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  • Special education teachers need more mental health initiatives

    Special education teachers need more mental health initiatives


    The federal government has not fully funded special education in decades, leaving the bulk of the costs to school districts and the state.

    Alison Yin/EdSource

    When Erica Mazariegos heard that a shocking number of special education teaching positions remain vacant, she was not surprised. With over 27 years as a special educator, Mazariegos is dedicated and passionate, yet says “the stress of recent years has led me to question my ability to carry on. There will come a point when I must prioritize my health over my career.”

    Like Erica, special education teachers throughout U.S. public schools have been vocal about their concerns regarding working conditions after the pandemic, particularly the shortage of resources and staff support. The attrition rates among special education teachers soared following Covid-19, and educators have endured heightened levels of job-related stress, prompting an increasing number of them to exit the profession.

    This exodus has left schools grappling with severe teacher shortages. According to the National Center for Educational Statistics, 45% of schools reported unfilled positions in special education roles, with 78% citing difficulties in hiring special education staff for the current school year. The situation in California closely mirrors the national shortages, with the Learning Policy Institute describing the teacher shortage in California as a “five-alarm fire.”

    The stress experienced by special educators is not only deeply ingrained in the inherent nature of their roles but also in the perceptions surrounding them. A key contributing factor is the idealization of special education teachers by schools, often portraying them as extraordinary individuals who are characterized as nurturing and self-sacrificing, willing to prioritize their students’ well-being over their own. It’s commonplace to hear general education teachers express sentiments like, “I could never do what you do.” This portrayal creates unrealistic expectations for special educators, adding to the systemic sources of stress, which include unequal resource allocation and a shortage of adequately trained support staff.

    Padma Vajhala, an early-career special education teacher with two years of experience, highlights many stressors in her job, such as individualized education program meetings, conducting paperwork checks, navigating uncertainties about parental consent, encountering subtle racism in schools, and adhering to the core mission of special education — differentiated teaching for each student. But, she underscores that these stressors are overshadowed by the primary source of stress: daily management of challenging behavior exhibited by her students in class without enough staff support. She points out that her stress affects students by hindering effective instruction, classroom management and the modeling of social-emotional skills. Stressed teachers are more likely to react unpredictably and employ ineffective behavior management strategies.

    While it remains crucial to address such systemic causes of stress as lack of staff support in the classroom, schools must simultaneously implement programs dedicated to teaching self-care strategies and allocate resources to support these educators’ mental health and overall well-being. These initiatives should involve professional development programs that prioritize physical wellness, encompassing exercise, dietary choices, and sleep, to sustain energy levels and enhance emotional resilience.

    Additionally, it is imperative to equip special educators with training in social-emotional learning skills. This training should cover the establishment of clear boundaries between their professional and personal lives, mindfulness practices, participation in yoga, and learning relaxation techniques. Acquiring these skills can significantly reduce stress levels among special educators while providing positive role models for students concurrently learning these skills in their classes.

    Most importantly, special education teachers can create communities of practice informally with their colleagues based on shared interests, facilitating connections with colleagues, mentors, and therapists to seek guidance and share their experiences. Moreover, these communities of practice can leverage self-reflection practices to recognize and manage stressors effectively.

    A notable approach is reflexive visual journaling, a creative process that intertwines written reflection with images, drawings, and other visual elements. This practice has demonstrated considerable effectiveness in early detection of burnout indicators, pinpointing triggers, and aiding individuals in navigating and coping with stress. Zachary McNiece, assistant professor of counselor education at San Jose State University, emphasizes the importance of visual journaling, stating, “In today’s post-Covid world, while teachers act as front-line mental health advocates, they can experience the after-effects of trauma their students have faced over the last few years; visual journaling creates a means for teachers to slow down, allow space for their feelings and reactions, and let go of the emotional residue of secondary trauma exposure, so they can improve their wellness and support their students.” These self-reflective practices can also be embedded into teacher preparation programs to support new special education teachers.

    Preventing burnout in special education cannot be solely an individual responsibility; it requires collaboration from schools, districts and policymakers. Special educators are pivotal in fostering an inclusive and equitable education system.

    It is essential that schools prioritize special educators’ well-being by supporting and implementing targeted self-care strategies to sustain their passion and dedication. This approach not only safeguards the mental and emotional health of educators but also enriches the educational experience for students with disabilities, ultimately contributing to the development of a stronger and more compassionate society.

    ●●●

    Sudha Krishnan is an assistant professor at San Jose State University’s special education department, Lurie College of Education, and a Public Voice Fellow with the OpEd Project.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Districts need more options to ensure stability, continuity for students

    Districts need more options to ensure stability, continuity for students


    A teacher kicks off a lesson during an AP research class.

    Credit: Allison Shelley / EDUimages

    As a former teacher and principal, and a current school board member, I am intimately familiar with the impact of the teacher shortage and consider it one of California’s most pressing and intractable problems. To address this multifaceted issue, schools need a wide array of options, including Assembly Bill 1224, pending state legislation that would increase continuity of instruction when teachers are out on leave and when a school struggles to fill a teacher vacancy.

    Authored by Assemblymember Avelino Valencia and co-sponsored by the California Schools Boards Association, the Association of California School Administrators, the California County Superintendents, and the California Association of School Business Officials, AB 1224 would allow substitute teachers to serve in a single classroom for up to 60 days, provided the school district or county office of education can demonstrate it made reasonable efforts to recruit a full-time teacher before retaining the substitute. Until every classroom has a qualified full-time teacher, let’s at least make sure every classroom has a consistent one.

    When the Covid-19 pandemic exacerbated already dire teacher shortages, the state temporarily expanded the 30-day limit on substitute teaching to 60 days, a measure that was effective in responding to vacancies and extended absences. That statute expired in July 2024, but with upcoming Senate Education Committee amendments, AB 1224 would revive its provisions for another three years. Using the lessons learned from the successful trial run, the bill would extend the time a substitute can stay in a single assignment from 30 to 60 days in general education and from 20 to 60 days in special education.

    In a perfect world, every classroom would have a fully certificated teacher on the first day of class, the last day of class and every day between. As a lifelong educator, I know the value of having a full-time teacher share their learning and wisdom with students on a consistent basis. But there simply aren’t enough full-time teachers to go around. So, we must make policy and governance decisions that reflect the current reality while simultaneously working to build a better system that sets substitutes and students up for success. 

    Local educational agencies rely on substitutes, but current law forbids a substitute teacher from serving in the same classroom for more than 30 consecutive days. In cases where a school district or county office of education cannot identify a full-time teacher, such as a mid-year departure or one that occurs before the start of the school year, this can lead to a revolving door of substitute teachers that disrupts instruction and destabilizes the classroom environment. These impacts are felt most acutely in low-income and rural schools, and the burden falls disproportionately on English learners, minority students and students from families of modest means. Without AB 1224, students already cycle through different substitutes every few weeks, so the real debate isn’t about lowering standards, it’s about increasing stability.

    An insufficient pipeline of newly credentialed teachers and attrition from the profession means that the teacher shortage will persist. Thus, staffing schools — particularly in hard-to-fill areas like special education, math and science — will remain a daunting task. AB 1224 responds to that challenge by adding another tool to the toolbox that schools can use to fill gaps in their instructional workforce.

    Critics of AB 1224 claim it would diminish the push to recruit credentialed educators. Real world evidence shows the opposite. Examples abound of LEAs raising salaries, implementing incentive pay, offering signing bonuses, expanding mentorship programs, deploying advertising campaigns, hosting virtual and in-person job fairs, building staff housing for educators, and developing internal pipelines through teacher academies or programs for classified staff who want to transition to the teaching profession. Additional guardrails to preserve the primacy of full-time teachers include collective bargaining agreements governing the hiring process and a bill provision requiring that schools document their efforts to recruit full-time teachers.

     It’s disingenuous to suggest extending substitute assignments would undermine the search for long-term solutions to the teacher crisis. It’s also poor logic based on a false binary and an idealized labor market that doesn’t actually exist. This is not a choice between AB 1224 or full-time teacher recruitment; we can and must pursue both remedies. New federal and state programs targeting the teacher shortage are promising but take years, if not generations, to bear fruit when immediate relief is essential. Waiting for long-term pipelines to mature does nothing for students in classrooms today — AB 1224 provides the immediate help schools need to increase stability in the classroom.

    •••

    Bettye Lusk is president of the California School Boards Association. Lusk is a former teacher and principal in the Monterey Peninsula Unified School District, where she currently serves on the Board of Education. 

    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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  • California needs to do more to ensure teachers can teach kids to read, national study says

    California needs to do more to ensure teachers can teach kids to read, national study says


    Melissa Ramirez, a first grade teacher at Lockeford Elementary in Lodi, holds up a flashcard while students say and spell the word ‘water.’

    Credit: Andrew Reed / EdSource

    Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the National Council on Teacher Quality. 

    Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report, “Five Policy Actions to Strengthen Implementation of the Science of Reading.“

    “While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”

    The report rated states as strong, moderate, weak or unacceptable, based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.

    California received a moderate rating.

    The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.

    Not all teachers are trained in the science of reading

    While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.

    Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.

    About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest California test scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade. 

    “Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills? said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.” 

    The report comes as California and other states are renewing their focus on the science of reading, which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said. 

    Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.

    California puts renewed emphasis on reading

    But that could change soon. By July 1, California will require teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating dyslexia guidelines for the first time.

    The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.

    “This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”

    More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy says that is not the case. Teacher preparation programs in California must be reviewed every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards, or have a background or credential in the subject being reviewed, she said.

    Teacher preparation programs that want a national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.

    California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.

    California’s changes to teacher preparation and emphasis on the science of reading were taken into consideration by National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.

    The council has provided a guide to help states implement and sustain strong reading instruction.

    “Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”





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  • More adults in California earning degrees, data show

    More adults in California earning degrees, data show


    Photo by Allison Shelley for EDUimages

    More adults in the United States are obtaining degrees or other credentials after high school but not quickly enough to meet the goals set 16 years ago by an independent, private foundation focused on access to higher education.

    The Lumina Foundation set a goal in 2008 as part of the Stronger Nation project to have 60% of adults in the country obtain a degree or other credentials beyond high school by 2025. Although officials predict the goal won’t be reached in time, progress has been made.

    “We hear so often that higher education is in decline. We hear so often that students don’t need to go to college,” said Ted Mitchell, president of the American Council on Education, during a live webinar Wednesday. “You could expect the data to show some of that, but it didn’t. It showed just the opposite. It shows college matters.”

    The foundation released 2022 data, the most recent available, that shows 54% of 25- to 64-year-olds hold college degrees, certificates or industry-recognized certifications, nearly a 16 percentage point increase since 2009. 

    “Some of that is attributed to finding a way to measure and then add short-term credentials, but a substantial portion, about 8 and a half percentage points, is the rise in the attainment of bachelor and associate degrees,” said Courtney Brown, Lumina’s vice president of strategic impact and planning and director of the A Stronger Nation project. 

    The No. 1 action the nation can take to reach the goal of 60% is to increase graduation rates, Mitchell said. One strategy is to do a better job of reaching out to people who have some college but no degree. 

    Brown said there are about 40 million people in the country with some college and no degree.

    “We have to ensure those people don’t have a broken promise,” Brown said. 

    California is slightly above the national average at 55%, ranking near the middle compared with other states. Nevada has the lowest percentage of adults with degrees or certificates, nearly 43%, according to 2022 data, and Washington, D.C. has the highest at about 75%. 

    The District of Columbia, Puerto Rico, and 42 states all saw an increase in adults having degrees, data show. In 2009, less than 38% of adults ages 25 to 34 had degrees, and in 2022 that’s increased to about 56%. A big part of the increase is because of the Latino population, Brown said. The number of Latino Americans holding degrees went from about 19% in 2009 to about 34%, according to the most recent data. 

    But there are still wide gaps between white people earning degrees after high school compared to people of color.

    “We’re getting closer and closer, but we’re still seeing stubborn equity gaps with Black and Hispanic Americans sitting on one side of the spectrum to white and Asian Americans on the other,” Brown said during a media call. 

    The national percentage of adults ages 25-64 with either an associate, bachelor’s, graduate or professional degree is 46.5% and all racial groups except white (52%) and Asian Americans (67%) fall below that percentage, data show. Nearly 30% of Hispanic Americans have a degree, while about 36% of Black Americans and about 27% of American Indian or Alaska Natives do. 

    In California, according to the data, the percentage of Latino Americans who obtained a degree is even lower, nearly 24%. About 40% of Black Americans obtained a degree, compared with 30% of American Indians or Alaska Natives, 67% of Asian Americans, and about 59% of white Americans, according to data. 

    To look at data by county in California, go here. 

    NOTE: EdSource receives funding from several foundations, including the Lumina Foundation. EdSource maintains sole editorial control over the content of its coverage.





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  • Trump Will Cut More Federal Workers Next Year

    Trump Will Cut More Federal Workers Next Year


    Since his second inauguration, Trump has fired tens of thousands of federal workers, based on snap recommendations by Elon Musk’s team of whippersnappers. They have gone into government departments and agencies and decided in a day or so which workers to fire and which contracts to terminate. They don’t have enough information or time to make considered judgments, so they treat every federal worker as dispensable. The numbers fired are hard to determine, because federal judges have repeatedly reversed their actions. Some have been approved by the courts. The outcome is still in flux, though we do know that little is left of USAID or the U.S. Departnent of Education.

    Government Executive reports that Trump plans a new round of layoffs in his second year. It’s unclear what his end goal is: is he destroying the federal government for some reason? With all the laid-off workers, he hasn’t reduced the budget. It’s grown, due to greater expenses for ICE, border security, and defense.

    Some agencies, like FEMA and the National Weather Service, are being stripped to the bone. What will remain of our government at the end of his term?

    Government Executive reports:

    The Trump administration is looking to slash a net of 107,000 employees at non-defense agencies next fiscal year, which would lead to an overall reduction of more than 7% of those workers. 

    Agencies laid out their workforce reductions in an expanded version of President Trump’s fiscal 2026 budget released on Friday, which includes both ideas they can implement unilaterally and proposals that will require congressional approval. If agencies follow through on their plans, the cuts will likely be even steeper, as the Defense Department and some other agencies did not include their announced cuts in the new budget documents. 

    The cuts represent changes projected to take effect next year relative to fiscal 2025 staffing levels. The ongoing cuts that have already occurred were generally not factored into the current workforce counts and the White House noted those figures “may not reflect all of the management and administrative actions underway or planned in federal agencies.” 

    Agencies are currently operating under a directive from Trump to slash their rolls, though those plans are largely paused under court order and awaiting resolution at the Supreme Court. 

    Under the budget forecasts, the Education Department will shed the most employees, followed by the Office of Personnel Management, General Services Administration, Small Business Administration and NASA. Education has already moved to lay off one-third of its workforce, but those reductions in force are currently paused by a separate court order. 

    The departments of Labor, Housing and Urban Development and Agriculture are also expecting to cut more than 20% of their workforces. 

    The Trump administration will seek to eliminate more than 107,000 jobs across government, but the net impact is mitigated by targeted hiring at certain agencies and offices. The Transportation Department is the only agency to project an overall staffing increase, driven by hiring at the Federal Aviation Administration and for IT. The Homeland Security Department will seek to significantly staff up at Customs and Border Protection and Immigration and Customs Enforcement as the administration ramps up its border crackdown and deportation operations, though DHS will see an overall cut due to planned reductions at the Federal Emergency Management Agency—which is set to shed 13% of its workforce—and the Transportation Security Administration—which will cut around 6%. 

    Many offices will be cut nearly entirely, such as the research and state forestry offices within USDA’s Forest Service. The department’s Natural Resources Conservation Service would shed nearly 4,000 employees, including two-thirds of employees providing technical assistance on conservation planning and forecasting on snowpack and water supply.  

    HHS, which has already laid off 10,000 employees, would eliminate 10 offices entirely, though some of the impacted employees are being absorbed into the new Administration for Health America or other reorganized areas. NASA is planning to shutter its Science, Technology, Engineering and Mathematics Engagement office and would cut its Science office in half. DHS would eliminate its Countering Weapons of Mass Destruction office. Cuts at the Treasury Department would be driven by reductions at the Internal Revenue Service— which would zero out its Business Systems Modernization office—though the Bureau of Fiscal Service is also planning to slash one-quarter of its staff.

    At the Interior Department, the National Park Service is planning to cut about 27% of its employees, Fish and Wildlife Service would cut 19% and U.S. Geological Survey would cut 32%.  

    The full scope of the cuts across government will likely expand over time: The Veterans Affairs Department is set to shed more than 80,000 employees and layoffs—assuming a court injunction is lifted—are expected as soon as this month, though they are not a part of the budget. The Defense Department has said it will cut around 60,000 civilian employees, but it has yet to detail those plans in Trump’s budget. 



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  • Data Science helps students of color opt in for more math 

    Data Science helps students of color opt in for more math 


    Credit: Pexels

     It was the height of distance learning when 16-year-old Aaron Butler took Compton Unified’s first step into data science education by joining the Young Data Scientists League. The next year, 2021, the young African American varsity basketball captain enrolled in Compton’s first high school data science course, thanks to a 2020 decision by UC’s admissions committee allowing such courses to qualify for students’ third or fourth year of high school math. Now a business economics major at UCLA, Aaron said that “before I was closed off to math, but data science made me way more interested in mathematics.”

    Because of UC’s decision to count data science toward the math requirement for college admissions, Compton’s Dominguez High counselors recommended that students like Aaron enroll in data science without fear of them losing their competitive edge on university admissions. Ensuring college access is paramount for our student population, who are predominantly Hispanic, Black and Pacific-Islander and 94% of whom are socio-economically disadvantaged. Data science, with its hands-on, real-world applications, is exactly the right gateway for both math-averse and math-inclined students alike to engage with rich mathematics and take the UC-recommended four years of math coursework.

    Now UC has retracted that decision, making it much less likely that counselors will recommend data science to our students. Consequently, we’re likely to see a decline in enrollment and retention during the four years of high school mathematics among students of color.

    Data Science at Dominguez High School is the only course in Compton Unified that allows students to receive regular in-classroom instruction in relevant topics such as predictive mathematical modeling, machine learning, artificial intelligence (AI), sensitivity analysis, and programming, which all rely on math concepts taught and reinforced in the data science classroom. This is in addition to a number of other high-level concepts in quantitative reasoning and analysis, such as linear algebra, 3D vector space, conditional probability and more.  

    As the teacher of Compton’s Data Science course, in partnership with Stanford’s Youcubed, I (Jason) end up teaching content from a range of advanced math standards because, though my students are passing courses like Integrated Math 3, Precalculus and even Calculus, they are not fully grasping the material there. Students report having the opportunity to finally make sense of their traditional math courses by applying concepts as a part of the data science experience. Once they learn to think about math in context, they possess a skill that enables them to learn subsequent math content better.

    Another PERSPECTIVE ON THIS TOPIC

    This is a defining moment for mathematics education in California. Neural network models, the driving force behind AI tools such as ChatGPT, are one of the hottest subjects in applied mathematics research. By adopting data science in 2020, UC took a proactive step toward reframing mathematics as a relevant discipline that could equip 21st century learners with scientifically valid tools to engage in the rapidly changing information landscape. At the same time, UC recognized alternate pathways to quantitative reasoning courses in college without precluding students from science, tech, engineering and math (STEM) majors. The reversal of that decision will push math back to a position of irrelevance in the eyes of most students, especially those traditionally marginalized in STEM. 

    Moreover, not allowing data science courses to count for admission doesn’t only sacrifice a hook for attracting students to STEM fields. It also denies students who are not interested in STEM the opportunity to code, exacerbating the digital divide and, consequently, the wealth gap. As UC’s Office of the President wrote after the Berkeley campus created a college of computing, data science and society, “Every undergraduate in any area of study will increasingly need exposure to data science during their time on campus.”

    Why should students wait until college to delve into these rich waters of mathematical study?

    Narrowing the scope of acceptable mathematics perpetuates exclusivity rather than fostering inclusivity and belief in all learners’ potential. For many Dominguez High students we’ve spoken with who are either enrolled or have graduated from the UC system, success and persistence in STEM, including data science, correlated to growth mindsets, cultural competence, positive identities and supportive communities and structures. 

    As technology evolves, so must we reevaluate definitions, policies and support systems that address gaps in math achievement, engagement and retention. This comprehensive reassessment requires input from diverse stakeholders, fostering collective understanding and alignment toward common goals. We must put in place a review process that engages school districts, education leaders, classroom educators, faculty from the California State University, and families who can offer crucial insights on the impact of key decisions affecting our most vulnerable populations. This process must be data-driven. It is argued that allowing data science to validate Algebra 2 adversely impacted preparation for STEM degrees for students of color. Where is the data supporting this assertion? On the contrary, we have decades of data that demonstrate that the traditional Algebra 2 pathway disproportionately fails to get students of color college-ready, and falls short of promises to boost post-secondary STEM engagement.

    We have seen the power of data science to increase college readiness and STEM engagement for all, particularly underrepresented students of color. As Aaron told us, “Data science was very hands-on because we were applying the math we learned. It made me like the course even more.” Every student like Aaron should have exposure to data science that opens mathematics to them as a highly relevant 21st century discipline where they know they belong.

    •••

    Jason Lee Morgan, an 18-year math teacher at Dominguez High School in Compton, instructs the Stanford YouCubed’s data science course. 

    Kagba Suaray, Ph.D., is a professor of mathematics and statistics at California State University, Long Beach, and graduate adviser for the applied statistics master of science program. 

    Kyndall Brown, Ph.D., executive director of the California Math Project at UCLA and Robin Wilson, Ph.D., professor of mathematics at California State Polytechnic University, Pomona and Loyola Marymount University, contributed to this commentary.

    The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.





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  • More time with subs is the wrong response to teacher shortages

    More time with subs is the wrong response to teacher shortages


    Middle school history teachers discuss their lesson plans for teaching about the Great Depression.

    Credit: Allison Shelley / American Education

    Twenty-five years ago, when pastor Sweetie Williams asked his 12-year-old son, Eli, why he never had homework, the answer exposed scandalous conditions that would reshape California education forever. Eli’s San Francisco middle school — like many of the 20% of California public schools then serving the greatest number of Black, Latino and low-income students — lacked books, operating bathrooms, proper heating and enough qualified teachers to permanently staff classrooms. The historic litigation that followed in May 2000, Williams v. California, established new laws guaranteeing every student three fundamental rights: permanent, qualified teachers; sufficient instructional materials; and clean, safe facilities.

    Today, as Assembly Bill 1224 (Valencia) races toward a Senate hearing, we’re witnessing some of the same staffing chaos that prompted the Williams lawsuit. In the West Contra Costa Unified School District, parent Darrell Washington watched his rising fifth grader endure what he called “a chaotic game of musical chairs” with two or three different teachers in a single year. At Stege Elementary, third grade teacher Sam Cleare saw students arrive in her classroom, where she was often “their first credentialed teacher for the entire year.”

    In response to teacher shortages, are legislators rising to meet the challenge? Are they grappling with how to raise teacher compensation and improve working conditions to attract and retain educators? Are they seeking to compel those districts stuck on autopilot to do more to recruit new teachers or to place in the classroom their fully certified staff who aren’t currently teaching before turning to short-term substitutes? No.

    The principal response of legislators has been AB 1224, which would double the time untrained substitute teachers can remain in any one classroom — from 30 to 60 days, a full third of the school year. The bill thereby lowers teacher standards for the state’s most disadvantaged students, essentially abandoning our children’s rights to equal educational opportunity to accommodate district requests for administrative convenience.

    When a teacher vacancy exists, districts are supposed to prioritize assigning the most qualified candidates: fully credentialed teachers first, then interns who have the subject matter training but are still learning how to teach it, followed by emergency-style permits that allow those with partial subject matter competence and teacher training to teach for the year under close supervision, and finally waivers, which permit individuals to teach for a year by waiving unmet certification requirements with state approval if the district can demonstrate the candidate is the best person available.

    Williams requires all classrooms to be staffed by a single, designated permanent teacher who is at least minimally certified to teach the whole year, according to one of these bases. That puts the onus on districts to figure out well before the school year begins how they will staff each classroom with a state-qualified teacher.

    Thirty-day substitutes — those affected by AB 1224 — are nowhere in this hierarchy precisely because they are not qualified to serve as the teacher of record for any classroom. They receive zero subject matter training and zero instruction on how to teach a subject, so they have no understanding of lesson planning, classroom management, assessing learning, or differentiating learning for special ed students or English learners. They’re educational placeholders, not teachers. 

    Teachers represent the single most important school-based factor in learning outcomes. When we park unqualified staff in classrooms for months, we’re not solving teacher shortages; we’re creating educational voids that harm student progress for years to come. Our students need qualified educators who provide continuity, expertise and genuine care, not “continuity” with unqualified caretakers.

    Statewide teacher assignment data reveals exactly how this policy will worsen existing inequities. While 84% of California’s teachers are fully trained, this drops to just 76% in districts serving working-class communities like West Contra Costa, but rises to 89% in affluent areas.

    Schools serving larger populations of low-income students, English learners and foster children are already twice as likely to rely on emergency-style permits. AB 1224 will systematically widen these gaps, exacerbating a two-tiered system where privileged students get qualified teachers while vulnerable students get warm bodies. 

    Meanwhile, AB 1224’s “accountability” measures provide legislative lip service. The bill relies on existing legal requirements that districts make “reasonable efforts” to recruit more qualified personnel before turning to long-term substitutes. Yet we know from our experiences with West Contra Costa Unified and elsewhere that districts typically make no particular efforts if an obvious candidate is not already in front of them and there is no outside enforcement of the hiring hierarchy. AB 1224 does nothing to change this. The bill does not define “reasonable,” has no documentation requirements, and has no oversight or accountability measures. 

    And while this same expanded access to substitutes was temporarily allowed during the pandemic, frankly, the whole system was in chaos then, and many virtual classrooms were providing little more than day care, even with qualified teachers. Yet, AB 1224 provides no sunset date like that exception did. To the contrary, the pending proposal is for a permanent change in law, a permanent authorized dilution of instructional quality, a permanent permission for districts to avoid the hard work of recruiting and retaining qualified educators — all to be disproportionately visited upon the most disadvantaged students in the state. 

    The response to teacher shortages must not be to lower standards, but the opposite. As if our collective hair were on fire, the state and districts need to be doubling down on bringing back the fully certified teachers who have left the classroom (more than enough to cover the shortages). Likewise, the state and districts need to work harder to develop the next generation of diverse and fully prepared educators. Since the pandemic, California has invested over $2 billion in evidence-based solutions: the National Board Certification Incentive Program, Golden State Teacher Grant Program, teacher residencies, a grow-your-own program, and Educator Effectiveness grants — all designed to increase supply and retention in high-need schools. The latest annual Teacher Supply Report from the Commission on Teacher Credentialing suggests the state is starting to turn a corner as a result of these efforts. New teaching credentials issued in 2023-24 were up over 18% — the first surge in new credentials since the pandemic in 2020-21. 

    In the meantime, districts have existing tools: emergency permits for at least provisionally qualified candidates, intern teachers and residents, teachers with permits to cover those on statutory leave, and experienced “career substitutes” who already are allowed to teach in a single classroom for 60 days. And before even turning to these substandard options, districts’ “reasonable efforts” must include returning fully credentialed teachers to a district’s highest priority: classroom instruction. When Superintendent Alberto Carvalho took the helm of the Los Angeles Unified School District (LAUSD) in late 2021, one of his first actions was to fill some 700 vacancies with certified educators who had been serving in the district office and various non-teaching roles. 

    That’s 700 classrooms and several thousand students’ educational lives that were not sacrificed for administrative convenience. Today’s Eli Williamses deserve no less.

    •••

    John Affeldt, who was one of the lead counsels on Williams v. California, is a managing attorney at Public Advocates, a public interest law firm in San Francisco, where he focuses on educational equity issues.

    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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  • UC has enrolled more Californians, but lawmakers say it’s not enough

    UC has enrolled more Californians, but lawmakers say it’s not enough


    UC Davis

    Credit: Karin Higgins/UC Davis

    State lawmakers Wednesday demanded that the University of California system make more space for California residents — particularly at its most competitive campuses — even if it means charging higher tuition to those who come from out of state.

    The number of non-resident students has declined at most UC campuses, ticking down from 17.7% to 16.3% systemwide over the past two years. Increasing pressure from the Legislature led the state to create a plan in the Budget Act of 2021 to increase the enrollment of Californians in the UC system over five years. The system has enrolled more in-state residents — but not enough to meet targets set by the state.

    Assemblymember David Alvarez, D-San Diego, noted that most UC campuses reject more than half of their applicants, including many highly qualified California residents.

    “This is frustrating for a lot of Californians,” Alvarez said during an Assembly budget hearing addressing college enrollment in the state.

    Assemblymember Al Muratsuchi, D-Torrance, shared a story from a constituent who said she graduated with a 4.67 GPA, took 12 AP courses and was a varsity captain. She told him she applied as a political science major at four competitive UC campuses and was rejected from all, only to enroll at an out-of-state school.

    “What would you tell this student about why she can’t attend the UC campus of her dreams?” Muratsuchi said.

    A report from the Legislative Analyst’s Office (LAO) called it “frustrating” that during a time of “tremendous demand,” the UC system fell nearly 1,400 full-time equivalent students short of its target to enroll more in-state students this year, as set by the 2023-24 Budget Act.

    Assembly members said they also have concerns about nonresidents increasingly edging out California residents at a few CSU campuses. Nonresidents made up 17% of enrollment at Cal Poly San Luis Obispo and 14.6% at San Diego State in 2022-23. 

    The LAO report notes that community college enrollment has begun to rebound after a precipitous decline during the pandemic. But its decline has created a domino effect by reducing the number of students transferring to CSU. Enrollment at the University of California has been growing, but it has not kept pace with student interest, as indicated by the rapidly rising number of applications. Unique applications to the UC system increased by 30% from 2013 to 2022.

    Looking to the future, the systems — especially the community colleges and CSU — face continuing challenges attracting enough students. The report also noted that the numbers of traditional college age students are expected to decline in the coming years, just as they have in California’s K-12 school system.

    Muratsuchi asked whether it might be time to rethink the way funds are allocated, not just between campuses but also between UC and CSU campuses. He pointed to the increased demand at UC campuses and declining interest at many CSU campuses.

    The UC system does plan to address demand from California residents in the long term by adding between 23,000 and 33,000 full-time equivalent students by 2030. UC Merced and UC Riverside would account for 30% to 35% of that growth, while UC Berkeley, UCLA and UC San Diego would account for half or more of that growth. The UC system contends that this plan would rely on state funding to pay for an increase in California residents.

    Seija Virtanen, associate director of state budget relations for the University of California Office of the President, said the UC system became more reliant on nonresident students to backfill massive budget cuts during the Great Recession of 2008. Each nonresident student pays nearly three times the tuition paid by resident students.

    For 2024-25, Californians will pay $14,436 for undergraduate tuition, while nonresidents will pay $48,636.

    “If we were to remove those funds, it would be catastrophic for our campuses,” Virtanen said.

    Currently, the state is providing the UC system with an additional $31 million each year to support more California residents attending UC campuses, supplanting the funds that nonresidents bring in. Over the last two years, UC has enrolled over 2,600 fewer nonresidents. It has also enrolled nearly 5,900 additional in-state residents, but that is nearly 1,400 students short of the state target.

    Alvarez proposed raising tuition for nonresidents to cover this $31 million in annual funds from the state. Using back-of-the-napkin math, Alvarez noted that passing along $31 million in tuition to 20,000 nonresident students would increase their tuition by about $1,500 each year. There are an estimated 36,630 nonresident students in the UC system. Alvarez suggested a follow-up hearing to discuss raising nonresident tuition.

    During public comment, UC alumni-regent Keith Ellis agreed that it would be “worthy” to give the plan to raise nonresident tuition serious consideration.

    CSU, where most campuses have seen enrollment drop, has room in its budget to add 24,000 full-time students, according to the LAO report. Only four of the 23 campuses — Fullerton, Long Beach, San Diego and San Luis Obispo — have increased their enrollment since fall 2019. 

    Seven campuses are enrolling at least 20% fewer students than four years ago, including campuses in Sonoma, the Channel Islands, the East Bay, Chico, Humboldt, Bakersfield and San Francisco.

    Nathan Evans, deputy vice chancellor for academic and student affairs at CSU, said there is a plan to reallocate resources from campuses that have seen a sustained drop in enrollment to those where there is more demand. He said this reallocation needs to be done over several years.

    “We’re not going to pull the rug out from any institution,” he said.

    Evans noted that demographic changes in rural areas in Northern California and the Bay Area mean enrollment is not likely to rebound. The number of families with college-age students has been declining in these areas. 

    Evans said the CSU system is also working on increasing enrollment through partnerships with K-12 districts, marketing and attempting to reengage students who may have stopped out.





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  • Our students need more recess

    Our students need more recess


    Students at Copper Island Academy in Michigan engage in unstructured play during frequent outdoor breaks.

    Credit: Courtesy of Timothy Walker / Copper Island Academy

    A flush of anger had spread across my fifth-grader’s forehead. I had never seen a student more upset in my classroom, and it was all my fault. During my first week of teaching in Finland, I had withheld recess — not just from this one fifth-grader, but from all my students.

    Elementary school teachers in Finland typically incorporate a 15-minute break into every hour-long lesson. Many times each day, their students head to the playground and engage in free play after 45 minutes of classroom instruction. Coming from the United States, I questioned this model.

    I firmly believed my fifth-graders would thrive on longer stretches in the classroom. Instead of teaching in 45-minute chunks, I taught 90-minute double lessons followed by 30-minute breaks as often as possible. (Finnish law allows for this kind of scheduling, but it is far from the norm.)

    On the third day of school, just an hour into a 90-minute lesson, I saw that my go-to strategy of delaying breaks had failed. Miserably.

    “I think I’m going to explode!” my fifth-grader had said to me. “I’m not used to this schedule.”

    This awkward confrontation became a turning point in my teaching career. Until then, I had paid little attention to the importance of unstructured breaks. Research, however, has demonstrated many benefits of school recess.

    Over the last decade, a growing list of U.S. states — including Missouri, Florida and New Jersey — have mandated daily recess. California joined the trend in late 2023.

    Starting with the 2024-2025 school year, all K-8 students in Golden State public schools will receive at least 30 minutes of daily outdoor recess (air quality and weather permitting). Not only that, but the recess law also bans the harmful practice of withholding recess for disciplinary reasons.

    California’s new law is a welcome change that expands access to daily recess, but there’s a critical omission. The law does not mandate public schools to offer multiple breaks during the school day. Most U.S. elementary schools (83%) provide daily recess, but only a relative few (21%) offer two periods of daily recess. (Arizona requires its schools to give two periods of daily recess to K-5 students, but unlike California, it fails to specify the duration).

    “Increasing recess frequency offers a cost-effective, accessible and sustainable opportunity to improve children’s health on a population level,” U.S. researchers wrote in an article published this year.

    Under its new recess law, California schools can easily perpetuate the status quo, offering just a single 30-minute daily break. One recess is better than nothing, but I learned firsthand in Finland that keeping kids cooped up in the classroom for hours is a mistake.

    After my fifth-grader confronted me, I quickly embraced the Finnish approach to breaks. And it paid off. Following a 15-minute recess, my fifth-graders would return to the classroom looking refreshed. They seemed much more engaged and focused during lessons, too.

    At my former U.S. school, many of my students — after spending hours inside our classroom — used to struggle with behavior and attention issues. Especially in the afternoon. Back then, I often turned to energizers (i.e., brief songs, poems and games) in an effort to reinvigorate my students. These teacher-directed breaks could make hours in the classroom feel more tolerable, but they were only minimally effective. More than anything else, my American students needed more opportunities for unstructured play breaks (ideally outdoors).

    Decades ago, educational researcher Anthony Pellegrini conducted experiments at a U.S. elementary school and witnessed what I observed at my Finnish school: Students were more focused after a break than before one. When Pellegrini described his research to his 10-year-old daughter, she responded, “Well, duh.”

    Delaying recess — what I did initially at my Finnish school — flies in the face of neuroscience. “People who take regular breaks, and naps even, end up being more productive and more creative in their work,” Daniel Levitin, an American-Canadian neuroscientist, said in a public radio interview. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”

    Implementing a Finnish-inspired schedule may seem like a far-fetched idea for American schools, but it’s already happening in the United States. I now work with a Michigan school that borrows best practices from Finland’s educational model, including its approach to scheduling.

    Copper Island Academy, a K-8 charter school, provides students with multiple outdoor breaks each day. Teachers supervise the students on the playground while giving them significant autonomy. Students can freely run up the slide, build forts in the woods and climb trees.

    It’s a bold strategy, especially in the Wolverine State. Like most states, Michigan does not require recess, and approximately 1 in 5 elementary school students receive less than 20 minutes of it daily (despite a state Board of Education recommendation to incorporate this amount).    

    When I visited Copper Island, a few teachers told me they were initially skeptical of the unstructured breaks. “I wondered what fifth-graders would do out on the playground,” fifth-grade teacher Leslie Fischer told me, “but I’ve been really amazed and impressed that it’s been so healthy for them.”

    Kevin Boyd — the middle school social studies teacher — has observed an increase in student engagement. “Boredom is not an issue at [Copper Island],” he said in an email, “and I attribute this to the Brain Breaks.”

    The nationwide movement to mandate recess makes sense, but it’s just the first step. U.S. elementary school students need more than just one play break each day.

    It is time for all American schools to align recess frequency with the science of learning. California can help lead the way.

    •••

    Timothy Walker is an American teacher and author living in Espoo, Finland. He is the author of “Teach Like Finland: 33 Simple Strategies for Joyful Classrooms,” and a consultant with Copper Island Academy, a Finnish-inspired charter school in Calumet, Michigan.

    The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • California, districts try to recruit and retain Black teachers; advocates say more should be done

    California, districts try to recruit and retain Black teachers; advocates say more should be done


    A middle school science teacher explains a lesson on climate change using a SMART board.

    Credit: Allison Shelley for American Education

    Recruiting and retaining Black teachers has taken on new urgency in recent years as California lawmakers try to ease the state’s teacher shortage. The state and individual school districts have launched initiatives to recruit teachers of color, but educators and advocates say more needs to be done.

    Hiring a diverse group of teachers helps all students, but the impact is particularly significant for students of color, who then score higher on tests and are more likely to graduate from college, according to the Learning Policy Institute. A recently released report also found that Black boys are less likely to be identified for special education when they have a Black teacher.

    BLACK TEACHERS: HOW TO RECRUIT THEM AND MAKE THEM STAY

    This is the third part of a special series on the recruitment and retention of Black teachers in California. The recruitment and hiring of Black educators has lagged, even as a teacher shortage has given the task new urgency.

    Our series looks at the obstacles that keep Black people from becoming teachers, and the bias and lack of support some face when they join the profession.

    In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers — all moves meant to ease the teacher shortage and help to diversify the educator workforce.

    Despite efforts by the state and school districts, the number of Black teachers doesn’t seem to be increasing. Black teachers say that to keep them in the classroom, teacher preparation must be more affordable, pay and benefits increased, and more done to ensure they are treated with respect, supported and given opportunities to lead.

    “Black educators specifically said that they felt like they were being pushed out of the state of California,” said Jalisa Evans, chief executive director of the Black Educator Advocates Network of a recent survey of Black teachers. “When we look at the future of Black educators for the state, it can go either way, because what Black educators are feeling right now is that they’re not welcome.”

    Task force offers recommendations

    State Superintendent of Public Instruction Tony Thurmond called diversifying the teacher workforce a priority and established the California Department of Education Educator Diversity Advisory Group in 2021. 

    The advisory group has made several recommendations, including beginning a public relations campaign and offering sustained funding to recruit and retain teachers of color, and providing guidance and accountability to school districts on the matter. The group also wants universities, community groups and school districts to enter into partnerships to build pathways for teachers of color.

    Since then, California has created a set of public service announcements and a video to help recruit teachers and has invested $10 million to help people of color to become school administrators, said Travis Bristol, chairman of the advisory group and an associate professor of education at UC Berkeley. Staff from county offices of education also have been meeting to share ideas on how they can support districts’ efforts to recruit and retain teachers of color, he said.

    The state also has invested more than $350 million over the past six years to fund teacher residency programs, and recently passed legislation to ensure residents are paid a minimum salary. Residents work alongside an experienced teacher-mentor for a year of clinical training while completing coursework in a university preparation program — a time commitment that often precludes them from taking a job.

    Legislators have also proposed a bill that would require that student teachers be paid. Completing the 600 hours of unpaid student teaching required by the state, while paying for tuition, books, supplies and living expenses, is a challenge for many Black teacher candidates.

    Black teacher candidates typically take on much more student debt than their white counterparts, in part, because of the large racial wealth gap in the United States. A 2019 study by the Economic Policy Institute showed that the median white family had $184,000 in family wealth (property and cash), while the median Latino family had $38,000 and the median Black family had $23,000.

    Lack of data makes it difficult to know what is working

    It’s difficult to know if state efforts are working. California hasn’t released any data on teacher demographics since the 2018-19 school year, although the data is submitted annually by school districts. The California Department of Education (CDE) did not provide updated data or interviews requested by EdSource for this story.

    The most recent data from CDE shows the number of Black teachers in California declined from 4.2% in 2009 to 3.9% during the 2018-19 school year. The National Center for Education Statistics data from the 2020-21 show that Black teachers made up 3.8% of the state educator workforce. 

    Having current data is a critical first step to understanding the problem and addressing it, said Mayra Lara, director of Southern California partnerships and engagement at The Education Trust-West, an education research and advocacy organization.

    “Let’s be clear: The California Department of Education needs to annually publish educator demographic and experience data,” Lara said. “It has failed to do so for the past four years. … Without this data, families, communities and decision-makers really are in the dark when it comes to the diversity of the educator workforce.” 

    LA Unified losing Black teachers despite efforts

    While most state programs focus on recruiting and retaining all teachers of color, some California school districts have initiatives focused solely on recruiting Black teachers.

    The state’s largest school district, Los Angeles Unified, passed the Black Student Excellence through Educator Diversity, Preparation and Retention resolution two years ago. It required district staff to develop a strategic plan to ensure schools have Black teachers, administrators and mental health workers, and to advocate for programs that offer pathways for Black people to become teachers. 

    When the resolution was passed, in February 2022, Los Angeles Unified had 1,889 Black teachers —  9% of its teacher workforce. The following school year, that number declined to 1,823 or 7.9% of district teachers. The number of Black teachers in the district has gone down each year since 2016. The district did not provide data for the current school year.

    Robert Whitman, director of the Educational Transformation Office at LA Unified, attributed the decrease, in part, to the difficulty attracting teachers to the district, primarily because of the area’s high cost of living.

    “Those who are coming out of colleges now, in some cases, we find that they can make more money doing other things,” Whitman said. “And so, they may not necessarily see education as the most viable option.”

    The underrepresentation of people of color prompted the district to create its own in-house credentialing program, approved by the California Commission on Teacher Credentialing, Whitman said. The program allows classified staff, such as substitute teachers, paraprofessionals, administrative assistants and bus drivers, to become credentialed teachers while earning a salary and benefits at their original jobs.

    Grow-your-own programs such as this, and the state’s Classified School Employee Credentialing program, and a soon-to-be launched apprenticeship program, are meant to diversify the educator workforce because school staff recruited from the community more closely match the demographics of the student body than traditionally trained and recruited teachers, according to research.

    Los Angeles Unified has other initiatives to increase the number of Black educators in the district, Whitman said, including working with universities and colleges to bring Black teachers, counselors and psychiatric social workers to their campuses. The district also has programs that help school workers earn a credential for free, and channels employees completing a bachelor’s degree toward the district’s teacher preparation program where they can begin teaching while earning their credential.

    All new teachers at Los Angeles Unified are supported by mentors and affinity groups, which have been well received by Black teachers, who credit them with inspiring and helping them to see themselves as leaders in the district, Whitman said.

    Oakland has more Black teachers than students

    Recruiting and retaining Black teachers is an important part of the Oakland Unified three-year strategic plan, said Sarah Glasband, director of recruitment and retention for the district. To achieve its goals, the district has launched several partnerships that make an apprenticeship program, and a residency program that includes a housing subsidy, possible. A partnership with the Black Teacher Project, a nonprofit advocacy organization, offers affinity groups, workshops and seminars to support the district’s Black teachers.

    The district also has a Classified School Employee Program funded by the state and a new high school program to train future teachers. District pathway programs have an average attrition rate of less than 10%, Glasband said.

    This year, 21.3% of the district’s K-12 teachers are Black, compared with 20.3% of their student population, according to district data. Oakland Unified had a retention rate of about 85% for Black teachers between 2019 and 2023.

    Better pay, a path to leadership will help teachers stay

    Black teachers interviewed by EdSource and researchers say that to keep them in the classroom, more needs to be done to make teacher preparation affordable, improve pay and benefits, and ensure they are treated with respect, supported and given opportunities to lead.

    The Black Educator Advocates Network  came up with five recommendations after surveying 128 former and current Black teachers in California about what it would take to keep them in the classroom:

    • Hire more Black educators and staff
    • Build an anti-racist, culturally responsive and inclusive school environment
    • Create safe spaces for Black educators and students to come together
    • Provide and require culturally responsive training for all staff
    • Recognize, provide leadership opportunities and include Black educators in decision making

    Teachers interviewed by EdSource said paying teachers more also would make it easier for them to stay.

    “I don’t want to say that it’s the pay that’s going to get more Black teachers,” Brooke Sims, a Stockton teacher, told EdSource. “But you get better pay, you get better health care.”

    The average teacher salary in the state is $88,508, with the average starting pay at $51,600, according to the 2023 National Education Association report, “State of Educator Pay in America.” California’s minimum living wage was $54,070 last year, according to the report.

    State efforts, such as an initiative that pays teachers $5,000 annually for five years after they earn National Board Certification, will help with pay parity across school districts, Bristol said. Teachers prove through assessments and a portfolio that they meet the National Board for Professional Teaching Standards. To be eligible for the grant, teachers must work at least half of their time in a high-needs school. Teachers who qualify are also given $2,500 to cover the cost of certification.

    This incentive will help teachers continue their education and improve their practice, said Los Angeles teacher Petrina Miller. “It’s awesome,” she said.

    Teacher candidates must be actively recruited

    Many Black college students have not considered a teaching career because they have never had a Black teacher, said Preston Jackson, who teaches physical education at California Middle School in Sacramento. Those who consider a teaching career are often deterred by the cost of teacher preparation, taking required tests and unpaid student teaching.

    “In order to increase the number of Black teachers in schools, it has to become deliberate,” Jackson said. “You have to actively recruit and actively seek them out to bring them into the profession.”

    Since starting in 2005, Jackson has been one of only a handful of Black teachers at his school.

    “And for almost every single one of my kids, I’m the first Black teacher they’ve ever had,” said Jackson. “…  And for some of them, I’m the first one they’ve ever seen.” 

    Mentors are needed to help retain new teachers

    Mentor teachers are the key ingredient to helping new Black educators transition successfully into teaching, according to teachers interviewed by EdSource. Alicia Simba says she could have taken a job for $25,000 more annually in a Bay Area district with few Black teachers or students, but opted to take a lower salary to work in Oakland Unified.

    But like many young teachers, Simba knew she wanted mentors to help her navigate her first years in the classroom. She works alongside Black teachers in Oakland Unified who have more than 20 years of teaching experience. One of her mentor teachers shared her experience of teaching on the day that Martin Luther King Jr. was shot. Other teachers told her about teaching in the 1980s during the crack cocaine epidemic.

    “It really helps dispel some of the sort of narratives that I hear, which is that being a teacher is completely unsustainable,” Simba said. “Like, there’s no way that anyone could ever be a teacher long term, which are things that, you know, I’ve heard my friends say, and I’ve thought it myself.” 

    The most obvious way to retain Black teachers would be to make sure they are treated the same as non-Black teachers, said Brenda Walker, a Black teacher and president of the Associated Chino Teachers.

    “If you are a district administrator, site administrator, site or colleague, parent or student,  my bachelor’s degree, master’s degree, and my special education credential are just as valuable and carry as much weight, and are as respected as any other educator,” she said.

    “However, it’s just as critical for all those groups to acknowledge and respect the unique cultural experience I bring to the table and acknowledge and respect that I’m a proud product of my ancestral history.”





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