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  • Heather Cox Richardson: GOP Budget Bill Is Packed with Deadly Cuts and Lies

    Heather Cox Richardson: GOP Budget Bill Is Packed with Deadly Cuts and Lies


    Heather Cox Richardson warns about the Republicans’ “One Big, Beautiful Bill,” which cuts Medicaid and other vital services while increasing the deficit. Republicans cover up the cruel cuts to vital services by lying about them.

    She writes:

    The Republicans’ giant budget reconciliation bill has focused attention on the drastic cuts the Trump administration is making to the American government. On Friday, when a constituent at a town hall shouted that the Republicans’ proposed cuts to Medicaid, the federal healthcare program for low-income Americans, meant that “people will die,” Senator Joni Ernst (R-IA) replied, “Well, we are all going to die.”

    The next day, Ernst released a video purporting to be an apology. It made things worse. “I made an incorrect assumption that everyone in the auditorium understood that, yes, we are all going to perish from this Earth. So, I apologize. And I’m really, really glad that I did not have to bring up the subject of the tooth fairy as well. But for those that would like to see eternal and everlasting life, I encourage you to embrace my lord and savior, Jesus Christ,” she said.

    Ernst blamed the “hysteria that’s out there coming from the left” for the outcry over her comments. Like other Republicans, she claims that the proposed cuts of more than $700 billion in Medicaid funding over the next ten years is designed only to get rid of the waste and fraud in the program. Thus, they say, they are actually strengthening Medicaid for those who need it.

    But, as Linda Qiu noted in the New York Timestoday, most of the bill’s provisions have little to do with the “waste, fraud, and abuse” Republicans talk about. They target Medicaid expansion, cut the ability of states to finance Medicaid, force states to drop coverage, and limit access to care. And the nonpartisan Congressional Budget Office (CBO) says the cuts mean more than 10.3 million Americans will lose health care coverage.

    House speaker Mike Johnson has claimed that those losing coverage will be 1.4 million unauthorized immigrants, but this is false. As Qiu notes, although 14 states use their own funds to provide health insurance for undocumented immigrant children, and seven of those states provide some coverage for undocumented pregnant women, in fact, “unauthorized immigrants are not eligible for federally funded Medicaid, except in emergency situations.” Instead, the bill pressures those fourteen states to drop undocumented coverage by reducing their federal Medicaid funding.

    MAGA Republicans claim their “One Big, Beautiful Bill”—that’s its official name—dramatically reduces the deficit, but that, too, is a lie.

    On Thursday, May 29, White House press secretary Karoline Leavitt claimed the measure would carry out “the largest deficit reduction in nearly 30 years with $1.6 trillion in mandatory savings.” She echoed forty years of Republican claims that the economic growth unleashed by the measure would lead to higher tax revenues, a claim that hasn’t been true since Ronald Reagan made it in the 1980s.

    In fact, the CBO estimates that the tax cuts and additional spending in the measure mean “[a]n increase in the federal deficit of $3.8 trillion.” As G. Elliott Morris of Strength in Numbers notes, the CBO has been historically very reliable, but Leavitt and House speaker Mike Johnson (R-LA) tried to discount its scoring by claiming, as Johnson said: “They are historically totally unreliable. It’s run by Democrats.”

    The director of the CBO, economist Philip Swagel, worked as chief of staff and senior economist at the Council of Economic Advisors during the George W. Bush administration. He was appointed in 2019 with the support of Senate Budget Committee chair Michael Enzi (R-WY) and House Budget Committee chair John Yarmuth (D-KY). He was reappointed in 2023 with bipartisan support.

    Republican cuts to government programs are a dramatic reworking of America’s traditional evidence-based government that works to improve the lives of a majority of Americans. They are replacing that government with an ideologically driven system that concentrates wealth and power in a few hands and denies that the government has a role to play in protecting Americans.

    And yet, those who get their news by watching the Fox News Channel are likely unaware of the Republicans’ planned changes to Medicaid. As Aaron Rupar noted, on this morning’s Fox and Friends, the hosts mentioned Medicaid just once. They mentioned former president Joe Biden 39 times.

    That change shows dramatically in cuts to the National Oceanic and Atmospheric Administration (NOAA). NOAA is an agency in the Commerce Department, established under Republican president Richard Nixon in 1970, that monitors weather conditions, storms, and ocean currents. The National Weather Service (NWS), which provides weather, wind, and ocean forecasts, is part of NOAA.

    NWS forecasts annually provide the U.S. with an estimated $31.5 billion in benefits as they enable farmers, fishermen, businesspeople, schools, and individuals to plan around weather events.

    As soon as he took office, Trump imposed an across-the-board hiring freeze, and billionaire Elon Musk’s “Department of Government Efficiency” fired probationary employees and impounded funds Congress had appropriated. Now, as hurricane season begins, experts in storms and disasters are worried that the NOAA will be unable to function adequately.

    Cuts to the NWS have already meant fewer weather balloons and thus less data, leaving gaps in information for a March ice storm in Northern Michigan and for storms and floods in Oklahoma in April. Oliver Milman of The Guardianreported today that 15 NWS offices on the Gulf of Mexico, a region vulnerable to hurricanes, are understaffed after losing more than 600 employees. Miami’s National Hurricane Center is short five specialists. Thirty of the 122 NWS stations no longer have a meteorologist in charge, and as of June 1, seven of those 122 stations will not have enough staff to operate around the clock.

    On May 5, the five living former NWS leaders, who served under both Democratic and Republican presidents, wrote a letter to the American people warning that the cuts threaten to bring “needless loss of life.” They urged Americans to “raise your voice” against the cuts.

    Trump’s proposed 2026 budget calls for “terminating a variety of climate-dominated research, data, and grant programs” and cutting about 25% more out of NOAA’s funding.

    The Federal Emergency Management Agency (FEMA) has also suffered dramatic cuts as Trump has said he intends to push disaster recovery to the states. The lack of expertise is taking a toll there, too. Today staff members there said they were baffled after David Richardson, the head of the agency, said he did not know the United States has a hurricane season. (It does, and it stretches from June 1 to the end of November.) Richardson had no experience with disaster response before taking charge of FEMA.

    Trump’s proposed cuts to the National Institutes of Health (NIH) are even more draconian. On Friday, in a more detailed budget than the administration published in early May, the administration called for cuts of 43% to the NIH, about $20 billion a year. That includes cuts of nearly 40% to the National Cancer Institute. At the same time, the administration is threatening to end virtually all biomedical research at universities.

    On Friday, May 23, the White House issued an executive order called “Restoring Gold Standard Science.” The order cites the COVID-19 guidance about school reopenings from the Centers for Disease Control and Prevention to claim that the federal government under President Joe Biden “used or promoted scientific information in a highly misleading manner.” (Schools closed in March 2020 under Trump.) The document orders that “[e]mployees shall not engage in scientific misconduct” and, scientists Colette Delawalla, Victor Ambros, Carl Bergstrom, Carol Greider, Michael Mann, and Brian Nosek explain in The Guardian, gives political appointees the power to silence any research they oppose “based on their own ‘judgment.’” They also have the power to punish those scientists whose work they find objectionable.

    The Guardian authors note that science is “the most important long-term investment for humanity.” They recall the story of Soviet biologist Trofim Lysenko, who is a prime example of the terrible danger of replacing fact-based reality with ideology.

    As Sam Kean of The Atlantic noted in 2017, Lysenko opposed science-based agriculture in the mid-20th century in favor of the pseudo-scientific idea that the environment alone shapes plants and animals. This idea reflected communist political thought, and Lysenko gained the favor of Soviet leader Joseph Stalin. Lysenko claimed that his own agricultural techniques, which included transforming one species into another, would dramatically increase crop yields. Government leaders declared that Lysenko’s ideas were the only correct ones, and anyone who disagreed with him was denounced. About 3,000 biologists whose work contradicted his were fired or sent to jail. Some were executed. Scientific research was effectively banned.

    In the 1930s, Soviet leaders set out to “modernize” Soviet agriculture, and when their new state-run farming collectives failed, they turned to Lysenko to fix the problem with his new techniques. Almost everything planted according to his demands died or rotted. In the USSR and in China, which adopted his methods in the 1950s, at least 30 million people died of starvation.

    “[W]hen the doctrines of science and the doctrines of communism clashed, he always chose the latter—confident that biology would conform to ideology in the end,” Kean said of Lysenko. He concludes: “It never did.”



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  • Secretary of ED McMahon Wants to Destroy US Education with Her Budget!

    Secretary of ED McMahon Wants to Destroy US Education with Her Budget!


    Secretary of Education Linda McMahon released her budget proposal for next year, and it’s as bad as expected.

    Carol Burris, executive director of the Network for Public Education, reviewed the budget and concluded that it shows a reckless disregard for the neediest students and schools and outright hostility towards students who want to go to college.

    We know that Trump “loves the uneducated.” Secretary McMahon wants more of them.

    Burris sent out the following alert:

    Image

    Linda McMahon, handpicked by Donald Trump to lead the U.S. Department of Education, has just released the most brutal, calculated, and destructive education budget in the Department’s history.

    She proposes eliminating $8.5 billion in Congressionally funded programs—28 in total—abolishing 10 outright and shoving the other 18 into a $2 billion block grant. That’s $4.5 billion less than those 18 programs received last year.

    Tell Congress: Stop McMahon From Destroying Our Public Schools

    And it gets worse: States are banned from using the block grant to support the following programs funded by Congress:

    • Aid for migrant children whose families move frequently for agricultural work
    • English Language Acquisition grants for emerging English learners
    • Community schools offering wraparound services
    • Grants to improve teacher effectiveness and leadership
    • Innovation and research for school improvement
    • Comprehensive Centers, including those serving students with disabilities
    • Technical assistance for desegregation
    • The Ready to Learn program for young children

    These aren’t just budget cuts—they’re targeted strikes

    McMahon justifies cutting support for migrant children by falsely claiming the program “encourages ineligible non-citizens to access taxpayer dollars.” That is a lie. Most migrant farmworkers are U.S. citizens or have H-2A visas. They feed this nation with their backbreaking labor.

    The attack continues for opportunity for higher education:

    • Pell Grants are slashed by $1,400 on average; the maximum grant drops from $7,395 to $5,710
    • Federal Work-Study loses $1 billion—an 80% cut
    • TRIO programs, which support college-readiness and support for low-income students, veterans, and students with disabilities, are eliminated
    • Campus child care programs for student-parents are defunded

    In all, $1.67 billion in student college assistance is gone—wiped out on top of individual Pell grant cuts. 

    Send your letter now

    And yet, McMahon increased funding for the federal Charter Schools Program to half a billion dollars for a sector that saw an increase of only eleven schools last year. Meanwhile, her allies in Congress are pushing a $5 billion private school and homeschool voucher scheme through the so-called Educational Choice for Children Act (ECCA).

    And despite reducing Department staff by 50%, she only cuts the personnel budget by 10%.

    This is not budgeting. It is a war on public education.

    This is a blueprint for privatization, cruelty, and the systematic dismantling of opportunity for America’s children.

    We cannot let it stand.

    Raise your voice. Share this letter: https://networkforpubliceducation.org/tell-congress-dont-let-linda-mcmahon-slash-funding-for-children-college-students-and-veterans-to-fund-school-choice/  Call Congress.

    Let Congress know that will not sit silently while they dismantle our children’s future.

    Thank you for all you do,

    Carol Burris

    Network for Public Education Executive Director



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  • Anxious California teachers with pink slips await word on jobs next school year

    Anxious California teachers with pink slips await word on jobs next school year


    San Diego Unified teachers attend a school board meeting to protest pink slips last school year.

    San Diego Unified teachers protest pink slips before a school board meeting last year. The district plans to issue 30 preliminary layoff notices this year.

    Courtesy of San Diego Education Association

    Second-grade teacher Jacob Willis has worked in the San Diego Unified School District in different roles since he graduated from high school in 2016. Now, he is one of hundreds of California teachers waiting to see if they will still have a job when campuses reopen next school year.

    Declining enrollment, expiring federal funds for Covid relief, plus a proposed state budget with no new money for education made school leaders in 100 of California’s 1,000 school districts nervous enough about balancing their districts’ budgets to issue layoff notices to 1,900 teachers — 16 times more than the 124 that were issued last spring, according to the California Teachers Association. 

    State law requires that districts send pink slips by March 15 to any teacher who could potentially be laid off by the end of the school year. Although many of the layoff notices are withdrawn by May 15 — the last day final layoff notices can be given to tenured teachers —  the practice is criticized by many for being demoralizing to teachers and disruptive to school systems.

    “It creates serious insecurity and stress for teachers, including those who are ultimately asked to stay,” said Ken Jacobs, co-chair of the UC Berkeley Labor Center. “This will make it harder for districts to hire teachers and leads teachers to leave the profession.”

    Holding out hope

    Willis, 26, knows that with the state’s enduring teacher shortage he could find a teaching job at another school district, but he’d rather not. His heart is at San Diego Unified, where he started as a noon duty assistant at age 18. He watched over students during recess and lunch for four years while completing his teaching credential.

    “I have no intention to stop teaching,” said Willis, who is in his second year as a teacher. “This is what I went to school for. This is what I intended to do for my whole career arc and life.”

    The month since the pink slips were issued has been a tough one for Willis and his class at Porter Elementary, who learned of his potential layoff when he appeared on the local news. They are upset that he might not be on campus when they return for third grade, he said.

    “There’s so much uncertainty,” Willis said. “There’s a chance that my pink slip might be rescinded. There’s a chance that it might not be rescinded, or I have to go to a different site. … It’s really stressful because I don’t know at all what’s going to happen.”

    Almost a quarter of the pink slips issued in California were from Anaheim Union High School District, which issued 226, and San Diego Unified School District, which initially sent out 208 layoff notices. As of Friday, Anaheim had rescinded at least 55 notices and San Diego Unified 30, according to district officials.

    San Diego Unified, the state’s second-largest district, employs 4,290 teachers, while Anaheim Union High School District has about 1,346 teachers, according to 2022-23 data from the National Center for Education Statistics.

    “We haven’t seen layoffs on this scale in San Diego since 2017,” said Kyle Weinberg, president of the San Diego Education Association, referring to the notices of possible layoffs.

    Pink slips don’t necessarily mean job loss

    Districts generally send out more notices than the number of positions they might need to eliminate to ensure they meet the state requirement. Some pink slips are rescinded after district officials review credentials, expected retirements and projected enrollment numbers at school sites, and hearings with an administrative law judge are held to determine who stays and who goes.

    In San Diego, all the teachers still holding pink slips by the end of last week were probationary employees, said Mike Murad, spokesperson for the district. When the dust settles, Anaheim Union High School District expects to lay off 119 teachers by the end of the school year, while San Diego has said the number will likely be 127.

    Teachers are generally considered probationary if they have been with the district two years or less, are working in the district on an emergency-style credential or are hired into a position with restricted funding.

    The president of the state’s largest teachers union blamed the pink slips on reduced funding and officials who issue more layoff notices than necessary. “Unfortunately, a lot of districts go to it as if it’s like a playbook,” said David Goldberg, president of the California Teachers Association.

    School districts should look to their reserves to fund these positions next school year, he said. 

    Teacher layoffs are complicated

    Generally, teacher layoffs are based on seniority, although districts can skip more junior teachers if they have special training and experience to teach a specific course that a more senior teacher does not. Pink-slipped teachers, who can prove they have more seniority than another teacher with equal expertise, can also bump that teacher and take that position, resulting in a reshuffling of teachers in multiple schools. 

    In Anaheim, the district protected 16 categories of teachers from layoffs, leading to layoff notices for more senior staff that included a teacher with 25 years of experience, said Geoff Morganstern, president of the Anaheim Secondary Teachers Association. The teacher has since had the pink slip rescinded, but others with 10 to 16 years of service have still not had layoff notices revoked, he said.

    San Diego Unified also is not issuing layoff notices to teachers in some difficult-to-fill positions, and expects to have job openings in some credential areas, including special education, math and science, according to district officials.

    Revenue dips prompt layoffs

    Potential staff reductions at San Diego Unified are the result of the loss of nearly $540 million in Covid-relief funds, declining enrollment and projections of decreased state revenue, said board President Shana Hazan. 

    “As a district, we are committed to balancing our budget without significant impacts to students and school sites,” Hazen said. “Over the last year, our team has worked to thoughtfully and strategically build a budget that considers the needs of our children first and foremost.”

    The district is trying to maximize attrition to minimize layoffs, she said. “We are hopeful we can continue to reduce the actual number of employees affected before May 15, when reductions are to be finalized.” 

    The San Diego Education Association has asked district officials to tap reserves to pay teacher salaries and to eliminate positions as teachers retire or leave the district, Weinberg said. 

    Anaheim Union High School Superintendent Michael Matsuda blamed the layoffs in the district on budget deficits brought on, in part, by the loss of 3,500 students. The district had used one-time state funds to extend a three-year agreement, made during the 2017-18 school year, to temporarily increase teaching staff to address critical needs in core content areas, he said in a video statement to the school community. The funds are running out, according to the district.

    Union officials would have liked to have seen the district offer a retirement incentive this year and to manage declining enrollment through attrition and smaller cuts, but district officials didn’t want to spend the money, Morganstern said. The district has many teachers ready to retire, he added.

    Layoffs can hurt teacher recruitment

    Teacher layoffs during the Great Recession, between 2007 and 2009, are widely considered to be one of the causes of the current teacher shortage because they discouraged people from entering teacher preparation programs.

    “It’s a huge risk that the district is taking (by) not rescinding the layoff notices,” Weinberg said. “We are the only large district and the county that’s doing layoff notices, and there are plenty of vacancies in other districts that our educators will apply for, and they will accept jobs. And that’s going to be devastating for our students who have relationships with those educators.”

    A Commission on Teacher Credentialing report released last week shows that enrollment at teacher preparation programs declined another 10% in 2022-23, the most recent year data is available, following a 16% decline the previous year.

    Issuing layoff notices during a teacher shortage can be particularly tricky for districts that are still trying to find teachers for hard-to-fill positions, like those with special education, math and science credentials. 

    Local teachers unions have been holding rallies to gain community support and to put pressure on district officials to rescind the pink slips. 

    “If we are able to win and have all of the layoff notices rescinded, we will have the smaller class sizes that our students need and that we’ve seen with the additional funds during the pandemic,” Weinberg said.

    Morganstern expects all classes in Anaheim Union High School District to reach their maximum allowed capacity of students if the pink slips aren’t all recalled, with some classes going over the limit. The union will file grievances in those cases because it’s a contract violation, he said.

    “Then they’re going to have to scramble to hire teachers, and then they’re going to have to issue massive schedule changes because every kid’s schedule has to be rearranged because of these couple teachers at each school,” Morganstern said. “It’s going to be a disaster.”





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  • Why knowledge matters for literacy: A Q&A with Natalie Wexler

    Why knowledge matters for literacy: A Q&A with Natalie Wexler


    Credit: Andrew Ebrahim / Unsplash

    Amid a deepening literacy crisis, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.

    The education author maintains that we can’t truly reach equity in achievement unless we first close “The Knowledge Gap.” 

    Natalie Wexler, literacy expert and author of “The Knowledge Gap.”
    Courtesy photo

    She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic knowledge-building, which is also a core part of structured literacy, as is vocabulary. There’s more to the science of reading than phonics, experts have long suggested.

    Wexler is best known for her book “The Knowledge Gap,” but she also has a podcast and newsletter on the subject. The frequent Forbes contributor recently made time to discuss with EdSource why background knowledge is so fundamental to reading, why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.

    A rich sense of context is key to fueling both vocabulary growth and reading comprehension, the ability to make inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education. 

    Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? 

    A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores. 

    Has the phonics debate overshadowed other aspects of how the brain learns how to read?

    I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case. 

    Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?

    I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to acquire enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about. 

    At some point you have built up enough understanding of the world to learn through reading, is that right? 

    If you’re a proficient reader, that’s a very efficient way of learning, through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really the only way is through teaching them about a lot of specific topics, because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge. 

    Why is background knowledge so important to reading comprehension?

    Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.

    Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days but you don’t notice that as much with higher income children because those families are better able to fill in the gaps outside of school?

    That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more-affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph.D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.  

    So it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.

    Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding the main idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground. 

    Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages, to drive comprehension?

    If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction, it could be a story from history. I’ve seen second graders fascinated by the war of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!

    Everybody loves a cliffhanger.





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  • 3 out of 10 California adults struggle with basic reading

    3 out of 10 California adults struggle with basic reading


    Analilia Gutierrez, left, tutors Isabel Gutierrez, right, during a Spanish GED class at Tulare Adult School.

    EdSource/Emma Gallegos

    Este artículo está disponible en Español. Léelo en español.

    Nine years ago, Analilia Gutierrez gave birth to her son, a micro preemie who needed intensive care.

    At the time, Gutierrez, an immigrant from Mexico, spoke and read little English. Filling out health forms and trying to keep up with her son’s care was an overwhelming experience. Interpreters, if available, sometimes created problems with misinterpretation.

    “There were so many barriers,” said Gutierrez, a resident of Tulare, in the Central San Joaquin Valley.

    In California, an estimated 28% of adults have such poor literacy in English that they struggle to do anything more complicated than filling out a basic form or reading a short text, according to a survey, the Program for the International Assessment of Adult Competencies (PIAAC). California’s rate is worse than any other state except New Mexico, where the estimated rate is 29%.

    The U.S. version of the survey was conducted only in English, and many immigrants, unsurprisingly, tend to struggle more with what is often not their home language: 19% of adults in California say they speak English “less than very well,” according to 2022 American Community Survey data.

    Not being able to read English well doesn’t just make life difficult — it can be dangerous.

    As the CEO of the Central San Joaquin Valley-based Clinica Sierra Vista, Dr. Olga Meave routinely sees patients who struggle to read in any language. Sometimes it’s a patient who doesn’t know how to sign their name. Other times, patients can’t read the directions. One patient ended up in the emergency room after taking the wrong dose of blood thinners, which caused their stomach to bleed.

    Low literacy is particularly acute in heavily agricultural regions, such as the Central San Joaquin Valley and the Central Coast, that rely on a largely immigrant labor force that may have little formal education, even in their home languages. More than 4 out of 10 residents in Imperial, Tulare, Merced, Madera, Kings and Monterey counties struggle with basic English literacy.

    But signs of adults who struggle to read are in every community in California: job seekers unable to get jobs or promotions; business owners who cannot complete paperwork for loans and grants; prisons with a disproportionate number of struggling readers and parents who cannot help their children with homework or even read bedtime stories.

    No state has more immigrants than California: Over a third of adults over 25 are immigrants, according to 2022 American Community Survey data. Most are from Mexico and other Latin American countries, but an increasing number hail from Asian countries. Nearly half of children in the state have at least one parent who is an immigrant.

    Immigrants make up a huge share of workers in key industries in California. While highly educated immigrants bring their in-demand skills to the tech industry, those who work in agriculture may have little or no formal education.

    Experts say programs aimed at addressing poor literacy reach only a fraction of those who need help, such as courses that improve English skills, help students get a GED or their citizenship or even a basic education. In California, that is largely adult immigrants. In 2021-22, adult schools served over 480,000 students in California, while the state says more than 10,000 adults were served through library tutoring programs in 2022-23.

    Those numbers are dwarfed by the need for adult education from immigrants alone: 5.9 million Californians don’t speak English “very well” and 2.9 million immigrants lack a high school education, according to 2022 American Community Survey data.

    Programs that serve adult students are often plagued by long wait lists, a lack of funding or a lack of accessibility. Advocates say that one of the biggest problems is simply that adult education seems to fly under the radar in a way that TK-12 schools and colleges don’t.

    “We are the best-kept secret in education,” said Carolyn Zachry, education administrator and state director of the Adult Education Office for the California Department of Education.

    As a new immigrant, Gutierrez didn’t have time to take classes while she was focused on raising young children. Now that her children are school-aged, she has been able to attend Tulare Adult School, and her world has opened up. 

    Gutierrez has since become an American citizen and she has earned a GED. Her newfound English skills recently helped her land a job at Chipotle. She is now able to help her son and daughter with their homework and read to them in the evenings, a ritual she treasures. She thinks about how much easier it would have been to navigate the hospital during her son’s traumatic birth with the education she has now.

    “I would now have the knowledge,” Gutierrez said. “It’s so much different.”

    ‘Their circles are small’

    Research has found that an adult’s literacy skills are strongly connected to their income and civic engagement, as well as their health. The effects of low literacy are felt not just by individuals and their families but by local and national economies. That’s why researchers say adult education is a worthy investment.

    Going Deeper

    Unlike the data measuring students in TK-12 schools or college, surveys of adult skills in reading and math occur only sporadically in the U.S.

    The most recent data comes from the Program for the International Assessment of Adult Competencies (PIAAC), an international survey of adults’ basic skills of literacy, as well as numeracy and digital problem-solving. In the U.S., the survey was offered only in English, although background questions were offered in Spanish.

    Between 2012 and 2017, the National Center for Education Statistics administered the first cycle of the PIAAC survey to 12,330 U.S adults ages 16 to 74 in all 50 states.

    The second cycle of PIAAC surveys was conducted in 2022-23, and results are expected later this year.

    Level 1 is the lowest literacy level in the PIAAC survey. Adults at this level struggle to understand written material or may be functionally illiterate. Level 2 means that an adult is approaching proficiency in literacy, while Level 3 signals the minimal proficiency an adult needs to function well. It means being able to understand and interpret information across complex written texts. Levels 4 and 5 represent advanced literacy skills.

    A 2020 Gallup study, conducted by economist Jonathan Rothwell, estimated that if everyone in the U.S. was minimally proficient in English literacy, according to the standards of the international PIAAC survey, it would increase the gross domestic product by 10%. This study looked at the literacy levels of both immigrants and native residents.

    The Gallup study noted that areas with concentrated low literacy would see the biggest financial gains from this kind of improvement. One of those places is the Merced Metro Area, in the Central Valley. It would stand to gain an estimated 26% of its GDP, largely because 72% of its adults are not proficient readers, the report said.

    The study estimated that those at the lowest level of literacy made on average $34,127 in 2020 dollars, while those who scored proficient made on average $62,997.

    Immigrants tend to earn less than natives, but a Migration Policy Institute analysis of PIAAC survey data found that immigrants and native workers with similar literacy and math skills tend to earn the same amount. This report says that immigrants “need higher levels of English competency to be paid well — and on par with natives — for their work in the U.S. labor market.”

    Struggling to read as an adult can be a shameful, lonely experience for those who grew up speaking English. But for immigrants, the experience of not being able to read well can be even more isolating when they cannot speak English or are not a citizen. Christine Spencer, a Tulare Adult School instructor, wishes that many more immigrants in her community were taking advantage of these classes.

    “My students tell me that they have no friends,” said Spencer. “Their circles are small.”

    Bringing literacy into workplaces is a ‘secret sauce’ 

    When Marcelina Chamu emigrated from Mexico decades ago, she longed to do more than just get by. She hoped to become a citizen, learn English, all while creating a better life for her family in the U.S.

    But getting the education to achieve those goals wasn’t easy. Chamu, 58, is part of a vast, largely immigrant, labor force of custodians who begin their work shifts in office buildings just as the sun is going down. For the last 25 years, she has clocked in at 6 every night. Because of her work schedule and raising four children, she put off her own education for decades.

    “It is very difficult for someone who works through dawn to get up and start studying,” Chamu said, in Spanish. “But it’s not impossible.”

    Advocates say that the best way to target immigrants is by reaching them wherever they are in the community — whether that’s at their child’s school or workplace.

    Immigrants with low English literacy skills tend to have jobs — more so than U.S. natives with low literacy and more so than immigrants in other nations, according to the Migration Policy Institute. That means they’re busy, but it also means they are easy to reach at work.

    One program in California is doing just that, and it helped Chamu.

    A few years ago, Chamu learned that her union, SEIU-United Service Workers West, had a partnership with a nonprofit called the Building Skills Partnership, which aims to improve the lives of property service workers in low-wage jobs along with their families. 

    Chamu has done her best to take advantage of all the programs she could: citizenship, English courses, free tax preparation and nutrition courses. She has become more confident going to the grocery store and filling out forms in the doctor’s office.

    The California-based Building Skills Partnership estimates that it reaches 5,500 workers and community members each year through in-person courses, and another 20,000 through online classes throughout the state. 

    “Part of the secret sauce of why we’re so effective is that we’re able to take our programming into where workers are at,” said Building Skills Partnership executive director Luis Sandoval.

    An instructor with Building Skills Partnership teaches a class of custodians in Orange County.
    Credit: Courtesy of Building Skills Partnership

    Property workers, who tend to be clustered around large metro areas in the Bay Area and Southern California, can take part in programming before they head into work or during their lunch hour, which might be at 10 p.m.

    Reaching immigrants at their workplaces isn’t just convenient, it allows these programs to cater to workers’ language and job needs, said Jeanne Batalova, senior policy analyst at the Migration Policy Institute. 

    She points to the Welcome Back Initiative, which focuses on tapping the talents of internationally trained health care workers who need help with specialized English skills or acclimating to a different type of health system to fill staffing shortages in California’s health care sector.

    But work-based programs are rare in the U.S., where employers often view workers in low-skilled positions as easily replaceable. The Migration Policy Institute report says these work-based programs could be expanded through subsidies or other incentives, which exist in Canada and other European countries.

    Tulare Adult School instructor Yolanda Sanchez, right, assists her student Mariana Gonzalez.
    EdSource/Emma Gallegos

    Building Skills Partnership offers English paired with vocational training. Many workers in the program take English classes with an eye on switching to a more desirable daytime shift. Custodians who work during the daytime are expected to interact more with office workers, so their English skills matter more.

    Rosa Lopez, 55, a custodian in a downtown San Diego building, is taking vocational English classes. That allows her to more easily communicate with security guards, a supervisor who only speaks English or just to direct a guest to the elevator.

    Lopez said, “I’m more confident and secure in my position.”

    Adult schools run on ‘dust’

    Sometimes Beatrice Sanchez, 35, a stay-at-home mother of six, comes home from the store with the wrong items because she can’t read the labels in English. She is eager to take the English courses offered at her local school district, Madera Unified, but the program doesn’t currently offer child care. She said she will have to wait to take the courses until her youngest two children are in kindergarten.

    Many of those most in need of adult education, like Sanchez, don’t have the time or resources to attend. Adults find it hard to squeeze in time between raising children and working. Even if they have time, transportation can be tricky — particularly in rural areas that lack an extensive public transportation system.

    Some Americans used to view poor literacy as an individual’s failure to study during childhood, said Sarah Cacicio, the director of the Adult Literacy and Learning Impact Network (ALL IN), a national nonprofit focused on adult literacy. Now, she said, there is an increasing understanding that systemic factors — never-addressed learning disabilities, a chaotic home life, obligations to care for family or simply a poor education system here or abroad — may mean reaching adulthood without knowing how to read English well.

    Most states rely entirely on skeletal funding from the federal government. In 2021-22, the federal government spent less than $800 per student on adult education classes aimed at English language, civics skills, and basic or high-school level education.

    California provides robust additional funding. During the 2021–22 years, the state spent roughly $1,200 on each student who enrolled in adult education classes — primarily adult schools or community colleges. But adult educators say it’s not enough to meet the great needs of its students.

    Adult schools, said John Werner, president-elect of the California Council for Adult Education “do it on dust. I don’t know how we pull it off.”

    In California, adult education receives a fraction of the funding per pupil that TK-12 schools do. Werner said that more funding would allow programs serving adults to get rid of wait lists, improve their technology and facilities, and increase access by offering the child care so many of its potential students need.

    Adult educators see the work of their field as an investment not just in individual adult students but in their families and greater communities. 

    “If we can pull (adult students) in,” Zachry said, “we can raise the economics of that family.”

    Werner, director of the Sequoia Adult Education Consortium, said he’s proud of the work being done by the consortium that serves Tulare and Kings counties, which he calls the “Appalachia of the West.” But he is frustrated to see that adult schools are reaching just an estimated 8% of the adults in the region who need it.

    “If we could just invest in this,” Werner said. “The greatness that would come out of this.”

    This article was produced as a project for the USC Annenberg Center for Health Journalism’s 2023 Data Fellowship.





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  • State’s school awards dinner at Disneyland comes with hefty price tag

    State’s school awards dinner at Disneyland comes with hefty price tag


    State Superintendent of Public Instruction Tony Thurmond, center, stands with Mickey and Minnie Mouse, alongside Lisette Estrella-Henderson, center right, the Solano County Superintendent of Schools, at Disneyland in Anaheim during the California School Recognition Program in 2019.

    Credit: Lisette Estrella-Henderson / X

    California schools that have significantly improved student achievement will be honored in a ceremony hosted by the California Department of Education at Disneyland on Friday, but the $500 per person ticket price has some superintendents fuming.

    Districts pay between $460 and $500 per person to attend the California School Recognition Program Awards Ceremony, depending on when they register. They also pay the cost of employee travel to Anaheim and for their lodging. The Disneyland Hotel is offering a conference rate of $324, plus taxes and fees. Parking is $60 per vehicle. 

    The price tag is leaving some superintendents conflicted. Do they send teachers and other staff to celebrate their school’s success, or do they use the money to pay for other needs, such as professional development, tutors or supplies?

    “The state understands that most districts, a majority of districts right now, are in budget constriction and deficit spending,” said Anne Hubbard, superintendent of the tiny 900-student TK-6 Hope Elementary School District in Santa Barbara. “And it seems just crazy that the CDE would be the host of this event, this honoring, this lifting up of education, with a price tag that just does not make sense to me.”

    The annual awards ceremony celebrates California Distinguished Schools, National Blue Ribbon Schools, Green Ribbon Schools Green Achievers and Civic Learning Awards Schools. It is expected to draw 1,300 people to the hotel, according to event organizers.

    The event, which has been held at the venue for decades, will cost more than half a million dollars. It is paid for with registration fees and sponsorships.

    School may have a nacho party instead 

    Hubbard was proud and excited when she learned that Vieja Valley Elementary — one of the district’s three schools — had been named a California Distinguished School. She quickly booked a few rooms at the Disneyland Hotel and proceeded to the registration page to see if there was a limit to the number of employees she could send.

    “I was completely floored when I got to the checkout and saw the price tag for attending the ceremony — $490, plus a $10 processing fee,” Hubbard said. 

    Hubbard asked event organizers if her staff could forgo the dinner and be in attendance to receive the award. She said she was told everyone must pay to attend. Hubbard decided it would be less expensive and more inclusive to celebrate with the entire staff and is considering a nacho bar.

    Demian Barnett, superintendent/principal of nearby Peabody Charter School, will pick up the award for Vieja Valley Elementary. He and another administrator plan to make the three-hour round trip to avoid room charges. Two teachers from the school will stay overnight.

    “We found a way to be able to support four people to go, but I would be using that money to do programming with kids here if I wasn’t doing this,” he said last week.

    Funding help available, CDE says

    The California Department of Education can not directly fund awards or recognition programs because the Legislature has not authorized it to spend taxpayer funds in this way, said Elizabeth Sanders, director of communications for the CDE.

    She says honorees should first look to their district foundation to cover the cost of attending the awards dinner, but can also contact the department for help obtaining a sponsor or a scholarship, if funds are available. Honorees who do not attend will receive their award by mail at no charge, she said.

    A check of the registration website last week found no mention of scholarships, and superintendents who spoke to EdSource were not aware that funding could be available.

    The only district team that directly requested financial assistance this year has been able to find local support and is registered for the event, Sanders said.

    Photos and giant mice

    The California School Recognition Program Awards Ceremony will start at 10 a.m. with group photos taken throughout the day, according to the California Department of Education registration webpage

    Guests can also wait in line to take photos with Superintendent of Public Instruction Tony Thurmond, passing sponsor and district booths as they move along. Mickey and Minnie Mouse are on hand for photos as well. 

    The awards dinner begins at 6 p.m. with entertainment usually provided by student musicians, according to past attendees. It is scheduled to last three hours.

    Distance can make travel costs prohibitive

    Ferndale Unified in Humboldt County will spend more than $10,000 from its general fund to send Principal/Superintendent Danielle Carmesin and two Ferndale Elementary School teachers to Anaheim.

    Because of the school’s distance from the event — 662 miles — the school’s staff will fly to Anaheim and stay two nights.

    The cost is steep for a district struggling with budget cuts, but district leaders decided it was important to celebrate the big improvements the school has made in math, English and science scores on the state’s California Assessment of Student Performance and Progress, or CAASPP tests.

    “It’s all just a publicity stunt, but if you don’t show up, then that’s not fair for my school,” Carmesin said. “So they have you kind of over a barrel, and it’s like, we haven’t won it in over 10 years; my face is going to be in that picture.”

    Live Oak Unified is sending half its teachers

    The cost of the event is prohibitive for rural schools, said Yuri Calderon, executive director of the Small Schools Districts’ Association. Calderon said many small districts are struggling to make ends meet, and have staffing shortages that take precedence.

    Live Oak Unified in rural Sutter County is sending the principal of Encinal Elementary School and two teachers to the dinner in Anaheim to collect a Distinguished School Award. The school won the award for the first time by improving test scores and suspension rates, said Superintendent Mathew Gulbrandsen.

     Gulbrandsen would have sent more staff to the awards ceremony, but the cost limits the number of people who can participate, he said. Additionally, the school would have to pay substitutes $120 each to cover classes because the event is on a Friday.

    “I mean that school itself is a small school — 120 students,” he said. “Five teachers, a principal, a secretary. There’s no way all of them could attend on a workday. You’d have to shut the school down. So we can’t do that.” 

    They want more for their money

    Sanders said that a $500 registration fee is pretty standard for a daylong conference, but superintendents interviewed by EdSource said they expected more for the money — possibly some workshops or a keynote speaker.

    “So, I thought, OK, is Taylor Swift playing? What’s going on? Hubbard said. “And really to find out that there is nothing, and you have to attend the banquet in order … to just pick up the award. I would have taken a team down there, taken them out to dinner for under $500 by the way.”

    Hubbard said she has attended many two- and three-day conferences that include multiple meals that cost less than the awards dinner at Disneyland. 

    When she previously attended the National Blue Ribbon School Award celebration in Washington, D.C., Hubbard paid for travel and rooms, but no registration fee. The event included three days of speakers and workshops. Every school receives a National Blue Ribbon School flag and plaque at the awards luncheon, according to the website. 

    The California School Boards Association offers one free ticket to the Golden Bell Awards Ceremony to each school district or county office that wins. Each additional ticket is $150. The event, which will take place at the Hyatt Regency in Sacramento on Dec. 4, includes appetizers and dessert. It honors outstanding programs and governance practices of California school boards.

    Conference breaks even 

    With 1,300 attending this year, the registration fees for the California School Recognition Program Awards Ceremony will bring in at least $600,000, plus contributions from corporate sponsors such as Pearson, Garner Holt Education Through Imagination, Smart School, the California State Lottery and the California Association of School Business Officials.

    “We’re not accumulating a big pile of money that we kick back to the department or anything like that,” said Ed Honowitz, chief executive officer of Californians Dedicated to Education Foundation, the CDE’s nonprofit foundation. “It really is kind of essentially a break-even kind of thing. Sometimes, there’s some carryover from one year to the other, but it’s kind of minimal.”

    Registration and sponsorship funds are collected, and bills for the awards event are paid by the Californians Dedication to Education Foundation, but the event is run by CDE staff, Honowitz said.

    Rising conference costs are causing challenges for organizations across the state, he said.

    The CDE has worked to make the conference as affordable as possible, even considering cutting the visits from Minnie and Mickey Mouse to save money, Sanders said. In the end, it was decided that the cost of the mice — a few hundred dollars, according to Sanders — was worthwhile.

    Suites for top CDE executives

    According to a former manager who has attended the event within the last five years, Superintendent of Public Instruction Tony Thurmond and other high-level CDE staff stayed in suites with access to a VIP area with complimentary food and beverages.

    The former manager described the room as a corner suite with a kitchen, living room and bedroom, and large windows that allowed a view of the nightly fireworks at Disneyland. Similar rooms as the one described go for $1,252 at the regular rate, according to the website.

    Rooms, travel and meals for volunteers and staff are paid for by sponsors and do not come from registration costs, Sanders said. 

    Carmesin says the cost of the event shows that CDE leaders are disconnected from the work educators do.

    “You know, they think they’re celebrating us, but giving me an invoice didn’t make me feel very celebratory,” she said.





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  • Newsom prioritizes electric school buses over preschool for children with disabilities

    Newsom prioritizes electric school buses over preschool for children with disabilities


    Marysville Joint Unified School District runs preschool for children with and without disabilities.

    Courtesy of Marysville Joint Unified School District

    Gov. Gavin Newsom invested millions into expanding preschool for children with disabilities. Now, he’s proposing to scale it back, to invest more in electric school buses.

    The move is causing an uproar among leaders of county offices of education and school districts, and advocates for early education and special education.

    “While I appreciate the governor’s dedication to climate change, as a special education administrator and somebody who’s been in the special education field, I think students with disabilities are more important than electric buses,” said Anthony Rebelo, director of the Trinity County Special Education Local Plan Area (SELPA) and chair of the Coalition for Adequate Funding for Special Education.

    Two programs that aim to expand access to preschool for children with disabilities are proposed to be slashed in Newsom’s May revision of his budget proposal.

    The first is an increase in the number of slots in state-subsidized preschool programs that are set aside for children with disabilities. Beginning in 2022, the state began to require these preschool programs to set aside at least 5% of their space to enroll children with disabilities. The percentage of space set aside was to increase to 7.5% in 2025-26, and to 10% in 2026-27. Facing a massive budget shortfall, Newsom is now proposing to cancel that increase and leave the number of slots for children with disabilities at 5%. This move would save the state $47.9 million in 2025-26 and $97.9 million ongoing, beginning in 2026–27.

    The second program the governor plans to cut is the Inclusive Early Education Expansion Program, a program that was set to fund $250 million in grants to help school districts and county offices of education adapt facilities and playground equipment and train preschool teachers to meet the needs of children with disabilities. The state funded a first round of grants in 2020. School districts and county offices of education had applied in April for a second round of grants. The California Department of Education sent out award letters this week to some applicants specifying how much funding they can expect to receive.

    During a May 16 hearing before the Senate Budget and Fiscal Review Subcommittee on Education, Alex Shoap, finance budget analyst from the California Department of Finance, made it clear Newsom is proposing “pulling back $250 million in currently unallocated Inclusive Early Education Expansion Program funding to instead support the electric school bus grant investment.”

    H.D. Palmer, deputy director for external affairs for the Department of Finance, said the state Legislature had committed to putting $500 million toward electric school buses in 2024-25 and another $500 million in 2025-26. Newsom now aims to spend $395 million more on the buses in 2024-25, most of which would come from the Inclusive Early Education Expansion Program.

    Palmer said spending more now on electric school buses would reduce the amount the state would have to pay in 2025-26 to $105 million.

    In response to criticism of cuts to preschool for children with disabilities, Palmer pointed to the following comment from Newsom on May 10 when he announced his new budget proposals.

    “You will ask me, I’m sure, in the Q and A, ‘Why this cut?’ I will undoubtedly say, ‘I prefer not to make this cut.’ These are programs, these are propositions that I’ve long advanced, many of them. These are things that I’ve supported. These are things we worked closely with the Legislature to advance. None of this is the kind of work you enjoy doing, but you’ve got to do it,” Newsom said.

    School district and county leaders, as well as other preschool providers across the state expressed dismay that these programs would be cut at a time when preschool programs were just beginning to include more children with disabilities in their classrooms.

    “It really is a breach of promise,” said Dave Gordon, Sacramento County superintendent of schools. “People have been planning for these services to go forward for several years. They’re ready to go. I have several people on my staff who are broken-hearted that this is not going to go forward, because they feel it’s been long delayed.”

    Preschoolers with and without disabilities learn and play together in Marysville Joint Unified School District.
    Courtesy of Marysville Joint Unified School District

    Under the federal Individuals with Disabilities Education Act, children as young as 3 years old with disabilities must be provided special education. The U.S. Department of Education and the U.S. Department of Health and Human Services have stated that children with disabilities should have access to preschool and child care programs where they can participate alongside their peers without disabilities. California also made expanding access to inclusive preschool programs a goal in its Master Plan for Early Learning and Care, released in 2020.

    “We’re woefully behind most states,” said Elizabeth Engelken, chair of the association SELPA Administrators of California. “We were relying on this … support to begin to shift the environment in schools to be more developmentally appropriate.”

    Jolie Critchfield, director of child development for Marysville Joint Unified School District in Yuba County, said her district used funding from the Inclusive Early Education Expansion Program to train staff and completely revamp their preschool programs with new materials and playground equipment, like swings built for children with disabilities. The district also moved all “special day classrooms” alongside general preschool classrooms, so that children with disabilities are able to interact with other children on the playground and spend time in class with them as well.

    She said the district planned to use future funding to increase coaching for teachers and to include more children with disabilities in general education preschool classrooms.

    “It literally brings tears to your eyes, seeing the kids in the program with wheelchairs and scooters. Kids that you just would not think could be OK in a general education setting, because it would be too overwhelming, are going in there and doing so well,” Critchfield said. “I can’t believe we ever did it any differently.”

    One mother, Stella Goodnough, said she is grateful her daughter was able to attend preschool in Marysville alongside children with disabilities. 

    “I was always afraid to approach special-needs children because I didn’t know what to say or do. Now I see my daughter make friends, especially a best friend, with a special-needs child,” said Goodnough. “She often talks about him at home, which creates opportunities to talk about how wonderful we all are with our differences.”

    The Kings County Early Learning Center playground includes a swing for children in wheelchairs and other equipment for children with disabilities.
    Courtesy of Kings County Office of Education

    The Kings County Office of Education in the Central San Joaquin Valley used funding from the first round of grants to transform an old school building into an early learning center, with many services available for children with disabilities. The center, in Hanford, currently has one classroom where children with and without disabilities are taught together. The county office applied for another grant this year to open two more inclusion classrooms. 

    “Without this funding, our goals are once again relegated to a far-off future when we can’t ever guarantee when that might happen,” said Todd Barlow, Kings County superintendent of schools.

    Several special education administrators said cutting the program would end up costing the state more in the future, because children who have had early education and services at a young age may not need as much intervention in later years.

    “If we identify a student much earlier, get them in that school routine of what it’s like to have group instruction, they’re going to be much more prepared by the time they’re in kindergarten or TK,” Rebelo said. “This just feels like a huge step backwards.”

    The budget proposal would cut about 200 children with disabilities from attending preschool at Kidango, a nonprofit organization that runs dozens of child care centers in the San Francisco Bay Area, according to the organization’s director, Scott Moore.

    “This budget cut is not only harmful to children, but research shows it will result in higher special education costs in the future,” Moore said. “So it’s bad for kids and bad for the state budget.”

    The state budget is still in negotiations until the Legislature passes a final bill in June.





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  • A conversation with Cal State Chancellor Mildred Garcia

    A conversation with Cal State Chancellor Mildred Garcia


    Mildred Garcia, chancellor of the California State University System.

    Credit: Cal State Fullerton/Flickr

    In October 2023, Mildred Garcia stepped into her role as chancellor for the California State University, becoming the first Latina in the nation to lead a four-year public university system. Formerly the president of the American Association of State Colleges and Universities, Garcia joined the CSU system at a time of post-pandemic turbulence.

    Garcia sat down with California Student Journalism Corps reporter Alexcia Negrete in early May for an interview to discuss Garcia’s leadership goals, with student concerns being the primary focus.

    The discussion ranged from underrepresented groups having increased access to the CSU system, to Title IX (sex discrimination) issues, to enrollment and tuition challenges.

    This interview was edited for clarity and length.

    What are the main goals that the CSU, or the main goals that you have to continue supporting students in the next school year?

    My North Star is student success, equity, affordability, graduation, retention, everything. The reason I am here is because of the students we serve. We serve the first-generation, the low-income, the students of color, and the adults in the majority in California, with a four-year degree and beyond. 

    And we are going to be the role model — or we are the role models — on how we graduate students from diverse backgrounds to reach their highest potential. Everything I do is centered on that — how does this affect the students, the families and their goals to reach where they want to be? 

    And sometimes that goes against people’s perceptions; but this is mine, right? Because I am a first-generation college student. I know how it changes lives. I know we came from a very poor family. And I know how now people that come after me — my nieces and nephews and family members — will say not ‘Will I go to college?’ The question is, ‘What college am I going to go to?’ And so for me, it’s part of my passion, my mission and my life’s work.

    You have been president of two Cal State universities, Dominguez Hills and Fullerton, and you have been able to work with students one-on-one during that time. But as a chancellor, that can sometimes feel a little separated. What would you want students to know about you?

    I think No. 1 is that I had a similar background that they had. … I grew up in a very poor neighborhood. Then my father died when I was 12, and we had to move to the housing projects of Brooklyn. 

    I had to work my way to college. We were seven children, and my mother had to support us on a factory salary. … Everybody has a different story, but it’s a story of having the hunger to do better, because we want out of poverty, we want to live a satisfying life (with) economic independence. 

    I marvel and congratulate each student that is struggling to get that degree and go on and be whatever they want to be — whatever that goal is — and go off and help others and reach their highest potential and be engaged citizens in our communities and cities in California. … It’s not just the college degree, but it’s a path, it’s a chapter in your journey of your book of life. 

    As a whole, the CSU has faced Title IX scandals, which have led to some students expressing concerns about the overall Title IX process. How will you work to repair the trust lost by the students, and overall, change the image of the process by the CSU?

    Well, first of all, we had a huge report by Cozen O’Connor, and also the state auditor, and we are following those steps. Every president has a committee now on how to implement steps, and (they) are supposed to be communicating with their campuses how to really have a voice and have nobody be afraid, with no retaliation on issues of Title IX. 

    Every campus now is going to have a committee, someone in charge, and we at the Chancellor’s Office are going to monitor that. … Every president of every university in the CSU has a goal (of) reporting to me that Title IX is a priority, and that they are implementing the recommendations of the Cozen O’Connor report, and they will be held accountable for that. 

    What my hope is, is that each of the campuses is working with their vice president for student affairs, the provost and … human resources, (and explaining) our process. Yes, you can come forward; we will make sure that there is a process, and it’s documented, and that we follow the procedure to do the investigations.

    In the CSU, there have been some campuses facing some declining enrollment, and some campuses have been forced to cut classes or faculty members. Are you currently working to ensure that students are still getting the education that they need, regardless of the classes (and faculty) being cut? And if so how? 

    The answer is yes. Each president is working with their teams to ensure that the students that we have admitted will be able to get the classes and graduate. That is their No. 1 goal. 

    My No. 1 goal is for the students to have a wonderful experience on their campus and graduate, get the classes and go off and do great things and then come back and tell us about it and become great alumni. 

    Our No. 1 priority with our team — which is all the presidents and the vice chancellors — is student success. It’s going to be different on each campus, right? So each president has to work with their teams to set up structures and practices, and then hold themselves accountable to watch how students are progressing to graduation.

    Before you officially started as chancellor, CSU trustees voted to increase tuition for the next five years. A lot of students have disagreed with the decision and have had protests, saying that the Cal States will now become too expensive for them, or they won’t get enough financial aid support. What kind of reassurance can you provide students who are currently working to pay their tuition and who are concerned about the tuition increase?

    First of all, let me go to the data — I don’t have any exact numbers in front of us, but 60% of students have their tuition completely covered. So for the students, it’s not the tuition that’s giving them the problem, it’s the cost of living. What we have to figure out is how do we help and bring together Pell [Grants], State University grants and scholarships to be able to help each of the students really reach the cost of living as much as possible. 

    While I understand the students — I had to pay my way through college, and I worked three to four, multiple jobs, during the year — our tuition is one of the cheapest in the country. If most of our students are getting their tuition paid, what’s really hurting them is the cost of attendance.

    And so we’re trying to figure out ways that we can help the students — that’s No. 1. No. 2, I have been lobbying — even before I came here, at my former job in Washington, D.C. — to double Pell. No. 3, we need to work with our state legislators, who have been good to us, about telling them the need for more resources, for state universities like the California State University system.

    The CSU as a whole is anticipating more universitywide budget cuts due to less state aid, and some campuses, because of those cuts, have made cuts to their programs and positions. How will you continue to make sure that students feel supported during this time when we’re getting less state aid?

    Each campus has to look at what are core necessities for students so that they can grant what it is that they need the most. Each campus has to look at, ‘What is it that our students need in order to graduate, and how do we do that in a limited budget?’ 

    It’s very much like your budget at home — you have a budget, you’ve got to pay rent, you’ve got to pay your electricity, you’ve got to pay whatever it is that you pay — and you use your paycheck and the fringes have to go. You may not be able to go to dinner three times a week. 

    It’s the same thing with a university, you take your budget, and you say, ‘What’s our No. 1 priority?’ The No. 1 priority is our students graduating, our students getting their classes, and our students getting the support services they need in order to be doing well in classes and graduate. 

    Is there anything else that you would like to tell us?

    I think that the CSU has to understand they’re a very special place. I worked with 400 institutions across this country when I was in Washington, D.C., and we have to be working together to tell our powerful story saying what the value of the CSU is. Eighty percent of our students stay within a 50-mile radius of where they live after they graduate. That means (they) are the entrepreneurs, the journalists, the people who are going to run businesses, the people who go on to graduate school, the people who become medical doctors. This is what we’re doing for California, this is what we’re doing for the cities. 

    It’s a private good, I’ll give you that. It helps you and your family for generations to come. But it also helps the city and communities in the state because you pay taxes, you are engaged in your community, you are leaders, you vote, you’re healthier, all of that. 

    Look, I’m the first one to say nobody’s perfect; we have a lot to do to be better. But we are engaged in such a way that so many of our students are doing great things. … That’s what we need to be talking about. (We need to) continue to do better, improve performance, learn from our mistakes and get better.

    Ashley Bolter is a fourth-year journalism major and French and ethnic studies minor at Cal Poly, San Luis Obispo. Alexcia Negrete is a fourth-year communications major at California State University, Fullerton. Both are members of EdSource’s California Student Journalism Corps.





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  • Why focus is a superpower in the classroom: A Q&A with author Doug Lemov

    Why focus is a superpower in the classroom: A Q&A with author Doug Lemov


    A first-grade boy and his kindergarten friend read together on a bench outside. Credit: Allison Shelley for American Education

    Credit: Allison Shelley for American Education

    Attention must be paid. Amid the worsening literacy and numeracy crises in our schools, Doug Lemov, former teacher, education expert and author of the bestseller “Teach Like a Champion,” believes that there should be far greater awareness of what the research says about how the brain works, that parents and teachers should know how kids learn best. 

    Funny, warm and unassuming, Lemov recently took a few minutes away from his latest book to hold forth on how we can better connect what we know about cognition with what we do in the classroom. These insights into the science of learning shape the way he thinks about everything from focus to engagement, from the use of cellphones at school to why kids should read entire books, and not just passages, to fuel reading comprehension.

    Is it possible that diminished student focus is part of why test scores have cratered? Could it be one cause of the literacy and numeracy crises?

    Yes. On two levels. Attention is always the currency of learning. To learn something you first have to pay attention to it and sustain that attention. When attention is fractured, both learning and performance are lowered. And, of course, a habit of paying lesser attention reduces long-term learning. So, students both learn less and can produce poorer versions of what they do know when their focus is diminished.

    Why might cellphones and other devices in the classroom diminish focus?

    They are designed by the sharpest minds in society to do just that. They are designed to disrupt and reroute attention to the things on your phone. That is the business model: to get eyeballs. To do that you have to create a malleable consumer.

    And humans are inclined to respond to new and unexpected stimuli. We evolved to do this because the new and unexpected is often — or was often — important in terms of survival. Hear a new noise in the woods you’ve never heard before? If you want your progeny to pass down into modernity, you’d better pay particular attention.

    We are also especially responsive to “variable, unpredictable rewards” —we want affirmation —we are wired to be social because we are weak as individuals and could never compete with other species and only survived evolution because we banded together.

    Group formation is an evolutionary imperative. We are hypersensitive to whether we are still liked and loved by the group because if not, we know we are at risk. Unpredictable and variable rewards hack that system. We’re always wondering if we’ve gotten those “likes” … and when we do, we get a little dopamine hit in our brains. And, in the end, the brain is neuroplastic. It wires how it fires. If you are constantly distracted, constantly seeking affirmation, you come to need the distraction and the affirmation, to be wired to expect it.

    First you need your cellphone close to you all the time, but after a while your cellphone is within you. Its influence is wired into you even when it’s not there.

    And would removing cellphones also help build student engagement?

    It would help students to pay far better attention and to rebuild attentional skills. And it would reduce the anxiety of the shadow world of social media. My daughter’s school banned cellphones this year. She was not happy because she loves to listen to music. And she suspected I might have had something to do with it. So she was upset the first week. But on Friday she came to me and said: “Dad, don’t let this go to your head, but I can’t believe how much happier and less stressed I am without my phone. It’s just like this thing that was always on my mind is gone.”

    What is important to understand about cognition, how working memory functions, for example, when teaching kids how to read or do math?

    Working memory is the brain’s ability to think actively and consciously about something. It’s definitely a superpower, and its effectiveness is directly tied to attentional skills and focus. But learning is, a cognitive scientist would say, a change in long-term memory. In fact, we don’t learn most of the things we think about. We forget instead. And again, attention is one of the key drivers of the process of encoding — which is getting what we think about into our long-term memory.

    Why does background knowledge matter?

    Reading comprehension is not a set of formalistic skills. Practicing making inferences about “Tuck Everlasting” won’t help me make inferences about “Little House on the Prairie” because resolving the ambiguity in any text demands background knowledge. You make the inference that something special is happening in town when you are reading “Little House” because the girls are taking baths on a Wednesday evening. And if you know that people on the prairie in the 19th century only bathed for church on Sunday and on special occasions — because taking a bath required you to bring water up from the well and chop wood to heat it pan by pan, and so it was incredibly labor intensive — if you know that, you make the inference, and if you don’t, you don’t. So once students are fluent readers, background knowledge is the single biggest influence on comprehension.

    Why is it important for kids to read whole books, instead of just reading passages, to foster reading comprehension? 

    Life is complex. A book is a long-form reflection on a topic. A narrator almost never sees the world at the end the way he or she does at the beginning. Understanding the world takes 200 pages, and that is actually a better reflection of the humility and depth it takes to navigate the world than the belief that we can tell the story of our lives fully in radically truncated forms.

    You can only read fully if you understand “voice” … who is this person speaking to me, and how do they communicate? What are the gaps between what they say and what they are? A long-form relationship with a sustained narrative voice is necessary for the deepest forms of comprehension. 

    Why do we read less deeply online? If there is less brain activation from reading on screen, as some research suggests, why don’t we encourage kids to read printed books? 

    I’m not sure why we don’t, but maybe we need a short pithy phrase to remind ourselves that learning and reading are better without screens. So my phrase is: high text; low tech.





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  • Gov. Newsom, school groups settle funding fight, with some more money coming as IOUs

    Gov. Newsom, school groups settle funding fight, with some more money coming as IOUs


    Gov. Gavin Newsom unveils his revised 2024-25 state budget during a news conference in Sacramento on May 10.

    Credit: AP Photo/Rich Pedroncelli

    The Newsom administration has settled a disagreement with K-12 education groups over multiyear funding that will provide nearly all of the money the groups had demanded, although deferring and delaying several billion dollars for at least a few years.

    Pending legislative approval, the compromise that the California Department of Education negotiated with the California Teachers Association (CTA) would remove an obstacle to resolving the 2024-25 state budget by the June 15 deadline.

    The deal would preserve Gov. Gavin Newsom’s promise to exempt TK-12 schools and community colleges from appreciable funding cuts that other areas of the state budget would face, including the California State University and the University of California.

    The proposal also would meet the legal requirements of Proposition 98, the 4-decade-old formula that calculates the minimum portion of the general fund that must be spent on education. It was Newsom’s plan in his original January budget to spare schools and community colleges immediate cuts while scaling back Proposition 98 growth in future years that led CTA and the California School Boards Association to threaten to take Newsom to court with a lawsuit it had reasonable odds of winning.

    “This is a good deal for public schools. In its simplest terms, this agreement will protect the state’s core TK-12 investments, like the Local Control Funding Formula and new whole child programs,” said Derick Lennox, senior director of governmental relations and legal affairs for the California County Superintendents Association, who was briefed on the negotiations Tuesday. “If approved by the Legislature, the governor will be able to honor his commitment to protect school funding amidst a challenging budget.”

    Challenging is an understatement. Because the state will fall short of full funding for the current year, 2023-24, the Legislature would suspend Proposition 98 for the first time since the height of the Great Recession in 2010-11 by $5.5 billion. The money owed, an IOU called the “maintenance factor” under Proposition 98 terminology, would be repaid over multiple years, as determined by the growth in state revenue. The repayments would start with $1.3 billion in 2024-25.

    The deal would reintroduce funding deferrals — another accounting maneuver from the Great Recession, though at a smaller magnitude. As opposed to a funding suspension, a deferral is a late payment, in which the Legislature shifts funding by days or months from one fiscal year to the next, and districts are on the hook for money they’ve already spent.

    The settlement calls for three years of deferrals, ranging from $1.3 billion to $2.6 billion, from 2023-24 through 2025-26. The last deferral, for $2.4 billion, would make up about 2% of funding to community colleges and school districts. Together, the three deferrals should have no appreciable impact on school and community college budgets but will require $2.4 billion in future school funding to pay off. They will involve an accounting shift from June, the last month of one fiscal year, to July, the first month of the next.

    “The agreement reached with the governor to protect public school funding is a critical step forward for California’s schools and communities,” said CTA President David Goldberg. “It ensures that students, educators, and families aren’t impacted by cuts to the classroom and includes protection against additional layoffs of educators.”

    The revenue conundrum reflects a slow rebound from an unexpected drop in state revenue following the Covid pandemic. Because of winter storms in early 2023, the federal government and California pushed back the filing date for taxes by six months. Without accurate revenue estimates when they set the 2023-24 budget in June, Newsom and the Legislature appropriated $8.8 billion more than the Proposition 98 minimum.

    Since TK-12 and community colleges had already budgeted and spent the money, Newsom promised to hold them harmless. But in his first budget draft in January and his May revision, Newsom proposed to treat the $8.8 billion as an off-the-books, one-time overpayment; CTA and school groups viewed it as an ongoing obligation, that, as spelled out by voters in approving Proposition 98, would become the base for the following year’s minimum level of the guarantee.

    “They arrived at a solution that gives the Governor and Legislature near-term budget flexibility while abiding by the state’s constitutional provisions related to minimum funding for schools,” education consultant Kevin Gordon said. “A negotiated suspension of Prop 98 has been the obvious solution since the outset of the debate.”

    Here’s how the negotiated deal resolves the dispute over the three-year period covered by the budget:

    2022-23

    Original Proposal: Newsom proposed an unorthodox move: holding the general fund, not Proposition 98, responsible for paying for the $8.8 billion shortfall over five years, starting in 2025-26, at $1.8 billion per year.

    Compromise: Shift an unallocated $2.6 billion in one-time funding from 2022-23 into 2023-24. That would lower the ongoing Proposition 98 increase from $8.8 billion to $6.2 billion. The effect would be to cut general fund repayments by $500 million to $1.3 billion per year for five years. And it would lower the calculation for the following year’s Proposition 98 minimum.

    2023-24

    The state would drain $8.4 billion from the Proposition 98 reserve fund, built up during a half-decade of good revenue years, to pay off a continuing Proposition 98 shortfall, including the $2.6 billion deferral from 2022-23.

    Compromise: The $6.2 billion rise in the Proposition 98 base in 2022-23 would raise the Proposition 98 minimum by $4.2 billion. Lacking the money to pay for it, the Legislature, by an anticipated two-thirds majority, would suspend the Proposition 98 base by $5.5 billion; this would include $1.3 billion, the first installment of the maintenance factor, due to be repaid in 2024-25. As a result of the $5.5 billion suspension, the Proposition 98 base would be lowered to $101.3 billion.

    2024-25

    The level of Proposition 98 is determined by several factors, called “tests,” that are tied to changing economic conditions, such as a rise in state spending or personal income, and the increase in the base from the year before. The 2024-25 Proposition 98 level, under Test 1, would be set at about 39% of the general fund: an estimated $110.6 billion. This would include a $1.3 billion maintenance factor repayment.

    The Department of Finance says that “overall, the Agreement provides stability for schools both in the short and long-term.”

    That’s true as long as the governor’s revenue projections for the next two years hold. But if they come up short, expect additional deferrals or cuts without a state rainy day fund to cushion the impact; many districts were already required to reduce their local rainy day funds this year. And heading into 2025-26, the state will still owe districts and community colleges a $4.5 billion maintenance factor, an IOU with no immediate deadline for repaying it.   

    “We’re encouraged that the administration has found a way to address the constitutional concerns, and this might be the best funding package that schools could hope for in this budget environment,” said Rob Manwaring, a senior adviser for the nonprofit Children Now. “At the same time, it is difficult to support suspending the constitutional funding guarantee when California schools are still in the bottom five states in terms of student-teacher ratios and other staffing supports.”





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