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  • ‘No place like this.’ L.A. home helps young adults live beyond survival mode

    ‘No place like this.’ L.A. home helps young adults live beyond survival mode


    The Dunamis House in Boyle Heights is owned and operated by Los Angeles Room & Board.

    Credit: Los Angeles County Homeless Initiative

    A home in the middle of Los Angeles has become an oasis for young adults brought together by one particular experience: homelessness.

    The Dunamis House, located on Evergreen Avenue and two blocks away from Cesar Chavez Boulevard, offers a multitude of free services: a furnished room, freshly prepared meals, haircuts, workshops on topics like financial literacy, workout classes and more. Residents can also earn an income by working at the on-site café.

    “There is no place like this. This is one of one,” said Sherbert Diaz, a Dunamis resident who moved into the home in December. “It gave me the opportunity to understand who I am and to leave the survival mode.”

    Providing young adults with respite from the instability of homelessness is central to the mission of Los Angeles Room & Board, known as LAR&B, the nonprofit that owns and operates Dunamis House and three other homes in East Hollywood, West Adams and Westwood that serve the same purpose.

    The organization was founded in 2020 by Sam Prater, who credits his 14 years of working in university student housing, plus his own experience of homelessness as a young adult, as the inspiration behind LAR&B.

    “Offering someone a safe place to sleep is only one part of our mission,” Prater said. “The real work is trying to transform lives, and through the services that we provide and our incredible team, that’s where the real work happens.”

    Homelessness has skyrocketed in Los Angeles in recent years. More than 6,000 children ages 0 to 17 and almost 4,000 young adults ages 18 to 24 were counted in last year’s annual survey, aimed at understanding how many people are experiencing homelessness, according to the county’s Homeless Services Authority. Such counts are typically considered estimates; advocates agree that homelessness is undercounted.

    Homelessness is also most often part of a larger cycle of systemic challenges, such as high housing costs, financial instability, mental health illness and more. Exiting that cycle is far from clear-cut, and while a network of resources may often be available to someone experiencing homelessness, it can be difficult to figure out which they may qualify for and how to neatly combine them all together.

    This is where LAR&B comes in. It does not expect the youth to figure out what resources they might need. Dunamis offers each resident all the resources they can. With this approach, residents have a more traditional homelike environment where, rather than trying to figure out where they will sleep every night, they can focus on attending school or earning an income.

    ‘You’re allowed to be who you want to be here’

    Diaz had just turned 21 late last year, had no safe place to sleep, and was ineligible for a housing voucher for foster youth. Not knowing where to turn, he reached out to the Los Angeles LGBT Center, which in turn referred him to Dunamis.

    As it turns out, the center is one of the places that refer young adults to LAR&B. This is because one of LAR&B’s main referral pipelines is through the county, Prater said. The LGBT Center is the lead agency for L.A. County’s coordinated entry system for youth, a network that connects people to housing.

    LAR&B also receives referrals directly from colleges, including Santa Monica College and the Los Angeles Community College District, plus other partner agencies that work with foster youth, which have the organization on a list for students experiencing homelessness.

    For Diaz, Dunamis was his “last hope,” he said. For years, he had been in the foster system, a system he said “never offered me peace of mind,” as Dunamis has. In the past, he was placed where he couldn’t be himself, he said, and was eventually kicked out of his last foster home for wearing makeup.

    “My sexuality was always a problem,” Diaz said of the places he lived previously. “It’s a relief being (at Dunamis) because you don’t have the restrictions of anyone judging you. … You’re allowed to be who you want to be here.”

    Many residents, like Josefina Sebastian, receive academic counseling while at Dunamis. She enrolled at Los Angeles City College when she arrived last April and has since transferred to California State University, Los Angeles, where she is majoring in social work.

    With an active immigration case, Sebastian had found it difficult to access resources for people in her situation and was surprised to be accepted into Dunamis.

    “Being here has helped me to focus more on school,” said Sebastian, 23, who also works at the Dunamis café.

    Mimi Konadu, another resident, also enrolled in college after she moved into Dunamis last year, around the same time as Sebastian.

    “I like that they want everybody to go to school,” she said, referring to LAR&B. She’d tried attending classes in the past, while living in the city of Palmdale in Los Angeles County, but couldn’t focus. Konadu, who is now 21, was also experiencing depression and anxiety, and being enrolled in online courses did not work for her.

    “I just didn’t feel like doing anything at that time, until I got here,” said Konadu, who is attending East Los Angeles Community College. “I’m more productive every day.” The Dunamis staff’s presence and support made a significant difference, she added.

    Some residents, like Dream Harris, have experienced homelessness their entire lives. He lived in Covenant House, a youth shelter in Los Angeles, right before moving to Dunamis.

    While there, a friend mentioned LAR&B, but Harris said he wasn’t convinced. “It was too good to be true ‘cause I saw the pictures. I was like, ‘no, they’re going to ask for, like, money or something,” said Harris, his fellow Dunamis residents chiming in, agreeing that they too were taken aback by the beauty of the home.

    “This place gives me an opportunity to really sit down and think about my decisions and what I want to do in life,” Harris said, echoing Diaz’s sentiment about finally living in a home that provided a sense of stability, so he could set aside the mindset of focusing solely on survival.

    Dunamis is the first place where Harris, at 25 years old, has experienced this level of safety and stability. “I was raised in the worst of the worst. I lived on the streets at one point. I was on drugs at one point,” he said. “Now I have a nice bed to sleep in every night. I have a job now. I have opportunities, so many opportunities.”

    That relief — of receiving new opportunities after extreme hardship and instability — is one that is shared by Prater, LAR&B’s founder, and it’s why Dunamis is designed and operated as it is.

    As a young adult in Detroit, Prater had couch-surfed and was evicted twice. The 12th of 14 children, he was entering his teenage years when his mother died, catapulting the family into instability. His dad, he said, tried his best to offer his children as normal a childhood as possible, given their economic status, but it was tough with so many siblings.

    Then, a local couple, whose church ministry was called Dunamis Outreach Ministries, learned of his family’s plight and took in three of his siblings. Prater wasn’t one of those, but he was at the Dunamis home often, and it was there that he learned there was “something more, something bigger” than the few options he had seen in front of him at that point.

    That’s because in the Dunamis home, “everything is pretty, and it’s beautiful,” he said. “I felt like a weight lifted off me, and I’ll never forget that feeling of what that meant for me, what I aspired to, and then seeing them do it.”

    Being exposed to such a beautiful home and generous family during those formative years provided Prater with a vision of a different life — one that he went on to pursue. He enrolled in community college at 23 and stayed in higher education, ultimately enrolling in a doctorate degree program.

    “There wasn’t a way for me to repay them for the sacrifice they made for our family,” Prater said about why he named the Dunamis house after the couple that helped shape his purpose in life. “They just showed us a life in a world that we didn’t have access to in that way.”

    That access to a beautiful, safe, supportive home seems to be the Dunamis way — both in Detroit where Prater lived and now in Los Angeles.

    A 5-star version of student housing

    In many ways, the Dunamis home’s operation is reminiscent of a college dorm.

    The beds, for example, were purchased from a vendor that manufactures the extra-long twin beds typically found in dorm rooms. There is a communal kitchen that includes a fridge where, just as in a dorm, a meal might be eaten by someone other than the person it belongs to.

    There are also meal times, as in a dorm’s dining hall. At Dunamis, lunch is served between noon and 2 p.m., dinner between 6 p.m. and 8 p.m., and residents who plan to be around can submit requests to be fed on the weekends. On a recent Tuesday in April, the meal option was a freshly cooked spread of chicken, beef, rice, beans and vegetables, so each person could build their own bowl.

    Dunamis House is large enough to include a backyard with a couple of grills and a garden that provides the produce for the meals cooked on-site, two kitchens — one that residents can use as needed, and the other where staff cooks the free meals — a lobby, and a courtyard in the middle of the building where residents gather to study or hang out.

    The courtyard prior to LAR&B’s purchase of the home.
    Photo Credit: Zillow
    A design mock-up of the courtyard.
    Credit: Los Angeles Room & Board
    What the Dunamis courtyard looks like today.
    Credit: Betty Márquez Rosales / EdSource

    Surrounding the patio are a hair salon, a podcast room, a café and at least four staff offices. The home also includes 64 beds, several study room, a sun room, a living room with a large TV for movie nights.

    Lining the hallways of the multistory building are posters advertising upcoming events, like a garden club that is hosted once a month on Saturdays and a support group for male-identifying residents set to begin in April. Other hallways have bulletin boards with informational posters — one showing that April is Autism Awareness Month; others offer affirmations: “I am proud of my progress. I love my place in life.”

    Other aspects of the home are dictated by the unique needs of the residents. A team of social workers, for example, is on site to meet weekly with each resident, to discuss everything from their mental health, to career coaching, to basic resources needed for their families. A barber and hairstylist visit the home every other Monday, Tuesday and Wednesday to offer free haircuts.

    The home does not permit social drinking, which is typically associated with college students, but it addresses incidents of substance abuse by residents. At least five residents have been referred to outpatient care for such treatment, but their place at Dunamis remains available and ready for them as soon they once again “get grounded and get well,” Prater said.

    Residents can live at Dunamis for up to 36 months, after which they have the option of moving to one of LAR&B’s other homes. At that point, they begin to pay a subsidized rent of $800 monthly. The idea, said Prater, is to slowly guide the young adults so they remain housed and stable long after leaving LAR&B.

    In its design, Dunamis stands in sharp contrast to many of the places where residents lived previously, such as a group home or juvenile hall, where design is rarely a top priority.

    “We’re trying to be the antithesis of that,” said Prater.

    The home features walls painted in warm hues, ambient lighting, modern furniture and cushioned cozy seating nooks.

    “Colors and fabrics and light and airflow — all those things impact people’s experience in housing,” said Prater. “I wanted to kind of create a space that felt aspirational, inspirational, that felt like, ‘Oh wow, I’m proud to come home here.’”

    The lobby prior to LAR & B’s purchase of the home.
    Credit: Zillow
    A design mock-up of the lobby.
    Credit: Los Angeles Room & Board
    What the lobby looks like today.
    Credit: Betty Márquez Rosales / EdSource

    His vision for Dunamis was shaped in part by his years working in university student housing, a career he left in February 2020 to grow LAR&B.

    While working there, he’d hear stories from students who were trying to stay in school while struggling to meet their basic needs. He was limited in what he could offer those students — mostly short-term solutions, like a 14-day free stay in a dorm room and a $500 grant.

    “If you got somebody who doesn’t have a place to live, you know how wildly disruptive it is to their life to say, ‘Alright, we can look out for you but only for 14 days’?” Prater said. “I formed L.A. Room & Board really in response to me working in that space and feeling powerless to help.”

    The new Dunamis house is tucked between residential homes, an auto repair shop that hands out free meals on holidays, and a corner neighborhood market that features a mural by a locally renowned artist.

    The building was originally built in 1914 but was vacant for years before LAR&B purchased it in 2022 for $11.6 million. That funding came from the California’s Homekey Program, which develops housing for the state’s homeless population. The Homekey grant requires that the county cover 45% of LAR&B’s operating costs for several years. The remaining $3 million to $3.5 million needed to cover ongoing operating costs each year is raised by Prater via private donations.

    The land the building sits on measures over an acre, leaving sufficient space for large front and back yards. It’s in Boyle Heights, a neighborhood known for its deep history of social and political activism, most recently in its ongoing push against gentrification, and surrounded by downtown Los Angeles, Dodger Stadium and East Los Angeles.

    And quite importantly for the LAR&B mission, the home is situated near multiple universities and colleges: University of Southern California, Cal State Los Angeles, and East Los Angeles Community College, to name a few.

    But beyond the beauty of the space and its location, several residents said what most stood out to them is that they felt welcomed from day one.

    “I think that’s what the difference is,” said Diaz with Konadu finishing his sentence, as Harris nodded in agreement: “It feels like a home.”

    This story has been updated to correct Palmdale’s location. It is in Los Angeles County, not San Bernardino County.





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  • Treat chronic absenteeism in California like a public health emergency

    Treat chronic absenteeism in California like a public health emergency


    Credit: Alison Yin/EdSource

    A silent crisis is unfolding in our schools and impacting millions of California students: chronic absenteeism. The consequences of unchecked absenteeism are severe and far-reaching.

    It starts innocuously with a few missed days, but can quickly spiral, decimating a child’s future prospects. When dropout rates increase and college readiness declines, the ripple effects harm entire communities.

    Traditionally, students and their families are penalized for missing school, but this hasn’t resolved the issue and instead, targets marginalized student groups. As an educator with years of experience in the classroom and administration, I propose a radical shift in our approach — treating chronic absenteeism as a public health emergency. 

    The rise in social isolation, health concerns and economic hardships have dramatically increased the number of students consistently missing school nationwide. In California, we are seeing consistent, distressing high chronic absence rates, particularly among high school studeents and historically marginalized populations.

    We can’t simply discipline our way out of this crisis. Instead, we need a comprehensive strategy that addresses the complex roots of absenteeism, from persistent health issues to limited transportation access, from heightened stress to trauma.

    Imagine if schools treated chronic absenteeism with the same urgency and collaboration used during the Covid-19 pandemic. We mobilized resources to fight a global crisis, and we can apply that same level of commitment to ensuring every child attends school regularly. 

    By framing chronic absenteeism as a public health crisis, we open the door to more effective interventions. One crucial strategy for dealing with public health emergencies is risk communication, which helps convey urgency, provide accurate information, and mobilize stakeholders to take collaborative action. The impact of proactive attendance management has shown to improve attendance rates threefold for chronically absent students.

    Here are strategies schools can implement, drawing from public health approaches:

    1. Convey urgency: Research shows attendance is the most crucial predictor of school success. Schools must create a “relentless drumbeat” about the importance of attendance through daily text messages, visual aids, public recognition and personalized follow-ups with absent students.
    2. Provide accurate information: Transparency is key. Schools should share clear data on absenteeism and its effects. Implementing user-friendly attendance management systems can automate positive intervention letters and free up staff for more personalized outreach. Training teachers to analyze attendance data enables early, tailored interventions.
    3. Mobilize stakeholders: Thirty-seven percent of K-12 families want actionable steps to improve their children’s attendance. Schools must provide specific, consistent messaging about attendance importance to all stakeholders — students, families, educators, board members and policymakers. Offer concrete ways for everyone to contribute to the solution.
    4. Advocate for prevention: Positive messaging encourages attendance; punitive actions deter it. A multilevel approach works best:
    • District level: Superintendents should regularly communicate about the importance of attendance.
    • Building level: Principals should celebrate good attendance and offer incentives.
    • Classroom level: Teachers should reach out personally to families, highlighting successes and addressing issues promptly.
    1. Foster two-Way, equitable communication: A Harvard study found that students with the best outcomes for remote learning during the pandemic were in communities with high levels of trust. Schools must establish open dialogues with families in their preferred languages and communication channels. This approach helps identify root causes of absenteeism and builds the trust essential for consistent attendance.

    The responsibility for addressing chronic absenteeism extends beyond individual schools or districts — it requires a unified national effort. However, we needn’t wait for a grand solution. By prioritizing consistent, positive communication in our classrooms, schools and communities, we can make significant strides in reducing absenteeism.

    Treating chronic absenteeism as a public health emergency isn’t just a metaphor — it’s a call to action. It demands we recognize the severity of the issue and respond with the urgency, coordination and comprehensive strategies that have proven effective in addressing other public health crises.

    By reframing our approach, we can foster healthier educational environments and brighter futures for our students, one attendance record at a time.

    •••

    Kara Stern, Ph.D., is the director of education and engagement at SchoolStatus, a provider of K-12 data-driven communication, attendance and professional development solutions.

    The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Jeff Tiedrich: MAGA Doesn’t Like the New Pope!

    Jeff Tiedrich: MAGA Doesn’t Like the New Pope!


    Jeff Tiedrich is a graphic artist who writes a popular blog called “Everyone Is Entitled to My Own Opinion.” He is irreverent, profane, outrageous, and very funny.

    He wrote recently about MAGA’s reaction to the new Pope.

    The College of Cardinals must have been conclaving the shit out of their search for a new pope, ’cause it only took those honchos two days find their boy.

    meet Robert Prevost. he’s an American, born in Chicago. he roots for the White Sox. he’s 69 years old, and he’ll be popin’ up a storm as Leo XIV.

    oh wait, I almost left out the best part: he’s a WOKE MARXIST POPE.

    it only took about five minutes for someone to find the new pope’s not-twitter feed — and MAGA is throwing a shit-fit because it turns out that Robert Prevost/Leo XIV is their worst nightmare: a religious leader who actually follows the teachings of Jesus.

    “According to his X/Twitter feed (@drprevost), the newly selected pope trashed Trump, trashed Vance, trashed border enforcement, endorsed DREAMer-style illegal immigration, repeatedly praised and honored George Floyd, and endorsed a Democrat senator’s call for more gun control.”

    the horror.

    pour one out for the internet oddity who calls himself Catturd. he’s going through some things right now.

    too bad, so sad.

    here’s Donny Convict’s side-piece Laura Loopy, back with another hot take.

    the diaper-fillers are not entirely wrong — the current top-most thing on Robert/Leo’s not-twitter feed is a retweet taking Donny Convict to task for disappearing Venezuelan migrants off the streets and fuckity-byeing them into a Salvadoran slave-labor gulag.

    furniture molester/eyeliner model JD Vance now has the distinction of being called out for shithead behavior by two consecutive popes— which I believe is a world record.

    To finish reading, subscribe.



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  • Teacher Appreciation Week | Teach Like a Champion

    Teacher Appreciation Week | Teach Like a Champion


    The Teach Like a Champion team had a dilemma. Too many team members wanted to write our blog post in honor of Teacher Appreciation Week!

    So we decided to share the mic and asked the whole team to contribute. It’s resulted in one of the longest and most enthusiastic posts of all time and still doesn’t come close to capturing how grateful we are all of you who spend your days in the most important space there is: the classroom. We consider ourselves, collectively, the luckiest to spend our time learning from your brilliance and passion. Thank you!

    Free Joyful party celebration Image | Download at StockCake

    “Teaching is the hardest, yet best, work in the world because it is a gift of service – a gift of the heart. And there are few greater gifts a child can have than the love and care from an educator who knows their work is not simply to teach, but to reach and inspire their same passion and pursuit of greater knowledge in their students. Thank you all for giving your time, energy and hearts to students all over!”
    – Alonte Johnson-James
    Associate Director of Curriculum and School Support

    “…I would gift to all teachers TIME: there are a million different reasons why: teachers need time to get to know all their students as people–to learn about their students’ passions and gifts, to learn about their challenges and needs (both in and out of the classroom), to learn about how best to reach them to help them succeed and grow. Then, teachers need time to implement best practices to serve their students: to study, practice, and reflect on research and techniques to make their classrooms amazing. Finally, teachers need time for themselves to recharge their own batteries, to connect with their own friends and family, so they can re-enter their classrooms as the best version of themselves to continue to shine for their students. ”
    – Beth Verrilli
    Senior Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would give teachers the gift of time. Time to plan and collaborate with intention, time to reflect and grow professionally, and just as importantly, time to rest, recharge, and be present with the people they love. Too often, the demands of teaching stretch far beyond the school day, leaving little room for balance. I’d want every teacher to feel they could show up for their students without having to sacrifice their own well-being or the needs of their families. Because when teachers are supported both personally and professionally, everyone in the school community benefits.”
    – Brittany Hargrove
    Director of Advocacy and Partnerships

    “Teaching is both the hardest job in the world because you are expected to meet or exceed the needs of 100% of your ‘clients’ every year – something no other profession even attempts. But by meeting the needs of the entire classroom, you form relationships that last a lifetime, and all the great work you do with your students increases exponentially as they continue their learning the following year.”
    – Christian Sparling
    Senior Director of Operations

    “I wish we could celebrate Teacher Appreciation week by opening the doors to Staples for unlimited access to post-its, Flair pens, and stickers–the things you can’t live without; installing bottomless vats of Starbucks in every teachers lounge to fuel the endless and joyful energy you bring to your students; and with choirs following you around, singing your praises for doing the hardest, most important work in the world. Teachers, thank you for showing up every day to guide, inspire, and educate. “
    – Colleen Driggs
    Managing Director of Curriculum and School Support

    “Thank you for seeing, valuing, and loving on our students each and every day. Teaching is hard work – but just like any obstacle or task done well, both the process and the outcome yield greater satisfaction. Our world is stronger, more vibrant, and a lot smarter because of the transformative impact of educators. We are forever indebted to you.”
    – Denarius Frazier
    Senior Advisor, Consulting & Partnerships Team

    “I wish we could celebrate Teacher Appreciation Week by having the time and resources to give our teachers a week of doing what most fills their cup. Each week, teachers fill the cups, the minds, the hearts of so many students both in their classroom and in the hallways. It is the absolute best and most rewarding job – but also the hardest job in the world and requires endless patience, practice, decision-making, and more. While we know that Teacher Appreciate Week isn’t spent outside of schools, I hope it is a moment to fill your own cup and to feel the gratitude that exists from students, from parents, from us, and from society! The work you do is unmatched!”
    – Dillon Fisher
    Senior Associate Director of Partnerships

    “If I could wave a magic wand, I would gift to all teachers unlimited books and supplies (because too many teachers have to dip into their pockets), time (for themselves and for their students), peace of mind and unlimited admiration and respect from because the work that they do is truly the hardest and most important in the whole world.”
    – Erica Woolway
    President and Chief Academic Officer

    “If I could wave a magic wand, I would gift all teachers more time in front of their students because it is the most precious resource we have– to make academic impact, to forge lasting relationships, and to learn what helps them most. It is truly incredible how much teachers accomplish with students in just one 180 day school year, one tiny moment in time, and here’s to all of the teachers who maximize that moment with their students every day. Thank you all for your incredible work!”
    – Jack Vuylsteke
    Senior Director of Partnerships

    “If I could wave a magic wand, I would gift all teachers a society that honors and respects teachers for the incredible contributions they make to our communities and along with it a salary that reflects that impact because there is no profession that influences our future as deeply as teachers. “
    – Jaimie Brillante
    Director of Strategy of Curriculum and School Support

    “You are content experts, attentive listeners, role models, diligent planners, creative problem-solvers, meticulous multi-taskers, guiding lights, and helping hands; you are teachers, and we appreciate you!”
    – Jen Rugani
    Director of Curriculum and School Support

    “Thank you ALL for being the exceptional teachers that you are! Your continued dedication and devotion does not go unnoticed. Your guidance and support will make a difference in your students’ future.”
    – Michelle Wagner
    Associate Project Manager

    “You juggle lesson plans, life advice, and lost pencils like a superhero, only with more coffee and fewer capes. Beneath all that multitasking is a heart that gives endlessly, reminding every student they matter and that every challenge is worth it. Thank you for all you do!”
    – Patrick Pastore
    Associate Director of Curriculum Development and School Support

    “If I could wave a magic wand, I would gift to all teachers more respect and support for all the tireless hours of heroic work you put into making sure your students get the best instruction every single day.”
    – Rob Richard
    Chief Video Officer

    “If I could wave a magic wand, I would gift teachers an inexhaustible well of respect, empathy, and recognition. Teachers make the world go around their daily lives should reflect that truth.”
    – Sarah Engstrom
    Associate Director of Curriculum and School Support

    “If I could wave a magic wand, I would gift to all teachers the time, resources, and respect they deserve—because they shape the future every day, often with too little support and too much asked of them.”
    -Teneicesia White
    Senior Associate Director of Partnerships

    “I wish we could celebrate Teacher Appreciation YEAR! Thank you for inspiring and empowering our youth!”
    – Tracey Koren
    Associate Director of Operations



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  • How are college students using AI tools like ChatGPT?

    How are college students using AI tools like ChatGPT?


    “I find it most helpful for summarizing readings and just making really menial and time-consuming tasks a lot easier,” Miglani said. A premium ChatGPT subscriber, he said he regularly checks his math problems with the chatbot, though it often can’t handle the complex equations and concepts used in some of his classes.

    Miglani said the preliminary models of ChatGPT were “pretty rudimentary,” struggling to produce quality written answers and useful for mainly short-answer assignments and creating outlines for his essays. Now, ChatGPT and other AI tools, including Microsoft Edge and Gemini, are Miglani’s near-constant companions for homework tasks.

    For the first few semesters after ChatGPT’s debut, Miglani said students used it fairly freely without much concern about getting caught, as AI detection software didn’t yet exist. Now that commonly used submission programs like Turnitin allow professors to scan assignments for evidence of AI use, Miglani said he’s been more conscientious about writing essays that won’t be flagged. 

    “I have not gotten caught using AI yet,” he said. “In fact, now, as I take higher level courses, professors understand that people are going to use AI, and so I have started asking them, ‘Do you approve of AI use in and in what capacity?’” 

    Some of Miglani’s professors have allowed AI use for research and basic summarization, but many draw the line at using chatbots to generate citations or write essays.

    By Christina Chkarboul





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  • What high school graduating classes might look like in 2041

    What high school graduating classes might look like in 2041


    Credit: Fermin Leal / EdSource

    More graduates in California and nationwide will walk across the stage to receive their high school diplomas in the spring of 2025 than in more than a decade — and more than in decades to come.   

    The “Knocking at the College Door” report, released Wednesday by the Western Interstate Commission for Higher Education, predicts how many students might graduate across each state in the country, how demographics might shift, and the extent to which the Covid-19 pandemic could have an impact still. 

    The researchers anticipate that the number of students graduating from high schools in the United States will peak next year and then fall gradually until 2041. The number of California graduates is expected to drop across all racial and ethnic demographics — except for multiracial students, who are expected to increase by more than 200%.

    “After years of growth, higher education in the United States now faces a decline in the size of the traditional college-going population as well as shifting demographic patterns within that population,” the organization’s president, Demarée K. Michelau, stated in the foreword of the report.

    “These enrollment factors and the pressures of inflation and constraints on government funds combine to present the most perplexing set of issues to face higher education planners and administrators in a generation,” the foreword continued. 

    Here are the key takeaways from the report. 

    The number of high school graduates is expected to peak in 2025 

    The number of students graduating from public high schools in both the state and the nation is projected to peak in 2025. 

    After that, the number is expected to fall steadily from about 3.5 million nationally to 3.1 million in 2041, largely because of declining birth and fertility rates, but also because students are projected to take longer to finish their K-12 journeys. 

    The report notes that net migration and mortality also play a role. 

    California is one of five high-population states that are expected to make up about three-quarters of the national decline, according to the report.

    “When we hit the peak in 2025 and then start declining with the number of high school graduates, that puts more downward pressure on those postsecondary moments,” said report co-author Patrick Lane, who spoke at a press briefing Monday.

    “So what are the responses?” Lane asked. “How do we address concerns that students have about value?” 

    Distributions across race and ethnicity will likely change

    Nationwide, Hispanic or multiracial students should make up a greater proportion of high school graduates, while the share of students from other racial and ethnic backgrounds will decline, according to the report. 

    But, according to data from the Western Interstate Commission for Higher Education, multiracial students are the only group projected to see an increase in California. 

    Specifically, in California, between 2023 and 2041: 

    • Multiracial students are projected to increase 224%.
    • Hispanic students are projected to decrease 25%.
    • American Indian and Alaska Native students are projected to decrease 58%.
    • Black students are projected to decrease 62%.
    • Asian, Native Hawaiian and Pacific Islander students are projected to decrease 35%.
    • White students are projected to decrease 53%. 

    Not everywhere in the country will see the same trends 

    The report projects that the decline in the Western U.S. will mirror the nationwide trend. And California’s decline — anticipated to be roughly 29% across both public and private schools — is expected to account for roughly three-quarters of the regional decline.

    Meanwhile, the report states that the South will continue to defy broader national trends — first seeing some growth and later a smaller decline. 

    The pandemic might have a smaller impact than anticipated  

    According to the report, the Covid-19 pandemic may lead to a slight drop in the number of high school graduates nationwide — only 1% less than what the organization previously projected for 2037. 

    The 1% change is “within the usual fluctuations,” but the report also states that the Western Interstate Commission for Higher Education has historically underreported the number of future graduates and that they have found evidence “of a substantial number of students no longer enrolled, suggesting a modest impact overall.” 

    The decline, according to the report, is a result of falling enrollments in both public and private schools. And while the decline is smaller than anticipated, Lane said it will have an impact on the economy. 

    “When we look around our region, and more broadly around the country, we see workforce shortages in virtually any important employment sector that you can think of, from health care, teaching, nursing, engineering, to things that may not be as high on people’s radar, like diesel technicians. It’s a huge deal for a lot of the West,” Lane said at a press briefing Monday. 

    “But if these declining high school graduate numbers translate into even more downward pressure on enrollments,” Lane said, “it’ll be hard to meet some of these workforce demands.” 





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  • Why is Trump Going to the Funeral of a Pope He Didn’t Like?

    Why is Trump Going to the Funeral of a Pope He Didn’t Like?


    Kevin Cullen of the Boston Globe asked why Trump and Melania are attending the funeral of Pope Francis, since the two men disagreed about almost everything. He thinks it is Trump’s way of consoling his Catholic base. The Pope and Trump exchanged harsh words. The Pope was a man of faith who called on the faithful to welcome immigrants. Trump hates immigrants. The Pope called for mercy and compassion. All Trump can give is hatred and vitriol.

    Cullen writes:

    There’s a great scene in “The Godfather,” when all the other Mafia bosses attend Don Corleone’s funeral.

    Ostensibly, the Godfather’s rivals are there to show respect, but there’s the unmistakable reality they are not mourning a death so much as relishing an opportunity.

    The image of Donald Trump sitting near the body of Pope Francis conjures the image of Don Barzini nodding to Corleone’s family as he calculates in his head how many of Corleone’s soldiers and contacts he can peel off now that the Godfather is dead.

    Why, on God’s green earth, would Donald Trump deign to attend Pope Francis’ funeral? To show respect? To mingle with other world leaders? To get his mug on television?

    Pope Francis was arguably Trump’s highest-profile critic, especially when it came to the Trump administration’s treatment of migrants.

    In the aftermath of the pope’s death, Trump was uncharacteristically gracious, posting on social media that Pope Francis was “a very good man.”

    Trump called that very good man “disgraceful” in 2016 after the pope dismissed Trump’s proposal to build a wall between the US and Mexico. The pope said that anyone who only thinks about building walls instead of bridges “is not Christian.”

    Trump, whose base includes millions of evangelical Christians and conservative Catholics, hit back, saying, “For a religious leader to question a person’s faith is disgraceful.”

    For all the kind words he showered on the pope in the immediate aftermath of the pope’s death, it’s hard to imagine Trump disagreed with the less than charitable assessment offered by Roger Stone, the Trump advisor who avoided 40 months in prison after Trump commuted his sentence for lying to Congress to protect Trump. 

    Stone, displaying the compassion of a viper, said this of the pope: “His papacy was never legitimate and his teachings regularly violated both the Bible and church dogma. I rather think it’s warm where he is right now.”

    So gracious.

    But, give Stone this much: at least he was honest.

    Trump’s platitudes ring hollow indeed. But the death of Pope Francis offers Trump and MAGA Catholics the prospect, however unlikely, of replacing a progressive voice in the Vatican with someone more ideologically in tune with the more conservative voices within the church in the US.

    At the very least, Trump has to be hoping the next pope isn’t as withering a critic as Francis was.

    Nearly 60 percent of US Catholics voted for Trump last November, according to exit polls.Another survey put the figure at 54 percent

    Either way, Trump, who describes himself as a non-denominational Christian, won the Catholic vote, decisively. The pope’s criticism of Trump when it came to the environment, the poor and especially immigration doesn’t appear to have dissuaded the majority of American Catholics from voting for Trump.

    Catholics comprise more than one third of Trump’s cabinet.

    The 9-member US Supreme Court that has been deferential to Trump’s unprecedented claims and exercise of executive power is comprised of six Catholics, only one of whom, Sonia Sotomayor, is liberal and regularly rules against Trump. (You could argue there are six conservative “Catholics” justices, given that Justice Neil Gorsuch, now an Episcopalian, was raised and educated as a Catholic, and voted with the five other conservative Catholic justices to overturn Roe v. Wade.) 

    Thomas Groome, a professor of theology at Boston College, acknowledges that conservative Catholics in the US have been a boon to Trump, and suspects Trump show of respect to Pope Francis and the institution is keeping with his transactional approach to pretty much everything: that the conclave of cardinals who will elect a new pope will reward Trump with someone who thinks more like him.

    Highly unlikely, says Groome.

    “Francis appointed about two-thirds of the cardinals who will select his successor,” Groome said. “Trump may be hoping he’ll get a reactionary, a right-wing pope. But I don’t think that will happen.”

    Groome said he was more concerned about Trump’s reaction when the president realizes that, following Vatican protocol, he won’t get the best seat in the house at St. Peter’s Basilica.

    “My understanding is he’s been assigned to sit in the third row,” Groome said. “He’s not going to like that.”

    Still, gripped by Christian charity, and influenced by an enduring belief in redemption, Groome holds onto the remote, infinitesimal chance Donald Trump could, on the way to Rome, have a Road to Damascus conversion, that some of Pope Francis’ empathy could somehow rub off on him.

    “St. Paul fell off his horse,” Groome said. “Maybe Donald Trump will, too.”



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  • What does test prep look like for K-2?

    What does test prep look like for K-2?


    In the US, the Every Student Succeeds Act (ESSA) requires that students be tested in math once a year, starting in third grade. While there are no national laws that require testing before that point, many states and schools are choosing to test students in as young as kindergarten as well. In fact, the desire is so great that there are a number of national grants available for states that wish to implement testing at an earlier age. The reasoning is typically quite different–instead of measuring student progress or judging teacher success, tests for K-2 students are usually designed to identify students in need of special education services. Research has shown that the earlier students receive these extra services, the more effective they are. The idea isn’t to hold back students but to provide extra assistance wherever needed.

    As you might imagine, these assessments usually look quite different than the ones given to older students. Although they’re often computer-based, the questions rely more on visuals, assessments are shorter to match younger students’ shorter attention span, and testing is often more informal. However, one of the biggest problems with testing at such an early age is that these students often don’t have the computer skills necessary to demonstrate what they do and don’t know. Teachers have reported their kindergarteners attempting to swipe or tap a computer monitor and being baffled by the idea of a mouse since their primary technology use is based around tablets and phones. Other teachers report their young students accidentally skip questions or log themselves out of the program, requiring them to completely start the assessment over.

    Even with these difficulties, many teachers still believe the pros of early assessments outweigh the cons. By gathering data, they’re able to identify effective teaching strategies, what their students need more assistance with, and can implement special education services as soon as possible. In order to make sure this data is as accurate as possible, it’s clearly important to make sure students are comfortable using computers while providing fun math practice that keeps young students’ attention. This is the goal of our K-2 math practice in Wowzers, where students practice using math manipulatives and answering questions in short sessions. Although it doesn’t look like a typical test prep, it’s exactly what students need at that age: practice answering math questions on a computer while colorful games and an engaging story keeps their attention.



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  • Trump Wants to Erase the History He Doesn’t Like, But Historians Are Pushing Back

    Trump Wants to Erase the History He Doesn’t Like, But Historians Are Pushing Back


    Petula Dvorak of the Washington Post wrote about the efforts by the Trump administration to rewrite American history. Trump wants “patriotic history,” in which evil things never happened and non-white people and women were seldom noticed. In other words, he wants to control historical memory, sanitize it, and restore history as it was taught when he was in school about 65 years ago (1960), before the civil rights movement, the women’s movement, and other actions that changed what historians know and teach.

    Dvorak writes:

    A section of Arlington National Cemetery’s website highlighting African American military heroes is gone.

    Maj. Lisa Jaster was the first woman to graduate from Army Ranger school. But that fact has been scrubbed from the U.S. Army Reserve [usar.army.mil] and Department of Defense websites. [search.usa.gov]

    The participation of transgender and queer protesters during the LGBTQ+ uprising at New York’s Stonewall Inn was deleted from the National Park Service’s website [nps.gov] about the federal monument.

    And the Smithsonian museum in Washington, which attracts millions of visitors who enter free each year, will be instructed by Vice President JD Vance to remove “improper ideology.”

    In a series of executive orders, President Donald Trump is reshaping the way America’s history is presented in places that people around the world visit.

    In one order, he declared that diversity, equity and inclusion efforts “undermine our national unity,” and more pointedly, that highlighting the country’s most difficult chapters diminishes pride in America and produces “a sense of national shame.”

    The president’s orders have left historians scrambling to collect and preserve aspects of the public record, as stories of Black, Brown, female or LGBTQ+ Americans are blanched from some public spaces. In some cases, the historical mentions initially removed have been replaced, but are more difficult to find online.

    That rationale has galvanized historians to rebuke the idea that glossing over the nation’s traumas — instead of grappling with them — will foster pride, rather than shame.

    Focusing on the shame, they say, misses a key point: Contending with the uglier parts of U.S. history is necessary for an honest and inclusive telling of the American story. Americans can feel pride in the nation’s accomplishments while acknowledging that some of the shameful actions in the past reverberate today.

    “The past has no duty to our feelings,” said Chandra Manning, a history professor at Georgetown University.

    “History does not exist to sing us lullabies or shower us with accolades. The past has no obligations to us at all,” Manning said. “We, however, do have an obligation to the past, and that is to strive to understand it in all its complexity, as experienced by all who lived through it, not just a select few.”

    That is not to say that the uncomfortable weight of difficult truths isn’t a valid emotion.

    Postwar Germans were so crushed by the burden of their people’s past, from the horrors of the Nazi regime to the protection of war criminals in the decades after the war, that they have a lengthy word for processing it: vergangenheitsbewältigung, which means the “work of coping with the past.” It has informed huge swaths of German literature and film and has shaped the physical way European cities create memorials and museums.

    America’s version of vergangenheitsbewältigung can be found across the cultural landscape. From films to books to classrooms and museums, Americans are learning more details about slavery in the South, the way racism has affected everything from baseball to health care, and how sexism shaped the military.

    Trump, however, looks at the U.S. version of vergangenheitsbewältigung differently.
    “Over the past decade, Americans have witnessed a concerted and widespread effort to rewrite our Nation’s history, replacing objective facts with a distorted narrative driven by ideology rather than truth,” said the executive order targeting museums, called “Restoring Truth and Sanity to American History.”

    That is what “fosters a sense of national shame,” he says in his order.

    Historians take exception to that. “I would argue that it’s actually weird to feel shame about what people in the past did,” Georgetown history professor Katherine Benton-Cohen said.
    “As I like to tell my students, ‘I’m not talking about you. We will not use ‘we’ when we refer to Americans in the past, because it wasn’t us and we don’t have to feel responsible for their actions. You can divest yourself of this feeling,’” she said.

    Germans also have a phrase for enabling a critical look at their nation’s past: die Gnade der spät-geborenen, “the grace of being born too late” to be held responsible for the horror of the Nazi years.

    Benton-Cohen said she honed her approach to this during her first teaching job in the Deep South in 2003, when she emphasized the generational gap between her students and the history they were studying.

    “They could speak freely of the past — even the recent past, like the 1950s and 1960s, because they weren’t there,” she said. “They were free to make their own conclusions. It was exciting, and it worked. Many told me it was the first time they had learned the history of the 1960s because their high schools — both public and private — had skipped it to avoid controversy. We did fine.”

    Trump hasn’t limited his attempt to control how history is presented in museums or memorials. Among the first executive orders he issued was “Ending Radical Indoctrination in K-12 Schooling.” Another one sought to eliminate diversity, equity and inclusion in the nation’s workplaces, classrooms and museums. His version of American history tracks with how it was taught decades ago, before academics began bringing more diverse voices and viewpoints into their scholarship.

    Maurice Jackson, a history professor at Georgetown University who specializes in jazz and Black history, said Black Americans have fought hard to tell their full story.

    Black history was first published as “The Journal of Negro History” in 1916, in a townhouse in Washington when academic Carter G. Woodson began searching for the full story of his roots. A decade later, he introduced “Negro History Week” to schools across the United States, a history lesson that was widely cheered by White teachers and students alongside Black Americans who finally felt seen.

    “Black history is America’s history,” Jackson said. And leaving the specifics of the Black experience out because it makes some people ashamed gives an incomplete picture of our nation, he said.

    After Trump issued his executive orders, federal workers scrambled to interpret and obey them, which in some cases led to historical milestones being removed, or covered up and then replaced.

    Federal workers removed a commemoration of the Tuskegee Airmen from the Pentagon website, then restored it. They taped butcher paper over the National Cryptologic Museum’s display honoring women and people of color, then uncovered the display.

    Mentions of Harriet Tubman in a National Park Service display about the Underground Railroad were removed, then put back. The story of legendary baseball player Jackie Robinson’s military career was deleted from the Department of Defense website, then restored several days later.

    Women known as WASPs risked their lives in military service — training and test pilots during World War II for a nation that didn’t allow them to open a bank account — is no longer a prominent part of the Pentagon’s digital story.

    George Washington University historian Angela Zimmerman calls all the activity. which happened with a few keystrokes and in a matter of days, the digital equivalent of “Nazi book burnings.”

    In response, historians — some professional, some amateur — are scrambling to preserve information before it is erased and forgotten.

    The Organization of American Historians created the Records at Risk Data Collection Initiative, which is a callout for content that is in danger of being obliterated

    This joins the decades-long work of preserving information by the Internet Archive, a California nonprofit started in 1996 that also runs the Wayback Machine, which stores digital records.

    Craig Campbell, a digital map specialist in Seattle, replicated and stored the U.S. Geological Service’s entire historical catalogue. His work was crowdfunded by supporters.

    “Historical maps are critical for a huge range of industries ranging from environmental science, conservation, real estate, urban planning, and even oil and gas exploration,” said Campbell, whose mapping company is called Pastmaps. “Losing access to the data and these maps not only destroys our ability to access and learn from history, but limits our ability to build upon it in so many ways as a country.”

    After astronomer Rose Ferreira’s profile was scrubbed from, then returned, to NASA’s website, she posted about it on social media. In response, an online reader created a blog, Women in STEM, to preserve stories such as Ferreira’s.

    “Programs that memorialize painful truths help ensure past wrongs are never revived to harm again,” Rep. Steven Horsford (D-Nevada), said on X, noting that presidents are elected to “run our government — not rewrite our history.”

    Authoritarian leaders have long made the whitewashing of history a tool in their regimes. Joseph Stalin expunged rivals from historic photographs. Adolf Hitler purged museums of modernist art and works created by Jewish artists, which he labeled “degenerate.” Museums in Mao Zedong’s China glorified his ideology.

    While this may be unfamiliar to Americans, Georgetown University history professor Adam Rothman says that in the scope of human history, “these are precedented times.”

    It’s not yet clear what the real-world effect of Trump’s Smithsonian order will be or exactly how it will be carried out. Who will determine what exhibits cause shame and need to be removed? What will the criteria be? Will exhibits that discuss slavery, for instance, be eliminated or altered?

    “Our nation is an ongoing experiment,” says Manning, the Georgetown history professor, who has written books about the Civil War. “And what helps us do that now in 2024 compared to 1776 is that we do have a shared past.

    “Every single human culture depends upon, grows out of, and is shaped by its past,” she said. “It is the past that has shaped all of us, it is our past that contains the bonds that can really hold us together.”

    It’s what makes the study — and threat to — American history unique among nations. Benton-Cohen said that is what she sees happen with her students.

    “The American striving to realize the democratic faith and all the difficulties it entailed and challenges overcome should inspire pride, not shame,” she said. “If you feel shame, as the kids would say, that’s a ‘you’ problem. That’s why I still fly the flag at my house; I’m not afraid of the American past, I’m alive with the possibilities — of finding common cause, of fighting for equality, of appreciating our shared humanity, of upholding our freedoms.”



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  • Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!

    Application Window Open for The Teach Like a Champion Fellows–Cohort 4!!


     

    Since 2016, one of our most exciting projects here at Team TLAC has been our Teaching Fellowship, which has allowed us to learn from champion teachers and share their expertise through our workshops and materials with schools all over the world. We are excited to announce that we are opening applications for our fourth cohort of TLAC Fellows!  

    The goal of our Fellows program has always been to recognize, support, and develop outstanding classroom teachers. In our initial launch of the program, we described the purpose like this:  

     

    We want to create incentives for great teachers to become even better teachers. That is, we want ways for them to be ambitious and remain in the classroom, to be ambitious about being a classroom teacher, rather than having entering administration be the only way to be ambitious. 

     

    And we want to encourage very, very good teachers to focus on getting even better- to strive to become classroom artisans who love and are fascinated by the mastery of the craft. We want them to love deep study of teaching and importantly, to influence their peers though the excellence of their daily teaching and their passion for the craft- their growth mindset, if you will. We think great schools need people like that. And being who we are of course we also want to learn not just from but with people like that- study them and their work but also study the craft generally alongside them. 

     

    The time is right for a program like this one. Since 2020, teachers have been required to adapt to a constantly changing educational landscape, and students have returned to school with increasingly urgent learning needs. Across the country and around the world, schools are struggling to attract and keep top teachers in classrooms. This is our opportunity to honor the incredibly hard and important work teachers are doing. 

     

    Of course, our team benefits tremendously from the Fellows program. Not only have we been inspired and energized by the work that our Fellows have done in their schools, but we’ve gained invaluable video and reflections about the nuances of various TLAC techniques. Many of our former Fellows are featured in TLAC 3.0, including in our new Keystone videos (extended videos, 10 minutes or so, intended to show a longer arc of a teacher’s lesson where they use multiple techniques in combination). We still have strong relationships with former Fellows who continue to contribute to our team and help us learn. Over the next few months on the blog, we’ll be shining a spotlight on Fellows from our recently concluded third cohort to share some of the work and learning they’ve done during their time in the program (see the end of this blog post for their names and independent study areas). 

     

    If you are a teacher who is looking to be valued and celebrated for your work while being pushed to grow in your own practice to become even better for your students and colleagues, we invite you to apply and learn alongside us!  

     

    Cohort 4 Details:  

    • The program will run from January 2026-January 2028, for which Fellows must remain in the classroom. 
    • The first 18 months will involve active programming (bi-monthly remote and some in-person meetings with the team, classroom filming, video analysis, etc.) and the final 6 months will be an independent project. 
    • A $10,000 stipend (paid over the course of two years, provided that Fellows remain in the classroom and complete the independent project) 

     

    For more detailed information and to see the application, visit our Fellows page here: https://teachlikeachampion.org/teach-like-champion-fellows/  

     

    Here’s a list of our most recent cohort of TLAC Fellows, along with their grade band and subject, and their area of study for their independent project.  

     

    • Ben Katcher, HS History, Implementing Knowledge Organizers in the Classroom  
    • Beth Greenwood, MS Science, TLAC Techniques in the UK 
    • Bob Arnold and Rene Claxton, Medical Education, Engaging Academics in the Medical Education Setting 
    • Casey Clementson, MS Orchestra, What to Do Cycle in Middle School Orchestra 
    • Christina Mercado, MS ELA, Habits of Discussion Implementation and Maintenance 
    • Diana Bentley, HS ELA, Cultivating Facilitator Expertise Across the School 
    • Jamarr McCain, MS Math, Adult PD on Knowledge Organizers 
    • Kathleen Lavelle, HS Science, Supporting Students with IEPs in General Practical Science 
    • Rockyatu Otoo, ES SPED, Increasing Belonging and Collaboration with Colleagues through Culturally Responsive Lesson Prep Checklist 
    • Steve Kuninsky, HS Science, FASE Reading and Accountable Independent Reading in Chemistry 



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