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New Hampshire: Vouchers Are Costly Subsidy for Mostly Affluent Families

Garry Rayno, veteran statehouse reporter for InDepth NH, writes here about the now-familiar voucher scam. Republican legislators claimed that low-income students would use vouchers to transfer to private schools that better met their needs. When New Hampshire removed income limits on families that want vouchers, the voucher program proved to be a subsidy for students who were already enrolled in private schools, mostly religious schools. The program is more costly than predicted, and public schools will see cuts to finance vouchers.

Rayno has the story:

Free money is free money so many New Hampshire parents in the last month lined up at the non-public schoolhouse door to grab what they can.

The parents of the 11,000 students who applied for grants from the newly opened vault in the state treasury are not the ones advocates tout as the beneficiary of the Education Freedom Account program if New Hampshire resembles other state’s experiences when they transitioned to “universal vouchers.”

In those states like Arizona, Ohio and North Carolina very few students left public schools to take a voucher, almost all of the new enrollees are students currently in religious and private schools or homeschooled as they are here in New Hampshire.

These are parents who did not qualify when there was a salary cap of 350 percent of the federal poverty level or $74,025 for a family of two and $112,487 for a family of four, because they made too much money.

Consequently, most of the new Granite State enrollees will have family incomes above $112,487 and if the average grant is similar to what it was last school year, $5,204, the state will be liable for well over $52 million this fiscal year because there are a number of exceptions for the cap that could add 1,000 or more students.

As has been the history of the program, the number of students and the cost have always been way more than the department’s estimates.

Lawmakers used estimates from Drew Cline, the State Board of Education Chair and the head of the Josiah Bartlett Center for Public Policy, a Libertarian organization, that were substantially less than 10,000, and they only budgeted $39 million for the first year of the biennium and $47.8 million for the second year when the salary cap will rise to 12,500 or when the cost is likely to be over $65 million.

For the biennium, the program is likely to be $30 million more than budgeted or more than what was spent last school year for the program.

The money comes from the Education Trust Fund which also pays for the state adequacy grant to school districts, charter school per-pupil grants (about twice the public school per-pupil grant), special education costs and the school building aid program.

The fund was expected to be in deficit this year and require an infusion from the general fund to meet its obligations, when general fund revenues are shrinking and not be able to cover the cost.

You can see where this is headed. The current crop of lawmakers in the majority will say they will have to cut back on state aid to public education just as the state Supreme Court agreed with a superior court ruling in the ConVal case that the state has failed to meet its constitutional obligation to pay for an adequate education for its students.

The decision did not say the state is obligated to pay for an adequate education for students in religious and private schools or being homeschooled.

The greatest vendor beneficiaries of the new state obligation according to out-of-date data from the administrator of the EFA program, The Children’s Scholarship Fund NH, are religious schools, followed by private schools and homeschooling parents.

But the students in those programs are not the ones touted to benefit from the EFA program.

Even before its beginning, voucher advocates touted the EFA program as an opportunity for low-income parents to find the best educational environment for their students if they do not do well in the public school environment.

How many of these students actually left public schools since the program began to take EFA grants?

The Department of Education lists the number of “switchers” for each year and a couple extra years before the program began.

The total for the first four years is 1,417 if you remove the two years prior to the start of the program that the department uses to derive its suspect 36 percent figure.

The agency’s statistics also list the number of students who re-enrolled in public school after the first year and that number is 214, so the actual switchers over the first four years are 1,203.

The total enrollment over the first four years is 14,192 which would be 8.5 percent and if you just account for the new students every year it would be less than 20 percent of the students that left public school to join the program at the most optimistic.

More than 80 percent of the students who have enrolled in the program were not in public schools when they were awarded EFA grants that were as high as $8,670 last school year when students received the base per-student aid, as well as differential aid by qualifying for free and reduced lunches and special education services, at the same rates as public schools.

While students in public schools and the EFA program have to meet the same criteria to receive the differential aid for free and reduced lunches, the students in the EFA seeking special education aid only need a medical professional to say they need the services and not the elaborate process students and parents have to traverse in the public school system.

The next question is if EFA grants are a determining factor in being able to send your kid to a private or a religious school or is it essentially a subsidy allowing the family to take a trip to Europe or a ski vacation in the Rockies.

Paying to send your child to the best private schools in the state is not cheap, for example attending St. Paul’s School in Concord costs $76,650 according to the school’s website including room and board, while Phillips Exeter costs $69,537 for boarding students and $54,312 for day students.

Holderness, Dublin, Kimball Union, and Proctor Academy all cost about $80,000 a year for boarding students, with different rates for day students, and New Hampton costs about $75,000 for boarding students and $45,000 for day students.

Derryfield, which only takes day students, costs $43,650 a year according to its website.

Religious schools tuition varies a great deal, but Concord Christian costs $7,600 a year, while Laconia Christian, which received the most in EFA money for the 2021-2022 school year of any private or religious school according to data from the Children’s Scholarship Fund NH, the only year the organization reported vendor receipts, has a sliding rate of $7,536 for Kindergarten to fifth grade, $8,087 for grades six to eight, and $8,570 for high school.

Trinity High School in Manchester costs $14,832 for the coming school year, while Bishop Brady in Concord charges $15,250 and Bishop Guertin in Nashua charges $17,225 plus $600 in fees, according to the schools’ websites.

You can see why the religious schools are the prime beneficiary of the free money that is now available to every parent of a school age student in the state.

If nothing else is done, about $120 million will be spent on the EFA program in the next two school years without much accountability.

With that kind of tax money flowing mostly to religious schools, the program’s administrator should have to provide a yearly breakdown of where the money is being spent several months after every school year for public consumption.

The Children’s Scholarship Program NH retains up to 10 percent of the grants as its administrative fee, which would be about $12 million over the biennium, making the organization the biggest beneficiary of the EFA program.

This organization, with the blessing of former Education Commissioner Frank Edelblut, refused to make program data available to the Legislative Budget Assistant’s Office for a performance audit of the program required by state law.

The limited audit is expected to be released by the end of the year.

When a compliance check was done in-house by the Department of Education after the first two years of the EFA program of 100 applications, 25 percent contained errors that allowed students to enroll when the information provided was inadequate.

People need to tell their state representatives and senators to make the program more accountable for the millions of dollars of state taxpayers’ money it spends.

Because if they don’t demand transparency, the current crop of lawmakers will shift more public school costs on to your future property tax bills while blaming the public schools and not themselves for irresponsible spending.

Garry Rayno may be reached at garry.rayno@yahoo.com.

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16/08/2025
New Hampshire: Governor Selects Nonpartisan Bureaucrat as Superintendent

Former Governor Chris Sununu of New Hampshire made a horrible choice for state school superintendent. He picked Frank Edelblut, after beating him in the election. Edelblut is a homeschooler of his 10 children with a low opinion of public schools. He successfully promoted vouchers and every other kind of school choice. He didn’t see the point of public schools.

The overwhelming majority of students in New Hampshire attend public schools. As soon as vouchers passed, most of them were used by families whose children never attended public schools. In other words, the state is spending many millions of dollars to subsidize the tuition of students already enrolled in private schools, whose families could afford the tuition.

Sununu was replaced by Republican Governor Kelly Ayotte. She did not reappoint Edelblut. Instead, she selected Caitlin Davis, a 15-year veteran of the state Department of Education. The selection of Davis was cheered by members of both parties, as well as the teachers’ union, no doubt thrilled to be rid of Edelblut.

Unlike Edelblut, she is unlikely to attack public schools but will collaborate with all sectors.

Davis, who most recently served as the director of education analytics and resources, had worked in the department for 15 years. She built a reputation as a neutral, data-driven financial expert, often sitting before lawmakers on the Joint Legislative Fiscal Committee or Finance Committee to brief them on complicated budget spreadsheets. And she vowed to lead the department as a nonpartisan executive, carrying out both lawmakers’ and the governor’s policies without injecting her own politics…

In seeking the job, Davis styled herself as an experienced administrator. Near the start of a multi-hour confirmation hearing Tuesday, Executive Councilor Joseph Kenney, a Wakefield Republican, asked Davis whether she considered herself a “passionate educator” or a “passionate bureaucrat.”

“I suppose I’m a passionate bureaucrat, but I don’t like the term bureaucrat,” Davis replied. “… When you use the term bureaucrat, I think you take away all of the effort that state employees and the legislators and the citizens are putting into the system.”

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13/08/2025
Science Research in New England Gets a Reprieve from DEI Ban, for Now

The Boston Globe reported on the resumption of science projects halted by the Trump administration because their subjects were Black, Hispanic, gay, or transgender. Trump is determined to wiped out federal recognition of these categories of people and to stop science research of all kinds.

PROVIDENCE — Four months after her large-scale research study seeking to contain the spread of HIV was canceled by the Trump administration, Dr. Amy Nunn received a letter: the grant has been reinstated.

The study, which is enrolling Black and Hispanic gay men, is set to resume after a June court order in favor of the American Public Health Association and other groups that sued the National Institutes of Health for abruptly canceling hundreds of scientific research grants.

The NIH said in a form letter to researchers in February and March that their studies “no longer effectuate agency priorities” because they included, among other complaints, reference to gender identity or diversity, equity and inclusion.

The order from US District Judge William Young in Massachusetts was narrow, reinstating nearly 900 grants awarded to the plaintiffs, not all of the thousands of grants canceled by NIH so far this year. Young called DEI an “undefined enemy‚” and said the Trump administration’s “blacklisting” of certain topics “has absolutely nothing to do with the promotion of science or research.”

The Trump administration is appealing the ruling, and the NIH continues to say they will block diversity, equity, and inclusion efforts, prompting ongoing fear from scientists that their studies could still be on the chopping block even as they restart.

“We feel like we’re tippy-toeing around,” said Nunn, who leads the Rhode Island Public Health Institute. “The backbone of the field is steadfast pursuit of the truth. People are trying to find workarounds where they don’t have to compromise the integrity of their science.”

Nunn said she renewed her membership to the American Public Health Association in order to ensure she’d be included in the lawsuit.

Despite DEI concerns, she plans to continue enrolling gay Black and Hispanic men in her study, which will include 300 patients in Rhode Island, Mississippi, and Washington, D.C.

Black and Hispanic men who have sex with other men contract HIV at dramatically higher rates than gay white men, a statistic Nunn aims to change.

The study was just getting underway, with 20 patients enrolled, when the work was shut down by the NIH in March. While Nunn’s clinic in Providence did not do any layoffs, the clinic in Mississippi — Express Personal Health — shut down, and the D.C. clinic laid off staff.

The four-month funding flip-flop could delay the results of the study by two years, Nunn said, depending on how quickly the researchers can rehire and train new staff. The researchers will also need to find a new clinic in Mississippi.

The patients — 100 each in Rhode Island, Mississippi, and D.C. — will then be followed for a year as they take Pre-Exposure Prophylaxis, or PrEP, to prevent them from contracting HIV.

The protocol that’s being studied is the use of a patient navigator for “aggressive case management.” That person will help the patient navigate costs, insurance, transportation to the clinic, dealing with homophobia and other barriers to staying on PrEP, which can be taken as a pill or a shot.

The study’s delay means “the science is aging on the vine,” Nunn said, as new HIV prevention drugs are rolled out. “The very thing that we’re studying might very well be obsolete by the time we’re able to reenroll all of this.”

The hundreds of reinstated grants include titles that reference race and gender, such as a study of cervical cancer screening rates in Latina women, alcohol use among transgender youth, aggressive breast cancer rates in Black and Latina women, and multiple HIV/AIDs studies involving LGBTQ patients.

“Many of these grants got swept up almost incidentally by the particular language that they used,” said Peter Lurie, the president of the Center of Science in the Public Interest, which joined the lawsuit. “There was an arbitrary quality to the whole thing.”

Lurie said blocking scientists from studying racial disparities in public health outcomes will hurt all Americans, not just the people in the affected groups.

“A very high question for American public health is why these racial disparities continue to exist,” Lurie said. “We all lose in terms of questions not asked, answers not generated, and opportunities for saving lives not implemented.”

The Trump administration is not backing down from its stance on DEI, even as it restores the funding. The reinstatement letters from the NIH sent to scientists this month include a condition that they must comply with Trump’s executive order on “biological truth,” which rescinded federal recognition of transgender identity, along with Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color and national origin.

Kenneth Parreno, an attorney for the plaintiffs, said he was told by Trump administration lawyers that new letters would be sent out without those terms.

But Andrew Nixon, a spokesperson for the Department of Health and Human Services, said Wednesday the administration “stands by its decision to end funding for research that prioritized ideological agendas over scientific rigor and meaningful outcomes for the American people.”

“HHS is committed to ensuring that taxpayer dollars support programs rooted in evidence-based practices and gold standard science — not driven by divisive DEI mandates or gender ideology,” Nixon said in any email to the Globe.

The Trump administration’s appeal is pending before the First Circuit Court of Appeals in Boston. A motion for a stay of Young’s decision was denied, and the Trump administration is appealing that ruling to the US Supreme Court.

The ongoing push to remove DEI from science has created fear in the scientific community, which relies on federal funding to conduct its research and make payroll.

“Scientific morale has taken a big hit,” Nunn said. “People are apprehensive.”

Indeed, major research institutions have faced mass funding cuts from the federal government since Trump took office. Brown University, the largest research institution in Rhode Island, had more than $500 million frozen until it reached an agreement with Trump on Wednesday.

In exchange for the research dollars to be released, Brown agreed not to engage in racial discrimination in admissions or university programming, and will provide access to admissions data to the federal government so it can assess compliance. The university also agreed not to perform any gender-affirming surgeries and to adopt Trump’s definitions of a male and female in the “biological truth” executive order.

While some have avoided speaking out, fearing further funding cuts, Nunn said she felt a “moral and ethical duty” to do so.

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07/08/2025
Columbia and Brown Agree to Give Trump Administration All Data on Race and Test Scores of New Admissions

In recent decades, many universities have sought to increase racial and ethnic diversity in their student body and faculty. In addition to grades and test scores, they looked at many other factors, such as talents, life experiences, meeting challenges. This process meant that more students of color were admitted, while some students with higher test scores were rejected.

The Trump administration adamantly opposes this process, known as affirmative action. Its view is that scores on the SAT and ACT and grades should be the most important, if not the only criteria for admission. Those scores, to Trump officials, are synonymous with merit. Any deviation from their view will be grounds for investigating violations of civil rights laws.

Sharon Otterman and Anemona Hartocollis reported in The New York Times yesterday:

As part of the settlements struck with two Ivy League universities in recent weeks, the Trump administration will gain access to the standardized test scores and grade point averages of all applicants, including information about their race, a measure that could profoundly alter competitive college admissions.

That aspect of the agreements with Columbia and Brown, which goes well beyond the information typically provided to the government, was largely overlooked amid splashier news that the universities had promised to pay tens of millions of dollars to settle claims of violations of federal anti-discrimination laws, including accusations that they had tolerated antisemitism.

The release of such data has been on the wish list of conservatives who are searching for evidence that universities are dodging a 2023 Supreme Court decision barring the consideration of race in college admissions, and will probably be sought in the future from many more of them.

But college officials and experts who support using factors beyond test scores worry that the government — or private groups or individuals — will use the data to file new discrimination charges against universities and threaten their federal funding.

The Trump administration is using every lever it can to push elite college admissions offices toward what it regards as “merit-based” processes that more heavily weigh grades and test scores, arguing that softer measures, such as asking applicants about their life challenges or considering where they live, may be illegal proxies for considering race.

The additional scrutiny is likely to resonate in admissions offices nationwide. It could cause some universities to reconsider techniques like recruitment efforts focused on high schools whose students are predominantly people of color, or accepting students who have outstanding qualifications in some areas but subpar test scores, even if they believe such actions are legal.

“The Trump administration’s ambition here is to send a chill through admissions offices all over the country,” said Justin Driver, a Yale Law School professor who just wrote a book about the Supreme Court and affirmative action and who said he believed that the administration’s understanding of the Supreme Court’s affirmative action decisionwas wrong. “They are trying to get universities to depress Black and brown enrollment.”

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07/08/2025
Accell Schools–For-Profit and Online–Hires Bill Bennett as Provost of Its New Classical Academies

Accell Schools, a network of for-profit online charter schools, announced that Bill Bennett has been hired to serve as Founding Provost of a new chain of online Classical Academies. Bennett will also serve as provost to two brick-and-mortar charter schools, one in Toledo, Ohio, the other in Clarksburg, West Virginia.

The founder of Accell Schools is Ron Packard, who has played a prominent role in the for-profit, virtual charter school industry for years.

You may recall Ron Packard. I have written about him in the past. His background is in finance and management consulting. He worked for Goldman Sachs and McKinsey. He was never a teacher or principal, which I suppose makes him an ideal education entrepreneur, unbound by tradition, open to innovation, and alert to profit making opportunities.

When he was CEO of K12, Inc., the leader in virtual charter schools, he was paid $5 million a year. K12 dealt with numerous lawsuits and controversies in relation to low test scores, low teacher pay, low graduation rates, and other issues. In 2020, K12 Inc. became Stride, which continues to be a leader in the virtual charter industry.

In 2014, Packard founded Accell as a charter chain. His company bio describes his experience:

Ron previously founded and was CEO of K12 Inc., where he grew the company from an idea to nearly $1B in revenue, making it one of the largest education companies in the world. Under his leadership, revenue compounded at nearly 80%. Prior to K12, he was CEO of Knowledge Schools and Knowledge Learning Corporation, and Vice President at Knowledge Universe, one of the largest early childhood education providers in the U.S.

He has also played a pivotal role in investments across the education sector, including LearnNow, Children’s School USA, LeapFrog, TEC, and Children’s Discovery Center. Earlier in his career, Ron worked in mergers and acquisitions at Goldman Sachs and served clients at McKinsey & Company.

Bill Bennett was U.S. Secretary of Education under President Reagan. He championed vouchers and morality during his tenure.

Until he became chair of the board of K12, he was known as a skeptic of computers in the classroom.

He wrote in his book “The Educated Child,”

“There is no good evidence that most uses of computers significantly improve learning.”

— from his 1999 book The Educated Child

Bennett said in a February 2001 Bloomberg interview:

“From what I’ve observed in schools, we’d be better off unplugging the computers and throwing them out.”

He abandoned his skepticism when he joined the K12 company.

His new role as a “founding provost” of online “classical academies,” calls upon his background as a moralist. His wildly popular “The Book of Virtues” made millions of dollars and established Bennett as the nation’s most moral man.

But this was a standing he lost years ago when it was revealed that he had a serious gambling habit.

The New York Times wrote that the “relentless moral crusader” was also a “relentless gambler.” It estimated that in 2003 that he had lost more than $8 million in Las Vegas.

Mary McNamara wrote in the Los Angeles Times:

It is just too delicious — the image of the man who wrote not only “The Book of Virtues” but “The Children’s Book of Virtues” pulling into Las Vegas in his comped limo, bags whisked to his comped high-roller’s suite while he heads into the blaring, bleating belly of the beast to spend hours pumping thousands of dollars into the slots.p. Turns out William J. Bennett, who considers passing judgment on the personal lives of our leaders a moral duty and who all but called for President Clinton’s head on a platter in “The Death of Outrage,” is a high-stakes gambler. The pulpit bully who took down the moral predilections of single parents, working mothers, divorced couples and gays in “The Broken Hearth,” the man who, despite rather formidable personal girth, preaches against those “ruled by appetite,” has, according to Newsweek and the Washington Monthly, dropped as much as 8 million bucks in high-stakes gambling over the last 10 years.

How much fun is that ?

Bennett’s fall from grace was camera perfect, and no doubt he’ll get big points from the judges for the spin of his attempted recovery. Gambling is legal, he quickly pointed out, at least where he did it. And he never put his family in danger. And it wasn’t $8 million, it was “large sums of money.” Furthermore, he always paid taxes on his winnings and, Atlantic City and Las Vegas being the charitable institutions they are, he pretty much “always broke even.”

If that weren’t intoxicating enough for his many detractors, within minutes of serving up this layer cake of denial, Bennett made a public vow that his gambling days are over because “this is not the example I want to set.”

Or as Kenny’ll tell you, you gotta know when to walk away, and know when to run .

Bennett got into hot water in 2005 when he made a comment on his radio show that was widely denounced by both parties:

Speaking on his daily radio show, William Bennett, education secretary under Ronald Reagan and drugs czar under the first George Bush, said: “If you wanted to reduce crime, you could, if that were your sole purpose; you could abort every black baby in this country, and your crime rate would go down.”

He went on to qualify his comments, which were made in response to a hypothesis that linked the falling crime rate to a rising abortion rate. Aborting black babies, he continued, would be “an impossible, ridiculous and morally reprehensible thing to do, but your crime rate would go down”.

So, despite these handicaps, now 20 years past, Bill Bennett is making a comeback. Everyone deserves a chance to rehabilitate themselves. Even Bill Bennett.

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01/08/2025
A new resource provides trauma-informed training for educators

Students in a combined second- and third-grade at UCLA community school talk in pairs.

Credit: Allison Shelley for EDUimages

“It takes a village.” When it comes to raising a child, we hear this phrase often. It takes extended families, neighbors and close friends to raise a child. It not only takes the support of society as a whole, but also the systems we’ve built. It’s an effort that starts at home but extends to the doctor or clinic’s office, to extracurricular activities and to school.

Anyone who regularly interacts with youth has the unique opportunity to help them feel seen, heard and supported. Our early care providers, educators and others who work in these environments, like coaches, librarians or receptionists, have many of these opportunities and are often the first line of support for today’s youth — especially those who have experienced trauma or adversity.

Research suggests that adverse childhood experiences — or ACEs — like homelessness, loss of parents or loved ones, abuse, neglect, violence or illness—can affect a student’s ability to learn as well as their behavior in the classroom. This can show up in a variety of ways, but research shows children with three or more ACEs are five times more likely to have attendance issues, six times more likely to have behavior problems, and three times more likely to experience academic failure.

But even one caring adult can make all the difference for a child who’s struggling.

That’s why it’s so important to continue to give our early care providers, educators and other school personnel tools and resources to help our young people manage stress and achieve the healthiest version of themselves. Safe Spaces: Foundations of Trauma-Informed Practice for Educational and Care Settings is a free, self-paced training designed to help educators, school personnel and child care providers understand and respond to trauma and stress in our youth. This resource, launched by the Office of the California Surgeon General, helps to reshape these critical interactions with youth who may be overwhelmed or need additional support by using effective strategies that can lead to healthier lives.

Safe Spaces is grounded in research and was developed in collaboration with experts in education and youth mental health. Through case examples, strategies, videos and practices, individuals gain the education and tools they need to be that pillar of support in a child’s life. Those who complete the training will also receive a certificate of completion from the Office of the California Surgeon General.

This training was made possible with funding from the California Children and Youth Behavioral Health Initiative. Safe Spaces is just one piece of a larger effort to reimagine the systems that support California’s children and youth.

In August 2022, Gov. Gavin Newsom announced California’s master plan for kids’ mental health , a multiyear effort to more holistically serve the state’s diverse children, youth and families. The California behavioral health initiative is at the very core of that plan. Additional investments include $4.1 billion to develop a community schools strategy that connects kids and families to essential health, mental health and social services alongside high-quality, supportive instruction with a strong focus on community, family and student engagement. To date, the State Board of Education has awarded grants to fund 1,028 schools to become community schools or expand their existing programs.

These investments in mental health and wraparound services for young people are designed to meet Californians where they are and make a tangible difference in their lives.

We continue to be inspired by the drive and passion of so many educators, early care providers and school personnel who are nurturing our youth. This training is just one example of how we can support them along the way.

•••

Diana Ramos is California’s surgeon general and a public health leader dedicated to improving health care quality and equity.

Linda Darling-Hammond is the Charles E. Ducommun professor of education emeritus at Stanford University, president of the California State Board of Education and an adviser to Gov. Gavin Newsom.

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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20/07/2025
Orange County district pioneers new Korean American studies course for high school

Jeff Kim, a teacher at Cambridge Virtual Academy in Anaheim Union, is teaching the first-ever Korean American ethnic studies course for high school students.

Credit: Courtesy of Jeff Kim

Jeff Kim, a world history teacher in Anaheim Union High School District, had long dreamed about how a Korean American studies course could help his students connect with their heritage. But it was the surge of hatred against Asian Americans during the pandemic that made him realize just how urgently the class was needed.

Shortly before the pandemic reached the U.S., a seventh grade student came up to him before class and expressed concern that she or her family might face anti-Asian violence because of this new virus in China. Although Kim had experienced discrimination in his own life, he wanted to reassure her and so told her that in California, a relatively liberal state, and Orange County — where 23% of students are Asian — she and her family would not face those problems.

“I just said, ‘We live here in California, I don’t see that type of violence happening to Asian Americans here,’” Kim said. “I gave her the wrong information.”

That Kim was wrong became apparent in the early days of the pandemic, during which time a surge of xenophobic rhetoric scapegoated Asian Americans as the cause of the pandemic. It was both a local and national issue. Anti-Asian hate crimes doubled in California in 2020, compared with the prior year. In Orange County, the number of hate incidents against Asian Americans jumped 1,800% in 2020, according to the annual Orange County Hate Crime Report. News of Asian American spa workers in Georgia who were killed in a shooting rampage was a turning point for Kim.

He asked himself, “What is a way I can respond with love and wisdom?”

Fast-forward to this year – the Anaheim Union High School District has launched a first-of-its-kind high school ethnic studies course focused on the experiences of Korean Americans.

For the past three years, Kim worked with district leaders in Anaheim Union High and scholars of Korean American history — many of whom are based in Southern California — to pioneer the first high school course dedicated to Korean American history. It’s a historic moment in the development of Korean American studies, which has been maturing as an academic field in recent decades.

“It’s huge,” said professor Edward Chang, the founding director of the Young Oak Kim Center for Korean American Studies at University of California Riverside. “It’s a starting point, and I’m hoping it will spread to other school districts.”

Chang is the co-author of “Korean Americans: A Concise History,” a book that covers leading figures and highlights in Korean American history in a little over 100 pages, a book he said he conceived with future K-12 students in mind, and which now serves as a textbook for Anaheim Union High’s new course.

The course debuted earlier this month as a virtual course through Anaheim Union High’s Cambridge Virtual Academy and is open to all high school students in the district.

Building the curriculum

The Korean Consulate General in Los Angeles sponsored the development of the curriculum; Kim worked with Grace Cho, a professor in Cal State Fullerton’s department of secondary education, to come up with the components of the proposed course, which consists of seven lessons adapted to California state standards, and available online.

The lessons begin with the earliest wave of 19th-century Korean immigrants and end with K-pop’s global dominance. There are lessons on the struggles and triumphs of key figures, such as war hero and humanitarian Col. Young Oak Kim and Dosan Ahn Chang Ho, the founder of the first American Koreatown.

It’s a class for everyone, said Kim. Other ethnic groups can connect with Korean stories of resilience, such as how gold medal-winning Olympic diver Sammy Lee was barred from practicing in public pools because of his race or how most Koreans were barred from immigrating to the United States before 1965.

“This class is not just about Korean Americans. It’s U.S. history, but through the eyes of Korean Americans,” said Cho. “By learning other ethnic groups’ history, you get to expand your perspectives and views.”

The course will enable students to fulfill the ethnic studies requirement that will go into effect for all California high school students in two years. But many of the first 34 students who signed up for the course simply wanted to learn more about their own cultural background.

Celine Park, a freshman at Oxford Academy, said this class is a unique opportunity for second-generation Korean Americans like her who haven’t had a way to synthesize Korean and American history in their lives.

“I wanted to meld these two together, to make these connections between the two histories and bond my own identity, while helping other second-generation Korean Americans like me,” Park said.

It has also inspired pride in students’ families. Yuri Yamachika, a first-year student at Oxford Academy, said that her mom, a first-generation Korean American, didn’t have many opportunities to learn about her culture beyond what her own parents shared with her.

“She was excited and proud that we have a course to learn about our own heritage,” said Yamachika. “She’s glad I took it.”

Parents are a crucial firsthand source of information in the course. Understanding that every student has an ethnic heritage is a key part of the ethnic studies discipline. Kim encouraged his students, no matter their background, to learn and reflect on their families’ stories.

“Sometimes parents haven’t had a chance to tell these stories, because there’s a language barrier or a cultural barrier,” Kim said. “But if I make it a class assignment, they’re much more inclined to ask — and parents are much more inclined to tell their story.”

That makes the course a draw to students — including those who aren’t Korean American.

When Karina Soliman interviewed her father for a class assignment, she learned about the discrimination he faced as an Egyptian in the post-9/11 era, when Arab Americans were widely stereotyped as terrorists. The senior at Savanna High School connected this to the stereotypes that other ethnic groups in the U.S. have faced. She hopes the course will help her model the importance of respecting others’ stories.

“I’ve grown more cognizant of other cultures and other people, and realizing how important that is,” Soliman said.

Students in Kim’s class will also participate in a civic project of students’ own choosing. This is a facet that has earned the notice of the California Asian American & Pacific Islander Legislative Caucus. In a letter of support, Assemblymember Evan Low and state Sen. Dave Min praised the course for “allowing students to foster collaborations and partnership with Asian American organizations.”

This new course also represents a high-water mark for scholars who have promoted Korean American studies. It was only recently that there was a critical mass of scholars interested in Korean American history, Chang said. There’s a growing interest in the field in higher education, but promoting it at the K-12 level has been a major goal of scholars.

Korean American history didn’t make it into the early drafts of the state’s ethnic studies model curriculum, but scholars pushed back, said Cho. The state’s model curriculum now includes a lesson on the L.A. civil uprising of 1992, known as Saigu or 4/29 among Korean Americans, which marked a turning point in the community’s identity.

Chang said that he looks forward to students like Kim arriving at college. He has seen students’ eyes widen as they learn about their own history. He believes college is too late for that experience.

Kim said in the early days of deciding to push forward with the curriculum, he felt like he was taking a big risk. He worried about how the course might be misunderstood, but he feels like it has paid off. Now he reminds his students of their own role in blazing a trail for the next generation of students. His students are already eager to see that continue.

Soliman has advice for teachers or administrators considering a course like this: “Don’t be afraid to put it out there, or to start a conversation for that kind of course to be created because it can greatly impact and inform a lot of students on topics that they’re not traditionally going to learn about until college.”

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19/07/2025
Central Valley students to benefit from new Fresno State program | Quick Guide
Fresno State University

Credit: fresnostate.edu

Thanks to a new program, thousands of students across the central San Joaquin Valley will receive college and career prep throughout their entire high school career and a guarantee that, once they graduate, they’ll have a spot at Fresno State, one of the California State University campuses.

Through Fresno State’s Bulldog Bound Program, students at more than 20 school districts, including the state’s third-largest, Fresno Unified, will get a guaranteed spot at the university, if students meet the minimum graduation requirements, as well as guidance each year of high school.

“We know that Bulldog Bound will completely change how we see and truly live what it is to have a college-bound culture in our (school) system,” said Misty Her, Fresno Unified deputy superintendent, during the Aug. 23 board meeting discussing the program.

“This says to all of our students that we believe in you, that we will cultivate and build your greatest potential, and that as soon as you enter our system, college is already an option for you.”

Jeremy Ward, assistant superintendent for college and career readiness for Fresno Unified, said that while guaranteed admission to Fresno State is the chief “promise” of the program, all students will receive support, resources and tools to be successful Fresno State Bulldogs.

All students — starting in the ninth grade and every year until they graduate — will reap the benefits of the program.

“I believe that Bulldog Bound is going to prepare (students) not just for the requirements for getting into college but into careers,” said Phong Yang, interim associate vice president for strategic enrollment at Fresno State.

The university started the program to ensure students in the Central Valley have a “clear, tangible path” to a college degree.

Throughout much of the Central Valley, less than 25% of adults age 25 or older earned a bachelor’s degree, according to 2020 education and labor statistics. Specifically, 22% in Fresno County hold a bachelor’s degree; 15% have a bachelor’s degree in Kings, Madera and Tulare counties; and 14% earned a bachelor’s degree in Merced County. In comparison, statewide, 35% of adults hold a bachelor’s degree.

The Bulldog Bound program, many believe, can change that by promoting a college-going culture in the region.

“The vision behind Bulldog Bound is that every student gets the same treatment, no matter where you go, no matter where you come from,” Yang said. “You’re going to have the same opportunity.”

The university, Fresno Unified and other school districts launched the initiative in May, but this is the first semester for the program. Here’s what it means for students and families.

What districts are participating?

Fresno State’s partnering school districts are located in Fresno, Madera, Kings and Tulare counties and include: Caruthers Unified, Central Unified, Chawanakee Unified, Clovis Unified, Cutler-Orosi Unified, Firebaugh-Las Deltas Unified, Fowler Unified, Fresno Unified, Gustine Unified, Kerman Unified, Kings Canyon Unified, Kingsburg Unified, Los Banos Unified, Madera Unified, Mendota Unified, Parlier Unified, Porterville Unified, Sanger Unified, Tulare Joint Union High School District, University High School and Visalia Unified.

What can all students, grades 9-12, expect?

High school counselors and Fresno State ambassadors (current students) will lead workshops about the program and the opportunities it will provide. Although the workshops start in ninth grade, the lessons continue throughout students’ high school careers.

Are there any other benefits for ninth graders?

Students will receive a Fresno State ID card and email address. Although the cards will be a different color from the college student ID cards, the cards grant high schoolers access to:
- On- campus privileges, such as library use.
- Student admission rates at sporting events and for food or other items.
In 10th grade?

Students can:
- Participate in campus tours.
- Explore the majors they can study at Fresno State.
- Learn in-person and on-campus during a summer experience at the end of their 10th grade year. During the summer experience, students can take college-prep lessons, learn even more about majors and become familiar with the campus.
In 11th grade?

While continuing to learn from workshops and admission prep, 11th grade students receive:
- Conditional admission.
- Dual enrollment opportunities.
- Summer experience opportunities.
In 12th grade?

As high school seniors in the program, students receive on-the-spot acceptance once they submit their application if they’ve met the graduation requirements.

“That means they’re in,” Ward said. “There’s no waiting, no wondering. They’re a part of the Fresno State Bulldog family.”

Families will also receive early financial aid estimates to plan for the costs of attending.

What do students learn?

Workshops and lessons, which happen each school year, include topics on:
- The Bulldog Bound program and how to be involved.
- Financial literacy, starting in 10th grade.
- Applying for college, starting in 11th grade.
- Scholarship opportunities, starting in 12th grade.
- Building “college knowledge,” as Ward described it.
The program opens the door for Fresno State to engage with and educate students on college and career readiness, many say.

Oftentimes, first-time students are unsure of what career they want to pursue, said Yang, Fresno State’s interim associate vice president for strategic enrollment. With Bulldog Bound, Fresno State will have the opportunity to engage students about their interests early in high school and inform them of the right classes they should take to pursue those interests.

Other than the workshops, admissions prep and campus tours, students will learn about college life from current students. Fresno State uses a team of student ambassadors, many of whom are from the local Fresno area, according to Yang.

“That is, by far, one of the most effective ways for students to see their potential in going to college because they see individuals like themselves coming from the neighborhood, coming back and sharing their experiences,” he said.

What do students need to do?

Students sign a Fresno State agreement in ninth grade. In Fresno Unified, students are automatically a part of the program, but families can choose to opt out.

What are the graduation requirements to obtain guaranteed admission?

Students must meet the minimum California State University A-G course requirements. Once in the 12th grade, they apply for and are granted admission to Fresno State.

What could be the impact?

Not only does the program guarantee admission, but it also provides “knowledge for (even) a ninth grade student to know, to plan, to prepare” for that acceptance and admission, Ward said.

Claudia Cazares, a Fresno Unified board member, said, “I think it’s opening the eyes of many of our students who hadn’t considered that as an option.”
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19/07/2025
Lawmakers, Newsom and UC agree on new community college transfer plan, legislative leader says

The Transfer and Reentry Center in Dutton Hall at UC Davis helps transfers get acclimated to their new environment.

Credit: Karin Higgins/UC Davis

In an attempt to make it easier for students seeking to transfer to the University of California, the Legislature and Gov. Gavin Newsom are in agreement on the framework for a new pilot transfer program between the community college system and UC, a top lawmaker told EdSource on Monday.

“This is monumental,” Assemblymember Kevin McCarty, D-Sacramento, said in an interview Monday. “This is the biggest transfer bill in over a decade and the first time we’re able to get pretty darn close to having a universal transfer process for all community college students.”

McCarty, the author of the bill, said the legislation was a negotiated compromise between the Senate, Assembly, Newsom’s office and UC. McCarty participated in the talks as chair of the Assembly’s budget subcommittee on education finance.

Rather than immediately creating a systemwide transfer guarantee, the newly proposed pathway would start as a pilot at UCLA in a limited number of majors and then expand to more campuses in limited majors. The bill states that UC must “prioritize admission” to students who complete an associate degree for transfer in the selected majors but does not state they need to guarantee admission to them at their chosen campus. If a student is not admitted to their chosen campus, the student would be redirected and admitted to another campus.

A UC spokesperson confirmed Monday that UC has been in negotiations with lawmakers and Newsom on “compromise legislation” but that UC has not yet taken an official position on the bill.

The bill is expected to get floor votes this week in both the Assembly and the Senate, according to McCarty.

Assembly Bill 1291 would first require that UCLA, beginning in 2026-27, prioritize admission for community college transfer applicants who complete an associate degree for transfer in certain majors. The specific majors have yet to be determined, but UCLA would need to designate at least eight of them. By 2028-29, it would expand to at least 12 majors, with at least four of them in a science, technology, engineering or math field.

By 2028-29, the new transfer pathway would also expand to four additional UC undergraduate campuses that have also yet to be determined. UC would choose those campuses and, like at UCLA, designate at least 12 majors at each campus and prioritize admission for students who complete an associate degree for transfer in those majors. The Legislature then intends to expand the program by 2031 to UC’s remaining four undergraduate campuses.

Earlier this year, McCarty introduced another bill, AB 1749, that would have required UC, beginning in 2025, to admit all eligible students who complete any associate degree for transfer, something the California State University system already does.

But UC opposed that bill, with officials for the system arguing that it would have disadvantaged students in certain majors — especially in STEM fields — because they would have entered UC underprepared for their coursework.

UC has yet to take a position on the latest bill because the university wants to be able to “review final legislative language” and evaluate “any potential last-minute amendments,” said Ryan King, a spokesperson for the system, in a statement to EdSource.

Currently, UC does not have a systemwide transfer guarantee for community college students. There are separate transfer admission guarantees at six of the system’s nine undergraduate campuses — all except UCLA, Berkeley and San Diego. But those separate guarantees each have different requirements for admission. And students who consider transferring to Cal State have to also deal with separate and different requirements for that system.

As EdSource has reported in a continuing series, “A Broken System of University Transfers,” the complicated process is a big reason why so few students successfully transfer from a community college to a four-year university in California and why many experts have called for a more streamlined transfer process. Most recently, a report published by the Public Policy Institute of California last month found that most California community college students who wish to transfer never do and states that “students would have an even clearer roadmap for transfer success” if UC were to participate in the associate degree for transfer as Cal State does.

McCarty said he’s hopeful his bill will be “a game changer” for community college transfers.

“Too often you have to have a doctoral degree to understand how to transfer,” he said. “We don’t have to reinvent the wheel. We have this system that’s been working for the community colleges and CSU, and I’m excited that we’re going to be able to expand this to the UC.”

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18/07/2025
New York Times Publishes Absurd Story About Mamdani

By now, you have certainly heard that a 33-year-old Muslim democratic socialist named Zoltan Mamdani won the Democratic primary for mayor in New York City. Most remarkably, Mamdani upset former Governor Andrew Cuomo, the favorite. At the start, Mamdani was an unknown, Cuomo had name recognition. Cuomo ran on a platform touting his experience and promising to be tough on crime. Mamdani focused on the high cost of living and promised to freeze rents and to make city buses free. He also pledged to open a city-run grocery store in each of the city’s five boroughs, where prices would be low.

Mamdani had the support of a large number of enthusiastic young volunteers and a considerable segment of the working class. Cuomo had a huge financial advantage and the solid support of the Democratic Party’s leading figures, like former President Clinton and former Mayor Bloomberg. Mamdani skillfully used social media and his cheerful personality in the absence of a huge campaign fund. He pledged to pay for his promises by raising taxes on the rich.

Mamdani was born in Uganda to Indian parents. His father is now a professor at Columbia University. His mother is a successful film-maker. Mamdani graduated from the Bronx High School of Science, one of the city’s elite high schools that admits only those students who pass a test given on a single day. He graduated from Bowdoin College in Maine.

The General Election is in November. Mamdani will again face Cuomo and also incumbent Mayor Eric Adams, who is running as an independent.

Adams has been in disrepute after being indicted by the U.S. Attorney’s office on multiple counts of corruption. Adams met with Trump, and Trump made sure that the indictments were dropped. Several experienced prosecutors in the US Attorney’s office resigned rather than sign the statement dismissing Adams’ indictment.

The business community opposes Mamdani; they fear his views. The big labor unions have endorsed Mamdani, most recently, the city’s biggest union, the United Federation of Teachers. It should be noted that Mamdani cannot raise taxes without the Governor’s approval, which is unlikely.

Into this unsettled situation comes The New York Times with a story that paints Mamdani in a bad light. The title of the story was: “Mamdani Identified as Asian and African American on College Application.” Someone hacked into Columbia University’s files and found Mandani’s college application. When asked about his race, he checked both Asian and African-American.

Margaret Sullivan, a journalist who previously served as ombudsman for The New York Times, wondered whether the newspaper was trying to undermine Mamdani. The story implied that he lied, but he was in fact born in Africa to parents of South Asian heritage.

Mayor Adams was quick to use the Times‘ story to say that Mamdani was falsely portraying himself as “African-American.” Supposedly this would help his chances of gaining admission to Columbia. However, Mamdani was rejected by Columbia.

The Times’ story said:

In an interview on Thursday, Mr. Mamdani, 33, said he did not consider himself either Black or African American, but rather “an American who was born in Africa.” He said his answers on the college application were an attempt to represent his complex background given the limited choices before him, not to gain an upper hand in the admissions process. (He was not accepted at Columbia.)

“Most college applications don’t have a box for Indian-Ugandans, so I checked multiple boxes trying to capture the fullness of my background,” said Mr. Mamdani, a state lawmaker from Queens.

The application allowed students to provide “more specific information where relevant,” and Mr. Mamdani said that he wrote in, “Ugandan.”

Sullivan points out that the story was given to the Times by an intermediary whom she describes as a “white supremacist.” She wondered why the Times would publish a story based on hacked information.

She wrote:

For one thing, it came to the Times due to a widespread hack into Columbia’s databases, transmitted to the paper through an intermediary who was given anonymity by the paper. That source turns out to be Jordan Lasker, who – as the Guardian has reported – is a well-known and much criticized “eugenicist”, AKA white supremacist.

Traditional journalism ethics suggests that when news organizations base a story on hacked or stolen information, there should be an extra high bar of newsworthiness to justify publication. Much of Big Journalism, for example, turned their noses up at insider documents offered to them about JD Vance during last year’s presidential campaign, in part because the source was Iranian hackers; in some cases, they wrote about the hack but not the documents.

Sullivan points out that the rightwing media ecosphere used the story to pummel Mamdani, whom they already hated because he is both a Muslim and a socialist:

The rightwing cable network was having a field day with Mamdani, a Muslim and social democrat, even before the Times story. President Trump has called him a communist and suggested he should be deported. Other rightwing outlets picked up the story, too, presenting it as a DEI scandal – that Mamdani lied about his race in order to take advantage of the affirmative action admission policy at Columbia. (Making the story even more absurd is the fact that Mamdani didn’t get in.)

Mamdani has become a national figure almost overnight as a result of the controversy. The right happily portrays him as the frightening face of the Democratic Party. Democrats are torn between those who embrace the energy he has brought to a party known for aging leaders and those who are frightened that he will scare away white, middle class voters.

Stay tuned.

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15/07/2025