CHAPPAQUA, NY, June 25, 2025 — The Foundation for Individual Rights and Expression agreed to drop its First Amendment lawsuit against Chappaqua Central School District after the district’s board of education adopted a robust First Amendment regulation that will protect the constitutional free speech rights of its students.
FIRE sued the district in 2024 on behalf of O.J., an LGBTQ+ student suspended for violating the district’s “hate speech” definition in its code of conduct because he used the words “faggot” and “twink” in a rap song recorded in his friend’s home after school. In the song, O.J. rapped the refrain, “faggot, fart, balls.” The song also included another person’s lyrics, which contained violent imagery. After O.J.’s friend uploaded the song to a music-sharing website, the school received three complaints and promptly suspended the student.
“In the Supreme Court’s decision inMahanoy Area School District v. B.L., the Court held that students’ off-campus, nondisruptive speech is protected by the First Amendment,” said FIRE attorney Colin McDonell. “That is true even when the speech receives criticism.”
In communications with the district, O.J.’s father cited Mahanoy and argued the school could not punish his son for his off-campus speech because it did not disrupt the educational environment. When this proved unsuccessful, O.J.’s father reached out to FIRE for assistance. On April 15, 2024, FIRE sued the district on behalf of O.J. and his father in the federal district court for the Southern District of New York.
After commencement of the lawsuit, FIRE and the district worked together to craft a First Amendment regulation that would protect its students’ rights to express themselves both on and off school campus, consistent with and reconciled with Mahanoy and the New York State Dignity for All Students Act and its regulations. The district’s insurer also agreed to pay $70,000 to FIRE, encompassing attorneys’ fees, and the district removed the disciplinary action based on the song from the student’s file.
“With its adoption of a First Amendment regulation, the board of education has affirmed the rights of its students to engage in protected speech on and off campus,” said FIRE Senior Attorney Greg H. Greubel. “We’re pleased that we could work with the board to avoid further litigation and turn this situation into a positive outcome for our client and all students in the district.”
The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE educates Americans about the importance of these inalienable rights, promotes a culture of respect for these rights, and provides the means to preserve them.
CONTACT:
Karl de Vries, Director of Media Relations, FIRE: 215-717-3473; [email protected]
NEW YORK — The fish, glassy-eyedand inert, had been dead for decades. Yet its belly held possible clues to an environmental crisis unfolding in real time.
Forceps in hand, Mia Fricano, a high school junior, was about to investigate. She turned over the fish, a bluegill, and slid in a blade, before extracting its gastrointestinal tract. Then, she carried the fish innards to a beaker filled with a solution that would dissolve the biological material, revealing if there were any tiny particles of plastic — known as microplastics — inside.
Mia and two other high schoolers working alongside her in a lab this spring were part of a program at the American Museum of Natural History designed to give young people hands-on experience in professional science. Called the Science Research Mentoring Program, or SRMP (pronounced “shrimp”), the program enrolls roughly 60 high school juniors and seniors each year who collaborate with scientists on a research project.
Mia and her peers were matched with Ryan Thoni, an ichthyologist and curatorial associate in the museum’s division of vertebrate zoology. Thoni’s project to gather information on when and how microplastics began to enter the environment relied on the museum’s vast collection of fish specimens dating from more than a century ago — some 3.2 million in total.
Concern about the tiny pieces of plastic debris has grown in the last few years, along with early-stage research on the health risks they pose. The particles are found in human blood, breast milk and even the brain — and in animals, including, as it turned out, nearly all the fish in Thoni’s lab.
“It was kind of shocking to see just how many we did find,” Mia said later. “We weren’t expecting to find more than two to three per fish but in some fish, we would find over 15.” Specimens from the 1970s or earlierwere less likely to contain high levels of microplastic, more than three or so pieces, and fish near urban centers seemed to have more of the plastics, on average, than fish from less populated areas.
“It really does make you realize just how much the environment has been affected,” said Mia. “There hasn’t been a lot of research on it yet,” she added. “Our project might be able to help future people who are also doing research on microplastics.”
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SRMP, started in 2009, is operating at a time when the federal government is eliminating fellowships and other support for early career scientists, and defunding scientific research broadly. That both amplifies the need for, and complicates the work of, programs like this one, said Amanda Townley, executive director of the nonprofit National Center for Science Education. Over the last 15 years in particular, such programs have played a big role in giving students a chance to do the kind of applied science that is rarely available in K-12 classrooms because of money and time constraints, she said.
“Museums, university extensions, sometimes libraries, have really done this tremendous job of creating spaces for high school and younger students to engage with scientists doing science,” said Townley. “Those museums, libraries and universities are all under attack.” She added: “We’re going to see a generational impact.”
While the American Museum of Natural History has received some federal government funding, the SRMP program’s money comes from private foundations and individual donors, with additional support from the New York City Council. Students in SRMP participate in a summer institute in August, when they learn basics like how to investigate research questions. Then they spend two afternoons a week during the school year on their projects.
Each student receives a stipend, $2,500 over the course of the year. “It’s really important for high school students to know their time is valuable,” said Maria Strangas, the museum’s assistant director of science research experiences. “They are doing something here that is really useful for the researchers; it’s an education program, but they aren’t the only ones who are benefiting.”
Students from New York City schools that partner with the museum can apply, as well as those who have participated in programs with the museum in the past. SRMP has also spawned a network of about 30 similar programs across the city, with institutions including Brooklyn College, Bronx River Alliance and many others participating.
In the lab on the sixthfloor of the museum, Mia, who attends the New York City Museum School, cleaned out a beaker, while Yuki Chen, a senior at Central Park East High School, sat at a metal table, dissecting a pike. Thoni inserted a slide containing material harvested from one of the fish under a microscope, and pointed out a few microplastics, which looked like threads.
Ryan Thoni of the American Museum of Natural History, right, with high schoolers Mia Fricano (center) and Freyalise Matasar. Credit: Caroline Preston/The Hechinger Report
Freyalise Matasar, a junior at the Ethical Culture Fieldston School in the Bronx, plucked a white sucker fish from a jar. She said SRMP had altered her career trajectory. Before the program, she was considering studying journalism in college, but her experience this year persuaded her to focus on engineering and data science instead.
“I have totally fallen in love with science,” she said. “It’s been an amazing experience to see what professional science looks like — and more than just see it, to be a part of it.”
Freyalise said she wanted to build those skills in order to help fight climate change, perhaps by working on weather models to predict climate risks and ideally spur people to action. “It’s the biggest problem faced by our generation. It’s inescapable and unignorable, no matter how much people try,” she said. “It’s everyone’s responsibility to do what they can to fight it.”
Microplastics contribute to climate change in several ways, including by potentially disrupting oceans’ ability to sequester carbon and by directly emitting greenhouse gases.
Interest in climate science among young people is growing, even as the federal government tries to zero out funding for it. Other climate-related topics SRMP students explored this year included the climate on exoplanets, the ecology of sea anemones and aquatic wildlife conservation in New York City.
Sometimes the fish dissections were gross: Mia, who plans to study biology and machine learning in college, sliced into one large fish to find poorly preserved, rotten innards — and a major stink. Sometimes they provided a lesson beyond pollution: Yuki identified a small pickerel inside a larger one. (Pickerels prey even on members of their own species, the students learned.)
The scientists in the program, most of whom are postdoctoral fellows, are trained on how to be effective mentors. “Scientists are often not trained in mentorship; it’s something that people pick up organically seeing good or bad examples in their own lives,” said Strangas. “A lot of it comes down to: ‘Think about the impact you want to have, think about the impact you don’t want to have, think about the power dynamic at play, and what this student in front of you wants to get out of it.’”
Thoni earned rave reviews from the students, who said he ensured they understood each step of the research process without being patronizing.
Thoni’s next steps include working to publish the microplastics research, which could earn the students their first co-authorship in a scientific journal. “Aside from forgetting to put on gloves,” he said in a playful jab at one student, “they can operate this machine on their own. They do science.”
Contact editor Caroline Preston at 212-870-8965, via Signal at CarolineP.83 or on email at [email protected].
This story about science careers was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter on climate and education.
The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
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More adults recommend trade school for new high school graduates than those who recommend college, according to a June 5 report from the American Staffing Association.
When considering the “ideal post high school path” for today’s graduates, 33% of U.S. adults advocated for a vocational or trade school, followed by 28% who encouraged a four-year college or university, 13% who advised entering the workforce and 11% who supported apprenticeships.
“The time has come to radically rethink how we’re preparing America’s future workforce,” said Richard Wahlquist, CEO of ASA. “Americans are clearly concerned that colleges and universities are failing to equip students with the workplace-relevant skills that employers need.”
In the survey of more than 2,000 U.S. adults, opinions varied by generation. Vocational and trade school careers were most supported by baby boomers (41%), Generation X (37%) and millennials (31%), as compared to 22% of Generation Z.
On the other hand, Gen Z was the only generation to recommend a four-year degree (36%) over a vocational or trade school (22%). Members of Gen Z were most likely to say graduates should pursue a traditional degree, followed by entering the workforce or attending a trade school.
“These results underscore the importance of educators, policymakers and parents coming together now to develop, fund and support programs designed to prepare young people for the jobs of today and the future world of work,” Wahlquist said.
More than 40% of Gen Z adults are working in or pursuing a blue-collar or skilled trade job, according to a Resume Builder report. Workers said they’re choosing these jobs for better long-term options, higher pay and a lower risk of being replaced by artificial intelligence tools.
Although many Gen Z workers want to pursue skilled trades careers, they face challenges when trying to access critical training, according to a Dewalt report. Half of the students surveyed said they were placed on training waitlists, but once enrolled, they participated in internships, mentorship programs and real-world work experiences.
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More adults recommend trade school for new high school graduates than those who recommend college, according to a June 5 report from the American Staffing Association.
When considering the “ideal post high school path” for today’s graduates, 33% of U.S. adults advocated for a vocational or trade school, followed by 28% who encouraged a four-year college or university, 13% who advised entering the workforce and 11% who supported apprenticeships.
“The time has come to radically rethink how we’re preparing America’s future workforce,” said Richard Wahlquist, CEO of ASA. “Americans are clearly concerned that colleges and universities are failing to equip students with the workplace-relevant skills that employers need.”
In the survey of more than 2,000 U.S. adults, opinions varied by generation. Vocational and trade school careers were most supported by baby boomers (41%), Generation X (37%) and millennials (31%), as compared to 22% of Generation Z.
On the other hand, Gen Z was the only generation to recommend a four-year degree (36%) over a vocational or trade school (22%). Members of Gen Z were most likely to say graduates should pursue a traditional degree, followed by entering the workforce or attending a trade school.
“These results underscore the importance of educators, policymakers and parents coming together now to develop, fund and support programs designed to prepare young people for the jobs of today and the future world of work,” Wahlquist said.
More than 40% of Gen Z adults are working in or pursuing a blue-collar or skilled trade job, according to a Resume Builder report. Workers said they’re choosing these jobs for better long-term options, higher pay and a lower risk of being replaced by artificial intelligence tools.
Although many Gen Z workers want to pursue skilled trades careers, they face challenges when trying to access critical training, according to a Dewalt report. Half of the students surveyed said they were placed on training waitlists, but once enrolled, they participated in internships, mentorship programs and real-world work experiences.
The Alliant Credit Union Foundation has awarded a $108,000 grant to Digital Leaders Now, the nonprofit that powers the Digital Leaders Academy at Ridgewood Community High School District 234, to support the implementation of innovative digital opportunity programs.
The initiative will begin rolling out in Spring 2025, with full program implementation for the 2025-2026 school year. The grant will help students gain critical digital skills, enhance career preparation opportunities at Ridgewood and beyond, and ensure teachers have the necessary resources to integrate technology into the classroom effectively.
“The Alliant Credit Union Foundation is committed to fostering educational opportunities that prepare students for the future,” said Meredith Ritchie, President of The Alliant Credit Union Foundation. “By partnering with the Digital Leaders Academy, we are helping to bridge the digital divide and ensure that students in Ridgewood Community High School District 234 are equipped with the skills and knowledge they need to succeed in the evolving workforce.”
The grant will support key initiatives, including:
Integration of AI Tools: Students will gain hands-on experience using AI and emerging technologies to enhance their learning and problem-solving skills.
Teacher Training & Development: Supporting professional development programs that empower educators with the tools and knowledge to incorporate digital learning strategies into their curriculum.
Digital Fluency Expansion: Enhancing student digital literacy and technology-based learning experiences to build a foundation for future careers.
Career Readiness Programs: Preparing students for high-demand technology roles by connecting them with industry experts, mentorship opportunities, and real-world applications of digital skills.
Through this initiative, the Alliant Credit Union Foundation continues its mission of driving positive change in education by expanding access to technology and professional development resources.
“The Digital Leaders Academy is a testament to the power of partnership and community. With the support of Alliant, we’re equipping students, teachers, and parents with the tools to thrive in the digital age, because when we invest in digital fluency, we unlock limitless potential,” said Caroline Sanchez Crozier, Founder of Digital Leaders Now, an Illinois-based nonprofit, and creator of Digital Leaders Academy.
Ridgewood Community High School District 234 students will benefit from enhanced learning experiences, giving them a competitive edge in today’s digital economy.
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at [email protected]
Opening the door to college starts with a knock on the counselor’s office
Ask a student who their guide to college was, and the answer depends a lot on their background. For some—especially those from higher-income families or with college-educated parents—the process might not involve a school counselor at all. But for students without those built-in supports, counselors can be the critical link to higher education—if they’re able to get help.
The problem is, in many lower-income or rural schools, counselors are stretched so thin that some students never get the guidance they need. The numbers show just how vital counselor guidance can be for those who receive it—and how much is at stake when that support isn’t available.
The data is clear: counselors make the difference
According to the forthcoming 2025 E-Expectations report, 86% of students said they used information from their high school counselor during their college search, and 84% found that information helpful. That trend holds across every subgroup:
First-generation students use and benefit from counselor information at nearly the same rate as their peers (86% used; 85% found it helpful).
Regional differences are small: 87% of students in the West and Rocky Mountains found counselor info helpful, compared to 77% in the Great Lakes and Plains.
By grade, even 9th graders tune in early: 82% use counselor advice, and 88% find it helpful.
Counselors are the thread running through the entire college-bound student experience. For those without a family roadmap, they’re often the only guide through applications, financial aid, and deadlines.
Colleges are paying attention
School budgets are shrinking. Counselors are juggling massive caseloads. But many colleges are stepping up—recognizing that if they want to reach students, especially the ones who need it most, they must reach counselors first.
Private four-year colleges meeting one-on-one with counselors jumped from 78% in 2020 to 95% in 2024.
Email outreach has grown significantly, with reported effectiveness rising in tandem.
Counselor events (banquets, receptions, campus gatherings) are increasing, especially when they include regional data, student outcomes, and virtual access for rural areas.
It’s not just a private college trend. Two-year institutions, public universities, and regional schools are embracing relationship-based outreach as well. Direct mail and newsletters still play a role—but only when the content is timely and relevant.
Why this matters for equity and access
For first-gen, rural, and underserved students, counselors are often the only bridge to college. They’re the ones who demystify financial aid, flag key deadlines, and identify opportunities a student might otherwise miss.
When colleges make it easier for counselors to get the right info, they’re not just supporting professionals. They’re opening doors for the students who need it most.
A counselor who’s in the loop about your new rural student program or local scholarship can be the difference between a student applying and a student giving up.
What works: outreach strategies that matter
According to the 2025 Marketing and Recruitment Practices for Undergraduate Students, the most effective strategies aren’t flashy. They’re personal, relational, and respectful of counselors’ time. To make these strategies even more impactful, here are some key considerations:
One-on-one meetings: Still the gold standard. Allow for tailored advice and honest feedback.
Counselor events: High-impact when they offer data, PD, and virtual options.
Relevant, timely communication: Share tools counselors can use—deadlines, program updates, student success stories.
Listening and partnership: Institutions that win trust treat counselors as collaborators.
Recognize the role of early college programs in strengthening partnerships
In many communities, especially those served by community colleges, Early College (EC) programs create additional layers of partnership between high school counselors and college admissions offices. Some colleges employ dedicated EC counselors who work directly with high school students, while others rely heavily on high school guidance counselors to help students and families navigate EC benefits, processes, and policies. Admissions teams should ensure that their outreach strategies are coordinated not only with high school counselors but also with their institution’s EC staff. This helps avoid confusion and ensures clarity in messaging, especially regarding dual enrollment, direct admissions, and transition pathways. A unified approach strengthens the relationship with the high school and better supports students and families.
Thoughtfully manage counselor turnover to maintain continuity
Admissions offices often experience higher staff turnover compared to other departments, which can disrupt relationships built over time with high school partners. To sustain trust and continuity, new admissions counselors should intentionally acknowledge the existing relationship between the college and the high school when introducing themselves. If appropriate, referencing the name of the previous counselor or the date of the last visit provides context and reassurance that the institution values the ongoing partnership. This small gesture helps counselors feel recognized as key partners and makes the transition from one representative to another feel seamless, keeping the focus where it belongs: on supporting students in their college journey.
The bottom line
If your institution wants to reach students, especially those who need college planning guidance and help the most, start by valuing their counselors.
The data is clear. The student voices are loud. Counselors are the backbone of college access. Supporting them isn’t just good practice, it’s the smartest move you can make.
Don’t make counselors an afterthought. Make them the center of your strategy. The future of college access runs right through their office, so knock on their door and bring something valuable to the table.
To learn more about the most impactful enrollment and marketing strategies, download our report.
Sussan Ley with a student at Hunter Trade College in Telarah, New South Wales. Picture: Richard Dobson
A Coalition government would invest $260m to get more high school students to take up trades instead of pursuing university, it has been announced, after it indicated it would cut the Labor’s fee-free TAFE program..
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Fewer than half of low-income students retain their state food benefits in the transition from high school to college or the workforce, even though they might still be eligible, according to a new report from the California Policy Lab, a nonpartisan research group affiliated with the University of California, Berkeley, and UCLA.
The report, released today, drew on data from 2010 to 2022 from five state agency partners: the California Departments of Education and Social Services, the California Student Aid Commission, the University of California Office of the President and the California Community Colleges Chancellor’s Office. It found that only 47 percent of high school seniors who participated in CalFresh were still enrolled in the state food assistance program two years after graduation.
“That’s a significant drop-off, and our goal is to shed some light on the causes of that drop-off and if there are ways to address it,” co-author Jesse Rothstein, professor of public policy and economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site, said in a news release.
Researchers estimated that 40 percent of those students were no longer eligible for CalFresh because of specific eligibility requirements for college students. But the remaining 60 percent were likely eligible.
Researchers also found disparities in which students maintained their CalFresh benefits. Students who participated in CalFresh for longer in high school were more likely to continue to participate afterward. Students who attended University of California campuses were also more likely to continue participating in CalFresh than those attending community colleges. The report suggests this is because community college students are more likely to live at home with their parents, whose incomes are factored into the eligibility for CalFresh, which can prevent them from meeting the program’s income requirements.
Some community college students, including Hispanic and Filipino students, were less likely than their peers to continue receiving food benefits. The report recommended targeted outreach to these students to help them stay enrolled in the program.
This story was originally published by CalMatters. Sign up for their newsletters.
Students tap on their keyboards as a professor lectures at the front of the room. It looks like any other college course, except that it’s taking place at a high school. This year, more than 150,000 California teens are earning college credit in dual enrollment courses.
Dual enrollment offers high schoolers the chance to attend community college, typically for free, often without having to leave their campuses. By helping students tackle the college academic experience, the programs increase the likelihood that students attend college after graduating high school.
About 80% of California’s dual enrolled high school students go on to a community college or university, compared to 66% of California 12th grade students in general, the Public Policy Institute of California found. More than a third of California’s dual enrolled students go on to attend the same community college they attended while in high school after they graduate, according to the Community College Research Center.
Many college and high school administrators have pushed to increase students’ college attainment rates, and the state has invested more than $700 million in dual enrollment, leading to a significant expansion. The number of students in these courses tripled between spring 2015 and spring 2024, according to state data. The Public Policy Institute of California found that about 30% of California’s high school graduating class of 2024 took at least one dual enrollment course.
The growth of high schoolers is a bright spot in overall student totals at the state’s community colleges, which have struggled to fully rebound after enrollment tanked during the pandemic. However, some community college faculty have pushed back against widespread dual enrollment due to concerns about academic rigor and working conditions for educators.
Furthermore, data shows that some of California’s rural students, as well as males and students of color, don’t enroll in and complete these courses at the same rate as others. Some experts and administrators say they’re not just missing out on a couple of college credits, they’re not getting the same opportunities to envision themselves as future college students.
“When high schoolers complete these courses, they are able to fulfill requirements that help them access associate degrees and bachelor’s degrees,” said Daniel Payares-Montoya, a PPIC research associate. “The students benefit, but so do the community colleges, because it helps them enroll more students.”
Rural schools and colleges face dual enrollment hurdles
In Siskiyou County, at the northern tip of California, the only community college serves a sprawling region that covers mountains, forests and rural towns. Although the county has a population of just 43,000, it is the fifth largest county in California by area, meaning that often the hardest part of supporting dual enrolled students isn’t the actual teaching — it’s having the right technology and transportation to reach them in the first place.
“The personal interaction is a challenge, because we have high schools that are two hours away,” said Kim Peacemaker, a counselor and dual enrollment coordinator at College of the Siskiyous. The college currently has about 230 dual enrolled high school students and about 2,390 students total, based on state data.
Peacemaker said the college has worked to make dual enrollment accessible by allowing professors to meet virtually with students in their high school classrooms. However, she added that some students don’t have reliable internet access at home for homework or tutoring. In Siskiyou County, 13.7% of households don’t have broadband internet.
Students walk through one of the main walkways onto Bakersfield College on June 14, 2023. (Larry Valenzuela, CalMatters/CatchLight Local)
California’s rural colleges generally lag behind urban colleges in dual enrollment. Kern Community College District in the southern Central Valley and the Compton Community College District near Los Angeles had the two highest percentages of high school students in 2024, at 41% and 36% respectively, based on state data. In comparison, 9.7% of students at College of the Siskiyous are dual enrolled high schoolers, and this drops to about 5% in some other parts of the state.
Sonya Christian, the chancellor of the California Community College system, previously led the Kern Community College District, spearheading its expansion of dual enrollment. Now, dual enrollment in the district is “one of the most successful models in the state,” Christian said in an emailed statement to CalMatters.
“I prioritized dual enrollment because I saw it as a potential pathway to increase college-going rates, accelerate degree completion and provide students — especially those in rural and low-income communities — with early exposure to college-level coursework,” Christian said in the statement.
For many high school students in the small city of Blythe, which sits along California’s border with Arizona, the only people they know with bachelor’s degrees are their teachers. That’s why Clint Cowden, the vice president of instruction and student services at Palo Verde College, said the exposure to college that dual enrollment provides these students can be transformative.
“It’s really a win-win for the community,” Cowden said.
A recent alumnus of Palo Verde College’s dual enrollment program, Manuel Milke earned his high school diploma and his associate degree simultaneously, while juggling varsity soccer and football. Now Milke, who is 19, is set to graduate in the fall from San Diego State with a bachelor’s degree in kinesiology. Milke said he chose to attend San Diego State to stay close to his family in Blythe, and aspires to work as a physical therapist somewhere nearby.
“Everyone should do dual enrollment,” said Milke. “It saved me time, it saved me money and it made me feel more prepared for college.”
Student gaps remain in dual enrollment
As a Latino male, Milke is in the minority for dual enrollment. Based on state data, Black and Latino students are both underrepresented in dual enrollment courses. In the spring 2024 semester, 41% of dual enrollment students were male, while 56% were female. According to Payares-Montoya, these gaps in access to dual enrollment can make it so Black, Latino and male students are less likely to see higher education as an option, compared to their dual enrolled peers.
For Jesse Medrano, an 18-year-old senior at Daniel Pearl Magnet High School in the Los Angeles Unified School District, dual enrollment has provided “a good outline of what college is like.” His high school first placed him in dual enrollment in ninth grade, and since then he has taken five classes, covering topics including economics and political science.
“I didn’t have the drive to seek these courses out, so the fact that they put me in them set this standard for me, and now I’m meeting it,” said Medrano, who is Latino and plans to study accounting at Cal State Northridge. “I didn’t have the motivation, but now I do, and I’m able to succeed.”
At Compton College more than a third of the current students are still in high school, according to state data. Latino and Black students comprise 75% and 9% of dual enrollees, respectively, which are significantly higher than state averages. Keith Curry, the college’s president, said that when students of color complete dual enrollment courses, this gets them comfortable with college academics and leads to better representation at colleges and universities.
Some faculty push back against expansion
Some community college faculty have raised concerns about the process by which dual enrollment partnerships are established, the level of readiness of high school students for college courses, and who teaches these classes. In many districts across the state, some dual enrollment courses are not taught by community college faculty, but by existing high school teachers who hold the credentials required to teach at a college level. In the Kern Community College District, about 60% of dual enrollment courses held on high school campuses are taught by high school teachers who meet the college qualifications, according to district spokesperson Norma Rojas.
Tim Maxwell, an English professor at College of San Mateo, is a “conscientious objector” to California’s expansion of dual enrollment. Maxwell said he is concerned about what he sees as a focus to get as many students to graduate and earn college credits as quickly as possible, sacrificing college-level rigor and evaluation.
“Completion is important, but our primary responsibility is for students to learn something along the way,” said Maxwell, who has taught community college courses for about 30 years.
Maxwell has taught creative writing courses on his college campus with several dual enrolled students, one as young as 15 years old, and he said these students are “phenomenal.” But, he added, there’s a difference between a handful of proactive high schoolers going to a community college campus and a high school classroom that “switches to a college class during fifth period.” He said he is concerned about poor working conditions for professors, primarily adjunct faculty, who have to travel to high schools and teach without the proper background or support.
“We need to resist this, and we need lawmakers who understand something about education and not just spreadsheets,” Maxwell said.
Wendy Brill-Wynkoop, the president of the Faculty Association of California Community Colleges, said dual enrollment is beneficial for students, but that she has “heard grumblings” about a need for faculty to have a more active role in setting standards and policies for dual enrollment.
Students walk near Hepner Hall at San Diego State University in San Diego on Oct. 10, 2024. (Adriana Heldiz/CalMatters)
While in high school in Blythe, Milke said his dual enrollment courses were generally easier than the courses he takes at San Diego State. But they still challenged him and prepared him for a college-level workload, he said.
Lawmakers work to continue growth
Several state laws have been enacted in the past decade to expand dual enrollment in California. In 2015, Assembly Bill 288 established the College and Career Access Pathways program, allowing community colleges and high schools to enter into dual enrollment partnerships. These institutions bring the courses to students, as opposed to those students having to seek them out. The state streamlined the pathways program with the passage of Assembly Bill 30 in 2019, allowing students to submit fewer forms to enroll. Assembly Bill 731, which is currently in committee, would, among other changes, increase the number of units that students in the program can take.
Based on PPIC research, students in the College and Career Access Pathways program now account for about 37% of dual enrollees. This program has a higher percentage of underrepresented students compared to other dual enrollment programs, in part because it eliminates some of the restrictions that can make it hard for schools to offer broad and barrier-free dual enrollment.
As dual enrollment continues to expand, it increases costs to California beyond the more than $700 million that the state has already invested. That’s because both community colleges and high school districts are typically both able to receive state funding for dual enrolled students, according to the Legislative Analyst’s Office.
According to the statement from Christian, state leaders are working to increase dual enrollment access by expanding partnerships between high schools and colleges.
“My vision is to make dual enrollment a standard opportunity for all California students, not just an option for a select few, increasing equitable access to higher education and workforce-aligned learning,” Christian said in the statement.
Alana Althaus-Cressman, who runs the dual enrollment program at Golden Eagle Charter School, a K-12 school in Siskiyou County, markets the program to all students, not just those who already have a record of high achievement. She studied dual enrollment access for rural students for her graduate school dissertation at Sacramento State University, and started the early college high school program at Golden Eagle Charter in 2024. Students in the program take dual enrollment courses for part of the school day, and high school courses for the rest.
Althaus-Cressman said that because dual enrollment offers students a glimpse of college, it’s important that the classes aren’t only filled with students who already plan to attend college. Some high schools require minimum grade point averages or have other barriers to entry for dual enrollment, which Althaus-Cressman said can perpetuate inequalities.
The early college high school program enrolls about a third of Golden Eagle Charter’s ninth graders. Althaus-Cressman attributes this level of participation to extensive outreach, which included working with school staff to call the families of every incoming high school student to invite them to a dual enrollment orientation.
“We don’t want students to think that they aren’t the type of student for this program,” Althaus-Cressman said. “It’s for everybody.”
BIRMINGHAM, Ala. — In a corner of Huffman High School, the sounds of popping nail guns and whirring table saws fill the architecture and construction classroom.
Down the hall, culinary students chop and saute in the school’s commercial kitchen, and in another room, cosmetology students snip mannequin hair to prepare for the state’s natural hair stylist license.
Starting this fall, Alabama high school students can choose to take these classes — or any other state-approved career and technical education courses — in place of upper level math and science, such as Algebra 2 or chemistry.
Alabama state law previously required students to take at least four years each of English, math, science and social studies to graduate from high school. The state is now calling that track the “Option A” diploma. The new “Option B” workforce diploma allows students to replace two math and two science classes with a sequence of three CTE courses of their choosing. The CTE courses do not have to be related to math or science, but they do have to be in the same career cluster. Already, more than 70 percent of Alabama high school students take at least one CTE class, according to the state’s Office of Career and Technical Education/Workforce Development.
The workforce diploma will give students more opportunities to get the kind of skills that can lead to jobs right after high school, legislators said. But there’s a cost: Many universities, including the state’s flagship University of Alabama, require at least three math credits for admission. The workforce diploma would make it more difficult for students on that track to get into those colleges.
The law passed in 2024 alongside a spate of bills aimed at boosting the state’s labor participation rate, which at 58 percent as of January remained below the national rate of 63 percent. Simply put, Alabama wants to get more of its residents working.
Alabama is giving high school students a new pathway to a high school diploma: fewer math and science classes in exchange for more career and technical education courses. Credit: Tamika Moore for The Hechinger Report
The new diploma option also comes at a time when public perception of college is souring: Only 36 percent of U.S. adults have a lot of confidence in higher education, according to a 2024 Gallup poll. Just 43 percent of Alabama high schoolers who graduated in 2023 enrolled in one of the state’s public colleges the following fall.
“The world of higher education is at a crossroads,” said Amy Lloyd, executive director of the education advocacy nonprofit All4Ed and former assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education. “Americans are questioning the value of the return on their investment: Is it worth my money? Is it worth my time?”
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One recent afternoon in Huffman High School’s architecture class, a few students in bright yellow safety vests were measuring a wall they had built. At the end of the semester, the project will culminate in a tiny home.
Lucas Giles, a senior, started taking architecture his sophomore year as a way to “be able to fix things around the home without having to call other people,” he said. The new workforce diploma option won’t apply to him since he’s graduating this year, but he said he likely would have opted for it to fit more architecture classes into his schedule — that is, until he learned it would make it harder for him to attend college and study engineering.
“I wouldn’t have the credits,” Giles realized.
Students who earn a workforce diploma and end up wanting to go to college after all can enroll in community colleges, or aim for state colleges that have less stringent admissions requirements, said Alabama education chief Eric Mackey. The key to the new diploma will be ensuring school counselors are properly advising students, he added.
“That’s where the counselor comes in and says, ‘If you want to be a nurse, then yes, you need the practical stuff at the career tech center — taking blood pressure and trauma support — but you also need to be taking biology, physiology, chemistry and all those things, too,’” Mackey said.
Because the diploma only makes sense for a specific subset of students — those who do not plan to go to a four-year college that requires more math or science and who cannot otherwise fit CTE classes in their schedule — counselors have a huge role to play in guiding students. As of 2023, there were 405 students for every counselor in Alabama’s public schools, well over the recommended ratio of 250 to 1.
Mackey said the state added career coaches in recent years to ease the counseling workload, but in many districts there is just a single coach, who rotates among schools.
Samantha Williams, executive director of the nonprofit Birmingham Promise, fears the workforce diploma may shut off students’ options too early. Birmingham Promise helps students in Birmingham City Schools pay college tuition and connects them to internship opportunities while in high school.
“Do you really think that all of our school districts are preparing students to know what they want to do” by the time they’re in high school, Williams asked.
Williams also worries that lower-performing students might be steered to this diploma option in order to boost their schools’ rankings.
Students who opt for the workforce diploma will not have their ACT test scores included in their schools’ public reports. Legislators decided that schools should not have to report standardized test scores for students who did not have to take the requisite math and science classes.
“The concern a lot of people voiced was ‘Hey, isn’t everyone just going to place the kids who are underperforming in the workforce diploma so their ACT scores don’t bring down the whole?’” Williams said. “There’s a strong perverse incentive for people to do that.”
Speaking to the state’s Board of Education last fall, Mackey warned the “furor of the state superintendent will come down on” anyone who tries to redirect students toward the workforce diploma because of low ACT scores.
At Headland High School in rural Henry County, Alabama, every student takes at least one CTE course, according to Principal Brent Maloy. The most popular classes, he said, are financial management and family consumer science.
“We don’t force them in — everybody registers themselves, they pick their own classes,” Maloy said. “But there’s just about a zero percent chance that a kid’s not going to have a career tech class when they graduate.”
The school has hosted information sessions for parents and students about the new diploma option ahead of next school year. In a poll of rising juniors and seniors, 20 percent said they would like to pursue a workforce diploma, and another 30 percent said they might be interested. Maloy is anticipating about 25 percent of students will actually opt in to the pathway.
Most graduates of Headland enroll in a two-year school after graduation anyway, Maloy said, and the workforce diploma won’t hinder that. But the high school has only one counselor for its 450 students, and making sure students fully understand this diploma pathway — and its limitations — is likely to add pressure and extra responsibilities on counselors with heavy workloads.
Students hold up the wall of a tiny home they’re building in a career and tech architecture class at Huffman High School in Birmingham, Alabama. Credit: Ariel Gilreath/The Hechinger Report
“There’s so much pressure on our secondary counselors already just to make sure that all of the boxes are checked before graduation. It’s going to put an extra box for them to check,” Maloy said.
Ultimately, state businesses and industries want this change, said Mackey, who started his career as a middle and high school science teacher.
“They were saying, ‘We really need students with skills over, say, calculus,’” Mackey said. “That doesn’t mean some students don’t need calculus — we want to still offer those higher math courses and higher science courses.”
But, reflecting on his own experience as a high school science teacher, “I can tell you that every student doesn’t need high school chemistry,” Mackey said.
The chamber of commerce in Mobile, Alabama, is one group that advocated for the workforce diploma. Career tech classes are a good way for students to better learn what they want to do before graduating high school, and they are also an avenue for students to get skills in high wage industries prevalent in Alabama, said Kellie Snodgrass, vice president of workforce development at the Mobile Chamber.
Less than half of high school graduates in the region end up enrolling in college after graduation, Snodgrass said, and only 20 percent of high-wage jobs in Mobile require a college degree. A large chunk of jobs in the state, and in Mobile in particular, are in manufacturing.
“It’s terrible when a student goes away to college and comes back and can’t find a job, when we have thousands of open jobs here,” Snodgrass said.
In an emailed statement, Trevor Sutton, the vice president of economic development at the Birmingham Business Alliance, said the diploma option was a “win for the state of Alabama” that would allow students a chance to learn both “hard and soft skills like communication and time management.”
At least 11 states have embraced policies that give students flexibility to use career tech courses for core academic credits, according to a review from the Education Commission of the States.
Like Alabama, Indiana also made changes to its diploma requirements in 2024. After more than a year of public debate, the state created three graduation pathways that are meant to lead to college admissions, the workforce, or enlistment in the military. Those changes will be effective for students in the class of 2029, or current eighth graders.
Having industry buy-in on career tech programs is important, said Lloyd with All4Ed, because most students will need either an industry or post-secondary credential to land a job with a comfortable wage.
“The reality is a high school diploma is not enough in today’s labor market to have a guaranteed ticket to the middle class,” Lloyd said.
The problem, Lloyd said, is most K-12 industry credentials have little use to employers. Only 18 percent of CTE credentials earned by K-12 students in the U.S. were in demand by employers, according to a 2020 report from the Burning Glass Institute.
The key in Alabama will be ensuring students are going into career pathways that line up with job demand, Snodgrass said. Out of the more than 33,000 CTE credentials Alabama high school students earned in 2023, only 2 percent were in manufacturing, which is one of the state’s highest need areas.
Still, attitudes toward high school CTE courses — once largely thought of as classes for students who struggled academically — have improved significantly over the years. And many schools offer CTE programs like aerospace, robotics or conservation that could help students get into high-demand undergraduate programs at universities.
“We’re increasingly blurring the lines between what has been historically siloed in people’s minds in terms of career education versus academic education,” Lloyd said. “Those are very often one and the same.”
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