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  • Oklahoma Creating Test for Teachers from CA and NY to Screen Out “Radicals”

    Oklahoma Creating Test for Teachers from CA and NY to Screen Out “Radicals”


    Ryan Walter, the firebrand MAGA Superintendent of Schools in Oklahoma, has hired PragerU, a rightwing organization, to develop a test specifically for teachers from California and New York. The test, now under development, is intended to identify teachers with views about gender and patriotism that are unacceptable in Oklahoma.

    Oklahoma has a shortage of teachers and lower pay than either of the targeted states. I seriously doubt that teachers from California and New York are flooding in to Oklahoma.

    The AP reported:

    Oklahoma will require applicants for teacher jobs coming from California and New York to pass an exam that the Republican-dominated state’s top education official says is designed to safeguard against “radical leftist ideology,” but which opponents decry as a “MAGA loyalty test.”

    Ryan Walters, Oklahoma’s public schools superintendent, said Monday that any teacher coming from the two blue states will be required to pass an assessment exam administered by PragerU, an Oklahoma-based conservative nonprofit, before getting a state certification.

    “As long as I am superintendent, Oklahoma classrooms will be safeguarded from the radical leftist ideology fostered in places like California and New York,” Walters said in a statement.

    PragerU, short for Prager University, puts out short videos with a conservative perspective on politics and economics. It promotes itself as “focused on changing minds through the creative use of digital media.”

    Quinton Hitchcock, a spokesperson for the state’s education department, said the Prager test for teacher applicants has been finalized and will be rolling out “very soon.”

    The state did not release the entire 50-question test to The Associated Press but did provide the first five questions, which include asking what the first three words of the U.S. Constitution are and why freedom of religion is “important to America’s identity.”

    Prager didn’t immediately respond to a phone message or email seeking comment. But Marissa Streit, CEO of PragerU, told CNN that several questions on the assessment relate to “undoing the damage of gender ideology.”

    Jonathan Zimmerman, who teaches history of education at the University of Pennsylvania, said Oklahoma’s contract with PragerU to test out-of-state would-be teachers “is a watershed moment.”

    “Instead of Prager simply being a resource that you can draw in an optional way, Prager has become institutionalized as part of the state system,” he said. “There’s no other way to describe it.”

    Zimmerman said the American Historical Association did a survey last year of 7th- to 12th-grade teachers and found that only a minority were relying on textbooks for day-to-day instruction. He said the upside to that is that most history books are “deadly boring.” But he said that means history teachers are relying on online resources, such as those from Prager.

    “I think what we’re now seeing in Oklahoma is something different, which is actually empowering Prager as a kind of gatekeeper for future teachers,” Zimmerman said.

    One of the nation’s largest teachers unions, the American Federation of Teachers, has often been at odds with President Donald Trump ‘s administration and the crackdown on teacher autonomy in the classroom.

    “This MAGA loyalty test will be yet another turnoff for teachers in a state already struggling with a huge shortage,” said AFT President Randi Weingarten.

    She was critical of Walters, who pushed for the state’s curriculum standards to be revised to include conspiracy theories about the 2020 presidential election.

    “His priority should be educating students, but instead, it’s getting Donald Trump and other MAGA politicians to notice him,” Weingarten said in a statement.

    Tina Ellsworth, president of the nonprofit National Council for the Social Studies, also raised concerns that the test would prevent teachers from applying for jobs.

    “State boards of education should stay true to the values and principles of the U.S. Constitution,” Ellsworth said. “Imposing an ideology test to become a teacher in our great democracy is antithetical to those principles.”



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  • Texas: Governor Abbott Hands Out Millions to Voucher Schools with No Oversight or Accountability

    Texas: Governor Abbott Hands Out Millions to Voucher Schools with No Oversight or Accountability


    ProPublica published an eye-popping review of the lack of financial accountability in Texas for private schools. When Abbott’s billion-dollar boondoggle is launched, hundreds and hundreds of religious schools will share in the bounty.

    Free cash!! Free cash!! Open the Church of Satan K-12 Academy and watch the dollars roll in. No one cares how many students are enrolled or even if the list of students is a fake. Governor Abbott trusts you!

    Governor Abbott knows that most of the vouchers will be claimed by students who are already enrolled in private schools. He doesn’t care. He knows that kids who leave public schools to attend a private school fall behind. He doesn’t care.

    He wants the state to pay the tuition of all children, regardless of whether they attend a snake-charming religious school or the most elite private school in Dallas or Houston.

    Governor Abbott wants YOU to step right up and claim your Free cash!!

    ProPublica wrote this:

    For about eight years, a Houston private school has followed a unique pattern when appointing members to its governing board: It has selected only married couples. 

    Over 200 miles away, two private schools in Dallas have awarded more than $7 million in combined contracts to their board members.

    And at least seven private schools across Texas have issued personal loans, often reaching $100,000 or more, to their school leaders under terms that are often hidden from public view.

    Such practices would typically violate laws governing public and charter schools. But private schools operate largely outside those rules because they haven’t historically received direct taxpayer dollars. Now, as the state moves to spend at least $1 billion over the next two years on private education, lawmakers have imposed almost none of the accountability measures required of the public school system.

    If held to the same standards, 27 private schools identified by ProPublica and The Texas Tribune through tax filings likely would have violated state law. The news organizations found, and three education law experts confirmed, more than 60 business transactions, board appointments and hiring decisions by those schools that would have run afoul of the state rules meant to prevent self-dealing and conflicts of interest if they were public.

    “It’s frankly astonishing to me that anyone would propose the massive sort of spending that we’re talking about in these school voucher programs with, at best, minimal accountability,” said Mark Weber, a public school finance lecturer at New Jersey’s Rutgers University who opposes vouchers. “If I were a taxpayer in Texas, I’d be asking, who’s going to be looking out for me?” 

    Texas has long stood as a holdout in the national push for voucher programs, even as other conservative states embraced them. Gov. Greg Abbott gave school voucher proponents a major win this year, signing into law one of the largest and costliest programs in the country. In doing so, Abbott’s office has argued that the state has “strict financial requirements,” saying that “Texas taxpayers expect their money to be spent efficiently and effectively on their behalf, both in private and traditional public schools.”

    The law, however, imposes no restrictions to prevent the kinds of entanglements that the newsrooms found. 

    The contrast is sharp. Public or charter school officials who violate these rules could be subject to removal from office, fines or even state jail felony charges. 

    Private schools face none of those consequences.

    Supporters of the voucher program argue that oversight of private schools should come not from the state, but from their boards and the marketplace.

    “If you transform the private schools into public schools by applying the same rules and regulations and procedural requirements on them, then you take the private out of the private school,” said Patrick Wolf, an education policy professor at the University of Arkansas. Wolf, who supports vouchers, said that if parents are unhappy with the schools, they will hold them accountable by leaving and taking their tuition dollars with them.

    Typically, neither parents nor the state’s taxpayers have access to information that shows precisely how private schools spend money. Only those that are organized as nonprofits are required to file public tax forms that offer limited information. Of the state’s more than 1,000 accredited private schools, many are exempt from submitting such filings because they are religious or for-profit institutions, leaving their business conduct opaque. It is unclear if private schools that participate in Texas’ voucher-like program will have to detail publicly how they use taxpayer dollars.

    “The public system is not always perfect, but when it’s not perfect, we see it,” said Joy Baskin, associate executive director for policy and legal services at the Texas Association of School Boards, which represents public districts across the state. “That kind of transparency doesn’t exist in private schools.”

    The Chinese Baptist Church in Houston, where Trinity Classical School has a campus (Danielle Villasana for ProPublica and The Texas Tribune)

    “Just Isn’t Right”

    Conflicts of interest in education were on the minds of legislators this spring. At an education committee hearing in March, Texas state Rep. Ryan Guillen, a Republican from Rio Grande City, along the southern border with Mexico, introduced a bill that would bar businesses with close ties to board members from applying for school district contracts. Such deals were previously permitted as long as school leaders publicly disclosed conflicts and abstained from voting.

    But Guillen, who did not respond to requests for comment, argued those rules were abused, pointing to recent scandals in two districts that led to state investigationsand, in one case, resulted in federal charges.

    He described his bill as a “commonsense” proposal that would ensure “no one in a position of power can exploit the system for financial benefit.” The Legislature passed the bill, which was signed into law by Abbott.

    Notably, the measure excluded private schools. In public testimony, no one brought them up, and there was no debate about them even as lawmakers advanced a proposal that would direct state money to them.

    The newsrooms found at least six private schools that awarded contracts to companies with ties to their board members.

    Cristo Rey Dallas College Prep, a Catholic high school serving primarily low-income students of color, awarded more than $5 million to a construction firm owned by one of its board members for “interior finish” work between 2017 and 2021, tax filings show. The school did not respond to questions about the payments. Raul Estrada, who was on the school board when his firm received the payments, said he recused himself from any votes or decisions related to the contract. He added that the company’s work provided “substantial savings” to the school but did not provide specific figures.

    Just 30 miles north, board members at the Shelton School, which specializes in teaching students with learning differences such as attention-deficit/hyperactivity disorder and dyslexia, have received hundreds of thousands of dollars in payments over the last decade. Tax records show one trustee was awarded over $465,000 for landscaping, and another collected more than $1.2 million for “printed education material.” The board members whose firms received the contracts did not respond to requests for comment. Suzanne Stell, the school’s executive director, said the board members who received contracts were not involved in the decisions. Stell also said that the contract for printed material included training for educators.

    Our investigation also found dozens of instances of nepotism or relatives serving on boards together at private schools, some of which were started and are led by families.

    Trinity Classical School in Houston, for example, has long maintained a family-led chain of governance on its school board exclusive to married couples, appointing a new pair each time one cycled off. The board deviated from that pattern only once, when it selected Neil Anderson, the school’s leader, according to tax filings. None of the current board members responded to interview requests, nor did Anderson or the school.

    Such arrangements have been prohibited since 2012 in charter schools, which are restricted from appointing more than one family member to serve as a trustee at the same time. Anderson’s appointment would also not be allowed in traditional public schools, where employees are barred from serving on their school’s governing board.

    At the elite Greenhill School in the Dallas area, where tuition can exceed $40,000 a year, the previous leader, Scott Griggs, hired his son to coach the boys’ volleyball team and teach middle school math. While allowed in private schools, state nepotism laws prevent public and charter schools from hiring close relatives of superintendents and trustees, with few exceptions. Griggs told the newsrooms that he’d already announced his retirement when he asked the board in 2017 to approve hiring his son, who did not respond to requests for comment.

    The following year, the college prep academy provided a personal loan of nearly $100,000 to its current head of school, Lee Hark, for a down payment on a home. The school did not disclose the terms of the agreement in its tax filings, including whether it charged interest or what would happen should Hark default. Hark declined to comment.

    Private schools are generally free to use money as they choose, but a 150-year-old provision of the Texas Constitution bars public schools from lending taxpayer dollars. The state does not require private schools to publicly disclose whether taxpayer money would be used for such arrangements under the voucher program.

    In a written statement, a Greenhill spokesperson said the school operates with “sound financial principles” that meet or exceed “all standards of accountability for independent schools.” She said the school charged interest on the loan and it has since been paid off, but did not provide records.

    Many of the private schools examined by the news organizations, including Greenhill, said that they are still deciding whether to participate in the voluntary voucher program.

    The lack of accountability for private schools has sparked concern from public school parents like Sarah Powell, a mother of two near Dallas. She was among thousands who urged lawmakers to reject voucher legislation earlier this year.

    “You’re either part of the system or you’re not,” Powell later told the newsrooms. “You can’t have the resources and not any of the regulations. It just isn’t right.”

    The Greenhill School, where tuition can surpass $40,000 per student, in Addison, just outside of Dallas (Shelby Tauber for ProPublica and The Texas Tribune)

    Repeating History

    State funds flowing to public and charter schools are monitored by the Texas Education Agency, which requires annual independent audits and assigns ratings that gauge each school’s fiscal health. Districts that repeatedly underperform risk sanctions, including forced closure.

    “Looking back on it today, I think it was necessary,” Bob Schulman, a longtime education attorney, said about many of the reforms.

    Even as oversight of charter schools has been strengthened, gaps remain. Earlier this year, a ProPublica and Tribune investigation found that a charter network with 1,000 students was paying its superintendent nearly $900,000 annually, making him among the highest-paid public school leaders in the nation. Yet the school did not disclose the superintendent’s full compensation to the state and later rebuffed calls to lower his salary from lawmakers and the advocacy group representing charters. The school board defended Cavazos’ salary, saying it was merited because of his duties and experience.

    The state, however, will not directly regulate private schools under the new voucher program, which will begin next year. Instead, supervision will largely fall to one of 20 private organizations, which schools must pay to obtain and maintain the accreditation required to receive public funds.

    A review by the newsrooms of these organizations’ standards found they are generally far less rigorous than the state’s. Most do not require annual financial audits, which some accreditation organizations say can be too costly and time-consuming, and many do not mandate policies to prevent nepotism and conflicts of interest.

    If a private school loses accreditation from one group, it can simply apply to another.

    That total, however, is likely an undercount even within the sample of schools the newsrooms reviewed. Reporters identified dozens more conflicts listed in tax forms, for example, but the schools provided sparse information about what they were. Because of that, there is no way to determine if the conduct would have violated state laws if it had occurred at a public or charter school. The newsrooms reached out to each school about the missing information, but none answered questions.ġ

    Texas lawmakers laid the groundwork for publicly funded schools with limited state oversight when they authorized charter schools in the 1990s as an alternative to traditional public education. At the time, they exempted charter schools from many regulations, betting that greater flexibility would lead to innovation and stronger academic performance.

    But over the past three decades, the state has steadily increased restrictions on charter schools in response to concerns about financial mismanagement and academic performance. Charter schools, for example, were initially exempt from the state’s nepotism and conflict-of-interest laws, but lawmakers gradually changed that after reports exposed leaders enriching themselves and their families. The state implemented another round of stricter rules after newspapers uncovered lavish spending on perks such as Spurs tickets and lucrative land deals.

    Schulman, who has represented Texas charter schools for decades, said that some leaders abused the limited state oversight for years, making it more concerning that lawmakers launched a voucher program with even fewer regulations.

    “I’m very disturbed,” Schulman said. “But I’m hopeful that it will be a quicker turnaround than it was for the charters.”

    How We Reported This Story

    For this story, reporters reviewed nonprofit tax filings for 90 of the 200 highest-enrollment private schools listed in the Texas Private Schools Accreditation Commission database. Those filings were not available for the other 110 schools, as for-profit schools or those tied to houses of worship are not typically required to make tax documents public. For the schools that filed these records, reporters reviewed available annual reports dating back to at least 2015.

    Reporters identified more than 60 instances involving conflicts of interest, nepotism and financial transactions with related parties at 27 schools. Three education lawyers confirmed our findings.



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  • The Teenage Girl Who Struck Out Babe Ruth and Lou Gehrig


    This article appeared on the website of the Society for American Baseball Research. It was written by Leslie Heaphy and published in The Babe (2019)

    Jackie Mitchell with Babe Ruth and Lou Gehrig. (National Baseball Hall of Fame Library). 

     

    On April 2, 1931 history was made in Chattanooga, Tennessee. That same day a mystery was also born. Seventeen-year-old Jackie Mitchell took the mound against the New York Yankees, striking out Babe Ruth and Lou Gehrig before walking Tony Lazzeri. Mitchell placed her name in the record books with the strikeouts but also became part of an ongoing debate and mystery regarding the circumstances surrounding the game. Who was Jackie Mitchell? Where did she come from? Did she really strike out the Yankee stars or was it all a publicity hoax?

    Born Virne Beatrice Mitchell on August 29, 1913, Mitchell grew up in Memphis, Tennessee. Her mother sold hosiery and her father was an optician. Mitchell was encouraged by her father to take part in sports. Growing up, she played basketball, tennis, and baseball, and swam. As a youngster Mitchell supposedly learned to pitch from one of the family’s neighbors, Dazzy Vance. She later told reporters that Vance taught her a drop ball, or sinker. Vance had pitched for the Dodgers, winning the National League MVP in 1924. When she was a teenager, Mitchell’s family moved to Chattanooga. Mitchell joined a local baseball school and it was here that the new president of the Chattanooga Lookouts saw her pitching.

    Joe Engel signed on as the new president of the Lookouts in 1929 and in 1931 he followed a common practice of minor-league teams arranging exhibition games with major-league clubs. The New York Yankees were returning north after spring training in 1931 and Engel was able to sign a contract for two exhibition games. Shortly after setting up these games, Engel signed Mitchell to a contract, announcing that she would pitch in one of the games. And here is where the real debate begins. Did Engel sign Mitchell for real or was she just a publicity stunt? It was the heart of the Great Depression and teams everywhere were adding special events and exhibitions to make money. Signing Mitchell could certainly be seen in that light.

    When Mitchell signed her contract, she became only the second woman to sign an Organized Baseball contract. The first was Lizzie Arlington, who signed to play with the Reading Coal Heavers in 1898. Female baseball players on men’s teams were not a common sight. Most women playing baseball were part of the bloomer teams that barnstormed the country from the 1910s through the 1930s. Engel would have certainly seen the opportunity to bring in fans to watch Mitchell pitch, especially against the Yankees. About 4,000 fans were reported in the stands to watch Mitchell get a chance to pitch against Babe Ruth.

    Engel had a reputation for pulling off crazy stunts, so the strikeouts could have been staged. Engel raffled off a house to a fan and traded a shortstop for a turkey. He then cooked the turkey and served it to the local reporters. He later sold “stock” to fans to save the ballclub from being sold. He held an elephant hunt in the outfield before a game, offering fans the chance to hunt some papier-mache animals. Engel’s willingness to try just about anything to generate publicity has led many researchers and fans to believe the strikeouts were staged. An added fact was that the game was originally supposed to take place on April 1 but was postponed due to cold. The exhibition could have been an April Fool’s Day joke.1

    So what actually took place on April 2, 1931? The Lookouts started Clyde Barfoot against the Yankees but Barfoot never got past the first two batters. He gave up a leadoff double and then a single before Engel called Mitchell in to the game. Mitchell entered the game as a 17-year-old southpaw preparing to pitch to the Sultan of Swat, Babe Ruth. Prior to the game, publicity photos were taken of Mitchell with Ruth and Gehrig. The photos showed a slight young girl in an oversized uniform with a grin on her face and Ruth and Gehrig looking more solemn. They even had her take out a mirror and powder her nose.2

    After throwing a few warm-up pitches, Mitchell threw two pitches that Ruth swung at and missed. She followed that with a called third strike. Ruth threw his bat in disgust and stormed back to the dugout. Some stories at the time claimed he turned and smiled before he left the field, adding to the idea that the whole thing was staged. Next up was Lou Gehrig and Mitchell struck him out with three pitches as well. She then walked Tony Lazzeri and Engel took her out of the game in favor of bringing back Barfoot. The Lookouts went on to lose, 14-4, making the game less than memorable except for Mitchell’s pitching. A few days after the game, Mitchell’s contract was voided but she did not leave baseball. She continued to pitch for another Engel team, the Junior Lookouts. After barnstorming the rest of the 1931 season and some of 1932, Mitchell signed with the well-known bearded House of David nine. She was promoted as the famous girl pitcher. After playing with the House of David on and off for a few years, Mitchell retired from baseball in 1937 and went to work for her father. She claimed until the day she died in 1987 that the strikeouts were legitimate. Her own claims added to the debate.3

    Other ideas that have been proposed to support the legitimacy of the strikeouts include her pitching itself but also Ruth and Gehrig. There were two runners on base when Ruth came up; would he have deliberately struck out to leave the runners stranded? Ruth hit a lot of home runs but he also struck out a great deal, making it believable that Mitchell could have struck him out. Add to that Gehrig’s strikeout, which many believed he would never have agreed to stage. Teammate Lefty Gomez stated in an interview that Yankee manager Joe McCarthy was too competitive to ever stage such strikeouts. Then there was Mitchell herself. She was a southpaw pitcher who had a good sinker/curveball-style pitch. She was also someone they had never faced before. Often pitchers do well the first time they face new hitters but not so much the second time around. She never faced them again since she was taken out of the game.4

    Please open the link to finish reading the article.



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  • Headstart Leaders Speak Out Against Kennedy’s Order to Ban Children of Non-Citizens

    Headstart Leaders Speak Out Against Kennedy’s Order to Ban Children of Non-Citizens


    The first iteration of Trump’s Big Ugly Bill included the elimination of Headstart. This program was birthed in 1965 as part of President Lyndon B. Johnson’s “war on poverty.” It provides food, medical screening, education, and socialization skills for low-income children ages 3-4. It also provides jobs for some of the children’s mothers.

    But there must have been enough negative feedback from Republicans to cause Headstart to survive.

    However, the Secretary of Health and Human Services Robert F. Kennedy Jr. declared that children of undocumented immigrants would not be allowed to participate in Headstart. How will the programs know which children to exclude? The announcement outraged Headstart providers, those brave enough to speak out.

    The blog Wonkette reported on the negative reactions:

    Health and Human Services Secretary Robert F. Kennedy Jr. added further shame to his family’s legacy Thursday, announcing that effective immediately, undocumented immigrant children will be banned from the Head Start preschool program, which not only provides child care and preparation for kindergarten to low-income preschoolers, but also provides school meals and health screenings. The point is to finally crack down on undocumented three- to five-year-olds to send the message that they must not come to the US without proper legal authorization. 

    In addition to kicking an unknown number of children out of Head Start, the change in HHS policy also bars everyone in the country without legal status from multiple HHS programs including access to public clinics, family planning, mental health and substance abuse treatment, and the federal low-income energy assistance program. Sure, some people will probably get sick and die, but that’s the point. The Trump war on immigrants must ratchet up cruelty at every opportunity, just as the Nazis’ Nuremberg laws systematically excluded German Jews from every aspect of public life. 

    People living in the US without authorization are already prohibited from most public benefits like Medicaid and SNAP, but a 1998 rule enacted by the Clinton administration allowed them to use some public health programs, including Head Start, under the logic that a healthy public, including children attending preschool, is actually better than sickness and ignorance. Kennedy reversed that interpretation, redefining Head Start and a bunch of other HHS programs as “federal public benefits’’ that are only available to citizens and to permanent legal residents. You know, at least until Stephen Miller figures out how to invalidate all green cards, too. The MAGA faithful can never be satisfied in their demands for eradication of ILLEGALS.

    Kennedy said in a press release that even the most basic health and education measures “incentivize illegal immigration,” which of course is some bullshit, so we won’t quote any of his other lies. 

    Yasmina Vinci, executive director of the National Head Start Association, issued a statement pointing out that in its 60 years of existence, Head Start “has never required documentation of immigration status as a condition for enrollment,” and that nothing in the Head Start Act justifies the new restrictions. Vinci added that “Attempts to impose such a requirement threaten to create fear and confusion among all families who are focused on raising healthy children, ready to succeed in school and life,” which of course is the point. She also noted that Kennedy’s action

    “undermines the fundamental commitment that the country has made to children and disregards decades of evidence that Head Start is essential to our collective future. Head Start programs strive to make every child feel welcome, safe, and supported, and reject the characterization of any child as ‘illegal.’”

    We will just assume that her comments were met with angry complaints from MAGA that it’s dishonest to call someone a “child” when in fact they’re an ILLEGAL ALIEN, which automatically wins every argument. 

    As for wisely using taxpayer money, HHS claimed that banning undocumented kids from Head Start would save $374 million a year, at the low, low cost of only $21 million annually to document eligibility. Not included in the estimate was any guess at how many US citizen children would be thrown out of Head Start because their parents fear submitting paperwork to the government, or how many kids of US citizens would lose access to the program because of paperwork snafus. 

    The number of children affected by the decision is difficult to assess, since according to experts, most of the young children of parents here without papers were born here in the US. Julie Sugarman, who directs K-12 research for the Migration Policy Institute, told the Washington Post, “The actual number of children this would affect is probably very, very small.” Of course, the ban is also so vaguely defined that the administration may intend for it to exclude any children of undocumented parents regardless of the child’s own citizenship status. 

    We’ll add that ripping away education and health services from any children at all as a means of punishing their parents is cruel on the face of it. And of course Donald Trump is still itching to end birthright citizenship so babies can be deported more easily. 

    For that matter, the Right has long despised Head Start and sought to wipe it out altogether because preschool is communist, and allows poor families to have some childcare they don’t deserve. It’s a bit of a wonder that the administration’s draft budget plan to zero out Head Start, leaked in April, didn’t ultimately make it into the Big Shitty F**k Poor People Twenty Ways From Sunday Bill. But then, there’s little reason to think Trump won’t decide at some point to simply eliminate Head Start by decree, since he considers funding passed by Congress only a suggestion anyway.

    In the longer term, red states and groups like the Heritage Foundation keep pushing their efforts to pass laws to ban undocumented children from public schools altogether. The 1982 Supreme Court decision in Plyler v. Doe ruled that states can’t deny access to public education based on immigration status, but that’s yet another thing that gets rightwingers spittin’ mad. Bills that would have required schools to collect information on families’ immigration status failed this year in Indiana, New Jersey, Texas, and Tennessee, but eventually one is nearly certain to pass and make its way to the Supreme Court.

    Pushback to the latest assault on Head Start and undocumented children came very quickly. The Illinois Head Start Association on Friday instructed its hundreds of members not to make any changes to who they serve, pointing out that the government hasn’t provided any directions on how providers are supposed to put the ban in place and screen out undocumented children. (Or parents? Nobody knows!) 

    “We have never asked for [the] status of our children that we’re serving, and to do so creates fear and anxiety among our community,” said Lauri Morrison-Frichtl, head of the Illinois Head Start Association, which supports about 600 centers statewide serving the 28,000 students in Head Start in the state. “So we’re really worried that families will stop bringing their children, they won’t be able to go to work [and] children will be in unsafe places.”

    The Illinois Head Start Association is also one of several educational organizations and parent groups who filed a federal lawsuit in April aimed at stopping Trump’s threatened cuts to Head Start. The ACLU, which is representing the plaintiffs, immediately announced that the plaintiffs will amend their complaint in the case to fight the administration’s latest attack on Head Start.

    Now that Trump’s polling on immigration policy is deep underwater with Americans, who support deporting dangerous criminals but are horrified by Trump’s fascist stormtrooper shit, this new cruelty aimed at little kids is only going to make people more disgusted with the administration. Americans freaking love education. We hate seeing kids harmed. Let Republicans know you aren’t going to stand for this crap.



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  • CBS Sells Out, Capitulates to Trump’s Demand for Payoff

    CBS Sells Out, Capitulates to Trump’s Demand for Payoff


    During the 2024 Presidential campaign, “60 Minutes” invited both Trump and Harris to sit for an interview. Harris accepted, Trump declined. The interview took about an hour. As is customary, the editors cut the interview back to 20 minutes, the customary time slot.

    CBS used a short response from Harris about the war in Gaza to promote the show. In the show itself, the promotional clip was replaced by a different response. To the editors, it was a distinction without a difference, a routine editorial decision.

    Trump, however, saw the switch in the short clip and the longer one as a financial opportunity. He sued “60 Minutes” and CBS for $10 billion (later raised to $20 billion) for portraying Harris in a favorable light, interfering in the election, and damaging his campaign.

    Since he won the election, it’s hard to see how he could demonstrate that his campaign was damaged. Most outside observers thought it was a frivolous lawsuit and would be tossed out if it ever went to trial.

    But Trump persisted because the owner of CBS and its parent company Paramount, Shari Redstone, needed the FCC’s approval to complete a deal to be purchased by another company. Trump could tell his friend Brendan Carr to approve the deal or to block it. Shari Redstone would be a billionaire if the deal went through.

    A veteran producer at “60 Minutes” resigned in anticipation of corporate leaders selling out their premier news program. The president of CBS News followed him out the door.

    As expected, corporate caved to Trump. CBS will pay $16 million towards the cost of his Presidential library. He once again humbled the press. He did it to ABC, he did it to META, he did it to The Washington Post.

    Will any mainstream media dare to criticize him?

    Larry Edelman of The Boston Globe wrote about Trump’s humbling of the most respected news program on network TV:

    💵 A sell-out

    The show is almost over for National Amusements, the entertainment conglomerate with humble beginnings as a Dedham drive-in movie theater chain.

    Unlike most Hollywood endings, this one is a downer.

    Shame on Shari Redstone.

    Recap: Redstone is the daughter of Sumner Redstone, the larger-than-life dealmaker who transformed the theater company started by his father into the holding company that owns CBS, MTV, Nickelodeon, and the Paramount movie studio.

    On Tuesday, Paramount Global, controlled by Shari Redstone, said it agreed to pay $16 million to settle President Trump’s widely criticized lawsuit stemming from the “60 Minutes” interview of Vice President Kamala Harris during last year’s election campaign. The payment, after legal fees, will go to Trump’s presidential library.

    Why it matters: It’s impossible not to see this as an unabashed payoff intended to win the Federal Communications Commission’s approval of Redstone’s multibillion-dollar deal to sell Paramount to Skydance Media, the studio behind movies including “Top Gun: Maverick” and “Mission: Impossible – Dead Reckoning Part One.”

    Everyone involved denied the settlement was a quid pro quo. If you believe that, I have some Trump meme coins to sell you.

    In a $10 billion lawsuit against CBS last year, Trump alleged that “60 Minutes,” part of CBS News, deceptively edited the Harris interview in order to interfere with the election.

    Legal experts said Trump’s chances of winning the case were slim to none given CBS’s First Amendment protections for what was considered routine editing. But his election victory in November gave him enormous leverage over Redstone.

    Reaction: “With Paramount folding to Donald Trump at the same time the company needs his administration’s approval for its billion-dollar merger, this could be bribery in plain sight,” Massachusetts Senator Elizabeth Warren said in a statement after the settlement was announced.

    “CBS and Paramount Global realized the strength of this historic case and had no choice but to settle,” a spokesperson for Trump’s lawyers said. The president was holding “the fake news accountable,” the spokesperson said. 

    Of course, the lawsuit was all about putting the news media under the president’s thumb.

    “The enemy of the people” — Trump’s words — is a power base Trump wants desperately to neutralize, along with other perceived foes such as elite universities and big law firms.

    Columbia University and law firms including Paul, Weiss, Rifkind, Wharton & Garrison have already caved. Harvard University had no choice but to come to the negotiating table, though it also is battling the White House in court.

    “The President is using government to intimidate news outlets that publish stories he doesn’t like,” the conservative editorial board of The Wall Street Journal wrote.

    For what it’s worth: The two points I’d like to make here may seem obvious but are worth repeating.

    First: The ownership of news outlets by big corporations is a double-edged sword. 

    Yes, they can provide financial shelter from devastation wrought by Google and Meta — and the brewing storm coming from artificial intelligence. 

    But they also own bigger — and more profitable — businesses that need to maintain at least a civil relationship with the federal government.

    That’s why Disney ended Trump’s dubious defamation case against ABC News by agreeing to “donate” $15 million to the presidential library, and why Meta, the parent of Facebook, coughed up $25 million to settle a Trump lawsuit over the company’s suspension of his accounts after the Jan. 6 attack on the US Capitol. 

    Second: Private sector extortion — multiple law firms promised $100 million in pro-bono work for causes favored by Trump — dovetails with the president’s use of the power of the office to make money for himself and his family.

    Trump’s crypto ventures, including the shameless $TRUMP and $MELANIA meme coins, have added at least $620 million to his fortune in a few months, Bloomberg reported this week. Then there are all those real estate deals in the Middle East, the Qatari jet, and the licensed products, from bibles to a mobile phone service.

    Shari Redstone’s $16 million payment is chump change by comparison. And it makes perfect business sense. It smooths the way for National Amusements to salvage at least $1.75 billion from the sale of its stake in Paramount. Sumner Redstone, a consummate dealmaker, would have done the same thing.

    Skydance, by the way, was launched by another child of a billionaire, David Ellison.

    His father, Larry Ellison, founded software giant Oracle and is worth nearly $250 billion. Oracle is negotiating to take a role in the sale of TikTok by its Chinese owner, a transaction being orchestrated by Trump.

    Small world, eh?

    Final thought: After nearly 90 years in business, National Amusements, now based in Norwood, is going out with a whimper, not a bang.

    The company has struggled with heavy debt, declining cable network profits, and huge costs for building out its streaming business. Paramount’s market value has dropped to $9 billion from $26 billion when Viacom recombined with CBS to form the new company in 2019.

    To get the Skydance rescue deal done, Redstone, 71, sold out the journalists at CBS News — the onetime home of Edward R. Murrow and Walter Cronkite, and still one of the most respected names in the business.

    That’s one bummer of an ending.



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  • Threats, stress and politics pushing school superintendents out the door

    Threats, stress and politics pushing school superintendents out the door


    Former Temecula Valley Unified Superintendent Jodi McClay mouths “thank you” to the supporting crowd at Temecula Valley High School on June 13, the night she was fired.

    Credit: Anjali Sharif-Paul/MediaNews Group/The Sun via Getty Images

    The number of California school superintendents leaving their jobs is climbing, despite increased salaries and benefits. Some have reached retirement age or are moving to less stressful jobs. Some are being pushed out by newly elected school board majorities. A new crop of less experienced district leaders is taking their place. 

    Superintendent turnover in California grew from 11.7% after the 2019-20 school year, to 20.9% after the 2020-21 school year. Just over 18% left after the 2021-22 school year, said Rachel S. White, an assistant professor at the University of Tennessee, Knoxville, who runs a research lab that collects data about school superintendents. 

    Turnover is particularly high this year because many superintendents who stuck it out during pandemic school closures, and the tumultuous years since, have had enough, White said.

    “This year, before the 2023 school year, I think people finally broke,” she said.

    Chris Evans, 52, decided to step down as superintendent of Natomas Unified in Sacramento at the end of last school year. He stayed on to help the new superintendent transition.

    “The job was always hard to begin with, and it’s become infinitely harder,” said Evans, who led the district for 11 years.

    “There are a number of folks in their 50s and 60s who are saying they are done,” he said.

    Pandemic made top job more difficult

    Superintendents’ jobs changed dramatically after the pandemic closed schools in March 2020. Instead of focusing on academics, strategic planning, school finances and community relations, superintendents were charged with navigating pandemic mandates and negotiating these changes with district unions. Superintendents also were tasked with ensuring there were enough computers and connectivity for students and staff to support virtual learning, all while dealing with parents who were angry their children were not in school.

    The reopening of schools did little to turn down the heat at school board meetings, which were politicized over issues such as the teaching of critical race theory and its tenets of systemic racism, and LGBTQ+ topics. School superintendents often found themselves the focus of community and parental ire — so much that some school districts paid for security for their superintendent.

    I can’t ever remember hearing of a superintendent that had gotten a death threat before. Now, I know personally four or five.

    Gregory Franklin

    Gregory Franklin, the former superintendent of Tustin Unified School District in Orange County, said he has never been threatened, but he knows other superintendents who have.

    “I can’t ever remember hearing of a superintendent that had gotten a death threat before,” said Franklin, who left Tustin Unified at the end of 2021 for another job. “Now, I know personally four or five. It’s just kind of shocking. So, I think, all of that being said, that when other possibilities present themselves, people are taking them.”

    Job turnover is a national problem

    The superintendent turnover problem is not California’s alone, according to the Superintendent Research Project. Nearly half of the country’s 500 largest school districts have changed leadership or are undergoing leadership changes since the pandemic began in March 2020. The study compared the two years before the pandemic to the first two years of the pandemic and found a 46% increase in superintendent turnover nationally.

    “What we are seeing is that the challenges are greater than ever before and the political environment is creating great instability in the institution, which is resulting in shorter tenure for superintendents,” said Dennis Smith, managing search partner for Leadership Associates, a recruitment agency that does many of the superintendent searches in California.

    Superintendents needed: many openings

    California school districts searching for superintendents include Sacramento City Unified, Eureka City Schools, Palm Springs Unified, Eastside Union, Pasadena Unified, Pajaro Valley Unified, Pacific Grove Unified, Culver City Unified, Newman-Crows Landing Unified, Solana Beach School District, Culver City Unified, Dixon Unified, Millbrae Elementary, Woodlake Unified, Hillsborough City, Merced City, Black Oak Mine Unified, North Monterey Unified and Dos Palos-Oro Loma Joint Unified. 

    The California School Boards Association projected a superintendent shortage five years ago, said Susan Heredia, CSBA past president. It began as baby boomers started to retire, she said.

    In the 15 months since Brett McFadden began work as a deputy superintendent at the Monterey County Office of Education, a quarter of the county’s 24 school districts have changed superintendents, he said.  McFadden was the Nevada Joint Union High School District superintendent until last school year.

    “If you look at the last 100 superintendents that had to leave their positions or their districts, you would be very hard-pressed to find any one of them that left because of test scores or left because of educational issues,” McFadden said. “They leave because of local politics, board relations, labor relations, a facility bond matter or a budget thing.”

    McFadden calls the Covid-19 pandemic the kindling that ignited the rise in single-issue adult-driven disputes, like those around masking and vaccinations, at school board meetings. 

    Demand is so high for superintendents that McFadden is already getting calls from search firms hoping to entice him to apply for jobs.

    “You know the paint on the door isn’t even dry yet with my name on it,” he said. “These search firms are now just aggressively looking for candidates.”

    Of the 30 candidates that apply for each candidate search, maybe eight to 10 meet the district’s qualifications, Evans said. Of those, there are only maybe three or four that could potentially be hired for the job, he said. 

    The high demand is driving up salaries and benefits packages, with total compensation surpassing the $500,000 mark in some cases.

    Firings making applicants wary

    Another factor pushing superintendents out the door is board members elected with the promise of firing the incumbent. The election of school board members who are determined to make significant changes in school districts has resulted in the firing of an unprecedented number of superintendents since the pandemic began in 2020, Smith said.

    The school board meetings, broadcast live, have been watched throughout the state — especially by other superintendents. 

    McFadden remembers watching Pajaro Valley Unified school board meetings in 2021 when the board fired Superintendent Michelle Rodriguez without notice and then reinstated her days later after a public uproar. Rodriguez left to lead the Stockton Unified School District this year.

    “You’d expect this in a Spanish novella or something, but you don’t expect it in your neighboring district,” he said.

    School boards can waive state credential requirement

    School boards largely determine the qualifications required for a superintendent in their district. Although the state of California requires school district superintendents to have both a teaching credential and an administrative credential, the school board can waive the credential requirement.

    At least six California school district superintendents did not have both a teaching and administrative credential in the 2022-23 school year, according to data reported to the state. The districts that waived the requirement that year included Visalia Unified, Los Angeles Unified, Mountain View Whisman Unified, Sacramento City Unified, Kingsburg Joint Union High School District and San Marino Unified, according to the California Commission on Teacher Credentialing.

    Since there is no mandate to report this information in CALPADS, the state data system, there could be more superintendents without both credentials, said Anita Fitzhugh, California teaching credential commission spokesperson.

    Superintendents are watching these meetings and paying more attention than ever to whether they fit well with the community of the district before they apply for a job, said White, of the University of Tennessee.

    “I think it’s just a heightened awareness right now,” White said. “Especially if I’m going to pick up and move my entire family and start a position in a new place. I don’t want to be fired in two years.”

    Temecula Valley Unified has been a hotbed of controversy since a trio of conservative trustees took control of the board a year ago. The board fired Superintendent Jodi McClay in June and banned the teaching of critical race theory, passed a parental policy requiring staff to notify parents if students are transgender and removed social studies material because it included a section on LGBTQ+ rights activist Harvey Milk. 

    Although the search for a candidate ended on Nov. 13 with the hiring of Gary Woods, a former Beverly Hills Unified superintendent, the search firm indicated to one board member that there were fewer candidates than in the past. Quite a few candidates did not meet the requirements outlined by the district in a job description and some weren’t even from the education field, board member Allison Barclay told EdSource in early November.

    “I would assume that if you’re looking for a position anywhere, any company, any school district, you’re really going to look at what the situation is you’re walking into financially, culture-wise, all of those things,” Barclay said. “And so, having a school district that is making national news is probably not appealing to as many people as might be attracted to it when it wasn’t making national news and was just simply known as an award-winning school district. So, I can’t imagine that that’s been helpful.”

    State legislators responded to the spate of firings by passing a bill creating a cooling-off period, prohibiting school boards from firing a superintendent or assistant superintendent within 30 days of new board members being seated or recalled.

    The law also prevents school boards from firing school leaders at special or emergency board meetings, which require only 24 hours’ notice, instead of at a regular meeting, which requires the public to be informed of a meeting at least 72 hours in advance. The bill was signed by the governor in October.

    “People are recognizing it’s just not healthy for an organization to go through these flip-flops where you might have a 3-2 majority that keeps a school or a superintendent, then have an election where the 3-2 flips and then the superintendent is looking for a job,” Franklin said.

    Less experienced leaders hired

    Assistant or deputy superintendents in larger districts are moving into the lead role in smaller districts, or superintendents in smaller districts are taking the opportunity to move to more lucrative jobs in larger districts. Newer, younger superintendents are becoming more common, Smith said.

    To meet their administrative needs, many districts are also grooming their own talent, said Molly Schwarzhoff of Ray and Associates, a national education search firm.

    ‘I’m seeing different, perhaps less-seasoned individuals coming into the roles,” McFadden said. “That doesn’t mean they are less talented or more talented.”

    To help new superintendents prepare for their new role, the Association of California School Administrators offers a new superintendents seminar series, a superintendents academy and a new superintendents workshop before its annual Superintendents Symposium. 

    The 2023 Voice of the Superintendent Survey, conducted by education consulting firm EAB, recommends that school boards find ways to help superintendents feel successful in their role and allow them time to connect with students and collaborate with peers to staunch turnover. Superintendents surveyed for the report overwhelmingly said they need help navigating challenging conversations with the community. 

    Superintendents report directly to the school board, something first-time superintendents have never done before, said James Finkelstein, professor emeritus of public policy at George Mason University in Virginia. The new superintendent now has multiple bosses, often with divergent interests. They also have to deal directly with parents and external interest groups.

    “No amount of academic training or a certificate can prepare someone for this trial by fire,” Finkelstein said. “The bottom line is that there is no substitute for experience. But the catch-22 is that the only way to get the experience is by doing the job. Every school district would like an experienced superintendent who has demonstrated success in their previous position.  But finding those individuals is increasingly difficult, especially given the dramatic turnover since Covid.”





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  • Rainy day fund would bail out schools, community colleges in Newsom’s 2024-25 state budget

    Rainy day fund would bail out schools, community colleges in Newsom’s 2024-25 state budget


    Gov. Gavin Newsom discusses his proposed state budget for the 2024-2025 fiscal year, during a news conference in Sacramento on Jan. 10, 2024.

    Credit: Office of the Governor

    Gov. Gavin Newsom would protect schools and community colleges from the brunt of an $11.3 billion projected drop in state revenue for education, under a proposed 2024-25 state budget he released on Wednesday. The budget calls for covering all current levels of funding and existing commitments for new and expanded programs, plus a less than 1% cost-of-living increase for next year.

    The three-year decline in revenue, both for schools and the overall $38.7 billion in the state general fund, is $30 billion less than the Legislative Analyst’s Office had projected a month ago, easing the burden of balancing the budget and avoiding the possibility of drastic budget cuts or late payments — at least for community colleges and TK-12.

    However, Newsom is proposing to defer the promised 5% increases in revenue to both the University of California and California State University systems. UC and CSU would borrow that funding this year and get reimbursed in next year’s budget.

    “We are deferring but not delaying, and there’s a distinction in the law that will allow UC and CSU just for one year to be able to borrow against that commitment,” Newsom said.

    Newsom would protect schools and community colleges by withdrawing about $7 billion from the $10.8 billion TK-14 rainy day fund to cover the current year’s shortfall and meet the minimum obligation in 2024-25. The state would not seek reimbursement for what turned out to be funding above the minimum Proposition 98 statutory obligation for the prior two years.

    Proposition 98 is the funding formula determining the portion of the state’s general fund that must be spent on TK-12 and community colleges. With the addition of transitional kindergarten, that share will rise about one percentage point to 39.5% of the general fund. In 2024-25, Proposition 98 funds will be $109.1 billion. That would be about $3.5 billion more than the revised projection for 2023-24, reflecting expectations of improved state revenues in the next fiscal year.

    The Legislature was handicapped when it passed the 2023-24 budget last June. There were indications but no hard numbers that economic conditions were worsening, because the deadline for paying state and federal income taxes had been extended from April 15 to Oct. 16 in response to massive flooding last winter. As it turned out, state revenues had fallen sharply from slower home sales, a drop in new startups in Silicon Valley, and declining income of the top 1% of earners, who contribute 50% of the personal income tax receipts.

    But with the stock market rebounding since then, Newsom said more optimistic revenue projections for next year and savings in state government operations would account for two-thirds of the difference between the state Department of Finance revenue projections and the legislative analyst’s forecast. A remedy for dealing with a two-year, $10-plus billion drop in Proposition 98 funding would account for the rest of the disparity. In a news conference, Newsom chided the “ready, fire, aim” projections of the news media and others for assuming a more dire financial outlook without the latest data.

    Many districts, nonetheless, will face financial stress. More than two-thirds are facing declining enrollment, which will lower their share of state funding. And the 1% inflation adjustment for 2024-25 will not cover cost increases and, for some districts, negotiated staff raises. Districts are receiving an 8% cost-of-living adjustment this year, down from a 13% bump in 2022-23.

    Newsom’s January budget will now undergo six months of negotiations with the Legislature over their priorities. Revenue updates by June will reveal whether his optimism will hold up, and what the Legislature must do if it doesn’t.

    Newsom reiterated that the state would uphold its education commitments to schools using record post-Covid revenues. These include the addition of transitional kindergarten and appropriating $8 billion combined to create community schools and add summer programs and after-school hours for low-income students.  These would continue to be funded at promised levels.

    Also surviving is an additional $300 million for the state’s poorest schools. The governor said that this proposal, known as an “equity multiplier,” is also a high priority by the California Legislative Black Caucus. Another priority that Newsom mentioned is funding for the UCLA Ralph J. Bunche Center for African American Studies.

    “In the face of a large deficit, it’s reassuring that the governor committed to maintaining his transformative investments in education, including community schools, universal TK, and the equity multiplier,” said John Affeldt, managing attorney for the student advocacy nonprofit Public Advocates. “That the governor particularly called them out with a ‘don’t touch’ message to the Legislature indicates he’ll fight hard to maintain them.”

    New ideas for mitigating student absences

    Despite $6 billion in one-time state funding for post-pandemic learning recovery, chronic absences soared to 30% in 2022-23 and remained high last year. Statewide post-pandemic test scores also plummeted in math and English language arts in 2022-23 statewide and almost remained flat last year.

    Recognizing that students can’t learn when they aren’t in school, Newsom is proposing changes in the law that will allow school districts to provide attendance recovery programs in response to chronic absences and loss in learning because of floods, wildfires and other climate conditions. Districts, in turn, would benefit from offsetting revenues lost from student absences. The new law would specify that districts could fund Saturday programs and intercessions to respond to students with many absences.

    Districts would be required to offer students access to remote instruction, including enabling families to enroll in neighboring districts “for emergencies” lasting five or more days. A budget trailer bill will spell out details, including whether students could seek tutoring under this option.

    The budget calls for $6 million to research hybrid and remote learning and develop new models.

    “We have to use the experiences of recent years to think forward for ensuring that kids can gain access to the learning and instructional opportunities that they deserve,” said Hedy Chang, founder and executive director of Attendance Works, a group that tracks chronic absenteeism.

    Addressing a teacher shortage

    Newsom also proposes to relax some requirements to become a teacher, due to a persistent teacher shortage. Teacher candidates will no longer have to take a test or coursework to prove they have the basic skills to earn a credential, according to the state summary of the budget. The state will now recognize completion of a bachelor’s degree as satisfying the basic-skills requirement.

    Currently, teacher candidates must pass the California Basic Educational Skills Test, a combination of other tests, or complete specific coursework to prove they have the basic skills to teach. The CBEST tests reading, math and writing skills and is usually taken before a student is accepted into a teacher preparation program.

    The governor’s budget calls for streamlining the process of credentialing aspiring arts teachers in response to the passage of Proposition 28, the groundbreaking arts education initiative. It directs the Commission on Teacher Credentialing to create a new Elementary Arts and Music Education authorization for career technical education teachers. This pathway currently only exists for secondary education, and many arts education advocates have pressed to expand it to elementary school classrooms.

    “Governor Newsom’s proposal is an important step in the right direction,” said Austin Beutner, the former superintendent of Los Angeles Unified School District, who authored Proposition 28. “The money from Prop 28 is the enabler, but students will only benefit when schools use it to hire great arts teachers in all grade levels.”

    The budget summary also refers to several other proposals that will make it easier to become a teacher, although it offered no additional details about those proposals.

    The budget proposal also includes:

    • $20 million as the first step toward implementing the long-debated math framework that the State Board of Education adopted last July. A county office of education would be chosen to work with math experts and nonprofits to train math coaches and leaders, who in turn would teach high-quality instruction. State law would spell out that existing state learning loss funding should focus on teacher training in math.
    • $5 million to increase support for the California Cradle-to-Career Data System.
    • $122 million to increase funding for universal school meals.

    The budget contains good and bad news for districts seeking immediate funding for facilities. Newsom would reduce the General Fund by delaying $550 million for new and retrofitted facilities for adding transitional kindergarten. And he proposes to cut $500 million he committed to the state School Facilities Program, which has run out of state funding. However, Newsom committed to negotiate a multibillion-dollar school facilities bond with the Legislature for the November 2024 ballot.

    Questions on the size of the bond needed to win voter support and whether it should include higher education must be answered, Newsom said. “All that’s being worked on, but a real issue to address is that we’ve exhausted the previous bond, and it’s important to advance a new one.”

    Higher education

    In 2022, Newsom made agreements with both UC and CSU to give annual 5% base funding increases over five years in exchange for increasing enrollment and improving graduation rates.

    Under his latest proposal, UC and CSU would borrow a combined $499 million this year — $258.8 million for UC and $240.2 million for CSU. That includes this year’s 5% increase for the systems as well as $31 million for UC to increase enrollment of resident undergraduate students.

    If lawmakers agree to Newsom’s plan, the two systems would receive two years’ worth of 5% budget increases in next year’s state budget to make up for this year’s deferrals.

    “These decisions will position our state and its students for a prosperous future once budgetary challenges subside,” Michael Drake, UC’s systemwide president, said in a statement Wednesday. “During economic downturns, the University of California’s role in California’s economic development is even more important, and we are grateful to state leaders for their visionary leadership and commitment to maintaining the funding compact.”

    Cal State Chancellor Mildred Garcia said that given the state’s financial challenges, the governor’s plan acknowledges his financial commitment to CSU students while also attempting to address the state’s budget situation. But the proposal also puts the system in a precarious position. 

    “This proposal would deliver the same level of funding per fiscal year as originally outlined in the compact, although with additional risk to the CSU if the state’s budget condition further erodes and the state cannot fulfill this restructured commitment,” Garcia said. “We will explore our funding options to advance compact-related goals during the one-year delay and will proceed with financial prudence as we review the impacts and implications of this budget proposal.” 

    Newsom’s spending plan would not fund a significant expansion of the Cal Grant, the state’s main financial aid program. He and lawmakers agreed in 2022 to overhaul the Cal Grant beginning in 2024-25 by simplifying the awards and extending eligibility to more students, but only if state revenues were sufficient to do so. With the state facing a shortfall, the governor is not committing funding to that expansion, though negotiations on the issue are expected to continue through the spring. A spokesperson for Newsom’s Department of Finance said Wednesday that the department will wait until May to make a final determination.

    Newsom also proposed doing away with a program that would provide interest-free loans to colleges and universities to build affordable student housing. In total, that would save $494 million for the state’s 2024-25 budget: $194 million that was appropriated last year plus $300 million this and every year through 2028-29.

    Mike Fong, chair of the Assembly’s higher education committee, said in a statement that he’s disappointed that Newsom proposed eliminating the Student Housing Revolving Loan Fund and didn’t include funding to reform the Cal Grant. 

    “We must continue to find new ways to increase accessibility to higher education, especially for our most vulnerable communities who need these vital resources to complete higher education,” Fong said.

    Early education   

    The budget largely holds steady for early education and child care. It maintains ongoing funding for the newly expanded transitional kindergarten program for 4-year-olds and earmarks $1.7 billion toward long-awaited increased pay for child care providers. It also continues to gradually add subsidized child care slots, with about $2 billion going to fund about 146,000 new slots to be filled by 2024-25, toward an ultimate goal of 200,000 new slots.

    “Overall, the proposed budget stays true to the historic investments California has made in pre-K and child care,” said Scott Moore, head of Kidango, a nonprofit organization that runs many Bay Area child care and preschool centers. “Yet schools and child care providers are struggling to expand due to a lack of staff, facilities funding, and post-pandemic challenges. We must do more now to support this growth, otherwise low-income babies and preschoolers will be left out.”

    EdSource reporters Michael Burke, Ashley S. Smith, Mallika Seshadri, Betty Márquez Rosales, Karen D’Souza, Diana Lambert and Emma Gallegos contributed to the article. 





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  • Advocates, education leaders speak out on Newsom’s initial plan for state budget

    Advocates, education leaders speak out on Newsom’s initial plan for state budget


    Credit: Alison Yin / EdSource

    This week, Gov. Gavin Newsom presented the first pass on the 2024-25 state budget.

    It includes his ideas for addressing an $11 billion drop in funding for TK-12 and community colleges and a larger projected general fund deficit affecting child care and higher education.

    We asked a cross-section of education leaders and advocates for their initial impressions of the governor’s proposals.

    Their contributions reflect diverse perspectives on education, from preschool through CSU and UC.

    What follows are excerpts of conversations and public statements. We will seek other voices as budget negotiations between Newsom and the Legislature, tempered by revenue updates, continue through the budget’s passage in June.

    — John Fensterwald, Editor-At-Large

    Yolie Flores, CEO and president, Families in Schools

    “We are deeply concerned about the governor’s proposal to lower teacher requirements to address teacher shortages. Parents want, and their children deserve, highly qualified educators, especially in the face of pandemic-related learning loss and alarming literacy rates among third graders. 

    Lowering standards would be inconceivable in addressing shortages in the nursing and medical professions. Instead of lowering standards, parents would support better incentives for teachers, improved working conditions, and investments in teacher training programs so that “lowering requirements” stops being the go-to measure. 

    We urge the governor to prioritize the long-term well-being of our students by maintaining rigorous qualifications for educators.”

    Jeff Freitas, president, California Federation of Teachers

    “The governor’s budget presented a $38 billion deficit over a three-year span, and he has staved off steep cuts. Not saying that there aren’t some cuts to education, but steep cuts to education didn’t happen, demonstrating that public education is a priority for him, which we appreciate.

    The budget doesn’t address some of the issues that we need to address in education — the staffing crisis, as well as student services that we need to increase in support of all of our education system. And when I talk about public education, I’m talking early childhood through the university system. So we have housing issues for our students at the higher ed level as well as other student support services at the K-12 level.

    We’re the fifth-largest economy in the world. We should have an equivalent education system that matches being the fifth largest economy in the world. We don’t have that. And so we believe that legislators and the leaders and the governor need to be bold and take action. Taxes or revenue should not be taken off the table. That’s the only way to achieve what we think is a fully funded education in California.”

    Manny Rodriguez, director of policy and advocacy for California, The Institute for College Access & Success

    (Rodriguez is addressing the proposal to eliminate the Student Housing Revolving Loan Fund Program and the failure of the budget to act on reforming the Cal Grant program.)

    “We see housing investments, especially affordable student housing investment programs, as the different side of the same coin on college affordability. On one side, you have those direct drivers of cost — housing, books, supplies. On the other side, there is financial aid: how to get dollars into the pockets of students to pay for the drivers of cost.

    If we can’t guarantee investments to help students with housing now or into the future because of the budget situation, and we’re not investing in financial aid, it will be harder for students to afford the continually rising cost of attending college.”

    Scott Moore, CEO, Kidango, a nonprofit operator of child care and preschool centers  

    “Overall, the proposed budget stays true to the historic investments California has made in pre-K and child care. Yet schools and child care providers are struggling to expand due to a lack of staff, facilities funding, and post-pandemic challenges.  We must do more now to support this growth, otherwise, low income babies and preschoolers will be left out.”

    John Gray,  president and CEO, School Services of California, a consulting firm

     “Although still somewhat skeptical, many in the education world must be sighing in relief with the governor’s budget. We had been expecting the worst since the (Legislative Analyst’s Office’s) economic forecast. The governor’s budget would benefit from historic rainy day funds to address spending levels exceeding revenues generated in 2022-23.

    While they won’t experience mid-year cuts, deferrals, or unfunded COLAs, many districts will nonetheless face the combination of a COLA below 1% and significant declining enrollment. Their reprieve may be short-lived.”

    Lance Christensen, vice president of education policy, California Policy Center

    “The governor presented a budget that is delusional, because he calls for a budget emergency to be declared without declaring the budget emergency. It will require the Legislature to do a bunch of things he’s not willing to do himself. The budget will require further, deeper cuts in Proposition 98 funding, and I don’t believe that when the April personal income tax revenues come out, the state situation’s going to be any better. 

    It will be fascinating to watch what will happen in the Legislature, where nearly one-quarter of the legislators have not had to deal with a budget problem yet. We have a new speaker and new Senate president pro tem, too. We will see what their priorities are. Unfortunately, I think legislators will leave a lot of the hard choices to the local school boards, especially if they have to go back to temporary revenue anticipation notes and other borrowing while the state defers payments.”

    Sara Noguchi, superintendent of Modesto City Schools

    “As California faces a deep revenue shortfall, I’m encouraged that the proposal continues to prioritize the investments that we’ve made over the last five years. Maintaining the Local Control Funding Formula is also encouraging.

    I am interested in the career education master plan and am encouraged by what might come out of that as we expand opportunities for our students to learn about and prepare for the jobs of the future that will fuel our economy in California and beyond. I am pleased that the governor promised to continue the commitment to work with the Legislature for a facilities bond. It is greatly needed, especially as we add another grade with transitional kindergarten.”

    Anya Hurwitz, executive director, SEAL (Sobrato Early Academic Language)

    “Everybody is pleasantly surprised that, at least at this stage, education overall seems to be at less of a dark and awful cliff than what was predicted. I’m appreciative for the governor and his commitment to education and particularly the focus on equity.

    We want to continue to underscore the need to invest in and recognize that multilingual education requires specific attention and focus, and so will continue to beat the drum around the need to prioritize multilingual education and understand that it requires commitment and investment. If we’re ever going to get to the vision of the English Learner Roadmap or certainly the Global California 2030 Initiative, that’s going to require a concerted effort. There’s a lot more work to be done.”

    Josh Hagen, policy director, Campaign for College Opportunity

    “The governor has largely protected higher education from funding cuts. The bottom line is that the funding will be there. It may be through a deferral, it may be coming next year, but that work can ultimately continue, and we’re really grateful for that.” 

    The theme for us (in negotiating with the Legislature) is going to be promoting stability and maintaining those investments.”

    Martha Hernandez, executive director, Californians Together

    “We’re applauding the governor’s commitment to education. We did see a commitment to universal TK, before- and after-school programs and, of course, the equity multiplier.

    There’s a commitment to expanding the teacher pipeline, and we’re hopeful that this also includes the Bilingual Teacher Professional Development grant. We got funding, but we know that with the budget deficit, things can get scooped up, so we’re hoping that it remains in the budget.

    We’re very focused on the math framework. We want to make sure that materials and professional development related to the math framework include access and equity to the math content.”

    Alberto Carlvaho, superintendent, Los Angeles Unified

    “We thank Governor Gavin Newsom for proposing a state budget that protects school funding and continues the course of implementing recent initiatives such as Universal Transitional Kindergarten and universal school meals.

    The revised 2024-25 cost-of-living-adjustment is significantly lower than currently reflected in Los Angeles Unified’s multiyear projection, which will make it more challenging as school districts transition away from the one-time Covid-relief federal funding.  We look forward to working with Governor Newsom and the Legislature to implement fiscal solutions that recognize varying economic realities across the state such as cost of living and inflation, and minimize the impact and disruption to our school communities.”

    Vincent Stewart, vice president, policy and programs, Children Now

    “While we recognize the deficit affecting the governor’s budget proposal, we can’t continue the decades-long trend of de-prioritizing California’s kids that has led to alarmingly poor outcomes. Education and early care, from preschool to post-secondary, should be first in line for any increases and last for any decreases. 

    We applaud the governor’s prioritization of child care rate reform, youth mental health, and educational equity through continued investment in LCFF, TK, and higher education compacts. We are, however, concerned with eliminating the 24/7 hotline for youth in foster care, taking back dollars from state preschool, and a low COLA triggering possible teacher layoffs. We look forward to working with the governor and Legislature to restore these cuts and secure California’s investment in its future.”

    Mala Batra, CEO, Aspire Public Schools 

    “We serve some of the state’s most vulnerable students and always favor bringing an equity lens to funding. We are pleased funding for community schools and expanded learning opportunities, especially following the height of the Covid pandemic, are preserved.  

    There’s a lot of public facilities funding that we’re not eligible for. It would be really helpful to see that SB 740 in particular (establishing annual grants to offset facility costs for charter schools that service a high percentage of low-income students) remains intact.  Not having access to many of the public facilities, bond offerings and various funding streams makes that a critical funding stream for us.”

    Eric Premack, executive director, Charter Schools Development Center 

    “I’d call the governor’s budget proposal “blessedly boring.” We would like to see more on the teacher supply front, especially to streamline California’s Byzantine teacher credentialing mandates in lieu of nickel-and-dime programs that don’t address the needless complexity. 

    We also look forward to seeing the details of his instructional-time proposals. California is stuck in the Stone Age regarding attendance accounting and punishes schools for making efforts to provide more instruction. There are a number of things in current law that make it really hard to provide extra instruction for students. 

    The state is spending a tremendous amount of money funding what we call phantom kids for declaring enrollment protection. In our view, money is increasingly being used to delay inevitable cuts rather than to prepare for action and make the changes needed to adjust to a smaller student population. That money should be redirected into providing additional instruction.”

    Sarah Lillis, executive director, Teach Plus California

    “We understand that this is just the beginning of the budget process, but we are pleased and appreciate the governor’s ongoing commitment to our students and transforming TK-12. As the conversation continues and the understanding of resources may change, we hope that that commitment continues. It becomes harder and harder to ensure that we’re protecting and serving our students, in particular our most marginalized students, when it comes to making cuts or deferrals or belt-tightening.

    Our teachers are pleased about the ongoing commitment to invest in a sustainable and diverse educational workforce. And in particular, we are pleased there is a pot of funds for professional development around the new math frameworks. The transformational potential of some of these policy changes requires ongoing investment in the training of support of teachers and educators to implement that change.”

    Rachel Ruffalo, senior director of Strategic Advocacy, Education Trust-West 

    “We are relieved that Governor Newsom isn’t addressing the state budget deficit by mortgaging the futures of our students of color and multilingual learners. Instead, we appreciate that he has chosen to protect and, in some cases, expand recent leaps forward in educational justice. 

    We appreciate that the governor has chosen to shield and even accelerate several promising TK-12 programs that are on the cusp of benefiting students of color. We are especially glad to see that his budget proposal would rightfully protect the rollout of key TK-12 initiatives (e.g. transitional kindergarten, expanded learning opportunities, and the Golden State Pathways Program) and expand the implementation of the new math framework. We will continue to work with lawmakers to ensure that these equity-centered programs are prioritized. “

    Mike Fong (D-Alhambra), chair, Assembly Higher Education Committee 

    “I appreciate the work on this draft budget and understand the difficulty and challenges that the 2024-25 fiscal year presents; however, I am disappointed in the governor’s proposal to eliminate the Student Housing Revolving Loan Fund and provide no allocation to implement the 2022 Cal Grant Reform Act. We must continue to find new ways to increase accessibility to higher education, especially for our most vulnerable communities who need these vital resources to complete higher education.

    I avidly support the governor’s goal to ensure our students are prepared to enter the workforce. Developing a Master Plan for Career Education will require collaboration with diverse stakeholders and the Legislature.  I look forward to working with the governor’s office and all parties on this critical issue.”

    Tony Thurmond, State Superintendent of Public Instruction

    “I am grateful to Governor Newsom that there are no major reductions or pullbacks in vital education programs. By preserving our Educator Workforce Investments, Community Schools Investments, and Learning Recovery Investments, we ensure that our students, families, and educators have what they need to improve literacy, math proficiency, and social–emotional wellness. We are pleased to see the Proposition 98 guarantee slightly up from its projected value but disappointed in the Average Daily Attendance decline, with COLA at .76 percent when it was projected to be at 3.5 percent.

    Even as we tighten our belts in a tough budget year, we refuse to return to the days when children went hungry at school simply due to missing paperwork or a lack of lunch money. We must show moral clarity about the resources our children need to learn, grow, and thrive, and this budget reflects that clarity.” 

    Albert Gonzalez, president, California School Boards Association

    “The governor reinforced his commitment to education by funding schools above the Proposition 98 Minimum Guarantee, maintaining the Local Control Funding Formula at existing levels, providing for the full rollout of universal transitional kindergarten, preserving resources for student mental health, safeguarding previous gains in special education funding and signaling support for a potential school facilities bond on the November 2024 ballot. 

    The budget proposal isn’t perfect — we’re concerned to see a cost-of-living adjustment below 1%, reduced school facilities funding, the continued use of unfunded mandates, and a lack of consideration for the unique challenges faced by small, rural and basic aid school districts. Yet, overall, the governor’s decision to tap into the Proposition 98 Reserve and avoid cuts to critical funding for TK-12 schools and early education demonstrates a fairly prudent approach during a difficult budget year.”





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  • Fresno City College professors continue to speak out against colleague

    Fresno City College professors continue to speak out against colleague


    Fresno City College on Dec. 5, 2023

    Credit: Lasherica Thornton/ EdSource

    This story has been corrected to say that 50% of senators must be present and 75% must vote to remove the president, according to the bylaws.

    The Fresno City College community continues to reel from an EdSource report revealing that Tom Boroujeni, a tenured communication arts instructor and president of the school’s academic senate, was found to have committed an “act of sexual violence” against a professor and colleague at nearby Fresno State in 2015. 

    The fallout was laid bare during Wednesday’s academic senate meeting when several professors challenged the body’s leadership, criticizing the executive board and demanding change, despite a plea by the acting president that attendants not use the public comment period to “prosecute this (Boroujeni) case or any other case.” 

    Wednesday’s meeting was the first academic senate meeting since Boroujeni was placed on paid administrative leave on Nov. 30, following the EdSource story and subsequent decision by professors to cancel classes. 

    Because of his administrative leave status, Boroujeni, through a request handled by Fresno City College President Robert Pimentel, asked if, and or how he could speak during Wednesday meeting. 

    He didn’t show up, but the possibility that he would be at the meeting galvanized many of his colleagues. His absence did not prevent discussions about him, his case and the conduct of the academic senate, which he led. 

    “You are our faculty leaders; we look to you for guidance in matters related to us,” communication arts instructor Kherstin Khan said at the meeting. “Your silence in the face of controversy has exacerbated the division of faculty and left many of the people that you represent feeling alienated and marginalized.” 

    As Boroujeni remains on leave, Jackie Williams, president-elect and now acting president, asked those who wished to speak during the meeting’s open forum to focus only on concerns about academic and professional matters pertaining to issues concerning faculty, curriculum and their work.  

    “We are here to work on the matters that are on the agenda,” Williams said.

    She told EdSource that she believes in confidentiality for victims, whom she supports, but doesn’t believe that anyone’s personnel matters should be discussed in a public forum. 

    “I have witnessed firsthand how the investigations of assault can be revictimizing and traumatizing, not just to the survivor of that incident but to other survivors and those that are close to them,” she said. “I firmly support, for that reason, matters being kept confidential and being handled by the appropriate legal and human resource experts unless a survivor chooses to share their story.” 

    However, she did not stop people from speaking out about Boroujeni or the Fresno State case. She declined to comment on their criticism of the executive board. 

    What does Fresno State case entail? 

    Boroujeni has taught at Fresno City College since 2015, the same year he began his academic career at Fresno State while still a graduate student. The alleged victim is also a professor and Boroujeni’s colleague at the city college. The State Center Community College District, parent agency to Fresno City College, learned of the sexual misconduct investigation when the alleged victim requested a no-contact order, which was granted in the spring semester of 2022.

    Fresno State opened the investigation based on the federal anti-discrimination law known as Title IX, records show. The investigation determined that Boroujeni committed the sexual violence in 2015. At the time of the incident, Boroujeni was a part-time instructor at Fresno City College while finishing a master’s degree at Fresno State, records show.

    Fresno State couldn’t discipline him because he was a graduate student when the alleged violence occurred, Debbie Adishian-Astone, Fresno State’s vice president for administration, told EdSource. Boroujeni resigned from Fresno State in 2022 after officials said the act-of-sexual-violence report would be placed in his personnel file.

    The Fresno State case was not taken into account as Boroujeni was elected senate president at Fresno City College and achieved tenure in 2023, even after the community college district investigated the alleged victim’s request for a stay-away order and found that sexual violence occurred. 

    Fresno State released a redacted copy of the report to EdSource under the state’s Public Records Act, explaining, “Given that Mr. Boroujeni remains active in the educational community and is teaching at a local community college, there is strong public interest in knowing that a college instructor has been previously found to have committed an act of sexual violence at another university.” 

    Academic senate presidency 

    In May 2023, Boroujeni started a two-year term as Fresno City College’s academic senate president. In that role, Boroujeni works with the school’s administration in setting academic policy and hiring faculty. He assumed the academic senate presidency after a two-year term as president-elect — a rule that doesn’t seem to work, said Tiffany Sarkisian, Fresno City College’s program review coordinator and a communication arts instructor. 

    Sarkisian urged the executive board to create a task force to investigate the efficacy of its bylaws, which she said need to be updated by changing its nomination process, voting procedures and board duties. 

    Williams said the executive board has been reviewing its bylaws in light of the situation. 

    “We’re going through every line and addressing some things that we have found that were silent in the bylaws and came up because of this,” she said.

    The bylaws only address the resignation or removal of an officer, not what to do when an officer is on leave.  According to the bylaws, removing an officer requires a written petition detailing the rationale for the removal, with signatures from 25% of the academic senators; 50% of the senators must be present and 75% must vote to remove the president.

    Anthropology professor German Loffler submitted a petition in December, calling for Boroujeni’s removal, according to Williams. Loffler has since withdrawn the petition. 

    “We do not have an active petition; that’s one mechanism that would open the conversation,” Williams said. “We’re not aware of another mechanism, but if it’s appropriate to place it on the agenda as a discussion item, we can do that.” 

    Boroujeni’s case has divided Fresno City College community 

    Even though the community college district has placed Boroujeni on leave and launched an investigation, some faculty members expect more from the district, the college and the State Center Federation of Teachers, the union representing faculty. 

    For example, some professors in the district called for union leaders to be transparent about their knowledge of the sexual misconduct findings at Fresno State while others expected the union to take a position on the case.

    For instance, Liz Romero, an early childhood education instructor at Clovis Community College, told EdSource it was “disheartening” that the union, through its statement, said their responsibility was to “defend the contract” and “defend the faculty’s rights to due process.”

    There have been heated union discussions among a divided faculty. 

    On Dec. 4, the union censured Clovis Community College philosophy instructor Michael Stannard for his conduct during a discussion of the Boroujeni case at a Dec. 1 union meeting, according to union representative David Campos. The district also announced on Dec. 15 that it is investigating allegations of “inappropriate behavior” by many unnamed employees who allegedly made several female employees “feel unsafe” during union meetings. 

    Boroujeni requested to speak first during the public comment period on Wednesday and then be escorted off campus by police during a brief recess. The executive board declined the request, Williams said. 

    Boroujeni published a blog post on Medium focused on “reclaiming my narrative” on Jan. 10. The nearly 8,000-word post casts Boroujeni as the victim of sexual harassment at the hands of the alleged victim as well as racism and stereotyping because of his Middle Eastern background. 

    Some of his colleagues, including communication arts instructor Jerry Thurston, say they believe the alleged victim. 

    “When women share their experiences, I believe them,” Thurston said. 

    “I don’t gullibly swallow anything people say, but when women tell me that someone has behaved inappropriately toward them, explaining what happened, I believe that that thing happened to them. I believe my female colleagues when they tell me someone has mistreated them.” 

    EdSource reporter Thomas Peele contributed to this story.





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  • Most California high school seniors shut out of even applying to the state’s universities

    Most California high school seniors shut out of even applying to the state’s universities


    Christian Robinson always planned to go to college, but when she graduated from Adelanto High School in California’s High Desert, she felt aimless. Without a plan or preparation for higher education, she decided to go to work instead.

    She regrets that now.

    “I wish I would have gone straight into college because I would have had everything done, finished and over with,” said Robinson, who at 20 is now enrolling at Victor Valley College.

    Currently, Robinson juggles two jobs, working for a security company and serving fast food. She wishes she had received more guidance about attending college from her school. 

    Robinson’s story was typical for Black students at Adelanto High School, where over 8 out of 10 Black students graduated in 2020 without the college prep courses — known as A-G — required for admission to California’s public universities.

    The path has been different for her younger brother MarQuan Thornton, currently a high school senior at Adelanto. Months away from graduation, Thornton is one of a small group of students deciding not whether he will go to college, but which one.

    MarQuan Thornton is a senior at Adelanto High in California’s High Desert. He credits the Heritage Program at his school, aimed at Black students, for helping to keep him on track for attending college.
    Emma Gallegos/EdSource

    Thornton has worked hard but recognizes that the key difference between his trajectory and his sister’s is the support he’s getting from school that did not exist during his sister’s time there.

    Three years after his sister graduated, his high school began the Heritage Program, which is aimed at ensuring that Black students, like him, are on track to complete their A-G requirements.

    Thornton knows he’s on track to meet the requirements that will make him eligible to attend a state university. 

    “If she (Christian Robinson) had this type of chance when she was in high school, she probably would have been where I am at,” Thornton said. “I can see the difference.”

    While the vast majority of students in California — 86% of seniors in 2023 — graduate from high school, most — 56% in 2023 — do not complete their A-G requirements, according to an EdSource analysis of data from the California Department of Education. EdSource’s analysis found that Black and Latino students are the hardest hit.

    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 is foster students at 88%, followed by disabled students at 85% and English learners at 82%.

    “These kinds of numbers should be treated as a five-alarm fire,” said Melissa Valenzuela-Stookey, director of P-16 research for Ed Trust-West, a nonprofit that advocates for justice in education. 

    Valenzuela-Stookey said high school graduates are being shut out of affordable four-year public college options, because they are not getting the support they need to complete the A-G coursework. 

    “Our education systems urgently need to invest more in our students of color,” Valenzuela-Stookey said.

    As Robinson neared graduation in the early days of the pandemic, she said everyone, even teachers, seemed to lose track of how to prepare students for college and life after high school. 

    But long before the pandemic, the district was struggling to prepare Black students to meet their A-G requirements and be ready for higher education, according to Ratmony Yee, assistant superintendent of educational services for Victor Valley Union High.

    Robinson’s mother, Crystal Francisco, says that she is proud of how hard her daughter works to earn her own money. But she concurs that if Heritage had been around, Robinson might have gone straight to college.

    “She probably would have gone a different way,” said Francisco.

    Snapshot of California

    Of 1,766 high schools in California, about half graduated more than 56% of students lacking the required college preparatory courses. 

    Fewer than 2 out of 10 students met A-G rates in 2023 in many northern counties, such as Lake, Del Norte, Plumas, Lassen, Nevada, Tehama, Trinity. Just 3 out of 10 students in Kern, Merced, Tulare and Kings counties met the requirements. That compares to the Bay Area in San Mateo, Santa Clara, Alameda and Marin counties where more than 5 out of 10 students met A-G requirements. 

    Improving low A-G completion rates has been a longtime goal of both educators and state policymakers, but it’s a problem that resists easy answers or quick fixes, said Sherrie Reed, executive director of the California Education Lab at UC Davis and a researcher with Policy Analysis for California Education (PACE), an independent research nonprofit affiliated with several California universities.

    The idea of simply aligning the state’s minimum high school requirements with A-G requirements hasn’t gained steam because of the concern that it would result in fewer students graduating, said Mayra Lara, the director of Southern California partnerships and engagement with Ed Trust-West.

    What are A-G requirements?

    The details of A-G requirements can be arcane, especially for students and parents who are not familiar with the college admissions process.
    The state requires students to complete a minimum of 13 courses to receive a high school diploma.

    But to attend a UC or CSU requires that a student takes 15 courses in seven areas: history, English, math, science, foreign language, arts and an elective. Each category has its own letter, A-G, which is where the requirements get their name.

    These courses overlap with high school requirements, but they are also more rigorous. For instance, three years of English are required to graduate from high school, while A-G eligibility requires four years. Only one of those years can include English as a Second Language or English Language Development — courses that English learners are often enrolled in.

    Low grades are a common way students fall off the A-G track. A “D” is considered a passing grade for a high school diploma, but A-G classes require at least a “C” to count as eligible.

    The state, instead, has offered carrots for districts working on improving poor A-G rates, especially those that have a large marginalized student population, such as those who are low-income, English learners, homeless or have a disability. In 2021-22, the state set aside over $547 million for the A-G Completion Improvement Grant Program. The state has also pushed dual enrollment and career technical education to the high school curriculum, both of which can help students meet their A-G requirements.

    Progress has been slow. The number of students who have met A-G requirements statewide has ticked up just shy of four points over the last six years. 

    Understanding why any given student may or may not meet A-G requirements requires examining what is happening in a particular region or district, as well as disparities within schools.

    “The answer is that it is all of that,” said Reed. “No one factor accounts for it.”

    Some students said that graduating without meeting A-G requirements sent them the message that they were not college material.

    Brock Wooster-Mills, 20, said he felt “doomed to fail” as a student with a disability attending Liberty High School in Bakersfield, where 49% of students do not meet A-G requirements.

    Partial hearing loss had affected Wooster-Mills’ ability to speak and follow lessons in elementary school. But even when his hearing improved, his counselors in the Kern High School District wouldn’t allow him to transfer into required A-G courses such as French and geometry. 

    He remembers one special education teacher telling his class that they likely wouldn’t even attend a community college, but Wooster-Mills said he always knew he was capable of more. He enrolled in Bakersfield College in 2021, the fall after he graduated. 

    He’s now in his sixth semester, but his lack of academic confidence and inadequate preparation continue to dog him. In high school, he had never been taught how to write an essay. He had never studied a foreign language, which made Spanish daunting. He failed the first time he took it.

    “I feel like I’m still behind,” he said. “I wasn’t taught what I was supposed to be taught.”

    College increasingly important for economy

    Researchers say that preparing students for college is increasingly important for the American economy. By 2031, 72% of jobs will require a college degree or post-secondary education such as an associate degree, according to the Georgetown University Center on Education and the Workforce. 

    Most high schools in the state — 91.4% of traditional district schools, according to PACE — do offer a full slate of A-G coursework that put them on track for college. But the degree of access students get to those courses or support, once they have enrolled, varies greatly, resulting in wide disparities between groups of students.

    Interactive Map

    View the map to see the percentage of students in each high school who graduate without A-G required courses.

    PACE released a series of briefs and reports on the A-G completion rates in summer 2023, noting that access to rigorous coursework — whether dual enrollment, Advanced Placement or other college preparatory courses — can profoundly change the trajectory of a student’s life. These courses not only set students up for admission to college, but make it more likely that a student will pursue college in the first place.

    Researchers found that some high schools do not offer the full range of A-G courses. In 2018-19, 2.5% of schools offered no A-G courses, and another 6% only offered some A-G courses. The list also includes small and rural schools that struggle to hire teachers who are qualified to teach A-G required classes in fields such as math, science or foreign language. 

    But 84% of schools that do not offer a full range of A-G courses are charter schools focused primarily on credit recovery for students at risk of not graduating from high school. Charter schools tend to be outliers in both directions; schools with the highest and lowest A-G rates — where fewer than 40% or greater than 80% of students meet A-G requirement — tend to be charters.

    Changes in high school can help

    Adelanto High is a part of Victor Valley Union High School District, which serves communities in the High Desert, including Victorville. Cheap, abundant land attracts residents priced out of the Southern California housing market, but there is little economic opportunity. Unemployment is high, and so is the poverty rate.

    “The kids get stuck here, because there’s a cycle of poverty,” said Aleka Jackson-Jarrell, the coordinator of the Heritage program at Adelanto High.

    Educators in Victor Valley Union High say that beyond ensuring that students have all of their options open to them upon graduation, it is not their role to choose a path for students. Military or trade school are options celebrated at the school, but educators tell students that a bachelor’s degree will be key for most students who aim to earn better wages and escape the cycle of poverty.

    “Money talks,” said Yee, assistant superintendent of instructional services for Victor Valley Union High.

    District leaders say ensuring that students meet their A-G requirements opens up two key options for students: being eligible to apply for a CSU or UC school, and also having the preparation to succeed at a community college.

    Like much of inland California, the rate of students completing their A-G is low in Victor Valley Union High. In 2016-17, 13% of students in the district completed their A-G coursework, but it has been improving: that number rose to 29% last year.

    Victor Valley Union High has been making districtwide changes that administrators say are key to putting more students on track for A-G completion. 

    Scheduling is important, Yee said. Creating a master schedule that prioritizes disabled students or English learners ensures these students aren’t missing A-G coursework because of a scheduling conflict. Some schools also build tutoring into daily schedules for struggling students.

    The district studied students’ transcripts to figure out how to improve their chances of meeting A-G requirements. For instance, they found that students who took foreign language classes as freshmen or sophomores were more likely to fulfill this requirement, because they had time to retake classes to make up for any poor grades. Students are now required to begin their foreign language courses by sophomore year. 

    Victor Valley Union High also rolled out two programs aimed specifically at groups of students that were struggling the most: Black students and long-term English learners. 

    Homing in on groups who need the most help

    The Heritage program, aimed at Black students like MarQuan Thornton, was piloted in 2022-23 at Adelanto High. Beginning sophomore year, every Black student in this High Desert school is automatically enrolled in this program that ensures students are prepared for graduation as well as college and a career.

    Thornton said the program has helped him, even ensuring that he made up classes he struggled with his sophomore year. He now boasts a 3.7 GPA.

    A-G completion rates for Black students at his high school improved. In 2021-22, 6% of Black students met their A-G. The following year, when Heritage began, that number jumped to 26%.

    Because of its early success, the program is not only being rolled out at other campuses in the district, but is being used as a model for Legacy, a program aimed at long-term English learners.

    Students in both Heritage and Legacy are sorted in four groups. Level 1 students are on track to graduate from high school with A-G requirements, while Level 4 students may be in danger of not graduating from high school at all. The coordinators hold monthly sessions with each group on topics ranging from how to fill out the FAFSA form or make up failed classes to basic life skills that students approaching adulthood need. Students also visit college campuses. 

    Parents are invited for workshops to school so that they can understand the importance of A-G classes and learn how to support — and perhaps badger — their children into staying on track. 

    Heritage coordinator Jackson-Jarrell said that having a background similar to her students’ helps her connect with them. She dropped out of high school when she was younger. She tells students that earning degrees — starting with an associate degree and ultimately obtaining a doctorate — helped her go from making $4.25 an hour to making six figures.

    Her counterpart at Silverado High, Jose Velasco, teaches Spanish and runs the Legacy program. Like many of his students, Velasco is a child of immigrants whose first language was Spanish. He checks in to make sure students have access to bilingual aides so that they can understand the content in their college preparatory classes, such as geometry or history.

    When Heritage first began, Jackson-Jarrell experienced pushback from non-Black teachers, parents and students questioning the need for a program focused solely on one group of students and pointing to other programs such as AVID, that focused on college and career readiness.

    “We were hit with questions like, ‘Why is this program just for Black students? It’s not fair,’” she said. 

    Jackson-Jarrell would tell them that the data was showing that overwhelmingly, Black students need the most support meeting A-G requirements and that they have unique needs and challenges that Heritage addresses. When students visit college campuses, they try to imagine themselves fitting in. Not seeing Black students on campus can reinforce the idea that they don’t belong on a college campus.

    “They’re looking for themselves,” said Jackson-Jarrell. “They feel like they don’t belong.”

    So, Heritage will often ensure that when they visit campuses, they can meet directly with students from the Black student resource centers. This upcoming spring, Heritage students are invited on a tour through the American South, visiting historically Black colleges and universities. Legacy makes a point of visiting with Latino student groups on campus for similar purposes.

    Jackson-Jarrell said that programs like Heritage and Legacy are important for the economic development of the community and hopes to see more programs like them in other districts in the High Desert.

    Superintendent Carl Coles concurs. Increasing the rigor of students’ coursework and preparing them for higher education doesn’t just set students up for success, it improves the prospects of their families and the larger community. The district’s renewed focus on A-G requirements, he said, goes right to the core of why education is so important.

    Coles said, “It really is so that every kid can live a life of purpose.”

    This post has been updated to clarify a source’s statement





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