برچسب: lawsuit

  • Lawsuit intensifies spotlight on free speech controversies at UC Berkeley

    Lawsuit intensifies spotlight on free speech controversies at UC Berkeley


    UC Berkeley students on campus on Sather road in Berkeley.

    Credit: Alison Yin / EdSource

    Long revered as the birthplace of the free speech movement in the ’60s, UC Berkeley now finds itself at the center of a fractious debate about First Amendment protections and religious intolerance amid the unfolding tragedy in the Middle East.

    Tempers are running high on all sides amid the bloodshed in the Middle East, which has already claimed thousands of lives, exposing ideological rifts between students and professors at the law school, spurring a discrimination lawsuit against the UC system and setting off a broader a debate over who gets to define the boundaries of First Amendment protections, a drama heightened by Berkeley’s legendary status as the heart of the ’60s student protest movement.

    “It’s emblematic of the polarized times that we live in. We can’t begin to decide what the contours of expressive rights are,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression, a free-speech advocacy group. “In our pluralistic democracy, there are going to be groups out there with beliefs that you don’t share, that maybe the majority of Americans don’t share. But that’s what our system of government kind of defends and requires. We believe in groups of citizens banding together, even groups of citizens with unpopular ideas. That’s what the First Amendment protects.”

    The war of words first flared last summer when a student group, Law Students for Justice in Palestine, adopted a bylaw that banned supporters of Zionism from speaking at its events. Roughly 22 other student groups have adopted variations of this bylaw.

    Hundreds of UC Berkeley students walked out of class on Oct. 25, calling for a cease-fire in Gaza. The students are among thousands who have walked out on campuses nationwide as fighting between Israel and Hamas continues in Gaza.
    Credit: Brontë Wittpenn/San Francisco Chronicle/Polaris

    “As law students, we must utilize our privilege in amplifying the voices of indigenous movements for liberation and engage in the academic and political boycott that is essential to furthering goals of freedom,” as the LSJP group noted on its Instagram page, framing the bylaw issue as a matter of free speech. Members of the group did not respond to messages seeking comment. 

    Others view the bylaws as discriminatory toward Jewish students, faculty and invited speakers. Steven Davidoff Solomon, a noted professor of corporate law, took offense at the bylaw, firing off an op-ed in the Wall Street Journal urging employers: “Don’t Hire My Anti-Semitic Law Students.”

     “The student conduct at Berkeley is part of the broader attitude against Jews on university campuses that made last week’s massacre possible,” he wrote in the aftermath of the Hamas attack on Israel on Oct. 7.

    In response to that commentary, a group of alumni wrote an open letter to Erwin Chemerinsky, the dean of the law school, calling on him to uphold the rights of all students. The letter argued that Solomon conflated “support for the Palestinian people or criticism of the Israeli government with antisemitism.”

    Chemerinsky responded by voicing the school’s commitment to freedom of speech, including language that “others find offensive, even deeply offensive.” Excluding speakers based on race, religion, sex or sexual orientation would not be allowed, he said, but excluding speakers based on viewpoint is a different matter. 

    “Student organizations have the First Amendment right to choose speakers based on viewpoint,” said Chemerinsky. “The College Republicans can choose to invite only conservative speakers.  The Women of Berkeley Law can choose to invite only pro-choice speakers. I think that is quite clear.” 

    However, if you consider anti-Zionist to be synonymous with antisemitic, as some do, then excluding Zionist speakers can be seen as a discriminatory act. 

    “Nobody’s saying you have to include a program on a position that you disagree with,” said Alyza D. Lewin, president of the Brandeis Center For Human Rights under the Law. “They’re saying you cannot exclude an individual on the basis of their identity. That is a form of discrimination they need to address. You can’t have groups saying, ‘Zionists aren’t welcome,’ because that’s excluding Jews on the basis of an integral component of what it means to be a Jew.”

    That’s among the reasons the Brandeis Center and Jewish Americans for Fairness in Education are suing UC Berkeley for what they characterize as the “longstanding, unchecked spread of anti-Semitism” on campus. The suit argues that anti-Zionism is a form of antisemitism and that the student group bylaws violate the 14th Amendment’s equal protection clause, the First Amendment right to freedom of religion and Title VI of the Civil Rights Act.

    “Conditioning a Jew’s ability to participate in a student group on his or her renunciation of a core component of Jewish identity is no less pernicious than demanding the renunciation of some other core element of a student’s identity — whether based on race, ethnicity, gender, or sexual identity,” as the lawsuit said. 

    Others reject the notion of equating antisemitism with anti-Zionism. 

    “I am wary of that argument for a couple reasons. First of all, I do think there is a distinction between anti-Zionism and antisemitism,” Creeley said. “You have a First Amendment right to criticize Israel. That’s core political speech.” 

    Still, the question became a hot-button issue when more than two dozen Wall Street law firms signed a letter warning deans at top law schools that they have “zero tolerance policies for any form of discrimination or harassment, much less the kind that has been taking place on some law school campuses.” Harvard, Columbia and NYU students have already lost job offers over “inflammatory remarks.”

    Other voices, however, defend the right of student groups to invite whomever they choose to speak on campus. For instance, it has been noted that some chapters of Hillel, the Jewish student group on college campuses, have rules prohibiting speakers who “delegitimize” Israel.

    “If you are a public university, you can’t require your belief-based student groups to either adopt or disavow certain beliefs,” said Creeley. “Student groups have an associational right, protected by the First Amendment, to band together over a shared belief, even if that belief is noxious to some, many, or even most.”

    But some argue that freedom of speech should not trample on the freedom of religion. Kenneth Marcus, chairman and founder of the Brandeis Center as well as the civil rights chief of the U.S. Education Department during the Trump administration, has likened the bylaws to the “Jewish-free zones” of the past.

    “The school is quick to address other types of hatred, but why not antisemitism?” as Marcus, a Berkeley law school alumnus, has put it. “Berkeley, once a beacon of free speech, civil rights and equal treatment of persons regardless of race, religion, ethnicity, national origin, gender and sexual orientation, is heading down a very different and dangerous path from the one I proudly attended as a Jewish law student.”

    Hannah Schlacter, a second-year MBA student at UC Berkeley’s Haas School of Business who is part of Jewish Americans for Fairness in Education, one of the plaintiffs in the lawsuit, says she feels unsafe on campus. 

    “I sense a hostile campus environment towards Jewish students who express their Jewish identity in certain ways. This was the case before 10/7, but it became even more so after 10/7,” she said. “If I express a part of my Jewish identity, like holding a flag of the Jewish homeland, then if I am assaulted, the university has demonstrated they will not investigate nor call it hate crime.”

    The dean of the law school, a constitutional law scholar who is Jewish, refutes the central tenet of the suit. 

    “There is no ‘longstanding, unchecked antisemitism’ on the Berkeley campus,” said Chemerinsky.  “I have been here six and a half years, and it is just a false narrative. I doubt the people who wrote it have been on campus.” 

    At the core of the debate is how you define freedom of speech, which has become an increasingly contentious matter in itself in recent years. Some say there’s not as much common ground on what constitutes free speech and the critical role it plays in feeding a lively marketplace of ideas, the foundation of any participatory democracy, as there once was.

     “I have been teaching First Amendment law for 44 years and I think there is less consensus about free speech than there used to be,” said Chemerinsky. “The first seven weeks of this semester were calm and easy. Since Oct. 7, it has been difficult on our campus and on campuses across the country.” 

    For his part, the dean has also blamed the media, suggesting that many outlets have overblown the controversy, pouring fuel on the fire. 

    “What is the proper role of the university? To be a place where all ideas and views are discussed,” he wrote. “At my law school, the Law Students for Justice in Palestine bring in speakers and hold programs to express their views. At the same time, the Helen Diller Institute for Jewish Law and Israel Studies holds many programs.” 

    Lewin disagrees that institutional neutrality is the best approach to combat a rising tide of bias. The suit argues that the university failed to address antisemitic incidents on campus following the Oct. 7 Hamas attacks on Israel. In one campus incident, the suit alleges, a Jewish student draped in an Israeli flag was assaulted by two protesters who hit him in the head with his water bottle.

    There has also been a rise in anti-Islamic incidents. Pro-Palestinian students have reported being harassed and threatened in the wake of Oct. 7, according to university officials.

    “Hate doesn’t start with violence. Hate starts with biased attitudes,” said Lewin. “It starts with stereotypes. And then it builds. The reason we’re now seeing the violence is because for all those years when the biased attitudes, the stereotypes, the slurs, the shunning were taking place, the university said we’re not doing anything.”

    Certainly the law school is far from being alone in grappling with these thorny issues. Cases of both Islamophobia and antisemitism have been spiking on campuses across the country. These mounting incidents have prompted a federal response, with President Joe Biden’s Department of Education announcing investigations into antisemitism and Islamophobia at a growing number of universities, including Harvard, Columbia and Cornell. 

    “Of all the issues we deal with, of all the topics of speech, abortion, Trump, politics, whatever, Israel and Palestine has always been the most intensely felt. And that was true before Oct. 7. Now, holy moly,” said Creeley. “It’s the intensity of the feelings on both sides and the decades of historical precedent, the general feeling of bitterness and hopelessness. It all coagulates into a very toxic stew on campus.”

    The social strife rampant on campuses across the country, experts say, may reflect a deeply divided nation coping with myriad crises, foreign and domestic. This has spread far beyond campuses to society at large with Oakland’s City Council passing a resolution calling for a cease-fire in Gaza. Demonstrators recently shut down the San Francisco Bay Bridge while others staged a sit-in at Oakland’s Ronald V. Dellums Federal Building, also urging a cease-fire. Protesters have also delayed a ship, which was believed to be carrying military supplies, for nine hours at the Port of Oakland. The use of hate speech is also rising online. Common ground is proving elusive on all fronts.

    Grappling for ways to combat the rising tide of hate,  UC President Michael Drake  has pledged $7 million toward addressing  “acts of bigotry, intolerance, and intimidation” on campuses. 

    “We have a crisis today on America’s campuses,” as Marcus said in his testimony before the House Committee on Education in a hearing titled “Confronting the Scourge of Antisemitism on Campus.” “This is an emergency, and I would suggest to this committee that when the problem is exceptional and unprecedented, the solutions need to be unprecedented and exceptional.”

    Chemerinsky, for one, takes a pragmatic approach to the discord on and off campus in these polarized times. At the law school, he says he hopes to engender a greater sense of civility in the discourse.

    “I don’t think we can aspire to unity,” he said. “But we can work to create community and to make all students feel included and respected.” 





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  • California colleges worry about lawsuit challenging funding for campuses with many Hispanic students  

    California colleges worry about lawsuit challenging funding for campuses with many Hispanic students  


    At a recent Latino-themed graduation ceremony at California State University, Channel Islands, a student’s cap proclaims that nothing is impossible with family.

    Courtesy of CSU Channel Islands

    Top Takeaways
    • California colleges and universities have received more than $600 million in program grants.
    • Challenger successfully sued Harvard to end affirmative action in admissions.
    • Five UC campuses, 21 Cal State schools and many California community colleges are Hispanic-Serving Institutions.

    Each year, most of California’s public colleges and universities are eligible for extra federal funding for a simple reason: They enroll high numbers of Latino students. 

    The federal government sets aside millions of dollars in grants annually for colleges classified as Hispanic-Serving Institutions, a designation earned by having an undergraduate student body that is at least 25% Latino. In total, California colleges and universities have received more than $600 million in HSI grants since federal funding for the program began in 1995.

    California, with its large Latino population, has the most HSI campuses in the nation — 167, or more than a quarter of the 602 HSIs in the country. That includes five of the University of California’s nine undergraduate campuses, all but one of California State University’s 22 regular campuses and the majority of the state’s community colleges. 

    But now, California colleges classified as HSIs are facing an uncertain future and could be at risk of losing that designation and funding if a recently filed lawsuit is successful.

    The lawsuit was brought in U.S. District Court by the state of Tennessee and Students for Fair Admissions, the same group that successfully sued Harvard to end affirmative action in admissions. It argues the criteria to become an HSI are unconstitutional and discriminatory against other ethnic groups and that all colleges serving low-income students, regardless of racial composition, should be allowed to apply for the grants currently available to HSIs.

    Colleges are eligible for the HSI designation if they sustain Hispanic enrollment of at least 25% and at least half of their students are low income. The designation allows them to apply to the competitive grant program. The money is meant to be spent on programs that could benefit all students, not just Latino students, proponents note. 

    So many California public campuses have the HSI designation in large part because of the state’s demographics: 56% of the K-12 enrollment is Latino. 

    The legal challenge is distressing to some officials and students who say the HSI grant funding has allowed many California campuses to improve their student support services, such as by offering faculty development as well as adding counseling and student retention programs that benefit Latino students and others.

    “A lot of these campuses depend on HSI funds. And with that potentially being stripped, there is going to be a loss of vital infrastructure,” said Cristian Ulisses Reyes, a graduate student at California Polytechnic State University, San Luis Obispo, where he has been part of an effort to help that campus earn HSI designation by next year. 

    Supporters of HSIs have been anticipating the possibility of a challenge to the program since President Donald Trump returned to office in January, particularly with the White House’s increased hostility toward diversity, equity and inclusion programs, said Deborah Santiago, the CEO of Excelencia in Education, a nonprofit focused on the success of Latino students in higher education. 

    “So this lawsuit feels like a culmination of all those fears,” she said.

    The lawsuit names the U.S. Department of Education and U.S. Secretary of Education Linda McMahon as defendants. It’s not clear to what degree the department will fight the lawsuit. The Department of Education did not return a request for comment. 

    Edward Blum, a conservative activist and president of Students for Fair Admission, said in an email that the explicit Latino enrollment threshold requirement for HSI designation is, in his view, illegal.

    “That means otherwise qualified institutions are denied access to millions in federal support solely because they lack the designated racial mix. That’s racial preference disguised as education policy,” he said. 

    The lawsuit was filed this month in the U.S. District Court for the Eastern District of Tennessee, and the plaintiffs argue that all colleges in Tennessee serving low-income students should be eligible for grants currently available to HSIs. 

    “Funds should help needy students regardless of their immutable traits, and the denial of those funds harms students of all races. This Court should declare the HSI program’s discriminatory requirements unconstitutional, letting colleges and universities apply regardless of their ability to hit arbitrary ethnic targets,” the lawsuit states.

    The lawsuit would create a lot of problems if the case goes against HSIs, but in the immediate future, it doesn’t change anything, said Santiago of the Excelencia in Education group. “There’s still going to be an application, as far as we know, for competitive grants this year, and institutions that have HSI funds are able to continue to use them,” she added.

    California State University, Channel Islands, recently held its 2025 Sí Se Pudo Recognition Ceremony, an annual graduation celebration hosted at the campus.
    Courtesy of CSU Channel Islands

    California State University, Channel Islands, has been an HSI since 2010 and now has a student body that is about 60% Latino. Achieving and maintaining the designation has likely helped the campus recruit Latino students over the years, said Jessica Lavariega Monforti, provost of the campus.

    “Students are savvy today and they want to know what programs are available to support their success,” she said. 

    The campus, since 2010, has received $42 million in HSI-related funding, which includes National Science Foundation grants for which HSIs are eligible to apply. 

    One of the programs created with that funding, called the CSUCI Initiative for Mapping Academic Success, launched campuswide in 2022 and aims to help students who are struggling academically. They are then set up with faculty in weekly workshops to get back on track. So far, according to Lavariega Monforti, retention for students in the program is 7% higher than their peers.

    The majority of students who have participated in that program are Latino, but like many initiatives funded by HSI grants, it is not exclusive to Latino and Hispanic students.

    The campus has also used HSI funding to train faculty in culturally responsive pedagogy, improve outreach to nearby community colleges to increase transfers, and offer mentorship for students to prepare for their careers after graduation.

    “I think what we’re most proud of is that we have been truly student-centered in our approaches,” Lavariega Monforti said. “I hope we get to continue to do this because this is about the ways in which our institution is able to invest back into our community.”

    About 150 miles north of the Channel Islands campus, another Cal State campus, Cal Poly San Luis Obispo, is in the process of trying to earn its own HSI designation. This past fall, Latino and Hispanic enrollment at the campus hit 25% for the first time. Campuses must maintain that threshold for two years before they can apply for the designation. 

    If the campus becomes an HSI next year, every CSU campus would have the designation. As of now, the only other campus that is not an HSI is California State University, Maritime Academy, but that is soon to be merged with San Luis Obispo. 

    Across UC, five of the system’s nine undergraduate campuses are HSIs: Irvine, Merced, Riverside, Santa Barbara and Santa Cruz. Another, Davis, achieved eligibility this past fall by crossing the 25% threshold of Latino enrollment. UC hopes for every campus to eventually have the designation, including UCLA and UC Berkeley.

    Reyes, the San Luis Obispo graduate student who also earned his undergraduate degree there, is hopeful that the HSI designation will still exist by the time the campus is eligible to apply. He helped launch the campus’s push for HSI designation while working in the Office of Diversity & Inclusion, including helping to plan a symposium on the effort in 2023. 

    Reyes is a first-generation college student and said connecting with other Latino staff and students helped him find his way and succeed on the campus. 

    He first enrolled as a biology major, but was failing classes and on academic probation in his first year. Then he met with a counselor who happened to be Latina and helped inspire him to change his major. He also ended up joining the Lambda Theta Phi Latin Fraternity, a Latino fraternity that he said ended up being the “backbone” of his time on the campus. 

    Getting the HSI designation and potential federal funding would allow the campus to add more services to help future students, Reyes noted. But after seeing the lawsuit that was filed targeting HSIs, he’s worried the campus might never get to that point.

    “It kind of felt like attacks were inevitable to happen, but actually seeing that was frightening and worrisome for me,” he said.





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  • California agrees to target the most struggling students to settle learning-loss lawsuit

    California agrees to target the most struggling students to settle learning-loss lawsuit


    Students work together during an after-school tutoring club.

    Credit: Allison Shelley for American Education

    In an agreement ending a 3-year-old lawsuit brought by families of 15 Oakland and Los Angeles students, the state will target billions of dollars of remaining learning-loss money to low-income students and others with the widest learning disparities.

    State officials have also agreed to pursue statutory changes that would commit districts and schools to measure and report on student progress using proven strategies, like frequent in-school tutoring, in ways that the state hadn’t required in other post-Covid funding. If the state reneges or the Legislature fails to follow through, the plaintiffs can revoke the deal and return to court for trial.

    The plaintiffs’ lawyer, Mark Rosenbaum, director of the Opportunity Under Law project for the nonprofit law firm Public Counsel, said he was optimistic that won’t be necessary.

    “The state stepped up in focusing on those kids who have been hardest hit,” Rosenbaum said. “The urgent vision of this historic settlement is to use strategies that not only recoup academic losses but also erase the opportunity gaps exacerbated by the pandemic.”

    Districts are receiving the state block grant based on the proportion of low-income students, foster children, and English learners enrolled, although they can currently use the funding for all students. The program lists various possible uses to “support academic learning recovery and staff and pupil social and emotional well-being,” including more instructional time, learning recovery materials, and counseling. The money can be spent through 2027-28. 

    The settlement covers what’s remaining of the $7.5 billion Learning Recovery Block Grant, which Gov. Gavin Newsom and the Legislature reduced to $6.3 billion in the current state budget. The largest Covid pot of relief money for districts — $12 billion from the federal government under the last phase of the American Rescue Act — expires on Sept. 30.

    The settlement would limit funding to the lowest performing student groups and chronically absent students, including Black and Hispanic students, and would narrow the list of permitted uses while requiring strategies backed by evidence that they are effective. Districts would create a plan for the money, which is not currently required, and track the outcome of at least one strategy over the following three years.

    Newsom kept the remainder of the block grant intact in his proposed 2024-25 budget, although he based the budget on optimistic revenue forecasts. To guard the block grant from future cuts, the settlement would guarantee a minimum of $2 billion will be protected.

    “One of the reasons that animated our settlement was, we didn’t want to go to trial and then, at the end of the trial, get a decision and then find that the cupboard was bare,” Rosenbaum said.

    In a statement on behalf of the Newsom administration, State Board of Education spokesperson Alex Traverso called the agreement’s use of one-time dollars “appropriate at this stage coming out of the pandemic.”

    “We look forward to engaging with the Legislature and stakeholders to advance this proposal and focus learning recovery dollars on serving the students with the greatest needs,” he wrote.

    Did the state fail its constitutional duty?

    Public Counsel and the San Francisco law firm Morrison Foerster filed Cayla J. v. the State of California, State Board of Education, California Department of Education, and Superintendent of Public Instruction Tony Thurmond in November 2020, eight months after Covid-19 forced a statewide shutdown of schools and a quick transition to distance learning. The state was slow to provide computers and connections, and the Legislature, anticipating a recession, initially included no extra funding for them. Billions of federal and state dollars specifically for learning loss came later.

    The rollout of distance learning and equipment was uneven among districts. The quality and extent of remote learning also varied widely among districts initially and when schools restarted in the fall.

    The lawsuit charged that “the delivery of education left many already-underserved students functionally unable to attend school.”

    “In addition,” it said, “students are being harmed by schools that fail to meet minimum instructional times, which the state has done nothing to enforce.”

    The lawsuit pointed to then 8-year-old twins Cayla J. and her sister Kai J., from a low-income family and attending third grade in Oakland Unified. They had remote classes only twice between March and the end of school in 2020. Because some of the students in the class lacked the equipment for remote learning, the teacher told their mother that classes were canceled for the other students, according to the lawsuit. 

    Oakland and Los Angeles Unified had among the fewest minutes of live daily instruction during distance learning and were among the last districts to return to in-person learning in spring 2021. Los Angeles Unified students missed 205 in-person days, and Oakland students missed 204 days.

    In subsequent court filings, as the case dragged on, the California Department of Education pointed to the massive state and federal Covid aid for districts, the minimum daily minutes of instruction that the Legislature set, and the many webcasts and guidance that the department gave on strategies for remote instruction and learning recovery. It cited districts’ authority to make decisions under local control and the transparency requirements for reporting spending through their Local Control and Accountability Plans.

    Rosenbaum told EdSource when the lawsuit was filed that the state was shirking its constitutional obligation to prevent education inequality. “The state cannot just write big checks and then say, ‘We’re not paying attention to what happens here,’” he said. “The buck stops with the state. The state’s duty is to ensure that kids get basic educational equality and that the gaps among the haves and the have-nots do not widen.” 

    Providing expert testimony for the plaintiffs, Lucrecia Santibañez, professor at UCLA’s School of Education & Information Studies, wrote, “Our decentralized school system in California, and the minimal guidance that was received from the state appears to have left many (districts) to their own devices.”

    “Data collection was minimal to non-existent, and monitoring of the learning and continuity plans was superficial at best,” she wrote.

    Dispute over test scores

    Meanwhile, chronic absences soared to set new records in 2022-23, and test scores fell sharply. In 2022-23, 34.6% of students met or exceeded standards on the Smarter Balanced math test, which is 5.2 percentage points below pre-pandemic 2018-19. Only 16.9% of Black students, 22.7% of Latino students, and 9.9% of English learners were at grade level.

    There was a similar drop in English language arts results by 2022-23: 46.7% of students overall met or exceeded standards. Only 29.9% of Black students and 36.1% of Latino students were at grade level, compared with 60.7% of white students and 74% of Asian students.

    The key issue in the case was whether the pandemic effects were disproportionate and whether the digital divide contributed to it. State officials acknowledged the impact of the pandemic but asserted that the declines were similar, within one or two percentage points, for all groups. In rebuttal, Harvard University education professor Andrew Ho, a nationally known psychometrician, charged that the state intentionally used “a biased calculation of achievement gaps” that led to the finding it sought.

    The state used the method displayed on the California School Dashboard that compares the percentages of student groups that met a single pre- and post-pandemic target — scoring at or above meeting standards from one year to the next. Ho wrote that it should have compared individual students’ losses and gains in scale points, a more refined measure that other states use.

    Using that methodology, Ho wrote, “California test scores show that racial inequality increased in almost all subjects and grades. Economic inequality also increased.” An independent analysis of state test data by EdSource corroborated that finding.  

    Advocates for a more precise system of measuring students’ growth on test scores have also called for the use of scale scores. In a move that could accelerate that adoption in California, the settlement calls for using scale scores to determine which student groups will be eligible for the block grant funding.

    Last August, in a decision that prompted negotiations to settle the case, Alameda County Superior Court Judge Brad Seligman denied the state’s motion to dismiss the case and ordered the parties to go to trial. He concluded that the state had not established that it made adequate and reasonable efforts to respond to the pandemic’s impact and that Ho’s finding on increased learning disparities was credible. Under the settlement, the state would pay $2.5 million in attorneys’ fees.

    Credit to local nonprofits

    During the summer of 2020, Cayla J. and her sister turned to a nonprofit for help the district didn’t provide. Calling The Oakland REACH “a lifeline” for the two girls, the lawsuit said it “provided a safe space for learning and community advocacy” while offering enrichment online summer courses. Its family liaisons helped keep Cayla J. and Kai J. from falling further behind, it said.

    Oakland REACH’s counterpart in Los Angeles, the Community Coalition, provided similar services. Both signed on as plaintiffs.

    Efforts by The Oakland REACH evolved into a novel early literacy and early math tutoring partnership with Oakland Unified, employing trained community members and parents. In a nod to both nonprofits’ good work, the settlement calls for amending the education code to encourage districts to contract or partner with community-based organizations “with a track record of success” for services covered by the block grant.

    Michael Jacobs, a partner with Morrison Foerster working pro bono on the case, called the provision an important and landmark element of the agreement. 

    “We saw during the pandemic that community-based organizations filled critical needs,” he said. Pointing to The Oakland REACH, he said, “Now the evidence is in that the services made a significant difference in educational achievement.”

    Lakisha Young, CEO and founder of The Oakland REACH said she has been speaking with community partners in other districts about their work “building solutions for our kids to be reading proficiently.” She called the agreement a “historic win” and praised the families involved in the lawsuit for “the courage to step forward, not knowing their voices would make a difference.”





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  • Judge Tosses Lawsuit Against Reading Reseacher Lucy Calkins, Other Reading Researchets

    Judge Tosses Lawsuit Against Reading Reseacher Lucy Calkins, Other Reading Researchets


    For many years, “Balanced Literacy ” was considered the gold standard of reading instruction; it encouraged students to use context clues, Then came the fervor for the “Science of Reading,” which emphasized phonics. The reading wars dominated the education world for nearly two decades. Reading instruction across the nation changed to reflect the pro-phonics emphasis.

    But then a group of parents went to court to close down the teaching of Balanced Literacy, and they sued Dr. Calkins. They blamed her for students’ test scores and their poor reading skills.

    Sarah Schwartz of Education Week reported:

    A first-of-its-kind lawsuit against three influential reading professors and their controversial literacy curricula has been dismissed, after a U.S. District Court declined to wade into the murky landscape of curriculum quality and education research. 

    Last year, a group of parents filed the lawsuit, which alleged that the professors and their publishers used “deceptive and fraudulent marketing” to sell their popular reading materials.

    The case, brought by two parents from separate families in Massachusetts, centers on two sets of reading programs, one created by Lucy Calkins, an education professor at Teachers College, Columbia University, and the other by reading researchers Irene Fountas and Gay Su Pinnell, of Lesley University and The Ohio State University, respectively. 

    The parents argued that the creators, publishers, and promoters of the curricula—Calkins’ Units of Study for Teaching Reading and a suite of Fountas & Pinnell branded materials—violated consumer protection law in the state by making false claims about the research supporting their programs.

    Publishers said that the programs were backed by research even though, the plaintiffs claimed, they omitted or diminished the role of phonics instruction, which decades of reading research has demonstrated is a key component of teaching young children how to decode print.

    On Thursday, a judge of the U.S. District Court for the District of Massachusetts determined that the court could not grant a decision in the case, because it would require passing judgement on the quality of the reading programs in question—a task that the court said it is not equipped to perform.



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  • Lawsuit against West Contra Costa schools could set precedent for how districts handle complaints

    Lawsuit against West Contra Costa schools could set precedent for how districts handle complaints


    West Contra Costa Unified’s Stege Elementary School in Richmond.

    Photo: Andrew Reed/EdSource

    A recently filed lawsuit against the West Contra Costa Unified School District could set a new precedent for how districts in California handle and comply with complaints filed by students, educators and community members. 

    The lawsuit, filed by civil rights law firm Public Advocates last month, alleges the school district failed to remedy issues in the required time frame for nearly 50 “Williams complaints” filed by teachers, students and parents since June 2023. The bulk of the complaints were about poor building conditions at Stege Elementary School, and three were filed about teacher vacancies. There are five complainants, including four educators and a parent, who are suing the district.

    West Contra Costa is the first district in the state to be sued under the Williams v. California settlement in 2004, a landmark case that established the Williams complaint process, and the right to textbooks, safe schools and qualified teachers for all California public school students. Public Advocates attorneys led that charge 20 years ago and are now turning to the courts to uphold the standards it set and to stop the unlawful practice of filling full-time teacher positions with rolling substitutes.

    “It’s important for districts to know that this is a process that can be enforced by the courts, and they can be subject to a court order when they don’t abide by this specific process,” said Dane Shikman, attorney with Munger, Tolles, & Olson LLP, who is assisting with the lawsuit.

    Public Advocates attorney Karissa Provenza said she hopes the lawsuit sets a precedent and that other districts that aren’t complying with the Williams complaint process “fall in line.” 

    The law firm has kept a close watch on West Contra Costa for years, and Provenza has spent the last few years building relationships with educators, organizers and families. But it shouldn’t just be those districts that Public Advocates attorneys are watching that are held accountable.

    “We know there are issues across the board when it comes to districts following through with Williams complaints,” Provenza said. “We’re hoping this (lawsuit) can stand out.”

    Anyone can file a Williams complaint, and school districts have up to 30 days to fix the issue and 45 days to respond to the complaint in court. District officials responded to the 45 building condition complaints at Stege Elementary School six months later, and only after plaintiffs’ attorneys repeatedly reminded the district of its legal obligation, the lawsuit alleges. 

    “It’s a highly informal process that the districts often get away with something less than a full remedy of the complaints, or they delay on getting a response back,” Shikman said.

    According to the lawsuit, West Contra Costa’s response “acknowledged the complaints, cited a nonexistent section of the Education Code, claimed the district had no duty to respond within the statutory 45-day timeline, and promised to provide a substantive response with an update by January 12, 2024.”

    That response never came, the lawsuit says. 

    The complaints said the Richmond school had moldy walls, inoperable windows, classrooms reaching more than 90 degrees without ventilation, and broken floor tiles. Lead and asbestos were also found after the district hired an environmental firm to test building materials. 

    “One of the worst conditions for the students’ learning and teaching was probably the heat,” said Stege teacher Sam Cleare, who is one of the complainants in the lawsuit. “My first year there, we even watched crayons melt outside, but it wasn’t even that much hotter outside than it was inside.”

    A student in the after-school program at Stege Elementary School in the West Contra Costa Unified School District.
    Credit: Sam Cleare

    Building conditions at Stege Elementary were never improved, and district officials have “repeatedly” acknowledged conditions at Stege were “dangerous,” the lawsuit says. Superintendent Chris Hurst announced the school was closing for repairs on July 23, four days after the lawsuit was filed and hazardous materials were detected during the removal of window panels.

    District officials did not respond to requests for comment on this story and have previously said they don’t comment on litigation. 

    Unlawful practices

    District officials did respond to the three complaints about teacher vacancies, the lawsuit says, but the positions weren’t filled within 30 days and solutions weren’t reported.

    Hurst addressed teacher vacancies at a recent board meeting and said the district is “working hard” to fill all positions before the start of the school year this week. The district has posted on job boards and social media platforms, attended job fairs and is partnering with residency programs to recruit teachers.

    “But the district’s statutory mandate is not just to ‘try hard’ to recruit teachers; it is to actually provide every student with a permanent, qualified teacher,” the lawsuit says.

    If positions aren’t filled, the district’s plan is to fall back on substitutes, which is the reason teacher vacancy complaints were filed in the first place. The complaints said it was illegal to rely on substitutes long-term and in the district’s response, officials acknowledged its practices were unlawful. 

    Provenza said she is not surprised the district continues to rely on substitutes.

    “I wish I could start hearing that they were going to start shifting their ways, but unfortunately, it seems like relying unlawfully on substitutes is something that they’re going to continue to do,” Provenza said.

    The district has relied on day-to-day, 30-day, and 60-day substitutes to fill teacher vacancies. Teachers have also had to pick up extra classes or have had students added to their classrooms, often from different grades. This school year, the district is also asking credentialed staff who aren’t usually in the classroom to step in.

    “Substitutes did not follow curricula or assign homework as a dedicated year-long educator would have, and students in those classrooms were denied the stability and consistency that a permanent qualified teacher provides,” the lawsuit says.

    Complaints were filed at Stege Elementary, Helms Middle and Kennedy High schools, some of the district’s highest-need schools, where more than 80% of students are low-income. Substitutes were used for an entire school year in some classes, the lawsuit says.

    Some students at Kennedy High weren’t sure they would receive grades at the end of the last school year because they never had a permanent teacher, according to the lawsuit. Permanent teachers weren’t assigned to an English language development class, a reading and writing class, a P.E. class, and two music classes. 

    Most of Kennedy’s students are Hispanic or Latino and Black or African American — 73% and 18% respectively in the 2022-23 school year, the most recent year of available state data. That same school year, 84% of students did not meet grade-level math standards and nearly 58% did not meet reading standards.

    A math, science and English class at Helms Middle did not have permanent teachers the last school year, the lawsuit alleges. Nearly 70% of Helms students did not meet grade-level literacy standards and 82% did not meet math standards for the 2022-23 school year, data shows.

    Helms Middle mostly serves Hispanic and Latino students, almost 83% in the 2022-23 school year. The next largest population is Black or African American, about 7%. Almost half the students (47%) are also English learners. 

    There weren’t permanent teachers in a kindergarten, third grade, fourth grade, and second and third grade split class at Stege Elementary last year, according to the lawsuit.

    Most of the student population is Black or African American, nearly 39% in the 2022-23 school year, and Hispanic or Latino, 34%. About 73% of students did not meet grade-level standards in math and 75% did not meet literacy standards. 

    The lawsuit calls the teacher vacancy problems in the district a “crisis.” 

    West Contra Costa “faces more teacher vacancies than its neighboring districts and continuously under performs in retaining fully prepared and properly assigned teachers,” the lawsuit says. “Quality teachers are the leading school-related factor contributing to a student’s success.” 

    Students have complained to the board during public comment about teacher vacancies this past school year, saying they aren’t motivated to attend class with consistently different teachers. One high school student said they weren’t learning any new materials in math class. 

    According to the lawsuit, the district hasn’t reported any solutions to fill teacher positions and blamed the vacancies on the statewide teacher shortage. The lawsuit gave various solutions, including assigning certified teachers of other subjects to vacant classes, using emergency teaching permits, and hiring university interns and retired teachers.

    Last year, West Contra Costa did tap into retirees to help fill vacancies, but it’s unclear how many and if these efforts are continuing. The district has said it can’t hire retired teachers for a full school year, the lawsuit alleges, but attorneys claim that under SB 765, districts can do so.

    Problems filling teacher vacancies are also connected to poor working environments, Provenza said. It’s difficult to attract and retain teachers when they don’t feel supported, are overworked, and lose prep periods to cover other classes.

    ‘This year made staying very challenging’

    Educators, parents and community members have fought for better conditions at Stege Elementary for years, and for teacher Sam Cleare, her advocacy efforts began with the 45 Williams complaints. 

    She called the conditions at Stege “inhumane” and “unbearable” and said there was nowhere to escape the heat. 

    “Students felt sick,” Cleare said. “I felt lightheaded. Not only was it difficult or impossible to learn, but it felt unsafe as well.”

    Sam Cleare, a third-grade teacher, has taken a job with the teachers union.
    Credit: Andrew Reed / EdSource

    Cleare remembers the windows starting to fall apart when trying to open them and said once she cut her finger on the edge of a window. She taught at Stege for the last seven years, and said it was her dream to retire there. But she’s decided to take a job with the teachers union. 

    “I will miss working at Stege terribly, but this year made staying very challenging,” Cleare said. “Many teachers struggle to stay at the school due to the working conditions.”

    On top of teacher vacancies, Stege has battled dwindling enrollment, chronic absenteeism and a long-awaited renovation for nearly a decade. The building was slated to be remodeled by the 2020-21 school year, but there have been delays. Last November, the board approved an increased budget for renovations, from $2.9 million to $43 million, because of the severe need for repairs.

    Parents and community members have been frustrated by the delays and lack of funding going toward repairs. The concerns resurfaced at a Stege community meeting last week when parents were calling out district officials for not addressing the health hazards and safety concerns sooner. 

    District officials shared an annual report on Stege with the community, the Facility Inspection Tool, a visual inspection that determines if a school needs repairs. According to the report, Stege received a “good” rating, which means “the school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or resulting from minor wear and tear, and/or in the process of being mitigated.”

    Meeting attendees were outraged by the conclusion of the inspection, which was done last August, and said it was offensive. Parents and educators told stories about sewage coming out of the toilets when flushing, drywall issues, and complained that students were subject to unhealthy conditions.

    With the temporary closure of Stege Elementary, students and staff are starting the 2024-25 school year at Dejon Middle School. 





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  • School boards association lawsuit claims provision in California budget deal is unconstitutional

    School boards association lawsuit claims provision in California budget deal is unconstitutional


    Credit: Flickr

    This article was rewritten and reposted on Sept. 27 to clarify that the lawsuit’s aim is to prevent underfunding of Proposition 98 in future years. The earlier version misstated that the lawsuit asserted the current state budget as enacted also violated the funding law.

    Although the 2024-25 state budget shields school districts and community colleges from funding cuts, the California School Boards Association is suing the Newsom administration over a provision that the school boards association claims is unconstitutional.
     
    The change to the Education Code would deny schools money they would be entitled to under some conditions in future years, setting a dangerous precedent, CSBA argued in a lawsuit filed this week.
     
    The school boards association is asking the Superior Court in Sacramento County to invalidate that section in the education budget bill. CSBA argues it violates the letter and spirit of Proposition 98, the formula that determines how much of the General Fund must be allocated to schools and community colleges.
     
    The Department of Finance inserted the little-known statutory wording  into the budget trailer bill in the final days of the legislative session in June, with no discussion or notice.  It was not mentioned in the budget analysis that legislators reviewed before passing the budget.
     
    “CSBA’s defense of voter‐approved Proposition 98 is nonnegotiable, as is the obligation of the state to follow the Constitution that governs it,” CSBA President Albert Gonzalez, a Santa Clara Unified school board member, said in a statement.
     
    On behalf of Newsom, the California Department of Finance refuted CSBA assertions in a series of exchanges with legislative leaders in July. All of its actions were legal, Joe Stephenshaw, director of the Department of Finance, wrote.
     
    The lawsuit would not affect this year’s budget, which took effect July 1. However, the tense negotiations and controversial revenue maneuvers preceding the budget’s passage were very much on the minds of Newsom’s financial advisors when they wrote the statutory change that the school boards association opposes.
     
    It pertains to the unusual challenge that Newsom and the Legislature found themselves in trying to write the 2023-24 budget. Because of the devasting impacts of winter storms and floods, the federal government and the state pushed back the tax collection deadline from April to November 2023. Without having tax receipts in hand, Newsom and the Legislature made a best-guess estimate of what Prop. 98 minimum guarantee would be for 2022-23. As it turned out, the minimum guarantee was $8.8 billion less than what they appropriated.
     
    Rather than cut funding for school districts and community colleges after the 2022-23 fiscal year had ended and money had been spent, Newsom left what he called “an overappropriation” alone. Two of the main formulas to determine the Prop 98 minimum guarantee incorporate what the state spent on schools in the prior year. So, the over-appropriation in 2022-23 would increase the amount that the state owed schools in 2023-24, 2024-25 and beyond. his initial 2024-25 budget in January, Newsom proposed allowing schools to keep the $8.8 billion for 2022-23 but to exclude the money when calculating the Prop. 98 minimum guarantee for 2023-24 and 2024-25.
     
    CSBA and other education groups opposed that move. They said that dropping Prop. 98 below what the Legislature had approved violated the initiative that voters passed in 1988.
     
    In most years, the Legislature’s Prop. 98 appropriation becomes the base amount for the following year, then is adjusted for enrollment growth or decline, inflation, or increases in economic growth per student. That assures that Prop. 98 minimum funding guarantee will grow over time, CSBA said.
     
    Faced with strong opposition from a coalition of school groups, Newsom eventually gave up on lowering the minimum guarantee. But still short of funding to pay for it, Newsom turned to a series of multiyear maneuvers: suspending the minimum guarantee in 2023-24, deferring funding from one year to the next, draining the rainy day fund, and creating a multi-billion dollar debt that the General Fund, not future Prop. 98 revenues, would pay back over several years. All of these tactics were legal.

    Newsom tries again
     
    But Newsom and Finance officials hadn’t given up on the idea of revising the Prop. 98 minimum guarantee downward when tax revenues come up short. They quietly inserted language into the trailer bill to limit the state’s funding vulnerability in the event of another tax filing delay in the future.
     
    It says that when the filing deadline for personal and corporate income taxpayers is pushed back at least two weeks, then the state will revert to the previous year’s minimum guarantee. After the new taxes are collected, the state will recalculate the new Prop. 98 minimum and determine the difference between the original and revised Prop. 98 minimum. The “excess” appropriation won’t be able to raise the Prop. 98 minimum that year and for subsequent years, the statute says.  
     
    CSBA criticized this “unlawful provision” for “artificially lowering the baseline upon which future years’ school funding is established.” The lawsuit argues that voters passed it to assure a “stable and predictable source of funding that is not subject to political influence or manipulation.”  

    “When the Newsom administration proposed a budget maneuver in January to exclude some school funding from the Prop 98 formulas, education groups opposed it because it was unconstitutional. The budget language passed this summer to allow a similar manipulation of the guarantee in the future would be similarly unconstitutional,” said Rob Manwaring, senior policy and fiscal advisor for the nonprofit Children Now and an advisor on the lawsuit.
     
    Delays in the tax deadline as occurred in 2022 and laid out in the provision will presumably be rare, but CSBA said the integrity of Prop. 98 must be preserved.
     
    The Legislature has no authority to amend the wording of Prop. 98 – only voters can do that, CSBA argued.
     





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  • Why isn’t Los Angeles Unified settling this lawsuit on arts funding?

    Why isn’t Los Angeles Unified settling this lawsuit on arts funding?


    Credit: Allison Shelley for American Education

    My time on the high school football field was spent with a snare drum strapped around my chest. As a student who was easily distracted in the academic classroom and struggled to apply myself, band class was a welcome reprieve during the day.

    Playing the drums was my niche, it was how I stood out. I carried my drumsticks around the way football players wore their varsity jackets.

    During my school years, I was fortunate that the district I attended recognized the importance of arts education. In elementary school, there were classrooms devoted to art and music staffed by full-time teachers. There was also an orchestra teacher. My middle school had two full-time band teachers, and an art class was included in the curriculum. High school offered a full range of band and choir classes in addition to the chance to participate in the jazz band and marching band in after-school programs.

    Even back then, it was clear that future students would not have these same opportunities. The program that allowed interested sixth-grade students to participate in a stage production disappeared while I was in school, a victim of budget cuts as the baby boom turned into a bust. During my time in high school, there were constant rumors of plans to reduce the number of band teachers.

    This reduction in the availability of arts education was part of a nationwide trend that accelerated as the second Bush administration and then Obama’s placed an increasing focus on test scores. Ignoring evidence that music and art help increase academic performance, teachers were forced to spend more time teaching to standardized tests. Arts funding was seen as extravagant in a system that values data over a full educational experience.

    When I visited my old elementary school in 2015, the band room did not even exist anymore. I grieved for the school’s students who no longer had the opportunity to find the joy of mastering an instrument.

    California voters understood the magnitude of this loss when 64.4% of voters opted to approve Proposition 28 in 2022. This measure provided an additional source of funding for arts and music education for K-12 public schools with rules to ensure that districts used this money to supplement, not supplant, existing funding.

    This included a requirement that schools with 500 or more students use 80% of the funding for employing teachers and 20% for training and materials.

    Complaints grew as parents in Los Angeles noticed that their children were not seeing improved access to art and music funding as the Proposition 28 money started to flow into the district. As the author of the proposition, Austin Beuttner was well acquainted with the rules it set in place and agreed that the Los Angeles Unified School District (LAUSD) was not following the spirit or the letter of the law.

    After months of trying to get the district to do the right thing, Beuttner joined parents, students,and teachers in filing a lawsuit against the district and current Superintendent Alberto M. Carvalho.

    The suit could have served as a wake-up call to LAUSD’s leadership that their actions were being watched, but they did not use it as an opportunity to ensure the Proposition 28 money was being spent properly. Carvalho saw the suit as a public relations problem, and instead of fixing the compliance issues, he tried to spin the narrative. As noted by the plaintiffs’ lawyer, Jeff Chemerinsky, he “has already decided to double down on explanations not grounded in fact.”

    To resolve this issue, the plaintiffs are demanding that LAUSD:

    • Publicly acknowledge that it misspent the Proposition 28 funds in the 2023–24 and 2024–25 school years.
    • Fully restore the misspent and misallocated funding to schools.
    • Be fully transparent about how the funding is used in future years.

    In a letter to the LAUSD’s general counsel, Chemerinsky reminds the district that, if it is found that the funds were not used properly, it will have to return the money to the state. Combined with possible penalties for “violating the civil rights of hundreds of thousands of Black and Latino students,” LAUSD could be facing a hit to its budget of over $100 million.

    This is not a slip-and-fall lawsuit designed to squeeze scarce education funding from our children’s classrooms. Rather, it is intended to improve the educational experience of our students.

    The suit would not have been brought if Carvahlo and the district had engaged with the community instead of ignoring their concerns. As Chermerinsky notes, “families, labor partners and concerned citizens spent months seeking answers. Regrettably, LAUSD refused to meaningfully respond.”

    The lawsuit has also attracted the attention of California Assemblymember Isaac Bryan, who has asked the state auditor to look into how the funds were spent.

    If the audit proceeds, Bryan says, “The district is going to have to produce the necessary documents to show that they are in compliance.” Based on statements from Carvalho saying the author of the proposition has a “misunderstanding of the law,” LAUSD should be concerned that its creative budgeting will not pass muster when held up to scrutiny.

    The LAUSD board must make it clear to Carvahlo that the concerns of their constituents can no longer be ignored by an increasingly detached bureaucracy. A good place to start would be by settling this lawsuit.

    •••

    Carl Petersen is a parent advocate for public education, particularly for students with special education needs, and serves as the education chair for the Northridge East Neighborhood Council. Read more opinion pieces by Petersen.

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





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  • Judge rejects lawsuit over ‘liberated’ ethnic studies classes in LAUSD

    Judge rejects lawsuit over ‘liberated’ ethnic studies classes in LAUSD


    Theresa Montaño, a professor in Chicano/a Studies at CSU Northridge and a member of the LAUSD-UTLA Ethnic Studies Committee, is a defendant in the lawsuit.

    Credit: Luis Garcia / California State University, Northridge

    A federal judge has thrown out a lawsuit against the United Teachers Los Angeles and the organization that created a controversial ethnic studies curriculum adopted by at least two dozen school districts in California. 

    U.S. District Judge Fernando Olguin’s scathing ruling on Nov. 30 criticized what he concluded was a lack of evidence and unpersuasive arguments made on behalf of the two Jewish teachers and parents in Concerned Jewish Parents and Teachers of Los Angeles, the group that brought the litigation.

    The plaintiffs’ complaint “is difficult to understand and contains a morass of largely irrelevant — and sometimes contradictory — allegations, few of which state with any degree of clarity precisely what plaintiffs believe defendants have done or, more importantly, how plaintiffs have been harmed,” wrote Olguin of the Central District of federal court in California. His 49-page pretrial ruling dismissing the lawsuit “with prejudice” precludes the plaintiffs from refiling another similar lawsuit in federal court.  The lawsuit was filed in 2022.

    The lawsuit alleged that the Liberated Ethnic Studies Model Curriculum Consortium, the teachers union, its president Cecily Myart-Cruz, and two members of the LAUSD-UTLA Ethnic Studies Committee encouraged the adoption of instructional materials used in several LAUSD classrooms, that they also “covertly” trained teachers in the “liberated” ethnic studies curriculum, which condemns capitalism, white privilege, and Zionism, and characterizes Israel’s existence as “based on ethnic cleansing and land theft, apartheid and genocide,”  according to Olguin’s summary of the lawsuit.

    The lawsuit also alleged that teachers who identified as Jewish or Zionist were not welcome in classrooms where ethnic studies was taught and “personally experienced the official hostility” of UTLA to Israel and to the concept of Zionism.”

    Denying they are antisemitic, educators affiliated with the consortium — mainly instructors and professors in ethnic studies departments at California State University and University of California — have made anti-Zionism and opposition to Israel a focus of their curriculum. They characterize Israel as a settler, colonialist nation, similar to European nations’ oppressive occupations of Africa and Asia in the 19th and 2oth centuries.

    The “liberated” approach to ethnic studies has drawn scrutiny since its leaders formed the consortium in protest after the State Board of Education rejected as ideological and one-sided a draft curriculum that some of them had authored. In passing Assembly Bill 101, creating a mandate requiring high school students to take ethnic studies to graduate, the Legislature, at the encouragement of the Legislative Jewish Caucus, specified that school districts should not use unadopted portions of earlier drafts of the model curriculum. 

    Advocates of liberated ethnic studies charged the clause and other “guardrails” in the law were intended to squelch their free speech. The largely unfunded graduation mandate is set to take effect in 2029-30.

    In an online celebration Monday, Theresa Montaño, a defendant in the lawsuit who is also a member of the LAUSD-UTLA Ethnic Studies Committee and secretary of the consortium, said, “The end of this two-and-a-half year lawsuit means vindication, affirmation, and victory.”

    “This is a win for liberatory critical ethnic studies and academic freedom. It’s a testament to the power of solidarity and liberation, whether that be in South Los Angeles or in Gaza,” said Montaño, a professor of Chicano/a Studies at CSU Northridge. “And so it’s a signal to us that we will not stop, that we will persist until authentic ethnic studies is guaranteed to every student in this state.”

    The attorney representing the defendants, Mark Kleiman, told teachers on the press call, “The moral of this story for people in the other school districts is, you don’t have to be afraid of these kinds of attacks. Given half a chance in a fair courtroom, you will be vindicated.” 

    Meanwhile, the legal director for the Deborah Project — the law firm that filed the lawsuit — said, “We absolutely will be appealing the decision and are confident that the decision will be reversed on appeal.” The appeal must be filed by Dec. 30.

    The ruling, said Lori Lowenthal Marcus, “is deeply flawed, as it ignores crucial allegations in plaintiffs’ complaint, fails to address arguments plaintiffs made in their briefs, and even ignores binding precedent from the 9th Circuit Court of Appeals.”  

    “We are in the midst of soaring antisemitism in education throughout the U.S., and this is no time for anyone — much less a federal court — to allow publicly funded public schools to be used to indoctrinate children to hate the Jewish commitment to Israel,” she said. “Contrary to the ruling, that’s not ‘education’ about a ‘controversial’ issue. It’s prejudice, pure and simple.”

    Uncertain implications

    It’s unclear what impact, if any, the ruling might have on other litigation in California involving ethnic studies and allegations of antisemitism and indoctrination which include a potentially stronger lawsuit that the Deborah Project filed last month against the Sequoia Union High School District in Menlo Park, its superintendent, and administrators at two high schools. The plaintiffs in this case are the parents of Jewish students who claim that the district ignored parents’ repeated complaints of antisemitic taunts and bullying by students and biased lessons on the Israeli-Gaza conflict, taught by two history teachers.

    On Friday, an Orange County Superior Court judge will consider a motion to invalidate four ethnic studies courses in Santa Ana Unified. In their lawsuit, the Louis D. Brandeis Center for Human Rights Under Law claims that district staff wrote the courses, with the participation of school board members, in violation of the California open meetings law. They did so in order to hide the content from Jewish community members who had repeatedly offered to participate in the process and offer their perspectives. Documents reveal that staff members referred to the Jewish Federation of Orange County as “racist Zionists” and made other bigoted remarks about Jews. 

    The lawsuit against UTLA and the consortium did not include LAUSD as a direct defendant, which may have weakened the case because the district has not adopted the Liberated Ethnic Studies curriculum, and there is no indication if and when it would. That made the plaintiffs’ concerns speculative and, therefore, their proposed remedies invalid, Olguin wrote, noting that the participation of Montaño and Guadalupe Carrasco Cardona, an LAUSD teacher and a member of the consortium’s leadership team, in an advisory committee is not evidence of the district’s endorsement of the curriculum.

    Olguin further ruled that the plaintiffs could not substantiate that teachers and other plaintiffs had yet faced any actual harm, nor did they demonstrate that the eventual adoption of the curriculum would violate civil rights. The judge continued that although plaintiffs claimed the curriculum was “infected from top to bottom with racism,” they didn’t show any evidence to support their assertion.

    “It is far from clear that learning about Israel and Palestine or encountering teaching materials with which one disagrees constitutes an injury,” Olguin wrote.

    The plaintiffs had asked Olguin to issue injunctions prohibiting LAUSD from including language critical of Israel or Zionism in teaching materials; preventing the district from paying teachers who used the liberated curriculum; and prohibiting the district from using materials from liberated curriculum in classrooms and teacher training paid for by public funds.

    Olguin ruled that the plaintiffs had not substantiated claims that their First Amendment guarantee of religious freedom and their right to equal protection under the U.S. and California constitutions were impeded. However, their request for an injunction would have raised an unconstitutional prior restraint on the defendants’ First Amendment speech rights, he concluded.

    While a district can “reasonably” curtail teachers’ speech rights in a classroom, “those limitations are fundamentally different from speech restrictions imposed by a court at the behest of a group of private citizens,” he wrote.

    In language certain to alarm Jewish organizations worried that antisemitic and anti-Israel bias is gaining a foothold in California schools, Olguin wrote, “It would be of great concern for the educational project and for academic freedom if every offended party could sue every time they did not like a curriculum or the way it was taught.”





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  • LAUSD settles lawsuit over federal money it unlawfully denied to Archdiocese schools

    LAUSD settles lawsuit over federal money it unlawfully denied to Archdiocese schools


    Isabel Dueñas teaches her transitional kindergarten students how to read at San Miguel Catholic School in the Watts neighborhood of Los Angeles.

    Credit: Archdiocese of Los Angeles

    The article was updated to include a statement that LAUSD Supt. Alberto Carvalho issued on Dec.23.

    Los Angeles Unified has settled a 3-year-old lawsuit with the Catholic Archdiocese of Los Angeles over how much federal Title I funding low-income students within the archdiocese are entitled to receive. The district agreed to pay the $3 million it improperly withheld from archdiocese schools and to comply with federal regulations requiring transparency and consultation with the archdiocese it had repeatedly violated.

    The agreement covered 2018-19 and 2019-20, when Los Angeles Unified (LAUSD) first changed the method of determining student eligibility for Title I and cut funding by more than 90%, from $9.5 million for the eligible 13,000 students in the archdiocese to $757,000.

    The LAUSD school trustees signed off on the agreement in a closed session Dec. 11 and did not publicly disclose details after announcing the vote. A district spokesperson declined comment before publication of the article. 

    But Paul Escala, superintendent of the Los Angeles Archdiocese schools, said the agreement sends a clear message. It “ensures that non-public school students who are eligible for these services will get them. While that may seem basic, when we’ve operated in an environment where that was not clear and was not being upheld, that is a win for kids,” he said.

    “This recognizes that kids who attend Catholic schools in urban Los Angeles, not only are they eligible for Title I services, but in fact suffer with poverty and needs just like their public school district peers,” he said.

    Since its passage in 1968, Congress extended Title I funding to poor students in private schools, including religious schools, to boost their chances for success. However, to avoid directly funding religious schools, Congress decided that districts in which private and religious schools are located should determine student eligibility and consult with the schools on which services, such as counseling, the students should receive.

    Districts have a menu of methods for determining Title I eligibility. The simplest and generally most advantageous for private schools is to use census data to determine the level of poverty in a neighborhood and calculate eligibility as the proportion of low-income students that attend a private school. It’s the method most large urban districts have used, Escala said, including LAUSD and Miami-Dade County Public Schools, where Alberto Carvalho was superintendent before becoming LAUSD superintendent in 2022. That approach also meets the spirit of Title I, he said.

    An incentive to deny Title I to private school kids

    Under Superintendent Austin Beutner’s incoming administration, the district changed the eligibility process for 2018-19 without prior notice to require schools to document family incomes through surveys or the number of income-eligible students registered for the federal subsidized meals programs. Along with requiring more time, paperwork and verification by the schools, the district changed the reporting rules several times in a short period and failed to engage the archdiocese about its decisions meaningfully, the California Department of Education wrote in 2021 in response to a formal complaint by the archdiocese. In addition to slashing funding, the district cut the schools served to fewer than two dozen out of 116 schools in the archdiocese. According to the California Department of Education, the district cut its total share allocated to private schools from 2% and 2.6% of $291 million to 0.5%.

    Districts have a financial incentive to minimize private schools’ Title I eligibility, since the federal government awards Title I funding to districts. After subtracting the amount going to private schools, a district gets to keep unallocated dollars for its own Title I students.

    “There’s a moral and ethical question on the table,” Escala said at the time. 

    In its 58-page report, the California Department of Education called the funding cuts “totally unreasonable.” Its report concluded that LAUSD “engaged in a pattern of arbitrary unilateral decisions,” including giving archdiocese schools 12 days during a summer break to produce income surveys for families and then removing all the schools that were unable to meet the deadline. It characterized the district’s approach as a “hide-the-ball approach (that) breached both the spirit and the letter” of the law.

    LAUSD appealed the ruling to the U.S. Department of Education, which largely affirmed the California department’s findings in a November 2023 ruling. It gave the district 60 days to consult with the district, as the Title I law required, and fix the inaccurate count of ineligible students. It gave the district 90 days to provide the services that it had denied.   

    The archdiocese returned to Los Angeles Superior Court in the spring of 2024 because, Escala said, the district dragged its feet and declined to hand over documents the archdiocese was entitled to.

    The turning point in the case came on July 16, 2024, when L.A. County Superior Court Judge Curtis Kim ordered the district to turn over all relevant documents, emails and records by Aug. 20 and to pay $82,141 to the diocese in attorneys’ fees.

    The documents confirmed what the archdiocese had assumed, said the archdiocese’s chief academic officer, Robert Tagorda. “For years they had insisted that they were following the law. We had suspicions that if you’re cutting us this much, it can’t be lawful. We had the documents to show we had far more low-income students than they had originally counted.”

    With revelations of public records, the archdiocese reached out to LAUSD to resume settlement talks. Within several weeks in November, there was a deal. The terms correspond to what the U.S. Department of Education had recommended, Tagorda said. LAUSD would recalculate how much was owed in 2018-19 and apply the corrections to 2019-20. It would disclose how the Title I obligation was calculated and confer with the archdiocese on the services to be provided. The archdiocese also will be able to pool Title I money so that it can direct it to the most intensive-needs schools — a practice that LAUSD had prohibited.

    The combined $3 million owed for the two years was far below what had been received the year before the district changed the eligibility method. But staff turnover in the district and the archdiocese, and incomplete records in some schools, undermined the claims, Tagorda acknowledged. The eligibility process in years since 2019-20, unaffected by the lawsuit, changed little. In 2023-24, the archdiocese received $2 million in Title I funding.

    Title I rules allow districts to annually change the process of determining eligibility. Escala said the archdiocese will continue to request that LAUSD return to the proportionality method that produced more funding; LAUSD, by law, must give the rationale each year for denying it.

    Escala acknowledged that the archdiocese could have chosen to litigate the case — and likely won. But the outcome would have potentially taken years and legal expenses that archdiocese schools don’t have. “We recognized that we could not afford another day, another year, another generation of students not having the ability to fairly access legally entitled services,” he said.

    Tagorda said the additional money from the settlement would be used for tutoring, after-school and summer programs, and academic counseling that schools have been requesting.

    In an interview with EdSource in March 2022, soon after becoming LAUSD superintendent, Carvalho said he had familiarized himself with the archdiocese lawsuit. “I’m going to resolve this issue sooner rather than later,” he said. “What I can tell you is that we need more objective, transparent tools by which we assess and fund this guaranteed federal entitlement that’s driven by poverty,” regardless of whether for a public or private school.

    It took nearly three years since then, after exhausting appeals and losing one ruling in Superior Court, for the district to resolve the case. Escala said he is optimistic it will be enforced.

    “When we came back to the table, it was clear that Carvalho took a personal interest to make sure we have the conditions on his side to get a settlement done. We have seen a change in approach by district staff. He is committed to abide by Title I regulations and consultation that is fair, I take him at this word,” said Escala.

    “In the course of these negotiations, trust and faith had to be rebuilt. I think that we’re in a far better place than we were six months ago.”

    On Dec. 23, a day after the article was published, Carvalho issued the following statement: “I am grateful for our partnership with the Archdiocese of Los Angeles. I look forward to the ways we can work together in the future and serve the students of Los Angeles. Thanks to Superintendent Paul Escala for his steadfast leadership over the Department of Catholic Schools.”





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  • Lawsuit charges misuse of arts education funding at LAUSD schools

    Lawsuit charges misuse of arts education funding at LAUSD schools


    EdSource file photo courtesy of Oakland School for the Arts

    Este artículo está disponible en Español. Léelo en español.

    Vicky Martinez feels cheated that her children haven’t had much exposure to the arts at their Los Angeles Unified (LAUSD) schools despite state funding through Proposition 28, the state’s landmark arts education mandate. She believes access to the arts could help them cope with their anxiety and ADHD, conditions that have spiked post-pandemic. 

    “I had more arts than my kids do,” said Martinez, mother of three LAUSD students in the Highland Park area. “That’s not right. It makes me angry that our kids are being denied the arts when there’s been so much research about how it keeps kids engaged in school. We should be making progress, and instead we are lagging behind.” 

    Many parents share her outrage. The families of eight students, including Martinez’s three sons, 12, 15 and 17, and the author of the arts proposition have joined forces to file a lawsuit against Los Angeles Unified School District, the nation’s second-largest school district, and its superintendent, Alberto Carvalho. The lawsuit, filed Monday afternoon in Los Angeles County Superior Court, alleges misuse of funds as well as misleading the public in its rollout of Proposition 28 that sets aside roughly $1 billion a year statewide for arts education. 

    “LAUSD has willfully and knowingly violated the law,” said former LAUSD Superintendent Austin Beutner, who authored the proposition, “and as a consequence, is harming hundreds of thousands of students by depriving them of the arts education that they are entitled to under law.”

    The suit also claims that LAUSD’s mismanagement of Proposition 28 funds, particularly at low-income schools , has disproportionately impacted Black and Latino students, deepening inequity. The thrust of the law, says Beutner, is that all students, not just privileged ones, deserve access to the arts.

    “We have not received notice, nor have we been served with any lawsuit regarding Prop 28,” an LAUSD spokesperson said in a statement to EdSource. “That said, we have sought to clarify any misunderstandings regarding Prop 28, and we continue to follow implementation guidance as provided by the state of California to ensure that we are fully complying with the requirements of Prop 28.”

    The suit is the latest push for accountability on arts education funding. Beutner and a group of major unions, including UTLA, the local teachers union, SEIU Local 99 and Teamsters 572, wrote a letter to education officials last year demanding the state hold districts responsible for their spending. LAUSD was allotted roughly $77 million for arts education in the 2023-24 school year. 

    The unions are helping pay for the lawsuit, which comes at a time when the district is already facing mounting scrutiny over its handling of three large cyberattacks exposing sensitive student information and the appropriateness of its response to recent catastrophic fires.

    “LAUSD has done exactly what the law prohibits,” the suit argues; “it has eliminated existing funding sources for existing art teachers, and replaced those funds with Proposition 28 funds, thereby violating the requirement that the funds supplement rather than supplant existing sources.  Moreover, LAUSD has made no meaningful effort to recruit or hire new art teachers as required by the law.” 

    Given extensive research that arts education has key academic and social benefits, the law was designed to hire new arts teachers, and most schools are required to spend at least 80% of funds on staff. The plaintiffs allege that the district has been willfully misinterpreting the law and misleading families and teachers. 

    “Bottom line, there’s been rampant misuse of the funds,” Beutner said, “and the guidance and oversight has been insufficient.” 

    In an Aug. 15, 2024, memo to the board, Carvalho acknowledged spending new Proposition 28 money to pay for existing staff, which is not allowed. 

    “Given historic staffing challenges in filling Arts educator roles and because 80% of Prop 28 must be spent on labor, the District prioritized the use of Prop 28 funds to cover existing staff as well as hire new staff.” 

    The district argues that the law only requires an increase in arts funding for the district as a whole. 

    “The law requires that non-Prop. 28 arts expenditures at the district level are higher than previous years and does not factor in differences in spending at a school site level,” according to an LAUSD fact sheet.

    Beutner has long objected to this interpretation. The law requires that every school to increase its arts offerings, he maintains, so that all students have access.

    Cecily Myart-Cruz, the president of UTLA, the union representing about 35,000 LAUSD educators, claims the district has not been honest about its use of Prop 28 funds.

    “The superintendent pulling out a bulletin saying, ‘Oops, my bad,’ doesn’t work,” Myart-Cruz said. “If you have arts in school, you will change lives. … And so, I’m exasperated by the district’s lack of response and responsibility to providing arts educators for our babies and the communities in which we serve.”

    To be sure, similar issues have arisen across the state. Facing budget woes, some schools have used creative bookkeeping maneuvers to pay existing staff with the new funds, instead of actually adding arts teachers, experts warn. 

    “The temptation to redirect these funds can arise when schools face financial pressures in other areas,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “This is a clear violation of the intent of the proposition and, unfortunately, not an isolated incident.”

    However, many other districts across the state, from Pacifica to Long Beach, have successfully used the proposition funds to build robust new arts ed programs, experts note.

    That disparity explains why many parents and teachers have been calling for greater transparency in how schools use the arts money, which landed in schools in February 2024. 

    “We want real support for the hiring of folks who can provide arts instruction, and I think that this is the righteous thing. This is the legal thing,” said Nicolle Fefferman, a veteran LAUSD teacher, who also co-founded the Parents Supporting Teachers advocacy group. “Who does this money serve sitting in a district bank account?”

    Families want a seat at the table. 

    “At many schools, there was no conversation about Prop. 28,” said Martinez. “Parents had no input.” 

    Make no mistake, the impact of any misspent funds on families can be severe. Martinez said that her 15-year-old son, going by the alias Julian in the suit, suffers from severe anxiety and feelings of despair, conditions she believes could be alleviated by the therapeutic influence of the arts. When her oldest son got his hands on a guitar, she says, he started to thrive. 

    “Arts improves learning, especially for low-income students,” said Martinez. “We are hurting them by not providing it.”

    Another plaintiff’s mother, going by the alias April T.,  says her son, going by Lucas, 9, only gets one hour a week of art class, the same as before Proposition 28. She says she pays for private music classes because none are available through LAUSD.

    Accountability is among the most critical issues facing the Proposition 28 rollout, according to a recent report by Arts for LA, a key arts advocacy organization. 

    “Teachers, parents and students should know whether, how, and when Prop 28 decisions are being made,” said Lindsey Kunisaki, who wrote the report. “They’ll be the ones to directly experience the impact of those Prop 28 decisions in practice, and moreover, they’re the experts in the realities of their own classrooms and communities.”

    Carvalho’s August memo also acknowledges that the district did not “consult with school communities specifically about Prop 28 Arts funding,” but will encourage principals to solicit feedback going forward.

    Many experts recommend an independent oversight committee of administrators, teachers, families and community partners to make sure that arts education funds are properly spent. Some may assume that county offices of education provide oversight, but that is not within their purview, experts say.

    Arts education advocates have long urged the California Department of Education (CDE), which is administering the new funding, to step up enforcement of the rules. Many have complained that the department has not provided enough guidance to schools already struggling with myriad post-pandemic issues.

    “The structure of the proposition did not include any provision to ensure adequate CDE staffing to address questions and the overall confusion that has been a common thread,” said Allison Cagley, executive director of Friends of Sacramento Arts, an advocacy group. “There was no one or two people at CDE that could adequately address the questions.”

    CDE officials could not be immediately reached for comment. 

    Amid the controversy, many parents are anxious to see Proposition 28 funds put to good use to spark engagement at a time of chronic absenteeism and widespread disaffection at schools. 

    “This is an investment in our kids,” Martinez said. “Our kids deserve this. We all agreed on this. The state of California voted for this. So why aren’t we doing it?”





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