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  • We need to track how California’s efforts to increase teacher diversity are working

    We need to track how California’s efforts to increase teacher diversity are working


    Credit: Allison Shelly for American Education

    Updated April 4 to correct demographic information of students and teachers in California.

    I started my professional life as a server at the Marriott. I was looking forward to a career in the hospitality industry, but I also wanted to use my degree in biology and my love of science, so I decided to substitute teach.

    During my first week in the classroom, one of my students said, “Mr. Z, we have learned more from you in the last three days than in the previous two weeks.”

    That’s when I knew I wanted to become an educator. 

    My research into teacher preparation programs left me discouraged. Their cost was a major barrier for me, as it is for many other aspiring teachers of color. Then I found out about the Golden State Teacher Grant (GSTG) program, which provides teachers of color with the opportunity to pursue a career in education tuition-free. I would never have been able to afford my master’s degree and teaching credential had it not been for this program. 

    With this grant, I was able to receive my master’s and credential within one year, allowing me to step into the classroom and diversify the space that much faster. This is important because 20% of California’s students identified as white, while 61% of teachers identified as white. (The comparison is as of 2018-19, the last year that the California Department of Education published statewide teacher demographic data). Research shows that teachers of color have a positive effect on the pupils we serve. I have seen this in my own teaching. My high school chemistry classes are 85% students of color. One of my students, Nayleya, wrote to me, “I hated coming to school and I just felt like there was no point to it. I felt like the other teachers were just trying to control us and, in a way, treat us like robots, but you don’t. You listen to what we are having problems with and try your hardest to help.”

    The Golden State Teacher Grant came with a comprehensive level of support, ensuring my success in the program and in the classroom. When I was working on my final project, a chemistry unit plan, my professors provided ongoing mentorship. I was able to resubmit my assignments until I reached mastery in my content area. This informed my teaching practice; I now give my students multiple opportunities to resubmit their assignments until they too reach mastery of the learning target. This has motivated students like Nayleya to work harder, even if she found the lesson challenging, because she knows I am backing her up every step of the way, in the same way my professors supported me. 

    I know that the Golden State grant worked for me as it has for many of my colleagues. However, to really know how many teachers of color are entering the profession, the programs they graduate from, the districts and schools they are teaching at, we need much more information than just personal experience. This is even more pressing now as the Legislature is considering addressing current budget shortfalls by clawing back funds from some of the teacher training programs, like the Golden State Pathways Program, teacher and counselor residency grants and national board certification grants, without understanding their impact. We need comprehensive data on the effectiveness of programs like the Golden State Teacher Grant to ensure that our investments in them are working, and policymakers have the information they need to make informed budget decisions.  

    Our Legislature is now debating a bill that will do just that. Senate Bill 1391, authored by Sen. Susan Rubio, would require the state to develop a dashboard with information on teacher training pipelines, credentialing, hiring and retention. Having a comprehensive data dashboard would also help us anticipate any challenges that arise from recruiting to preparing and retaining a diverse workforce. Imagine the improvements we could make to how we prepare and support teachers if we knew what programs were effective, and what worked and what didn’t. 

    I love teaching and I love my students. I want other people of color to pursue a career in education and find the passion and rewards that come with mentoring young scholars. Let’s make sure we have the data to help sustain and diversify our workforce, for the benefit of all our students. 

    •••

    Omar Zamarripa is a ninth and 10th grade science teacher at Port of Los Angeles High School in San Pedro. He is a 2023-24 Teach Plus California Policy Fellow.  

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





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  • Let’s learn how well California’s efforts to attract and keep teachers are working

    Let’s learn how well California’s efforts to attract and keep teachers are working


    Courtesy: Eric Lewis / SFUSD

    An important bill making its way through the Legislature could help California’s schools better recruit and retain teachers.

    Senate Bill 1391 would require the state’s new Cradle to Career (C2C) Data System to provide data that answers critical questions about California’s teacher workforce, including trends in teacher training, credentialing, hiring, retention, and the effectiveness of key programs aimed at addressing the teacher shortage.

    I think about this bill as I prepare to lead a summer science workshop for nearly two dozen new middle and high school science teachers from diverse backgrounds. We will be working through our core science curriculum before the next year starts.

    I know these teachers’ first few years in the classroom will be challenging, and their first year is the most challenging. They are often overwhelmed by time management issues: planning their lessons, grading students’ work, attending many meetings at their school site and in the district, all while trying to build relationships with their students.

    These first-year challenges show up clearly in our data. In my district last year, about 17% of our pre-K-12 teaching staff left their positions. This means that we need many new teachers, and especially teachers from diverse backgrounds, to work with our heterogeneous students. 

    The good news is that California is attempting to stem the loss of teachers through a variety of innovative programs and resources. There has been an effort to bring more people into the profession through the Golden State Teacher Grant, which pays teacher candidates a stipend while they get their credential, and a variety of teacher residency programs run in partnership with our school districts. The National Board Certification grants for teachers will also help keep many teachers in the profession through opportunities for additional professional learning and the possibility of additional funds once teachers become certified.

    In my district, like many others, we have built teacher housing in our city and have had recent wins for pay raises. We have also been using state incentives for teachers working in difficult-to-fill subjects and schools.

    All of these programs are great and are clearly part of the solution, but are they working? How can we know? Is all of this money and support actually getting to the teachers and populations that need it? Is the state doing enough to provide us with the data to help us make the right decisions? Currently, we don’t have the information to answer those questions.

    The Cradle-to-Career dashboard could provide critical data on how effective our teacher grant programs and teacher training pipelines are, but it has not yet lived up to its potential. As the governor and Legislature are debating difficult choices about our state resources, including SB 1391, we cannot back off investing in the future of our workforce — first understanding clearly which programs work and which don’t, and then doing everything we can to maintain the programs that ensure every student has access to a well-supported teacher who reflects the diversity of our state. 

    Once we know what works, we should play the long game and really focus on what our new teachers need to be well-prepared and supported. We need to be targeted in how we recruit diverse populations into the teaching profession. Our teacher education programs need to help link our newest teachers to mentoring programs and affinity groups to help them through the challenges of their first few years. We need to identify and support programs that provide mentors or provide pay for new teachers to have an extra prep period (these programs are few and far between but help keep our newest teachers from burning out quickly). Through all this, we need to remain laser focused on what helps our incredibly diverse student population to be successful. Let’s ensure that the Cradle-to-Career database informs us on how to make this future come to pass.

    So, while I don’t know how many of the teachers I work with at my summer science institute will still be in the San Francisco Unified School District (SFUSD) next year, I’m hopeful that they will be. And I hope we’ll have the data to better understand why they’ve stayed, so we can know what to do better next year and into the future.

    •••

    Eric Lewis is a secondary science content specialist in the science department of curriculum and instruction in the San Francisco Unified School District, where he supports middle and high school science teachers. He is a 2023-24 Teach Plus California Policy Fellow. 

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





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  • Joyce Vance: Good News! It’s Working!

    Joyce Vance: Good News! It’s Working!


    Veteran prosecutor Joyce Vance shared some good news: the nomination of Ed Martin to be U.S. Attorney in DC is hanging by a thread and may be dead. Senator Thom Tillis of North Carolina interviewed Martin and said he would vote no in the Senate Judiciary Committee because Martin supported the January 6 insurrectionists, even those who assaulted police officers. Since the split on the committee is 12 Republicans and 10 Democrats, Martin’s nomination would not get to the Senate floor. If you live in North Carolina, please call Senator Tillis and thank him.

    Vance writes:

    Last night, I wrote to you about Ed Martin, Trump’s nominee to be the United States Attorney in Washington, D.C.. Martin, until quite recently, used the handle “Eagle Ed Martin” on Twitter, a reference to his days working for Phyllis Schlafly’s Eagle Forum. Apparently, someone mentioned to him during the last month that the handle wasn’t appropriate for a U.S. Attorney hopeful.

    But no whisper in the ear could fix Martin’s other flaws, from utter lack of qualifications and knowledge about how to do the job to flagrant ties to people known for their open antisemitism. Last night, I suggested we all needed to be in touch with our senators on the Martin nomination. Although we still need to do that, the message is different now. That’s because North Carolina Senator Thom Tillis, a Republican who sits on the Senate Judiciary Committee, made it known that he won’t support Martin. 

    Before Martin goes to the floor of the Senate for a confirmation vote, he has to make it out of committee. And that’s unlikely to happen now. The Senate Judiciary Committee is made up of 12 Republicans and 10 Democrats. All of the Democrats oppose Martin. With Tillis abandoning him, the best Martin could do is 11-11, and a nominee who receives a tie vote doesn’t advance. For all practical purposes, the outcome of that vote will be a death knell for his nomination.

    Martin may end up rewarded for his loyal service to Trump and Musk with another plum job, one that doesn’t require Senate confirmation. But that doesn’t mean we shouldn’t celebrate the moment and the fact that it looks like he won’t be the top law enforcement officer in the District of Columbia. Defeating Martin’s nomination wasn’t a foregone conclusion—far from it. It took lots of research, lots of conversation, and lots of hard work by a lot of people. You never know which issue, or even which call or letter, is going to be the last straw. What matters is that Trump and his plans are not inevitable, and it makes a difference when all of us push back against the horrible as hard as we can.

    Tillis told reporters this morning that he is unable to support Martin because of Martin’s support for defendants convicted of committing crimes in connection with January 6. He is certain to face a sustained backlash from MAGA’s inner circle, so if he’s your senator, make sure you thank him, and if your senator is on the Judiciary Committee (that’s Grassley, Graham, Cornyn, Lee, Cruz, Hawley, Tillis, Kennedy, Blackburn, Schmitt, Britt, and Moody on the Republican side and Durbin, Whitehouse, Klobuchar, Coons, Blumenthal, Hirono, Booker, Padilla, Welch, and Schiff for the Democrats) this is a good time to reach out and either thank them for opposing or encourage them to show a little backbone and follow Tillis’ lead. Martin, after all, supports the people who overran the Capitol, threatening these folks and their staff. He is the least qualified selection I can recall seeing to lead a U.S. Attorney’s office, even edging out Trump’s former attorney Alina Habba, the New Jersey nominee, who should be rejected as well. This is a very big win for pro-democracy forces.

    There was also a win on a very different front, one that didn’t get a lot of national attention. Trump’s efforts to cut staff and funding at national parks have garnered a lot of attention in the protests that have cropped up across the country. Many protests have taken place at the parks themselves, notably at Yosemite, where staff unfurled an upside-down American flag atop El Capitan to signal distress. On March 1, people protested at all 433 sites in the national park system—the 63 national parks and additional sites like monuments and historic places. Americans, it turns out, love their national parks.

    Despite that, the Trump administration continues to keep them on the chopping block. Last week, the Washington Post reported that the Trump administration had suspended all air-quality monitoring at national parks, stating that “The Interior Department, which includes the National Park Service, issued stop-work orders last week to the two contractors running the program, the email shows.”

    The reporting provided detail that makes it clear this is a serious matter:

    • Data was being collected on ozone and particulate matter and being used in connection with requests to grant permits to industrial facilities like power plants and oil refineries in close proximity to the parks.
    • The pollutants data was being collected on are “linked to a range of adverse health effects,” including “heart attacks, strokes, asthma attacks and premature death.”
    • One goal of the program is “to curb regional haze,” which has “reduced visibility at scenic viewpoints in parks nationwide” over the past few decades.

    Park Service employees pushed back and demanded that monitoring continue. They pointed out that states lack the equipment and resources to monitor and that without federal monitoring, they would be flying blind. It’s part and parcel of discontinuing environmental justice work at the Justice Department. Data makes it possible to protect the environment and the people who live in it. Trump is creating a permissive environment for business—when you can’t document the consequences of a new plant permit, for instance, it’s hard to oppose it.

    But today, Washington Post reporter Teddy Amenabar posted on social media that “After The Post’s article was published, a Park Service spokesperson said the stop-work orders would be reversed and that ‘contractors will be notified immediately.’” Whether it’s traditional media, new media, protests, or our communications with our elected officials, it’s clear that none of what Trump wants to do is inevitable. Sunlight continues to act as a disinfectant. Government employees need public support right now, especially as many of them continue to bravely do the right thing, whether it’s federal prosecutors or park rangers. They richly deserve our support.

    So if you’ve been questioning whether what you’re doing matters, it does. The signs you make, the protests you go to, the letters and calls you make to elected officials, your efforts to share information (like this newsletter) with people—all of these efforts matter. It all adds up, small victories and large ones.

    Speaking of big ones, Donald Trump appears to have knowingly lied when he invoked the Alien Enemies Act (AEA) in order to deport alleged members of the Venezuelan Tren de Aragua gang. In his proclamation, he said, “TdA operates in conjunction with Cártel de los Soles, the Nicolas Maduro regime-sponsored, narco-terrorism enterprise based in Venezuela, and commits brutal crimes, including murders, kidnappings, extortions, and human, drug, and weapons trafficking. TdA has engaged in and continues to engage in mass illegal migration to the United States to further its objectives of harming United States citizens, undermining public safety, and supporting the Maduro regime’s goal of destabilizing democratic nations in the Americas, including the United States.”

    Not so fast. An intelligence community memo was partially declassified yesterday, two weeks after a FOIA request was made for it—that’s lightning speed in the world of FOIA, where requests can drag on for years. The memo contradicts Trump’s claimed basis for invoking the AEA. Hat tip to my friend Ryan Goodman, whose new Substack is great if you haven’t seen it already, for highlighting the parts of the memo that contradict Trump’s claim that TdA is mounting an invasion of the U.S. on behalf of Venezuela’s government.

    Someone involved in responding to FOIA requestsseems to have been highly motivated to make sure the American people have access to the truth. Win.

    It’s not clear how or whether this will impact ongoing litigation. Judges largely defer to presidential assessments of this nature under the political questions doctrine. We don’t know if this revelation will have any impact in court, although there should be some ambit, even if it’s small, for courts to reject presidential assessments that run entirely contrary to the facts. But in the court of public opinion, where facts still matter, here are some facts, from the people who know the subject best.

    Finally for tonight, the North Carolina Supreme Court race that we’ve been following so carefully since last November seems to finally be over, and Allison Riggs, the Democrat who won the race, will now be declared the winner per an order issued by a federal judge who is a Trump appointee. Two recounts confirmed Riggs’ victory, but the disgruntled loser challenged it nonetheless. He tried to convince courts to disallow ballots cast by North Carolina voters who complied with all of the rules for voting by changing the rules about what ballots could be counted after the fact. He could still appeal this ruling, but it is a solid decision and unlikely to be reversed on appeal. The bottom line democratic principle is that you don’t get to move the goal posts to secure a victory. Didn’t work for Trump, and it didn’t work in North Carolina. Chalk another one up for the rule of law.

    Whether it’s lawsuits or your letters, engaged citizens get results. We have a long way to go, but take heart; we are making progress. We can get there. Every little step forward adds to the tally in favor of democracy.

    We’re in this together,

    Joyce



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  • These Native tribes are working with schools to boost attendance

    These Native tribes are working with schools to boost attendance


    Nationwide, Native students miss school far more frequently than their peers, but not at Watonga High School shown on Wednesday, Oct. 2, 2024, in Watonga, Oklahoma.

    Credit: Nick Oxford / AP Photo

    As the Watonga school system’s Indian education director, Hollie Youngbear works to help Native American students succeed in the Oklahoma district — a job that begins with getting them to school.

    She makes sure students have clothes and school supplies. She connects them with federal and tribal resources. And when students don’t show up to school, she and a colleague drive out and pick them up.

    Nationwide, Native students miss school far more frequently than their peers, but not at Watonga High School. Youngbear and her colleagues work to connect with families in a way that acknowledges the history and needs of Native communities.

    As she thumbed through binders in her office with records of every Native student in the school, Youngbear said a cycle of skipping school goes back to the abuse generations of Native students suffered at U.S. government boarding schools.

    Indian education director Hollie Youngbear poses for a portrait at Watonga High School on Wednesday, Oct. 2, 2024, in Watonga, Oklahoma. Youngbear and her colleagues work to connect with families in a way that acknowledges the history and needs of Native communities. (AP Photo/Nick Oxford)
    Credit: Nick Oxford / AP Photo

    “If grandma didn’t go to school, and her grandma didn’t, and her mother didn’t, it can create a generational cycle,” said Youngbear, a member of the Arapaho tribe who taught the Cheyenne and Arapaho languages at the school for 25 years.

    Watonga schools collaborate with several Cheyenne and Arapaho programs that aim to lower Native student absenteeism. One helps students with school expenses and promotes conferences for tribal youth. Another holds monthly meetings with Watonga’s Native high school students during lunch hours to discourage underage drinking and drug use.

    Oklahoma is home to 38 federally recognized tribes, many with their own education departments — and support from those tribes contributes to students’ success. Of 34 states with data available for the 2022-2023 school year, Oklahoma was the only one where Native students missed school at lower rates than the state average, according to data collected by The Associated Press.

    At Watonga High, fewer than 4% of Native students were chronically absent in 2022-23, in line with the school average, according to state data. Chronically absent students miss 10% or more of the school year, for both excused and unexcused reasons, which sets them behind in learning and heightens their chances of dropping out.

    About 14% of students at the Watonga school on the Cheyenne-Arapaho reservation are Native American. With black-lettered Bible verses on the walls of its hallways, the high school resembles many others in rural Oklahoma. But student-made Native art decorates the classroom reserved for Eagle Academy, the school’s alternative education program.

    Students are assigned to the program when they struggle to keep up their grades or attendance, and most are Native American, classroom teacher Carrie Compton said. Students are rewarded for attendance with incentives like field trips.

    Compton said she gets results. A Native boy who was absent 38 days one semester spent a short time in Eagle Academy during his second year of high school and went on to graduate last year, she said.

    Alternative education director Carrie Compton poses for a portrait in her classroom at Watonga High School on Wednesday, Oct. 2, 2024, in Watonga, Oklahoma. When students do not show up for school, Compton and Indian education director Hollie Youngbear take turns visiting their homes. (AP Photo/Nick Oxford)
    Credit: Nick Oxford / AP Photo

    “He had perfect attendance for the first time ever, and it’s because he felt like he was getting something from school,” Compton said.

    When students do not show up for school, Compton and Youngbear take turns visiting their homes.

    “I can remember one year, I probably picked five kids up every morning because they didn’t have rides,” Compton said. “So at 7 o’clock in the morning, I just start my little route, and make my circle, and once they get into the habit of it, they would come to school.”

    Around the country, Native students often have been enrolled in disproportionately large numbers in alternative education programs, which can worsen segregation. But the embrace of Native students by their Eagle Academy teacher sets a different tone from what some students experience elsewhere in the school.

    Compton said a complaint she hears frequently from Native students in her room is, “The teachers just don’t like me.”

    Bullying of Native students by non-Native students is also a problem, said Watonga senior Happy Belle Shortman, who is Kiowa, Cheyenne and Arapaho. She said Cheyenne students have been teased over aspects of their traditional ceremonies and powwow music.

    Senior Happy Belle Shortman, who is who is Kiowa, Cheyenne and Arapaho, poses for a portrait at Watonga High School on Wednesday, Oct. 2, 2024, in Watonga, Oklahoma. (AP Photo/Nick Oxford)
    Credit: Nick Oxford / AP Photo

    “People here, they’re not very open, and they do have their opinions,” Shortman said. “People who are from a different culture, they don’t understand our culture and everything that we have to do, or that we have a different living than they do.”

    Poverty might play a role in bullying as well, she said. “If you’re not in the latest trends, then you’re kind of just outcasted,” she said.

    Watonga staff credit the work building relationships with students for the low absenteeism rates, despite the challenges.

    “Native students are never going to feel really welcomed unless the non-Native faculty go out of their way to make sure that those Native students feel welcomed,” said Dallas Pettigrew, director of Oklahoma University’s Center for Tribal Social Work and a member of the Cherokee Nation.

    Associated Press writer Sharon Lurye in New Orleans contributed to this report.





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  • Future farmers grow real-world skills at Cal State’s working farms

    Future farmers grow real-world skills at Cal State’s working farms


    Fresno State animal science major Toi Johnson givies a bull an oral dewormer on Feb. 20, 2025, to help prevent fungal infections like ringworm from infecting and spreading to the rest of the herd. Adjunct faculty Ryan Person oversees her while other students practice giving shots to the animal.

    Credit: Jesus Herrera/EdSource

    In the heart of California’s bountiful Sacramento Valley lies Yuba City, a small town of about 68,000 people that is rich in agriculture and community.  

    This is where Taryn Chima, a fourth-year animal science major at California State University, Chico, grew up.  

    Growing alongside her were orchards of peaches, walnuts and almonds. Born into a third-generation farm family, Chima knew she wanted to pursue a career in agriculture from a young age. In 2021, Chima began her animal science education at Chico State. 

    Of the 23 campuses of California State University, just four have a college of agriculture: Cal Poly San Luis Obispo, Chico State, Fresno State and Cal Poly Pomona. This also means they have working farms that provide food for their campuses and research opportunities for ranchers and farmers in areas like regenerative agriculture, which aims to keep growing systems healthy and effective.

    Students working the land

    Most importantly for the students attending these schools, working on their campus farms enriches their classroom learning with hands-on experience.

    Max Eatchel, a senior majoring in plant sciences at Cal Poly San Luis Obispo, had few familial ties to farming, and instead found his passion for gardening while looking for a new hobby during the Covid-19 lockdown. 

    “I got super into all this regenerative agriculture, sustainable agriculture, permaculture stuff, and I just went deep down that rabbit hole,” said Eatchel, who has worked on the school’s organic farm for over a year. “When it came time to apply to college, I thought, ‘Why not try plant science?’”

    Until he worked on the farm, Eatchel didn’t realize how much he still had to learn in the practical application of his education. But with his graduation in June, he now feels “super prepared” for the professional world because of his hands-on experience.

    “I’ve been talking to this orchard back in Utah, and they were looking for someone who could repair tractors. I really hadn’t had any experience with that,” Etchel said. “So I just asked my boss, and he’s like, ‘Yeah, we’ll get you a shift right now.’ So it’s very fluid, and it helps you build the skills you want to build.” 

    Similarly to Eatchel, an agricultural education wasn’t in Anthony Zaragoza’s sights at all. Zaragoza got his associate degree in biology and was planning on eventually attending medical school. That was, until a revelatory six-month experience with the Western Colorado Conservation Corps gave him a new vision. 

    But even when he got to Cal Poly Pomona as an agribusiness and food industry management major, he wasn’t certain how he could turn his education into a career path. Getting his first job with the student farm eased his mind.

    “Out here in the city, we aren’t surrounded too much by a lot of agriculture,” Zaragoza said. “So it could be a little disheartening when we’re not having a chance to get out on an operation and see that what we’re learning is actually a feasible future for us.”

    Zaragoza started as a maintenance technician at the equine center and is now the harvest assistant lead, a new position in which he works with farm operations director Jeremy Mora on the business and marketing side.

    He has noticed peers in his major with the same confusion he had about how their studies translate to the working world. That is why he strongly recommends pursuing a job with the campus farms.

    “They have that passion, but they really need that connection,” Zaragoza said.

    For Chima, that connection and passion are enhanced at Chico State’s University Farm. “If I was not a part of a working farm, I would not be where I am today,” said Chima, who works as the lead student herdsman at the Chico State sheep unit, overseeing daily operations and supporting student research projects. “I’ve developed confidence, and I get to see a lot of different perspectives within the industry.”

    Growing up in Salinas, Karla Ahumada was always surrounded by agriculture and knew she wanted to pursue it as a career. The fourth-year plant science and agribusiness major at Chico State has been grateful for her hands-on experiences at the university’s farm. 

    In a class last semester, Ahumada and her classmates were each assigned a crop to grow at the farm and were graded on how well they took care of their plots.

    Since freshman year, Ahumada has also been offered paid research positions at the university farm. “It is something very unique about our farm, that we can cater to students pursuing both industry and academic focuses,” Ahumada said. 

    At Fresno State, agriculture education sophomore Emma Piedra works in the dairy unit doing milking and maintenance while also learning veterinary skills. The milk is used to produce cheese and ice cream sold by the school. 

    She has no plans to go into the dairy industry after graduation. Rather, Piedra wants to use her time at the farm to help improve her knowledge about how it works and give her future students connections to work there, just as her teachers did for her. 

    “Ever since getting into dairy, I’ve wanted to help students raise dairy heifers someday when I’m a teacher. So this has given me a lot of hands-on experiences of what to do and how to help them,” Piedra said. 

    Another Fresno State student is putting this thinking into practice at the neighboring swine unit. Hannah Williamson is a student manager and graduate teaching assistant while finishing her final semester of her agricultural science masters in animal reproduction. 

    Williamson grew up around the swine unit alongside her father, a professor at Fresno State. Though she worked in a few different farm units during her undergraduate years, it was her experience as a teaching assistant for the swine lab class that helped her realize she wanted to follow in her father’s footsteps and teach at the college level.

    As for students considering taking some agricultural courses, she said, “I will say that the more you get involved, the better it is for you, because it opens a lot more doors. You have a lot more opportunities.”

    Operating, financing student farms

    Though each of these farming operations is different, they all give students experience in numerous areas of agricultural production, from cultivation and conception to marketing and accounting.

    The schools have lab classes where professors can make use of the facilities for the general student population. Research opportunities and paid student positions help students gain advanced knowledge and hands-on skills.

    “We hear often from employers that they really like our students because they can actually do stuff,” said Jim Prince, Cal Poly San Luis Obispo’s associate dean of the College of Agriculture.

    The San Luis Obispo campus has a range of farms and production facilities, including a vineyard, beef production and ornamental operations, among others. This may sound expensive to operate, and though Prince says it is a “complex mix” of funding, most of the farms are self-supported through their food production businesses.

    Among the products they sell are cheese, ice cream, jam, meat, organic produce, plants and wine. Most of these are available through their online shop as well as the campus markets, and some are available through local retailers. The organic produce is sold directly at local farmers’ markets and during the farm’s U-pick hours.

    The Chico State University Farm has a similar mix of financial support. It consists of 14 units and employs 18 full-time staff and 40 students. 

    All four universities were each awarded $18.75 million in a grant from California’s 2022-23 budget. For Chico, $11.5 million of that is funding the Agricultural Teaching Center and Farm Store, which is expected to be operating by this fall, according to College of Agriculture interim associate dean Kevin Patton. Amid statewide CSU budget cuts, Patton believes this money will not be touched.

    Chris Van Norden graduated from Cal Poly Pomona with a plant sciences degree and continued working on the campus farm until he became the agronomy farm coordinator, overseeing 125 acres. His brother, Bryan, also an alum, runs the orchard, organic farm and sales. 

    California agricultural production variety is extremely diverse, and Van Norden said their 700 acres of farms are well-suited to familiarize the student assistants with a wide range of career possibilities.

    “We’ve got (year-round) overlapping egg production, vegetables, permanent trees (and) subtropical, growing everything possible in California,” Van Norden said. “And showing the students that, ‘Hey, you could do any of this with agriculture,’ it’s a … giant, wide spectrum of agricultural potential.”

    Vincent Roos, the farm operations manager at Fresno State, emphasized the school’s unique position in the Central Valley, which allows for the growth of nearly 400 different crops.

    He noted the importance of hands-on experience in preparing students for diverse agricultural careers.

    “In other words, they can take anything, any kind of circumstances that you’re in, and make it work,” Roos said.

    Jesus Herrera is a third-year journalism student at Fresno State; Layla Bakhshandeh is a senior at Cal Poly San Luis Obispo majoring in journalism and graphic communication; and John Washington is a senior journalism student at Cal Poly San Luis Obispo. All are members of EdSource’s California Student Journalism Corps.





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  • The Pros and Cons of Working as a Home Tutor in Lucknow

    The Pros and Cons of Working as a Home Tutor in Lucknow


    Home tutoring has become an increasingly popular job choice for many in Lucknow, offering both flexibility and the chance to make a difference in students’ lives. Whether you’re a student, a retired teacher, or a professional seeking additional income, becoming a home tutor has its own perks and challenges. In this blog, we will walk through the various pros and cons of being a home tutor in Lucknow, helping you decide if it’s the right fit for you.

    Pros of Working as a Home Tutor in Lucknow

    1. Flexible Working Hours

    One of the biggest advantages of being a home tutor is the flexibility it offers. Unlike a traditional 9-to-5 job, you have the liberty to choose your work hours. This flexibility is particularly beneficial for students who wish to earn some money alongside their studies or for professionals looking for a side hustle.

    2. A Personalized Teaching Experience

    Home tutoring allows you to work closely with students, providing a tailored learning experience. You can focus on their individual needs and weaknesses, which is often not possible in a classroom setting. This one-on-one attention can be incredibly rewarding as you witness your student’s progress firsthand.

    3. Lucrative Earning Potential

    In a city like Lucknow, where education is a priority for many families, home tutors are in high demand. The pay can be quite good, especially if you have expertise in subjects that are sought after, such as Mathematics, Science, or English. Tutors can charge per hour or per session, and your earnings can be substantial if you manage multiple students.

    4. Gaining Teaching Experience

    If you are aspiring to become a teacher or work in the education sector, home tutoring is a great way to build your experience. It helps you develop essential skills such as communication, time management, and understanding student psychology. These skills can be invaluable if you decide to transition to a full-time teaching role in the future.

    5. Building Strong Relationships

    Being a home tutor means you form strong bonds not just with the student but also with their family. This can open up networking opportunities and even help you gain more referrals for additional tutoring work. A good reputation can spread quickly in cities like Lucknow, and word-of-mouth can be your best marketing tool.

    Cons of Working as a Home Tutor in Lucknow

    1. Irregular Income

    While the pay can be lucrative, it is not always consistent. Income can vary depending on the number of students, cancellations, school holidays, or exam seasons. Unlike a salaried job, where you know how much you will earn each month, tutoring can be unpredictable, and you need to budget accordingly.

    2. Travel and Time Constraints

    If you’re teaching students in their homes across different parts of Lucknow, travel can be a significant challenge. The city’s traffic and weather conditions can make it tiring to reach your students on time. Moreover, if you are traveling to multiple students’ homes in a day, it can limit the number of sessions you can conduct and increase your transportation costs.

    3. Managing Diverse Student Needs

    Every student has unique learning needs and paces. As a tutor, it can be a challenge to adapt to different learning styles and ensure each student understands the concepts. Some students may require more attention or could be less motivated, making your job harder as you try to find creative ways to keep them engaged and improve their performance.

    4. Work-Life Balance

    Since tutoring often happens during the evenings or weekends (when students are available), it can affect your work-life balance. You may find yourself working at odd hours or sacrificing your personal time to accommodate students’ schedules. This might not be an issue for some, but it can become overwhelming, especially when you have multiple students with varying time preferences.

    5. Reliability and Consistency Issues

    Tutoring requires consistency and not all students or their parents are reliable when it comes to scheduled sessions. Some might cancel classes at the last minute, or students might skip sessions due to personal reasons. This can disrupt your schedule and, ultimately, your income.

    Tips for Success as a Home Tutor in Lucknow

    While there are both advantages and disadvantages to being a home tutor, here are a few tips to help you succeed:

    1. Set Clear Expectations: Be transparent with your students and their parents regarding your availability, fees, and cancellation policies to avoid misunderstandings.
    2. Stay Organized: Maintain a schedule to track sessions, payments, and progress for each student to keep everything in order.
    3. Market Yourself: Spread the word about your services through word-of-mouth, social media, and tutoring platforms like TheTuitionTeacher.
    4. Adapt and Learn: Understand that each student is different and be ready to adapt your teaching methods to suit their needs.

    Conclusion

    Working as a home tutor in Lucknow has its set of rewards and challenges. While the job offers flexibility, good earning potential, and the satisfaction of making a difference in students’ lives, it also comes with irregular income, travel constraints, and the need for constant adaptability. However, with the right approach and mindset, home tutoring can be a fulfilling career choice, whether you’re doing it full-time or as a side gig.

    If you’re considering stepping into the world of home tutoring, weigh the pros and cons, and decide if it aligns with your career goals and lifestyle. After all, there’s nothing more rewarding than helping a student achieve their academic goals and knowing you’ve played a part in their success.

    Happy Tutoring!



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