of these students (1,009,066) are current English learners. The rest (909,319) have learned enough English in the years since they started school to now be considered “fluent English proficient.”

    How does a student become designated an English learner? 

    When a family enrolls a student in school for the first time, they are asked to fill out a survey about the languages the child speaks. If the child speaks a language other than English — even if they also speak English — the school is required to test the child’s English proficiency and decide based on that test whether the child is an English learner. 

    If the test — the English Language Proficiency Assessments for California, or ELPAC — shows the student to be proficient in reading, writing, speaking and listening in English, they are designated as “Initially Fluent English Proficient” and no longer have to take an English proficiency test again. If the test shows the student is not proficient in English, then they are designated as an English learner. Every spring after that, they must retake the English proficiency test until they are reclassified as “fluent English proficient,” based on this test and how they do on academic tests in English Language Arts, in addition to parents’ and teachers’ perspectives.

    How does the population of English learners change over time?

    As students advance through elementary and middle school, more of them are reclassified as fluent and English proficient each year, as shown by the illustration below. When students learn enough English to be reclassified as “fluent English proficient,” they are no longer considered English learners. At the same time, new students enroll for the first time in California public schools and are added to the English learner group every year in every grade.

    Where are these students from?

    The vast majority of English learners were born in the U.S. Among California K-12 students who said they spoke English “less than very well,” 72% were born in the U.S., according to an analysis of the U.S. Census Bureau’s 2016 American Community Survey by the Migration Policy Institute. A higher proportion of English learners in grades 6-12 were born outside the country (45%) compared to grades K-5 (13%).

    How many are recent immigrants?

    In 2023-24, there were 189,634 recent immigrant students in California who were not born in the U.S. and had not been attending school in the U.S. for more than three full academic years, according to the California Department of Education.

    What languages do they speak?

    California TK-12 students speak more than 100 different languages other than English. The most common language spoken in California other than English is Spanish — 74.27% of current or former English learners in 2024-25 spoke Spanish, according to the California Department of Education.

    The second most common language spoken by current and former English learners in 2024-25 was Mandarin, spoken by 3.57% of these students. The third most common language was Vietnamese, spoken by 2.65%. After that were Cantonese, Arabic, Russian, Korean and Philippine languages, in that order.

    How long does it take for students to learn English?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    Only 7.6% of 2024-25 first graders who started school as English learners had been reclassified as “fluent English proficient” in the short time they had been in school. The percentage increases in every grade — among sixth graders who started school as English learners, for example, 45.4% had been reclassified; among eighth graders who started school as English learners, 62.3% had been reclassified; among 12th graders, 73.2% had been reclassified. It’s important to note that the total number of English learners also includes students who started school in later grades and have been enrolled for less time.

    Where do they go to school?

    There are English learners and former English learners in almost every school district in California, but the percentage varies widely. For example, 85.7% of students in Calexico Unified School District in Imperial County near the border with Mexico, started school as English learners, but only 4.3% of students in Dehesa School District in San Diego County were ever English learners.

    How can you tell how well a school is serving its English learners?

    The English Language Progress Indicator measures English learner progress by showing how many English learners progressed at least one level on the ELPAC, maintained the same level as the previous year, or decreased one or more levels. You can look up your school’s progress on the California School Dashboard.

    Another measure is the reclassification rate — the number and percentage of English learner students who reclassify each year. However, the California Department of Education has not published this rate since 2020-21.

    You can also measure a school district’s English learner progress by looking at the number of students who are “long-term English learners” and “at-risk of becoming long-term English learners.” Long-Term English Learners, or LTELs, are students in 6-12th grade who have been enrolled in a U.S. school for at least six years but have remained at the same English language proficiency level on the ELPAC for two or more consecutive years or regressed to a lower English language proficiency level. Students “at risk of becoming Long-Term English Learners” are in third-12th grade, have been enrolled in U.S. schools for four to five years and scored at the intermediate level or below on the ELPAC.

    Are academic test scores good measures of English learners’ performance?

    By definition, students who are designated as English learners are not yet proficient in academic English reading and writing, so it makes sense that they would not do well on academic tests in English. In fact, in many districts, students must do well on those tests, in addition to the English proficiency test, in order to be reclassified as “fluent English proficient.” When students do become proficient in English and are reclassified, they are no longer included in the English learner category. These students tend to do better on tests than students who speak only English at home.

    What do other measures like graduation rates tell us about English learners?

    Graduation rates tend to be low for English learners, as are other college and career preparation measures, such as how many A-G courses students have completed. (These courses are required for enrollment in the University of California and California State University systems.) However, it is important to keep in mind that the California Department of Education only publishes these measures for current English learners in high school, many of whom are recent immigrants. The department does not publish these measures for students who were once English learners and have since reclassified.





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  • What to know about free money waiting in state-funded savings accounts | Quick Guide

    What to know about free money waiting in state-funded savings accounts | Quick Guide


    hept27 / iStock

    Este artículo está disponible en Español. Léelo en español.

    Over 3.6 million school-aged children across the state qualify for at least $500 in savings with the California Kids Investment and Development Savings program (CalKIDS), a state initiative to help children from low income families save money for college or career. 

    However, many families are unaware of CalKIDS or face challenges accessing the accounts once they learn of them. The money is automatically deposited into the savings account under a student’s name, but families must claim the accounts by registering online. 

    Here is information you should know about the state-funded accounts: 

    What is CalKIDS? 

    The CalKIDS program was created to help students, especially those from underserved communities, gain access to higher education. It helps families save for post high school training by opening a savings account and depositing between $500 and $1,500 for eligible low-income students in the public school system. Gov. Gavin Newsom, who launched the program in August 2022, invested about $1.9 billion in the accounts.

    Who qualifies? 

    Low-income students and all newborns qualify. 

    According to program details, low-income public school students are awarded $500 if they:

    • Were in grades 1-12 during the 2021-22 school year 
    • Were enrolled in first grade during the 2022-23 school year, or 
    • Will be in first grade in subsequent school years. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    For newborns, 

    • Children born in California after June 2023, regardless of their parents’ income, are granted $100. 
    • Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. 
    • Newborns get an additional $25 when they claim the account and an additional $50 if parents link the CalKIDS account to a new or existing ScholarShare 529 college savings account. 

    The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or English language learners. The California Department of Public Health provides information on newborns.

    How can students use the money? 

    The money can be used at eligible higher education institutions across the country, including community colleges, universities, vocational or technical schools and professional schools, according to CalKIDS. 

    The funds can be used for: tuition and fees, books and supplies, on or off-campus room and board as well as computer or other required equipment, according to the CalKIDS program guide

    Click here to search for schools that qualify as an eligible higher ed institution. 

    Does the CalKIDS account have restrictions similar to those for a 529 savings account? 

    CalKIDS accounts are a part of the ScholarShare 529 program — California’s official tax-advantaged college savings plan — and administered by the state’s ScholarShare Investment Board. 

    Transportation and travel costs are usually not considered qualified expenses for 529 savings accounts. 

    According to the guide for CalKIDS, if a student has no account balance with their higher education institution — which receives the CalKIDS distribution check —  the institution can pay the funds directly to the student. 

    Does the money in the CalKIDS accounts earn interest? 

    The deposits grow over time because CalKIDS accounts are interest-bearing.

    How aggressive that growth is depends on the age of the student, said Joe DeAnda, communications director with the California State Treasurer’s Office, which oversees the CalKIDS program. 

    “If it’s a newborn, (the seed deposits are) invested in a fairly aggressive portfolio that assumes 18 years of investing time,” DeAnda said. “If they are school-aged, they’re invested in a more conservative portfolio that assumes a shorter investing timeline and is a more secure portfolio.”  

    Even among students, the younger a child is, the more aggressive the savings portfolio will be. The investment provides “opportunity to grow savings while the child is younger and better safeguard savings against market fluctuations when the child nears college age,” according to the CalKIDS program guide.

    Specifically, accounts for newborns, each new class of first graders and students in grades 1-5 during the 2021-22 school year are invested in a portfolio that corresponds to the year that they’re expected to enter a program after high school, or at age 18. The portfolio will become more conservative as the child gets older. 

    For students in grades 6-12 during the 2021-22 school year, the accounts are invested with a guaranteed, or fixed, rate of return on the investment. 

    Can I add to the account? 

    No, you cannot add money to the CalKIDS account. Parents or guardians can open a ScholarShare 529 account, which can be linked to the CalKIDS account so they can view the accounts in one place. 

    In fact, CalKIDS encourages families to open a ScholarShare 529 college savings account, which is a way for families to save even more money for their children, DeAnda said. 

    What if my student already graduated? What happens to unclaimed money? 

    The accounts remain active under a student’s name until the student turns 26 years old. Up until that age, students can claim the money. 

    If the account is not claimed by age 26, the account closes, and the money is reallocated to others in the CalKIDS program, DeAnda said. 

    What if I’m not sure if my child is considered low income? 

    CalKIDS has sent notification letters of program enrollment to over 3.3 million eligible students and nearly 270,000 students in last school year’s class of first graders. 

    Without the letters, to check student eligibility, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts or report cards, according to the CalKIDS website. 

    The California Department of Education provides CalKIDS with data on first graders in the late spring or early summer and asks parents to wait until then before checking for their child’s eligibility. 

    How do I access that SSID number to check eligibility or to register the account? 

    The SSID may be found on the parent’s or student’s school portal, transcript or report card. 

    The CalKIDS website instructs families to contact their child’s school or school district if they’re unsure of how or unable to locate the number.

    How do I access or ‘claim’ the account? 

    The notification letter that CalKIDS sends families contains a unique CalKIDS Code that can be used to register the accounts. Even without the code, families can register the accounts. 

    https://www.youtube.com/watch?v=bpyvh5aBgRE

    To claim the student account: 

    1. Visit the CalKIDS registration page to claim the account. Click here to register
    2. Enter the county where the student was enrolled (for a student in grades 1-12 in the 2021-22 school year; for a first grader, where the student was enrolled in 2022-23 or subsequent years)
    3. Enter student’s date of birth
    4. Enter the SSID or CalKIDS Code from the notification letter
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password

    To claim the newborn account, which should be available about 90 days after birth: 

    1. Visit the CalKIDS registration page to claim the account.
    2. Enter the county where the child was born
    3. Enter child’s date of birth 
    4. Enter the Local Registration Number on the child’s birth certificate or CalKIDS Code from the notification letter 
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password
    I still need help. How do I get additional support? 

    Contact CalKIDS at (888) 445-2377 or https://calkids.org/contact-us/ 

    How does my high school graduate make a withdrawal to use the money?

    According to the CalKIDS program guide, to request a distribution, log into the claimed CalKIDS account and request a distribution, which doesn’t have to be for the entire amount. The funds are tax-free for the qualified expenses of tuition, books, fees, computers and equipment. 

    The student must be at least 17 years old and enrolled at an eligible institution. 

    The CalKIDS money, which will be sent to the institution, is considered a scholarship from the state of California.





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