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  • Advanced algebra, data science and more: UC rethinks contested issues of high school math

    Advanced algebra, data science and more: UC rethinks contested issues of high school math


    Credit: JeswinThomas / Pexels

    Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.

    “There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college. 

    “How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”

    The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK-12 math framework in an acrimonious debate earlier this year.

    Advocates have cited the appeal of introductory data science as a way to broaden the boundaries of math to students who were turned off by it.  Traditionalists – STEM professors and professionals – countered that courses like introductory data science that include little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.

    Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations, and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?

    For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses – Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission. 

    With the state’s adoption of the Common Core math standards for K-12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.

    The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for the majority of non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.

    Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.

    New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”  

    But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK-12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction. 

    “Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote psychology professors Ji Song of CSU Los Angeles and James Stigler of UCLA in an Edsource commentary.

    Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work, in whatever paths students eventually choose.  

    “College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in a January resolution.

    But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a statement, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”

    Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.

    New courses

    BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, does the evaluating and vetting of the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.

    Subsequently, 368 data science and related courses received approval for 2022-23 and 435 for 2023-24. Nearly all use one of a half-dozen or so data science curricula developed for high schools.

    There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they cover statistics standards that many Algebra II teachers frequently don’t get to, while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.

    A flaw in implementation or policy?

    In a detailed Nov. 12 letter to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.

    Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.

    The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “Explorations in Data Science,” developed by YouCubed, a Stanford University research center.

    Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.

    “You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential Academic Preparation and Education Programs Committee of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”

    A backlash followed

    News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.

    In July, during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education, tensions came to a head. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework had discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation, while encouraging students to take data science over STEM professions that were described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.

    In the framework it adopted in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional pathway leading to Calculus. 

    But the final framework hasn’t fully mollified critics, including Elizabeth Statmore, a math teacher at Lowell High in San Francisco and former software executive.

    “By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email. 

    “The only way we’re going to diversify STEM fields is to keep historically excluded young students on the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”

    Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — revoking validation for meeting Algebra II requirements for all data science courses. And, in a letter to the State Board, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.   

    “The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.

    Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students who are currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.  

    “It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.

    The minutes of the meeting revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.

    The minutes said that BOARS would appoint a working group, including professors of computer science, neuroscience, statistics and math, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.

    BOARS, whose meetings are not public,  hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview. 

    There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so that applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.

    Knowlton hopes the work group will identify elements of algebra that are critical for student success and evaluate courses to see which ones don’t cover them. 

    “Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.

    Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”

    But Aly Martinez, the former math coordinator for San Diego Unified, is worried that efforts to create innovative and rigorous courses in data science and statistics will be swept aside if BOARS applies restrictions too broadly.

    After surveying students about their math interests, the district worked with the creators of CourseKata to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.

    “There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”

    A fresh look at standards

    The second committee commissioned will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a math subcommittee of a joint faculty body, the Intersegmental Committee of Academic Senates.

    Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”

    The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.

    Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?”  she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”

    Although it is not the role of the committee, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”

    Clarification: The article was updated Dec. 15 with the exact number of data science courses that the Articulation Unit of the UC Office of the President approved for 2022 and 2023; they were fewer than the article had implied.





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  • All students need to learn data science

    All students need to learn data science


    Credit: Allison Shelley for American Education

    We live in a world driven by data. Data is collected and stored on every human interaction, whether commercial, civic or social. Enormous server “farms” across the world save, preserve and serve data on demand. A list of the most in-demand jobs includes data-scientist and statistician. Algorithms determine prison sentences, scan video feeds to identify potential suspects of crimes, and assist in decisions regarding loans, college admissions and employment interviews. 

    But problems lurk. Algorithms trained using data that poorly represent the populations to which they are applied leave members of some groups at greater risk of being mistakenly incarcerated. Data models developed without input from contextual experts exacerbate existing patterns of racism and sexism. Data is stolen, allowing thieves to impersonate others and steal millions. Privacy is threatened, and your local grocery chain may know more about your medical conditions than your closest family members. 

    Would it surprise you, then, to learn that high school students are not required to study statistics or data science? Fortunately, even though such courses are not required, for more than a decade a growing number of California high school students have had the opportunity to take statistics courses — and since 2013, data science courses — to meet the admissions requirements of the University of California and the California State University systems. Currently, this pathway to college access is being reviewed by the University of California academic senate. Closing it will make it even more difficult for students to learn relevant and necessary skills for 21st century life.

    I, along with other statisticians, view data science as a much-needed upgrade of the current statistics curriculum. It was in this spirit of modernization that I joined a team consisting of high school teachers, UCLA statisticians, computer scientists and education researchers, to develop the Introduction to Data Science, or IDS, course.  This course, supported by the National Science Foundation and the first (I believe) yearlong high school data course in the U.S., was designed to better reflect the modern practice of statistics — which relies on computers, algorithms and both predictive and inferential modeling — than existing high school statistics courses do.

    The course was approved in 2013 as a statistics course by UC’s High School Articulation Unit. This came as no surprise because it reflected the fact that Introduction to Data Sciences was designed as a statistics course following guidelines established by the American Statistical Association, the National Council of Teachers of Mathematics, and the Common Core state standards (not the result of a flawed approval process, as some have alleged). Statistics courses have long been approved as high school math courses without being required to teach Algebra II standards.

    For some reason, this long-standing practice has recently been viewed as controversial, leading to the current UC review and allegations that data science courses offer insufficient algebraic rigor. The real issue is about the purpose of high school mathematics education. Is it designed only to serve students who will major in science, technology, engineering and math, which requires advanced algebra at some point, or should it serve the needs of all students? And if it is meant to serve only future STEM students, is Algebra II the only starting point? The real issue isn’t about offering “weak” math or strong math, but about providing rigorous courses that prepare students for life in the modern data-driven world. Modern statistics courses provide foundational skills and knowledge that are needed by most (if not all) high school students.

    Don’t just ask me. After all, I am one of the developers. Ask high school leaders. There has been widespread demand for these courses. Since our initial pilot in 10 schools in 2014–15, Introduction to Data Science is offered in 189 high schools around the nation, and more than 400 high schools around the state are offering one of the available data science courses.

    Ask the researchers who found that courses such as ours improved college preparation and matriculation.

    Ask leaders at UC Berkeley, among the first universities to recognize the importance of data science. In establishing their wildly popular introductory data science course, Data 8, they emphasized that the instructional approach “should not be viewed as ‘going soft on the math’” and that “conceptual understanding can be developed, perhaps even better developed, through direct experience and computational actions performed with one’s own hands, rather than through symbolic manipulation.” 

    While it is true that high school students shouldn’t be forced to make “major” life decisions such as whether to take Algebra II and embark on the STEM path, for many students, this decision is made for them. One study of over 450,000 California high school students found that of those who passed Algebra I, only 40% continued to Algebra II. Courses such as Introduction to Data Science create more opportunities for students to develop mathematical skills and prepare to attend a four-year college — and even to take Algebra II if they choose. 

    Statistics and data science courses prepare students to address many of the major issues of our time. STEM students are not excused from the need to study data science. Many recent scandals and controversies in scientific work have centered around the misuse and misunderstanding of fundamental statistical concepts. These challenges point to the need for students of STEM to deepen their study of data science.

    All students need data science; some students also need Algebra II. Not the other way around.

    •••

    Robert Gould is a teaching professor at the UCLA Department of Statistics and Data Science, a fellow of the American Statistical Association, founder of the ASA DataFest competition, and co-author of a college introductory statistics textbook: Exploring the World through Data.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • UC professors’ math problem: How does data science fit in?

    UC professors’ math problem: How does data science fit in?


    In data science classes, students write computer programs to help analyze large sets of data.

    Credit: Alison Yin/EdSource

    The article was updated March 5 to include the letter from high-tech executives supporting the Algebra II requirement. It also clarifies that AP Statistics is for students who have completed Algebra II.

    An influential committee of the UC Academic Senate weighed in again last month on the contentious issue of how much math high school students must take to qualify to attend a four-year California state university. 

    It ruled that high school students taking an introductory data science course or AP Statistics cannot substitute it for Algebra II for admission to the University of California and California State University, starting in the fall of 2025.

    The Board of Admissions and Relations with Schools or BOARS reaffirmed its position by accepting the recommendations of a workgroup of math and statistics professors who examined the issue. That workgroup determined that none of these courses labeled as data science “even come close” to qualifying as a more advanced algebra course. 

    Robert Gould, a teaching professor and vice chair of undergraduate studies in the statistics department at UCLA and lead author of Introduction to Data Science, said that he disagrees with BOARS’ decision. The course was created under the auspices of the National Science Foundation through a math and science partnership grant.

    “We are disappointed, of course,” he said. “We believe our course is rigorous and challenging and, most importantly, contains knowledge and skills that all students need for both career and academic success.”

    But how, then, will UC and CSU ultimately fit popular data science courses like CourseKata, Introduction to Data Science, and YouCubed’s Explorations in Data Science into course requirements for admission? That bigger question won’t be determined until May when the math workgroup will issue its next report.

    Data science advocates are worried that BOARS, which commissioned the review, may disqualify data science and possibly statistics under the category of math courses meeting the criteria for admissions. Increasing numbers of high school students are turning to introductory data courses in a world shaped by artificial intelligence and other data-driven opportunities and careers. They see them as approachable alternatives to trigonometry, pre-calculus and other rigorous courses students must take to major in science, technology engineering or math (STEM) in college.

    Dozens of high school math teachers and administrators have signed a letter being circulated that will go to the UC regents. It reiterates support for data science and statistics courses and criticizes BOARS for not consulting high school teachers and data science experts for their perspectives.

    “Our schools and districts have adopted such courses because they provide an innovative 21st-century experience that excites and engages students, impart tangible quantitative skills needed for a wide variety of today’s careers and academic fields, and offer new ways for students to interact with and learn mathematics,” the letter states.

    Pamela Burdman, executive director of the nonprofit Just Equations, agreed in a blog post titled “The Latest in the Inexplicable War on High School Data Science Courses.” “The bottom line is that districts are increasingly offering these courses because they are relevant and engaging for many students who otherwise would be turned off by mathematics,” she wrote.

    Will it help or hinder equity?

    Critics of substituting introductory data sciences courses for advanced algebra include STEM professors at UC and CSU. Many say they support data science, but not courses lacking the full range of math topics in high schools that students need for STEM or any major requiring quantitative skills. Skipping foundational math in high school will set back the cause of equity for underserved students of color, not advance it, they argue, by creating the illusion that students are ready for statistics, computer science and data science majors when they aren’t. That may force them to take catch-up courses in community college.

    “The only way we’re going to diversify STEM fields is to keep historically excluded young students on the algebraic thinking pathway just a little bit longer,” Elizabeth Statmore, a math teacher at Lowell High in San Francisco and former software executive, wrote to EdSource last year. “That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”

    Proponents of holding the line on Algebra II and encouraging more students to pursue STEM majors are circulating their own attention-grabbing letter titled Strong Math Foundations are Important for AI. The signers, including Sam Altman, CEO of OpenAI, his nemesis Elon Musk, founder of Tesla, SpaceX and CEO of X, and executives from Apple, NVIDIA, Microsoft and Google, “applaud” UC for maintaining the math requirements.

    “While today’s advances might suggest classic mathematical topics like calculus or algebra are outdated, nothing could be further from the truth. In reality, modern AI systems are rooted in mathematics, making a strong command over math necessary for careers in this field,” it reads. “Failure to maintain standards in the mathematical curriculum in public education will increase the gap between public schools — especially those of under-resourced districts — and private schools, hampering efforts to diversify STEM.”

    Surprise actions by UC Office of President

    For decades, UC and CSU have required that students complete three years of math with at least a “C” — usually in the sequence Algebra I, Geometry, and Algebra II, also called Advanced Algebra – as the math component of A-G, the 15 courses needed for admission. For students taking integrated math, it is Math I, II and III. Both university systems recommend a fourth year of math, and most students take at least that; aspiring STEM majors take two or more additional courses leading to Calculus.

    BOARS establishes policies on admissions, but a small office in the UC President’s Office, the High School Articulation Unit, vets tens of thousands of courses that developers and high school teachers submit for approval. Starting in 2014, the unit began authorizing AP statistics and new data science courses as “validating” or satisfying Algebra II or Integrated Math III content requirements. That meant they either built on the content standards that students had covered or would cover in the course. 

    Although AP Statistics doesn’t cover most Algebra II topics, the rationale for validating it and data science courses — mistakenly so, BOARS determined in retrospect — was that Algebra II includes some statistics, and most teachers never get around to teaching it. That was problematic for introductory data science courses, because the state hasn’t set standards for what should be covered in the courses.  The College Board, the creator of AP Statistics, states that the course is designed for students who have completed Algebra II.

    During the last few years, the staff in the review office approved the three most popular data science courses in more than 400 high schools. After analyzing the three courses, the UC workgroup professors concluded, “We find these current courses labeled as ‘data science’ are more akin to data literacy courses.”

    UC academic committee meetings, including BOARS, are closed to the public. But minutes from the July 2023 meeting indicated that some faculty members were dismayed that the articulation office had validated so many data science courses without their knowledge. “At least one member repeatedly suggested that UCOP has misinterpreted/misapplied the advanced math standard for years — and absent correction, will continue to do so — and so review of all current courses potentially implicated is needed,” the minutes state.

    BOARS hasn’t ruled out approving future data science courses that include more advanced algebra as a substitute for Algebra II; the articulation office has validated Financial Algebra for that purpose. BOARS invited course alternatives in a June 2020 statement, saying it saw the expanded options “as both a college preparation and equity issue.”

    But data science proponents are concerned that the math workgroup will take the opposite position and recommend that the three introductory data science courses be treated as elective courses for A-G but not fourth-year math courses. Ruling that way, they argue, would discourage future non-STEM majors from taking an alternative quantitative reasoning course as seniors. Such a position would reinforce a narrow view that only courses leading to Calculus are legitimate math offerings in the senior year.

    “Revocation of Area C (math) status will significantly reduce our ability to foster students’ statistical and data competency or incentivize enrollment in these programs, at a time when such quantitative abilities are increasingly necessary for functioning personally and professionally in the 21st Century,” the letter to the UC regents says.

    Lai Bui, a veteran math teacher at Mills High School in the San Mateo Union High School District, said there’s no justification for treating CourseKata, an introduction to data science course, differently from AP Statistics, which BOARS has qualified as a fourth-year math course. Students in CourseKata use coding to analyze datasets, while AP Stats students use graphing calculators, which have limitations, she said.

    UCLA and CSU Los Angeles created CourseKata in 2017 as a semester course for college and as a two-semester course for high schools; otherwise, they are similar, said Bui, who has taught it for four years.

    “CourseKata is definitely not data literacy,” she said. “It’s a math course, like AP Statistics, only more real-world connected. I see students succeeding in math instead of thinking, ‘I am not a math person.’”

    In 2023, the CSU Academic Senate expressed frustration that UC was approving courses in data science in lieu of Algebra II without consulting it and urged more joint decision-making involving A-G decisions. In January, three CSU professors were added to the 10-member UC math workgroup.

    Mark Van Selst, a psychology professor at San Jose State and member of the Academic Preparation and Education Programs Committee, considered CSU’s counterpart of BOARS, said this week he fully supports the decision not to retreat from Algebra II as a base of knowledge. But he also favors qualifying non-traditional fourth-year math courses that strengthen quantitative reasoning. He said he hopes the UC math workgroup drafts standards or learning outcomes for data science to distinguish between electives and advanced math courses.

    Gould said he would need to review the possible criteria before deciding whether to revise the content of Introduction to Data Science.

    “A data science education is essential for all students, and all students deserve a relevant and useful math education,” he said. “Despite the committee’s decision, we think it’s important that data science and statistics courses continue to qualify as fourth-year math courses.”





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  • Advanced math in high school prepares students for STEM and data science careers

    Advanced math in high school prepares students for STEM and data science careers


    A high school student contemplates an assignment in math class.

    Credit: Allison Shelley for American Education

    California, along with many other states and nations, has experienced a dramatic increase of student interest in data and computer science careers. Along with the broader tech industry, these fields have been undergoing exponential growth in recent years that’s expected to continue as artificial intelligence (AI), computing platforms and their applications continue to reach every aspect of society.

    The U.S. Bureau of Labor Statistics projects 36% employment growth for data scientists by 2031. California businesses and other sectors are the top home for many of these high-paying careers.

    It’s the responsibility of our state’s academic systems to educate future data-driven leaders in many areas — tech, finance, business, entertainment, biomedicine and health, climate and sustainability, engineering, law, social welfare, public policy, government and education itself, as well as in innovative approaches to the arts and humanities.

    A report recently issued by a work group for the University of California’s Board of Admissions and Relations with Schools (BOARS) concluded that the three most popular high school data science courses being offered in the state do not “even come close to meeting the required standard to be a ‘more advanced’ course” and “are not appropriate as recommended 4th year mathematics courses.”

    We applaud the faculty and staff, across the UC system, who helped develop this report and its recommendations. And we’re delighted by the quick response from the UC Office of the President this month, which shared the message with high school counselors and advisers, summarizing the report and explaining additional steps that UC is taking to implement the BOARS recommendations for the 2025-26 academic year.

    This is a noteworthy example of the California educational system working well and listening to expert feedback in order to best serve its students. Hundreds of university professors in the state and beyond came out against the rapid adoption of high school data science classes that were being offered as a supposed substitute for advanced algebraic math, or Algebra II. While these introductory data science courses may whet high school students’ appetites, if they are taken at the exclusion of Algebra II, students will not be adequately prepared for science and technology majors in college. We must make sure that the prerequisites for admission to our colleges and universities adequately prepare students to pursue careers in these fields.

    Other Perspectives on this topic

    This could leave the impression that we don’t support data science — which is far from the truth! We believe that data science is an important discipline to study and a career path for making important contributions in our communities and world. Data science can be a route to increased data literacy, enabling students to distinguish between real information and misinformation and the skills to pursue data-driven approaches to whatever their passions and wherever their careers may lead.

    Our data science program at UC Berkeley’s College for Computing, Data Science, and Society is the top-ranked program for undergraduate students in the country. We’ve been active in providing curriculum materials to other institutions in California and around the world, including community colleges and universities. We’ve hosted educators across a broad range of academic institutions, including high schools, at an annual conference on data science education for the last six years.

    We know from years of study and practice that learning math is cumulative. In order for California students to be adequately prepared for the science and technology majors they may choose to pursue in college — including data and computer science — the advanced math curriculum in high school is essential. While data science and statistics courses have been rapidly added to high school options and are welcome additions, these courses cannot replace the foundational math content found in Algebra II. We also acknowledge, and encourage, innovative curricula aiming to teach Algebra II via the context of data science, as such courses could be appropriate.

    We applaud UC and California decision-makers for their recognition that Algebra II is necessary student preparation for the successful completion of college degrees that require a strong grounding in math, including data and computer science. We welcome opportunities to continue this conversation and promote successful outcomes by ensuring students obtain the math knowledge and skills to pursue careers in science and technology.

    •••

    Jennifer Chayes is dean of the UC Berkeley College of Computing, Data Science, and Society, and professor of electrical engineering and computer sciences, information, mathematics and statistics.

    Jelani Nelson is a professor of electrical engineering and computer sciences at UC Berkeley.

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





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

    Data Science helps students of color opt in for more math 


    Credit: Pexels

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

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

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

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

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

    Another PERSPECTIVE ON THIS TOPIC

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

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

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

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

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

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

    •••

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

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

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

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





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  • English learner advocates in California oppose ‘science of reading’ bill

    English learner advocates in California oppose ‘science of reading’ bill


    First grade teacher Sandra Morales listens to a student read sentences aloud at Frank Sparkes Elementary School in Winton.

    Credit: Zaidee Stavely / EdSource

    Two prominent California advocacy organizations for English learners are firmly opposing a new state bill that would mandate that reading instruction be aligned with the “science of reading,” saying it could hurt students learning English as a second language. 

    Assembly Bill 2222, authored by Assemblywoman Blanca Rubio, D-Baldwin Park, would require schools to teach children how to read using textbooks and teacher training grounded in research, which shows that children must learn what sounds letters make and how to sound out words, in addition to vocabulary and understanding, learning how to read fluently without halting, and how to write.

    The bill also states that curriculum must adhere to research that “emphasizes the pivotal role of oral language and home language development” for students learning English as a second language. Research shows that English learners need to practice speaking and listening in English and learn more vocabulary to understand the words they are learning to sound out. Students also benefit from learning to read in their home language, and from teachers pointing out the similarities and differences between their home language and English — for example, how different consonants or vowels make the same or different sounds in each language.

    But representatives from Californians Together and the California Association for Bilingual Education (CABE), which have both written letters opposing the bill, said they are concerned the bill could hurt English learners, who represent more than one-fourth of students in kindergarten through third grade.

    They said they believe the bill would dismantle or weaken the state’s progress toward improving literacy instruction. Advocates pointed to the $1 million the state has put toward a “literacy road map” to guide districts to implement evidence-based reading strategies, and the new literacy standards passed by the Commission on Teacher Credentialing, to prepare new teachers to teach reading based on research.

    They argue that California should instead make sure districts are fully implementing the English Language Arts/English Language Development Framework.

    “AB 2222, the wolf in sheep’s clothing, in my opinion, is attempting to illegally dismantle what we currently have in place, that is evidence-based and has a comprehensive literacy approach,” said Edgar Lampkin, chief executive officer of CABE. “It’s trying to mandate a magic bullet that does not exist and attempts to be one-size-fits-all.”

    The framework, which was adopted in 2014, encourages explicit instruction in foundational skills and oral language development instruction for English learners.

    “The challenge is the professional development of our teachers to implement them, and the implementation is sporadic,” said Barbara Flores, professor emerita from CSU San Bernardino and past president of CABE. “We have districts that are doing a very good job. We have others that need help to do it, but they know they need help.”

    Representatives from the two advocacy organizations opposing the bill also said it does not sufficiently spell out how to help students who are learning to read in more than one language.

    “Biliteracy is nowhere,” said Martha Hernandez, executive director of Californians Together. “And what about students that are in dual-language immersion programs? What about translanguaging and bridging?” Translanguaging and bridging refer to the practices of helping students learn the differences and similarities between two languages and transferring knowledge they have in one language to another.

    The bill’s sponsors and author say the progress the state has made is admirable, but more needs to be done, because only 43% of California third graders were reading and writing on grade level in 2023, based on the state’s standardized test. Among those classified as English learners, only 16% met the standards for reading and writing. Once students are reading and writing in English at grade level, they are usually reclassified as fluent, and 73% of third graders who were once English learners and are now fluent in English were reading and writing at grade level in 2023.

    Assemblywoman Rubio said she made sure to include the needs of English learners, sometimes referred to as ELs, in the bill. 

    “As a former EL myself, I understand the complex challenges for these children and would only introduce bills that are grounded in research and data that points to positive outcomes for ELs,” she wrote in an email to EdSource.

    “Specifically, AB 2222 requires an emphasis on the pivotal role of oral language and home language development, particularly for ELs, and instruction in English language development specifically designed for limited-English-proficient students to develop their listening, speaking, reading, and writing skills. As an educator, I know how critical it is that both current and pre-service teachers are trained and empowered to support ELs in the classroom.”

    Rubio said she has spoken with representatives of Californians Together and the California Association for Bilingual Education about their concerns.

    “I have offered for them to help me draft a piece of legislation moving forward which will help every child in California, especially our ELs. Thus far, they have refused, noting a philosophical difference,” Rubio said.

    The organizations that sponsored the bill, Decoding Dyslexia California, EdVoice, and Families in Schools, said the bill does not dismantle, but rather strengthens and builds upon the new literacy standards and the ELA/ELD framework. In addition, they said the bill does not advocate for a “one-size-fits-all” approach to teaching reading and rather requires districts to focus on English learners’ needs and assets. 

    “While we acknowledge that there’s confusion out there, I think when you read the actual bill, it’s far from reversing course on the good policy and progress we’ve made recently. If anything, this bolsters and supports it,” said Lori DePole, co-state director of Decoding Dyslexia California.

    The concerns from English learner advocates about a push for “science of reading” curriculum are not new. But DePole said when crafting the bill, the sponsoring organizations looked to agreements hashed out in a joint statement by advocates for English learners, including Californians Together, and proponents of curriculum based on the “science of reading.”

    Hernandez said Californians Together is not backtracking on those agreements.

    “Because we oppose this bill does not mean that we are against the five components of literacy, which includes foundational skills,” said Hernandez. “Do teachers need professional learning? Absolutely. Do they need instructional materials that are based on a comprehensive research-based literacy approach? Yes.”

    However, she said she is concerned about implementation. She pointed out that the joint statement also makes clear that sometimes schools implement practices under the name of the science of reading that do not align with the research, like focusing on phonics for an extended amount of time and leaving out other skills that students need, like English language development, practicing writing or reading stories aloud.

    The sponsors said “any characterizations of AB 2222 being just about phonics are misleading and inaccurate.”

    “It is important to clarify that the science of reading is a lot more than just phonics,” reads a statement from the three sponsoring organizations. “It includes explicit and systematic instruction in phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, and writing that can be differentiated to meet the needs and assets of all students, including ELs,” referring to English learners.

    Particularly concerning to opponents of the bill is one particular phrase saying that curriculum based on the science of reading “does not rely on any model for teaching word reading based on meaning, structure and syntax, and visual cues, including a three-cueing approach.”

    DePole said the language is there to ensure that teachers do not continue to use controversial methods such as “three-cueing,” which teaches students to use pictures and context to guess what a word is, rather than sounding it out.

    But English learner advocates said students learning English need pictures to help them learn the meaning of words they are sounding out. In addition, they said the way the bill is written leaves too much open to interpretation and could end up discouraging teachers from teaching vocabulary and grammar.

    “Any word that appears in a sentence or a collection of words or a stream of language has syntax. So if you’re not teaching syntax, or if you’re banning the teaching of syntax, you’re banning the teaching of vocabulary and grammar, right? So this provision contradicts everything that appears in the ELA/ELD framework,” said Jill Kerper Mora, associate professor emerita from the School of Teacher Education at San Diego State University, and a member of CABE.

    Hernandez said the problems with three-cueing should be addressed through training “so teachers understand the why,” rather than through a state mandate.

    “We agree that we need a comprehensive approach, which includes foundational literacy skills,” Hernandez said. “But we just don’t think that this is the approach.”





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  • California’s science test will be added to state school dashboard

    California’s science test will be added to state school dashboard


    A high school girl mixes chemicals during a chemistry experiment.

    Credit: Allison Shelley for American Education

    The State Board of Education is moving forward with plans to add the state’s science assessment to the California School Dashboard, making it a new piece of the statewide school accountability system.

    Students first took the online science test in 2019, before Covid forced an interruption of testing in 2020. Starting in 2025, performances by district, school and student groups will receive one of five dashboard colors, designating the lowest (red) to the highest performance (blue) — just as with math, English language arts and other achievement indicators. Each color reflects two factors: how well students performed in the latest year and how much the score improved or declined from the previous year.  

    Science teachers welcomed the move as a way of drawing more attention to science instruction. “Doing so will add visibility to ensure that districts invest in making sure that all California students receive the science ed they deserve,” Peter A’Hearn, a past president of the California Association of Science Educators, told the state board at a hearing March 6.

    “Our biggest frustration is that students have not been getting any or minimal instruction in elementary schools, especially in low-performing and low-socioeconomic schools,” A’Hearn said.

    As required by Congress, all students in grades five, eight and at least once in high school take the California Science Test or CAST. Designed with the assistance of California science teachers to align with the Next Generation Science Standards, the test includes multiple-choice questions, short-answer responses and a performance task requiring students to solve a problem by demonstrating scientific reasoning.

    For the 2022-23 year, only 30% of students overall scored at or above grade standard. Eleventh-grade students did best, with 31.7% meeting or exceeding standard. 

    The test measures knowledge in three domains: life sciences, focusing on structures and processes in living things, including heredity and biological evolution; physical sciences, focusing on matter and its interactions, motion, energy and waves; and Earth and space sciences, focusing on Earth’s place in the universe and the Earth’s systems.

    California replaced its science standards with the Next Generation Science Standards (NGSS) in 2013. NGSS was a national science initiative that stressed hands-on learning, broad scientific concepts and interdisciplinary relationships of various science domains. The state board adopted the state’s NGSS framework in 2016, and textbook and curriculum adoption followed.

    Districts’ implementation has been slow, with no funding specifically dedicated to teacher training and textbook purchases. The pandemic set back momentum, said Jessica Sawko, director of the California STEM Network, a project of the nonprofit advocacy organization Children Now.

    “NGSS pointed us to a higher-quality and richer approach, but it has not yielded statewide equitable access to science,” she said. “There have been shifts in instruction, but they have not been widespread and haven’t resolved a narrowing of access to science, particularly before fifth grade.” She said many districts don’t include goals for science education in their three-year planning document, the Local Control and Accountability Plan. Tracy Unified, which budgeted $768,000 this year for teacher training in NGSS and STEM studies, is an example of one that did (see page 28 of its LCAP).

    Although the science assessment will be part of the state dashboard, the State Board of Education has yet to decide how it will factor into the state and federal accountability systems — if at all. Congress does not require the science test to be included with math, English language arts and graduation rates. Folding the science test into the state system would entitle the lowest-performing districts and student groups to assistance in science instruction from their county office of education.

    Student growth measure, too

    Also at the March 6 meeting, the state board discussed a timetable for adopting a system to measure individual students’ growth on standardized test scores — an idea that has been discussed for nearly a decade. More than 40 states are using a student growth model for diagnosing test scores.

    The state’s current system, which the California School Dashboard reflects, compares the percentage of students who achieved at grade level in the current year with the previous year’s students’ level of achievement. The student growth model, a more refined measure, looks at all students’ individual gains and losses in scale points over time.

    A comparison of the two ways of measuring scores was a factor that led to the settlement last month of the Cayla J. v. the State of California lawsuit. Brought on behalf of students in Oakland and Los Angeles, one of its claims was that Black, Latino and low-income children’s test scores fell disproportionately behind other student groups during the pandemic. 

    The state, using the current method, said that all student groups’ scores fell about the same percentage from meeting standards. Harvard University education professor Andrew Ho’s analysis for the plaintiffs showed that “racial inequality increased in almost all subjects and grades. Economic inequality also increased.” The settlement calls for using scale scores under a student growth model to determine which groups of students will be eligible for state improvement money.

    The state must collect three years of data for a student growth model, which it won’t have until next year. Then the state board must decide whether to use it as a replacement or as a complement to the current system for the state accountability system, said Rob Manwaring, a senior adviser for Children Now.





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  • Bill to mandate ‘science of reading’ in California schools faces teachers union opposition

    Bill to mandate ‘science of reading’ in California schools faces teachers union opposition


    Teacher Jennifer Dare Sparks conducts a reading lesson at Ethel I. Baker Elementary School in Sacramento last year.

    Credit: Randall Benton / EdSource

    California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the “science of reading,” that spotlights phonics to teach children to read.

    The move by the politically powerful California Teachers Association (CTA) puts the fate of Assembly Bill 2222 in question as supporters insist that there is room to negotiate changes that will bring opponents together.

    CTA’s complaints include some recently voiced by some advocacy organizations for English learners and bilingual education that oppose the bill and have refused to negotiate any changes to make the bill more acceptable.

    The teachers union put its opposition to AB 2222 in writing in a lengthy letter to Assembly Education Committee Chairman Al Muratsuchi last week. The committee is expected to hear the bill, introduced in February, later this month. 

    The letter includes a checklist of complaints including that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and cuts teachers out of the decision-making process, especially when it comes to curriculum. 

    “Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”

    Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised that CTA would oppose legislation that would ensure all teachers are trained to use the latest brain research to teach children how to read.

    “Unfortunately, a lot of folks in the field haven’t actually been trained on that, and a lot of the instruction materials in classrooms today don’t align with that,” Tuck said.

    Tuck said CTA appears to misunderstand the body of evidence-based research known as the science of reading. It “is not a curriculum and is not a program or a one-size-fits-all approach,” he said. “It will give teachers a foundational understanding of how children learn to read. Teachers will still have a lot of room locally to decide which instructional moves to make on any given day for any given children. So, you’ll still have significant differentiation.”

    A nationwide push

    California’s push to adopt the science of reading approach to early literacy is in sync with 37 states and some cities, such as New York City, that have passed similar legislation. 

    States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it trains children to use pictures to recognize words on sight, also known as three-cueing. The new method would teach children to decode words by sounding them out, a process known as phonics.

    Although phonics, the ability to connect letters to sounds, has drawn the most attention, the science of reading focuses on four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the brain connects letters with sounds when learning to read.

    Along with mandating the science of reading approach to instruction, AB 2222 would require that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.  

    The legislation goes against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.

    “It’s a big bill,” said Yolie Flores, president of Families in Schools, a co-sponsor. “We’re very proud that it’s a big bill because that means it is truly consequential in the best way possible for children. It’s not a sort of tweak around the edges kind though, it’s the kind of bill that really brings transformation. So we are hoping that the Legislature sees beyond the sort of typical pushback and resistance, and in the end, I think, teachers will see that this was a huge benefit for them.”

    Seeking compromise

    The bill’s author, Blanca Rubio, D-Baldwin Park, said she took CTA’s seven-page letter not as an outright rejection but as an opportunity for negotiations.

     “I’m glad they sent this letter,” she said. “They outline their objections and the reasons why, and that’s something I can work with. It’s not a flat, ‘No, we don’t want you to do it.’ They gave me specific items that I can look at and have a conversation about.”

    She said that Assemblymember Muratsuchi asked her to work with the CTA on a compromise. She is also meeting with consultants for Assembly Speaker Robert Rivas, D-Salinas, “to look at the big picture,” she said.

    But Flores says the state’s budget problems, with predictions of no money for new programs, may be a bigger hurdle to getting the bill passed than the CTA opposition. The cost of paying for the required professional development for teachers would total $200 million to $300 million, she said. Because it is a mandate, the state would be required to repay districts for the cost.

    “That is a drop in the bucket for something so transformational, so consequential,” Flores said. “I hope that the Legislature really comes to that realization. We’re in a budget deficit, but our budget is a statement of priorities.”

    Advocates say that it is imperative that California mandate instruction in the science of reading. In 2023, just 43% of California third graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students. 

    “It’s foundational,” Flores said. “It’s not the only thing teachers need to know. It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.”

    The bill would sunset in 2028 when all teachers are required to have completed training. Beginning in July, all teacher preparation programs would be required to teach future educators to base literacy instruction on the science of reading. 

    Needs of English learners

    The CTA and other critics of AB 2222 charge that it ignores the need of English learners for oral language skills, vocabulary and comparison between their home languages and English, which they need in order to learn how to read. Four out of 10 students in California start school as English learners.

    Tuck disputes this. “We actually emphasize oral language development,” he said. “This would be the first statute that would say when instructional materials are adopted, and when teachers are trained in the science of reading, they must include a focus on English learners and oral language development.”

    Representatives from Californians Together, an advocacy organization for English learners and bilingual education, applauded the CTA’s opposition to the bill. They oppose the bill, rather than suggest amendments, because they disagree with its overall approach.

    “We just don’t think this is the right bill to address literacy needs,” said Executive Director Martha Hernandez. “It’s very restrictive. We know that mandates don’t work. It lacks a robust, comprehensive approach for multilingual learners.”

    Instead, Californians Together and the California Association for Bilingual Education have both said they would prefer California fund the training of teachers and full implementation of the English Language Arts/English Language Development Framework

    The framework was adopted in 2014 and encourages, but does not mandate, explicit instruction in foundational skills and oral language development for English learners.

    The California Language Teachers Association has requested the bill be amended to include information about teaching literacy in languages not based on the English alphabet, such as Japanese, Chinese or Arabic, according to Executive Director Liz Matchett. However, the organization has not yet taken a position on the bill.

    “I agree that we want to support all children to be able to read. If they can’t read, they can’t participate in education, which is the one way that is proven to change people’s circumstances,” said Matchett, who teaches Spanish at Gunn High School in Palo Alto. “There’s nothing to oppose about that. I’m still a classroom teacher, and all the time, you get kids in high school who can’t read.”

    Education Trust-West urges changes in the bill to center the needs of “multilingual learners” — children who speak languages other than English at home — and to include more oversight and fewer mandates, such as those that may discourage new teachers from entering the profession.

    “If our recommended amendments were to be accepted, EdTrust-West would support it as a much-needed solution to California’s acute literacy crisis.”

    Claude Goldenberg, professor emeritus of education at Stanford University, said “it was disappointing” to see CTA’s opposition, particularly because the union did not suggest amendments. He said he had met with representatives from CTA and urged them to identify what could be changed in the bill.

    In a recent EdSource commentary, Goldenberg urged opponents to “do the right thing for all students. AB 2222’s introduction is an important step forward on the road to universal literacy in California. We must get it on the right track and take it across the finish line.”

    Referring to the CTA’s opposition, Goldenberg said, “Obviously my urgings fell flat. They identified why they’re opposing, but there’s no indication of any possible re-evaluation.” 

    Goldenberg, who served on the National Literacy Panel, which synthesized research on literacy development among children who speak languages other than English, has called on the bill’s authors to amend it to include a more comprehensive definition of the “science of reading” and include more information about teaching students to read in English as a second language and in their home languages.

    The CTA has changed its position on bills related to literacy instruction in the last two years. It had originally supported Senate Bill 488, which passed in 2022. The legislation requires a literacy performance assessment for teachers and oversight of literacy instruction in teacher preparation. The union is now in support of a bill that would do away with both.

    The change of course was attributed to a survey of 1,300 CTA members, who said the assessment caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, according to Leslie Littman, vice president of the union, in a prior interview. 

    Veteran political observer Dan Schnur said he’s not surprised CTA would oppose the bill since some of its political allies are against it; the question is how important CTA considers the bill. 

    “If it becomes a pitched battle, CTA will have to decide whether it is one of its highest priorities in this session,” he said.

    Gov. Gavin Newsom hasn’t indicated his position yet, but Schnur, the press secretary for former Gov. Pete Wilson, who teaches political communications at UC Berkeley and USC, said, “This is not the type of fight Newsom needs or wants right now. If he has strong feelings, it’s hard to see him going to war for or against.”





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  • Bill to mandate ‘science of reading’ in California classrooms dies

    Bill to mandate ‘science of reading’ in California classrooms dies


    An elementary student reads on his own in class.

    Credit: Allison Shelley for American Education

    A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing. 

    Assembly Bill 2222, authored by Assemblymember Blanca Rubio, D-Baldwin Park, will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California. 

    “I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.

    The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago, when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.

    The union claimed that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum. 

    Rubio, who could not be reached late Thursday, told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise. 

    Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.

     “We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.

    But he called the move to table the bill a “bump in the road.”

    “When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”

    Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students. 

    “The California NAACP was right, this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear.  We have to do better, for kids’ sake, and can’t give up.”

    What is the science of reading?

    Science of reading refers to research-based teaching strategies that reflect how the brain learns how to read. While it includes phonics-based instruction that teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the brain connects letters with sounds when learning to read.

    The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.

    Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education. 

    English learner advocates opposed bill

    It appears lawmakers heard the pleas of advocates for English learners who opposed the bill. 

    “We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”

    She said she is willing to work with lawmakers for a literacy plan that is based on reading research, but that “centrally addresses” the needs of English learners.

    California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing. 

    Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.

    “It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education, who supported the bill.

    Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.

    “English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.

    ‘Backroom politics’

    Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it. 

    “It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement. 

    “… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis.  It is time for action, and we aren’t going away.”

    Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with the learning disability. 

    Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right, by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.

    “I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.

    EdSource reporter Karen D’Souza contributed to this report.





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  • Trump Regime Inflicts Chaos on Prestigious Science Agencies

    Trump Regime Inflicts Chaos on Prestigious Science Agencies


    Jocelyn Kaiser wrote in Science magazine about the chaos inflicted on the National Institutes of Health by Trump appointees and Elon Musk’s DOGS (not a misspelling) wrecking crew. Large numbers of scientists were fired, some were rehired, then fired again. What was the goal? Was it to sow demoralization and fear? If so, it succeeded.

    Since World War II, the U.S. has led the world in science, medicine, and technology, which are important components of our economy. It’s by no means clear why Trump selected people who were determined to disrupt and destabilize the core of the federal science program. Kaiser interviewed many insiders to compile this overview of a machine of destruction, unleashed for unknown reasons on some of our most important science agencies.

    Kaiser wrote

    On a cool, sunny, mid-April day, the cheerful redbuds and other flowering trees amid the sprawling labs on the National Institutes of Health (NIH) main campus belied the pervasive gloom. Nearly 3 months into President Donald Trump’s administration, NIH in-house scientists and other workers were reeling from mass layoffs of colleagues; the removal of leaders; and limits on travel, communication, and purchasing that have shut the agency off from the outside world, hamstrung experiments, and crushed the community’s spirits.

    On that spring day in Bethesda, Maryland, one senior scientist lamented that two star colleagues in his institute were heading back to their native China from NIH, abandoning a destination that had always drawn talent from around the world. “I want to cry,” he said. Another pointed to the abrupt retirement the previous day of a noted NIH nutrition scientist who said the agency had censored his publications and interactions with the media.

    The Department of Government Efficiency (DOGE), billionaire Elon Musk’s quasi-official White House enforcer, “pops in and out” of online meetings of senior leaders, the scientists said. Another researcher, who is not a U.S. citizen, mentioned that he has prepared a “deportation plan,” including a company lined up to ship belongings back to his native country, in case he’s fired and loses his work visa.

    The atmosphere is one of “chaos and fear and frustration and anger,” said a senior scientist with NIH’s intramural research program who, like others, spoke on condition of anonymity to protect themselves and others from retribution. This scientist added: “It’s this feeling of utter powerlessness and repeated insults.”

    A former top NIH official who was forced out believes that’s the intent. “I think the plan is to sow as much chaos as possible. … I think they want a dispirited workforce at NIH so people will just say ‘to hell with it’ and leave.”

    It’s working. Hundreds of NIH employees took voluntary buyouts offered by the Trump administration. And at least 25 of the roughly 320 physician-researchers who lead trials of drugs, cell therapies, and vaccines at NIH’s massive Clinical Center are leaving, as are consulting physicians, a researcher there told Science.

    In NIH entryways, recently installed portraits of Trump, Vice President JD Vance, Department of Health and Human Services (HHS) Secretary Robert F. Kennedy Jr., and new NIH Director Jayanta “Jay” Bhattacharya have become a forum for silent protests. A photo of tanks rolling through Tiananmen Square during China’s 1989 student uprising was briefly plastered below one set of visages. On a different wall on another day, flyers appeared for a nationwide protest of Trump’s science cuts along with a Post-it note with the word “Shame.” A staff memo sent out the day a Science reporter visited warned of penalties for “damage or destruction of federal property” including “defacement of portraits.”

    A researcher who has spent more than 2 decades with NIH’s intramural research program believes the world’s largest biomedical agency will never be the same. “However bad everyone on the outside thinks it is, it is a million times worse. They’re dismantling and destroying everything.”

    Along with firing about 2500 of the agency’s 20,000-strong federal workforce and pushing others to retire, Trump officials have used what some call “bureaucratic sabotage” in ways that likely explain why NIH has disbursed at least $1.8 billion less in funding to outside researchers in this administration’s first 3 months than it did in the same time period in 2024. They have canceled more than 800 grants on topics such as HIV research, transgender health, and vaccine hesitancy. NIH, at HHS’s behest, also tried to impose a crippling cut in the overhead payments made to universities that carry out grant-funded research.

    More disruption looms, including HHS-demanded cuts to billions of dollars in contracts that fund key support staff and research centers and a White House proposal due any day now that will likely aim to slash up to 44% from NIH’s $47.4 billion budget and overhaul its structure. An agency that once had strong bipartisan support and was seen as the crown jewel of U.S. science, and the envy of the world, now faces a diminished, uncertain future.

    I think the plan is to sow as much chaos as possible. … I think they want a dispirited workforce at NIH so people will just say ‘to hell with it’ and leave.

    Some on the NIH campus that April day held out hope for Bhattacharya, who has said he wants to “undo some of the disruptions” and get NIH research back on track. Bhattacharya told Science this week, “It’s been a tough period” at NIH, but “I think things have turned around significantly.”

    But others see him as firmly aligned with the Trump administration. In recent remarks to the research community, Bhattacharya said he wants to pivot NIH toward Kennedy’s Make America Healthy Again (MAHA) agenda, which focuses on chronic diseases, a shift that could come at the expense of the basic research and infectious disease studies that the agency now funds. “His presentation was distressing on multiple fronts,” says longtime NIH observer Keith Yamamoto, a cell biologist at the University of California (UC) San Francisco. 

    Others outside the agency share a pessimistic assessment of NIH. “I don’t think there’s any way to sugarcoat the last 100 days. The state of the enterprise is chaotic and it’s in jeopardy,” says Mary Woolley, president of Research!America, a biomedical research advocacy group. “I am terribly worried,” says molecular biologist Shirley Tilghman, former president of Princeton University. “It will take years to undo the damage that is being inflicted right now.”

    THE TRUMP ADMINISTRATION’S interference with NIH began the day after he took office, when HHS political appointees imposed a “pause” on communications from its 27 institutes and centers. Past administrations had sometimes briefly halted press releases and other communications, but this time, NIH extended the pause to public meeting attendance by scientists who handle grant programs and reviews. That meant meetings were abruptly halted, sometimes minutes before the start time or even midway through. In-house scientists and grants staff were also told to freeze hiring, purchasing, and travel. Days later, on 27 January, the White House froze grant payments from all federal agencies.

    That first week, Trump appointed an acting director to replace Monica Bertagnolli, who had stepped down as NIH director days before the presidential transition. But instead of veteran Principal Deputy Director Lawrence Tabak, who had previously held the acting role, he chose Matthew Memoli, a longtime influenza researcher with NIH’s intramural program. Memoli had questioned the need for widespread COVID-19 vaccinations during the pandemic. That put him at odds with Anthony Fauci, then director of the National Institute of Allergy and Infectious Diseases (NIAID) and a frequent target of conservatives, and may have elevated Memoli in the administration’s eyes.

    On Friday of the second week, the director’s office, known as Building 1, received an order to post a notice imposing an immediate 15% cap on indirect costs, the overhead payments the agency includes with each grant, to save $4 billion. Former NIH officials say they were alarmed by the sudden memo, which had multiple errors and directly conflicted with congressional restrictions on the agency’s indirect costs rates. By Monday, universities had won a court order halting the cap, arguing it was illegal.

    That same week, the first signs of a widely expected purge of NIH leadership emerged. Tabak was called to a meeting at HHS headquarters in downtown Washington, D.C., and told he was reassigned to a job there and would lose his NIH lab. The 25-year NIH veteran announced his retirement later that day. Deputy Director for Extramural Research Michael Lauer, who oversaw NIH grant policies, abruptly retired later that week amid rumors he, too, would be reassigned. Before he left, Lauer ordered staff to lift the NIH grant freeze after a court ruled it was illegal.

    Next came what many dubbed the “Valentine’s Day massacre”—the dismissal of nearly 1200 NIH employees who, along with thousands of other federal workers, had a “probationary” status because they were new to the agency or, in many cases, were veterans but had recently changed positions. Among them were crucial Clinical Center staff along with more than a dozen tenure-track investigators. Illustrating the haphazard nature of the firings, the clinical staff and animal care workers were quickly rehired when it became clear they were essential, and the firings of the tenure-track scientists were also eventually reversed. HHS also abruptly halted routine renewals of the many intramural scientists on term-limited appointments—a policy reversed after an appeal from Memoli but that NIH researchers say has recently resurfaced.

    AS FEBRUARY ROLLED into March, a new threat crystallized for the university scientists and other extramural researchers who receive the bulk of NIH funds: HHS ordered NIH to cancel hundreds of grants that allegedly violated Trump executive orders barring funding for topics that touched on diversity, equity, and inclusion and LGBTQ health. The cuts included HIV trials in South Africa, training grants, health equity and environmental studies, as well as work on vaccine hesitancy and COVID-19.

    “It was soul sucking every time to see those lists of grants that were vulnerable,” says Emily Erbelding, an NIAID division director who was put on leave this month. NIH letters terminating the grants stated that the work “no longer effectuates agency priorities”—language meant to satisfy recently revised grant policy requirements.

    The cuts have made a huge dent in some research fields, such as transgender health, which has lost at least $157 million in unspent NIH funding. Although researchers can appeal terminations, and a few cancellations have been reversedwithout explanation, some scientists have already shut down their programs. After losing $5 million in research and training grants studying ways to improve health care for Alzheimer’s disease in sexual and gender minorities, social scientist Jason Flatt of the University of Nevada, Las Vegas laid off his two full-time staff and is scrambling to find other support for five graduate students. “This has been my life’s work,” says Flatt, who now expects to pivot to less politically fraught Alzheimer’s studies.

    It will take years to undo the damage that is being inflicted right now.

    At some top research universities all NIH funding, regardless of its focus, has become leverage as the Trump administration pressures the institutions on matters unrelated to science. First the White House killed NIH grants, and other federal funds, to Columbia University in March saying it had not properly combated antisemitism in the wake of campus protests against Israel’s bombing of Gaza. Columbia has been negotiating policy changes, so far without winning back its funding, more of which was frozen. At dozens of other universities NIH funding is threatened. Harvard University, facing the loss of at least $2.2 billion in multiyear grants from NIH and other agencies, has called the demands an attack on academic freedom and on 21 April, filed a lawsuit challenging the cancellations. Bhattacharya told Science he supports the freezes because “these institutions ought to obey the civil rights laws.” 

    Much of the money flowing from NIH to universities supports early-career researchers. Other changes at the agency also threaten the U.S. pipeline for scientists. Virtually all NIH-funded training programs aimed at attracting underrepresented groups to science are now gone. “I’m concerned that these events are very likely to affect who decides to stay in science and we will lose important and necessary scientific talent,” says cell biologist Needhi Bhalla of UC Santa Cruz, who has mentored several trainees supported by these awards.

    THE FIRST DAY OF APRIL, Bhattacharya’s start date, brought another wave of about 1300 job cuts at NIH as part of Kennedy’s plans to downsize and centralize operations at all HHS agencies. The Food and Drug Administration (FDA) and the Centers for Disease Control and Prevention (CDC) faced similarly huge reductions in force. That same week, four institute directors and one acting director at NIAID and other NIH institutes were told they had been put on leaveand in most cases offered reassignments to sites with the Indian Health Service far from their current homes. (None has publicly resigned or accepted the reassignment so far.) Other NIH leaders, including the chief of the agency’s well-regarded international center and some close to Fauci, were removed as well.

    The HHS-imposed staff cuts, which ignored a plan developed by NIH leadership and submitted by Memoli, wiped out many communications, acquisitions, human resources, and policy offices. They swept up intramural scientists who many thought would be protected, including 10 tenured neuroscientists who Kennedy later said were fired by mistake—one of many acknowledged errors at NIH, CDC, and FDA. (As this story went to press, these scientists were back in the lab but had still not been officially reinstated.)

    Even NIH’s biggest supporters acknowledge that some parts of the massive agency could be improved or made more efficient through centralization of necessities such as information technology. But as one senior scientist put it, “There was no planning.” Institute leaders are now scrambling to get functions handled by the disbanded offices operating again.

    However bad everyone on the outside thinks it is, it is a million times worse. They’re dismantling and destroying everything.

    Some of the internal restrictions have recently been eased. Peer-review meetings to consider grant proposals have resumed, as well as institute council meetings, which do the second level of funding review. Bhattacharya quickly lifted the freeze on travel and purchasing.

    Yet the staff shortages are still taking a toll. One intramural scientist had to cancel a talk at a local university because his slides, submitted 30 days earlier, had not yet been approved. The few senior scientists who have rare agency credit cards are swamped with requests to buy lab supplies. “The backlogs are crazy,” a postdoc says—6 months for mice or a microscope part that would normally take 2 weeks. Researchers are getting by with workarounds such as sharing antibodies.

    With continuing losses of key technicians, physicians, and administrative staff, the Clinical Center now lags in lab testing and faces difficulty bringing in patients from outside the United States, who are needed for studies of rare diseases. Its patient population has dropped by at least 30% since Trump took over, to below 70 in April compared with more than 100 during the same month in past years, a senior clinical investigator there tells Science. The Clinical Center’s Steven Rosenberg, a pioneer in using a person’s own immune cells to fight their advanced cancer, says the staff cuts and purchasing delays mean up to 2-month delays in treatment for his seriously ill patients and fewer treated overall. “We’re working at a much slower pace,” he says.

    WHETHER THINGS WILL get better at NIH now that it has a permanent director is anyone’s guess. Although he has said he backs research on health disparities, which his own work has examined, Bhattacharya supports the Trump administration cuts to diversity programs, which he calls “a political ideology.” And he has brushed off killing HIV grants in South Africa as part of a shift of resources to support Kennedy’s focus on Americans’ health. “I’m concerned that he has little autonomy,” Yamamoto says.

    Rosenberg, who has met with the new director, is more optimistic: “He seemed very reasonable and eager to improve things,” he says.

    More reshaping of NIH could be coming. Career staffers in Building 1 have been replaced with political appointees with no experience with research agencies. DOGE and HHS are expected to approve new grant solicitations, and the agency this week began to absorb an HHS-mandated $2.6 billion cut in contracts that fund vaccine scientists, equipment maintenance, long-running heart disease studies, and much more.

    Kennedy’s influence is a particular worry. The HHS director ordered NIH to launch a study of the causes of autism, which Kennedy has falsely blamed on vaccines, although he says other “environmental” causes could have a role. Another study the White House and Kennedy have told NIH to instigate will explore “regret” among transgender people who undergo hormone treatments. “The conclusions seem predetermined,” says biochemist Jeremy Berg of the University of Pittsburgh, former director of NIH’s basic science institute and former editor-in-chief of Science. “It undermines the credibility of NIH particularly because it seems designed to drive a particular political agenda.”

    The Republicans in control of Congress so far have taken no action to protect NIH, although Senator Susan Collins (R–ME) said today at a hearing on the state of the biomedical research enterprise that the cuts to NIH scientists and grants “must be reversed.” Collins chairs the committee that oversees NIH’s budget and held the hearing in partnership with the panel’s senior Democrat, Senator Patty Murray (WA). Murray has protested the many NIH cuts, most recently to NIH’s landmark Women’s Health Initiative, which HHS said it had reversed after an outcry. Congress will also decide whether to go along with Trump’s proposed, radically smaller NIH budget and reorganization plan. Indirect cost payments will almost certainly be revisited and trimmed. “We are undoubtedly at an extremely challenging time for the biomedical research community,” says Jennifer Zeitzer, deputy executive director of the Federation of American Societies for Experimental Biology.

    For now, the biomedical research community and NIH staff are hoping the resumption of council meetings will allow grants to flow out again—although staff shortages will be an impediment. Disbursing NIH’s full budget before the end of the fiscal year on 30 September “is going to be a near impossible feat for the number of people left,” says a former cancer institute official. If so, hundreds of millions of dollars in congressionally approved funding meant to identify new medical treatments and test them in patients across the U.S. and world will go back to the Department of the Treasury.

    Like those on the NIH campus who spoke with Science, many of the agency’s former leaders are also not optimistic about the next 100 days, or the rest of Trump’s term. Geneticist Francis Collins, NIH director from 2009 to 2021 who abruptly retired in late February and closed his NIH lab, is one. “Reckless decisions will disrupt a noble institution with a stunningly positive track record, drive young scientists to leave the country, and damage the future health of the nation.”

    With reporting by Sara Reardon.

    Update, 2 May, 11:55 a.m.: Additional comments from NIH Director Jayanta “Jay” Bhattacharya, from an interview after this story was posted, have been added.



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