برچسب: Number

  • University of California enrolled a record number of California residents in the fall

    University of California enrolled a record number of California residents in the fall


    Student walk up and down the Promenade to Shields Library at UC Davis.

    Credit: Gregory Urquiaga / UC Davis

    The University of California increased enrollment of in-state students by more than 4,000 this past fall, keeping with demands from lawmakers and Gov. Gavin Newsom to grow the number of California residents who get a coveted spot at the university system. 

    Not only did UC enroll a record number of Californians and its largest-ever class of California first-year students, but the rate of increase for those students was higher than in recent years, when UC has often seen only modest growth.

    That freshman class had 42,058 Californians — or 2,094 more than the previous fall. In addition to the uptick in first-years, UC enrolled more returning in-state sophomores, juniors and seniors than the previous year. Overall, UC enrolled 194,571 California resident undergraduates — or 4,145 more than fall 2022, a 2.2% jump. That accounted for 83.4% of UC’s total undergraduate enrollment. Enrollment of out-of-state students declined, thanks to a drop in the number of returning international students. 

    The historic jump in California residents is a turnaround from last year when lawmakers were critical of UC for failing to meet their demands.

    Campuses that welcomed an increase in California freshmen last fall are: Santa Cruz, Irvine, Davis, UCLA, San Diego and Santa Barbara. Berkeley and Merced saw only modest increases. When including returning students, the largest increases of California residents happened at the Berkeley, Los Angeles and San Diego campuses. UC officials cited higher retention rates as being among the main drivers of those increases. 

    “When we take a look at California resident students, this is the largest number that we’ve ever had,” Pamela Brown, UC’s vice president of institutional research and academic planning, said on a call with reporters this week.

    Over the last several years, UC has faced pressure from lawmakers and Newsom to prioritize enrollment of California resident undergraduates. In 2022, Newsom implemented a multiyear agreement — or a “compact” — with the system. Under the agreement, Newsom pledged annual budget increases of 5% in exchange for increased enrollment of in-state students, among other things.

    The system at times has struggled to keep up with those requests, with higher numbers of admitted California residents not always translating to enrollments in recent years.

    UC officials maintain they are committed to continue growing enrollment of California residents, even though Newsom earlier this month proposed deferring $258.8 million in state dollars for UC until 2025. That includes the funding for a 5% increase to UC’s base budget that the system is supposed to receive as part of the compact. 

    “We’re all in on the compact,” Brown said. 

    UC also enrolled a more racially diverse student body this past fall. Across the undergraduate student body, the share of students from underrepresented racial groups — including Black, Latino, Native American and Pacific Islander students — grew by 1.1% or 3,481 students. By far, the largest increase was among Latino students. UC enrolled 61,075 Latino students, 2,671 more than the previous fall, with California residents making up the vast majority of those students.

    UC achieved the increases despite a small decline in California residents transferring from a California community college, with the number of first-time transfer students down by 72. That decline, however, was much more modest than the previous year, when the number of in-state residents who transferred from a California community college declined by more than 1,000 students.

    Officials have attributed the drop in transfer students to declines in the number of students attending community colleges, which suffered massive enrollment losses during the pandemic. But with enrollment at the state’s community colleges now showing signs of recovery, those trends could be reversing.

    “We feel that this is something that is going to continue to improve in the next few years,” Brown said.

    UC’s optimistic estimates for in-state enrollment marks somewhat of a contrast from just a year ago, when UC told lawmakers it was behind schedule in increasing the enrollment of those students. UC estimated at the time that its enrollment of in-state students would decrease in the 2022-23 academic year, frustrating lawmakers who had asked UC to add thousands of California residents.

    In fact, though, UC ended up increasing enrollment of California residents on a full-time equivalent basis by more than 1,500 students in 2022-23, officials said this week. That was because students took more classes in the spring and winter than UC had anticipated. 

    The full-time equivalent calculation is different from headcount enrollment, which is a simple count of the total number of students. The number of full-time equivalent students, which is how the state calculates enrollment for funding purposes, is based on the total number of credits that students take. Under the multi-year agreement with Newsom, UC is expected to have added 8,000 full-time equivalent resident undergraduates by 2026-27, with 2022-23 serving as the baseline.

    UC won’t know its 2023-24 full-time equivalent enrollment numbers until the end of the academic year, but the increase in headcount enrollment in fall 2023 suggests that number is continuing to trend upward. 

    And even though UC is funded based on its full-time equivalent enrollment, lawmakers are just as concerned with ensuring the system continues to increase the total number of residents who attend. 

    The university’s plans for sustained enrollment growth does raise the question of whether its campuses have the capacity for that growth, particularly with some campuses already facing housing shortages.

    During this week’s call with reporters, officials cited new housing projects that are underway at several campuses and noted that future new students may not all be attending UC’s traditional brick-and-mortar campuses.

    “We are evaluating opportunities for students to pursue their degrees through things like our University of California in DC program, through our Sacramento program, which may not have direct footprints on campuses, but still allow them to have the in-person educational experience,” said Ryan King, a spokesperson for the system. 

    King added that UC will also look to increase online offerings.

    Brown also noted that the compact with Newsom has provided the “stability of knowing what we’re getting” and will help support enrollment growth.

    This year, under Newsom’s proposed budget deferrals, UC would be asked to borrow money to cover its compact funding — $227.8 million, plus another $31 million to increase resident enrollment and offset declines in the enrollment of nonresidents, who pay more tuition.

    In his budget proposal, Newsom said UC would get reimbursed in next year’s state budget. In its analysis of Newsom’s budget, the Legislative Analyst’s Office warned that plan could be risky. 

    “Not only would this proposal increase the pressure on the state to provide these payments next year—despite continued deficits — but it also would shift fiscal risk to these entities in the event the state does not ultimately make these payments,” the LAO wrote. 

    Brown, though, said UC remains confident in the compact and noted campuses are already moving forward with their 2024-25 enrollment planning, when UC expects to further increase California resident enrollment.

    “Campuses have set out targets that are helping us achieve the compact goals, and we’re continuing with those,” Brown said. “All our enrollment planning functions are looking to achieve the compact goals, and we are expressing great confidence that we’ll continue to get that support from the state.”





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  • Increasing access can raise number of California students eligible for 4-year colleges, panel says

    Increasing access can raise number of California students eligible for 4-year colleges, panel says


    https://www.youtube.com/watch?v=mhH3-SDb0Io

    California high schools can increase the number of students completing college prep courses if they raise awareness and support student success, according to panelists at EdSource’s roundtable, Keeping options open: Why most students aren’t eligible to apply to California’s public universities.

    Throughout the discussion on Tuesday, the panelists explored why a majority of high school students fail to complete A-G requirements — courses they need to qualify for admission to the University of California or California State University systems — and offered ways that schools can help change that.  

    “I think we have a responsibility to raise the expectations and then lean in to making sure that we have the support in place for students to be successful in those expectations,” said Sherrie Reed Bennett, executive director of the California Education Lab at the UC Davis School of Education.

    Panelists agreed that the more options students have, the better their situation after graduation and that increasing access to college prep courses is crucial. 

    Michael R. McCormick, superintendent of Val Verde Unified, said that awareness should start well before students enter high school and that schools should create a college and career culture with events such as College Days or elementary school lessons on A-G courses. 

    But beyond awareness, high school students are not getting the support they need to complete the A-G coursework, and parents and students, who often know little or nothing about these requirements, are left to figure it out on their own, panelists said.  

    “To expect people to go out and figure it out on their own is really difficult,” Delilah Brumer, a student at Los Angeles Pierce College, said about high school students not having the resources to learn about A-G requirements.

    Some schools also struggle with offering the A-G coursework or doing so in a way that supports students. In 2018-19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses.

    Although Brumer met her A-G requirements at a Los Angeles Unified school, she said the process was stressful and confusing. Her Career Technical Education courses often conflicted with her A-G courses, and she could only take some courses online. 

    Taking A-G and CTE courses shouldn’t be a matter of “either or,” Reed said, adding that districts should work to prevent those conflicts. For example, Val Verde Unified offered 42 career pathways and ensured that every course within each pathway was also A–G approved, according to Policy Analysis for California Education (PACE) research in which Reed co-authored and cited during the roundtable.

    Whether college or career, the A-G courses are important for all students, no matter what their plans are after high school, panelists said.

    Systemic changes needed 

    Students planning to attend UC or CSU must complete the college preparatory courses known as A-G requirements — 15 courses in seven areas that overlap with the requirements for a high school diploma but are more rigorous.  

    More than half, 56%, of high school seniors failed to meet these requirements in 2023, meaning they were ineligible to apply to a California public university and may struggle at a community college.

    Research indicates that enrollment and completion rates on A-G courses vary across student groups and schools. In 2023, 68% of Black students and 64% of Latino students did not meet A-G requirements, compared with 26% of Asian students and 48% of white students, according to EdSource’s analysis. The highest non-completion group was foster students at 88%, followed by disabled students at 85% and English learners at 82%.

    It’s a multifaceted problem that requires systemic changes at a district, and possibly, statewide level, panelists said. 

    Aleka Jackson-Jarrell, program coordinator for the Heritage program at Victor Valley Union High School District, said schools must evaluate support through an equity lens because there are systemic barriers keeping African American and Latino students from qualifying for four-year universities. 

    With just 6% of Black students graduating with A-G courses at Adelanto High, Victor Valley started Heritage, an equity program that helps place students in A-G courses.  The program also educates families about college applications, financial aid and housing, spearheading school and districtwide changes, such as career advisers helping all students with UC and CSU applications. 

    “So many system changes needed to be made in order for all of our students, not just the African American students, to benefit,” Jackson-Jarrell said. “So a lot of things have changed because of this one equity program; they’re mirroring and changing the systems.” 

    PACE research found that at the school or district level, routine data analysis, such as comprehensive A-G course audits, can also help inform school and course-level changes to support students with meeting the requirements. 

    McCormick suggested that a default enrollment process in the A-G courses would guarantee all students have access and the opportunity to reach their dreams. 

    “If we can, through a policy solution or the stroke of the governor’s pen, decide that we need to teach cursive writing, why can we not do some sort of a policy solution for A-G?” he said.  “It seems like a viable path is there.”





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  • California TK-12 enrollment ticks down, while number of homeless and poor students rises

    California TK-12 enrollment ticks down, while number of homeless and poor students rises


    Zaidee Stavely/EdSource

    Top Takeaways
    • The 0.54% decline was steeper than last year but not as dramatic as the plunge at the peak of the pandemic.
    • The drop in enrollment was somewhat offset by the expansion of transitional kindergarten.
    • The number of students identified as homeless jumped 9.3% from last year.

    New state data released Wednesday shows that California’s TK-12 enrollment has continued its steady post-pandemic decline. At the same time, the number of poor and homeless students has been increasing.

    For the 2024-25 school year, enrollment statewide declined by 31,469 students or 0.54%, compared to last year. California now has 5.8 million students in grades TK-12 compared to 6.2 million students in 2004-05. The new data from the state is based on enrollment counts for the first Wednesday in October, known as Census Day.

    This year’s decline is a little steeper than last year’s, which was 0.25%, but relatively flat compared to the enrollment plunge at the peak of the pandemic.

    “The overall slowing enrollment decline is encouraging and reflects the hard work of our LEAs across the state,” said state schools Superintendent Tony Thurmond in a statement.

    The drop in enrollment was somewhat offset by the state’s gradual rollout of transitional kindergarten. More students were eligible for the new grade than last year, and the numbers reflect that. An additional 26,079 students enrolled in transitional kindergarten — a 17.2% increase — while most other grade levels saw dips in enrollment.

    The new state data also reflect an increasing number of students who are experiencing economic hardship. An additional 32,179 students now qualify as socioeconomically disadvantaged, a 0.9% increase. This data show that 230,443 students were identified as homeless — a 9.3% increase from the last school year.

    The number of students identified as English learners decreased by 6.1%. This is largely in response to Assembly Bill 2268, which exempted transitional kindergarten students from taking the English Language Proficiency Assessment for California (ELPAC).

    Previously, schools tested transitional kindergarten students with a screener meant for kindergarten students, which was not appropriate for younger students and was therefore unreliable, according to Carolyne Crolotte, director of policy at Early Edge California, a nonprofit organization that advocates for early education. The state is in the process of creating a new screener, but in the interim, almost no English learners are being identified in this grade.

    State officials attribute much of the enrollment decline to demographic factors, such as a declining birth rate. 

    Enrollment saw its greatest decline in regions of the state with higher housing prices, notably Los Angeles County and Orange County. There is growth in more affordable areas of the state, such as the San Joaquin Valley and Northern California, including the Sacramento area.

    Enrollment in charter schools has steadily increased at the same time enrollment in traditional public school is decreasing. This year an additional 50,000 students attended a charter. Now 12.5% of students in California are enrolled in charter schools, which is up from 8.7% ten years ago.

    The California Department of Education characterized transitional kindergarten numbers, which went up 17.2%, as a “boom.” A release from the department stated that 85% of school districts are offering transitional kindergarten at all school sites. It also said that transitional kindergarten is creating more spaces in the state preschool for 3-year-olds. 

    However, the enrollment numbers for transitional kindergarten are well below early estimates advanced by the Learning Policy Institute in 2022 which had estimated that 60% to 75% of eligible students would enroll in transitional kindergarten. The just released numbers show closer to about 40% of eligible students are opting in for transitional kindergarten, which according to Bruce Fuller, professor of education and public policy at UC Berkeley, is “not exactly universal preschool.” 

    The Governor’s recently released budget revision noted that lower daily attendance prompted him to reduce funds aimed at transitional kindergarten by $300 million. The state plans to lower the student to adult ratio in these classrooms from 12:1 to 10:1 next year, but will need less money to do so because of lower enrollment.

    Transitional kindergarten has been gradually expanding over a five-year period to include all 4-year-olds. This school year, all students who turn five years old between Sept. 2 and Jun. 2 were eligible. The expansion to all 4-year-olds will be complete in the 2025-26 school year.

    The expansion of transitional kindergarten doesn’t seem to be reaching more eligible four-year-olds than the previous system of private preschools, state preschools and Head Start, Fuller said. He notes that enrollment in those programs has been in decline at the same time that transitional kindergarten has been growing.

    Crolotte praised the state for its expansion of transitional kindergarten but said that some families may not know that their children are eligible for the program.

    “I think more work needs to be done about communication to families and knowing that this is available to them,” Crolotte said.





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  • Number of California teaching credentials increases after two-year slump

    Number of California teaching credentials increases after two-year slump


    A teacher reviews students’ project notes on a computer.

    Credit: Allison Shelley for EDUimages

    TOp takeaways
    • California issued 17,328 new teaching credentials during the 2023-24 school year, an 18% increase.
    • At the beginning of this school year, district officials estimated they needed about 25,000 new teachers to fill their classrooms.
    • Enrollment in teacher candidate programs dropped by more than 3,000 teacher candidates between 2019-20 and last school year.

    California issued 18% more teaching credentials last school year, compared with the previous year, but education experts remain only cautiously optimistic. The uptick comes after two years of declines, a drop in enrollment in teacher preparation programs and apprehension about federal and state funding.

    During the 2023-24 school year, 17,328 teachers earned a preliminary or clear credential — 2,666 more than the previous year. This was the first increase in new credentialed teachers since 2020-21, when the pandemic shuttered schools, according to the recently released “Teacher Supply in California” report to the Legislature. 

    The increase offers a glimmer of hope amid an enduring teacher shortage. However, the new teachers may not be enough to fill the classrooms vacated by retiring teachers and to replace teachers with emergency permits and waivers. New threats to teacher preparation funding could also hurt program enrollment, erasing last year’s gains.

    “At a time when schools across the nation are facing teacher shortages, the growth in California’s newly credentialed teachers indicates that state investments in teacher recruitment are beginning to pay off,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “While these findings are a bright spot for California’s education system, we recognize the significant shortage of qualified teachers that still exists and encourage those interested in positively impacting our state’s youth to consider teaching as a profession.”

    California has spent $1 billion since 2018 to recruit and retain teachers to end the state’s teacher shortage. State leaders directed the funding to financial support for teacher candidates, to grants for residency programs, and to make it easier for school support staff to earn a degree and a teaching credential.

    Some teachers aren’t properly credentialed

    Without enough fully credentialed teachers to fill all the classrooms, school districts have had to hire teachers on intern credentials and emergency-style permits and waivers. Last school year, 5% of the state’s teachers were not qualified to teach the classes they taught, according to state data. 

    California’s teacher supply has been in a constant state of flux since the Great Recession, which began in 2007, caused large-scale teacher layoffs. The number of new California teaching credentials was 14,810 in 2013, before beginning a seven-year climb to 19,673 in 2020-21. The Covid pandemic interrupted that ascent, resulting in two years of decreases that ended last school year.

    Although the numbers have increased, there still aren’t enough fully credentialed teachers to fill all of California’s classrooms. Before the beginning of this school year, district officials estimated they would have to collectively hire nearly 25,000 new teachers — 169 more than in the 2023-24 school year, according to the California Department of Education data

    Declining enrollment in teacher preparation programs could further impact the number of fully credentialed teachers in the classroom. Enrollment dropped from 41,978 in 2019-20 to 38,596 last school year. While new enrollment increased by 1,166 students between 2022-23 and last school year, there were 3,309 fewer continuing students.

    Federal, state funding in question

    Marvin Lopez, executive director of the California Center on Teaching Careers, expressed concern that both the recent freeze of federal teacher preparation grants and budgetary problems at California State University and the University of California could further reduce the number of teachers entering the field.

    The California Center on Teaching Careers had a full cohort of teacher candidates in its program at the beginning of the school year, but that number has dwindled in the last several months as federal funding became questionable, Lopez said. He suspects the students left when the financial incentives dried up, or after finding other, more affordable pathways.

    “Grant programs are designed to make high-quality preparation more affordable,” said Dana Grayson, teacher workforce director at WestEd. “If there are disruptions in access to that funding, I think we might expect that could impact the number of teachers that are able to get those credentials and complete their certification.

    “I think similarly, the programs themselves, if they have uncertainty in their funding landscape, it could lead to hesitancy, or an inability to be able to scale or sustain programming,” she said.

    Schools still in need of teachers

    The increased number of credentials will bring some relief to school districts that have struggled to fill teaching jobs in subjects like math, science and special education.

    More teachers also earned new credentials in shortage areas, such as math, science and special education, according to a presentation at the April meeting of the Commission on Teacher Credentialing.

    The number of math credentials has increased over the last four years, with 1,247 new credentials issued last school year — a 15% increase over the prior year. The number of science credentials rose 7%, or 74 credentials, last school year — but only after four consecutive years of declines. 

    Nearly 3,500 teachers earned education specialist credentials last school year, compared with 3,051 the year before. Even with the increase, however, fewer new special education credentials were issued last school year than in any of the previous four years, except 2022-23. 

    Most emergency-style permits still going up

    But this year’s report on teaching credentials is not all good. Despite a decrease in some emergency-style waivers and permits, there have been increases in others, as well as in intern credentials, between 2022-23 and last school year:

    “I do think these (credential) numbers represent a promising uptick in getting more fully credentialed teachers in the state,” Grayson said. “But, I think sustainability planning is going to be really important to make sure we can support preparation programs, maintaining that affordability and access toward getting those full credentials.”





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