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  • Let’s shatter stereotypes about what an AP class — and students — look like

    Let’s shatter stereotypes about what an AP class — and students — look like


    Credit: Viviana Mendoza

    If you were to show up at Natomas High School in the middle of the school day, you would likely stumble upon my students walking around the campus in lab coats and examining their environment, looking for answers to questions that they themselves have posed.

    That’s because, as an Advanced Placement (AP) seminar and research teacher, I teach my students to think outside the box to fan the flames of their intellectual curiosity. And to this day, I never cease to be amazed by the theories they pose and the conclusions they draw.

    There’s nothing more gratifying for me than challenging students who for too long have been shackled by low expectations to take my AP classes. Many of them are surprised to learn that these are often the most creative classes they’ve ever participated in. I then get to watch them thrive as they develop and practice life skills in research, collaboration and communication. In fact, a few of my students have gone on to be research assistants in college, using the skills we developed in my class as their foundation. And the critical thinking abilities that they develop through these classes expand far beyond the classroom walls — they promote intellectual curiosity no matter what career or life path students end up choosing.

    I also think it’s time to shatter stereotypes about what an AP student should look like. Other people might look at the socioeconomic metrics of our school and see only despair, but I see unlimited potential. At Natomas High School, our total minority enrollment is 91%, with 72% of students coming from “economically disadvantaged” backgrounds. My AP classes also reflect the school’s diversity.

    As a teacher, it’s my job to challenge and guide all of my students. In my experience, real learning is about meeting students exactly where they are and elevating their interests through a problem-solving approach. The fact is, students ask interesting questions in my classes. And when we explore them together, we take learning to the next level.

    For example, one student wanted to know how sleep correlated with success in taking advanced classes. From that, we applied research methods including surveying peers through in-class polling activities and data analysis. Other students have asked questions focused on mental health and isolation after experiencing the pandemic. For that, students shared their personal experiences and analyzed them with both qualitative and quantitative data. These projects were meaningful not only in their content, but in the processes we used to explore them. Most importantly, this approach keeps my students engaged and actively learning.

    When given the flexibility and resources we need, teachers have the power to make young people feel better about themselves, and eventually to help them become more confident as they consider what kind of humans they really want to be. My students know in their hearts that I believe in them to my core, and though many of them come from challenging circumstances, I strive to show them how to use their “lived experience” as motivation to build a better life for themselves.

    This isn’t an empty mantra for me, and my students wouldn’t buy it for a second if it were. They know it’s authentic because I lived it too. I grew up with a single mom and a dad who was in and out of jail, with addictions he just couldn’t kick. But even though my mom didn’t have a college education or anyone to support her, she gave me everything she could — and more importantly, she believed in me.

    I want to give that same gift to my students: a fundamental belief in themselves and the tools to become exactly who they want to be. But teachers like me need more than just basic resources to reach all of our students — we need the freedom to teach a curriculum that we know will resonate with them — because that’s when the magic of learning really happens.

    I hope more students are presented with this opportunity to succeed and think about the world through a different lens. Once they put on that lab coat in my classroom to search for their own truth, they will find one that is uniquely and powerfully their own.

    •••

    Leonard Finch teaches AP Research and AP Language and Composition at Natomas High School in Sacramento. 

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





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  • Girls’ STEM skills slipped in California and the nation during Covid: What to do

    Girls’ STEM skills slipped in California and the nation during Covid: What to do


    Credit: Pexels

    For nearly 20 years, academic strategies, support and policies focused on closing long-standing achievement gaps in STEM between boys and girls. These efforts paid off, and by 2019, girls’ achievement in math and science equaled or exceeded boys’. Then the pandemic hit, and the gaps that took two decades to close were back.

    My colleagues and I at NWEA, an education assessment and research company, examined how the pandemic impacted achievement for boys and girls in math and science. We looked at scores from three large national assessments (Trends in International Mathematics and Science Study, the National Assessment of Educational Progress and NWEA’s MAP Growth). The data highlighted two main trends:

    • The achievement gap in math and science reemerged during the pandemic, once again favoring boys. However, an achievement gap did not resurface in reading, where girls continue to outperform boys.
    • Looking at high-achieving students, boys showed significantly higher scores across assessments than girls in both math and science. For low-achieving students, however, boys’ scores were lower than girls’.

    These trends are not limited to the U.S. Other English-speaking countries show similar gaps, pointing to a broader issue. A similar trend is seen more locally.  On the NAEP assessments, which provide California-specific data for eighth grade math, the results mirror the nation. In 2019, California boys and girls had an average math score that was not significantly different. By 2024, however, boys had an average score that was 6 points higher than girls’ in math.

    Our research also looked at enrollment by boys and girls in eighth grade algebra across 1,300 U.S. schools. Enrollment in this math course is often used as a predictor of future enrollment in higher-level math in high school, as well as a predictor of participation in college and career opportunities in STEM fields. In 2019, girls enrolled at higher levels than boys in eighth grade algebra (26% vs 24%). By 2022, enrollment had declined for both groups, with the drop-off for girls being slightly sharper than for boys. While the decline was experienced by both, enrollment for boys in algebra had bounced back to pre-pandemic levels by 2024.

    Taken together, the results of this research signal that the effects of the pandemic were not felt evenly by boys and girls. More significantly, this data does not provide the “why” for these setbacks and the reemergence of achievement gaps. One area to spotlight is the trend of girls reporting more emotional challenges, like depression and anxiety, during and after the pandemic that may have impacted their learning. Notably, the widening gender gap emerged after students returned to in-person school, pointing to factors in the school environment as potential contributors, like the reports of rising behavioral issues among boys, leading teachers to pay more attention to them in class.

    While many of the concerns in the last few years about gender differences in school have focused on the ways that boys are struggling more than girls, our research has illustrated an overlooked area where girls could use more support. As schools continue to focus on academic recovery and approaches that drive academic outcomes for all students, it’s crucial that those efforts are measured and evaluated effectively to ensure new inequities don’t arise or old ones don’t take permanent root. We have three primary recommendations to address these gaps:

    1. Monitoring participation in STEM milestones by boys and girls, over time, and not just within a single year to gain a better view of trends. For example, eighth grade algebra enrollment in 2024 appears to be balanced by gender, but it overlooks a critical trend that boys’ enrollment has returned to pre-pandemic levels while girls’ enrollment is still below 2019 levels. Analyzing longitudinal trends within each group is key to uncovering and addressing setbacks that may be hidden by a single-point-in-time snapshot.
    2. Providing specific academic and emotional support to students. Girls reported feeling more stress, anxiety and depression than boys, and noted it as an obstacle to their learning during the pandemic. Addressing both the academic needs and emotional needs of students may be critical in closing these emerging gaps in STEM skills.
    3. Evaluating classroom dynamics and instructional practices. If shifts in behavior and teacher attention during the pandemic disproportionately benefited boys in STEM subjects, understanding these shifts may help address the re-emerged achievement gap. Targeted professional learning that promotes equitable participation and inclusive teaching practices in STEM can help ensure all students have equal opportunities to succeed.

    As our schools continue to navigate this long path toward academic recovery, it’s important that those efforts don’t unintentionally grow existing inequities or create new ones. More and more evidence is emerging that the pandemic was not an equal opportunity hitter, and its disruptions affected students differently. For girls in math and science, moving forward will require renewed attention to addressing achievement gaps, targeted support and careful monitoring of progress. Reclosing STEM gaps will take time, but with the right focus, it is possible to not only recover, but to build a more equitable STEM education system that ensures both boys and girls have immense opportunities to succeed.

    •••

    Megan Kuhfeld is the director of growth modeling and analytics for NWEA, a division of the adaptive learning company HMH, which supports students and educators in more than 146 countries through research, assessment solutions, policy and advocacy, and professional learning. 

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





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  • What you need to know about student loan debt and repayments | Quick Guide

    What you need to know about student loan debt and repayments | Quick Guide


    Student debt relief advocates gather outside the Supreme Court on Capitol Hill in Washington on Feb. 28, 2023, ahead of arguments over President Joe Biden’s student debt relief plan.

    Credit: AP Photo/Patrick Semansky

    This month, payments on student loan debt for millions of borrowers across the country restarted after the three-year pandemic pause. California has some of the lowest tuition rates in the nation, but the state’s residents carry higher than average student debt balances, risky graduate school debt, and have a unique reliance on parent-held debt, according to a recently released report from The Century Foundation.

    Here’s what borrowers need to know if they already have student loans:

    When do repayments restart? 

    The pandemic-era pause on federal student loan payments has ended. Repayment for most borrowers resumed Oct. 1. Interest has already restarted accruing, as of September. However, if you’re currently enrolled in school or recently graduated, then for most federal student loan types, you have a six- to nine-month grace period from the moment you graduate, leave school or drop below half-time enrollment. And for most loans, interest accrues during your grace period. 

    The U.S. Department of Education is giving borrowers a one-year “on ramp” to repayment through September 30, 2024, that prevents people from falling into delinquency or default if they miss payments. Interest will still accrue, but any missed payments won’t lead to negative credit reporting.

    What repayment plans are available? 

    • Standard: Payments are a fixed amount that ensure your loans are paid off within 10 years, or 10 to 30 for consolidated loans.
    • Graduated: Payments are lower at first and then increase, usually every two years, and are for an amount that will ensure loans are paid off within 10 years or 10 to 30 years for consolidated loans. 
    • Extended: Borrower must have more than $30,000 in outstanding direct loans. Payments are fixed or graduated and will ensure loans are paid off within 25 years.
    • Saving on a Valuable Education (SAVE) Plan, formerly the REPAYE plan 
          • Monthly payments will be 10% of discretionary income, which the department defines as the difference between annual income and a percentage of the poverty guideline for a borrower’s family size and state of residence. 
          • Payments are recalculated each year based on updated income and family size.
          • Spousal income or debt is considered if the borrower files a joint tax return.
          • Any outstanding balance is forgiven if the loan isn’t repaid after 20 years for undergraduate study or 25 years for graduate or professional study.
    • Pay-as-you-earn repayment plan (PAYE) 
          • Must be a new borrower on or after Oct. 1, 2007, or received a loan on or after Oct. 1, 2011. 
          • Monthly payments will be 10% of discretionary income but never more than what you could pay under the 10-year standard repayment plan. 
          • Payments are recalculated each year based on updated income and family size.
    • Income-based repayment plan (IBR)
        • Must have high debt relative to income.
        • Monthly payments will be either 10% or 15% of discretionary income, but never more than what you could pay under the 10-year standard repayment plan. 
        • Payments are recalculated each year based on updated income and family size.
        • Spousal income or debt is considered if the borrower files joint tax returns.
        • Any outstanding balance.
    • Income-contingent Repayment Plan: Monthly payments are the lesser of what you would pay on a repayment plan with a fixed monthly payment over 12 years and adjusted based on income, or 20% of your discretionary income, divided by 12. Parent PLUS borrowers are eligible if they consolidated the debt into a direct loan.

    What about my interest rate? 

    Interest rates remain unchanged from what borrowers had prior to the pandemic pause. However, you may see a different rate if you chose to enter a new repayment plan or consolidated your loans.

    Interest rates are set by the Department of Education and tied to the 10-year Treasury note. Federal student loans borrowed after 2006 have fixed rates.

    Why does the government charge interest on student loans? 

    “One argument would be we want people to have incentive to pay back the loans, hence their interest rates,” said Peter Granville, a fellow at The Century Foundation studying federal and state policy efforts to improve college affordability. Other arguments include appealing to Congress to get rid of interest rates, or moving to debt-free college altogether, he said.

    “Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need,” Granville said.

    Does the federal government make money off student loans? 

    It’s unclear. Last year, a report from the U.S. Government Accountability Office found the Department of Education miscalculated the cost of the federal student loan program. The department initially estimated that it would generate $114 billion from federal direct student loans; however, the GAO discovered that as of 2021, the program cost the government $197 billion. Part of the shortfall is due to the cost of the three-year pandemic pause, but most of it is because the department failed to consider the percentage of borrowers who would choose to enroll in income-driven repayment plans, the GAO concluded.

    The GAO further explained it’s difficult to estimate future costs because borrowers’ incomes, family sizes and payment decisions change over time. It’s also difficult to examine past costs because there is a lack of historical data when new changes are introduced to student loan programs.

    The Congressional Budget Office in 2022 projected that the only loan program the government would see revenue from is the Parent PLUS program. The government loses money or subsidizes undergraduates, graduates and Grad PLUS loans.

    Tiara Moultrie, a fellow at The Century Foundation focusing on higher education accountability, said there is concern among those analyzing student loans that the government will lose more money on student loans as more people enroll in income-driven repayment plans like the new SAVE plan. The CBO estimates that by 2027, the total percentage of borrowers in an income-driven plan would increase by about 12% annually. Typically, for every $1 invested in an income-driven covered loan, the government loses 17 cents.

    Currently, out of 43.4 million borrowers, 8.5 million are in an income-driven repayment plan.

    What if I have trouble repaying my loan?

    Contact your loan servicer to discuss options. You may choose to change repayment plans as a way to lower monthly costs, request deferments, or enter forbearance, which allows you to temporarily stop making payments.

    What is the department’s relationship to loan servicers? 

    Loan servicers like MOHELA, Nelnet, EdFinancial and ECSI are private contractors hired by the department to service loans. They are assigned to handle billing, payment plans, and advise and assist borrowers with their student loans at no cost to borrowers.

    Your servicer may have changed during the pandemic from one company to another because their contract with the department wasn’t renewed, or a new servicer was awarded a contract. These contracts typically last five years until renewal or cancellation. Sometimes a change happens when a borrower enters a new repayment or forgiveness program — for example, only one servicer handles Public Service Loan Forgiveness.

    The servicers should notify borrowers if there is a change.

    Can I discharge my loans in bankruptcy? Yes, but it depends on the terms of the bankruptcy court’s decision. Those terms may include full discharge, a partial discharge, or full repayment but with different terms like a lower interest rate. 

    How can I get my student loan forgiven, canceled or discharged? There are a variety of ways to get a federal student loan canceled. For example, teachers are eligible for up to $17,500 in forgiveness through the Teacher Loan Forgiveness program. Government employees, nurses, police officers, nonprofit workers and other people who work in public service may qualify for the Public Service Loan Forgiveness program. For those with a disability, there is the Total and Permanent Disability Discharge program. Finally, borrowers who participate in income-driven repayment plans are eligible for loan forgiveness if they’ve been in repayment for 20 or 25 years. 

    Loans are also discharged or forgiven if your college or school closed while you were enrolled or shortly after you withdrew, or, if your college misled you or engaged in some other misconduct. Such forgiveness plans are known as closed-school discharge and borrower defense

    On Wednesday, President Joe Biden announced $9 billion more in student debt relief for borrowers under Public Service Loan Forgiveness, disability forgiveness, and other income-driven repayment plans.

    What happens to my loans if I die?

    Loans will be discharged after the required proof of death is submitted. 

    What happens to my parent’s PLUS loan if my parent dies, or if I die?

    The loan will be discharged if your parent dies or you, the student, dies. 

    For students applying for loans

    How do I apply for student loans? 

    You may be offered student loans as part of your college’s financial aid offer. Loans can come from a variety of sources, such as private banks, organizations and the federal government. 

    What types of federal student loans exist? 

    Undergraduate students who demonstrate financial need can receive Direct Subsidized Loans. Direct Unsubsidized Loans do not require students to demonstrate need. They are available to eligible undergraduate, graduate and professional students.

    Complete the Free Application for Federal Student Aid. Your college will tell you how to accept all or part of the loan offered. However, before receiving money you are required to enter loan entrance counseling and sign a Master Promissory Note. 

    There are also Direct PLUS Loans:

    • Grad PLUS loans are given to graduate or professional students to help cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 
    • Parent PLUS loans are given to parents of dependent undergraduate students to cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 

    How much can I borrow? 

    Undergraduate students can receive direct subsidized and unsubsidized loans from $5,500 to $12,500 per year, depending on the year they are in school and their dependency status.

    Graduate and professional students can borrow up to $20,500 each year for unsubsidized loans. PLUS loans are uncapped and determined by the student’s school to cover any expenses not covered by other financial aid. 





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  • The kids are watching; what lessons are we teaching?

    The kids are watching; what lessons are we teaching?


    A high school calculus teacher helps her students at Glendale High School work through a tough word problem.

    Credit: Lillian Mongeau/EdSource

    Superintendents around the nation have stepped down from their roles at alarming rates.

    Since the start of July, more than two dozen district leaders have abruptly resigned, retired or been fired by their school board, according to an EdWeek analysis of local news coverage. A number of superintendents in California have left their districts in the last year.

    Recently, board meetings have become a political arena for issues such as banned books, critical race theory and Pride Month. In June, while I was serving as superintendent of Glendale Unified School District I, recommended that the board adopt a resolution to designate June 2023 as LGBTQ+ Pride Month. But this exact resolution — adopted without issue for three consecutive years — now faced backlash from some in the community.

    The controversy contributed to my decision to retire, although I had recently received a stellar evaluation from the board and signed a four-year extension to my contract. How do democratic values show up when angry individuals interrupt public meetings, invade private lives and threaten the safety of leaders? How can students advocate for themselves? How do educators and school administrators navigate public forums where our students’ opportunity to learn is at stake?

    Students, listen up. Here is a final message from your superintendent: You have a voice and you have agency. Schools belong to you, so be thoughtful and organized, engage in civil discourse to improve conditions for learning and teaching. These words stand in sharp contrast to the lesson played out at the Glendale board meetings. What students observed was far from the civil discourse I encouraged Glendale students to practice.

    Practice civil discourse and engage in dialogue, not just with those who are alike in their thinking, and always show courage. Finding common ground makes us a more united and powerful community.

    To teachers: With the support of school leaders, site leaders, and superintendents — uphold our democratic values and prepare students to become responsible and productive citizens. Teachers deliver lessons about democracy that center on citizenship and encourage individuals to respect diverse perspectives and opinions.

    However, what played out in Glendale reminds us that we must step back and ask what lessons we teach our children. How do they make sense of the rhetoric that adults model for them? What does this mean in a nation committed to respect for the individual’s rights and commitment to the common good?

    To parents: Get involved and volunteer at your student’s school site for student well-being. Trust the teachers and administrators. The way you build trust is by building a relationship. Relational capital is the prerequisite or foundation for building trust within the school community and beyond.

    Relationships established among the district’s stakeholders stem from a strong sense of belonging and a highly developed cooperation capacity. Trust is earned through the display of relational and interpersonal skills. Meaningful engagement with stakeholders requires the exchange of lived experiences to address challenges by generating solutions and building common ground.

    For fellow superintendents who had similar experiences with their boards, I emphasize the following priorities:

    • Ensure a positive, collaborative and productive relationship with the board built on trust and communication.
    • Earn public trust, welcome community support and honor student voice.
    • Build positive and productive relationships with political and community leaders, parents and business organizations.
    • Celebrate the community and our diversity, culture, traditions, history and expectations.

    Our kids are watching! What lessons will they learn? Is there a place where we can find common ground, model respectful discourse and promote the common good? There are at least two sides to any debate. Let us cherish our freedoms and those differences of opinion. This is what makes our society strong and preserves trust in public education.

    •••

    Vivian Ekchian served as the superintendent of Glendale Unified School District and was named Los Angeles County Superintendent of the Year for 2022-23. She has an Ed.D. from USC Rossier. Maria Ott, USC Rossier professor of clinical education and an expert on school administration, contributed to this commentary.

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





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  • Michael Tomasky: What Will ICE Do with Its Enormous New Budget ?

    Michael Tomasky: What Will ICE Do with Its Enormous New Budget ?


    From Day 1 of the Trump administration, the strategy of the Trumpers was to “flood the zone.” That is, to roll out so many new policies that the public could not keep track, and the media couldn’t deal with them all. Trump’s staff had the blueprint in Project 2025, and they were prepared with dozens of executive orders. That, plus the depredations of Elon Musk’s DOGE kids made it seem as if we had suddenly been swarmed by an invasion from outer space of aliens intent on destroying our government.

    Now that Congress has passed Trump’s One Big Ugly Bill, we are in the same situation. The near 1000-page bill has so many policy reversals that no one knows all of its contents. The goal seems to be to wipe out anything that Biden or Obama accomplished.

    Michael Tomasky, editor of The New Republic, insists that we pay attention to the dramatic increase in funding for ICE. Will we have labor camps spread across the country where detainees can be hired out to farmers to perform the labor they used to be paid for?

    Tomasky writes:

    One aspect of the Republicans’ big, ugly bill that didn’t get enough attention until Rep. Alexandria Ocasio-Cortez elevated it over the last few days is the massive amounts of money it directs to the apprehension and detention of immigrants. On Thursday, right after the bill passed the House, AOC posted on Bluesky:

    I don’t think anyone is prepared for what they just did w/ ICE. This is not a simple budget increase. It is an explosion – making ICE bigger than the FBI, US Bureau of Prisons, DEA,& others combined. It is setting up to make what’s happening now look like child’s play. And people are disappearing.

    — Alexandria Ocasio-Cortez (@aoc.bsky.social)July 3, 2025 at 2:58 PM

    The next day—the Fourth of July, as fate would have it, when President Trump signed the bill into law—historian Timothy Snyder posted a columnon Substack under the blunt headline “Concentration Camp Labor.” If AOC’s post and Snyder’s headline sound hyperbolic to you, consider what’s actually in this new law.

    It includes $170 billion for immigration enforcement: about $50 billion to build a wall on the Southern border; $30 billion for Immigration and Customs Enforcement (ICE); and $45 billion for detention camps.

    A little perspective: ICE’s existing annual budget has been around $8 billion, so $30 billion is nearly quadruple. As AOC noted, it will make ICE into a huge police force that will indeed be larger than the FBI ($11.3 billion), the Bureau of Prisons ($9 billion), and the Drug Enforcement Administration ($3.3 billion) combined.

    What is ICE going to do with all that money? One thing, obviously, is that it will try to hire enough people to hit MAGA apparatchik Stephen Miller’s target of rounding up 3,000 people a day. That’s a target it apparently still hasn’t even hit. On June 5, NBC News reported that ICE hit a then-record of 2,200 detentions that day. That included hundreds of people who showed up at regional ICE offices to check in as required by the release program they were enrolled in—a program under which these people were deemed not to be threats to public safety and whose movements were already monitored by ankle bracelets or geo-locator apps.

    In other words, ICE has already been detaining thousands of people who, yes, entered the United States illegally, but ever since just lived, worked, and even paid taxes. Some may have gotten into some trouble with the law, but they’re wearing monitors and showing up for their appointments. Others have had no scrapes with the law at all. And now ICE is going to have the resources to detain thousands more such people.

    And no—the American public emphatically does not support this. A late June Quinnipiac poll found that 64 percent of respondents said undocumented people should be given a path to citizenship, and only 31 percent said they should be deported. And that 64 percent is up from 55 percent last December, meaning that people have watched six months of Trump’s immigration policies in action and turned even more strongly against deporting everyone.

    So that’s what ICE is going to do with its $30 billion. Now think about $45 billion for detention camps. Alligator Alcatraz is expected to cost $450 million a year. Right now, a reported 5,000 detainees are being held there. The Trump administration says the new $45 billion will pay for 100,000 beds. So that’s 20 more Alligator Alcatrazes out around the country. But it’s probably even going to be worse than that, because the state of Florida, not the federal government, is footing the bill for that center. If the Trump administration can convince other states to do the same, or pay part of the freight, we’re looking at essentially a string of concentration camps across the United States. Besides, there’s something odd about that $450 million a year price tag. (Here’s an interesting Daily Kos community post asking some good questions about that astronomical cost. The math doesn’t add up.)

    Forty-five billion will build a lot of stuff. As a point of comparison: In 2023, the United States budgeted $12.8 billion to build new affordable housing. We’re about to spend nearly four times on detention centers what we spend on housing.

    Open the link to finish reading.



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  • What is arts integration? Q&A with Mike Stone

    What is arts integration? Q&A with Mike Stone


    Credit: Alison Yin for EdSource Today

    Maverick American maestro Leonard Bernstein once said that “a work of art does not answer questions, it provokes them; and its essential meaning is in the tension between the contradictory answers.”

    That power to cultivate critical thinking is part of why Bernstein was a champion of arts integration, an innovative approach many educators are exploring these days as a creative way to amplify student learning amid an era of steep learning loss.

    Certainly, Mike Stone, a veteran music teacher who cut his teeth on the baritone horn in the fourth grade, is a devotee of the practice. Coordinator of the visual and performing arts with the Bakersfield City School District, Stone is planning to use Proposition 28 funds, which are slated to arrive in schools in February, to bolster his already robust arts education program with 13 new teachers, all devoted to the benefits of art integration. 

    In arts integration, students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject, say history or science, to gain a more nuanced understanding of both. Stone, who plays in the quartet Brass A La Carte and is also the president-elect of the National Association for Music Education, Western Division, recently made time to chat about why arts integration can spark deeper learning.

    Brass A La Carte includes Mike Stone, right, on baritone horn.
    Photophoto credit: Ron Christian

    Q: Can you give me an example of arts integration in a classroom?

    A: An arts-integrated lesson might include students listening to “When Johnny Comes Marching Home,” a Civil War melody. Students would then learn to play the famous melody on a recorder, followed by a writing assignment on the sacrifices of soldiers who fought in the Civil War. In this example, there could be English language arts, history-social science, and music standards all integrated into the lesson.

    Q: How does this kind of cross-pollination enhance learning? 

    A: Integrating arts standards in instruction enhances student learning by connecting the dots, so to speak. When we play an instrument, sing, dance or draw, we experience the learning by doing. My experience as a teacher is that such an approach connects cognitive and social realms of learning as students experience the learning firsthand.

    It provides a synergetic connection that helps students learn across various content disciplines. Teachers have been using the concepts embedded in integration for many years. As the saying goes, we do not learn in a vacuum.

    Q: What are you most excited about with this expansion of arts ed in your district? 

    A: I am truly inspired by the learning I have observed in our classrooms this fall. The district invested in 13 new arts teachers who are inspiring our students daily through dance, media arts, music, theater and visual arts. I think the fact that we are early adopters has given us a chance to create a model arts education program for California and the nation. Our music education program has been strong for years; now, we have the opportunity to build access and excellence in all the arts-dance, media arts, music, theater and visual arts. The sky’s the limit.

    Q: What is the biggest challenge? Reward?

    A: Our biggest challenge will be the recruitment and retention of teachers, since California and the nation are competing for teachers in a market where we have a severe shortage. In fact, with the passage of Proposition 28 in California, I estimate that our state could need over 7,000 credentialed arts teachers over the next year. It will mean that school districts must create arts education jobs where infrastructure, instructional support and scheduling promote a positive work environment where arts learning may thrive. 

    The biggest reward? Knowing that our children are getting a top-notch education that will help them succeed in life.

    Q: Are all 13 new teachers you have coming on board in Bakersfield part of the arts integration theme?

    A: Our teachers teach discrete arts standards, and also work to integrate standards, all while the classroom teacher is in the classroom supporting student learning. There is a collaborative spirit with our arts integration approach. We had training the other day, and the energy in that room was incredible.

    Q: What are you doing to boost teacher retainment?

    A: I’m working hard to make the teaching environment and the experience of these 13 new teachers as positive as possible because I know I won’t retain them unless they like coming to school. I really value that in our district. Retention of teachers is going to be as important as recruitment.

    Q: What’s been the biggest hit with the children so far?

    A: I have been in all of those teachers’ classrooms, and the kids are just loving it, especially visual arts. Middle school kids want to be expressive in a safe environment. What I see with our teachers is that they’re getting that opportunity to be expressive and kind of mellow out from a normal, hectic school day. They get to create at their own pace and follow the teacher’s lessons. That’s been very popular. 

    Q:What’s it like for you, visiting those new classes?

    A: I enjoy visiting our primary classrooms more than any others. Learning is so new to these students, and they are very excited. Their smiles make all the work worth it. I look forward to seeing our young children move through the grade levels over the next few years. I even suspect that our students will do better in school because they are so motivated by their arts teachers. After all, kids who are learning the arts are happy to be at school.





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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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  • Inside the IT Engine Room: What School Districts Must Fix Before the Bell Rings

    Inside the IT Engine Room: What School Districts Must Fix Before the Bell Rings


    Inside the IT Engine Room: What School Districts Must Fix Before the Bell Rings

    Scott Rupp

    By Scott Rupp, editor, Education IT Reporter.

    There’s a myth that school buildings go quiet during summer. Walk the halls in July, and you’ll hear the click of keyboards, the hum of laptops updating en masse, and the buzz of tech teams scrambling to patch systems, reset devices, and prepare for the digital demands of another school year.

    For school district IT leaders, summer is less a break and more a deadline. It’s the one narrow window to assess, upgrade, secure, and strategize before the onslaught of helpdesk tickets, classroom rollouts, and surprise crises hit like a storm on the first day of school.

    As we look toward the 2025–2026 academic year, here’s what’s top of mind for these unsung heroes and why the work they do now may define how smoothly (or chaotically) the year ahead unfolds.

    The Cybersecurity Time Bomb

    In recent years, K–12 schools have become ransomware ground zero. Attackers aren’t guessing anymore—they know schools often run aging infrastructure, have limited security staff, and store goldmines of sensitive student data. And they’re exploiting that knowledge.

    Overworked IT directors are spending their summers asking hard questions: Have we patched every exposed system? Can we trust our third-party vendors? What happens if our SIS goes down the first week of school?

    Some districts are making real progress adopting Zero Trust models, running phishing simulations, building incident response plans—but for many, it still feels like putting duct tape on a submarine. Funding is thin, awareness is spotty, and the stakes have never been higher.

    The Chromebook Cliff

    Remember the great rush to 1:1 device programs during the pandemic? Well, those devices—millions of them—are aging out. Batteries are failing. Screens are cracked. Charging carts are breaking down.

    Summer is when IT departments try to get ahead of it all. They’re running diagnostics, triaging broken units, and scrambling to figure out how to replace entire fleets when budgets are stretched thin.

    For many, it’s a sobering realization: the quick fixes of 2020 are now long-term operational burdens. And unless they make smart decisions now standardizing device types, implementing MDM tools, tracking asset lifecycle—they’ll be trapped in a repair-and-replace cycle for years to come.

    The EdTech Hangover

    If you ever thought your school was using too many apps, you’re probably right. On average, districts use more than 1,400 digital tools each year. Many of them do the same things. Few of them talk to each other.

    Educators are overwhelmed. Students are confused. And IT departments? They’re spending hours troubleshooting login issues and fielding support calls for tools no one really needed in the first place.

    This summer, more districts are taking stock. They’re auditing usage, sunsetting underperforming tools, and trying to simplify the learning experience. It’s less about cutting costs (though that helps) and more about cutting the noise. Because when every tool claims to be “the future of learning,” it’s hard to know what’s actually helping.

    Wi-Fi Woes and Connectivity Gaps

    For most schools, Wi-Fi has become as critical as plumbing. And yet, network infrastructure often goes untouched for years, only getting attention when something breaks.

    Summer gives IT teams the chance to breathe and look at the bigger picture: Are access points where they need to be? Can the network handle a hallway full of AI-enabled learning apps? What about those students at home who still can’t get online?

    Upgrades to Wi-Fi 6, bandwidth increases, and expanded mesh networks are top of the to-do list. So is partnering with local ISPs to keep students connected off campus. Because in 2025, learning doesn’t stop at the school gate and neither should connectivity.

    Student Data, Privacy, and the Compliance Tightrope

    With each new app, platform, or analytics dashboard comes a fresh load of student data. Grades, attendance, behavior, even biometrics in some cases. And districts are under more pressure than ever to safeguard it all.

    IT leaders are spending these weeks re-reading vendor contracts, updating privacy policies, and working with legal teams to stay compliant with laws like FERPA and COPPA. They’re building guardrails—who can access what data, for how long, and under what conditions.

    It’s tedious work. But with parents increasingly tuned in to digital privacy—and regulators watching closely; it’s no longer optional. If schools want trust, they have to earn it, and transparency about data practices is where that starts.

    The AI Question No One Has Answered Yet

    Every superintendent is asking about AI. Should we use it in classrooms? Can it reduce administrative burden? How do we prevent cheating? What about bias? What about the data?

    Some districts are experimenting with mixed results. Others are standing back, watching carefully. What’s clear is that IT leaders need to be part of these conversations, not pulled in after the fact to clean up the mess.

    This summer, a few are drafting AI use policies, conducting risk assessments, and exploring partnerships with ethical AI vendors. It’s early days, but one thing’s certain: AI is coming to education whether we’re ready or not.

    The Human Challenge: Burnout and Brain Drain

    Technology isn’t the only thing under strain. The people managing it are, too.

    Districts are struggling to recruit and retain qualified IT staff. The work is hard, the pay often lags behind the private sector, and the burnout is real. One person managing thousands of devices, users, and tickets? It’s not sustainable.

    Forward-thinking districts are investing in automation, cross-training, and shared service models across regions. They’re advocating for better staffing ratios. Because even the best systems crumble without the people to maintain them.

    A Narrow Window for Real Change

    The clock is ticking. In a few short weeks, teachers will return. Students will log in. And any cracks in the system will widen under pressure.

    Summer isn’t just a time to fix what’s broken—it’s a chance to reset. To rethink what’s necessary, what’s working, and what no longer fits. For school district IT leaders, it’s not just about avoiding disaster. It’s about building infrastructure that supports every learner, teacher, and admin not just for this year, but for years to come.

    Because education is changing. And the technology behind it has to keep up.



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  • What parents of English learners need to know | Quick Guide

    What parents of English learners need to know | Quick Guide


    Third grade teacher Patty Lopez helps a student at Frank Sparkes Elementary in Winton.

    Credit: Zaidee Stavely / EdSource

    Este artículo está disponible en Español. Léelo en español.

    When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they take into account in reclassifying them as proficient in English, and why reclassification matters.

    Why was my child classified as an English learner?

    When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language the child learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most frequently when speaking with them. 

    If a language other than English is spoken in the home, the school is required to assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California.  The test measures students’ abilities in reading, writing, speaking and understanding spoken English.

    If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen, read and write English fluently, at an age-appropriate level, the school classifies them as an English learner.

    Students classified as English learners must retake the ELPAC each spring until the school determines that they have reached proficiency in English.

    You can read more about the ELPAC and take a practice test here: https://www.elpac.org/resources/practicetests/#practice-training-tests

    Students who have significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.

    What kind of instruction must the school provide to English learners?

    Schools are required to provide English learners instruction to help them learn English, called English language development. 

    English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide that based on the student’s needs.

    You can watch some videos here of English language development for different grades, prepared by the California Department of Education.

    https://www.youtube.com/watch?v=UThKEg5Tdos

    How will the school decide when my child is proficient in English?

    Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC, or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.

    In addition, the district or charter school must take into account both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about how to measure these last three criteria.

    How long should it take for my child to learn English fluently?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    What if it takes longer for my child to learn English?

    If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school, because while they often know how to speak English, they have not yet mastered writing and reading academic English. 

    As long as a student remains classified as an English learner, the school is required to provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.

    What will happen when my child is reclassified?

    When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.

    My child is enrolled in a dual-language immersion program. How will that affect their English language development?

    Research has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs. 

    In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.

    What can I do as a parent to make sure my child is learning English?

    Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).

    Talk to your child’s teacher about how your child is doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.

    Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.

    Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English, and will help make them fully bilingual.





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  • What to know about the new FAFSA | Quick Guide

    What to know about the new FAFSA | Quick Guide


    Sacramento State students line up to pay bills and receive financial aid information.

    Larry Gordon/EdSource Today

    The 2024-25 Free Application for Federal Student Aid, or FAFSA, was delayed by months this year due to changes that created a new, simplified form. Typically the FAFSA is available to high school seniors and college students every Oct. 1, but this year the form was delayed to Jan. 1. 

    Here are some details about the new FAFSA that you should know: 

    When did the new FAFSA application become available? Where can college students and high school seniors apply?

    The U.S. Department of Education “soft launched” the new FAFSA on Dec. 31, which means the current form will be available for a limited amount of time as the agency monitors website performance. Sometimes the form may be unavailable, but families and students should try to access it at a different time. Students can apply by visiting studentaid.gov. 

    Once the soft launch ends, students do not need to reapply. 

    Was the deadline extended for California students applying for financial aid? 

    Yes, because of the application delay. The California Student Aid Commission extended the priority deadline for students applying to four-year institutions from March 2 to April 2, 2024. Students attending a California community college in 2024-25 should apply no later than Sept. 3, 2024. 

    What is different about the new FAFSA application?

    After many complaints from students and families over the years about the complexity of the old FAFSA, the department created a new application that reduced the number of questions, expanded Pell Grant eligibility, and integrates with the Internal Revenue Service so information is pre-populated into the online form. 

    The new form is expected to be quicker and more efficient for most families. It allows students to skip as many as 26 questions, depending on their circumstances. Some students could answer as few as 18 questions. 

    The new FAFSA also updated its formula calculations to insure more students get aid. The old FAFSA used Expected Family Contribution to show families how colleges would determine aid eligibility. For example, a family could be expected to contribute $0 or $500, and colleges and universities would build a financial aid package around those amounts. However, some families misinterpreted the number to mean they had to pay the university the amount directly.

     Under the new FAFSA, families will be assigned a number called the Student Aid Index. Families can learn more about how much aid they may be eligible for next year by using the Federal Student Aid Estimator. 

    What is the maximum Pell Grant award students can receive in 2024-25? 

    The maximum aid amount for 2024-25 hasn’t been set by Congress yet. However, the maximum award in 2023-24 was $7,395. 

    What about undocumented students? 

    The student aid commission is also debuting a new and improved California Dream Act Application, or CADAA. Undocumented students cannot apply for federal aid, but can receive state financial aid through the CADAA. 

    A report last year from the commission found that getting aid as an undocumented student had become more difficult in California for a variety of reasons. The new CADAA simplifies applying in a variety of ways, including integrating with the AB 540 affidavit students must file with their colleges explaining that they’ve been a California high school student for at least three years. With the updated application, the commission will now report to colleges that students completed the affidavit. 





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