Anya Ayyappan, left, being sworn in as the student member of the California State Board of Education by Board President Linda Darling Hammond.
Credit: Courtesy California State Board of Education
As education policy and issues at school boards across California continue to grab headlines, it’s more important than ever that K-12 students — especially those in a state as diverse as ours — have a representative at the table who can voice concerns and have their opinions and input heard.
That’s why, as the current student member of the State Board of Education, I strongly encourage all eligible high school students to apply to be the student member for the 2025-26 school year. The application window is now open.
As student member, you can represent the voice and perspectives of millions of students across California. Your input ensures that student concerns and interests are considered in educational policymaking and decisions made by the State Board of Education. Your insights and experiences as a student can shape policies related to curriculum, standards, assessments and other aspects of education in California.
During my term, I have advocated for increased student involvement in decision-making processes like adopting instructional materials, designing local control and accountability plans and determining actionable goals based on school climate surveys. I have also forged connections with student leaders across California’s various regions, including the Central Valley and Northern California, that have been traditionally underrepresented.
These channels of communication allow for coordinated student-led initiatives and diverse input on items discussed by the state board. Based on my conversations with students, I have supported the integration of artificial intelligence in classrooms and increased project-based learning opportunities.
Recently, I joined the Statewide Model Curriculum Coordinating Council to review lesson plans on Native American history and culture, ensuring they capture authentic, diverse voices. I will be continuing this work beyond my term.
In addition to providing me with the opportunity to serve my state, this role has given me a deeper understanding of California’s education system. Seeing the incredible work that is being done, along with all the work that remains to be done, has had a profound impact on me, sparking my desire to continue exploring education policy in college.
Serving on the board provides you with a unique learning experience regarding governance, policymaking, and the educational system. You’ll gain valuable insights into how decisions are made at the state level and how they impact students and schools.
The application is the first step. The selection process starts with the board’s Screening Committee reviewing all applications and selecting 12 semifinalists. Of those 12, California law requires that student members of a school district governing board select six for further consideration by the State Board of Education. The state board uses the annual Student Advisory Board on Education conference — which takes place Nov. 10-13 in Sacramento — to perform this function.
At this conference, the semifinalists make individual presentations to all other advisory board participants about why they should be the next student member — an incredible opportunity to gain valuable experience and make personal connections. Following a secret ballot by the advisory board participants, six candidates will be submitted for further consideration by the state board’s Screening Committee.
Each of the final six candidates will be interviewed by the committee, after which committee will recommend three finalists to the State Board of Education. Following the board’s action to select the three finalists, the names of the three finalists will be sent to the governor for the final decision.
Hopefully, after reading this, many students will be inspired to apply. If you or someone you know qualifies for the student member position and wish to apply, you have from now through Sept. 20 to do so. And with summer coming soon, we encourage you to apply soon.
If appointed by the governor, you’ll have the opportunity to network with other board members, educators, policymakers and stakeholders in the education field. This networking can open doors to future opportunities and collaborations.
Serving on the board can enhance your leadership, communication and advocacy skills. It’s a chance to develop as a leader and make a meaningful impact on education in your state while also enhancing your resume and future academic or career opportunities.
Merely going through the process allows you the chance to gain valuable experience and provides many opportunities to help your community. It also helps you think more critically about the education system and how your help can impact students across our state.
As a student, your voice is powerful. I highly encourage you to apply!
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Anya Ayyappan is currently serving as the student member of the California StateBoard of Education. She is a senior at Dougherty Valley High School in San Ramon.
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.
Gov. Gavin Newsom answers a reporter’s question about his revised 2024-25 state budget during a news conference in Sacramento on May 10, 2024.
Credit: AP Photo/Rich Pedroncelli
True to Gov. Gavin Newsom’s promise, the 2024-25 budget compromise that the Legislature announced Saturday and will pass this week will spare TK-12 and community colleges from cuts that other state operations will bear.
TK-12 funding will be flat and will continue Newsom’s major commitments to multiyear, multibillion-dollar programs, including community schools and before- and after-school expansion.
Update: State Budget Signed
On June 26, Gov. Newsom signed Assembly Bill 107, the main budget bill, and Senate Bill 154, the Proposition 98 suspension bill. On June 28, Newsom signed SB 153, the education trailer bill.
The budget will even throw in a couple of billion in new revenue that Newsom didn’t call for in January or in his May budget revisions. Newsom and legislators, meanwhile, struggled to squeeze an additional $28 billion out of a $211 billion general fund spending.
But protection for schools and community colleges will carry risk. To balance the budget, Newsom and legislative leaders rely on budget maneuvers that would give a button-down accountant acid reflux.
They include creating a $6 billion debt that won’t be fully repaid to the state treasury for a dozen years, and draining the $8.4 billion education rainy day fund.
The deal also requires delaying payments to schools and community colleges and suspending — for only the third time in its 36-year history — Proposition 98 obligations for the current school year, on the assumption the money will be repaid quickly. Proposition 98, a constitutional amendment voters passed in 1988, established a formula for determining the minimum level of general fund spending on transitional kindergarten through grade 12 and community colleges — generally about 40%.
Rather than punish schools for money already spent, the budget bill creates a $6.2 billion debt that the general fund, not schools and community colleges, will repay the state treasury over a decade, starting in 2026-27. The remaining $2.6 billion will be a Proposition 98 obligation pushed ahead to 2023-24; that unfunded amount is called a deferral.
The California State University and the University of California won’t fare as well in the budget deal, although better than Newsom had proposed in January, even with a drop in state revenues since then. Both will get a 5% budget increase in 2024-25 that Newsom had proposed delaying, equal to $227.8 million for UC and $240.2 million for CSU, to support enrollment growth of California residents this fall.
Another promised 5% budget increase for both systems in 2025-26, however, will be put off a year. UC and CSU also face one-time cuts in 2024-25 of $125 million and $75 million, respectively, which will be restored in 2025-26.
Both CSU and UC will also face a 7.95% cut in their administrative expenses in 2025-26.
There will be no reforming the Cal Grant program in 2024-25, but, at the Legislature’s insistence, the $637 million ongoing funding for middle-class scholarships will continue, with a $289 million one-time increase.
Late spending changes
The final budget will also restore some TK-12 and child-care cuts that Newsom had proposed in his May budget revision while maintaining others. They include:
Restoring $60 million for the Golden State Teachers Program, which provides $20,000 in scholarships to teacher candidates, although a new means test may pare back $10 million in eligibility.
Restoring $100 million in funding to help preschools prepare classrooms and train teachers in order to enroll more children with disabilities, while withdrawing larger plans to expand the program.
Continuing the existing agreement to serve 200,000 more children in the state-subsidized child care system but pushing back the timetable for full compliance to 2028.
Rescinding $895 million in one-time spending on electric-powered school buses that Newsom had made a priority. Instead, the money will be used to reduce some of the late payments in state funding for schools.
School districts receive the bulk of their funding through the Local Control Funding Formula, which is based on daily student attendance and a yearly cost-of-living adjustment. So, even though overall state funding won’t be cut, many districts with declining enrollments and high absenteeism rates will face financial challenges.
The cost-of-living adjustment (COLA), which is based on a federal formula tied to the cost of goods and services but does not factor in regional costs, including housing, will be only 1.07% for 2024-25, forcing further belt-tightening. One option for school districts, giving layoff notices to staff, will be off the table. State law allows an additional round of layoffs in August in years when the COLA is less than 2%, but, at the urging of public employee unions, Newsom and legislative leaders included a clause prohibiting late summer layoffs. They have done the same statutory override before.
The initial reaction from two veteran TK-12 budget watchers was mixed. “This budget remarkably insulates K-14 funding from cuts, abides by constitutional requirements to restore funding in the future, and even provides a modest cost-of-living increase, all amid a record budget shortfall. Pretty amazing,” wrote Kevin Gordon, president of Capitol Advisors Group, a school consultancy firm.
Rob Manwaring, senior policy and fiscal adviser with the nonprofit advocacy organization Children Now, was cautious. “While the final budget is perhaps the best schools could anticipate given the budget challenges, we worry about the size of the suspension for schools, $8.3 billion,” he wrote. “Schools will eventually get paid back those funds in future years on top of the minimum guarantee, but these payments will result in increased school funding volatility and uncertainty until they are paid back.”
And if revenues falter next year, schools and community colleges will no longer have a rainy day fund to turn to; it will be depleted by the end of 2023-24, with the possibility of replenishing it by $1.1 billion in 2024-25.
Proposition 98 juggling act
The proposed 2024-25 budget for schools and community colleges will be balanced, if revenue projections hold true, by juggling three years of Proposition 98 shortfalls, with one year’s solution creating the next year’s dilemma.
The big drop was in 2022-23 when the Legislature “over-appropriated” the minimum Proposition 98 guarantee by $8.8 billion, while state revenue from the post-Covid stock market and the tech sector plummeted. Legislators didn’t see the warning signals because winter storms had pushed back the tax filing deadline from April to November.
Under the mechanics of Proposition 98, the funding level for 2022-23 becomes the base level for 2023-24, even though the state still lacks the revenue to pick up the tab. So all but $1 billion of the $8.4 billion in the education rainy day fund will be drained to cover some of the 2023-24 deficit and the $2.6 billion deferral from the year before.
On top of that, the budget deal calls for suspending $8.3 billion of the Proposition 98 funding for 2023-24. That has the effect of lowering the minimum guaranteed funding by that amount, while freeing up money to avoid deeper cuts in other state operations. That’s how the Legislature can restore cuts in 2024-25 for child care and preschool that Newsom had planned.
The architects of Proposition 98 wanted to discourage the Legislature from suspending the law. So it requires the Legislature to declare a fiscal emergency and to make the suspended funding a priority for repayment as soon as there is new revenue. The 2024-25 budget assumes the state will have enough new revenue to pay back at least $4 billion of the suspended $8 billion, maybe more. But if revenues falter, districts won’t get what they’re entitled to, with no set date for repayment.
That’s why the deal is also a gamble for schools and community colleges.
There’s one more wrinkle. To raise revenue quickly, the Legislature has accelerated the temporary, three-year suspension of two tax benefits for large and medium-sized businesses: net operating loss deductions and tax credits. The period will start in 2024-25, one year ahead of schedule. It will yield a projected $5 billion, with $2 billion going to Proposition 98 — funding that will be used to pay down deferrals.
Between this new money and the $4 billion payback for suspended funding, the Proposition 98 minimum guarantee is expected to rise to a record $115.3 billion in 2024-25.
As with all deadline negotiations, legislators will have at most three days to review hundreds of pages of budget details spread over 16 separate bills. Newsom, Senate President pro Tempore Mike McGuire, D-Healdsburg, and Speaker of the Assembly Robert Rivas, D-Hollister, are expecting that legislators will demand some changes when they return from vacation in August.
In his State of the State address, Newsom juxtaposed clips of his meetings with National Guard members charged with intercepting illegal drugs to contrast with Republican efforts to quash immigration reform.
Credit: YouTube / Office of the Governor
Gov. Gavin Newsom sharply contrasted California with red-state America during a pre-recorded State of the State address Tuesday, warning ominously that the state’s values and status as “a beacon of hope” are “under assault.”
“Forces are threatening the very foundation of California’s success — our pluralism, our innovative spirit, and our diversity,” he said. To underscore his claim, he liberally juxtaposed images during his 28-minute speech: Florida Gov. Ron DeSantis signing a ban on abortion with Newsom embracing an LGBTQ marcher at a Pride rally; headlines of congressional Republicans rejecting bipartisan immigration reform with National Guard members whom Newsom deployed to the border to intercept fentanyl.
The partisan, politically charged talk came two days before the first debate between President Joe Biden and former President Donald Trump and five months before a national election that Newsom called “another extraordinary moment in history.” Newsom, who has assumed the informal role as an articulate surrogate for Biden, underscored the importance of the president’s re-election for Californians.
“For generations, we’ve stood for progress: championing women’s rights and LGBTQ rights, protecting the environment, and expanding civil rights,” he said. “Conservatives and delusional California bashers want to roll back social progress, social justice, racial justice, economic justice, clean air, clean water and basic fundamental fairness.”
Primarily, though, Newsom’s talk both defended and lauded the “California way” and his administration’s accomplishments — in enhancing innovation and job creation, stopping drugs at the border, lowering crime, expanding environmental protections and providing shelter for the homeless.
He pointed to the elimination of 9,300 unsafe homeless encampments while turning former hotels and apartments into 15,300 units of housing and the progress with the Delta conveyance to protect water supplies, the “largest climate resilience project in the nation.” California is driving the electric vehicle industry and new industries to combat climate change, he said.
While critics portray California’s cities as lawless dystopias, the governor said the state’s violent crime rate has dropped to half of its peak in 1992; California has a lower homicide rate than 29 other states, including Florida and Texas, he said. He attributed California’s gun safety laws as a cause and asserted that 140,000 more Americans would be alive if the nation had California’s homicide rate.
Newsom devoted little of the address to education but pointed to the expansion of after-school and summer programs for low-income schools and the creation of community schools — a $4 billion initiative he protected from possible cuts — as accomplishments. At community schools, he said, students will receive family support, free meals and tutoring.
He also cited the state-funded hiring and training of literacy coaches in high-poverty schools, the creation of universal transitional kindergarten — a new grade for 4-year-olds — and, starting next year, the screening of all young students for possible learning challenges, including dyslexia, while introducing a new, state-funded multi-language screener.
Together, he boasted, these K-12 initiatives comprise “some of the most transformative policies in our state’s history, and most significant in our nation.”
In a vague reference to the state’s efforts to thwart censorship of social studies textbooks and novels from school libraries by conservative school boards, Newsom said California has acted “to protect a student’s right to learn, and a teacher’s right to teach.”
Diversity in demographics and in thought is California’s strength, he said. “Weird, wild, free-spirited California. A place that can elect Ronald Reagan and Jerry Brown — back to back,” he said.
Through revolutions in farmworker rights, free speech, love, computing and biotechnology, “we are building a state that transforms the world over and over again,” Newsom said.
In a news conference outside the Capitol an hour after the speech was released, Republican leaders laid out a vastly different counter-narrative.
“We have crime out of control, inflation out of control,” said state Sen. Brian Dahle, R-Bieber. “$24 billion for homeless, and we’ve actually increased homelessness. For the first time in the state’s history, we’ve deployed CHP (California Highway Patrol) to Oakland, San Francisco and Bakersfield to combat crime.”
“Republicans in California have not controlled a statewide office or the Legislature for decades, so (Gavin Newsom) needs to look in the mirror and understand that he’s running the state into the ground,” Dahle said.
Assembly Republican Leader James Gallagher, R-Yuba City, called Newsom “unhinged” for diverting attention from his own performance by attacking Republicans in Congress.
“Let me tell you what the state of the state is right now. It’s a husband and wife sitting around that kitchen table, head in hands, trying to figure out how to pay the bills,” Gallagher said. “It’s parents who are afraid to send their kids to the local park because they’re afraid they might be attacked because it’s human devastation on our streets in every city. People lost in homelessness.
“And the problem has only gotten worse since Gavin Newsom has been governor,” he said.
Newsom had planned to give the State of the State address in March but delayed it while awaiting the outcome of Proposition 1 on the March primary ballot, which he had championed. The initiative, which passed narrowly, channeled $6.4 billion to assist Californians facing chronic homelessness and mental health or drug abuse problems.
Bob Nelson, outgoing superintendent of Fresno Unified School District
Credit: Fresno Unified / Flickr
In almost seven years of superintendency, Bob Nelson focused on “grow-our-own” initiatives that include 18 teacher pipeline programs for Fresno Unified students, aspiring teachers and current educators.
Seventy-nine percent of new teachers joining Fresno Unified come through one of the district’s teacher pipeline programs, but there is no “similar thing on the leadership side,” said Nelson, the district’s outgoing superintendent. There’s no pipeline program to recruit, retain or support educators or school leaders hoping to become district administrators.
In summer 2023, a cohort of 19 district leaders, most of whom are people of color, graduated from the doctoral program at San Diego State — a result of collaboration between the university and school district which has ignited Nelson’s vision to develop a “grow-our-own” administrator program in the Fresno and broader Central San Joaquin Valley area.
Nelson says that the cohort of administrators graduating from San Diego State is one of the highlights of his superintendency as well as the reason for leaving Fresno Unified for a tenure-track position at California State University, Fresno.
Fresno Unified’s outgoing Superintendent Bob Nelson and interim Superintendent Misty Her Credit: Fresno Unified / Flickr
Fresno State offers a doctoral program in educational leadership, but Nelson wants to strengthen it to draw more Fresno and Central Valley leaders into a Fresno-centered program that can develop administrators for the region.
“I feel it’s my responsibility to go and try and build a cadre of leaders here locally that can come and lead Valley schools,” Nelson said in a sit-down with EdSource in May.
On May 3, the Fresno Unified school board appointed Misty Her, the district’s deputy superintendent, to lead the district on an interim basis while a national search for a permanent replacement is conducted. Her started the interim superintendency on May 8 with Nelson moving into an advisory role until his last day on July 31.
Ahead of his last day, Nelson talked about his seven-year tenure as the leader of the state’s third-largest district and the importance of the new role he’s about to embark on.
Why leave now?
“I’m leaving because I feel really comfortable leaving the district in the hands of my deputy (Her). (I’m) stepping aside so that the first woman in 151 years can come and lead the district,” Nelson said. “It’s time. Leaving on my own volition feels good; I mean, that’s powerful.”
‘Pinnacle of my career’
“Serving as the superintendent in the district where I initially taught elementary school and first served as a leader has been the pinnacle of my career thus far,” he said in his Jan. 22 resignation announcement.
Prior to his appointment as superintendent, Nelson had served the district for over 23 years, holding various positions, including teacher, vice principal, principal, human resources administrator and chief of staff, according to the school district.
What is greatest accomplishment as superintendent?
Nelson said he is most proud of the “visible changes” across the district, including career technical education (CTE), a guaranteed college admissions program, an increase in district-sponsored scholarships, more diverse staff and the pace of student growth.
CTE pathways
“When I came into the district, people were running for the board on a platform that there were no college/career options for kids,” he said. “I think that’s changed demonstrably.”
The changes, he said, include: the heavy truck and diesel maintenance facility and the pharmacology school at Duncan Polytechnical High School, opening the sports medicine complex and setting up an agriculture pathway at Sunnyside High School, and buying land at Chandler Air Force Base to train private pilots and to teach people to fix planes, making the public service pathway — police, fire, EMT — out of Roosevelt High School.
Other accomplishments Nelson mentioned include: offering heating, ventilation and air conditioning certifications at Fresno High School; building teacher pipelines at Hoover and five other high schools, opening a law pathway at Bullard High School, and expanding social justice at Edison High School.
“Kids have access to more than they’ve ever had over the course of seven and a half years,” he said.
Bulldog Bound
Nelson developed a partnership with Fresno State to offer Bulldog Bound Guaranteed Admissions, which provides students college and career prep throughout their entire high school career as well as a guarantee that, once they graduate, they’ll have a spot at Fresno State.
“I was on the front end of authoring the Bulldog Bound initiative in collaboration with Fresno State, making sure every single one of our kids has guaranteed enrollment,” he said.
A foundation
During Nelson’s tenure, Fresno Unified also established the Foundation for Fresno Unified Schools, which now has a $20 million endowment that funds up to $800,000 in scholarships annually — “which is more than we’ve ever given away,” he said.
Diversity
Nelson recalls that in 2017, only two of district’s nearly 100 schools were led by Black principals — although African American students made up at least 8% of the student population. That’s no longer true. Now with over 10 Black principals, school leadership is a more accurate representation of the student enrollment.
Nelson’s senior leadership team is much more diverse, he said, pointing out a rise in Hmong and Latino leaders as well.
“It’s true diversity,” Nelson said. “Every single year of my tenure, and actually several before I got in, the staffing is more reflective of the students that we serve. In every respect — teaching staff, leadership staff, professional staff, including classified personnel — it’s all more indicative of the students that we serve.”
Based on 2022-23 state data, more than 92% of Fresno Unified students are minorities.
“Kids need to see visual images of people who look like them, talk like them, sound like them, have their lived experience,” Nelson said.
A faster pace
Nelson said he is thankful for student academic growth, which outpaces the state’s.
Based on the California Assessment of Student Performance and Progress, or CAASPP tests, the percentage of students meeting or exceeding standards statewide improved by 6.87% in English and 6.07% in math from 2015 to 2019.
While Fresno Unified is still below state percentages in students meeting standards, from 2015 to 2019, the percentage of students meeting or exceeding standards outpaced the state’s improvement — by 11% in English and 11.85% in math.
“If you only look at the bar of proficiency, we’re always behind,” Nelson said. “But we’re always gaining distance from standard at a rate that’s faster than other people across the state.”
Because of the pandemic, students statewide, including those in Fresno Unified, experienced learning loss that dropped test scores.
Fresno Unified scores increased by 0.96% and 2.49% in English and math, respectively, meaning students are again improving at a faster rate, as they were before the pandemic.
“The same thing (a faster pace of growth) is happening right now with chronic absenteeism (when students miss 10% or more days in one school year),” Nelson said. “Like we’re closing chronic absenteeism at a rate that’s faster than anybody.”
From the 2021-22 school year to the 2022-23 school year, Fresno Unified reduced chronic absences by 14.9% in contrast to the state’s 5% reduction.
“I’m really proud of that,” Nelson said.
Were all his goals met for the district?
“Our kids have needs that are greater (because they) come from abject poverty; you start from a different starting line,” Nelson said.
According to 2023-24 district data, 88% of students are living in disadvantaged circumstances.
“So, the level of systemic change that is needed to help kids thrive is just a higher, deeper, more robust level of change,” he said. “Did I crack that nut in its entirety? No. There’s always room for improvement.”
What does Misty Her inherit?
Fresno Unified’s outgoing superintendent, Bob Nelson, during his tenure, launched a literacy initiative aimed at getting every child to read by first grade.Credit: Fresno Unified / Flickr
“What I am leaving, hanging over, is I launched this literacy initiative, wanting every child to read by first grade,” Nelson said.
In late May, the school district finalized the Every Child Is a Reader literacy plan, a comprehensive five-year plan to achieve first-grade reading proficiency for students, according to a media release.
“The actual digging in and observing the curriculum around that initiative is going to be left for my successor. That is something that’s being held over (for Misty Her),” Nelson said.“I think she is a stronger academic leader and will help move the literacy work in ways that I have not. (As an early learning teacher), she knows very clearly what it takes for kids to read, understands all the complexities of the science of reading — is it phonemics or is it whole language —and balancing those approaches to make sure that kids have what they need.”
How does superintendent experience help at Fresno State?
Nelson will join the educational leadership division at the Kremen School of Education and Human Development. Although he’s leaving K-12 education as a leader, he’ll take his experience and knowledge into the role at Fresno State, which, this year, accepted 2,150 Fresno Unified students — the highest number ever accepted.
If all the accepted students were to attend, Fresno Unified graduates would make up around 20% of the university’s enrollment, based on Fresno State enrollment data that shows over 2,800 FUSD alumni.
“Higher ed needs to better understand what’s going on in Fresno Unified,” Nelson said. “Understanding who we are and what we represent and what we’re trying to do, I think, is critical.”
In applying for the role at Fresno State, Nelson had to teach a lesson, in which he demonstrated his ability to bridge the gap between Fresno Unified and Fresno State, he said.
“I compared their mission, vision, core values and statement of purpose against the lived experiences of the district that they serve (Fresno Unified) and said, ‘If you’re going to say these things, then that has to mirror the lived experiences of the districts that you’re in,’” he said. “’I think I can help you get from here to here. I can bridge that gap.’”
Nelson’s responsibilities at Fresno State?
A tenure-track position will give Nelson the opportunity to continue serving Valley educators.
“I have master’s degree students who are probably teachers, working full time every day, that want to become vice principals and principals and then, potentially, district leaders and on and on … and then helping master’s students get their master’s projects completed too,” he said of the position.
Why back to the classroom?
Before becoming superintendent of Fresno Unified, Nelson taught at Fresno State and “loved every minute of it.”
“I’m really, really excited to just go back to teaching,” he said. “Almost every school counselor that we brought in our system (Fresno Unified) were my former students from Fresno State. You find the best leader, siphon them out and then try to get them into the places in the Valley where they can serve kids.”
What about the goal of a local ‘grow-our-own’ administrator program?
In 2021, Fresno Unified won an $8.2 million grant from the Wallace Foundation to develop and support a pipeline of equity-centered leaders with which the district developed a collaborative relationship with San Diego State. This led to the district’s first cohort of leaders matriculating through the doctorate program. The partnership allows Fresno Unified leaders and faculty — who model what the graduate students are looking to become — to teach the courses in Fresno.
Many of the district leaders who obtained their doctorate from San Diego State in 2023 are now teaching the new cohort of Fresno Unified administrators coming up behind them at San Diego State.
“San Diego State has a really robust infrastructure to take leaders and help them kind of go to the next level,” Nelson said. “Most of what San Diego State is doing is they’re taking existing leaders and getting them their doctorate, and those leaders are ending up in district positions. I’m not sure Fresno State is there yet.”
Nelson’s goal: grow and develop administrators through Fresno State in a way similar to the partnership at San Diego State.
Prior to 2018, Fresno State allowed Fresno Unified leaders and instructors to teach graduate-level courses to prospective leaders, according to Nelson. Now only Fresno State faculty can teach the courses.
“The tenure-track faculty members at Fresno State — the vast majority of them have an emphasis on higher ed, so perpetuating other collegiate leaders,” Nelson said.
“Meanwhile, there’re 150 districts that are all clamoring to find leaders.”
A local program geared toward leadership of K-12 schools and districts is also important to create a collaborative space for them, Nelson said.
“There’s people that I deeply respect in the Valley who also sit in the superintendency,” Nelson said. “I think of Todd Lile in Madera. I think of Yolanda (Valdez in Cutler-Orosi Joint Unified). And there’s no space for us to be together to jointly plan or even talk or collaborate because we’re in three different counties.”
That’s a problem, he said.
“There needs to be a structure by which people who are on the same journey in the same region can collaborate with one another,” he said. “I think Fresno State is uniquely positioned to be able to bring those leaders together. … If you’re in a cohort of people who are on the same journey and have the same goals and you’re trying to strive together, (such as) in your doctoral program, it matters.”
His goal to strengthen the program at Fresno State doesn’t quite fit into his role as professor, but he wants to build and support an effort to reach that goal.
“Fresno State has what’s called the Welty Center for Educational Leadership, and they organized that with the intent of doing exactly this work as a collaborative space for leaders across the Valley,” Nelson said. “(I’m) trying to use that Welty Center as a jumping off place to just provide support for leaders across all of the 150 districts that feed into Fresno State.
“There’s just a high degree of need, and the focus cannot be solely on higher ed. It has to focus on the K-12 experience.”
“I am not going to cop to that. I think that (narrative is) what I’m out to fix,” Nelson said. “I actually think leadership is not only critical, it is a wonderful blessing, and I need people to understand that. We have to change the counterculture narrative that leadership is not possible or not sustainable or a dead-end thing.
“Finding superintendents who actually want to serve is harder than it’s ever been, and there’s a lot of reasons why that’s a factor, but we have to actually push back against that.”
The State Seal of Biliteracy is a gold, embossed seal that can be affixed to a student’s high school diploma or transcript. It is awarded to recognize a student for achieving a high level of proficiency in speaking, reading and writing in both English and another language. California first began awarding the State Seal of Biliteracy in 2012.
What is the benefit of obtaining a State Seal of Biliteracy?
The State Seal of Biliteracy validates students’ hard work to learn more than one language. It can be shown to colleges and potential employers, to prove that you can speak, read and write in at least one language, in addition to English. Some colleges may give academic credit to students for the seal. In addition, some organizations, such as Language Testing International, award scholarships to seal recipients.
In one study, partially funded by the U.S. Department of Education and focused on a school district in New Mexico, students who earned a Seal of Biliteracy enrolled in four-year colleges at higher rates than their peers who did not earn the seal.
What languages does the State Seal of Biliteracy recognize?
The State Seal of Biliteracy can be awarded in any language other than English. The most common language recognized with a Seal of Biliteracy in 2022-23 was Spanish, followed by French, Chinese (Mandarin or Cantonese), Japanese, American Sign Language, Vietnamese, Korean, Tagalog and German, in that order.
The state has also awarded the seal in many other languages, including Albanian, Arabic, Armenian, Bengali, Czech, Farsi, Hebrew, Hindi, Hmong, Igbo, Indonesian, Italian, Latin, Mixteco, Polish, Portuguese, Punjabi, Russian, Swahili, Urdu and Yurok, among others.
Do all public schools in California offer the State Seal of Biliteracy?
All public schools are eligible to participate, but participation is voluntary, not obligatory. In 2022-23, the latest school year for which data is available, 1,188 schools in 356 school districts or county offices of education awarded the seals. Check here to see if a school or district participates (click on the “Data” tab).
What can you do if your school does not yet participate?
You can contact a counselor, teacher or administrator at your school and share information about the State Seal of Biliteracy with them, to encourage them to participate.
How do you apply for the Seal of Biliteracy?
Contact your school counselor, principal or other administrator.
What are the requirements to prove you are proficient in a language other than English?
You must either complete coursework or take a test to prove proficiency.
For coursework, you must successfully complete a four-year course of study in a world language at the high school or college level and attain an overall GPA of 3.0 or higher in that course of study. In addition, you must demonstrate oral proficiency in the language comparable to that required to pass an Advanced Placement or International Baccalaureate examination.
You also have the option to take one of four tests, instead of coursework:
Pass a world language Advanced Placement (AP) exam with a score of 3 or higher
Pass an International Baccalaureate (IB) exam with a score of 4 or higher
Pass both an ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of intermediate mid or higher
Pass an exam approved by the school district that meets the rigor of a four-year high school course of study in the language and assesses speaking, reading and writing in a language other than English at the proficient level or higher. These are most often used in the case of a language for which AP, IB, or ACTFL tests do not exist. A list of locally approved world language proficiency assessments is posted on the California Department of Education’s State Seal of Biliteracy web page under the “Assessments” tab.
Can courses completed in another country count toward coursework in another language?
Yes. High-school level courses in another country in a language other than English, with the equivalent of an overall grade point average of 3.0 or above, can count toward the coursework requirement. These might be courses completed as an exchange student, or courses completed in another country by a newcomer student before arriving in the U.S. They must be verified by a transcript.
What if a language doesn’t have a written or spoken component?
If a language does not have a written system, or is not spoken (for example, American Sign Language), the district can approve an assessment on the components of the language that are used.
What are the requirements to prove you are proficient in English?
You must either complete coursework or take a test to prove proficiency.
For coursework, you must complete all English language arts requirements for graduation with an overall grade point average (GPA) of 3.0 in those classes.
You also have the option to take one of four tests to prove proficiency in English, instead of coursework:
Pass the California state standardized test (California Assessment of Student Performance and Progress) for English language arts administered in grade 11 at or above the “standard met” achievement level
Pass an English Advanced Placement exam (AP English Language and Composition, AP English Literature or Composition, or AP Seminar) with a score of 3 or higher
Pass an English International Baccalaureate (IB) exam with a score of 4 or higher
Achieve a score of 480 or above on the evidence-based reading and writing section of the SAT.
What additional requirements do English learners have to complete?
In addition to the requirements mentioned above, students who are currently classified as English learners and have not yet been reclassified as proficient in English must attain an oral language composite score of level 4 on the English Language Proficiency Assessments for California (ELPAC).
Can you apply for a State Seal of Biliteracy in more than one language other than English?
Yes. You can earn seals in more than one language, as long as you fulfill the requirements to show a high level of proficiency in each language.
Are the requirements different for students who qualify for special education and have IEPs?
According to the California Department of Education, the requirements to obtain a State Seal of Biliteracy may be modified for a student with an individualized education program (IEP), if the student’s IEP team determines it is necessary. The CDE website says the IEP team should review the student’s assessment plan and transition plan and determine what assessment(s) to use and what score would indicate proficiency, based on the student’s IEP.
How many students typically receive the Seal of Biliteracy every year?
What began as reports detailing the failure of the California State University to deal with Title IX complaints has led to a new state law requiring that the system take action. Gov. Gavin Newsom on Monday signed the first two bills in a legislative package addressing sexual harassment and violence on college campuses.
Of the bills Newsom signed, the first, Assembly Bill 1790, requires Cal State to implement recommendations in a July 2023 report from the California State Auditor. The audit found the system had “not adequately or consistently addressed some allegations of sexual harassment.” Universities are required to resolve sexual harassment complaints under Title IX, the federal law prohibiting discrimination on the basis of sex in schools.
The second, AB 2608, calls for campuses to update their annual sexual violence and harassment training to include a discussion on “how to recognize if someone is at risk of alcohol- and drug-facilitated sexual assault” beginning in September 2026. The bill applies to Cal State (CSU), the California Community Colleges, the University of California (UC) and higher education institutions that receive state funding. Both CSU and UC registered their support along with the Faculty Association of California Community Colleges.
There are 11 other Title IX-related bills in the legislative pipeline. Cal State leadership is supporting three and has not taken aposition on the rest, a spokesperson said.
“The CSU is already working to meet all of the audit requirements,” Cal State spokesperson Amy Bentley-Smith wrote in an email. “AB 1790 adds a requirement of reporting to the legislature on our progress. In terms of an additional workload, this bill will require the CSU (to) share the report we have already agreed to prepare for the State Auditor with the Education Committee.”
Assemblymember Mike Fong, D-Alhambra, was a lead author on both bills signed this week.
The raft of Title IX bills was released following a California Assembly Higher Education Committee report finding that students and faculty at each of California’s three public higher education segments do not trust the way campuses respond to instances of sexual harassment and discrimination.
It was the latest in a series of investigations into how the system handles such misconduct. A 2023 state audit found the CSU system routinely failed to address allegations of sexual assault, including instances in which universities closed cases improperly. In addition, a 232-page systemwide report by the Cozen O’Connor law firm found that the system did not adequately respond to complaints because it was understaffed and lacked enough resources. It also found that CSU did not have a way to handle misconduct that was “disruptive to the learning, living, and working environment” but does not rise to the level of discrimination or harassment.
A spokesperson for Fong wrote in an email to EdSource that each bill was “modified in consultation with stakeholders to address the fiscal implication of the bills” and that the cost of most of the bills in the package should be “minor and absorbable.”
Assemblymember Laura Friedman, D-Burbank, authored AB 810, another bill in the package, which would require job applicants, as part of the hiring process, to disclose decisions determining that they committed sexual harassment.
“We are hopeful the Governor will sign the bill. He has been very proactive when it comes to signing bills to address sexual assault and harassment,” a spokesperson for Friedman wrote. “We haven’t yet spoken to his office regarding 810, but we feel confident that this bill aligns with his previous support in this area.”
In addition to AB 2608, the three Title IX-related bills that have received Cal State’s support are:
AB 2047, which calls for a systemwide Office of Civil Rights to oversee campus Title IX offices. The Cal State system has already implemented such an office, according to Bentley-Smith, and committed “a large fiscal and personnel impact” to back the office prior to the bill.
AB 2407, which requires triennial audits of how Cal State and the UC handle sexual harassment complaints. Bentley-Smith said the system does not anticipate needing to add personnel or new processes to implement the bill.
AB 2492, which would create confidential positions to help students, staff and faculty navigate the sexual harassment complaint process. Bentley-Smith said some of the positions already exist and that additional training will be necessary.
A recent CSU news release said the system is restructuring its civil rights services and seeking to “increase staffing at the system and university levels, establish uniform standards and training programs, and develop more robust data collection and tracking systems.”
Bringing more mental health professionals onto campuses, training teachers and reducing negative stigmas surrounding mental illness are critical to students’ wellbeing, according to experts at Friday’s Select Committee on School Climate and Student Safety meeting.
From kindergarteners to high school seniors, students across California are still struggling with mental health challenges in the aftermath of the Covid-19 pandemic — and districts across the state have come up with various strategies to provide support.
“We need to shed light on the current state of student mental health, identify key challenges and explore potential solutions,” said State Senator Susan Rubio (D-Baldwin Park), who led the discussion.
Mental health challenges
While most of society has moved on from the Covid-19 pandemic, a large proportion of students have not.
“A lot of us — not only children, but adults as well — we became a lot more isolated,” said Jonathan Wicks, a social worker at YWCA San Gabriel Valley, at Friday’s hearing. “Now that we’re all reintegrating back into social spaces, a lot of times, it’s not as easy to connect, and so that connectedness that belongingness isn’t always there.”
Most mental health conditions start to manifest when someone is in their youth or young adulthood; Jeannine Topalian, former president of California Association of School Psychologists, who also serves on the California’s Advisory Commission on Special Education, cited an ACLU report which found that more than 63% of students reported experiencing an emotional meltdown, while nearly half said they were depressed.
Wicks added that over the past few years, young people have increasingly turned to marijuana and other substances to cope, which has led some to “over indulging and going into psychosis.”
Mental health staff
Schools often don’t have the staffing and resources to support struggling students.
According to Topalian, there are 1,041 students for every school psychologist in California and 7,308 students for every social worker.
“There are six year olds out there who are in crisis today, who are in need of a lot of support from mental health professionals,” she said. “And what better place than a school where that’s the hub of the community to provide these services.”
Mental health professionals at schools are overwhelmed with hefty caseloads which makes it harder to pay attention to students’ individual needs or to take a more preventative approach.
Loretta Whitson, executive director of the California Association of School Counselors, said that some progress has been made in California’s counselor-to-student ratio. In the 2012-13 academic year, the ratio was 826 students to one counselor. Now, it’s roughly half that.
“I think 800 would be more like urgent care. We’re responding to crises,” she said. “….When you have 400, then you are able to do comprehensive strategic work.”
The national suggestion is a 250:1 ratio, she added.
“We’re not where we want to be…., but we’re moving in the right direction,” Whitson said, adding that there are more counseling services in elementary schools now, where students start learning social skills and ways to cope.
Fifty percent of all school counselors nationwide in California, and 33 university programs in the state are turning out new counselors, Whitson added.
A ‘first line of defense’: involving teachers
Involving teachers is a critical support for students in their mental health challenges, the speakers agreed.
Kim Griffin Esperon, a project director of Mental Health & School Counseling at the Los Angeles County Office of Education, emphasized the importance of creating step-by-step protocols that teachers and staff can be trained to implement.
Teachers should also be provided with guidelines to help them spot signs of depression, and their input should always be considered, Topalian said.
“We often tell teachers or staff what to do. It’s very important to think about asking them what they need and where their skill set is before we implement or develop programs,” she said. “They need to be part of the process rather than being the people who are in the frontline trying to do this work for our students.”
Off campus
Reducing the stigma around mental illness is also critical to students accessing support, the speakers agreed.
“Traditionally, schools and communities have understood mental health supports and services to be necessarily only for those students who have been identified as having a mental health disorder, or they have assumed that all students experiencing mental health challenges require intensive mental health interventions,” Esperon said.
“Fortunately, our understanding has evolved to refocus our attention on prevention and earlier identification of students who are struggling as well as referral to the appropriate level of services to meet students’ needs.”
Wicks said there are several intergenerational families in the San Gabriel Valley — which can make it harder for students to access support because of varied attitudes toward mental health support and counseling.
“I could see the challenge, you know, for the youth to hear the information and maybe want to move in that direction [of seeking help],” Wicks said. “But when they would go home and have those discussions, they would kind of come back with a ‘No thank you.’”
He added that youth advisory opportunities, where students can interact with one another, can be particularly helpful. And some districts have explored peer-to-peer counseling, which can also reduce students’ feelings of isolation.
Other ways to expand access
The Los Angeles Unified School District has attempted to expand community outreach to reduce stigmas around mental illness — while using Telehealth options to provide students with mental health supports, according to the district’s Administrator of Student Health and Human Services Joel Cisneros.
He said LAUSD also has its own psychiatric emergency response team, which intervenes in crises where students could harm themselves or someone else.
“[It’s] going beyond the idea that we’re just producing students to an academic process in order to graduate and to be successful,” Whitson said. “It’s also looking at the whole child. And that shift in perspective, I think, is really contributing to some of the changes that we’re trying to do.”
Netty Hull, an instructor in Yakima Valley College’s teacher education program, speaks with a group of students.
Credit: Michael Burke/EdSource
Up the West Coast in Washington state, some students want a bachelor’s degree to enter careers like teaching and nursing but don’t have a local four-year university to attend. Fortunately for them, they have another option: getting that degree from a community college.
It’s an idea that California has taken steps to embrace, with the passage of a law three years ago allowing the state’s community college system to approve up to 30 new bachelor’s degrees annually, not just associate degrees and certificates. But some officials and advocates believe the colleges could be doing more if not for restrictions on what they can offer.
LESSONS IN HIGHER EDUCATION
California leads the nation in many areas of higher education, including educating the largest number of undergraduates at 2.3 million. The state is also grappling with issues that are being tackled by other public universities across the country. This story is part of a continuing EdSource series on issues and innovations that relate to California’s higher education systems.
— Rose Ciotta, Investigations and Projects Editor
The key, they say, is making bachelor’s degrees available to place-bound students — those who can only attend college close to home, usually because of work or family commitments. That has become a reality in Washington state, where community colleges in rural areas can offer essentially any bachelor’s degree as long as they demonstrate there’s a regional workforce need and that students will enroll in the program.
“Just because they’re in an isolated community, that does not mean the community members should not have access to higher education,” said Constance Carroll, president of the California Community College Baccalaureate Association.
In California, community colleges can only offer four-year degrees in programs not offered by the state’s four-year universities. That takes away the option to create degrees in majors like education and nursing, even as those industries face worker shortages. Reversing that would require legislative change and would surely face pushback from California State University. The 23-campus CSU system, with unstable enrollment at several campuses, is loath to lose potential students to the community colleges.
The rules even apply to community colleges in remote and rural areas without a CSU or University of California campus. That’s particularly troublesome for advocates who argue that students in those regions are being left behind. Instead of traveling to another part of the state to attend a CSU or UC campus, in many cases they are not going to college at all, leading to low degree attainment and workforce shortages in those regions.
“Duplication limitations hurt all of our students, especially those who are place-bound,” Melissa Villarin, a spokesperson for the community college system, said in an email.
The landscape could start to change with legislation being considered by California lawmakers, Senate Bill 895. The bill would permit up to 15 community colleges to offer bachelor’s degrees in nursing. If it passes, it could set a precedent for allowing community colleges to offer degrees already offered by CSU.
In Washington, a different reality
Saray Preciado decided to go to college during the Covid-19 pandemic after being laid off from her paralegal job. With a newborn daughter, she wanted to advance her career so her family didn’t have to rely only on her husband’s income.
A resident of Yakima, a city of about 98,000 in central Washington, Preciado initially considered a few colleges, including the closest four-year university, Central Washington University. But the 45-minute commute from Yakima made that untenable. With her husband working until 4 p.m. every day, Preciado needed to be with her daughter during the day.
Yakima Valley College’s campusCredit: Michael Burke / EdSource
Yakima Valley, which caters to students like Preciado by offering evening classes, was the obvious choice.
“I’ve always dreamed about being a teacher,” she said. “So I thought, let me just give it a shot.”
She graduated from the program last month and will start in the fall as a bilingual teacher at nearby Moxee Elementary.
Like California, bachelor’s degrees at Washington’s community colleges can’t duplicate what’s offered at the state’s four-year universities. But whether a degree is considered duplicative isn’t as simple as whether a similar program is offered at a four-year college. Officials there consider additional factors, especially location.
“There are a whole lot of students who are choosing not to go into higher ed,” said Valerie Sundby, director of transfer education with the Washington State Board for Community and Technical Colleges. “We’re not competing for the students who are already choosing and have a pathway into higher ed. We’re trying to broaden that pathway.”
Washington’s community colleges have offered bachelor’s degrees since 2005. There are currently 33 colleges offering a total of 165 bachelor’s degrees, including in nursing and teacher education. The state has awarded nearly 1,200 bachelor’s degrees in teacher education and 790 in nursing. Unlike California, where CSU and UC have a say during the approval process for community college bachelor’s degrees, the final approval in Washington rests solely with the community college officials.
Preciado’s experience isn’t an unusual one. For many students in the region, their options are either to attend Yakima Valley College or get no postsecondary degree at all. According to the latest census data, 17.6% of adults in Yakima County have at least a bachelor’s degree, compared with 36.7% statewide.
“One day we have to get beyond that,” said Herlinda Ruvalcaba, Yakima Valley College’s director of applied baccalaureate programs. “Most of the students are here because they’re in the valley. They’re not looking to move. They’re staying here.”
That’s the case for Sofia Gonzalez, who in the fall will enter her final year in the college’s dental hygiene program.
Gonzalez lives with her mother and 8-year-old brother. Her mom is enrolled in English courses at Yakima Valley, and Gonzalez watches her little brother while her mom is at class.
“I’m very family-oriented. I wanted to help her out,” Gonzalez said.
Being able to live at home and not pay rent, making the degree more affordable, was also attractive to Gonzalez.
Gonzalez plans to find a job locally after she gets her degree next year. Most Yakima bachelor’s degree earners remain in the region after graduation, and that’s by design. When community colleges like Yakima are considering a new bachelor’s degree, they’re required to demonstrate that there’s a regional labor market need for that profession, something that’s also required for community college bachelor’s degree programs in California.
Sofia Gonzalez, a student in the dental hygiene bachelor’s degree program at Yakima Valley College, practices cleaning teeth on another student.Credit: Michael Burke/EdSource
In Washington, the degrees are called applied bachelor’s degrees because they are designed to give students applicable experience.
In Yakima Valley’s agricultural sciences bachelor’s program, the capstone project for seniors is to design an agribusiness plan that they can use outside the classroom. For Pedro Huecias, that meant coming up with a plan to own and live off his own vineyard. His project mapped out a multi-year plan to come up with the money to do that.
Huecias, who graduated last month, was one of six students in the agricultural program’s first cohort. He currently works in cheese production for Darigold, a dairy cooperative operating in Washington and three other states. But he’s always dreamed bigger than that: Since he was 14, Huecias and his cousin have planned on one day owning their own vineyard. He’s hopeful his new degree will help him accomplish that.
“I wasn’t happy where I was at, and I needed to do something different,” he said.
California’s landscape
In California, there are 42 bachelor’s degree programs that are currently offered or will be soon across 35 different community colleges. But another eight proposed degrees are currently in limbo because CSU has raised duplication concerns. Four of those degrees have been held up for more than a year.
Beyond that, there are colleges that would like to offer additional bachelor’s degrees but haven’t proposed them because of the duplication law. Francisco Rodriguez, chancellor of the Los Angeles Community College District, the state’s largest district, said colleges “have a strong interest” in being able to offer bachelor’s degrees in a wider array of programs, including education.
“There are workforce shortages, and the community colleges are perfectly situated and positioned to address some of these regional needs,” he said. “My instinct tells me there are enough students for everyone.”
Some shortages are especially dire in the state’s rural counties. Nine of the state’s rural counties are teacher education deserts, having struggled to recruit teachers, concluded a recent report by the UCLA Center for the Transformation of Schools. One of the problems identified in the report is the lack of higher education options in those counties.
The UCLA report suggests allowing community colleges to play a larger role in preparing teachers. That could mean letting community colleges offer credentialing programs for students who already have a bachelor’s degree. It could also include letting the community colleges offer bachelor’s degrees in education, or at least parts of those degrees, said Kai Mathews, project director for the UCLA center that wrote the report.
“We’re in a teacher shortage. We need as many systems and supports and programs as possible to get students engaged into this profession,” Mathews added.
Under current state law, location isn’t considered at all when community colleges propose new bachelor’s degrees. When a degree is being considered, it goes out for review to all 23 CSU campuses, from San Diego to Humboldt.
“We try not to get emotionally involved or even consider it regionally,” said Brent Foster, an assistant vice chancellor at CSU.
State community college officials acknowledge that’s the law but say they wish it were different.
Being able to evaluate “regional labor market needs and the state’s existing ability to meet those demands” could be useful in determining whether a degree is duplicative, said Villarin, the spokesperson for the community college system.
Community college and CSU officials are working to find a third-party organization to serve as something of a mediator between the two sides and help smooth the review process.
At the same time, SB 895, the bill that would allow up to 15 community colleges to offer bachelor’s degrees in nursing, could be a turning point for the state. The bill cleared the Senate and is currently making its way through the Assembly. If signed into law, priority for the degrees would be given to colleges in underserved areas.
The legislation is opposed by CSU and by the Association for Independent California Colleges and Universities (AICCU), which represents the state’s private universities. In an opposition message submitted to lawmakers, the AICCU cited the state’s duplication law.
“Respectfully, we view this proposal to be a significant shift away from that recently agreed upon framework,” the AICCU wrote.
In an analysis of the bill, Senate staff said it “establishes a precedent for permitting duplication of degree programs and expands CCC’s ability to establish baccalaureate degrees independent from California’s other public universities.”
Carroll, whose organization supports the legislation, said the intent is not for the bill to be “a harbinger of lots of duplication.” Instead, she said it was specifically proposed to address nursing shortages facing the state.
Carroll added, though, that she’s hopeful the state will nonetheless be able to offer a wider range of community college bachelor’s degrees at some point in the future.
“As people learn more about it, and they see how the bachelor’s programs have benefited students and local communities, we’re hoping that they will become supportive,” she said.
The University of California admitted a record number of California resident first-year students for the upcoming fall term, offering a spot to 93,920 of them, the university system announced Wednesday.
UC also made more admission offers to community college transfer students and to low-income students. Latino students were the largest demographic group of admitted first-year students, while UC also slightly increased offers to Black students.
But just because the students were accepted doesn’t mean they will ultimately attend UC. The numbers released Wednesday do not indicate how many students paid their deposits and told UC they intended to enroll. Enrollment data won’t be available until after the fall term — typically in January.
Still, UC President Michael Drake said in a statement that the admission numbers “demonstrate the University of California’s commitment to expanding opportunity and access” for all students.
“We’re setting more California students on the path to a college degree and future success, and that translates to a positive impact on communities throughout the state,” Drake said.
Latino students represented the largest share of California first-year admits, accounting for 38.6% of them, up from 37.7% last year. UC also made admission offers to about 500 more Black students than it did for fall 2023.
In total, UC admitted 166,706 students for fall 2024, its largest ever class of admitted students. That includes 137,200 first-year students and 29,506 transfer students.
The 93,920 admission offers to California resident first-year students represents a 4.3% increase from last year.
Latino students in fall 2023 accounted for 26% of UC’s undergraduate population — much less than the share of Latino students in California high schools, where they make up more than half the student population. Black students made up 4.6% of the UC undergraduate population in fall 2023. The largest demographic group was Asian students, accounting for 36%, while white students accounted for about 20%.
Although UC is aware of the race of applicants, the system is not allowed to consider race as a factor in admissions due to Proposition 209, a 1996 ballot measure banning the use of race in admissions at California public colleges.
UC in recent years has prioritized admitting and enrolling California residents in response to pressure from lawmakers and Gov. Gavin Newsom. In 2022, Newsom agreed to give UC as well as the California State University system annual funding increases of 5% for five years. In exchange, the two systems are expected to work toward a number of goals, including increasing graduation rates and enrolling more in-state students.
Amid declining state revenues, the governor nearly reneged on the compact this year. But after negotiations with lawmakers, the final budget deal included a 5% base increase for both UC and CSU, equal to $227.8 million for UC. The budget, however, also included a one-time cut of $125 million for UC.
In a statement Wednesday, UC said this fall it is “poised to enroll more California undergraduates than ever, building on systemwide progress toward the shared enrollment goals outlined in the budget compact with the state.”
The compact also calls for UC to increase access for California community college transfer students. UC admitted 26,430 of those transfer students for fall 2024, a 7.8% jump from a year ago. That increase is consistent with trends in the community college system, which has seen its enrollment steadily increase since the 2022-23 academic year following pandemic-related enrollment declines prior to that.
UC on Wednesday also touted its increased admission offers to low-income students. Among California first-year students who were admitted, the number who reported low family incomes grew by 1% compared with a year ago.
Han Mi Yoon-Wu, UC’s associate vice provost for undergraduate admissions, credited UC’s “holistic admissions process” and the system’s “deliberate work” with high schools, community colleges and community-based organizations.
“We are thrilled that the University of California continues to be a destination of choice for our state’s incredibly accomplished and diverse students,” she added in her statement.
California State University officials meet for the July 2024 meeting of the board of trustees.
Credit: Ashley Bolter / EdSource
California State University is taking the forecast of a snowballing budget gap so seriously, even a recent message touting a new hire came with the equivalent of a financial weather advisory.
That sobering message was repeated to the system’s 23 campuses at the last board of trustees meeting before the fall term — a moment of truth when campus leaders aiming to reverse declines in student enrollment will find out if their bids to attract and retain students worked. Even if efforts to boost enrollment succeed, cutting costs could prove a necessity on many campuses, CSU officials warned. Board Chair Jack B. Clarke Jr., addressing school presidents directly, said they ultimately will determine how to manage limited resources.
“Presidents, we understand that you’re going to have to make some hard decisions and, within your campus communities and your general communities, you’re going to be criticized,” he said. “Understand that we’re behind you in terms of making the hard decisions.”
CSU could be staring down a $1 billion budget gap in the 2025-26 school year as the result of dwindling state support for higher education and rising costs, staff said at the July board of trustees meeting.
CSU has also unveiled a plan to reshuffle dollars from campuses that fall short of enrollment goals. In April, the system released a preliminary budget document sketching how the system could reallocate $32 million in enrollment funding from 12 campuses that didn’t meet resident enrollment targets or target increasesand shift it into nine campuses where 2024-25 resident enrollment targets have been increased. A CSU spokesperson said the system is finalizing those plans over the coming weeks.
The system expects more budgetary trade-offs going forward, CSU Chief Financial Officer Steve Relyea said to trustees at their July meeting. Major expenses include a backlog of facilities and infrastructure projects, employee compensation costs and obligations the schools must meet under legal mandates such as Title IX, the federal law barring sex-based discrimination in schools.
“We anticipate negative impacts on academic offerings and student support services,” Relyea said. “The funding that we’re receiving, while it’s more, is still not sufficient to cover the increased cost on our current operations, and at this point universities will likely have to redirect significant dollars from existing university budgets to cover employee compensation commitments.”
Enrollment drops lead to cuts
CSU earlier this year agreed to a 10% raise for faculty represented by the California Faculty Association following a one-day strike. Trustees last week voted to approve salary increases for four campus leaders over the objections of some speakers during public comment.
Campus efforts to entice students back to campus include easing transfers into the system, reengaging students who started but did not finish a degree and more support for students of color. And CSU leaders say they remain focused on long-term goals like boosting graduation rates for historically underrepresented students and rebuilding trust in Title IX and other anti-discrimination programs.
Funding those priorities will require hard choices. Officials anticipate they can partially plug holes in the budget with reserve funds, but they said school presidents and the system itself must tighten their belts to cover the rest — cuts they acknowledged could prove painful and unpopular. The university system also will have to contend with pressure from faculty, who argue they should have a greater say in university decision-making.
Cuts are nothing new at some CSU campuses. In recent years, as enrollment fell more than 15% from pre-pandemic levels at schools including Cal State Channel Islands, San Francisco State and Sonoma State, campus leaders have held off on filling some open positions or launched voluntary separation programs to reduce staffing costs. Cal State Monterey Bay in May announced 16 layoffs and an additional 86 departures under an early retirement program. At Cal State East Bay, another campus that has seen a dip in enrollment, campus leaders in May announced that the school would no longer sponsor its women’s water polo to save money.
“Upending 19 student-athletes’ East Bay careers is without precedent,” said Jeff Newcomb, a lecturer and president of the California Faculty Association’s East Bay executive board, at the July meeting. “Going forward, authentic shared governance — it’s hard— but it’s crucial if we are to emerge from austerity measures with trust and strategic vitality.”
Take Sonoma State as another example.
The school has weathered enrollment declines with serious cost-cutting. To manage a budget shortfall, spokesperson Jeffery Keating said in a statement, Sonoma State has trimmed $21.4 million from its base budget since 2020-21 and plans an additional $7.5 million cut in 2024-25.
Some of those savings have come from reducing the number of faculty and staff, including through attrition and early retirement programs. Keating said faculty and staff headcount fell 22% between 2019 and 2023.
The aim has been “to protect student services and academic programs,” according to the statement, and the school doesn’t plan to scale back areas like financial aid, health services or career counseling.
He said the school sees some positive signs on the horizon: It projects that net student headcount will rise in 2024-25.
Across the system, CSU anticipates a $218 million shortfall this school year, according to a budget presentation. Making up the difference in funds likely will require tapping into reserves and “aggressively pursuing new students and working to retain current students,” said Ryan Storm, the system’s assistant vice chancellor for budget.
The budget presentation was not the first time Cal State has flashed financial warning signs.
The cost of educating CSU students far outstrips the money the system actually has to educate them, a 2023 report by CSU leaders found. Trustee Diego Arambula reminded colleagues last week that the gap between what the system estimated it should spend to meet student needs and what it does spend was $1.5 billion, and could grow as campuses trim their budgets.
The search for savings
The search for cost savings starts with the central office, Chancellor Mildred García said.
The Chancellor’s Office is reviewing each of its divisions in pursuit of “not efficiency for its own sake or purely for cost savings, but for mission-driven efficiency,” she said in a report to the trustees. In that vein, the office will split the division of academic and student affairs into two, a reorganization García said was estimated to save at least $500,000.
The July meeting also highlighted CSU’s smallest university — Cal Maritime — as both a cautionary tale and a possible inspiration for how the system’s campuses might share costs and academic programs in the future.
The board considered a proposal to merge the maritime academy into Cal Poly San Luis Obispo in a bid to save the Vallejo-based maritime school following a steep drop in enrollment and rising overhead costs. The board will resume those discussions in September and make a final decision in November.
Cal Maritime interim President Michael J. Dumont told the board the school has “taken a chainsaw to every expense on our campus” in pursuit of financial sustainability. Trustees praised the proposal to integrate the maritime academy into Cal Poly San Luis Obispo as an “elegant solution” that would save costs as the campuses consolidate administrative services and other operations.
CSU officials have left the door open for future campus mergers but say no additional integrations are immediately planned.
A document announcing the integration proposal said it’s in keeping with CSU’s goal to look for cost savings “from consolidation of certain administrative functions and from inter-campus cooperation and collaboration in the offering of programs and services.”
In response to questions about whether future campus mergers are likely, a CSU spokesperson cited a document that says CSU “must remain open to considering all options in the future to ensure the financial health of the system and its universities.”
That includes ongoing initiatives to save money short of full mergers, such as negotiating systemwide contracts with vendors and purchasing electricity for multiple campuses on the wholesale energy market.
“There are a lot of tools in the toolkit in addition to an integration like this,” CFO Relyea told trustees last week.
And Relyea noted that the $1 billion budget gap forecast for the 2025-26 school year is an estimate based on assumptions that could prove flawed. A shortfall could be avoided by making permanent cuts this school year, pausing new investments, bridging the gap with reserves and successfully lobbying the state for additional money, he added.
Some campuses might try to streamline their budgets in ways students won’t notice.
That’s the goal at Cal State Northridge, where administrators said that measures like cutting nonessential staff travel or delaying plans to replace older technology and equipment were among the ways they hope to save money.
“Everything that’s related to student success, we’re trying to shield that as much as we can,” said Edith Winterhalter, who leads the university’s budget department. “It’s really on the administrative side that we’re doing a lot of strategies to reduce our costs as much as we can.”
‘A painful year’
A wild card in CSU’s finances is its reliance on the California Legislature, which has funded roughly 60%of the school system’s operating costs in recent years. That can expose the university system to swings in state revenue.
CSU dodged the worst in this year’s budget. Early budget drafts proposed pushing a 5% funding hike that had been promised for 2024-25 into the following year. The final budget landed on a compromise: a one-time cut of $75 million, offset by an ongoing increase of $240 million. Staff attributed the improvement to an energetic lobbying campaign on behalf of the universities.
The budget outlook going forward is less rosy. Anticipating more lean years ahead, state legislators envision an 8% cut to CSU’s ongoing state funding in 2025-26, according to a CSU budget presentation. On top of that, state legislators have proposed that CSU front $252 million in the 2025-26 school year, which the state would subsequently reimburse in 2026-27. A similar spend-and-reimburse maneuver would occur in the 2026-27 school year.
Such an arrangement could prove risky for Cal State, Storm observed.
“If we spend, in advance, hundreds of millions of dollars and the state does not reimburse us, it would significantly deplete our one-time balances and reserves, and we could be left with new ongoing commitments and no new funding to support them,” he said.
That reality has compelled Cal State to look to grow other funding sources, including what students pay to attend its universities. Trustee Christopher Steinhauser defended the board’s previous decision to increase tuition by 6% annually starting this fall, saying the additional revenue will allow the system to save hundreds of jobs.
“We heard earlier in the spring we have to do less with less,” Steinhauser said. “This is going to be a painful year. … If we didn’t pass that tuition, we would be in a whole big mess, much bigger than we’re in now.”
CSU leaders have also pointed to other possible sources of funding, including operating campuses year round and pursuing more public-private partnerships. Trustee Larry L. Adamson urged university presidents to think creatively about raising money from philanthropic sources as one additional revenue stream.
“How many endowed chairs do we do every year in the CSU? And I think the answer is few to none,” he said during last week’s meeting. “We have to start doing more and more of that kind of thinking, as the UCs and privates do constantly. And instead of trying to just raise money for buildings, which we do a lot of, let’s start trying to raise money that offsets our actual ongoing expenses.”
