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  • How are UC and CSU students managing the cost of textbooks?

    How are UC and CSU students managing the cost of textbooks?


    San Diego State University’s Equitable Access textbook program costs students $19.75 per credit, but some opt for cheaper textbooks outside of this program.

    One student who opted out is Kimberly Watkinson, leading her to search for textbooks on her own.

    “I do it through my own means. I buy them on Chegg or Amazon, or sometimes I look for students who have the same class as me, and maybe they can sell me their books,” she said.

    Some of her professors offer the class materials for free, through PDFs and other alternatives.

    “There are some classes, mostly in childhood development, where we only look at articles and they are usually free and posted on Canvas. Or they use books that are from friends of them,” Watkinson said.

    She added that collaborating with classmates is a good way to lower individual costs.

    “I’ve had classes where I even share a book with another person to do the assignments because it’s so expensive that I cannot afford it,” Watkinson said.

    While her textbook plans are constantly shifting and the costs are demanding, they haven’t had a bearing on her academic ambitions.

    “I learn about how much the books cost when I am in the class because there’s some professors who post how much they are,” Watkinson said. “But I haven’t dropped out because I find my ways around and maybe share with another person, buy it somewhere else, or rent it.”

    Kimberly’s story gathered by California Student Journalism Corps member Noah Lyons.





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  • Panel discusses how to reduce the dizzying cost of textbooks for California college students

    Panel discusses how to reduce the dizzying cost of textbooks for California college students


    https://www.youtube.com/watch?v=PJlWFK9E60A

    California’s public institutions of higher education have launched efforts — some more extensive than others — to dramatically reduce or eliminate the cost of course materials, which can sometimes rival the price of tuition. 

    Textbook costs affect academic success

    Higher education leaders and advocates, including leaders from California Community Colleges and the California State University system, discussed the biggest successes and hurdles for California colleges during a Thursday panel “Free college textbooks: Dream or reality?” hosted by EdSource.

    Cailyn Nagle, open educational resource program manager for Michelson 20MM Foundation, said that 65% of students who responded to a national survey by the Public Interest Research Group skipped out on buying textbooks or course materials because they were too expensive. That figure was 82% for students who had also skipped a meal; many students also declined to buy access codes that courses may require for quizzes or assignments.

    “This means students are being priced out of participating in classes that they’ve already paid tuition for,” Nagle said.

    According to the California Student Aid Commission, the average student spent $630 on books during the 2022-23 academic year. That doesn’t take into account other course materials, such as clickers, that are increasingly used for attendance and to answer questions in class, Nagle said. With the cost of supplies, the total rises to $1,152 per student annually.

    Aya Mikbel, a Sacramento State student, found through interviewing other students in California the various ways they have softened the high cost of textbooks, including buying used copies, shopping for cheaper copies online or renting textbooks. They also borrow textbooks from classmates or forgo textbooks altogether. 

    These alternatives can affect students’ academic performance. One student told Mikbel that borrowing a textbook often meant it was difficult to check on answers to problem sets or to review previous lessons.

    “Students should never feel like they’re focusing more on the price tag of the course rather than the content itself,” Mikbel said.

    How California institutions are reducing textbook costs

    The California Community College system has received systemwide funding from the state to create zero-textbook-cost pathways. This includes a $5 million pilot program in 2016 and an additional $115 million in 2021 to expand that effort.

    The 2016 pilot demonstrated that textbook costs affect academic performance. According to the Community College Consortium for Open Educational Rresources, grades for students in zero-textbook-cost classes were 3% higher than in the same classes taught with traditional class materials, and grades were 7.6% higher for Pell Grant recipients, who can use their grants on textbooks but may opt to use them on other college expenses.

    State funding has been key for creating zero-cost pathways at community colleges, but they may not be able to continue doing this work when the funding runs out, said Rebecca Ruan-O’Shaughnessy, vice chancellor of educational services and support at the California Community Colleges Chancellor’s Office.

    “The money is not enough; we need sustainable funding,” said Ruan-O’Shaughnessy.

    The CSU and UC systems have not yet received the same kind of statewide funding as community colleges. But there are other efforts within the systems and at individual universities to address the costs of textbooks and create four-year degree zero-cost pathways.

    Leslie Kennedy, assistant vice chancellor of academic technology services in academic and student affairs at CSU’s Office of the Chancellor, called the lack of funding “challenging.” But she noted that the system provides internal funding to the individual campuses ranging from $15,000 to $20,000 each year and is also hiring coordinators for affordable learning solutions. 

    Libraries play a key role in reducing course costs for students. The CSU system has negotiated with publishers to purchase electronic textbooks that can be offered to students for free. CSU is also ensuring that faculty puts a direct link to these resources on their syllabi. 

    Carole Goldsmith, chancellor of the State Center Community College District, added that publishers and bookstores have employed strategies to reduce costs, such as renting out copies of books or offering lower-cost digital copies.

    But Nagle is skeptical of the three big publishers, saying they still have a monopoly on most publishing and are responsible for the steep rise in textbook costs. Publishers could hike rates later, leading to the “Amazonification” of course materials, Nagle added.

    “If someone came into my home, lit my curtains on fire and then turned around and put a fire cap on and said, ‘Don’t worry, I can fix this,’ I would not trust them to save my home,” Nagle said.

    Nagle said she is particularly worried about automatic billing, the practice of automatically charging students for textbooks and access codes on their tuition bill, typically with discounted bulk rates. 

    “I know people don’t always agree with me on this,” Nagle said, “and they see this as a great way to leverage bulk purchasing to get students a great deal.” 

    Open resources hold promise

    Open educational resources are a particularly powerful and increasingly popular tool to reduce or eliminate the costs associated with courses. Opern educational resources include freely accessible textbooks, lecture notes, quizzes and other assets released under an open license and can be adapted, modified or reused as students or faculty see fit.

    There are many benefits besides being free, easily accessible resources. It’s much easier to update or correct a mistake in an open resource than it is to do in a copyrighted text by a publisher, said Ruan-O’Shaughnessy. The open nature of the resources also allows faculty to customize course materials.

    Drop rates and retention rates have improved in pilot courses that relied on open educational resources at State Center Community College, Goldsmith said. 

    What was really exciting about these courses, she said, was the increased engagement among faculty and students alike. Because they have reliable source texts, they no longer have to rely so heavily on lecture notes, and it’s easier for students to participate in class. Faculty at community colleges also are working to ensure that open-source texts better reflect student diversity. It’s been a win for everyone, she said.

    “Faculty were able to curate the coursework, so they felt more engaged,” Goldsmith said. “Students saw more reflective stories of themselves and their culture in the work that they were reading about.”





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  • Students seek new study spots as Cal Poly’s library closes until 2025

    Students seek new study spots as Cal Poly’s library closes until 2025


    Fencing blocks the Kennedy Library at Cal Poly San Luis Obispo, which is closed for renovations until 2025.

    Credit: Arabel Meyer / EdSource

    Until 2025, Cal Poly San Luis Obispo will be the only public university in California without access to a library space for students. With the university’s Robert E. Kennedy Library in the midst of a large renovation project, questions arise: In a digital age, are libraries still relevant to college students? How will the lack of a library impact campus culture? 

    “Libraries are definitely still relevant,” said Nina Florrick, a fourth-year math major at Cal Poly. “I know a lot of people struggle to study at their houses. Having a quiet space to go outside your house is really useful for a college student.”

    Penny Alioshin, a fourth-year electrical engineering major, agreed. “The Cal Poly library was never just about books, which is kind of a weird thing to say, but it was about the environment. It was about the study space. It was about the safe place that it provided for people to just go to do their own thing or work collaboratively. It was such a great resource beyond just being a library where you can check out books.” 

    The Kennedy Library is a highly trafficked place on campus and receives 1.5 million visits from students a year, according to Cal Poly Library Services, and students have voted it the “best study spot” in multiple campus surveys. The library offers more than 2,000 seats for working students, along with 40 private study spaces, a 24-hour section, printing services, a cafe and on-campus employment opportunities. 

    Despite the inconvenience of closing the library, university leaders say that the renovation of this space is necessary for Cal Poly’s future.

    Signs guide students to find alternative study spots while the library at Cal Poly undergoes major renovations.

    “The Kennedy Library transformation project is part of the university’s master plan, which defines the university’s plans for growth and innovation through 2035,” said Keegan Kolbert, a university communications representative. “The library building is over 40 years old and in need of upgrades.”

    The school has opened temporary study spaces around campus, such as classrooms and lounges to accommodate students’ needs, but many students don’t feel that this makes up for the loss of their library.

    With the building closed until the summer of 2025, this will impact student’s campus experience. Florrick said she has experienced a big change in her study habits since the closure of the Kennedy Library. 

    “It’s a lot harder to find places on campus that aren’t as crowded to study at,” she said. “I think a lot more people are inclined to stay at home to study than go to campus and study.”  

    In an interview, Karen Schneider, library dean at Sonoma State University, called libraries “the living room of the university” because students use California universities as both places to find community and to fulfill educational needs. 

    Data from 2014-15 shows that California State University libraries are visited by 800,000 students every week, a number likely to have increased as universities like Cal Poly expand student enrollment. 

    For students of many majors, especially students in science, tech, engineering and math, the loss of the library is particularly felt. Alioshin talked about the difficulty of not having an open library on campus. 

    “For STEM majors specifically, we spend a lot of time on campus, and during those in-between times, it’s really nice to have somewhere to go and hang out,” she said. “It was a great, collaborative environment because I would always find other electrical engineers there.”

    She finds campus a “little lonelier” without the library and is disappointed by the “less collaborative” study environments that are available.

    Continued Alioshin, “I think libraries are a huge part of college culture. … It’s a big meeting place for people to go and do work by themselves or together, so it’s sorely missed. I want our library back.”

    Arabel Meyer is a fourth-year journalism major at Cal Poly San Luis Obispo. She is a member of EdSource’s California Student Journalism Corps.





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  • California universities evacuate students from Israel, citing war risk

    California universities evacuate students from Israel, citing war risk


    The entrance to The Hebrew University of Jerusalem.

    Credit: Wikimedia Commons

    Following government warnings about the dangers of being in a war zone, California universities and colleges have safely evacuated their students who were attending study abroad programs in Israel.  The future of those programs for the rest of the school year remains uncertain.

    The U.S. State Department recently has categorized Israel as a Level 3 travel risk, which urges U.S. citizens to “reconsider” their travel and presence in the country “due to terrorism and civil unrest” in the aftermath of the Hamas attack on Israel and Israel’s current retaliations in Gaza. The Level 3 ranking and family concerns were enough for the University of California and the California State University systems to take action. Level 4, the worst potential ranking, is an outright travel ban.

    UC’s Education Abroad Program (UCEAP) reported that its students at the Hebrew University in Jerusalem have left Israel and are all safe. However, UC declined to say how many students were involved and where they are now. Mandatory travel insurance covered the evacuation expenses.

    “We can confirm that students on UCEAP-sponsored programs are safe and have departed Israel. It’s our policy, following best practices on travel safety abroad, not to disclose the number of students in a given location or their specific location during emergency or urgent location changes,” Jennifer Monroe, UCEAP’s Director of Marketing, Communications, and Engagement, said in an email to EdSource.

    The students are now taking online or hybrid courses in connection with Hebrew University, she said. And UCEAP “continues to evaluate the safety and security conditions at the program location and region to determine if in-person programming can continue,” Monroe added. 

    The California State University reported that a Chico State student in an internship in Israel has returned to California. Another student, from the CSU Northridge campus, was about to leave home to start a program at the University of Haifa but did not depart because of the situation there.

    “We will be suspending our program and not sending anyone there, said Jaishankar Raman, director of CSU’s International Programs. “We are waiting until we see how the situation unfolds for the spring and we will await what the State Department advises us.” The Northridge student was offered a spot in other overseas programs but declined. He “decided not going anywhere now would be better and to assess the situation in the spring,” Raman said.

    Three years ago, universities in California and across the U.S. canceled overseas studies programs as the pandemic took its toll worldwide. It took more than a year for some programs to reopen and then some other nations with higher Covid rates remained off limits for a while longer.

    Many U.S. institutions are suspending programs to Israel for the time being and pausing plans for future programs, according to a statement from Caroline Donovan-White, an official with NAFSA: Association of International Educators, a Washington, D.C.-based organization that encourages and supports study abroad and exchange programs. Institutions rely on their existing risk management resources and tools like the State Department travel advisories to guide them in times like this, she explained. (NAFSA was founded as and used to be known as the National Association of Foreign Student Advisers.).

    “The pausing of programs happens from time to time for many reasons and universities have plans and policies in place for those situations. Our members tell us they are in close contact with their students studying all over the world–not just in the Middle East–as they may feel especially vulnerable and isolated from their support network right now, particularly those of Jewish and Muslim faiths,” Donovan-White said.

    The University of Southern California offers studies at the Hebrew University of Jerusalem and at The Interdisciplinary Center (IDC), Herzliya in the Tel Aviv area (also known as Reichman University). But USC said that since no student had signed up this fall, no special action was needed.

    “USC does not have any students studying in Israel during this fall semester. The university will not be offering study abroad programs in Israel this upcoming spring semester and is closely monitoring the situation in the area,” Anthony Bailey, Vice President for Global and Online Initiatives & Dean, USC Bovard College, said in a statement to EdSource.

    Stanford University said it has no programs in Israel.





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  • Strike averted for students: Fresno Unified, teachers reach ‘historic’ contract

    Strike averted for students: Fresno Unified, teachers reach ‘historic’ contract


    Fresno Teachers Association President Manuel Bonilla, centered on the left, passes the pen and contract to Fresno Unified Superintendent Bob Nelson to sign a tentative agreement that FTA and FUSD reached less than a day ahead of a potential strike.

    Lasherica Thornton/ EdSource

    This article was updated Nov. 2 to reflect changes in the final version of the contract between Fresno Unified and the teachers union.

    Less than 24 hours before a strike by thousands of educators was scheduled to start, Fresno Unified School District and its teachers union agreed on a tentative contract, the two announced during a joint press conference Tuesday morning. 

    The “historic” agreement, which was still being revised as late as this morning, brings more than a year of negotiating to an end and prevents a divisive strike that would’ve undoubtedly harmed the Fresno community and the district’s over 74,000 students

    “Our students have been the innocent bystanders waiting through the difficulties of negotiations,” Superintendent Bob Nelson said. “This deal is really about you (students): it’s our joint commitment to avoid a strike because there’s really nothing more important than making sure our students have the opportunity to be in school every day, all the time.” 

    District and union leaders as well as board members touted the contract for investing in teachers, supporting students and maintaining the district’s fiscal solvency. 

    To Fresno Teachers Association President Manuel Bonilla, the contract meets and exceeds the four requests that emerged as sticking points throughout negotiations: reducing class size, reducing special education caseloads, keeping educators competitive in pay and maintaining certain health care benefits. 

    Bonilla and Louis Jamerson, executive director of the teachers union, highlighted key provisions from the offer, including: 

    • Class size reductions for all grades with investments for new classrooms to continue to reduce class size.
    • A comprehensive guideline for special education caseloads – the first time such guidance has existed in contract language.
    • Competitive salaries.
    • Lifetime medical benefits.

    “Soon a child will walk into their classroom and have the closest connection ever with their teacher, rather than competing for attention and assistance,” Bonilla said about one of many “wins” for students.

    What does the contract offer? 

    Class size

    The teachers union came to the bargaining table with a request to cap class size while the district proposed maintaining class size averages but reducing the number of students over that average for a teacher stipend.

    Starting next school year, the district will reduce class size averages to ratios of 1 teacher for every: 

    • Eight students for prekindergarten.
    • 12 students for transitional kindergarten.
    • 23 students for grades K-three.
    • 28 students for grades four to six.
    • 27 students for grades seven and eight.
    • 28 students for high school grades. 

    The contract language provides guidelines for class size, which say the district will reduce individual class size even more each school year and will reassign 75 non-classroom educators back to the classroom to lower class size. 

    Benefits

    The agreed-upon offer includes what Fresno Unified previously called a bridge to Medicare to meet the same goal as lifetime retiree benefits: 

    • At age 57.5, if an employee has worked in Fresno Unified for at least 20 years, they’ll be offered the same health care plan, and at the same rate, as current employees.
    • At 65, when employees become eligible for Medicare, they will have access to a district health plan that acts as a secondary coverage to Medicare.

    The contract guarantees seven and a half years of the coverage, even if the Medicare eligibility age changes. The contract also includes provisions about the district’s contribution to employees’ health care fund, which, in part, determines health care benefits. The district will contribute less to the health fund, but, according to the contract, it will automatically increase to the previous contribution level within a couple of years. 

    More than 20% in raises and bonuses

    Over the next three years, Fresno Unified educators will receive 21% in raises and one-time payments – up from the previous 11% and 19% offers – which include: 

    • 8.5% raises this school year.
    • 3% raises in the 2024-25 school year with a 2.5% one-time bonus.
    • 4.5% raises in the 2025-26 school year with a 2.5% one-time bonus.

    Educators will also receive a $5,000 one-time payment as part of a side letter agreement to the contract. 

    A win for teachers and students

    The contract allows educators and students to thrive, Bonilla said. 

    As educators and as a community, we’ve made it clear (that) students thrive when educators thrive,” he said. “And educators thrive when leaders value their hard work — when they value that tireless dedication to adequate support.” 

    While negotiations have ended, many said that the work of building a better Fresno starts now. The district and the union agreed to act as partners in a “collaborative shared decision process (that) will ensure the partners work together in a meaningful way within a timely manner.” Four district leaders, including the superintendent, and four union leaders will be a part of the partnership. 

    Don Raczka, author of a fact-finding report, recommended that Fresno Unified and its teachers union work closely to find solutions so they can address the “transformational student and teacher support systems the (Fresno Teachers) Association believes essential.” 

    The partnership, said school board member Andy Levine, will enable the district and union to continue to work on issues over time, not wait three years for the next contract negotiations to come around. 

    “It’s not over; we start from a different place today,” trustee Valerie Davis said. “Today, our students win.” 





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  • Community college students can take classes in their native language under a new law

    Community college students can take classes in their native language under a new law


    Tina Chen, who is taking computer science courses taught in Mandarin at East Los Angeles College, speaks at a recent press conference for Assembly Bill 1096.

    Courtesy of Ludwig Rodriguez

    Hoping to entice more non-English speakers to enroll in community college, California is making it easier for those students to take courses in their native language.

    Currently, students in California can take community college classes taught in languages other than English only if they simultaneously enroll in English as a Second Language courses. 

    That’s about to change, thanks to Assembly Bill 1096, which was signed by Gov. Gavin Newsom and is set to take effect Jan. 1. The law will allow community colleges to offer courses in languages other than English without requiring students to enroll in ESL. 

    Community college officials think the bill could be a game-changer for potential students who might otherwise have been discouraged from enrolling or staying in college because of the ESL requirement. Some students have called that requirement a burden because of the extra time commitment.

    “We hope that this will create a pipeline for individuals to engage in community college,” said Gabriel Buelna, a member of the Los Angeles Community College District’s board of trustees and supporter of the bill. 

    “In a world of lower enrollment, do you want more Californians at your community college? Or do you not want more Californians at your community college?” he said, referring to enrollment declines that community colleges suffered during the pandemic. 

    There’s already some evidence that the new landscape will make a difference. The Los Angeles college district launched a pilot program this year offering courses in non-English languages and gave students the ability to opt out of enrolling in ESL. The program offered 60 classes this spring in four languages — Spanish, Mandarin, Russian and Korean. More than 1,000 students enrolled, almost half of them first-time community college students.

    This fall, the district is expanding the program to 86 classes, including child development, business and computer literacy.

    Before the pilot launched, the district surveyed students and found that 25% cited English proficiency as a barrier to their educational goals.  

    “We’ve uncovered that there’s this hidden group of individuals that have missed out on higher education opportunities,” said Nicole Albo-Lopez, the district’s vice chancellor for educational programs and institutional effectiveness.

    It’s unclear how many colleges across the state will begin offering more classes in non-English languages when the law goes into effect next year. But several community college districts endorsed the bill, including Foothill-De Anza, Long Beach and San Diego. And in a state where 44% of households speak a primary language other than English, officials expect there will be interest among prospective students across California.

    In the Los Angeles pilot, almost all the courses offered were in noncredit classes focused on job training, including in automotive repair, child care and health care services. The new law, however, will apply to both noncredit and credit courses.

    For Tina Chen, taking computer science classes at East Los Angeles College in her native language of Mandarin has made a challenging subject more accessible.

    Chen’s goal is to eventually transfer to UCLA and enter into a career in artificial intelligence, but computers are new for her, and the course material can be challenging. Being able to learn in her native language, though, has provided a solid foundation.

    “It makes it easier. I can understand my teacher who speaks to me and my classmates,” she said.

    Carmen Ramirez has also taken advantage of the classes offered at East LA College and enrolled in basic skills courses this year that are taught in Spanish. 

    Ramirez is from Guadalajara, Mexico, where she previously took college courses while pursuing a degree in psychology. She didn’t finish that degree because of economic reasons, she said, and later moved to Los Angeles.

    Taking classes in Spanish “is a great way to be able to come back and renew my studies,” she said through a translator. “It’s more comfortable and lets me learn better.” Ramirez added that native language courses may also be more welcoming to undocumented students and make it more likely that they enroll.

    After she’s completed her basic skills courses, Ramirez wants to start taking classes toward a credential or certification. She’s not sure yet what career she wants to pursue, but knows she wants to enter a field that allows her to help other people. 

    Even though the law won’t require it, Ramirez still plans to eventually take ESL courses because she sees learning English as an important skill that will benefit her career. Research backs up that premise: A 2022 report by the Public Policy Institute noted a link between English proficiency and access to high-wage jobs. 

    Buelna, the Los Angeles trustee, said he expects many students to follow a path similar to Ramirez’s and enroll in ESL even though they won’t be forced to do so. 

    “I think this law will actually increase English acquisition,” he said. “Once you get folks in an institution, and you get that curiosity going, they’re going to say, ‘Well, I do need to learn English.’”

    Buelna added that the most important factor is that more students get an education and develop new skills — regardless of whether they’re learning English.

    “Why does it matter so much that someone learn about caring for the elderly or phlebotomy in a specific language?” he said. “Do you want them to have the skill or not? What’s more important?”





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  • Public universities should embrace students with intellectual disabilities — now

    Public universities should embrace students with intellectual disabilities — now


    San José State University

    Credit: Andrew Reed / EdSource

    On Oct. 10, Gov. Gavin Newsom signed into law AB 447, which authorizes public higher education in California to provide educationally equitable environments that give each Californian, regardless of age, economic circumstance or certain specified characteristics, including mental disability, a reasonable opportunity to develop fully their potential, thereby opening the gates to inclusive higher education settings.

    In an increasingly interconnected world, diversity cannot remain a mere buzzword; it is a fundamental prerequisite for progress. Our society’s vibrancy is shaped by the myriad of experiences and backgrounds that its citizens contribute. While the inclusion of students with disabilities in K-12 education has been widely discussed (Agran et al., 2020) and legally mandated (IDEA) to some extent, extending this discussion to higher education is imperative. We need to adopt a more inclusive vision of higher education by wholeheartedly welcoming students with intellectual disabilities into four-year colleges.

    Inclusion is both a moral imperative and a powerful catalyst for progress. All individuals deserve the opportunity to access higher education, regardless of their abilities. This is not only about fairness; it is about recognizing the untapped potential of those who have been absent in higher education spaces for too long. When the barriers to educational opportunities are removed, students with intellectual and developmental disabilities can share their creativity, passion and unique perspectives, enriching the entire academic community.

    Inclusive education is a win-win situation. Including students with intellectual and developmental disabilities not only transforms their lives, but also the lives of everyone around them. These students bring fresh perspectives, challenge preconceived stereotypes and promote a culture of inclusivity, as depicted powerfully in the film “Rethinking College.” Inclusive education is not about charity; it’s about mutual benefit.

    Furthermore, the benefits of inclusive higher education ripple far beyond the campus borders. Graduates with intellectual disabilities stand a greater chance of securing meaningful employment and embracing independent lives, thus alleviating the strain on social support systems. Inclusivity can become the cornerstone for reinforcing our economy and creating a more prosperous society.

    Critics may argue that inclusive education is costly and challenging to implement, but the benefits far outweigh the investment. True, universities have to make accommodations for students with intellectual and developmental disabilities so that they receive the support they need to succeed. However, this investment has multiple payoffs in promoting independence for students with disabilities, enriching educational experiences for all students on the campus, and in shaping compassionate, understanding and open-minded graduates who will become tomorrow’s leaders.

    Inclusive higher education is not uncharted territory. Over 300 colleges and universities across United States (Pacer) have already taken significant steps in this direction. They have demonstrated that with the right support and a commitment to diversity, students with intellectual or developmental disabilities can perform very well. In fact, according to the Think College Reports for 2020–2021, in federally funded grants supporting these inclusive efforts, 31% of the students were successfully placed in paid employment. Remarkably, of these employed students, 50% had never previously held a paid job before entering the program. However, these endeavors have not been without challenges, and the experiences of these universities can offer valuable insights into the essential elements required for successful inclusion. For example, at San Jose State University, where I am involved in an inclusive college program (SPARTANS OCLS), a survey conducted by researcher Jihyun Lee showed that all faculty members who completed the survey were open to having students with intellectual disabilities in their classes. However, over half of them expressed uncertainty regarding their preparedness to meet the needs of students with intellectual or developmental disabilities. Additionally, we’ve encountered difficulties in recruiting peer mentors for our participants and securing placements in classes aligned with their expressed interests.

    Learning from the experiences of the existing program, successful inclusion requires at the minimum:

    • Access to resources to create accessible campus facilities, develop specialized academic programs, and provide support service.
    • Training for faculty and staff to understand better the needs and challenges of students with intellectual disabilities.
    • Peer mentorship programs to facilitate the integration of students with intellectual disabilities into the campus community.
    • Successful collaboration with universities, parent organizations and government agencies.
    • On-campus internships for students to gain practical experience, develop vital work and social skills and prepare for their future careers.

    It is high time that we recognize the immense potential within every individual and acknowledge that diversity enriches our lives, communities and institutions of higher learning. Inclusive four-year colleges are not just a vision; they are a necessity. Now is the time to take this bold step toward progress, embrace diversity and remove the barriers for students with intellectual disabilities to get into higher education.

    ●●●

    Sudha Krishnan is an assistant professor at San Jose State University, Department of Special Education, Lurie College of Education and a Public Voice Fellow with the OpEd Project.

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





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  • Trump’s law reshapes federal loans and Pell Grants, impacting California students

    Trump’s law reshapes federal loans and Pell Grants, impacting California students


    UC Berkeley students stroll around campus near the landmark Sather Gate on April 19, 2017.

    Photos by Alison Yin for EdSource

    Top Takeaways
    • The law blocks graduate students from taking out new Grad PLUS loans and caps Parent PLUS loans starting in 2026.
    • To maintain access to federal student loans, academic programs must soon show alumni earn more than peers without the same degree. 
    • The law expands Pell Grants to short-term workforce training and nixes an earlier proposal that likely would have reduced aid to many Pell recipients.

    The domestic policy law signed by President Donald Trump will have major implications on how students in California and across the country pay for college, with analysts describing it as the most consequential federal higher education legislation in decades.

    The most significant changes will impact access to federal loans and borrower repayment plans. The law also amends Pell Grant eligibility standards, expands qualified expenses for 529 college savings accounts, and is expected to raise the endowment tax on a few private universities, including Stanford. 

    Republican lawmakers say their suite of higher education policies aims to make college more affordable and reel in student debt while broadening access to career and technical education. Critics warn the package’s financial aid measures will do just the opposite, making higher education more expensive for low- and moderate-income students.

    “This is the biggest set of changes to higher education policy in America since at least 1992,” said Robert Kelchen, a professor of higher education at the University of Tennessee, noting that the Higher Education Act hasn’t been reauthorized since 2008. “In this reconciliation bill, there are effectively pieces of legislation that congressional Republicans have been working on for years.”

    The Grad PLUS program will stop accepting new borrowers

    The federal Grad PLUS program, loans which make it possible for graduate students to borrow up to the cost of attendance minus other financial aid, will stop accepting borrowers this time next year. Current borrowers, however, will be grandfathered in and allowed to continue accessing those loans.

    Graduate students will still have access to direct unsubsidized federal loans, but the bill caps those at $50,000 per year for students in professional programs, such as those studying to become lawyers or doctors, and most other graduate degrees at $20,500 per year. 

    The changes will reduce access to graduate school, particularly for low-income students who don’t have other funding options, said Melanie Storey, president and CEO of the National Association of Student Financial Aid Administrators, a nonprofit membership organization representing financial aid professionals at colleges across the country. “Very capable students who come from more modest backgrounds may be unwilling to pursue graduate or professional education.”

    Some of those students may borrow from private lenders, but those loans “won’t come with the same kinds of terms and conditions and protections that a federal loan has,” she added.

    The University of Southern California may be hit particularly hard by the loss of those PLUS loans. “They have so many graduate programs, and they have a lot of students who do not get financial aid,” Kelchen said.

    The Grad PLUS program disbursed about $2 billion to students at California colleges and universities in the 2023-24 school year, federal data shows.

    Lower caps on Parent PLUS loans will limit borrowing

    Under the federal Parent PLUS loan program, parents used to have the ability to borrow up to the total cost of a student’s college education. A new cap starting July 2026 will limit borrowers to $20,000 per year and a lifetime maximum of $65,000 per student. Supporters argue that borrowing limits will slow rising tuition. 

    Parent PLUS loans have been “the loans of last resort” for students whose parents don’t qualify for private loans because of their credit, Kelchen said, so reducing the borrowing limit may hit students with substantial financial need the hardest. A brief by the Education Trust characterized them as “a double-edged sword for Black borrowers” in particular, who tend to have fewer resources to pay for college due to long-standing inequities in wealth and income.

    Capping the Parent PLUS program will likely either “discourage students from attending college or limit their choices,” Storey said. 

    Institutions will need to get creative to ensure low-income and first-generation students can continue enrolling, said Emmanual Guillory, senior director of government relations at the American Council on Education. 

    “It’s hard to say that institutions will just find a way to make up the difference and will offer more institutional aid for low-income students to help them be able to cover the cost,” he said.

    Former students’ earnings will determine loan access

    The reconciliation bill puts postsecondary programs to a new test: In order to access federal student loans, alumni must earn more than peers who didn’t study for the same degree. 

    Congressional Republicans say the idea is to hold colleges and universities accountable for what alumni ultimately earn when they join the workforce. Loosely, for a given field of study, an undergraduate degree program can continue accessing federal loans if the median earnings of former students exceed the median earnings of high school graduates in the same state. Graduate programs maintain access to federal loans by comparing former students to similarly situated bachelor’s degree holders.

    “It’s a really significant step towards the kind of focus on educational outcomes that we have seen both Republicans and Democrats talk about in recent years,” said Clare McCann, policy director at the Postsecondary Education & Economics Research Center. But McCann said it’s problematic that the measure doesn’t apply a similar standard to undergraduate certificate programs

    An analysis by Preston Cooper, a senior fellow at the right-leaning American Enterprise Institute, found that many associate degree programs could lose access to student loans, although associate degree students may be less likely to finance their educations in the first place. 

    “The promise of a lot of these programs is that you shouldn’t have to borrow,” Cooper said. “I kind of think that if these programs do have earnings outcomes that are so low, we probably shouldn’t be giving students loans for those programs, because it’s very unlikely that they’ll be able to repay their loans in full.”

    SAVE, other repayment plans will close to new borrowers

    The repayment terms will also change, reducing the number of plan choices to just two: a standard repayment plan and the Repayment Assistance Plan, which ties payment size to the borrower’s income. Supporters argue that doing so simplifies the options available to borrowers while putting them on a path to repay loan balances in full. 

    Most existing income-driven plans will later close to new borrowers, including the popular Saving on a Valuable Education (SAVE) plan, a Biden administration initiative aimed at lowering monthly payments. In California, about 600,000 borrowers are enrolled in the SAVE plan, according to the Student Borrower Protection Center.

    “For most borrowers, their payments will be drastically more expensive on a monthly and annual basis,” said Aissa Canchola Bañez, policy director of the Student Borrower Protection Center. 

    Loan deferments for economic hardship will be eliminated, and new limits will be placed on forbearance.

    Lawmakers nixed a Pell proposal that worried colleges

    The version of the reconciliation bill passed by the U.S. House of Representatives would have increased academic credit requirements per semester to be considered a part-time or full-time student under the Pell Grant program. That proposal sparked concern among officials at California State University and the University of California that tens of thousands of their students would receive less money from Pell — or would lose eligibility altogether because they don’t take enough classes each term. 

    The universities may now breathe a sigh of relief: The final law makes more incremental adjustments to Pell, such as making students who receive full scholarships from other sources ineligible for Pell.

    Students can use Pell for short-term workforce training

    Starting in July 2026, Pell Grant recipients will be able to spend their awards on educational programs that last more than eight but less than 15 weeks at accredited institutions. Supporters of extending Pell to shorter programs say doing so will make educational programs more accessible to adult students who are already in the workforce.

    Kelchen said workforce Pell Grants have gained traction among a broad spectrum of policymakers due to frustration regarding the value of a college degree. “The goal is, by trying to encourage short-term credentials, you get people in through [an educational program] fast and back out into the economy,” he said. 

    But some are skeptical about the return on investment of weeks-long credential programs. Wesley Whistle, a project director who monitors higher education policy at the left-leaning think tank New America, said student earnings after completing short-term certificate programs “aren’t good on average” and that even when they do boost earnings, the positive effect “tends to fade after a year or two.” Researchers with the Institute of Education Sciences reported similar findings.

    Families with 529 plans will have more spending options

    The law also makes several changes to 529 plans, investment accounts typically used to save money for college, in which earnings are tax-deferred and withdrawals for qualified educational expenses are tax-exempt. The new law, starting in 2026, adds items including tutoring, standardized testing fees and some educational therapies to the list of qualified expenses while students are in K-12. After high school, the law also allows funds to be used for some professional credentials, not just college. 

    Researchers at the Brookings Institution have found that 529 plans mainly benefit wealthy families while costing the federal government billions in tax revenue. “Low-income people don’t have enough money to be able to save in this way,” McCann said.

    In California, the state’s 529 plan — ScholarShare 529 — managed more than $15.6 billion in more than 439,000 accounts as of June 2024. 

    A few selective universities will see an endowment tax hike 

    Critics, including the American Council on Education, have also warned that another provision of the law — increasing the endowment tax at a relatively small number of private universities from 1.4% to as much as 8% — could indirectly reduce the institutional financial aid available to their students. However, proponents argue that elite colleges hoard wealth while charging students exorbitant tuition. Based on their current endowment-to-student ratios, Stanford University and the California Institute of Technology would likely be among the universities to see a tax increase, while the University of Southern California, with its much larger student body, would probably be exempt.





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  • The science of reading also applies to students learning English as a second language

    The science of reading also applies to students learning English as a second language


    Credit: Andrew Reed / EdSource

    As California pushes schools to adopt research-based approaches to teaching children how to read, often called the “science of reading,” some teachers and advocates for English learners have expressed concerns that techniques used to teach reading in English to native speakers may not work for students who are learning English as a second language.

    But an in-depth look at the science behind how language is developed reveals an interesting parallel between the science of reading and second language learning. In fact, the science of reading can actually provide support when it comes to teaching students whose native language is not English.

    The science of reading and the science of language learning both require an explicit and structured approach to literacy that can actually help answer the longstanding question of: How can I teach English academic skills to a student who has no English oral ones?

    A key strength of the science of reading approach is its focus on the development on both language (speaking) and literacy (reading) within the same instructional space. Gone are the days of encouraging separate subject blocks within English language arts, where literacy and oral fluency are taught as separate entities. Science-based approaches encourage teaching language and literacy hand-in-hand, complementing and building off one another based on each child’s development and progression. This focus is effective for all students, but especially for English learners who must learn oral skills at the same time as they are learning academic ones. As they are sounding out the word, they are also learning what that word means.

    The traditional separation of oral language and literacy skills in English leads to an increase of “scaffolding” support for native English speakers — and even more so for non-native English speakers. Already pressed for time, teachers often find themselves supporting needed oral skills within literacy instruction, only to turn around and add needed literacy skills within oral language instruction. By teaching the two skills separately, teachers end up taking more time for each skill that is developmentally intertwined with the other.

    The science of reading approaches these skills as interwoven, giving equal importance to both oral language and literacy instruction within the same space. This immediately reduces the need for scaffolds and emphasizes looking at language and literacy through a lens of cognition and development, instead of repetition and memorization.

    Teaching oral, comprehension and vocabulary skills alongside language structure and syntax is something that has been much-needed for teaching English learners. Take Marco, an English learner, for example. Marco might sound out the word “net” correctly and might recognize a sight word (a commonly used word such as “she,” “be” or “had”) when reading. But does he know what those words mean, or how to apply them in context? Is he even given the opportunity to find out? Too often, Marco has no idea. He simply gets a “high five” for decoding one word correctly and recognizing another with no comprehension because that was the skill focus for that lesson. Marco continues in his learning process, only learning certain skills in a limited sense and not a fully comprehensive and applicable one.

    This not only limits Marco’s literacy skills in the other language, but his language proficiency skills as well. He misses out on the opportunity for comprehension, vocabulary expansion, and active skill application of the language being learned because of this compartmentalized approach.

    Marco needs both the functional application and the comprehensive skills to be taught purposefully and in combination. He also needs this done within the same learning period while the concepts are still fresh and relatable.

    It’s an important step forward that this combined approach of language and literacy is now encouraged in whole-group and small-group instructional settings through the science of reading.

    Looking at reading and the science behind it from a cognitive standpoint can provide us with a more equitable approach to teaching because it is based on what constitutes — and makes sense functionally — in the brain’s processing of information, something that is universal. How vocabulary is developed, alongside its symbols and sounds in reading and writing, is simultaneously developed in all language and literacy learning.

     The science of reading challenges teachers to look beyond the surface of the language spoken and more deeply into how it functions. On the surface, it is easy for teachers to fear they cannot help or support English learners if they do not speak the student’s language. However, by applying the science of reading’s explicit language and literacy approach, teachers will be reminded of how they themselves made meaning and developed English literacy. Yes, they spoke English, but they still had to learn the structure and written form and how to read English in the classroom, just as their English learner students will. A key difference is that the English learner may not have any pre-existing English oral skills, but these skills, now more than ever, are encouraged and can be taught as they are developed, alongside literacy instruction.         

    Simply applying the science of reading won’t provide all the solutions to the complexities of teaching English learners, but it can provide teachers with a purposeful starting point through its explicit focus on, and the equal importance given, to both language and literacy development.

    ●●●

    Rachel Hawthorne has a background in linguistics and taught for several years as a bilingual teacher for grades preK-5. She now works as an English learner product developer for Really Great Reading, a company that provides literacy instruction support to educators. 

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





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  • What Trump’s budget and tax law means for California students

    What Trump’s budget and tax law means for California students


    Students at Wilson Elementary School in Selma participate in mental health awareness activities on May 24, 2023. Students are seen trying toys that can be used as coping mechanisms.

    Credit: Kristy Rangel

    Top Takeaways
    • Cuts to social safety net programs for the United States’ poorest will partly offset the $4.5 trillion in tax cuts weighted toward the wealthy.
    • $170 billion to immigration enforcement likely to harm student mental health, research shows.
    • Up to 151,000 children could lose health care in California, though advocates say the number is likely higher, as cuts may impact school-based health services.

    Hundreds of thousands of California’s low-income children and their families will likely see federally funded food support and health care shrink or vanish in the coming years under the mammoth budget and tax law that President Donald Trump rammed through a divided Congress and signed last week.

    Education cuts to come

    The $12 billion in cuts to K-12 schools and colleges that Trump proposed in May and the related $6.2 billion in federal funding that he ordered withheld from schools last week are not connected to the tax and budget bill that Congress just passed. They are the next target of Trump’s plan to hollow out funding for public education.

    The $12 billion cut — about 15% of what the U.S. Department of Education last appropriated for schools and universities — would take effect on Oct. 1, the start of the 2026 federal fiscal year. Trump’s plan would kill funding for educating migrant children and English learners, and end grants to attract candidates to become teachers, while maintaining current funding levels for Title I aid for poor children and students with disabilities.

    Because the forthcoming budget bill will require 60 votes in the Senate to pass, unlike the simple majority that Trump squeezed by last week with the budget and tax bill, opponents are optimistic they’ll be able to blunt some of the proposed cuts. They also believe they’ll get courts to reinstate the $6.2 billion that Trump withheld as of July 1. Congress already appropriated that money for states last February, in effect, to tide them over, since their fiscal year starts earlier, on July 1.

    “The bill will put young people and families at significant risk,” said Dave Gordon, Sacramento County superintendent of schools. “There’s nothing good about any of that. It’s cruel and it’s mean-spirited.”

    Immigrant families are bracing for ramped-up immigration enforcement as those efforts are now infused with an additional $170 billion. Those billions will be pulled in part from the $1 trillion in cuts to Medicaid — known as Medi-Cal in California — and $186 billion cut from the Supplemental Nutrition Assistance Program, which provides monthly payments for food to about 5 million Californians, including nearly 2 million under 18.

    State legislators did not set aside funds to account for cuts before approving the state budget, potentially leaving school districts to “absorb the shortfall,” as Visalia Unified stated it is prepared to do.

    Each district is facing a different reality. Some might have enough reserves to maintain current programming, while small and rural districts often heavily rely on federal dollars just to maintain basic educational infrastructure and services, said Fresno County’s schools Superintendent Michele Cantwell-Copher.

    Reduced spending on the poorest Americans will partly offset the $4.5 trillion in tax cuts weighted toward the wealthy, along with other features like a small increase in the $2,000 child tax credit. But the remaining $3 trillion will add to the federal deficit and be piled onto a record national debt to become a burden for the next generation of Americans. The higher interest payments on the debt they’ll pay as a portion of the federal budget will crowd out new spending options, including education and child care.

    What follows is a summary of what’s in the 2026 budget law, which will be phased in over several years, and its implications for families and children.

    Cuts to food assistance

    Around $186 billion is cut from the Supplemental Nutrition Assistance Program, or SNAP, also known as CalFresh in California, where over 55% of participants are families with children.

    An estimated 735,000 people are expected to lose their benefits, mainly because of new work requirements, according to the governor’s office.

    “Work requirements do not increase employment, it increases the red tape for vulnerable populations, causing more strain on hospitals with uninsured patients,” said Clarissa Doutherd, executive director of Parent Voices Oakland and a commissioner with First 5 Alameda County.

    The bill extends work requirements to a greater number of people, including those aged 55 to 64 and parents whose children are 14 or older.

    “Schools don’t exist in a vacuum. Cutbacks that impact the health and welfare of families create additional challenges for student support and academic success,” said Troy Flint, chief communications officer with the California School Boards Association.

    Since SNAP participation also determines eligibility for school lunch programs, a drop in enrollment could cut federal meal subsidies and raise state costs for meeting all students’ daily nutritional needs.

    Under the newly signed bill, states will also be required to front a greater amount of the program’s cost.

    States may need to cover between 5% and 15% of the benefits cost starting in 2028 if they have an error rate over 6% for recipients. This is a threshold that data from the U.S. Department of Agriculture shows only eight states met last year. California was not one of those states.

    It remains unclear what impact the cuts will have on schools, but the state has not provided any additional funding to backfill the cuts.

    Medi-Cal cuts

    Over half of all children in California are enrolled in Medi-Cal, as Medicaid is called in the state. An analysis of the House bill found that up to 151,000 children in California would lose health care coverage, largely due to changes in work requirements and eligibility.

    Mike Odeh, senior director of health policy at Children Now, said the number will likely be higher. The final bill exempts parents of children age 13 and under from meeting work requirements. Odeh said families with children over the age of 14 who do not report monthly work hours will likely lose coverage.

    Medicaid is the fourth-largest federal funding source for K-12 schools nationwide, providing roughly $7.5 billion in school-based health services every year. California is one of 25 states that bill Medi-Cal for school-based health services, including vision and hearing screenings, nursing services, school counseling services and environmental support for special education students.

    If local clinics shut down as a result of Medicaid cuts, more kids are likely to turn to school-based health services for care, Odeh said. “So there will be less resources available for school-based medical services as there’s also more demand for them,” Odeh added.

    Medi-Cal billing is also a core source of sustainable funding for nearly 300 school-based health centers statewide, offering services such as mental health counseling, primary care and speech or occupational therapy.

    School-based health centers are funded by a combination of grant funding and Medi-Cal reimbursements, with no state-funded grants to rely on, according to a spokesperson from the California School-Based Health Alliance.

    The bill also cuts the provider tax, a key source of funding for rural community hospitals, and prohibits the use of Medicaid dollars toward reproductive care at Planned Parenthood clinics, two main sites of health care used by young people in rural, high-poverty communities.

    In recent years, California has expanded efforts to include school-based mental health support in Medi-Cal reimbursement, including support for mental health clinicians, wellness coaches and peer support programs that were initially funded by the Children and Youth Behavioral Health Initiative. Newly hired school-based mental health providers may lose a critical portion of funding when some students are no longer eligible to have those services reimbursed by Medi-Cal, according to the California School-Based Health Alliance.

    “We know that kids who are enrolled in Medicaid do better in school,” said Odeh. “They miss fewer school days, they’re more likely to graduate high school and less likely to drop out, they’re more likely to go to college and have fewer emergency room visits and hospitalizations as adults.”

    School choice for states that want it

    The budget law will establish the first big federally funded program granting tax credits to underwrite private school tuition. If it proves popular, the program would potentially divert billions of dollars in federal tax revenue that opponents argue would be better spent supporting public schools.

    All but the wealthiest parents would be eligible to receive up to $1,700 in direct tax credits to defray tuition to private schools or potentially use it for homeschooling. Other taxpayers could receive the same tax credit by donating to “Scholarship Granting Organizations,” which would award scholarships to attend private or religious schools in states that take on the program and manage the scholarships. The number and size of the scholarships would depend on the number of Americans who make tax-deductible contributions and the states that offer the program.

    That’s the catch: Congress included an opt-in provision, and California is one of 20 states that currently don’t have a private school choice program. Gov. Gavin Newsom has shown no interest in signing up, and a state Senate committee in March killed a bill that proposed a statewide education savings account. Teachers unions are unalterably opposed, charging that it will primarily subsidize parents who already send their kids to private schools.

    Lance Christensen, a longtime advocate of school choice and a former candidate for state superintendent of public construction, criticized Newsom and state leaders for locking California out of a program “providing billions of dollars in K-12 scholarships to poor and middle-class families in other states so their kids can get an education tailored for their needs.”

    California proponents of school choice, however, are hopeful that the federal tax credits could enhance passage of their own Children’s Educational Opportunity Act, establishing a state-controlled Education Savings Account. Supporters are collecting signatures to place the initiative on the 2026 statewide ballot. It would provide parents with $17,000 — the equivalent of public school funding per student — to enroll their children in a private school or cover expenses such as tutoring or special education services.

    Billions to Immigration and Customs Enforcement

    The massive infusion to Immigration and Customs Enforcement, known as ICE, will likely increase anxiety among immigrant families, lead to more absences from schools and harm children’s mental health, according to research.

    “The children of immigrants, any time they’re away from their families, we hear examples that they’re worried at school about what might happen to their parents. That’s a huge mental toll that we’re asking every one of these kids that is an immigrant or lives in a mixed-status family to carry with them every day, 24 hours a day,” said Xilonin Cruz-Gonzalez, deputy director of Californians Together and co-chair of the National Newcomer Network.

    The funding is aimed at expanding detention centers to hold adults and families with children while their immigration cases are pending, and increasing the number of ICE agents.

    Immigration raids in California increased significantly toward the end of the latest school year, causing upheaval and fear among students whose family members — and sometimes themselves — were detained or deported.

    ICE’s methods in the state have included arresting U.S. citizens, detaining toddlers and elementary school students, and arresting immigrants with active legal asylum cases at their scheduled court appointments.

    “We already see families keeping their kids home from school and keeping their kids home from summer activities because they’re fearful to leave their houses,” Cruz-Gonzalez said.





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