Category: California

  • California Schools Now Offer Free Preschool for 4-Year-Olds. Here’s What They Learn – The 74

    California Schools Now Offer Free Preschool for 4-Year-Olds. Here’s What They Learn – The 74


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    Every 4-year-old in California can now go to school for free in their local districts. The new grade is called transitional kindergarten — or TK — and it’s part of the state’s effort to expand universal preschool.

    In 2021, Gov. Gavin Newsom and the state legislature moved to expand transitional kindergarten in a $2.7 billion plan so that all 4-year-olds could attend by the 2025-26 school year. (Prior to this, TK was only available for kids who missed the kindergarten age cutoff by a few months). While it’s not mandatory for students to attend, districts must offer them as an alternative to private preschool.

    As a free option, it can save parents a lot of money. Parents also must weigh how sending their kids into a school-based environment compares to a preschool they might already know and like, as well as other needs like all-day care, and how much play their child does.

    One big question we’ve heard: What do kids actually do and learn in a TK classroom? Educators say it’s intended to emphasize play, but what does that mean?

    A social skill students can learn in transitional kindergarten is how to take turns on the playground. (Mariana Dale/LAist)

    To help parents get a better sense of this new grade as they make their decisions, LAist reporters spent the day in three different classrooms across the Southland. Here are five things we saw children do.

    Get used to the structure and routines of school

    For many students, transitional kindergarten is their first introduction to a formal school preschool setting. Crystal Ramirez sent her 4-year-old to TK at Marguerita Elementary School in Alhambra, so he could get used to the rhythm and rigors of school.

    “I didn’t wanna put him straight into kindergarten when he was five, six, so he at least knows a routine, already,” she said. “Now, as soon as he sees that we’re in school, he loves it.”

    TK students, like other elementary school students, follow a schedule: morning bell, recess, lunch, second recess and dismissal. They’re also learning how to listen to instructions or stand in a line. Some are learning to go to the cafeteria for lunch.

    “ I wanna make sure that their first experience in a public school setting is one that is joyful, where they feel loved, where they feel welcomed, where they get to really transition nicely into like the rigor of the school,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.

    Claudia Ralston, a TK teacher at Marguerita Elementary, said it can be hard for young kids to get up early and leave their moms and dads. But seven weeks in, many of her students have learned their routines already. She helps with the morning transitions by turning on soft instrumental music in the classroom, and allowing them free play until they regroup on the mat to discuss the day.

    “They’re four years old. I want them to feel safe at school, know that this is a special place for learning and that they play,” she said.

    Learn how to socialize and communicate

    In TK, social-emotional learning is a big part of the curriculum. That’s a fancy word, but it just means they’re learning how to be in touch with their emotions

    At Price Elementary in Downey, the teacher has her kids give an affirmation: “I am safe. I am kind. I matter. I make good choices. I can do hard things. All of my problems have solutions!” (They also have these sentences on classroom wall signs.)

    The children also learn how to interact with their peers. In some schools, there are no assigned desks so the kids can learn how to share the space.

    “ They’re able to problem solve. They’re able to use communication to get their needs, regulating their emotions. They do better than students who come in without this experience,” said Cristal Moore, principal at Lucille Smith Elementary.

    On the playground, a student named Ava told teacher assistant Lizbeth Orozco that another student pushed her.

    “How did that make you feel?” Orozco asked.

    “Mad!”

    Orozco encouraged Ava to express her feelings to her classmate.

    “ We give them options of how to solve a problem and then they go in and solve it themselves,” Orozco said. “If they need extra help, they always come back and we can help them.”

    Arguing over toys can be a common occurrence in a TK classroom. At Price Elementary in Downey, educators help kids work through a solution. On a recent morning, one 4-year-old used two tongs to pick up paper shapes in a sensory bin, leaving another kid upset.

    “What’s the rule about sharing?” asked Alexandria Pellegrino, a teacher who gives extra support for one TK classroom.

    The boy handed over a tong to his peer. “Thank you so much for being a good friend,” Pellegrino said.

    “[It’s]  about being kind friends and making friends and using our manners. So we do build that foundation at the beginning of the year,” said Samantha Elliot, the classroom’s lead instructor.

    At the end of the day in Alvarez’s Lawndale TK class, she counts up the stars next to each student’s name earned throughout the day — earned for positive behavior like being kind, solving problems, trying something challenging, or showing effort in other ways. Ten stars earns a small prize from the treasure chest.

    “If we don’t get something today are we going to get mad?” Alvarez asked the class.

    “No!” they responded.

    “I’m not going to cry!” one boy piped up, followed by his classmate and a “Me too!” from another student.

    “That’s [a] positive attitude,” Alvarez said. “Because tomorrow you can get more stars!”

    Get exposed to numbers, shapes, letters

    In Elliot’s TK class, students use their own little lightsabers to trace letters in the air.

    “They’re learning the letter, the sound, and then a little action to go with it. They’re wiggling and moving and they’re also learning those letter sounds and they don’t really realize, so it’s incorporating instruction,” she said.

    There’s no mandated curriculum in TK, but instruction is supposed to align with the state’s Preschool/Transitional Kindergarten Learning Foundations. “Kindergarten is basically where the state standards go and kick in. There are standards in TK, but it’s a little bit different,” said Tom Kohout, principal at Marguerita Elementary.

    Students might put playdough into letter molds, or the teacher might pull out toys from a bag that all start with a letter “E.” Kids will play with little plastic toys that connect — or “manipulatives” — that can help them recognize numbers and patterns.

    “It’s play with a purpose,” Ralston said. “They’re just being introduced to the numbers, the colors, writing. But again, we’re not doing worksheets.”

    Build fine motor skills

    Molding pretend cakes with kinetic sand. Connecting small LEGO bricks. Cutting playdough. It might not seem like much, but children this age are still learning how to use their bodies.

    “Tearing paper is really hard and it’s a really amazing fine motor skill for them because the same muscles you use to tear paper are the same muscles that you use to hold a pen or a pencil,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.

    “You see kids playing with dinosaurs. I see kids sorting by color, doing visual, you know, eye hand coordination and visual discrimination. I see them using their fine motor skills,” she said.

    At lunch, kids learn how to open up a milk carton or open a packaged muffin. At PE, they learn to balance on a block or walk in a straight line — learning spatial awareness.

    “They’re learning how to run, stop, things like that and playing because their bodies are so young,” said Principal Kohout.

    Learn independence

    For some kids, it might be the first time where mom and dad aren’t there to help carry their backpacks or help them go to the bathroom. TK is meant to help focus on their independence, though aides can help.

    TK classrooms are also usually set up with play centers, so kids can have the choice to explore on their own.

    “ I want them to be independent, to be able to solve their problems, you know, with assistance,” Ralston said.

    Samantha Elliot, the TK teacher in Downey, says she encourages kids to talk to their teammates first to figure out an activity before going to a teacher.

    “It’s just gaining the confidence and building that independence from basically the start of the school year,” she said.

    Parent Crystal Ramirez has already noticed a change in her 4-year-old this year since starting school. “ [He’s] socializing a little bit more, talking a little bit more, trying to express himself as well.”


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  • Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74

    Fewer New International Students Enroll at U.S. Colleges Amid Trump Restrictions – The 74


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    New international students enrolling at U.S. colleges declined sharply this fall, a concerning development for universities that rely on those students for research, tuition revenue and the diversity they bring to campus culture. It could, however, create more space for U.S. residents at those campuses.

    Enrollments of new international students were down 17% compared to fall 2024, according to a report released Monday by the Institute of International Education, which surveyed more than 800 colleges about their fall 2025 enrollments. The institute, a nonprofit organization based in New York, publishes an annual report that examines the enrollment of international students. 

    The fall data was not broken down by state, so the scale of decline in California is unclear. At USC, which enrolls more international students than any other California college, overall enrollment of international students is down 3% this fall, according to a campus spokesperson. That includes returning and first-time students, so the drop could be much higher for new arrivals. USC this fall enrolls about 12,000 international students, or 26% of its total student population, according to the college. About half of those students are from China. 

    The declines come amid a changing landscape for international students under the Trump administration, which has delayed visa processing, created travel restrictions and pressured some campuses to recruit and admit fewer students from other countries. The colleges surveyed this fall by the institute cited visa application concerns and travel restrictions as top factors in the decline. 

    “We are confronting major headwinds with what I would say are poor policy decisions that the administration is taking. And that is creating a climate for international students that signals that you’re not welcome here,” said Fanta Aw, CEO of NAFSA, a nonprofit for international education and exchange.

    President Donald Trump has said that he wants to lower the number of international students at U.S. colleges to leave more room at those campuses for U.S. students. “It’s too much because we have Americans that want to go there and to other places, and they can’t go there,” he said earlier this year, referencing the number of international students at Harvard and other universities.

    For the full 2024-25 academic year, new international student enrollments were down by 7%, driven by a 15% drop among new international graduate students, compared to 2023-24. However, the number of new undergraduates was up by 5%. Trump took office in January, just before the start of the spring semester at most colleges. 

    In the U.S., students from India were the largest group of international students, accounting for 30.8% of all international students, followed by students from China, with 22.6% of enrollments.

    In the 2024-25 academic year in California, the largest share of international students were from China, and they made up 35.4% of enrollments, followed by students from India at 20.9%. Overall enrollment of international students in California was down 1.1% in 2024-25. 

    USC enrolled the most international students of any California university, followed by four University of California campuses: Berkeley, Los Angeles, San Diego and Irvine. According to the report, the total number of enrolled international students were: 12,020 at Berkeley, 10,769 at UCLA, 10,545 at San Diego, and 7,638 at Irvine.

    Across the state, international students make up about 7% of enrollments at four-year colleges, according to the Public Policy Institute of California. They make up a large share of graduate students, accounting for 31% of graduate students at UC campuses, 15% at private nonprofit universities, and 12% at California State University campuses. 

    Freya Vijay, 20, a third-year student from Canada studying business administration at USC, said she always planned to come to the United States for college. 

    “In terms of business and just the economy, you have Wall Street, you have New York, Chicago, L.A., and San Francisco, all these big cities that dominate what’s going on in the world,” she said. “So immediately, in terms of opportunity, my mind was set on the States.” 

    In addition to visa and travel restrictions, the Trump administration has directly requested — or threatened, as some have called it — California campuses to limit enrollments of international students. The administration’s compact offer to USC last month would have forced the university to cap international enrollment at 15% for undergraduates and limit enrollment from any one country to 5%.

    USC has since rejected the compact, which also would have required the university to make a number of other changes, including committing to “transforming or abolishing institutional units that purposefully punish, belittle and even spark violence against conservative ideas.” 

    Separately, in a settlement proposal to UCLA, the Trump administration calls on the campus to ensure that “foreign students likely to engage in anti-Western, anti-American, or antisemitic disruptions or harassment” are not admitted. UCLA is still in negotiations with the administration and has not yet reached a deal. The Trump administration has charged the campus with antisemitism and civil rights violations. 

    Even amid the turmoil, experts say they expect California universities to continue recruiting international students. Julie Posselt, a professor of education at USC’s Rossier School of Education, noted that at research universities, much of the research is being carried out by international graduate students. 

    “Especially in STEM fields, international students are really central to the research functions of universities,” Posselt said. “Enrolling international students is not optional. It is absolutely a part of the fabric of what makes universities great.” 

    On top of that, colleges have financial incentives to enroll international students. That’s especially true at UC campuses, which charge international students and students from other states much higher rates of tuition than California residents. In the 2026-27 academic year, new international and out-of-state undergraduates at UC will pay nearly $52,000 in tuition, more than triple what in-state students will be charged. Nonresidents in graduate programs also generally pay higher rates than residents.

    Facing pressure from the state Legislature to make more room for California residents, UC in 2017 passed a policy to cap nonresident enrollment at 18%, with a higher percentage allowed for campuses that were already above that mark. But the system still gets significant tuition revenue from nonresidents, including international students, which UC says supports the system’s core operations and helps to lower the cost of attendance for California residents.  

    In a Nov. 10 interview with Fox News, Trump seemed to acknowledge the importance of international students, saying colleges might “go out of business” without them.

    “You don’t want to cut half of the people, half of the students from all over the world that are coming into our country — destroy our entire university and college system — I don’t want to do that,” he said. 

    International students also bring diverse perspectives and “a richness to the campus culture,” said Stett Holbrook, a spokesperson for the University of California system. “That’s something we really appreciate and try to cultivate.”

    At USC, the presence of international students from more than 130 countries means there are “innumerable opportunities at USC to encounter different perspectives” and “experience new cultures,” a spokesperson said in a statement. 

    Vijay, the USC student from Canada, said she regularly boasts about USC to friends, adding that she hopes attending remains an option for other international students. 

    “I always think it’s just such a great opportunity and that no international student should ever take it for granted,” she said. “I wish other internationals could experience it.”

    This story was originally published on EdSource.


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  • How a San Diego Preschool Serves Kids After Trauma – The 74

    How a San Diego Preschool Serves Kids After Trauma – The 74


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    Almost 20 years ago a San Diego nonprofit created a preschool to focus on the “little guys” — children who experience domestic violence and other serious traumatic events before kindergarten. 

    Today, Mi Escuelita is still going strong and it’s something of a model in showing other schools how to address childhood trauma.

    Mi Escuelita provides services for kids in a single location that for most other families would require intricate coordination among multiple health care providers, educators and social programs. 

    The children learn in a classroom that is always staffed with at least one therapist, they participate in one-on-one therapy, and join group therapy sessions. Their parents take part in special classes, too, where they learn ways to support their children.

    Researchers from UC San Diego have paid close attention to Mi Escuelita and followed how its graduates fared after leaving the preschool. The university also works with the school to evaluate outcomes from each cohort of students. Here are four takeaways from those reports.

    The kids leave ready for kindergarten

    Students who graduate from Mi Escuelia outperform or do at least well as their peers in kindergarten, according to a UC San Diego analysis of their scores in reading and math tests.

    It looked at kindergarten students in the Chula Vista Elementary School District from 2007 to 2013 and found a higher percentage of Mi Escuelita met math, reading and writing standards than the district’s general population.

    That’s not a given because research shows that children exposed to domestic violence have lower verbal ability than their peers, which can set them back in school. 

    And they do well for years

    The length of UC San Diego’s study allowed its team to follow Mi Escuelita graduates through fifth grade. The results suggested that their preschool experience helped the kids throughout their childhoods. 

    Their average scores on several standardized tests exceeded those of the general population at Chula Vista Elementary School District, especially in math.

    “Taken together, the Mi Escuelita program demonstrates clear benefits to children who may otherwise fall quickly and unsparingly behind with regard to school readiness,” the UC San Diego researchers wrote. 

    Better relationships at home

    Some families turn to Mi Escuelita in moments of distress, such as after experiencing domestic violence. The preschool provides counseling for parents and students alike, which may contribute to behavioral improvements at home.

    Over the past five years, 64% of the families in the program reported sensing fewer conflicts and 83% of them noticed an increase in closeness. 

    “Families reported that children’s communication, behavior, and listening skills improved both at home and at school,” a UC San Diego team wrote in an evaluation of student and parent surveys that spanned 2020 to 2024. 

    It takes a village

    Running Mi Escuelita costs about $1.3 million a year, a sum that nonprofit South Bay Community Services raises through a mix of donations and government funding. That cost — along with the challenge of hiring trained educators and therapists — makes the program difficult to replicate. 

    But, other schools and government agencies are watching Mi Escuelita to see what kind of services they can carry over to other venues. 

    “We can spend less later on intervention programs and alternative facilities,” said Hilaria Bauer, chief early learning services officer at Kidango, a Bay Area nonprofit childcare provider. “There will be less truancy, less big behaviors or expulsions or alternative programs, and all of those ‘fix’ initiatives if we really focus on the time in the life of a child that really makes a change.”


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  • Small District to Pay $7.5 Million to Settle Lawsuit Over Sexual Abuse Decades Ago – The 74

    Small District to Pay $7.5 Million to Settle Lawsuit Over Sexual Abuse Decades Ago – The 74


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    On the eve of what was expected to be a long and gut-wrenching trial, a small school district in Santa Barbara County has settled a sexual abuse lawsuit for $7.5 million with two brothers, now 65 and 68 years old, who claimed a long-dead principal molested them in the 1970s.  

    The brothers had sought $35 million for the harm they said they suffered, an attorney for the youngest brother said.

    The settlement equals about 40% of the 350-student district’s 2025-26 budget, although the district did not disclose the terms and timetable for the payment. The district’s superintendent acknowledged in a statement that there would be an impact on the budget. 

    Board members of the Montecito Union School District announced the settlement over the weekend. The trial was scheduled to start Monday.

    The case was brought under a 2019 state law, Assembly Bill 218, that removed a statute of limitations for filing claims that employees of public agencies, including school districts and city and county governments, sexually abused children placed in their care.

    Estimates suggest settlements and jury awards could cost California school districts as much as $3 billion by one projection, and possibly a lot more. Los Angeles County alone has agreed to pay $4 billion to settle abuse claims with more pending, mostly involving plaintiffs who were once in foster care.

    With many larger lawsuits with multiple victims yet to be settled or go to trial, the financial impacts are hard to predict. Small districts are worried that multimillion-dollar verdicts could devastate budgets, if not lead to insolvency. Insurance costs, meanwhile, have soared by more than 200% in five years, according to a survey of districts.

    In the Montecito case, the brothers were seeking $35 million in damages combined, John Richards, a lawyer representing one of them, said outside of court Monday.

    Montecito is not alone in facing decades-old accusations. The San Francisco Unified School District is embroiled in an ongoing suit involving a teacher who allegedly molested a student in the mid-1960s, records show.

    School boards association helps with legal fees

    The Montecito case drew the attention of the California School Boards Association, which gave the district a $50,000 grant to help with legal costs, said spokesman Troy Flint.

    Flint said Montecito Union Superintendent Anthony Ranii has “been a staunch advocate for AB 218 reform because he understands how this well-intentioned law carries such significant unintended consequences that compromise the educational experience of current and future students.”

    Montecito Union “is just one example of what potentially awaits school districts and county offices of education statewide,” Flint added.

    The settlement came just weeks after state Assembly members let a measure that would have restored a statute of limitations to such cases, Senate Bill 577, go without a vote in the final days of the legislative session. Its sponsor, Sen. John Laird, D-Santa Cruz, said he would bring it back next year.

    At a brief hearing Monday, Santa Barbara County Superior Court Judge Thomas P. Anderle called the Montecito matter “a case of real consequence.” He had scheduled 17 days for trial, court records show. The district’s lawyers did not attend the hearing.

    The brothers’ lawsuit was filed in 2022 and alleged that Montecito Union’s former superintendent and principal, Stanford Kerr, molested them in the early 1970s, including raping one of them. Kerr died in 2013 at 89. He never faced criminal charges.

    A third plaintiff who also claimed Kerr abused him settled earlier with the district for $1 million. He had described a full range of abuse covering many types of conduct, which included rape, court filings state.

    Just recompense for years of suffering

    The brothers, identified in court documents as John Doe 1 and John Doe 2, pushed forward, Richards said, hoping to be compensated for years of agony. The younger of the two, Richards said, has suffered a lifetime of substance abuse, which is blamed on Kerr’s assaults. 

    “The money is nice,” Richards said, but the younger brother also seeks “social acknowledgment that what happened to (him) was terrible. He has a long way to go,” in recovering.

    The district admitted no liability in making the settlement.

    Montecito Union has no insurance coverage going back to the period the brothers said the abuse occurred — 1972 to 1978, Ranii said in a statement.

    “We were prepared to mount a vigorous defense,” he said. But the possibility of a jury awarding far more than the district could afford pushed the idea of a settlement after years of pretrial maneuvering.

    The superintendent’s statement did not directly address the brothers’ claims. It also did not mention Kerr.

    “We are deeply mindful of the enduring pain caused by sexual abuse and feel for any person who has experienced such abuse,” Ranii said in the statement.

    A large award in the event of a trial would have “diminished our ability to serve students now and well into the future,” Ranii said. “Continued litigation created exceptional financial vulnerability. Settling now allows us to stabilize operations and remain focused on today’s students.”

    Montecito is an unincorporated oceanfront community just south of Santa Barbara in the shadows of the Santa Ynez Mountains. Its residents include Oprah Winfrey and Prince Harry and Meghan Markle. The district is one of the state’s richest, with more than $40,000 per student in funding due to tax receipts from high-value properties. 

    The district will manage the costs through a hiring freeze, staff reductions “when natural attrition occurs,” and redirecting “funds previously designated for capital repair,” Ranii said. The settlement allows the district to avoid layoffs, he said.

    The brothers’ case was built around the testimony they would have given about Kerr’s abuses, Richards said. There was no physical evidence. At one point, a district employee went to the brothers’ home and forced their parents to sign a document requiring them to make sure the boys came right home after school and avoided Kerr, according to court filings.

    Richards said the district did not produce such a document in discovery. It had no records that the boys ever attended the school, he said, although their photos appear in yearbooks. The district also had no records that Kerr ever faced accusations of abuse or sexual misconduct.

    Two school board members from Kerr’s time as superintendent said in depositions taken for the brothers’ suit that they would have taken action had they known he was abusing students, Richards said. But with the case settled, the elderly former members won’t be called to testify.

    All that remains is a final hearing that the judge scheduled for Nov. 19 to make sure the payment has been received “and that the check’s been cashed,” he said.

    Editor-at-Large John Festerwald contributed to this story.

    This story was originally published by EdSource. Sign up for their daily newsletter.


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  • California School Board Member Stipends Could Change Under New Bill – The 74

    California School Board Member Stipends Could Change Under New Bill – The 74


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    There’s more to being a diligent school board member than attending a couple of meetings a month.

    Those meetings require preparation, research and one-on-one conversations with school leadership. There are school site visits. Many districts require regular board training. Sometimes there are spinoff committee meetings about parcel taxes or school nutrition. There’s also an expectation that board members attend events like football games, PTA meetings and retirement ceremonies. Meetings with parents and other constituents are a core part of the role, too.

    For all of this, Woodland Joint Unified School District board president Deborah Bautista Zavala says she earns a stipend of $240 a month, minus taxes — the maximum allowed by the state for her district with just under 10,000 students.

    “You don’t do it for money, but to improve the education of students,” said Bautista Zavala.

    But the lack of money, she said, is a real problem for attracting and retaining qualified school board members who truly represent the community.

    That could change if Gov. Gavin Newsom signs Assembly Bill 1390, which would raise the maximum monthly stipend for school board members in both school districts and county offices of education.

    This would be the first time in over 40 years that school board members’ compensation has been reconsidered — and the measure comes at a time when school boards are grappling with financial deficits, consolidation, uncertainty about federal funding and potential school closures.

    Proponents of the bill have argued that while school board members dedicate large amounts of time to their position, they are not compensated adequately. Currently, school board members can earn no more than $60 each month in small districts or up to $1,500 for the state’s largest districts.

    There is also a clause in the current law that allows board member stipends to be raised by 5% each year beyond the maximum, but 7 out of 10 boards still have stipends at or below the maximum, according to Troy Flint, chief information officer for the California School Boards Association.

    Raising school board compensation has been a longstanding issue for the California School Boards Association, which sponsored the bill, but it has become more pressing in the years since the pandemic, Flint said.

    “The job is vastly more complex than it used to be,” said Flint. “It requires a strong knowledge of finance, an aptitude for community engagement, a working knowledge of educational theory and an ability to deal with culture wars and political issues.”

    The role is at an inflection point: More than 6 out of 10 school board members did not run for reelection over the past three cycles, Flint said.

    Legislative analysis referenced an EdSource article, which found that 56% of 1,510 school board races across 49 California counties did not appear on a local ballot in 2024, either because there was one unopposed candidate who became a guaranteed winner or because there were no candidates at all.

    The bill’s author, Assemblymember José Luis Solache Jr., D-Lynwood, argues that increasing board members’ compensation could lead to bigger, more diverse candidate pools. School boards often attract retirees or other professionals with stable income and spare time. Low stipends put the job out of reach for those from working families or younger people who are already struggling to make ends meet, Solache said.

    Solache would know: He began serving on the board for the Lynwood Unified School District starting in 2003, when he was 23 years old. He has since worked with other young elected officials to find ways to recruit young people into office. Solache sees this bill as a way to improve recruitment for an important community role.

    “It’s an underpaid job. We compensate the president, senators, Assembly members, state senators,” Solache said. “Why can’t you compensate the school board members that have jurisdiction over your child’s education?”

    Raising the stipends of elected officials can raise eyebrows in Sacramento, Solache said. The bill set the maximums by setting an amount between inflation since 1984, when rates were set, and what the maximum would have been if the boards had raised the rates 5% annually as allowed by law.

    Maximums for board members in the smallest districts saw the greatest increase. Currently, the maximum for a board member at a school district with fewer than 150 students is $60 a month. Under this bill, that same board member could earn up to $600 monthly, which Solache said is more equitable.

    But board members won’t necessarily see raises, even if Newsom signs it into law. The bill merely raises the ceiling for compensation. The decision to actually offer raises to school board members will happen at the local level, and that could be a tough sell given the budget constraints school districts are facing in the coming year.

    “There’s no getting around that: that in a time of limited resources, adding money for board members is taking money away from other places,” said Julie Marsh, a professor at USC’s Rossier School of Education, who recently served as the lead author of a study analyzing the experiences of 10 school board members across the state.

    “We need to just really keep in mind the demands of that role and the decisions that they’re making around the superintendent, the budgets for these places, the curricular decisions that are being made. And as a state, there’s been a lot put on these positions in terms of making really important decisions,” she said.

    Bautista Zavala believes it will be tough to make the case to some of her fellow board members at Woodland Unified, which is in a community 20 miles northwest of Sacramento. The district of 9,500 students struggled to pass a facilities bond last November, despite facilities in dire need of improvement. The optics of board members giving themselves a raise could be tricky if they’re also negotiating with teachers or classified staff.

    “You have to be strategic about bringing this forward,” she said.

    She encourages board members to raise stipends to bring new voices to school boards. She says members who believe they don’t need a raise can donate the stipend.

    Some people believe serving on a board is a civic duty, and compensation shouldn’t factor into the role, said Jonathan Zachreson, board member at Roseville City School District. But he said that’s not realistic for many people. He hopes that raising the stipends for board members will also mean raising the expectations for board members.

    Zachreson is concerned that some boards outsource policymaking to groups, including the California School Boards Association, rather than doing in-depth research themselves to find a solution that works best for the community.

    “It’s worth the time commitment to actually learn and not just rubber-stamp proposals,” said Zachreson.

    But some believe there could be unintended consequences in raising the stipends of board members.

    “The worst-case scenario, I think, from a superintendent’s point of view, would be if the increase in pay becomes attractive to the wrong kind of people, who want to micromanage the superintendent and want to be well compensated for that,” said Carl Cohn, a former superintendent of the Long Beach Unified School District and State Board of Education member.

    Some boards are exempt

    Some school districts and county boards of education are exempt from this model because they have their own local charter. This includes the Los Angeles Unified School District, the state’s largest school district with an $18.8 billion budget this academic year; it won’t be impacted by the bill should it become law. A separate LAUSD Compensation Review Committee outlines board members’ salaries — a strategy that Marsh said makes the district appear less self-serving.

    In 2017, Los Angeles Unified school board members who didn’t work elsewhere received a 174% pay increase.

    “With the increase in compensation in Los Angeles Unified, we saw candidates earlier in their careers, single parents, women of color, immigrants and others with similar lived experience to our students step up,” said board member Tanya Ortiz Franklin in a statement to EdSource. “I hope that will be the trend across the state and improve decision-making for California’s public schools.”

    According to a 2023 committee resolution, Los Angeles Unified board members made $127,500 annually if they weren’t employed elsewhere and $51,000 if they had another source of income. And on July 1 until 2027, board members would receive a 1% annual increase — leading most recently to salaries of $128,775 and $51,510, depending on outside employment.

    Meanwhile, compensation in the San Francisco Unified School District, currently $500 monthly for board members, is governed by the city and county and is also exempt. The board of supervisors must approve compensation for county board members in Alpine, San Benito and San Bernardino counties.

    Beyond compensation

    Increasing school board members’ compensation might help address issues such as poor recruitment and retention, Marsh said. But professional development and other non-financial support could go a long way, since board members come in with varying degrees of knowledge on data, governance and technology.

    “With the rapidly changing context around us — whether that’s around the politics and the political climate and the divisiveness, or shifting technology — I think there’s a need to further support folks,” Marsh said.

    This story was originally published on EdSource.


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  • Ethnic Studies Mandate in California Schools Stalls Over Money, Politics – The 74

    Ethnic Studies Mandate in California Schools Stalls Over Money, Politics – The 74


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    This fall, every high school in California was supposed to offer ethnic studies — a one-semester class focused on the struggles and triumphs of marginalized communities.

    But the class appears stalled, at least for now, after the state budget omitted funding for it and the increasingly polarized political climate dampened some districts’ appetite for anything that hints at controversy.

    “Right now, it’s a mixed bag. Some school districts have already implemented the course, and some school districts are using the current circumstances as a rationale not to move forward,” said Albert Camarillo, a Stanford history professor and founder of the university’s Center for Comparative Studies in Race and Ethnicity. “But I’m hopeful. This fight has been going on for a long time.”

    California passed the ethnic studies mandate in 2021, following years of debate and fine-tuning of curriculum. The class was meant to focus on the cultures and histories of African Americans, Asian Americans, Native Americans and Latinos, all of whom have faced oppression in California. The state’s curriculum also encourages schools to add additional lessons based on their student populations, such as Hmong or Armenian.

    The course would have been required for high school graduation, beginning with the Class of 2030.

    But the state never allotted money for the course, which meant the mandate hasn’t gone into effect. The Senate Appropriations Committee estimated that the cost to hire and train teachers and purchase textbooks and other materials would be $276 million. Some school districts have used their own money to train teachers and have started offering the class anyway.

    Accusations of antisemitism

    Meanwhile, fights have erupted across the state over who and who isn’t included in the curriculum. Some ethnic studies teachers incorporated lessons on the Gaza conflict and made other changes put forth by a group of educators and activists called the Liberated Ethnic Studies Model Curriculum Consortium. That’s led to accusations of antisemitism in dozens of school districts.

    Antisemitism has been on the rise generally in California, not just in schools. Statewide, anti-Jewish hate crime rose 7.3% last year, according to the California Department of Justice. In Los Angeles County, hate crimes — including slurs— against Jewish people rose 91% last year, to the highest number ever recorded, according to the county’s Commission on Human Relations.

    Those numbers in part prompted a pair of legislators to propose a bill addressing antisemitism in California public schools. Assembly Bill 715, which is now headed to Gov. Gavin Newsom, would beef up the discrimination complaint process in schools and create a statewide antisemitism coordinator to ensure schools comply. Another bill, which died, would have directly addressed antisemitism in ethnic studies classes by placing restrictions on curriculum.

    ‘On life support’

    But the delays and public controversies have taken a toll. No one has tracked how many schools offer ethnic studies, or how many require it, but some say the momentum is lost.

    It’s already on life support and this could be one more arrow,” said Tab Berg, a political consultant based in the Sacramento area.

    Berg has been a critic of ethnic studies, saying it’s divisive. A better way to encourage cultural understanding is to eliminate segregation in schools and ensure the existing social studies curriculum is comprehensive and accurate, he said. “We should absolutely find ways to help students appreciate and understand other cultures. But not in a way that leads to further polarization of the school community.”

    Carol Kocivar, former head of the state PTA and a San Francisco-based education writer, also thinks the class may be stalled indefinitely.

    “I think the people who supported ethnic studies didn’t realize they were opening a can of worms,” Kocivar said. “Until there’s an agreement on the ideological guardrails, I just don’t see it moving forward on a broad scale.”

    Kocivar supports the ethnic studies curriculum generally, but thinks it should be woven into existing classes like English, history and foreign language. That would leave room in students’ schedules for electives while still ensuring they learn the histories of marginalized communities.

    Schools moving ahead

    In Orange County, nearly all high schools are offering ethnic studies as a stand-alone elective course or paired with a required class like English or history. Teachers use curriculum written by their districts with public input, drawn from the state’s recommended curriculum. They also have the option of adding lessons on Vietnamese, Hmong or Cambodian culture, reflecting the county’s ethnic makeup.

    “The feedback has been overwhelmingly positive,” said Marika Manos, manager of history and social science for the Orange County Department of Education. “Students see themselves in the curriculum and in the broader story of America. … It’s a wonderful opportunity for them to get some joy in their day.”

    A handful of districts are waiting to see if the state authorizes funding, but the rest have found their own money to hire and train teachers and purchase materials. There was some pushback against Santa Ana Unified when two Jewish civil rights groups sued, claiming the district’s ethnic studies courses contained antisemetic material. The district settled earlier this year and changed the course curriculum.

    Polarized political climate

    Camarillo, the Stanford professor, said the national political climate “no question” has had a significant effect on the ethnic studies rollout. Parents might have genuine concerns about what’s being taught, “but we’re also seeing the impact of extremist groups that are fomenting distrust in our schools.”

    He pointed to book bans, attacks on “woke” curriculum and other so-called culture war issues playing out in schools nationwide.

    But the fight over ethnic studies has been going on for decades, since the first student activists pushed for the course at San Francisco State in the 1960s, and he’s hopeful that the current obstacles, especially the fights over antisemitism, will eventually resolve.

    “I hate to see what’s happening but I think there’s hope for a resolution,” he said. “Ethnic studies can help us understand and appreciate each other, communicate, make connections. I’ve seen it play out in the classroom and it’s a beautiful thing.”

    ‘A really special class’

    In Oakland, Summer Johnson has been teaching ethnic studies for three years at Arise High School, a charter school in the Fruitvale district. She uses a combination of liberated ethnic studies and other curricula and her own lesson plans.

    She covers topics like identity, stereotypes and bias; oppression and resistance; and cultural assets, or “the beautiful things in your community,” she said. They also learn the origins of the class itself, starting with the fight for ethnic studies at San Francisco State.

    Students read articles and write papers, conduct research, do art projects and give oral presentations, discuss issues and take field trips. She pushes the students to “ask questions, be curious, have the tough conversations. This is the place for that.”

    She’s had no complaints from parents, but sometimes at the beginning of the semester, students question the value of the class.

    “When that happens, we have a discussion,” Johnson said. “By the end of the class, students learn about themselves and their classmates and learn to express their opinions. Overall students respond really well.”

    Johnson, who has a social studies teaching credential, sought out training to teach ethnic studies and feels that’s critical for the course to be successful. Teachers need to know the material, but they also need to know how to facilitate sensitive conversations and encourage students to open up to their peers.

    “It’s a really special class. I’d love to see it expand to all schools,” Johnson said. “The purpose is for students to have empathy for each other and knowledge of themselves and their communities. And that’s important.”

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • Parents Sued LAUSD Over Remote Learning. How the Settlement Will Benefit Students – The 74

    Parents Sued LAUSD Over Remote Learning. How the Settlement Will Benefit Students – The 74


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    More than 250,000 students in Los Angeles Unified will be eligible for extra tutoring, summer school and other academic help after the district settled a class-action lawsuit alleging that its remote learning practices during the pandemic were discriminatory.

    The settlement, filed in Los Angeles County Superior Court, was announced Wednesday by the law firm representing families who said their children fell disastrously behind during the Covid-related school shutdown in 2020-21.

    “After five years of tireless advocacy on behalf of LAUSD students and families, we are proud to have secured a historic settlement that ensures students receive the resources they need to thrive,” said Edward Hillenbrand, a partner at the law firm Kirkland & Ellis. “This critical support will help pave the way for lasting educational equity.”

    Los Angeles Unified had no comment on the case because the settlement has yet to be approved by the court. A hearing is set for December, although the settlement goes into effect immediately.

    During the COVID-19 pandemic, Los Angeles and nearly every other school district in California closed for in-person learning from March 2020 through fall 2021. Students attended classes virtually, and most fell behind academically. Test scores statewide plummeted after schools reopened. Chronic absenteeism soared.

    In fall 2020, a group of families whose children were languishing during remote learning sued Los Angeles Unified, saying the district wasn’t doing enough to ensure students were receiving an adequate education.

    One parent, Akela Wroten Jr., said that his second-grade daughter was behind before the pandemic and became even more lost during remote learning. She struggled with reading and never got the extra attention she needed because teachers weren’t assessing her progress.

    Another parent, Vicenta Martinez, said her daughter didn’t get any instruction in spring 2020, in part because she never received logon information for remote instruction and the school never followed up. When she finally did access remote classes, the lessons were short and teachers offered little feedback.

    “LAUSD’s remote learning plan fails to provide students with even a basic education and is not preparing them to succeed,” the lawsuit alleged.

    The suit singled out an agreement between the district and its teachers union that said teachers would only be required to work four hours a day, wouldn’t have to give tests and weren’t required to deliver live lessons — their lessons could be asynchronous, or recorded beforehand. In addition, the agreement said the district wouldn’t evaluate or monitor teachers during that time.

    United Teachers Los Angeles supports the settlement, saying it provides more assistance for students while leaving teachers’ “hard-won contractual rights” intact and avoiding “unwarranted judicial interference” in the district.

    The union also noted that student test scores have recovered significantly since the pandemic..

    The plaintiffs argued that the district’s policies discriminated against low-income, Black, Latino, disabled and English learner students, because those were the students least likely to have adequate support to succeed in remote learning. Those student groups also comprise the vast majority of students in the district, the nation’s second-largest.

    The settlement requires the district to offer a host of academic support, including summer school and after-school tutoring, to the 250,000 students who were enrolled in L.A. Unified during the pandemic and are still with the district. Among those students, 100,000 who are performing below grade level will be eligible for 45 hours of one-on-one tutoring every year through 2028.

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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  • California Schools Brace for Fallout from SCOTUS Decision on Religious Rights – The 74

    California Schools Brace for Fallout from SCOTUS Decision on Religious Rights – The 74

    Two months after the U.S. Supreme Court granted public school parents the right to withdraw their children from materials and discussions on LGBTQ+ issues and other subjects that conflict with their “sincerely held religious beliefs,” conservative leaders in California are predicting schools will be swamped with opt-out demands. 

    That hasn’t happened yet, but attorneys agree that this latest escalation of the culture wars will likely cause turmoil, confusion, and years of litigation, largely because the court offered no guidance on how opt-out requests should be handled, how religious belief claims can or should be verified, and how schools should handle potential logistical issues.

    “There is a lot of trepidation about how to handle this issue in a way that is legally compliant and doesn’t trigger a backlash from one side of the issue or the other,” Troy Flint, a spokesperson for the California School Boards Association, told EdSource via email Saturday night.

    “Superintendents have concerns about how to make a fact-specific determination regarding parent requests, and we have heard of districts getting threats of litigation from both sides,” he said.

    LGBTQ+ advocates and defenders of the state’s progressive school standards are threatening discrimination lawsuits if opt-outs are granted, Flint said. Parents are threatening to sue if they aren’t granted immediately.

    In most districts, he added, leaders “are hesitant to address this publicly for fear of attracting more scrutiny and making the issue even more difficult to manage.”

    A leading academic on education law said that while the Supreme Court decision was based on parental objections to LGBTQ+ books and lessons, the religious opt-outs are likely to have a broader reach.

    “It is deeply misguided for people to believe that this case is only about LGBTQ+ and equality,” Yale Law School professor Justin Driver told EdSource. The decision “sweeps, given the prevalence of deeply felt religious objections, to lots of material,” he said.

    It could “affect everything from reading to science, to literature to history. It’s difficult to overstate the significance of the decision,” Driver said. “Some people think Bert and Ernie are gay. Is ‘Sesame Street’ now suspect?”

    California, for instance, requires students to learn the history of gay people fighting for civil rights and the story of the country’s first openly gay elected official, Harvey Milk. The San Francisco supervisor was assassinated in 1978 and posthumously awarded the Presidential Medal of Freedom by former President Barack Obama.

    Flint said that parents “in at least one district have hinted at trying to expand the opt-out requests to other types of instructional materials.” He did not identify those materials.

    Meanwhile, as school administrators ponder their next steps, firebrand social conservatives are seizing the moment that the nation’s highest court created.

    “There should be opt-outs. There are things that go against what God laid down,” pastor Angelo Frazier, of Bakersfield’s RiverLakes Community Church, said of what’s taught in California schools. 

    “It’s not education. It’s ‘You can touch me here.’ It’s very suggestive and inappropriate.” He said the ruling was a relief to frustrated parents in his congregation. “It gives them breathing room.”

    The leader of a Fresno-based Christian group, long involved in parental rights advocacy, said the state is no longer in charge of what children learn in school.

    The ruling shows that “parents are the ultimate determination of whose values get taught to the child,” said Greg Burt of the California Family Council. “We’re now in charge of deciding what we think is good and what we think is not good.”

    But as opt-outs begin to play out across California’s more than 10,000 public schools as the 2025-26 academic year opens, the only certainty from the case, Mahmoud v. Taylor, is that uncertainties abound — and may for years.

    They include:

    • Can or should parents file blanket opt-out requests stating they want their child removed from any and all instruction about LGBTQ+ topics, and leave school personnel to sort it out? Or should schools ask parents to review reading lists — often available online — and let parents flag those items to which they object? 
    • What do school leaders do with students whose parents opt them out of a class? Their class time still needs to be used for instruction. Where do they go?
    • Who watches or instructs the youngest of removed students, who can’t be left unsupervised? Some of the books cited in the Supreme Court case, including ones about a child’s favorite uncle marrying a man and a puppy getting lost at a Pride parade, are used in kindergarten and even transitional kindergarten classes.
    • Will school districts need to budget money to defend lawsuits from parents whose opt-out requests may be denied? 
    • Can parents even attempt to opt out their child from exposure to an LGBTQ+ teacher, or a teacher who displays a Pride flag in a classroom?

    Lawyers and academics interviewed for this story said that Justice Samuel Alito’s decision, joined by the court’s five other conservatives, offered little guidance on how opt-outs should work.  

    Mahmoud v. Taylor happened because the Montgomery County schools in suburban Maryland created an opt-out program to appease parents who objected to the teaching of LGBTQ+ materials on religious grounds. But the program ended in less than a year. Alito noted in his decision that school officials found that “individual principals and teachers could not accommodate the growing number of opt-out requests without causing significant disruptions to the classroom environment.” Parents then sued.

    Focusing largely on principles of religious freedom, Alito’s decision doesn’t specifically address how opt-outs might work given the Maryland situation, or how claims of a sincerely held religious belief might be evaluated. 

    The high court has long recognized the rights of parents to “direct the religious upbringing of their children,” he wrote, a principle at the case’s core.

    But in a dissenting opinion, Justice Sonja Sotomayor predicted opt-outs would cause “chaos for this nation’s public schools.”

    Giving parents the chance to opt out of all lessons and story times that conflict with their beliefs “will impose impossible administrative burdens,” Sotomayor wrote. It threatens the very essence of public education.

     “The reverberations of the court’s error will be felt, I fear, for generations.”

    Opting out in California

    Conservative groups in California opposed to LGBTQ+ themed teaching materials are generating letters and emails to school districts for parents to use to demand that school leaders proactively remove children from classes where there might be any mention of gay or transgender people, same-sex marriage and other related topics.

    A nonprofit Riverside County law firm, Advocates for Faith & Freedom, created one such letter, calling for children to be removed from any teaching involving “gender identity, the use of pronouns inconsistent with biological sex, sexual activity or intercourse of any kind, sexual orientation, or any LGBTQ+ topics” so parents can raise children “in the fear and knowledge of the Lord.”

    The letter gives principals 10 calendar days to respond in writing. Lack of a response “will be considered a denial” that will cause parents to “proceed accordingly.”  

    Erin Mersino, an attorney at the firm, said via email, “responses were just starting to come in,” and that it was too soon to discuss the letter’s effectiveness. Other groups are circulating at least four similar opt-out templates or email forms.  

    The 10-day response demand in the nonprofit’s letter “is insufficient in my opinion,” said Mark Bresee, a La Jolla attorney specializing in education law.

    Bresee also questioned if “a blanket, year-long ‘opt-out’ demand” is consistent with Alito’s decision, noting that the justice wrote that the “religious development of a child will always be fact-intensive. It will depend on the specific religious beliefs and practices asserted, as well as the specific nature of the educational requirement or curricular feature at issue.”

    It’s unclear how far and fast those letters are circulating. Some school officials said they have received a few opt-out notices.

    Conservative activist Brenda Lebsack, a Santa Ana Unified School District board member, said mass opt-out requests are unlikely to come until school districts themselves notify parents of the new right the court granted. “Opt-out forms should really be coming from the schools because if you’re getting opt-out forms from all these different law firms, and they’re all different, that could get really confusing,” she said. 

    At the Manteca Unified School District in San Joaquin County, Assistant Superintendent Victoria Brunn said late last week that only one “opt-out request has been received so far. She said the parents who made it were told it would be granted. 

    A spokesperson for the Turlock Unified School District in Stanislaus County said it had received a single inquiry about the opt-out process and created a standard form for requests, but that no requests had been received. Parents can either use the form or email a teacher, citing “specific instructional content” a student should not receive, according to a copy provided to EdSource.

    “Teachers can also provide notice of upcoming curriculum,” the spokesperson wrote in an email.

    At the Hope Elementary School District in Santa Barbara County, Superintendent Anne Hubbard created an opt-out form. As of Friday, it had been used once to opt out two children in the same family, she said. 

    Last week, the board of the 85-student Howell Mountain Elementary School District in Napa County canceled plans to create an opt-out form after community objections.

    “Howell Mountain Elementary respects and values the LGBTQ+ community. We will not be adopting any type of opt-out form that specifically targets LGBTQ+ curriculum,” Superintendent Joshua Munoz said in a statement. Instead, the district will remind parents annually that the right to opt out exists, but will not cite any specific curriculum.

    The Press Democrat reported that among those who spoke to the board was a St. Helena High School junior who’d attended Howell Mountain.

    “When I was in seventh grade, I realized that I liked girls,” she said. “In school, the times that we were taught about LGBTQ+ people would remind me that I was not alone. I was not a freak or an alien. I was just me. And I could still do anything I wanted in my life.”

    In San Francisco, Mawan Omar, the parent of a sixth grader, told EdSource he intends to opt his son out of LGBTQ+ materials because the teaching contradicts his family’s Muslim faith.  

    Omar said his son, Hezma, objected on his own to an LGBTQ+ lesson in elementary school because it was contrary to what he had learned from the Holy Quran. “He just didn’t want to be around it because he knows our religion,” Omar said. After what he described as a dispute with the school’s principal, it was agreed informally that Hezma would be allowed to leave any classes involving similar materials.  

    Now, Alito’s decision, Omar said, is gratifying. “We knew all along we were right.”

    But Lebsack, who focuses on transgender issues and has formed an interfaith coalition primarily around them, said Alito’s decision isn’t enough.

    “I think Mahmoud versus Taylor is throwing us crumbs,” she said in an interview. “I mean, I’m grateful for it, but it needs to go much further than that.”

    Lebsack, a special education teacher and former Orange County probation officer, claimed the California Department of Education is ripe to be sued under the First and 14th amendments for “compelling public school students to accept and affirm extremist ideologies of unlimited gender identities” and for “bringing extremist forced teachings into K-12 public education.”

    Asked to respond to Lebsack’s assertion, a spokesperson for the state Education Department directed a reporter to guidance posted online about Alito’s decision. It states, in part, “The California Department of Education and California law continue to promote a safe, fair, and welcoming learning environment in all schools. It is important to note that Mahmoud does not invalidate or preempt California’s strong protections for LGBTQ+ youth from discrimination, harassment, and bullying.” 

    The goal: Banning books?

    Other conservatives said they see a path where Alito’s decision could lead to the removal of books and teaching they oppose by overwhelming schools with opt-outs to the point where the best option is to remove the materials.

    “If there are so many people who want to opt out of this curriculum, maybe we should stop teaching it,” said Julie Hamill, an attorney and president of the California Justice Center. School leaders, she said, should be reflecting on whether they are “doing something wrong as a district and educational entity. Those are questions that are not being asked right now. It’s very obvious that’s what needs to happen.”

    Sonja Shaw, a Chino Valley Unified School District board member running for state superintendent of public instruction in next year’s election, said she wants opt-outs to “overtax the system to where they just give up, and they stop teaching this stuff.”

    If so many opt-outs were filed that books are removed from curricula, that would help, said Burt of the California Family Council, which has urged parents to flood districts with opt-outs. “We’re advocating for good books in school, and we think these are bad books, so we’re not going to be sad if we see them go.”

    But an anti-censorship advocate said that would amount to book banning by a different name. 

    “I’m not at all surprised that this is their plan of attack,” Tasslyn Magnusson, senior adviser to the Freedom to Read team at PEN America, an anti-censorship group, said of conservative activists. “These are books about families. These are books about how we experience the world, and they’re beautiful and well written,” she said. “Remember that it’s important for kids to have a variety of materials in front of them that resonate with their lives and their experiences.”

    Another impact of the opt-outs will be how LGBTQ+ students and students from families with LGBTQ+ members will react when classmates leave and when teaching materials reflecting their lives are presented.

    That could make “a child feel they’re not only different, but that they’re not accepted or that they should be ashamed of the family that they have,” said Jorge Reyes Salinas,  a spokesperson for Equality California, a civil rights group. Although the opt-outs promise to be disruptive, he said, they won’t end the state’s use of an inclusive curriculum. “We’re talking about a very small population of parents that are ignorant and full of hate.”

    The presidents of California’s two largest teachers unions both said educators are not going to fold under pressure created by the high court’s decision.

    “The role of the public school is to help students develop the critical thinking skills and knowledge necessary to engage in a pluralistic democracy,” said Jeff Freitas, president of the California Federation of Teachers. “We cannot have individuals dictating what is the good of the public. It’s also important that our public schools avoid over-compliance and refuse to capitulate to the weaponization of this decision.”

    David Goldberg, president of the California Teachers Association, said that teachers “will obviously follow the law, but we want to make it clear to our members that there are other laws in California around kids’ ability to learn about their own identity, cultures, or all kinds of identities. We’re going to still honor kids’ ability to learn about their own identity and all kinds of identities.”

    Goldberg also said it would be a mistake for school administrators to place the burden of opt-outs on teachers. “Teachers are overwhelmed already, just getting through the curriculum,” he said. Opt-outs are “a compliance thing that districts are going to need to figure out.”

    The Scopes Monkey Trial

    The country has a long history of science clashing with religion.

    Driver, the Yale law professor, noted that in a 1987 decision, the U.S. Court of Appeals for the Sixth Circuit overturned a lower court that ruled fundamentalist Christians could remove their children from public school lessons that depicted women working outside the home, which they argued conflicted with their religious beliefs. 

    Now, following Alito’s decision in the Maryland case, the losing argument in that case could be successful, Driver said. “It seems to me the Mahmoud versus Taylor decision empowered these sorts of objections to potentially carry the day.”

    Alito’s decision also came 100 years after the landmark court case on the teaching of evolution in public schools — the epic clash of science versus religion known as the Scopes Monkey Trial that pitted legendary lawyers Clarence Darrow and William Jennings Bryan against each other. 

    Jennings, hired to prosecute a high school biology teacher, John Scopes, for teaching evolution against state law, won. But Tennessee’s Supreme Court later overturned Scopes’ conviction, ruling that a state law banning the teaching of evolution in public schools was unconstitutional.

    But it didn’t end the debate over teaching science in the face of religious beliefs, said Pepperdine University law and history professor Edward Larson, author of a Pulitzer Prize-winning book on the trial. When it ended, “school districts all over the country and some states banned the teaching of the theory of human evolution,” he said.

    Even when religious objections were later banned, “a series of state laws and local actions calling for balanced treatment of either teaching creation science, along with evolution, or later intelligent design” followed, Larson said. Several states, including Alabama, require disclaimers in biology books stating evolution “is just a theory,” he said.

    “The issue of evolution in public schools remains a flash point,” Larson said. “It has been for a hundred years, it still is today.”

    As the Alito decision plays out in the coming years, Larson said, “Schools may want to force people to provide all sorts of evidence” to prove their sincerely held religious beliefs. “But I’m thinking that most won’t feel it’s worth their time to get too engaged,” he added. 

    “That’s just inviting trouble.” 


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  • 4-Year-Olds Now Eligible – The 74

    4-Year-Olds Now Eligible – The 74


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    Break out the crayons and finger paint: Every 4-year-old in California is now eligible for transitional kindergarten.

    Fifteen years after a handful of school districts opened the first TK classrooms, California now has the largest — and fastest growing — early education program in the country. At least 200,000 youngsters will attend TK this fall, enjoying low teacher-student ratios, age-appropriate curriculum and plenty of music, art and circle time.

    “This really is something to celebrate,” said Carolyne Crolotte, policy director for Early Edge California, an advocacy group. “Now, there’s no question about who’s eligible and who isn’t. Everyone is eligible.”

    TK is meant to be a bridge between preschool and kindergarten, preparing 4-year-olds for the routine and expectations of elementary school while honing their social skills and self-confidence. In TK, children learn how to make friends, write their names and do basic math. Mostly, they’re supposed to fall in love with learning.

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  • L.A. County’s Failure to Educate Incarcerated Youth is ‘Systemic – The 74

    L.A. County’s Failure to Educate Incarcerated Youth is ‘Systemic – The 74


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    Local government agencies in charge of youth violated the educational and civil rights of students in Los Angeles County’s juvenile justice facilities for decades by punting responsibility and inaction, according to a report released Wednesday.

    Who has the power? Chronicling Los Angeles County’s systemic failures to educate incarcerated youth” blames the disconnected, vast network of local and state agencies — from the board of supervisors to the local probation department to the county office of education and more — that play one role or another in managing the county’s juvenile legal system, for the disruption in the care and education of youth in one of the nation’s largest systems.

    “This broken system perpetuates a harmful cycle of ‘finger-pointing,’ often between Probation and Los Angeles County Office of Education, which hinders the resolution of issues that significantly affect the education of incarcerated youth,” wrote the Education Justice Coalition, authors of the report.

    The coalition includes representatives from Children’s Defense Fund-California, ACLU of Southern California, Arts for Healing and Justice Network, Disability Rights California, Youth Justice Education Clinic at Loyola Law School, and Public Counsel.

    The authors listed three demands for the board of supervisors, including reducing youth incarceration by way of implementing the previously approved Youth Justice Reimagined plan, providing access to high-quality education, and adopting transparency and accountability measures.

    Decades of documented rights violations

    A timeline outlines repeated student rights violations, some of which have resulted in class-action lawsuits and settlements requiring the county to be monitored by the federal and state departments of justice for years at a time.

    Since 2000, the timeline notes that Los Angeles County has faced:

    • A civil grand jury report calling on the board of supervisors to “improve collaboration” between the probation and education departments in order to address unmet educational needs
    • An investigation by the federal Department of Justice — and subsequent settlements — found significant teacher shortages, lack of consistency in daily instruction, and issues with support for students with special needs
    • A class action lawsuit against the county office of education and the probation department
    • An investigation by the state Department of Justice, followed by settlements, found excessive use of force and inadequate services
    • Multiple findings by a state agency of L.A. County juvenile facilities being “unsuitable for the confinement of minors”

    Most recently, the state attorney general has requested receivership, which would mean full state ownership of the county’s juvenile halls.

    The Los Angeles Board of Supervisors, the probation department, and the Office of Education did not immediately respond to a request for comment.

    The lasting impact of academic disruptions

    Dovontray Farmer experienced the mismanaged system when he entered Los Padrinos Juvenile Hall a second time as a 10th grader. Now 24 and serving as a youth mentor with the Youth Justice Coalition, Farmer said that his time in L.A. County facilities “played a major role in not being able to get properly educated — I felt betrayed, honestly.”

    Returning to school after being released was difficult, he said, because he quickly realized he was several grade levels below his classmates at his local high school.

    He’d also been part of his school’s football team before his detention at Los Padrinos when he was 17, and said he tried returning to the team once released but wasn’t allowed back.

    He said the disruption to his education and participation on the football team, which he saw as a positive influence, affected how he viewed his life.

    “There was nothing I really could do, so I was really giving up,” he said. “Like, everything that I really cared for was already gone.”

    The environment at the juvenile facilities didn’t help matters. 

    Los Padrinos recently came under fire after a video published by the Los Angeles Times showed probation officers standing idle as detained youths fought. Thirty officers have been indicted on criminal charges for encouraging or organizing gladiator-style fights among youths.

    Farmer said he was put through those same types of fights when he was at Los Padrinos as a teenager.

    “A lot of the coverage recently has been about the recent gladiator fights in 2023, but clearly this is a very systemic issue that even when a problem is resolved in the short term, we’re uncovering that it’s really indicative of a larger systemic problem,” said Vivian Wong, an education attorney and director of the Youth Justice Education Clinic at Loyola Law School, whose recent clients have included Los Padrinos students.

    Education data across several years backs Farmer’s experiences while detained.

    The most recent state data available when Farmer was detained at Los Padrinos is from 2018, when 39% of students were chronically absent, less than 43% graduated, and 12% were suspended at least once.

    That same year, the state’s average was 9% for chronic absenteeism, 83.5% for graduation, and 3.5% for suspension.

    Ongoing education concerns

    The report’s authors note that students across several facilities have lost thousands of instructional minutes, with a “lack of transparency and concrete planning to ensure that the missed services are adequately made up for, leaving students at risk of falling further behind educationally.”

    While compensatory education has typically been used to resolve instructional minutes owed, “I am not sure that’s the most realistic way to remedy the injustice that young people face, because they have endured so much abuse in these facilities,” said Wong. “It’s much more than just a loss of instruction.”

    A more appropriate response to the loss of instructional time would be a consistent investment in avoiding detention and keeping young people in their communities to maintain school stability, she added.

    Past attempts at reform have often been “done without community input or leadership, both in the design and in the implementation of those reforms,” Wong said.

    The new report, she added, is meant to be a tool toward implementing Youth Justice Reimagined, or YJR, a model against punitive measures that was largely developed with input from community organizations to restructure the local juvenile legal system.

    Three demands

    Youth Justice Reimagined, approved by the Los Angeles County Board of Supervisors in November 2020 to reform the local juvenile legal system, would move the county away from punitive approaches, such as detention, and toward rehabilitative support through counseling, family and vocational programming, small residential home placements, and more.

    Youth detention results in “severe disconnection from and disruption to their education trajectory,” wrote the report’s authors, as they urged the board to address abysmal educational access and achievement by fully funding and implementing YJR.

    The disconnect, they added, is exacerbated by delayed school enrollment when detained and upon release, the constant presence of probation officers, and turnover of educators and classmates.

    These common experiences are particularly difficult for students with learning disabilities or a history of trauma, they wrote.

    “After more than a decade of incremental reform, it is time for the County to truly reimagine youth justice,” wrote Supervisors Sheila Kuehl and Mark Ridley-Thomas in their November 2020 motion to approve YJR. “In the same way that the Board has embraced a care first, jail last approach to the criminal justice system, it is incumbent upon the Board to embrace a care first youth development approach to youth justice.”

    Despite the approval, a report published in August 2024 by the state auditor found that less than half of the YJR recommendations had been implemented by mid-2024.

    To address the high rates of chronic absenteeism, poor testing results and instructional minutes owed, the Education Justice Coalition’s second demand is to adapt educational opportunities “to address the unique and significant needs of the court school population.”

    They listed 18 actions the county probation and education departments should work together on, including:

    • Appropriate education support for students with disabilities 
    • Access to A-G approved courses for every student in a juvenile facility
    • Classrooms led by educators, rather than probation officers
    • Appropriately credentialed and culturally competent educators
    • Education access that is not disrupted due to probation staffing issues

    The coalition’s third demand centered on transparency and accountability measures by providing families with access to education planning for their children and establishing work groups that include community members.

    This story was originally published on EdSource.


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