West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies
State Legislators Struggle With How to Approve Ethnic Studies Course Materials
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California Budget Spares Cuts to Schools, Community Colleges — but at What Cost?
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California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review
California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools
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FM","link":"/"}},"news_11996607":{"type":"posts","id":"news_11996607","meta":{"index":"posts_1716263798","site":"news","id":"11996607","score":null,"sort":[1721516446000]},"guestAuthors":[],"slug":"west-contra-costa-school-district-sued-over-poor-building-conditions-teacher-vacancies","title":"West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies","publishDate":1721516446,"format":"standard","headTitle":"West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The lawsuit comes months after 48 complaints were filed to address facility issues at schools in the West Contra Costa Unified School District.","status":"publish","parent":0,"modified":1721516496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1020},"headData":{"title":"West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies | KQED","description":"The lawsuit comes months after 48 complaints were filed to address facility issues at schools in the West Contra Costa Unified School District.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"West Contra Costa School District Sued Over Poor Building Conditions, Teacher Vacancies","datePublished":"2024-07-20T16:00:46-07:00","dateModified":"2024-07-20T16:01:36-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/mvelez\">Monica Velez\u003c/a>, EdSource","nprStoryId":"kqed-11996607","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11996607/west-contra-costa-school-district-sued-over-poor-building-conditions-teacher-vacancies","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of educators, staff and parents are suing the West Contra Costa Unified School District (WCCUSD) for failing to address poor building conditions, teacher vacancies and violating the rights of students, particularly Black, lower-income and multilingual learners.\u003c/p>\n\u003cp>The lawsuit, filed late Friday by civil rights law firm Public Advocates and pro bono counsel Munger, Tolles & Olson, comes months after 48 Williams complaints were submitted to the district. It’s the first time a school district has been sued under the landmark \u003ca class=\"external\" href=\"https://publicadvocates.org/story/williams-v-california/\" target=\"_blank\" rel=\"noreferrer noopener\">Williams v. California \u003c/a>settlement in 2004, which established the complaint process, the right to textbooks, clean, safe schools, and qualified teachers for all California public school students, said Karissa Provenza, Public Advocates attorney.\u003c/p>\n\u003cp>“The petitioners in the case are seeking a court order to compel WCCUSD to immediately remedy these violations, respond to complainants, and finally provide students with the safe and healthy school environment to which they are entitled,” a statement from Public Advocates said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June 2023, 45 complaints were submitted to address facility issues at Stege Elementary School, including moldy walls, broken floor tiles and inoperable windows, according to the statement. Six months later, \u003ca href=\"https://edsource.org/2024/west-contra-costa-responds-to-complaints-filed-over-teacher-vacancies/710724\" target=\"_blank\" rel=\"noreferrer noopener\">three complaints were filed\u003c/a> to address teacher vacancies at Stege Elementary, Helms Middle and Kennedy High School.\u003c/p>\n\u003cp>Under the Williams complaint process, school districts have 30 days to remedy the issues and 45 days to respond in court. West Contra Costa officials have not resolved the problems within the legally allowed time, according to Public Advocates.\u003c/p>\n\u003cp>Instead of trying to fill open teaching positions legally, Provenza said, the district has relied on substitutes who aren’t authorized for long periods, which is illegal.\u003c/p>\n\u003cp>District officials could not immediately be reached for comment. But in response to the teacher vacancy complaints, West Contra Costa officials acknowledged their practice of relying on substitutes isn’t lawful.\u003c/p>\n\u003cp>District officials said vacancies weren’t filled because of teacher transfers and late notices from teachers who left the district in the 2022–23 school year. The district also blames statewide systemic issues for contributing to the problem. Beginning in 2021, California schools had significant increases in teacher vacancies and declines in the number of new teachers, the response said, as the pandemic caused many educators to leave the profession.\u003c/p>\n\u003cp>When substitutes aren’t available, other teachers in the buildings have to take on more work and sacrifice prep times to cover classes, Provenza said.\u003c/p>\n\u003cp>West Contra Costa’s failure to address poor conditions at schools and teacher vacancies “creates a vicious cycle,” said co-counsel Dane Shikman from Munger, Tolles, & Olson.\u003c/p>\n\u003cp>“Teachers leave or don’t apply for a position, in part, because of poor facilities at the school,” Shikman said in a statement. “And resulting teacher vacancies drive down student performance and attendance, causing stakeholders — including District administrators — to lose confidence and reduce investment in the school and its facilities. This suit is intended to break that cycle, so that WCCUSD students have a fighting chance to succeed in school.”\u003c/p>\n\u003cp>A parent at Stege Elementary, Darrell Washington, who is not a complainant, said his son hasn’t been set up for success.\u003c/p>\n\u003cp>“Last year he had two or three different teachers,” Washington said in a statement. “It felt like a chaotic game of musical chairs. This system is not supportive for my child or any child at Stege. As a community activist, I want to raise awareness about what is happening at the school, not just for my son, but because it is a disservice to all of our children.”\u003c/p>\n\u003cp>Students without a permanent teacher become less engaged and curious about learning, said Raka Ray, an English teacher at Kennedy High. Ray has also observed that students are more likely to skip class, get in fights and be “addicted to their phones.”\u003c/p>\n\u003cp>Teacher vacancies are also disproportionately affecting students of color. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=School&year=2022-23&cds=07617966004972\" target=\"_blank\" rel=\"noreferrer noopener\">Stege Elementary\u003c/a> has about 38% Black or African American students and 34% Hispanic or Latino students in the 2022–23 school year, according to data from the state Department of Education.\u003c/p>\n\u003cp>Nearly 83% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Helms-Middle/1000\" target=\"_blank\" rel=\"noreferrer noopener\">Helms Middle\u003c/a> are Hispanic or Latino and about 7% are Black or African American, data show. About 73% of students at \u003ca class=\"external\" href=\"https://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/John-F_Dot_-Kennedy-High\" target=\"_blank\" rel=\"noreferrer noopener\">Kennedy High\u003c/a> are Hispanic or Latino and nearly 18% are Black or African American.\u003c/p>\n\u003cp>“For marginalized students who come from high-trauma backgrounds, having a sense of stability is extremely important for their academic success,” Ray said in a statement. “What I’ve seen with the vacancies is that my students have lost hope in the educational system to provide them with a better future.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Addressing teacher vacancies\u003c/h2>\n\u003cp>Superintendent Chris Hurst addressed teacher vacancies at Wednesday’s board meeting, saying the human resources team is “working hard” to fill positions before school resumes.\u003c/p>\n\u003cp>As of this week, Hurst said, there are 76 open elementary teacher positions, 23 vacancies for secondary teachers, and 13 openings for special education teachers. There are also 247 open classified positions in the district, most being paraprofessionals.\u003c/p>\n\u003cp>Elementary schools with three or more vacancies include Stege, Bayview, Coronado, Harding, Verde, and West County Mandarin. Secondary schools with three or more vacancies are Korematsu, Pinole Valley, Richmond, and Kennedy.\u003c/p>\n\u003cp>The district has been to 37 job fairs in the last year and relies on partnerships to hire and recruit teachers, Hurst said. West Contra Costa has partnerships with 35 universities, Teach for America, teacher residency programs, and retired teachers. The district also utilizes various job boards and has three upcoming job fairs this summer.\u003c/p>\n\u003cp>The district has already hired 10 teachers in the last two weeks, Camille Johnson, associate superintendent of human resources, said at the meeting. However, if not every teacher vacancy is filled this summer, Johnson said the district will fall back on substitutes. There are day-to-day, 30-day and 60-day substitutes, she added.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/west-contra-costa-sued-over-poor-building-conditions-teacher-vacancies/715978\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11996607/west-contra-costa-school-district-sued-over-poor-building-conditions-teacher-vacancies","authors":["byline_news_11996607"],"categories":["news_18540","news_457","news_8"],"tags":["news_1467","news_20013","news_20516"],"affiliates":["news_33681"],"featImg":"news_11996608","label":"news_33681"},"news_11993071":{"type":"posts","id":"news_11993071","meta":{"index":"posts_1716263798","site":"news","id":"11993071","score":null,"sort":[1720213251000]},"guestAuthors":[],"slug":"state-legislators-struggle-with-how-to-approve-ethnic-studies-course-materials","title":"State Legislators Struggle With How to Approve Ethnic Studies Course Materials","publishDate":1720213251,"format":"standard","headTitle":"State Legislators Struggle With How to Approve Ethnic Studies Course Materials | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>[aside tag=\"ethnic-studies\" label=\"More Related Stories\"]Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/legislators-struggle-with-how-to-rein-in-but-not-repress-ethnic-studies/715321\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Jewish Caucus members complain the 'liberated' curriculum violates the ban on hatred and bigotry.","status":"publish","parent":0,"modified":1720213718,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1183},"headData":{"title":"State Legislators Struggle With How to Approve Ethnic Studies Course Materials | KQED","description":"Jewish Caucus members complain the 'liberated' curriculum violates the ban on hatred and bigotry.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"State Legislators Struggle With How to Approve Ethnic Studies Course Materials","datePublished":"2024-07-05T14:00:51-07:00","dateModified":"2024-07-05T14:08:38-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>, EdSource","nprStoryId":"kqed-11993071","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11993071/state-legislators-struggle-with-how-to-approve-ethnic-studies-course-materials","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Legislation authored by members of the Jewish Legislation Caucus to prevent antisemitism and prejudice from seeping into ethnic studies courses passed its first legislative hurdle on Wednesday.\u003c/p>\n\u003cp>However, Assembly Bill 2918 faces a hot summer of intense negotiations to persuade legislators who agree with its intent but question whether the bill’s restrictions and lack of clarity could lead to avoidable conflicts.\u003c/p>\n\u003cp>Assembly Members Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay), the bill’s chief authors, told the Senate Education Committee they and key education groups are willing to put in the time to fix it.\u003c/p>\n\u003cp>“While we actually have issues now that are affecting the climate in schools for Jewish students, this affects all communities that are subject to bias and discrimination,” Zbur said. “We have to get this right for everyone, no matter what your background is.”\u003c/p>\n\u003cp>But what supporters see as transparency, opponents see as interference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The bill’s requirements “will expose districts to increased harassment and litigation. The lack of clarity in defining what curriculum and instruction materials are will leave our teachers vulnerable to unwarranted scrutiny,” said Teresa Montaño, a former Los Angeles Unified teacher who now teaches Chicano studies at CSU Northridge.\u003c/p>\n\u003cp>The bill would strengthen disclosure requirements for approving ethnic studies courses and materials. The 2021 law establishing an ethnic studies mandate — that all high schools offer a course in 2025–26 and make it a graduation requirement in 2030–31 — requires districts to hold two hearings before adopting an ethnic studies course. The law also includes a broad warning that the instruction must be free of “any bias, bigotry or discrimination.”\u003c/p>\n\u003cp>But those provisions have proven ineffective, Zbur and others said. Parents have complained they had no idea what their children were being taught; school board members said they were unaware of what was in a course they approved, sometimes on a consent calendar with no discussion.\u003c/p>\n\u003cp>The bill, which has the support of State Superintendent of Instruction Tony Thurmond, would require:\u003c/p>\n\u003cul>\n\u003cli>A committee, including classroom teachers, as a majority and parents, would formally review instructional materials and a locally developed ethnic studies course.\u003c/li>\n\u003cli>The governing board of a district or charter school would determine that the course doesn’t promote any bias, bigotry or discrimination and explain why they declined to adopt a course based on the ethnic studies model curriculum that the state board adopted in 2018;\u003c/li>\n\u003cli>Parents would be sent a written notice before a course is presented for approval.\u003c/li>\n\u003c/ul>\n\u003cp>At the suggestion of staff, Zbur and Addis agreed not to apply the bill to already approved courses and not to require school board members to certify with the State Department of Education that the course is factually and historically accurate.\u003c/p>\n\u003cp>Tensions over the content of ethnic studies courses have simmered since a protracted process by the State Board from 2018 to 2021 to adopt a voluntary ethnic studies course framework. Gov. Gavin Newsom, State Board President Linda Darling-Hammond and Thurmond criticized the first draft of the framework, written primarily by ethnic studies experts and faculty members, as ideological and biased.\u003c/p>\n\u003cp>After the state board adopted a substantially changed framework in 2021, the authors of the first draft disavowed the final version and formed the \u003ca href=\"https://ethnicstudies-coalition.org/\">Coalition for Liberated Ethnic Studies\u003c/a>. Its member organizations have contracted with districts to buy their versions of ethnic studies, which stress the challenges of white supremacy and an oppressive capitalist system and solidarity with Palestine’s battle for liberation.\u003c/p>\n\u003cp>As Montaño said during a webinar on ethnic studies last year, “I have no choice but to challenge settler colonialism everywhere and to acknowledge that from the very beginning, our disciplines of ethnic studies were aligned to the global struggles in Africa, Palestine and Latin America.”\u003c/p>\n\u003cp>In the past year, without mentioning the Liberated Ethnic Studies coalition by name, both Attorney General Rob Bonta and the Newsom administration have reminded school districts to adhere to the law’s prohibition of discrimination.\u003c/p>\n\u003cp>“Vendors have begun promoting curriculum for (districts) to use for ethnic studies courses. We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the requirement (against bias and bigotry), an important guardrail highlighted when the bill was signed,” Brooks Allen, a Newsom adviser and executive director of the state board, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">wrote in August 2023 (PDF)\u003c/a>.\u003c/p>\n\u003cp>Conflicts have flared up in the past year. Jewish parents in Palo Alto have complained they’ve been left in the dark about the development of an ethnic studies curriculum that will be piloted this fall. Opponents are protesting the board of Pajaro Valley Unified’s second thoughts about renewing a contract with a liberated ethnic studies contractor.\u003c/p>\n\u003cp>Tension has further escalated in reaction to the massacre of 1,200 Israelis by Hamas in October and the subsequent invasion and occupation of Gaza by Israelis, causing tens of thousands of Palestinian deaths. \u003ca href=\"https://edsource.org/2024/berkeley-superintendent-faces-house-hearing-over-parent-charges-of-escalating-antisemitism/711410\">The Office of Civil Rights in the U.S. Department of Education\u003c/a> is investigating charges that Berkeley Unified failed to respond properly to rising incidents of antisemitism in its schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"ethnic-studies","label":"More Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Sen. Steve Glazer (D-Orinda) said his concerns about bias when the ethnic studies law was adopted have come true. “Now we see in practice, particularly for those of us in the Jewish community, how, in my view, bad actors have hijacked the process to promote a curriculum that does the opposite of what the goals that we had established,” he said during the discussion on the bill.\u003c/p>\n\u003cp>However, more than a dozen ethnic studies teachers and parents, including several Jewish parents opposed to the Israeli military’s invasion of Gaza, disagreed, saying at that hearing that they opposed the bill.\u003c/p>\n\u003cp>Sen. Dave Cortese (D-San José) said he was troubled by ambiguities in the bill and the possibility that the strength of ethnic studies could be weakened. “Everything in my core being is telling me that as it’s currently put together, (the bill) is actually going to have the unintended consequence of exacerbating the intensity of disputes at the local level,” he said.\u003c/p>\n\u003cp>Sen. Josh Newman (D-Fullerton), the committee chair, said he shared Cortese’s concern that ethnic studies could “get unproductively caught up in controversies over whose version of history should be taught in our schools.”\u003c/p>\n\u003cp>“It’s fair to worry about the consequences, absent clarity in the bill, of organizations and individuals without teaching experience involved in developing high school courses,” he said.\u003c/p>\n\u003cp>“I think it’s important that the bill move forward. It’s an important discussion,” he added. Encouraging Zbur and Addis to work through unresolved issues with the Latino Caucus and others, he joined the majority in passing the bill, with Cortese dissenting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/legislators-struggle-with-how-to-rein-in-but-not-repress-ethnic-studies/715321\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11993071/state-legislators-struggle-with-how-to-approve-ethnic-studies-course-materials","authors":["byline_news_11993071"],"categories":["news_18540","news_8"],"tags":["news_34251"],"affiliates":["news_33681"],"featImg":"news_11993082","label":"news_33681"},"news_11992935":{"type":"posts","id":"news_11992935","meta":{"index":"posts_1716263798","site":"news","id":"11992935","score":null,"sort":[1720103450000]},"guestAuthors":[],"slug":"puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland","title":"Puppetry Is Far More Than Child's Play for Young Learners in Oakland","publishDate":1720103450,"format":"standard","headTitle":"Puppetry Is Far More Than Child’s Play for Young Learners in Oakland | KQED","labelTerm":{},"content":"\u003cp>Puppetry is more than just child’s play at Children’s Fairyland, Oakland’s iconic storybook theme park. Small children have been stimulated by the wonders of live performance at the \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Storybook Puppet Theater\u003c/a> since 1956, but now they will also be exposed to arts education programming specially crafted for preschool learners. A new puppet education initiative, \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Puppet Playdates\u003c/a>, takes hands-on learning to the next level.\u003c/p>\n\u003cp>Once upon a time comes alive for a new generation every Thursday after the 11 a.m. and 2 p.m. puppet shows, when children are cordially invited to a nearby meadow to make friends with marionettes after the curtain falls.\u003c/p>\n\u003cp>On a recent morning, Amber Rose Arthur, 5, wasted no time breathing life into the unicorn puppet, its sparkles glittering in the sun. Every so often, she gently nudged other children with the unicorn’s horn to bestow them with magic powers. In the interests of total disclosure: She gave this reporter some enchantment, too.\u003c/p>\n\u003cfigure id=\"attachment_11992939\" class=\"wp-caption aligncenter\" style=\"max-width: 2033px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992939\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\" alt=\"A young girl wearing a pink vest holds a puppet on her right hand.\" width=\"2033\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg 2033w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-800x1007.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1020x1284.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-160x201.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1220x1536.jpg 1220w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1626x2048.jpg 1626w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1920x2418.jpg 1920w\" sizes=\"(max-width: 2033px) 100vw, 2033px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amber Rose Arthur plays with a puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They don’t get enough arts in school anymore, so events like this are great,” said her father, Gregory Arthur, watching as the little girl explored the craft of puppetry and social interactions in one fell swoop. “It stimulates the brain more than a lot of other things. It gets them to think and learn, and it makes them smile.”\u003c/p>\n\u003cp>Nestled on the shores of Lake Merritt, this bewitching arts education program invites children to learn the magic of puppetry while immersing themselves in classic fables, including James M. Barrie’s \u003cem>Peter Pan\u003c/em>, Frank L. Baum’s \u003cem>The Wizard of Oz\u003c/em> and Hans Christian Andersen’s \u003cem>The Snow Queen\u003c/em>. This program also lays the groundwork for a proposed puppet education program that will pay visits to early-learning classrooms in Oakland Unified School District (OUSD).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Fairyland is designed to inspire a young child to have a great imagination,” said Joy Peacock, client and community relations director for the PNC Foundation, the philanthropic arm of PNC Bank, which is partnering on the puppet-based early-learning program. “It’s not all laid out there for you, like in TV. You have to rely on your own imagination. Puppetry is very interactive, it’s very tactile, it’s very creative.”\u003c/p>\n\u003cp>Coming out of the pandemic, Fairyland held focus groups with local teachers to pinpoint what kinds of activities would be most beneficial for the preschool cohort, and the takeaway was that children today need more social-emotional learning as well as more exposure to the creative impulse. Enter puppets.\u003c/p>\n\u003cp>“One of the things that actually made me really sad is that the teachers were saying the children are losing their imagination,” said Maria Rodriguez, manager of the puppet theater. “They’re losing their ability to make-believe. For me, you know, I can’t imagine life without imagination, so I was just like, oh goodness. We need to help inspire the children to learn how to make-believe. We want to help them to light that spark.”\u003c/p>\n\u003cp>https://youtu.be/01ZRaXTZKcM?si=xVwohBbWND7N_X9T\u003c/p>\n\u003cp>That’s basically Jacqui June Whitlock’s calling in life. A former transitional kindergarten teacher with a background in theater and an affinity for puppetry, this is her dream gig. She studied child development in college and the art of shadow puppetry in Bali. She has encountered more than one child who was too afraid to express themselves until she handed them a puppet. Suddenly, they found their voice.\u003c/p>\n\u003cp>“For me, this has been like a lifelong career. Incorporating social-emotional learning with puppetry, that’s my bread and butter,” said Whitlock, a puppet education specialist. “Something wonderful happens when you hand a child a puppet. Puppets are a great conduit for storytelling and learning without putting any pressure on the child.”\u003c/p>\n\u003cp>Whitlock is a master at teaching through play. Holding court with a cavalcade of puppets, from rabbits and dragons to cats, after a recent performance of “Peter Pan,” she relishes helping children spin yarns of their own.\u003c/p>\n\u003cp>“I’ve been dreaming of doing a program like this for years. It’s amazing that we finally have the funding to do it,” she said. “In America, we tend to think of puppets as simple toys for children, but really, there’s so much more to puppetry. Many other cultures think of them as more than that. They can be a very complex tool.”\u003c/p>\n\u003cp>At the play dates, she helps guide groups of pint-sized puppeteers as they learn and play. If a child has a puppet pretend to bite her, for example, she inquires whether the puppet is hungry, opening up a dialogue with the child. But she always wants the kiddo to lead the way.\u003c/p>\n\u003cp>“They weave their own story,” said Whitlock, who crafts a lot of her own puppets by hand. “You’re not really telling them what the story is, they’re telling you.”\u003c/p>\n\u003cp>Empowering children to express themselves is particularly critical right now, experts say, because this generation missed out on so many formative experiences because of school closures and other pandemic disruptions. The arts can be an effortless way to boost special emotional learning, she says, through the kind of make-believe games that children are naturally drawn to.\u003c/p>\n\u003cfigure id=\"attachment_11992940\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992940\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\" alt=\"Children play with puppets outside.\" width=\"2560\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1920x1080.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland, teaches through puppet play and imagination. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Teachers were saying that they were seeing a lack of imagination or a lack of pretend play happening in their classrooms, noticing that children weren’t interacting as much,” she said. “And puppets are an excellent tool for cultivating that pretend play, also just communicating with each other, it’s sort of like a conduit for your personality … It just makes it so easy for them to communicate with each other and break down that barrier.”\u003c/p>\n\u003cp>Puppets can play a role in helping children communicate on a deeper level, experts say, by externalizing their emotions onto the inanimate object. The puppet becomes a proxy that helps kids process hard situations, grapple with fears and explore their feelings through metaphor.\u003c/p>\n\u003cp>[aside postID=\"mindshift_63891,news_11992142,news_11989955\" label=\"Related Stories\"]“One of my favorite things that I’ve observed is that puppet playtime creates a lot of interaction between the grownup and the kiddo,” said Whitlock. “It’s like time slows down for them. Also, I put in a bench recently, so now I’m also seeing a lot of elders, and I love the interactions between grandparents and their littles. It’s very nurturing.”\u003c/p>\n\u003cp>Of course, puppetry can also fuel expressions of pure escapism, encouraging little children to create their own big adventures.\u003c/p>\n\u003cp>“Children and puppetry go hand in hand because kids have no trouble suspending their disbelief and endowing the simplest props with life,” said Carey Perloff, former artistic director of San Francisco’s American Conservatory Theater and a longtime puppet proponent. “Puppets are a direct conduit to the imagination. Because they can be realistic or totally abstract, they invite audience members to project their own idea of character and circumstance onto a piece of fabric or some papier mache, and thus to transform it into something magical.”\u003c/p>\n\u003cfigure id=\"attachment_11992942\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992942\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\" alt=\"A young boy wearing a blue shirt plays with a puppet next to a woman wearing a green dress who is putting string into a bag.\" width=\"2560\" height=\"2287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-800x715.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1020x911.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-160x143.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1536x1372.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-2048x1830.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1920x1715.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trevor Aguilar finds joy in using his imagination with a dragon puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trevor Aguilar, for one, celebrated his sixth birthday by weaving a tale of intrigue with his new fuzzy friends. He narrated an adventure in which the grandmother puppet saved the townspeople from the evil machinations of the fire-breathing dragon puppet. The last child at the puppet play date didn’t seem to want the fun to end.\u003c/p>\n\u003cp>Indeed, some children become so enamored of the marionettes that they make a point of paying a visit to Whitlock and her buckets of puppets every time they visit the park.\u003c/p>\n\u003cp>“I’ve got my regulars, which is so great,” said Whitlock. “They know exactly what they want. ‘OK, I’m here. I’m getting the raccoon puppet today.’”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland/715230\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Coming out of the pandemic, many children are struggling with imaginative play and make-believe, experts say.","status":"publish","parent":0,"modified":1720046937,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1419},"headData":{"title":"Puppetry Is Far More Than Child's Play for Young Learners in Oakland | KQED","description":"Coming out of the pandemic, many children are struggling with imaginative play and make-believe, experts say.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Puppetry Is Far More Than Child's Play for Young Learners in Oakland","datePublished":"2024-07-04T07:30:50-07:00","dateModified":"2024-07-03T15:48:57-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/kdsouza\">Karen D'Souza\u003c/a>, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11992935/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Puppetry is more than just child’s play at Children’s Fairyland, Oakland’s iconic storybook theme park. Small children have been stimulated by the wonders of live performance at the \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Storybook Puppet Theater\u003c/a> since 1956, but now they will also be exposed to arts education programming specially crafted for preschool learners. A new puppet education initiative, \u003ca class=\"external\" href=\"https://fairyland.org/events-and-performances/puppet-shows/\" target=\"_blank\" rel=\"noopener\">Puppet Playdates\u003c/a>, takes hands-on learning to the next level.\u003c/p>\n\u003cp>Once upon a time comes alive for a new generation every Thursday after the 11 a.m. and 2 p.m. puppet shows, when children are cordially invited to a nearby meadow to make friends with marionettes after the curtain falls.\u003c/p>\n\u003cp>On a recent morning, Amber Rose Arthur, 5, wasted no time breathing life into the unicorn puppet, its sparkles glittering in the sun. Every so often, she gently nudged other children with the unicorn’s horn to bestow them with magic powers. In the interests of total disclosure: She gave this reporter some enchantment, too.\u003c/p>\n\u003cfigure id=\"attachment_11992939\" class=\"wp-caption aligncenter\" style=\"max-width: 2033px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992939\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg\" alt=\"A young girl wearing a pink vest holds a puppet on her right hand.\" width=\"2033\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1.jpg 2033w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-800x1007.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1020x1284.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-160x201.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1220x1536.jpg 1220w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1626x2048.jpg 1626w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Amber-Rose-Arthurjpg-scaled-1-1920x2418.jpg 1920w\" sizes=\"(max-width: 2033px) 100vw, 2033px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amber Rose Arthur plays with a puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They don’t get enough arts in school anymore, so events like this are great,” said her father, Gregory Arthur, watching as the little girl explored the craft of puppetry and social interactions in one fell swoop. “It stimulates the brain more than a lot of other things. It gets them to think and learn, and it makes them smile.”\u003c/p>\n\u003cp>Nestled on the shores of Lake Merritt, this bewitching arts education program invites children to learn the magic of puppetry while immersing themselves in classic fables, including James M. Barrie’s \u003cem>Peter Pan\u003c/em>, Frank L. Baum’s \u003cem>The Wizard of Oz\u003c/em> and Hans Christian Andersen’s \u003cem>The Snow Queen\u003c/em>. This program also lays the groundwork for a proposed puppet education program that will pay visits to early-learning classrooms in Oakland Unified School District (OUSD).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Fairyland is designed to inspire a young child to have a great imagination,” said Joy Peacock, client and community relations director for the PNC Foundation, the philanthropic arm of PNC Bank, which is partnering on the puppet-based early-learning program. “It’s not all laid out there for you, like in TV. You have to rely on your own imagination. Puppetry is very interactive, it’s very tactile, it’s very creative.”\u003c/p>\n\u003cp>Coming out of the pandemic, Fairyland held focus groups with local teachers to pinpoint what kinds of activities would be most beneficial for the preschool cohort, and the takeaway was that children today need more social-emotional learning as well as more exposure to the creative impulse. Enter puppets.\u003c/p>\n\u003cp>“One of the things that actually made me really sad is that the teachers were saying the children are losing their imagination,” said Maria Rodriguez, manager of the puppet theater. “They’re losing their ability to make-believe. For me, you know, I can’t imagine life without imagination, so I was just like, oh goodness. We need to help inspire the children to learn how to make-believe. We want to help them to light that spark.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/01ZRaXTZKcM'\n title='//www.youtube.com/embed/01ZRaXTZKcM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>That’s basically Jacqui June Whitlock’s calling in life. A former transitional kindergarten teacher with a background in theater and an affinity for puppetry, this is her dream gig. She studied child development in college and the art of shadow puppetry in Bali. She has encountered more than one child who was too afraid to express themselves until she handed them a puppet. Suddenly, they found their voice.\u003c/p>\n\u003cp>“For me, this has been like a lifelong career. Incorporating social-emotional learning with puppetry, that’s my bread and butter,” said Whitlock, a puppet education specialist. “Something wonderful happens when you hand a child a puppet. Puppets are a great conduit for storytelling and learning without putting any pressure on the child.”\u003c/p>\n\u003cp>Whitlock is a master at teaching through play. Holding court with a cavalcade of puppets, from rabbits and dragons to cats, after a recent performance of “Peter Pan,” she relishes helping children spin yarns of their own.\u003c/p>\n\u003cp>“I’ve been dreaming of doing a program like this for years. It’s amazing that we finally have the funding to do it,” she said. “In America, we tend to think of puppets as simple toys for children, but really, there’s so much more to puppetry. Many other cultures think of them as more than that. They can be a very complex tool.”\u003c/p>\n\u003cp>At the play dates, she helps guide groups of pint-sized puppeteers as they learn and play. If a child has a puppet pretend to bite her, for example, she inquires whether the puppet is hungry, opening up a dialogue with the child. But she always wants the kiddo to lead the way.\u003c/p>\n\u003cp>“They weave their own story,” said Whitlock, who crafts a lot of her own puppets by hand. “You’re not really telling them what the story is, they’re telling you.”\u003c/p>\n\u003cp>Empowering children to express themselves is particularly critical right now, experts say, because this generation missed out on so many formative experiences because of school closures and other pandemic disruptions. The arts can be an effortless way to boost special emotional learning, she says, through the kind of make-believe games that children are naturally drawn to.\u003c/p>\n\u003cfigure id=\"attachment_11992940\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992940\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg\" alt=\"Children play with puppets outside.\" width=\"2560\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-2048x1152.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Childrens-Fairyland-scaled-1-1920x1080.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacqui June Whitlock, a puppet education specialist at Children’s Fairyland in Oakland, teaches through puppet play and imagination. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Teachers were saying that they were seeing a lack of imagination or a lack of pretend play happening in their classrooms, noticing that children weren’t interacting as much,” she said. “And puppets are an excellent tool for cultivating that pretend play, also just communicating with each other, it’s sort of like a conduit for your personality … It just makes it so easy for them to communicate with each other and break down that barrier.”\u003c/p>\n\u003cp>Puppets can play a role in helping children communicate on a deeper level, experts say, by externalizing their emotions onto the inanimate object. The puppet becomes a proxy that helps kids process hard situations, grapple with fears and explore their feelings through metaphor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_63891,news_11992142,news_11989955","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“One of my favorite things that I’ve observed is that puppet playtime creates a lot of interaction between the grownup and the kiddo,” said Whitlock. “It’s like time slows down for them. Also, I put in a bench recently, so now I’m also seeing a lot of elders, and I love the interactions between grandparents and their littles. It’s very nurturing.”\u003c/p>\n\u003cp>Of course, puppetry can also fuel expressions of pure escapism, encouraging little children to create their own big adventures.\u003c/p>\n\u003cp>“Children and puppetry go hand in hand because kids have no trouble suspending their disbelief and endowing the simplest props with life,” said Carey Perloff, former artistic director of San Francisco’s American Conservatory Theater and a longtime puppet proponent. “Puppets are a direct conduit to the imagination. Because they can be realistic or totally abstract, they invite audience members to project their own idea of character and circumstance onto a piece of fabric or some papier mache, and thus to transform it into something magical.”\u003c/p>\n\u003cfigure id=\"attachment_11992942\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992942\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg\" alt=\"A young boy wearing a blue shirt plays with a puppet next to a woman wearing a green dress who is putting string into a bag.\" width=\"2560\" height=\"2287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-800x715.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1020x911.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-160x143.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1536x1372.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-2048x1830.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/Trevor-Aguilar1-scaled-1-1920x1715.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trevor Aguilar finds joy in using his imagination with a dragon puppet. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Trevor Aguilar, for one, celebrated his sixth birthday by weaving a tale of intrigue with his new fuzzy friends. He narrated an adventure in which the grandmother puppet saved the townspeople from the evil machinations of the fire-breathing dragon puppet. The last child at the puppet play date didn’t seem to want the fun to end.\u003c/p>\n\u003cp>Indeed, some children become so enamored of the marionettes that they make a point of paying a visit to Whitlock and her buckets of puppets every time they visit the park.\u003c/p>\n\u003cp>“I’ve got my regulars, which is so great,” said Whitlock. “They know exactly what they want. ‘OK, I’m here. I’m getting the raccoon puppet today.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland/715230\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11992935/puppetry-is-far-more-than-childs-play-for-young-learners-in-oakland","authors":["byline_news_11992935"],"categories":["news_18540","news_8"],"tags":["news_2043","news_22570","news_3778"],"affiliates":["news_33681"],"featImg":"news_11992941","label":"source_news_11992935"},"news_11991798":{"type":"posts","id":"news_11991798","meta":{"index":"posts_1716263798","site":"news","id":"11991798","score":null,"sort":[1719412209000]},"guestAuthors":[],"slug":"california-budget-spares-cuts-to-schools-community-colleges-but-at-what-cost","title":"California Budget Spares Cuts to Schools, Community Colleges — but at What Cost?","publishDate":1719412209,"format":"standard","headTitle":"California Budget Spares Cuts to Schools, Community Colleges — but at What Cost? | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>True to Gov. Gavin Newsom’s promise, the 2024–25 budget compromise that the Legislature announced Saturday and will pass this week will spare TK–12 and community colleges from cuts that other state operations will bear.\u003c/p>\n\u003cp>TK–12 funding will be flat and will continue Newsom’s major commitments to multiyear, multibillion-dollar programs, including community schools and before- and after-school expansion.\u003c/p>\n\u003cp>The budget will even throw in a couple of billion in new revenue that Newsom didn’t call for in January or in his May budget revisions. Newsom and legislators, meanwhile, struggled to squeeze an additional $28 billion out of a $211 billion general fund spending.\u003c/p>\n\u003cp>However, protection for schools and community colleges will carry a risk. To balance the budget, Newsom and legislative leaders rely on budget maneuvers that would give a button-down accountant acid reflux.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They include creating a $6 billion debt that won’t be fully repaid to the state treasury for a dozen years and draining most of the $8.4 billion education rainy day fund.\u003c/p>\n\u003cp>The deal also requires delaying payments to schools and community colleges and suspending — for only the third time in its 36-year history — Proposition 98 obligations for the current school year on the assumption the money will be repaid quickly. Proposition 98, a constitutional amendment voters passed in 1988, established a formula for determining the minimum level of general fund spending on transitional kindergarten through grade 12 and community colleges — generally about 40%.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18501128/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Rather than punish schools for money already spent, the budget bill creates a $6.2 billion debt that the general fund, not schools and community colleges, will repay the state treasury over a decade, starting in 2026–27. The remaining $2.6 billion will be a Proposition 98 obligation pushed ahead to 2023–24; that unfunded amount is called a deferral.\u003c/p>\n\u003cp>The California State University and the University of California won’t fare as well in the budget deal, although better than Newsom had proposed in January, even with a drop in state revenues since then. Both will get a 5% budget increase in 2024–25 that Newsom had proposed delaying, equal to $227.8 million for UC and $240.2 million for CSU, to support enrollment growth of California residents this fall.\u003c/p>\n\u003cp>Another promised 5% budget increase for both systems in 2025–26, however, will be put off a year. UC and CSU also face one-time cuts in 2024–25 of $125 million and $75 million, respectively, which will be restored in 2025–26.\u003c/p>\n\u003cp>Both CSU and UC will also face a 7.95% cut in their administrative expenses in 2025–26.\u003c/p>\n\u003cp>There will be no reforming the Cal Grant program in 2024–25, but at the Legislature’s insistence, the $637 million ongoing funding for middle-class scholarships will continue, with a $289 million one-time increase.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Late spending changes\u003c/h2>\n\u003cp>The final budget will also restore some TK–12 and child care cuts that Newsom had proposed in his May budget revision while maintaining others. They include:\u003c/p>\n\u003cul>\n\u003cli>Restoring $60 million for the Golden State Teachers Program, which provides $20,000 in scholarships to teacher candidates, although a new means test may pare back $10 million in eligibility.\u003c/li>\n\u003cli>Restoring $100 million in funding to help preschools prepare classrooms and train teachers in order to enroll more children with disabilities while withdrawing larger plans to expand the program.\u003c/li>\n\u003cli>Continuing the existing agreement to serve 200,000 more children in the state-subsidized child care system but pushing back the timetable for full compliance to 2028.\u003c/li>\n\u003cli>Rescinding $895 million in one-time spending on electric-powered school buses that Newsom had made a priority. Instead, the money will be used to reduce some of the late payments in state funding for schools.\u003c/li>\n\u003c/ul>\n\u003cp>School districts receive the bulk of their funding through the Local Control Funding Formula, which is based on daily student attendance and a yearly cost-of-living adjustment. So, even though overall state funding won’t be cut, many districts with declining enrollments and high absenteeism rates will face financial challenges.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11991747,news_11985798,news_11989857\"]The cost-of-living adjustment (COLA), which is based on a federal formula tied to the cost of goods and services but does not factor in regional costs, including housing, will be only 1.07% for 2024–25, forcing further belt-tightening. One option for school districts, giving layoff notices to staff, will be off the table. State law allows an additional round of layoffs in August in years when the COLA is less than 2%, but at the urging of public employee unions, Newsom and legislative leaders included a clause prohibiting late summer layoffs. They have done the same statutory override before.\u003c/p>\n\u003cp>The initial reaction from two veteran TK–12 budget watchers was mixed. “This budget remarkably insulates K–14 funding from cuts, abides by constitutional requirements to restore funding in the future, and even provides a modest cost-of-living increase, all amid a record budget shortfall. Pretty amazing,” wrote Kevin Gordon, president of Capitol Advisors Group, a school consultancy firm.\u003c/p>\n\u003cp>Rob Manwaring, senior policy and fiscal adviser with the nonprofit advocacy organization Children Now, was cautious. “While the final budget is perhaps the best schools could anticipate given the budget challenges, we worry about the size of the suspension for schools, $8.3 billion,” he wrote. “Schools will eventually get paid back those funds in future years on top of the minimum guarantee, but these payments will result in increased school funding volatility and uncertainty until they are paid back.”\u003c/p>\n\u003cp>And if revenues falter next year, schools and community colleges will no longer have a rainy day fund to turn to since it will be depleted.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Proposition 98 juggling act\u003c/h2>\n\u003cp>The proposed 2024–25 budget for schools and community colleges will be balanced, if revenue projections hold true, by juggling three years of Proposition 98 shortfalls, with one year’s solution creating the next year’s dilemma.\u003c/p>\n\u003cp>The big drop was in 2022–23 when the Legislature “over-appropriated” the minimum Proposition 98 guarantee by $8.8 billion, while state revenue from the post-COVID stock market and the tech sector plummeted. Legislators didn’t see the warning signals because winter storms had pushed back the tax filing deadline from April to November.\u003c/p>\n\u003cp>Under the mechanics of Proposition 98, the funding level for 2022–23 becomes the base level for 2023–24, even though the state still lacks the revenue to pick up the tab. So, all but $1 billion of the $8.4 billion in the education rainy day fund will be drained to cover some of the 2023–24 deficit and the $2.6 billion deferral from the year before.\u003c/p>\n\u003cp>On top of that, the budget deal calls for suspending $8.3 billion of the Proposition 98 funding for 2023–24. That has the effect of lowering the minimum guaranteed funding by that amount while freeing up money to avoid deeper cuts in other state operations. That’s how the Legislature can restore cuts in 2024–25 for child care and preschool that Newsom had planned.\u003c/p>\n\u003cp>The architects of Proposition 98 wanted to discourage the Legislature from suspending the law. So, it requires the Legislature to declare a fiscal emergency and to make the suspended funding a priority for repayment as soon as there is new revenue. The 2024–25 budget assumes the state will have enough new revenue to pay back at least $4 billion of the suspended $8 billion, maybe more. But if revenues falter, districts won’t get what they’re entitled to, with no set date for repayment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/06/prop_98_2024-25_outline.svg\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>That’s why the deal is also a gamble for schools and community colleges.\u003c/p>\n\u003cp>There’s one more wrinkle. To raise revenue quickly, the Legislature has accelerated the temporary, three-year suspension of two tax benefits for large and medium-sized businesses: net operating loss deductions and tax credits. The period will start in 2024–25, one year ahead of schedule. It will yield a projected $5 billion, with $2 billion going to Proposition 98 — funding that will be used to pay down deferrals.\u003c/p>\n\u003cp>Between this new money and the $4 billion payback for suspended funding, the Proposition 98 minimum guarantee is expected to rise to a record $115.3 billion in 2024–25.\u003c/p>\n\u003cp>As with all deadline negotiations, legislators will have at most three days to review hundreds of pages of budget details spread over 16 separate bills. Newsom, Senate President pro Tempore Mike McGuire (D-Healdsburg), and Speaker of the Assembly Robert Rivas (D-Hollister) expect that legislators will demand some changes when they return from vacation in August.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The 2024–25 spending plan for TK–12 funding will be flat and will continue Newsom’s major commitments to multiyear, multibillion-dollar programs, but it will also necessitate risky budget maneuvers.","status":"publish","parent":0,"modified":1719353015,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/18501128/embed","https://edsource.org/wp-content/uploads/2024/06/prop_98_2024-25_outline.svg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1509},"headData":{"title":"California Budget Spares Cuts to Schools, Community Colleges — but at What Cost? | KQED","description":"The 2024–25 spending plan for TK–12 funding will be flat and will continue Newsom’s major commitments to multiyear, multibillion-dollar programs, but it will also necessitate risky budget maneuvers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Budget Spares Cuts to Schools, Community Colleges — but at What Cost?","datePublished":"2024-06-26T07:30:09-07:00","dateModified":"2024-06-25T15:03:35-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11991798/california-budget-spares-cuts-to-schools-community-colleges-but-at-what-cost","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>True to Gov. Gavin Newsom’s promise, the 2024–25 budget compromise that the Legislature announced Saturday and will pass this week will spare TK–12 and community colleges from cuts that other state operations will bear.\u003c/p>\n\u003cp>TK–12 funding will be flat and will continue Newsom’s major commitments to multiyear, multibillion-dollar programs, including community schools and before- and after-school expansion.\u003c/p>\n\u003cp>The budget will even throw in a couple of billion in new revenue that Newsom didn’t call for in January or in his May budget revisions. Newsom and legislators, meanwhile, struggled to squeeze an additional $28 billion out of a $211 billion general fund spending.\u003c/p>\n\u003cp>However, protection for schools and community colleges will carry a risk. To balance the budget, Newsom and legislative leaders rely on budget maneuvers that would give a button-down accountant acid reflux.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They include creating a $6 billion debt that won’t be fully repaid to the state treasury for a dozen years and draining most of the $8.4 billion education rainy day fund.\u003c/p>\n\u003cp>The deal also requires delaying payments to schools and community colleges and suspending — for only the third time in its 36-year history — Proposition 98 obligations for the current school year on the assumption the money will be repaid quickly. Proposition 98, a constitutional amendment voters passed in 1988, established a formula for determining the minimum level of general fund spending on transitional kindergarten through grade 12 and community colleges — generally about 40%.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/18501128/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Rather than punish schools for money already spent, the budget bill creates a $6.2 billion debt that the general fund, not schools and community colleges, will repay the state treasury over a decade, starting in 2026–27. The remaining $2.6 billion will be a Proposition 98 obligation pushed ahead to 2023–24; that unfunded amount is called a deferral.\u003c/p>\n\u003cp>The California State University and the University of California won’t fare as well in the budget deal, although better than Newsom had proposed in January, even with a drop in state revenues since then. Both will get a 5% budget increase in 2024–25 that Newsom had proposed delaying, equal to $227.8 million for UC and $240.2 million for CSU, to support enrollment growth of California residents this fall.\u003c/p>\n\u003cp>Another promised 5% budget increase for both systems in 2025–26, however, will be put off a year. UC and CSU also face one-time cuts in 2024–25 of $125 million and $75 million, respectively, which will be restored in 2025–26.\u003c/p>\n\u003cp>Both CSU and UC will also face a 7.95% cut in their administrative expenses in 2025–26.\u003c/p>\n\u003cp>There will be no reforming the Cal Grant program in 2024–25, but at the Legislature’s insistence, the $637 million ongoing funding for middle-class scholarships will continue, with a $289 million one-time increase.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Late spending changes\u003c/h2>\n\u003cp>The final budget will also restore some TK–12 and child care cuts that Newsom had proposed in his May budget revision while maintaining others. They include:\u003c/p>\n\u003cul>\n\u003cli>Restoring $60 million for the Golden State Teachers Program, which provides $20,000 in scholarships to teacher candidates, although a new means test may pare back $10 million in eligibility.\u003c/li>\n\u003cli>Restoring $100 million in funding to help preschools prepare classrooms and train teachers in order to enroll more children with disabilities while withdrawing larger plans to expand the program.\u003c/li>\n\u003cli>Continuing the existing agreement to serve 200,000 more children in the state-subsidized child care system but pushing back the timetable for full compliance to 2028.\u003c/li>\n\u003cli>Rescinding $895 million in one-time spending on electric-powered school buses that Newsom had made a priority. Instead, the money will be used to reduce some of the late payments in state funding for schools.\u003c/li>\n\u003c/ul>\n\u003cp>School districts receive the bulk of their funding through the Local Control Funding Formula, which is based on daily student attendance and a yearly cost-of-living adjustment. So, even though overall state funding won’t be cut, many districts with declining enrollments and high absenteeism rates will face financial challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11991747,news_11985798,news_11989857"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The cost-of-living adjustment (COLA), which is based on a federal formula tied to the cost of goods and services but does not factor in regional costs, including housing, will be only 1.07% for 2024–25, forcing further belt-tightening. One option for school districts, giving layoff notices to staff, will be off the table. State law allows an additional round of layoffs in August in years when the COLA is less than 2%, but at the urging of public employee unions, Newsom and legislative leaders included a clause prohibiting late summer layoffs. They have done the same statutory override before.\u003c/p>\n\u003cp>The initial reaction from two veteran TK–12 budget watchers was mixed. “This budget remarkably insulates K–14 funding from cuts, abides by constitutional requirements to restore funding in the future, and even provides a modest cost-of-living increase, all amid a record budget shortfall. Pretty amazing,” wrote Kevin Gordon, president of Capitol Advisors Group, a school consultancy firm.\u003c/p>\n\u003cp>Rob Manwaring, senior policy and fiscal adviser with the nonprofit advocacy organization Children Now, was cautious. “While the final budget is perhaps the best schools could anticipate given the budget challenges, we worry about the size of the suspension for schools, $8.3 billion,” he wrote. “Schools will eventually get paid back those funds in future years on top of the minimum guarantee, but these payments will result in increased school funding volatility and uncertainty until they are paid back.”\u003c/p>\n\u003cp>And if revenues falter next year, schools and community colleges will no longer have a rainy day fund to turn to since it will be depleted.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Proposition 98 juggling act\u003c/h2>\n\u003cp>The proposed 2024–25 budget for schools and community colleges will be balanced, if revenue projections hold true, by juggling three years of Proposition 98 shortfalls, with one year’s solution creating the next year’s dilemma.\u003c/p>\n\u003cp>The big drop was in 2022–23 when the Legislature “over-appropriated” the minimum Proposition 98 guarantee by $8.8 billion, while state revenue from the post-COVID stock market and the tech sector plummeted. Legislators didn’t see the warning signals because winter storms had pushed back the tax filing deadline from April to November.\u003c/p>\n\u003cp>Under the mechanics of Proposition 98, the funding level for 2022–23 becomes the base level for 2023–24, even though the state still lacks the revenue to pick up the tab. So, all but $1 billion of the $8.4 billion in the education rainy day fund will be drained to cover some of the 2023–24 deficit and the $2.6 billion deferral from the year before.\u003c/p>\n\u003cp>On top of that, the budget deal calls for suspending $8.3 billion of the Proposition 98 funding for 2023–24. That has the effect of lowering the minimum guaranteed funding by that amount while freeing up money to avoid deeper cuts in other state operations. That’s how the Legislature can restore cuts in 2024–25 for child care and preschool that Newsom had planned.\u003c/p>\n\u003cp>The architects of Proposition 98 wanted to discourage the Legislature from suspending the law. So, it requires the Legislature to declare a fiscal emergency and to make the suspended funding a priority for repayment as soon as there is new revenue. The 2024–25 budget assumes the state will have enough new revenue to pay back at least $4 billion of the suspended $8 billion, maybe more. But if revenues falter, districts won’t get what they’re entitled to, with no set date for repayment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/06/prop_98_2024-25_outline.svg\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>That’s why the deal is also a gamble for schools and community colleges.\u003c/p>\n\u003cp>There’s one more wrinkle. To raise revenue quickly, the Legislature has accelerated the temporary, three-year suspension of two tax benefits for large and medium-sized businesses: net operating loss deductions and tax credits. The period will start in 2024–25, one year ahead of schedule. It will yield a projected $5 billion, with $2 billion going to Proposition 98 — funding that will be used to pay down deferrals.\u003c/p>\n\u003cp>Between this new money and the $4 billion payback for suspended funding, the Proposition 98 minimum guarantee is expected to rise to a record $115.3 billion in 2024–25.\u003c/p>\n\u003cp>As with all deadline negotiations, legislators will have at most three days to review hundreds of pages of budget details spread over 16 separate bills. Newsom, Senate President pro Tempore Mike McGuire (D-Healdsburg), and Speaker of the Assembly Robert Rivas (D-Hollister) expect that legislators will demand some changes when they return from vacation in August.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/gov-newsoms-twists-and-tricks-to-spare-cuts-to-schools-and-community-colleges-in-state-budget/714604\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11991798/california-budget-spares-cuts-to-schools-community-colleges-but-at-what-cost","authors":["byline_news_11991798"],"categories":["news_8"],"affiliates":["news_33681"],"featImg":"news_11991804","label":"news_33681"},"news_11987456":{"type":"posts","id":"news_11987456","meta":{"index":"posts_1716263798","site":"news","id":"11987456","score":null,"sort":[1716490803000]},"guestAuthors":[],"slug":"transitional-kindergarten-staffing-ratios-are-often-unmet-teachers-say-so-why-do-some-districts-escape-fines","title":"Transitional Kindergarten Staffing Ratios Are Often Unmet, Teachers Say. So Why Do Some Districts Escape Fines?","publishDate":1716490803,"format":"standard","headTitle":"Transitional Kindergarten Staffing Ratios Are Often Unmet, Teachers Say. So Why Do Some Districts Escape Fines? | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>Four-year-olds, many of whom have never attended school or day care, are entering California classrooms in droves following the state’s \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noreferrer noopener\">rapid expansion\u003c/a> of transitional kindergarten, a grade preceding kindergarten.\u003c/p>\n\u003cp>In this grade, known as TK, young students are exposed to academics and become familiar with letters, sounds and numbers. They also acquire social, emotional and intellectual skills through play and exploration. For example, by sharing toys with their peers in a structured environment, they learn to communicate with each other and handle conflict.\u003c/p>\n\u003cp>Once designed to serve only children who missed the kindergarten age cutoff, TK has evolved and is now projected to reach all the state’s 4-year-olds by the 2025–26 school year. TK is the first year of a two-year kindergarten program that uses a curriculum modified for the age and developmental level of the participating children. When fully implemented, California will have the\u003ca href=\"https://edsource.org/2023/what-parents-should-know-about-transitional-kindergarten/688373\" target=\"_blank\" rel=\"noreferrer noopener\"> largest universal preschool program\u003c/a> in the nation, serving nearly 400,000 children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some of the state’s largest school districts, including \u003ca href=\"https://edsource.org/2022/lausd-teachers-hesitant-but-hopeful-as-tk-expansion-set-to-roll-out/669620\" target=\"_blank\" rel=\"noreferrer noopener\">Los Angeles Unified \u003c/a>and Fresno Unified, are ahead of the state’s timeline in offering that access.\u003c/p>\n\u003cp>Fresno Unified operates 116 transitional kindergarten classes. Los Angeles Unified has not released the number of TK classes it offers, but according to\u003ca class=\"external\" href=\"https://my.lausd.net/opendata/landing_page\" target=\"_blank\" rel=\"noreferrer noopener\"> district data\u003c/a>, they serve nearly 11,000 students.\u003c/p>\n\u003cp>Though imperative for students, the expansion has created a problem: Some districts are not staffing TK classrooms with enough adults to maintain the required 1:12 staff-student ratio, a problem that educators say puts the 4-year-old pupils at risk, hampers learning and violates state legislation.\u003c/p>\n\u003cp>Twenty schools in LAUSD have been cited by the state for understaffing classes and violating the ratio.\u003c/p>\n\u003cp>Teachers told EdSource that 4-year-olds can’t learn if they aren’t safe and properly supervised by adults and that not having enough adults in the classroom jeopardizes children’s safety.\u003c/p>\n\u003cp>“If you’re one adult and you’re managing so many children that have never been to school before, there isn’t any teaching going on,” said David Hunter, a teacher in Fresno Unified who has taught TK for the last six years of a 17-year career. “You’re just keeping them safe as best as you can, but you’re not actually able to teach.”\u003c/p>\n\u003cp>School districts jeopardize state funding if they fail to meet the state-set TK requirements of the 1:12 staff-student ratio and the average class size of 24 kids.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/these-districts-charters-were-fined-for-violating-tk-requirements/712207\" target=\"_blank\" rel=\"noreferrer noopener\">Out of the 1,815 audit reports t\u003c/a>hat the California Department of Education reviewed, just seven school districts and 16 charter schools have been fined and will lose thousands of dollars in funding from their Local Control Funding Formula for failing to meet the staffing ratios during the 2022–23 school year. Teachers and others in the classroom say that many more districts and charters are not meeting the requirements but are managing to avoid punishment.\u003c/p>\n\u003cp>Los Angeles Unified, which is facing multimillion-dollar fines, considers being fined because the classes do not have one additional adult unfair, district leaders said at a board meeting earlier this year. Many other penalized districts blamed the national shortage of teachers and paraprofessionals, while some districts were critical of the California Department of Education for not clearly outlining the requirements.\u003c/p>\n\u003cp>Some teachers, on the other hand, say that what is unfair is that TK classes are not being staffed as outlined by the legislation to support young students.\u003c/p>\n\u003cp>According to the Fresno Teachers Association, more than a dozen TK classes were out of compliance with staffing ratios during the 2022–23 school year, yet Fresno Unified was not fined. Fresno educators told EdSource that school districts that were not in compliance last year, such as Fresno Unified, escaped detection and fines because fiscal penalties are based on sample auditing that did not check every school.\u003c/p>\n\u003cp>“This is a systems issue,” Hunter said, “and I want to see the system be better for everyone.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Why do TK classes need extra staffing?\u003c/h2>\n\u003cp>The California Department of Education (CDE) \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/gs/em/documents/tkrequirementswebinar.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">has outlined numerous benefits\u003c/a> of a lower adult-to-student ratio in TK classes, including opportunities for individualized instruction, additional adult support, attention and supervision at all times.\u003c/p>\n\u003cp>Legislation requires district staff such as paraprofessionals to work alongside teachers to meet the ratio requirement and share responsibilities of serving the students.\u003c/p>\n\u003cp>On any given day, a TK student may need to use the restroom or have a potty accident; another may get sick, and others will require different types of attention.\u003c/p>\n\u003cp>“How do you manage that when there’s one of you and 21 4-year-olds?” Hunter said. “You need another adult to help deal with those situations.”\u003c/p>\n\u003cp>Hunter said he taught a class of 21 TK students without an aide from August to December 2022 during the 2022–23 school year, the first school year after the state added fiscal penalties related to TK requirements.\u003c/p>\n\u003cp>He said a teacher and an aide can split a large class into small groups to foster individualized learning, improve student assessment and evaluation and, ultimately, educate the young students — things that won’t happen in one large group of up to 24 4-year-olds.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Verifying compliance is difficult\u003c/h2>\n\u003cp>State compliance with TK requirements is verified in a district’s annual audit at the end of the school year, which is based on a representative sample of the district’s schools.\u003c/p>\n\u003cp>Schools that are out of compliance may go unchecked if the sampled schools in the district are compliant because the sampled schools meet compliance, even though other schools do not, some districts and charters avoid penalties.\u003c/p>\n\u003cp>Fresno Unified, Hunter’s district, was not one of the school systems fined. District spokesperson AJ Kato told EdSource that Fresno Unified has not had problems meeting the requirements other districts may be experiencing.\u003c/p>\n\u003cp>But that’s not what teachers say.\u003c/p>\n\u003cp>At least 13 classes, according to Fresno Teachers Association President Manuel Bonilla, only had one adult for more than 12 students.\u003c/p>\n\u003cp>“The district could have done a better job at hiring additional folks … or in an emergency term, having their administrative staff provide additional support, but that seemingly didn’t happen,” Bonilla said.\u003c/p>\n\u003cp>A Fresno Unified TK teacher and union leader surveyed his colleagues.\u003c/p>\n\u003cp>“They were out of compliance with the state, and ultimately, the problem is that the students aren’t getting the additional support that’s necessary,” Bonilla added.\u003c/p>\n\u003cp>Hunter said this is the second consecutive school year he’s been teaching out of compliance.\u003c/p>\n\u003cp>This school year, Hunter has a part-time aide but is still out of compliance because he is the only adult for 16 students on days the aide isn’t scheduled to work.\u003c/p>\n\u003cp>Having a full-time aide or the equivalent, he said, should be the baseline and is mandated by law.\u003c/p>\n\u003cp>According to the state Education Department, to be counted in the staffing ratio, the “assigned” adult must be a district employee who is dedicated and available to all TK students the entire school day. Student teachers and volunteers do not count toward it, nor do staff such as a special education aide or speech therapist who are assigned to work with specific students.\u003c/p>\n\u003cp>Part-time aides can satisfy the classroom staffing ratio, but only if the working time equals 100% of the time of a full-time aide, according to the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/pa/tkfiscalfaq.asp\" target=\"_blank\" rel=\"noreferrer noopener\">CDE\u003c/a>. Because Hunter’s class has 16 students, he needs more than one part-time aide working enough hours to equal the hours of a full-time aide. He has only had one part-time aide this school year.\u003c/p>\n\u003cp>Laton Joint Unified was penalized $30,943 for having a 1:16 ratio last school year. The school had a paraprofessional scheduled for 1 hour, 45 minutes each day, and that person was not available for all students the entire school day, the audit report detailed.\u003c/p>\n\u003cp>There are also instances of aides being pulled for recess or cafeteria duty or other teaching responsibilities, such as removing that aide from the instructional minutes with students, teachers told EdSource.\u003c/p>\n\u003cp>“Rina,” a former TK teacher who asked to be identified only by her nickname, said that when she took a job at Ballington Academy in San Bernardino City Unified in the 2023–24 school year, the school’s one TK classroom had 18 students. Rina and her aide would align with state compliance for the 18 students. About a week before school started, Rina said the school informed her that the aide, though assigned to her TK students, would be pulled to other elementary classrooms whenever a teacher was absent.\u003c/p>\n\u003cp>“It was wrong,” she said. She only stayed in the position for about a week after school started.\u003c/p>\n\u003cp>Some schools and districts, such as Scholarship Prep Charter School in Oceanside, Pomona Unified in eastern Los Angeles County, and Culver City Unified in Los Angeles County, said in their audit reports that staffing shortages prevented them from complying with state guidelines.\u003c/p>\n\u003cp>But that’s no excuse, teachers say, because it’s up to district administration to recruit, hire and retain paraprofessionals, instead of making it the teacher’s problem, Rina said.\u003c/p>\n\u003cp>Some suggest that the problem with hiring and retaining paraprofessionals is the low compensation.\u003c/p>\n\u003cp>A preschool teacher’s aide at Ericson Elementary in Fresno Unified is not in the TK classroom but works with students who are the same age as those entering transitional kindergarten. Speaking with EdSource on condition of anonymity, she said aides, whether in the TK or preschool class, are dealing with the same challenge: subpar pay.\u003c/p>\n\u003cp>Throughout the day, especially when working in groups, she helps the preschoolers with writing their names and learning letters and numbers. At other times during the day, such as during reading time, the aide ensures students keep their hands to themselves and listen to the teacher. As an aide, she sees the impact and importance of her role.\u003c/p>\n\u003cp>“We’re like their (teacher’s) spine,” she said about paraprofessionals. “We’re there to support and help. We do so much for these kids.”\u003c/p>\n\u003cp>She is paid $15.90 an hour and has, over the last two years, questioned whether she should remain in the role.\u003c/p>\n\u003cp>“That’s not helping me,” she said. She’s had to take on side jobs in the district, such as at sporting events, or resorted to borrowing money from friends and family. “I have to buy food, pay bills and then, I have four kids.\u003c/p>\n\u003cp>“If they’re still going keep that low (salary), people are not going … to apply for a position as an aide.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Can teachers do anything?\u003c/h2>\n\u003cp>As a teacher who’s been working out of compliance, Hunter wants districts to be held accountable.\u003c/p>\n\u003cp>“There’s a mechanism there, and I’d like to see that enforced,” Hunter said about the fiscal penalties outlined in legislation.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11983586,news_11983016,news_11979071\"]While the only way to address the compliance is with fines — which Hunter called “reactive” — he said a tool to report violations throughout the year could push districts to comply sooner and stop teachers from working out of compliance.\u003c/p>\n\u003cp>Currently, there is no such system or tool.\u003c/p>\n\u003cp>And if teachers are providing instruction in classrooms that are out of compliance, they would not report the violation to the state, CDE spokesperson Scott Roark said via email.\u003c/p>\n\u003cp>“Complaints against a district, school, principal, teacher or school personnel are not within the jurisdiction of the CDE unless the complaint falls within the scope of the Uniform Complaint Procedures\u003cem>,” \u003c/em>Roark said, explaining that the TK requirements are under local control, with each district’s school board having authority over the complaint process.\u003c/p>\n\u003cp>The same reasoning applies to a teachers union hoping to report compliance concerns or violations.\u003c/p>\n\u003cp>However, the struggles teachers are experiencing shouldn’t detract from the importance of TK.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">TK expansion is necessary; schools just need support\u003c/h2>\n\u003cp>Patricia Lozano, executive director of the advocacy group Early Edge California and a champion for expanding transitional kindergarten,\u003ca href=\"https://edsource.org/2023/what-parents-should-know-about-transitional-kindergarten/688373\" target=\"_blank\" rel=\"noreferrer noopener\"> told EdSource last year about the importance\u003c/a> of the program, including how it provides children who were infants during the pandemic with social and intellectual engagement as well as age- and developmentally-appropriate structure and routine to help them thrive.\u003c/p>\n\u003cp>Simply put, TK is imperative for students, said many teachers interviewed by EdSource.\u003c/p>\n\u003cp>Hunter, who has a background in early childhood education, said TK is vital for introducing students to what school is, for teaching socialization and exposing them to academics.\u003c/p>\n\u003cp>“Any child who’s been through TK is that much more ready to hit the ground running in kindergarten,” he said. “I just want to see the appropriate support that not only the state promised, but I want to see the districts live up to that support so we can show these learners the best we can.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/staffing-ratios-arent-being-met-teachers-say-why-are-some-districts-escaping-fines/712442\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1716496655,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":2264},"headData":{"title":"Transitional Kindergarten Staffing Ratios Are Often Unmet, Teachers Say. So Why Do Some Districts Escape Fines? | KQED","description":"Four-year-olds, many of whom have never attended school or day care, are entering California classrooms in droves following the state’s rapid expansion of transitional kindergarten, a grade preceding kindergarten. In this grade, known as TK, young students are exposed to academics and become familiar with letters, sounds and numbers. They also acquire social, emotional and intellectual skills through play and exploration. For example, by sharing toys with their peers in a structured environment, they learn to communicate with each other and handle conflict. Once designed to serve only children who missed the kindergarten age cutoff, TK has evolved and is now projected","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Transitional Kindergarten Staffing Ratios Are Often Unmet, Teachers Say. So Why Do Some Districts Escape Fines?","datePublished":"2024-05-23T12:00:03-07:00","dateModified":"2024-05-23T13:37:35-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/lthornton\">Lasherica Thornton\u003c/a>","nprStoryId":"kqed-11987456","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11987456/transitional-kindergarten-staffing-ratios-are-often-unmet-teachers-say-so-why-do-some-districts-escape-fines","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Four-year-olds, many of whom have never attended school or day care, are entering California classrooms in droves following the state’s \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noreferrer noopener\">rapid expansion\u003c/a> of transitional kindergarten, a grade preceding kindergarten.\u003c/p>\n\u003cp>In this grade, known as TK, young students are exposed to academics and become familiar with letters, sounds and numbers. They also acquire social, emotional and intellectual skills through play and exploration. For example, by sharing toys with their peers in a structured environment, they learn to communicate with each other and handle conflict.\u003c/p>\n\u003cp>Once designed to serve only children who missed the kindergarten age cutoff, TK has evolved and is now projected to reach all the state’s 4-year-olds by the 2025–26 school year. TK is the first year of a two-year kindergarten program that uses a curriculum modified for the age and developmental level of the participating children. When fully implemented, California will have the\u003ca href=\"https://edsource.org/2023/what-parents-should-know-about-transitional-kindergarten/688373\" target=\"_blank\" rel=\"noreferrer noopener\"> largest universal preschool program\u003c/a> in the nation, serving nearly 400,000 children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some of the state’s largest school districts, including \u003ca href=\"https://edsource.org/2022/lausd-teachers-hesitant-but-hopeful-as-tk-expansion-set-to-roll-out/669620\" target=\"_blank\" rel=\"noreferrer noopener\">Los Angeles Unified \u003c/a>and Fresno Unified, are ahead of the state’s timeline in offering that access.\u003c/p>\n\u003cp>Fresno Unified operates 116 transitional kindergarten classes. Los Angeles Unified has not released the number of TK classes it offers, but according to\u003ca class=\"external\" href=\"https://my.lausd.net/opendata/landing_page\" target=\"_blank\" rel=\"noreferrer noopener\"> district data\u003c/a>, they serve nearly 11,000 students.\u003c/p>\n\u003cp>Though imperative for students, the expansion has created a problem: Some districts are not staffing TK classrooms with enough adults to maintain the required 1:12 staff-student ratio, a problem that educators say puts the 4-year-old pupils at risk, hampers learning and violates state legislation.\u003c/p>\n\u003cp>Twenty schools in LAUSD have been cited by the state for understaffing classes and violating the ratio.\u003c/p>\n\u003cp>Teachers told EdSource that 4-year-olds can’t learn if they aren’t safe and properly supervised by adults and that not having enough adults in the classroom jeopardizes children’s safety.\u003c/p>\n\u003cp>“If you’re one adult and you’re managing so many children that have never been to school before, there isn’t any teaching going on,” said David Hunter, a teacher in Fresno Unified who has taught TK for the last six years of a 17-year career. “You’re just keeping them safe as best as you can, but you’re not actually able to teach.”\u003c/p>\n\u003cp>School districts jeopardize state funding if they fail to meet the state-set TK requirements of the 1:12 staff-student ratio and the average class size of 24 kids.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/these-districts-charters-were-fined-for-violating-tk-requirements/712207\" target=\"_blank\" rel=\"noreferrer noopener\">Out of the 1,815 audit reports t\u003c/a>hat the California Department of Education reviewed, just seven school districts and 16 charter schools have been fined and will lose thousands of dollars in funding from their Local Control Funding Formula for failing to meet the staffing ratios during the 2022–23 school year. Teachers and others in the classroom say that many more districts and charters are not meeting the requirements but are managing to avoid punishment.\u003c/p>\n\u003cp>Los Angeles Unified, which is facing multimillion-dollar fines, considers being fined because the classes do not have one additional adult unfair, district leaders said at a board meeting earlier this year. Many other penalized districts blamed the national shortage of teachers and paraprofessionals, while some districts were critical of the California Department of Education for not clearly outlining the requirements.\u003c/p>\n\u003cp>Some teachers, on the other hand, say that what is unfair is that TK classes are not being staffed as outlined by the legislation to support young students.\u003c/p>\n\u003cp>According to the Fresno Teachers Association, more than a dozen TK classes were out of compliance with staffing ratios during the 2022–23 school year, yet Fresno Unified was not fined. Fresno educators told EdSource that school districts that were not in compliance last year, such as Fresno Unified, escaped detection and fines because fiscal penalties are based on sample auditing that did not check every school.\u003c/p>\n\u003cp>“This is a systems issue,” Hunter said, “and I want to see the system be better for everyone.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Why do TK classes need extra staffing?\u003c/h2>\n\u003cp>The California Department of Education (CDE) \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/gs/em/documents/tkrequirementswebinar.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">has outlined numerous benefits\u003c/a> of a lower adult-to-student ratio in TK classes, including opportunities for individualized instruction, additional adult support, attention and supervision at all times.\u003c/p>\n\u003cp>Legislation requires district staff such as paraprofessionals to work alongside teachers to meet the ratio requirement and share responsibilities of serving the students.\u003c/p>\n\u003cp>On any given day, a TK student may need to use the restroom or have a potty accident; another may get sick, and others will require different types of attention.\u003c/p>\n\u003cp>“How do you manage that when there’s one of you and 21 4-year-olds?” Hunter said. “You need another adult to help deal with those situations.”\u003c/p>\n\u003cp>Hunter said he taught a class of 21 TK students without an aide from August to December 2022 during the 2022–23 school year, the first school year after the state added fiscal penalties related to TK requirements.\u003c/p>\n\u003cp>He said a teacher and an aide can split a large class into small groups to foster individualized learning, improve student assessment and evaluation and, ultimately, educate the young students — things that won’t happen in one large group of up to 24 4-year-olds.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Verifying compliance is difficult\u003c/h2>\n\u003cp>State compliance with TK requirements is verified in a district’s annual audit at the end of the school year, which is based on a representative sample of the district’s schools.\u003c/p>\n\u003cp>Schools that are out of compliance may go unchecked if the sampled schools in the district are compliant because the sampled schools meet compliance, even though other schools do not, some districts and charters avoid penalties.\u003c/p>\n\u003cp>Fresno Unified, Hunter’s district, was not one of the school systems fined. District spokesperson AJ Kato told EdSource that Fresno Unified has not had problems meeting the requirements other districts may be experiencing.\u003c/p>\n\u003cp>But that’s not what teachers say.\u003c/p>\n\u003cp>At least 13 classes, according to Fresno Teachers Association President Manuel Bonilla, only had one adult for more than 12 students.\u003c/p>\n\u003cp>“The district could have done a better job at hiring additional folks … or in an emergency term, having their administrative staff provide additional support, but that seemingly didn’t happen,” Bonilla said.\u003c/p>\n\u003cp>A Fresno Unified TK teacher and union leader surveyed his colleagues.\u003c/p>\n\u003cp>“They were out of compliance with the state, and ultimately, the problem is that the students aren’t getting the additional support that’s necessary,” Bonilla added.\u003c/p>\n\u003cp>Hunter said this is the second consecutive school year he’s been teaching out of compliance.\u003c/p>\n\u003cp>This school year, Hunter has a part-time aide but is still out of compliance because he is the only adult for 16 students on days the aide isn’t scheduled to work.\u003c/p>\n\u003cp>Having a full-time aide or the equivalent, he said, should be the baseline and is mandated by law.\u003c/p>\n\u003cp>According to the state Education Department, to be counted in the staffing ratio, the “assigned” adult must be a district employee who is dedicated and available to all TK students the entire school day. Student teachers and volunteers do not count toward it, nor do staff such as a special education aide or speech therapist who are assigned to work with specific students.\u003c/p>\n\u003cp>Part-time aides can satisfy the classroom staffing ratio, but only if the working time equals 100% of the time of a full-time aide, according to the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/pa/tkfiscalfaq.asp\" target=\"_blank\" rel=\"noreferrer noopener\">CDE\u003c/a>. Because Hunter’s class has 16 students, he needs more than one part-time aide working enough hours to equal the hours of a full-time aide. He has only had one part-time aide this school year.\u003c/p>\n\u003cp>Laton Joint Unified was penalized $30,943 for having a 1:16 ratio last school year. The school had a paraprofessional scheduled for 1 hour, 45 minutes each day, and that person was not available for all students the entire school day, the audit report detailed.\u003c/p>\n\u003cp>There are also instances of aides being pulled for recess or cafeteria duty or other teaching responsibilities, such as removing that aide from the instructional minutes with students, teachers told EdSource.\u003c/p>\n\u003cp>“Rina,” a former TK teacher who asked to be identified only by her nickname, said that when she took a job at Ballington Academy in San Bernardino City Unified in the 2023–24 school year, the school’s one TK classroom had 18 students. Rina and her aide would align with state compliance for the 18 students. About a week before school started, Rina said the school informed her that the aide, though assigned to her TK students, would be pulled to other elementary classrooms whenever a teacher was absent.\u003c/p>\n\u003cp>“It was wrong,” she said. She only stayed in the position for about a week after school started.\u003c/p>\n\u003cp>Some schools and districts, such as Scholarship Prep Charter School in Oceanside, Pomona Unified in eastern Los Angeles County, and Culver City Unified in Los Angeles County, said in their audit reports that staffing shortages prevented them from complying with state guidelines.\u003c/p>\n\u003cp>But that’s no excuse, teachers say, because it’s up to district administration to recruit, hire and retain paraprofessionals, instead of making it the teacher’s problem, Rina said.\u003c/p>\n\u003cp>Some suggest that the problem with hiring and retaining paraprofessionals is the low compensation.\u003c/p>\n\u003cp>A preschool teacher’s aide at Ericson Elementary in Fresno Unified is not in the TK classroom but works with students who are the same age as those entering transitional kindergarten. Speaking with EdSource on condition of anonymity, she said aides, whether in the TK or preschool class, are dealing with the same challenge: subpar pay.\u003c/p>\n\u003cp>Throughout the day, especially when working in groups, she helps the preschoolers with writing their names and learning letters and numbers. At other times during the day, such as during reading time, the aide ensures students keep their hands to themselves and listen to the teacher. As an aide, she sees the impact and importance of her role.\u003c/p>\n\u003cp>“We’re like their (teacher’s) spine,” she said about paraprofessionals. “We’re there to support and help. We do so much for these kids.”\u003c/p>\n\u003cp>She is paid $15.90 an hour and has, over the last two years, questioned whether she should remain in the role.\u003c/p>\n\u003cp>“That’s not helping me,” she said. She’s had to take on side jobs in the district, such as at sporting events, or resorted to borrowing money from friends and family. “I have to buy food, pay bills and then, I have four kids.\u003c/p>\n\u003cp>“If they’re still going keep that low (salary), people are not going … to apply for a position as an aide.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Can teachers do anything?\u003c/h2>\n\u003cp>As a teacher who’s been working out of compliance, Hunter wants districts to be held accountable.\u003c/p>\n\u003cp>“There’s a mechanism there, and I’d like to see that enforced,” Hunter said about the fiscal penalties outlined in legislation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11983586,news_11983016,news_11979071"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>While the only way to address the compliance is with fines — which Hunter called “reactive” — he said a tool to report violations throughout the year could push districts to comply sooner and stop teachers from working out of compliance.\u003c/p>\n\u003cp>Currently, there is no such system or tool.\u003c/p>\n\u003cp>And if teachers are providing instruction in classrooms that are out of compliance, they would not report the violation to the state, CDE spokesperson Scott Roark said via email.\u003c/p>\n\u003cp>“Complaints against a district, school, principal, teacher or school personnel are not within the jurisdiction of the CDE unless the complaint falls within the scope of the Uniform Complaint Procedures\u003cem>,” \u003c/em>Roark said, explaining that the TK requirements are under local control, with each district’s school board having authority over the complaint process.\u003c/p>\n\u003cp>The same reasoning applies to a teachers union hoping to report compliance concerns or violations.\u003c/p>\n\u003cp>However, the struggles teachers are experiencing shouldn’t detract from the importance of TK.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">TK expansion is necessary; schools just need support\u003c/h2>\n\u003cp>Patricia Lozano, executive director of the advocacy group Early Edge California and a champion for expanding transitional kindergarten,\u003ca href=\"https://edsource.org/2023/what-parents-should-know-about-transitional-kindergarten/688373\" target=\"_blank\" rel=\"noreferrer noopener\"> told EdSource last year about the importance\u003c/a> of the program, including how it provides children who were infants during the pandemic with social and intellectual engagement as well as age- and developmentally-appropriate structure and routine to help them thrive.\u003c/p>\n\u003cp>Simply put, TK is imperative for students, said many teachers interviewed by EdSource.\u003c/p>\n\u003cp>Hunter, who has a background in early childhood education, said TK is vital for introducing students to what school is, for teaching socialization and exposing them to academics.\u003c/p>\n\u003cp>“Any child who’s been through TK is that much more ready to hit the ground running in kindergarten,” he said. “I just want to see the appropriate support that not only the state promised, but I want to see the districts live up to that support so we can show these learners the best we can.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/staffing-ratios-arent-being-met-teachers-say-why-are-some-districts-escaping-fines/712442\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11987456/transitional-kindergarten-staffing-ratios-are-often-unmet-teachers-say-so-why-do-some-districts-escape-fines","authors":["byline_news_11987456"],"categories":["news_31795","news_18540","news_8"],"tags":["news_30911","news_22570","news_34101","news_2252"],"affiliates":["news_33681"],"featImg":"news_11987458","label":"news_33681"},"news_11986280":{"type":"posts","id":"news_11986280","meta":{"index":"posts_1716263798","site":"news","id":"11986280","score":null,"sort":[1715796593000]},"parent":0,"labelTerm":{"site":"news","term":33681},"blocks":[],"publishDate":1715796593,"format":"standard","title":"UC Stands Firm on $32 Billion Investment Plans Amid Pro-Palestinian Calls for Withdrawal","headTitle":"UC Stands Firm on $32 Billion Investment Plans Amid Pro-Palestinian Calls for Withdrawal | KQED","content":"\u003cp>The University of California disclosed Tuesday that it has $32 billion invested in assets that pro-Palestinian protesters demand the university divest from, including weapons manufacturers that sell to Israel.\u003c/p>\n\u003cp>The disclosure came the same day that pro-Palestinian demonstrators at UC Berkeley, who have camped out in Sproul Plaza for nearly a month, \u003ca href=\"https://www.kqed.org/news/11986306/uc-berkeley-encampment-is-packing-up-for-merced-heres-what-admin-agreed-to\">dismantled their tents\u003c/a> after Chancellor Carol Christ met with organizers and\u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/encampment_letter_051424.pdf\"> agreed to take steps\u003c/a> to review the university’s investments to make sure they align with its “core values.”\u003c/p>\n\u003cp>“Those values include a respect for equality, human rights, a commitment to fostering the conditions for human growth and development, and an abhorrence of war,” Christ wrote in a letter to demonstrators on Tuesday. ” We should examine whether UC Berkeley’s investments continue to align with our values or should be modified in order to do so.”\u003c/p>\n\u003cp>Christ added that the university will also develop a transparent process for assessing whether any of its global exchange and internship programs are out of step with the UC Anti-Discrimination Policy.\u003c/p>\n\u003cp>A number of activists who participated in the UC Berkeley encampment said they were headed to UC Merced, where the UC Board of Regents is holding its bimonthly meeting.\u003c/p>\n\u003cp>Ahead of the regents meeting, protesters at UC Merced\u003ca href=\"https://abc30.com/post/pro-palestinian-protest-underway-uc-merced-campus-encampment/14810224/\"> set up a pro-Palestinian encampment on the campus\u003c/a>, making it the latest of UC’s 10 campuses to establish such an encampment.\u003c/p>\n\u003cp>In a statement posted on Instagram, organizers of the encampment wrote that they are demanding UC to divest, call for a cease-fire in Gaza and end ties with Israel, including study-abroad programs.\u003c/p>\n\u003cp>“The UC regents are meeting on our campus. … They will hear us!” the organizers wrote.\u003c/p>\n\u003cp>UC Chief Investment Officer Jagdeep Singh Bachher outlined UC’s current investment portfolio on Tuesday, the first day of the three-day regents meeting at UC Merced.\u003c/p>\n\u003cp>Bachher’s list responded to specific demands from the protesters and included broader investments in U.S. treasuries, which he added in response to the request that UC divest from assets that support Israel. “The answer to that question is the U.S. government,” he said, referring to the aid and weapons that the government sends to Israel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The full list of investments include:\u003c/p>\n\u003cul>\n\u003cli>$3.3 billion in weapons manufacturers\u003c/li>\n\u003cli>$12 billion in U.S. Treasurys\u003c/li>\n\u003cli>$163 million in BlackRock, an asset manager that owns shares of companies that support Israel\u003c/li>\n\u003cli>$2.1 billion in investments managed for UC by BlackRock\u003c/li>\n\u003cli>$8.6 billion in the investment firm Blackstone, also targeted by protesters\u003c/li>\n\u003cli>$3.2 billion in 24 other companies targeted by protesters, including Coca-Cola and Disney\u003c/li>\n\u003c/ul>\n\u003cp>“So if I interpret the questions and the responses mathematically with numbers, the letter sent to us would suggest that we should sell $32 billion of assets out of the $175 billion,” Bachher said, referring to the system’s entire investment portfolio.\u003c/p>\n\u003cp>The investments committee took no action toward divestment on Tuesday, nor did it suggest they considered doing so.\u003c/p>\n\u003cp>When reached Tuesday, a spokesperson for the system also said UC stands behind its April 26 statement opposing the idea of divestment.\u003c/p>\n\u003cp>“The University of California has consistently opposed calls for boycott against and divestment from Israel,” UC said at the time. “While the University affirms the right of our community members to express diverse viewpoints, a boycott of this sort impinges on the academic freedom of our students and faculty and the unfettered exchange of ideas on our campuses.”[aside label='Related Coverage' tag='israel-hamas-war']Demands for UC and other universities to divest from Israel have heightened in recent weeks as pro-Palestinian encampments and protests have swept the country since last month, including at UCLA and other UC campuses.\u003c/p>\n\u003cp>Driving the encampments are calls for divestment from companies doing significant business with Israel. The protesters see universities as complicit in Israel’s war in Gaza. More than 35,000 people have been killed in Gaza, including many women and children, according to health authorities. Israel’s bombardment of Gaza followed the Oct. 7 Hamas attack on Israel, which killed about 1,200 people.\u003c/p>\n\u003cp>Tuesday’s financial disclosures followed a lengthy public comment period in which many commenters called on UC to divest.\u003c/p>\n\u003cp>“I wanted to emphasize my support for the Palestinian encampment students and faculty and to strongly support their call for divestment from all investments in the military-industrial complex,” said Darlene Lee, a faculty member in UCLA’s teacher education program and a UCLA alum. “Educational funds should go towards education and community and not war.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/uc-has-32-billion-in-assets-targeted-by-pro-palestinian-protesters-but-no-plans-to-divest/711864\">This story was first published on EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":802,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":21},"modified":1715809192,"excerpt":"UC's chief investment officer disclosed the university's investments in assets tied to Israel during Tuesday's meeting of the system's board of regents. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"UC's chief investment officer disclosed the university's investments in assets tied to Israel during Tuesday's meeting of the system's board of regents. ","title":"UC Stands Firm on $32 Billion Investment Plans Amid Pro-Palestinian Calls for Withdrawal | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"UC Stands Firm on $32 Billion Investment Plans Amid Pro-Palestinian Calls for Withdrawal","datePublished":"2024-05-15T11:09:53-07:00","dateModified":"2024-05-15T14:39:52-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"guestAuthors":[],"slug":"uc-stands-firm-on-32-billion-investment-plans-amid-pro-palestinian-calls-for-withdrawal","status":"publish","nprByline":"Michael Burke, EdSource","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","nprStoryId":"kqed-11986280","path":"/news/11986280/uc-stands-firm-on-32-billion-investment-plans-amid-pro-palestinian-calls-for-withdrawal","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California disclosed Tuesday that it has $32 billion invested in assets that pro-Palestinian protesters demand the university divest from, including weapons manufacturers that sell to Israel.\u003c/p>\n\u003cp>The disclosure came the same day that pro-Palestinian demonstrators at UC Berkeley, who have camped out in Sproul Plaza for nearly a month, \u003ca href=\"https://www.kqed.org/news/11986306/uc-berkeley-encampment-is-packing-up-for-merced-heres-what-admin-agreed-to\">dismantled their tents\u003c/a> after Chancellor Carol Christ met with organizers and\u003ca href=\"https://chancellor.berkeley.edu/sites/default/files/encampment_letter_051424.pdf\"> agreed to take steps\u003c/a> to review the university’s investments to make sure they align with its “core values.”\u003c/p>\n\u003cp>“Those values include a respect for equality, human rights, a commitment to fostering the conditions for human growth and development, and an abhorrence of war,” Christ wrote in a letter to demonstrators on Tuesday. ” We should examine whether UC Berkeley’s investments continue to align with our values or should be modified in order to do so.”\u003c/p>\n\u003cp>Christ added that the university will also develop a transparent process for assessing whether any of its global exchange and internship programs are out of step with the UC Anti-Discrimination Policy.\u003c/p>\n\u003cp>A number of activists who participated in the UC Berkeley encampment said they were headed to UC Merced, where the UC Board of Regents is holding its bimonthly meeting.\u003c/p>\n\u003cp>Ahead of the regents meeting, protesters at UC Merced\u003ca href=\"https://abc30.com/post/pro-palestinian-protest-underway-uc-merced-campus-encampment/14810224/\"> set up a pro-Palestinian encampment on the campus\u003c/a>, making it the latest of UC’s 10 campuses to establish such an encampment.\u003c/p>\n\u003cp>In a statement posted on Instagram, organizers of the encampment wrote that they are demanding UC to divest, call for a cease-fire in Gaza and end ties with Israel, including study-abroad programs.\u003c/p>\n\u003cp>“The UC regents are meeting on our campus. … They will hear us!” the organizers wrote.\u003c/p>\n\u003cp>UC Chief Investment Officer Jagdeep Singh Bachher outlined UC’s current investment portfolio on Tuesday, the first day of the three-day regents meeting at UC Merced.\u003c/p>\n\u003cp>Bachher’s list responded to specific demands from the protesters and included broader investments in U.S. treasuries, which he added in response to the request that UC divest from assets that support Israel. “The answer to that question is the U.S. government,” he said, referring to the aid and weapons that the government sends to Israel.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The full list of investments include:\u003c/p>\n\u003cul>\n\u003cli>$3.3 billion in weapons manufacturers\u003c/li>\n\u003cli>$12 billion in U.S. Treasurys\u003c/li>\n\u003cli>$163 million in BlackRock, an asset manager that owns shares of companies that support Israel\u003c/li>\n\u003cli>$2.1 billion in investments managed for UC by BlackRock\u003c/li>\n\u003cli>$8.6 billion in the investment firm Blackstone, also targeted by protesters\u003c/li>\n\u003cli>$3.2 billion in 24 other companies targeted by protesters, including Coca-Cola and Disney\u003c/li>\n\u003c/ul>\n\u003cp>“So if I interpret the questions and the responses mathematically with numbers, the letter sent to us would suggest that we should sell $32 billion of assets out of the $175 billion,” Bachher said, referring to the system’s entire investment portfolio.\u003c/p>\n\u003cp>The investments committee took no action toward divestment on Tuesday, nor did it suggest they considered doing so.\u003c/p>\n\u003cp>When reached Tuesday, a spokesperson for the system also said UC stands behind its April 26 statement opposing the idea of divestment.\u003c/p>\n\u003cp>“The University of California has consistently opposed calls for boycott against and divestment from Israel,” UC said at the time. “While the University affirms the right of our community members to express diverse viewpoints, a boycott of this sort impinges on the academic freedom of our students and faculty and the unfettered exchange of ideas on our campuses.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"israel-hamas-war"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Demands for UC and other universities to divest from Israel have heightened in recent weeks as pro-Palestinian encampments and protests have swept the country since last month, including at UCLA and other UC campuses.\u003c/p>\n\u003cp>Driving the encampments are calls for divestment from companies doing significant business with Israel. The protesters see universities as complicit in Israel’s war in Gaza. More than 35,000 people have been killed in Gaza, including many women and children, according to health authorities. Israel’s bombardment of Gaza followed the Oct. 7 Hamas attack on Israel, which killed about 1,200 people.\u003c/p>\n\u003cp>Tuesday’s financial disclosures followed a lengthy public comment period in which many commenters called on UC to divest.\u003c/p>\n\u003cp>“I wanted to emphasize my support for the Palestinian encampment students and faculty and to strongly support their call for divestment from all investments in the military-industrial complex,” said Darlene Lee, a faculty member in UCLA’s teacher education program and a UCLA alum. “Educational funds should go towards education and community and not war.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/uc-has-32-billion-in-assets-targeted-by-pro-palestinian-protesters-but-no-plans-to-divest/711864\">This story was first published on EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11986280/uc-stands-firm-on-32-billion-investment-plans-amid-pro-palestinian-calls-for-withdrawal","authors":["byline_news_11986280"],"categories":["news_31795","news_18540","news_8"],"tags":["news_6631","news_33333","news_17597"],"affiliates":["news_33681"],"featImg":"news_11984188","label":"news_33681"},"news_11983654":{"type":"posts","id":"news_11983654","meta":{"index":"posts_1716263798","site":"news","id":"11983654","score":null,"sort":[1713812452000]},"guestAuthors":[],"slug":"californias-future-educators-divided-on-how-to-teach-reading","title":"California’s Future Educators Divided on How to Teach Reading","publishDate":1713812452,"format":"standard","headTitle":"California’s Future Educators Divided on How to Teach Reading | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth] \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.[aside postID=news_11945189 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg']Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”[aside postID=news_11914203 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg']Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.[aside label='Related Coverage' tag='education']But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","status":"publish","parent":0,"modified":1721146431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2152},"headData":{"title":"California’s Future Educators Divided on How to Teach Reading | KQED","description":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California’s Future Educators Divided on How to Teach Reading","datePublished":"2024-04-22T12:00:52-07:00","dateModified":"2024-07-16T09:13:51-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"John Fensterwald, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp> \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11945189","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11914203","hero":"https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","authors":["byline_news_11983654"],"categories":["news_18540","news_8"],"tags":["news_18538","news_20013","news_27626","news_18500"],"affiliates":["news_33681"],"featImg":"news_11983657","label":"news_33681"},"news_11982920":{"type":"posts","id":"news_11982920","meta":{"index":"posts_1716263798","site":"news","id":"11982920","score":null,"sort":[1713126849000]},"parent":0,"labelTerm":{},"blocks":[],"publishDate":1713126849,"format":"standard","title":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review","headTitle":"California Legislature Halts ‘Science of Reading’ Mandate, Prompting Calls for Thorough Review | KQED","content":"\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.[pullquote size=\"medium\" align=\"right\" citation=\"Martha Hernandez, executive director, Californians Together\"]‘We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students.’[/pullquote]\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.[aside postID=\"news_11982196,news_11969236,news_11972684\" label=\"Related Stories\"]\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>EdSource reporter Karen D’Souza contributed to this report.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1415,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":32},"modified":1713209199,"excerpt":"A bill that would have required California teachers to teach children to read using the 'science of reading,' which spotlights phonics, has died without a hearing.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A bill that would have required California teachers to teach children to read using the 'science of reading,' which spotlights phonics, has died without a hearing.","title":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review","datePublished":"2024-04-14T13:34:09-07:00","dateModified":"2024-04-15T12:26:39-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"guestAuthors":[],"slug":"california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","status":"publish","sourceUrl":"https://edsource.org/","nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>, \u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a> and \u003ca href=\"https://edsource.org/author/zstavely\">Zaidee Stavely\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"source":"EdSource","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11982920/california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Martha Hernandez, executive director, Californians Together","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11982196,news_11969236,news_11972684","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>EdSource reporter Karen D’Souza contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982920/california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","authors":["byline_news_11982920"],"categories":["news_18540","news_8"],"tags":["news_32584","news_2960","news_33603"],"affiliates":["news_33681"],"featImg":"news_11982923","label":"source_news_11982920"},"news_11982196":{"type":"posts","id":"news_11982196","meta":{"index":"posts_1716263798","site":"news","id":"11982196","score":null,"sort":[1712536252000]},"guestAuthors":[],"slug":"california-teachers-union-opposes-bill-mandating-science-of-reading-in-schools","title":"California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools","publishDate":1712536252,"format":"standard","headTitle":"California Teachers Union Opposes Bill Mandating ‘Science of Reading’ in Schools | KQED","labelTerm":{},"content":"\u003cp>California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the “science of reading,” that spotlights phonics to teach children to read.\u003c/p>\n\u003cp>The move by the politically powerful California Teachers Association (CTA) puts the fate of Assembly Bill 2222 in question as supporters insist that there is room to negotiate changes that will bring opponents together.\u003c/p>\n\u003cp>CTA’s complaints include some recently voiced by some advocacy organizations for English learners and bilingual education that \u003ca href=\"https://edsource.org/2024/english-learner-advocates-oppose-science-of-reading-bill/707178\">oppose the bill\u003c/a> and have refused to negotiate any changes to make the bill more acceptable.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Yolie Flores, president, Families in Schools\"]‘It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.’[/pullquote]The teachers union put its opposition to \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\">AB 2222\u003c/a> in writing in a lengthy letter to Assembly Education Committee Chairman Al Muratsuchi last week. The committee is expected to hear the bill, introduced in February, later this month.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\">The letter \u003c/a>includes a checklist of complaints including that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and cuts teachers out of the decision-making process, especially when it comes to curriculum.\u003c/p>\n\u003cp>“Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised that CTA would oppose legislation that would ensure all teachers are trained to use the latest brain research to teach children how to read.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Unfortunately, a lot of folks in the field haven’t actually been trained on that, and a lot of the instruction materials in classrooms today don’t align with that,” Tuck said.\u003c/p>\n\u003cp>Tuck said CTA appears to misunderstand the body of evidence-based research known as the science of reading. It “is not a curriculum and is not a program or a one-size-fits-all approach,” he said. “It will give teachers a foundational understanding of how children learn to read. Teachers will still have a lot of room locally to decide which instructional moves to make on any given day for any given children. So, you’ll still have significant differentiation.”\u003c/p>\n\u003ch2>A nationwide push\u003c/h2>\n\u003cp>California’s push to adopt the science of reading approach to early literacy is in sync with \u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/the-science-of-reading-in-2024-5-state-initiatives-to-watch/2024/01#:~:text=These%20actions%20join%20a%20mounting,to%20evidence%2Dbased%20reading%20instruction.\" target=\"_blank\" rel=\"noopener\">37 states \u003c/a>and some cities, such as New York City, that have passed similar legislation.\u003c/p>\n\u003cp>[aside postID=\"news_11972684,mindshift_63241,news_11969236\" label=\"Related Stories\"]States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it trains children to use pictures to recognize words on sight, also known as three-cueing. The new method would teach children to decode words by sounding them out, a process known as phonics.\u003c/p>\n\u003cp>Although phonics, the ability to connect letters to sounds, has drawn the most attention, the science of reading focuses on four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would require that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003cp>The legislation goes against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>“It’s a big bill,” said Yolie Flores, president of Families in Schools, a co-sponsor. “We’re very proud that it’s a big bill because that means it is truly consequential in the best way possible for children. It’s not a sort of tweak around the edges kind though, it’s the kind of bill that really brings transformation. So we are hoping that the Legislature sees beyond the sort of typical pushback and resistance, and in the end, I think, teachers will see that this was a huge benefit for them.”\u003c/p>\n\u003ch2>Seeking compromise\u003c/h2>\n\u003cp>The bill’s author, Blanca Rubio (D-Baldwin Park) said she took CTA’s seven-page letter not as an outright rejection but as an opportunity for negotiations.\u003c/p>\n\u003cp>“I’m glad they sent this letter,” she said. “They outline their objections and the reasons why, and that’s something I can work with. It’s not a flat, ‘No, we don’t want you to do it.’ They gave me specific items that I can look at and have a conversation about.”\u003c/p>\n\u003cp>She said that Assemblymember Muratsuchi asked her to work with the CTA on a compromise. She is also meeting with consultants for Assembly Speaker Robert Rivas (D-Salinas) “to look at the big picture,” she said.\u003c/p>\n\u003cp>But Flores says the state’s \u003ca href=\"https://edsource.org/2024/legislative-analyst-update-projects-bigger-funding-drop-for-schools-community-colleges/706457\">budget problems\u003c/a>, with predictions of no money for new programs, may be a bigger hurdle to getting the bill passed than the CTA opposition. The cost of paying for the required professional development for teachers would total $200 million to $300 million, she said. Because it is a mandate, the state would be required to repay districts for the cost.\u003c/p>\n\u003cp>“That is a drop in the bucket for something so transformational, so consequential,” Flores said. “I hope that the Legislature really comes to that realization. We’re in a budget deficit, but our budget is a statement of priorities.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandate instruction in the science of reading. In 2023, just 43% of California third graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of lower-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“It’s foundational,” Flores said. “It’s not the only thing teachers need to know. It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.”\u003c/p>\n\u003cp>The bill would sunset in 2028 when all teachers are required to have completed training. Beginning in July, all teacher preparation programs would be required to teach future educators to base literacy instruction on the science of reading.\u003c/p>\n\u003ch2>Needs of English learners\u003c/h2>\n\u003cp>The CTA and other critics of AB 2222 charge that it ignores the need of English learners for oral language skills, vocabulary and comparison between their home languages and English, which they need in order to learn how to read.\u003ca href=\"https://edsource.org/2023/california-lags-behind-other-states-in-bilingual-education-for-english-learners/701270\"> Four out of 10 students\u003c/a> in California start school as English learners.\u003c/p>\n\u003cp>Tuck disputes this. “We actually emphasize oral language development,” he said. “This would be the first statute that would say when instructional materials are adopted, and when teachers are trained in the science of reading, they must include a focus on English learners and oral language development.”\u003c/p>\n\u003cp>Representatives from Californians Together, an advocacy organization for English learners and bilingual education, applauded the CTA’s opposition to the bill. They oppose the bill, rather than suggest amendments, because they disagree with its overall approach.\u003c/p>\n\u003cp>“We just don’t think this is the right bill to address literacy needs,” said Executive Director Martha Hernandez. “It’s very restrictive. We know that mandates don’t work. It lacks a robust, comprehensive approach for multilingual learners.”\u003c/p>\n\u003cp>Instead, Californians Together and the California Association for Bilingual Education have both said they would prefer California fund the training of teachers and full implementation of the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf\" target=\"_blank\" rel=\"noopener\">English Language Arts/English Language Development Framework (PDF)\u003c/a>.\u003c/p>\n\u003cp>The framework was adopted in 2014 and encourages, but does not mandate, explicit instruction in foundational skills and oral language development for English learners.\u003c/p>\n\u003cp>The California Language Teachers Association has requested the bill be amended to include information about teaching literacy in languages not based on the English alphabet, such as Japanese, Chinese or Arabic, according to Executive Director Liz Matchett. However, the organization has not yet taken a position on the bill.\u003c/p>\n\u003cp>“I agree that we want to support all children to be able to read. If they can’t read, they can’t participate in education, which is the one way that is proven to change people’s circumstances,” said Matchett, who teaches Spanish at Gunn High School in Palo Alto. “There’s nothing to oppose about that. I’m still a classroom teacher, and all the time, you get kids in high school who can’t read.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://west.edtrust.org/press-release/statement-on-ab-2222-rubio-early-literacy-science-of-reading/\" target=\"_blank\" rel=\"noopener\">Education Trust-West\u003c/a> urges changes in the bill to center the needs of “multilingual learners” — children who speak languages other than English at home — and to include more oversight and fewer mandates, such as those that may discourage new teachers from entering the profession.\u003c/p>\n\u003cp>“If our recommended amendments were to be accepted, EdTrust-West would support it as a much-needed solution to California’s acute literacy crisis.”\u003c/p>\n\u003cp>Claude Goldenberg, professor emeritus of education at Stanford University, said “it was disappointing” to see CTA’s opposition, particularly because the union did not suggest amendments. He said he had met with representatives from CTA and urged them to identify what could be changed in the bill.\u003c/p>\n\u003cp>In a recent\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\"> EdSource commentary\u003c/a>, Goldenberg urged opponents to “do the right thing for all students. AB 2222’s introduction is an important step forward on the road to universal literacy in California. We must get it on the right track and take it across the finish line.”\u003c/p>\n\u003cp>Referring to the CTA’s opposition, Goldenberg said, “Obviously my urgings fell flat. They identified why they’re opposing, but there’s no indication of any possible re-evaluation.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\">Goldenberg\u003c/a>, who served on the National Literacy Panel, which synthesized research on literacy development among children who speak languages other than English, has called on the bill’s authors to amend it to include a more comprehensive definition of the “science of reading” and include more information about teaching students to read in English as a second language and in their home languages.\u003c/p>\n\u003cp>The CTA has \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">changed its position\u003c/a> on bills related to literacy instruction in the last two years. It had originally supported \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">Senate Bill 488\u003c/a>, which passed in 2022. The legislation requires a literacy performance assessment for teachers and oversight of literacy instruction in teacher preparation. The union is now in support of a bill that would do away with both.\u003c/p>\n\u003cp>The change of course was attributed to a survey of 1,300 CTA members, who said the assessment caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, according to Leslie Littman, vice president of the union, in a prior interview.\u003c/p>\n\u003cp>Veteran political observer Dan Schnur said he’s not surprised CTA would oppose the bill since some of its political allies are against it; the question is how important CTA considers the bill.\u003c/p>\n\u003cp>“If it becomes a pitched battle, CTA will have to decide whether it is one of its highest priorities in this session,” he said.\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t indicated his position yet, but Schnur, the press secretary for former Gov. Pete Wilson, who teaches political communications at UC Berkeley and USC, said, “This is not the type of fight Newsom needs or wants right now. If he has strong feelings, it’s hard to see him going to war for or against.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-schools-faces-teachers-union-opposition/709193\">\u003cem>This story was originally published in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the 'science of reading,' that spotlights phonics to teach children to read.","status":"publish","parent":0,"modified":1721130631,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2128},"headData":{"title":"California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools | KQED","description":"California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the 'science of reading,' that spotlights phonics to teach children to read.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Teachers Union Opposes Bill Mandating 'Science of Reading' in Schools","datePublished":"2024-04-07T17:30:52-07:00","dateModified":"2024-07-16T04:50:31-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"True","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>, \u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a> and \u003ca href=\"https://edsource.org/author/zstavely\">Zaidee Stavely\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11982196/california-teachers-union-opposes-bill-mandating-science-of-reading-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s largest teachers union has moved to put the brakes on legislation that mandates instruction, known as the “science of reading,” that spotlights phonics to teach children to read.\u003c/p>\n\u003cp>The move by the politically powerful California Teachers Association (CTA) puts the fate of Assembly Bill 2222 in question as supporters insist that there is room to negotiate changes that will bring opponents together.\u003c/p>\n\u003cp>CTA’s complaints include some recently voiced by some advocacy organizations for English learners and bilingual education that \u003ca href=\"https://edsource.org/2024/english-learner-advocates-oppose-science-of-reading-bill/707178\">oppose the bill\u003c/a> and have refused to negotiate any changes to make the bill more acceptable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Yolie Flores, president, Families in Schools","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The teachers union put its opposition to \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\" target=\"_blank\" rel=\"noopener\">AB 2222\u003c/a> in writing in a lengthy letter to Assembly Education Committee Chairman Al Muratsuchi last week. The committee is expected to hear the bill, introduced in February, later this month.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\">The letter \u003c/a>includes a checklist of complaints including that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and cuts teachers out of the decision-making process, especially when it comes to curriculum.\u003c/p>\n\u003cp>“Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised that CTA would oppose legislation that would ensure all teachers are trained to use the latest brain research to teach children how to read.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Unfortunately, a lot of folks in the field haven’t actually been trained on that, and a lot of the instruction materials in classrooms today don’t align with that,” Tuck said.\u003c/p>\n\u003cp>Tuck said CTA appears to misunderstand the body of evidence-based research known as the science of reading. It “is not a curriculum and is not a program or a one-size-fits-all approach,” he said. “It will give teachers a foundational understanding of how children learn to read. Teachers will still have a lot of room locally to decide which instructional moves to make on any given day for any given children. So, you’ll still have significant differentiation.”\u003c/p>\n\u003ch2>A nationwide push\u003c/h2>\n\u003cp>California’s push to adopt the science of reading approach to early literacy is in sync with \u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/the-science-of-reading-in-2024-5-state-initiatives-to-watch/2024/01#:~:text=These%20actions%20join%20a%20mounting,to%20evidence%2Dbased%20reading%20instruction.\" target=\"_blank\" rel=\"noopener\">37 states \u003c/a>and some cities, such as New York City, that have passed similar legislation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11972684,mindshift_63241,news_11969236","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>States nationwide are rejecting balanced literacy as failing to effectively teach children how to read, since it trains children to use pictures to recognize words on sight, also known as three-cueing. The new method would teach children to decode words by sounding them out, a process known as phonics.\u003c/p>\n\u003cp>Although phonics, the ability to connect letters to sounds, has drawn the most attention, the science of reading focuses on four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds; vocabulary; comprehension; and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would require that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003cp>The legislation goes against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>“It’s a big bill,” said Yolie Flores, president of Families in Schools, a co-sponsor. “We’re very proud that it’s a big bill because that means it is truly consequential in the best way possible for children. It’s not a sort of tweak around the edges kind though, it’s the kind of bill that really brings transformation. So we are hoping that the Legislature sees beyond the sort of typical pushback and resistance, and in the end, I think, teachers will see that this was a huge benefit for them.”\u003c/p>\n\u003ch2>Seeking compromise\u003c/h2>\n\u003cp>The bill’s author, Blanca Rubio (D-Baldwin Park) said she took CTA’s seven-page letter not as an outright rejection but as an opportunity for negotiations.\u003c/p>\n\u003cp>“I’m glad they sent this letter,” she said. “They outline their objections and the reasons why, and that’s something I can work with. It’s not a flat, ‘No, we don’t want you to do it.’ They gave me specific items that I can look at and have a conversation about.”\u003c/p>\n\u003cp>She said that Assemblymember Muratsuchi asked her to work with the CTA on a compromise. She is also meeting with consultants for Assembly Speaker Robert Rivas (D-Salinas) “to look at the big picture,” she said.\u003c/p>\n\u003cp>But Flores says the state’s \u003ca href=\"https://edsource.org/2024/legislative-analyst-update-projects-bigger-funding-drop-for-schools-community-colleges/706457\">budget problems\u003c/a>, with predictions of no money for new programs, may be a bigger hurdle to getting the bill passed than the CTA opposition. The cost of paying for the required professional development for teachers would total $200 million to $300 million, she said. Because it is a mandate, the state would be required to repay districts for the cost.\u003c/p>\n\u003cp>“That is a drop in the bucket for something so transformational, so consequential,” Flores said. “I hope that the Legislature really comes to that realization. We’re in a budget deficit, but our budget is a statement of priorities.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandate instruction in the science of reading. In 2023, just 43% of California third graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of lower-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“It’s foundational,” Flores said. “It’s not the only thing teachers need to know. It’s not the only thing that teachers will need to do and to adhere to, but it’s sort of the basic foundational knowledge of how children’s brains work in order to learn to read.”\u003c/p>\n\u003cp>The bill would sunset in 2028 when all teachers are required to have completed training. Beginning in July, all teacher preparation programs would be required to teach future educators to base literacy instruction on the science of reading.\u003c/p>\n\u003ch2>Needs of English learners\u003c/h2>\n\u003cp>The CTA and other critics of AB 2222 charge that it ignores the need of English learners for oral language skills, vocabulary and comparison between their home languages and English, which they need in order to learn how to read.\u003ca href=\"https://edsource.org/2023/california-lags-behind-other-states-in-bilingual-education-for-english-learners/701270\"> Four out of 10 students\u003c/a> in California start school as English learners.\u003c/p>\n\u003cp>Tuck disputes this. “We actually emphasize oral language development,” he said. “This would be the first statute that would say when instructional materials are adopted, and when teachers are trained in the science of reading, they must include a focus on English learners and oral language development.”\u003c/p>\n\u003cp>Representatives from Californians Together, an advocacy organization for English learners and bilingual education, applauded the CTA’s opposition to the bill. They oppose the bill, rather than suggest amendments, because they disagree with its overall approach.\u003c/p>\n\u003cp>“We just don’t think this is the right bill to address literacy needs,” said Executive Director Martha Hernandez. “It’s very restrictive. We know that mandates don’t work. It lacks a robust, comprehensive approach for multilingual learners.”\u003c/p>\n\u003cp>Instead, Californians Together and the California Association for Bilingual Education have both said they would prefer California fund the training of teachers and full implementation of the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf\" target=\"_blank\" rel=\"noopener\">English Language Arts/English Language Development Framework (PDF)\u003c/a>.\u003c/p>\n\u003cp>The framework was adopted in 2014 and encourages, but does not mandate, explicit instruction in foundational skills and oral language development for English learners.\u003c/p>\n\u003cp>The California Language Teachers Association has requested the bill be amended to include information about teaching literacy in languages not based on the English alphabet, such as Japanese, Chinese or Arabic, according to Executive Director Liz Matchett. However, the organization has not yet taken a position on the bill.\u003c/p>\n\u003cp>“I agree that we want to support all children to be able to read. If they can’t read, they can’t participate in education, which is the one way that is proven to change people’s circumstances,” said Matchett, who teaches Spanish at Gunn High School in Palo Alto. “There’s nothing to oppose about that. I’m still a classroom teacher, and all the time, you get kids in high school who can’t read.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://west.edtrust.org/press-release/statement-on-ab-2222-rubio-early-literacy-science-of-reading/\" target=\"_blank\" rel=\"noopener\">Education Trust-West\u003c/a> urges changes in the bill to center the needs of “multilingual learners” — children who speak languages other than English at home — and to include more oversight and fewer mandates, such as those that may discourage new teachers from entering the profession.\u003c/p>\n\u003cp>“If our recommended amendments were to be accepted, EdTrust-West would support it as a much-needed solution to California’s acute literacy crisis.”\u003c/p>\n\u003cp>Claude Goldenberg, professor emeritus of education at Stanford University, said “it was disappointing” to see CTA’s opposition, particularly because the union did not suggest amendments. He said he had met with representatives from CTA and urged them to identify what could be changed in the bill.\u003c/p>\n\u003cp>In a recent\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\"> EdSource commentary\u003c/a>, Goldenberg urged opponents to “do the right thing for all students. AB 2222’s introduction is an important step forward on the road to universal literacy in California. We must get it on the right track and take it across the finish line.”\u003c/p>\n\u003cp>Referring to the CTA’s opposition, Goldenberg said, “Obviously my urgings fell flat. They identified why they’re opposing, but there’s no indication of any possible re-evaluation.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/english-learners-too-would-benefit-from-fixing-how-we-teach-reading-in-california-this-bill-is-a-good-start/708799\">Goldenberg\u003c/a>, who served on the National Literacy Panel, which synthesized research on literacy development among children who speak languages other than English, has called on the bill’s authors to amend it to include a more comprehensive definition of the “science of reading” and include more information about teaching students to read in English as a second language and in their home languages.\u003c/p>\n\u003cp>The CTA has \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">changed its position\u003c/a> on bills related to literacy instruction in the last two years. It had originally supported \u003ca href=\"https://edsource.org/2024/cta-sponsored-legislation-would-remove-one-of-states-last-required-tests-for-teachers/706391\">Senate Bill 488\u003c/a>, which passed in 2022. The legislation requires a literacy performance assessment for teachers and oversight of literacy instruction in teacher preparation. The union is now in support of a bill that would do away with both.\u003c/p>\n\u003cp>The change of course was attributed to a survey of 1,300 CTA members, who said the assessment caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, according to Leslie Littman, vice president of the union, in a prior interview.\u003c/p>\n\u003cp>Veteran political observer Dan Schnur said he’s not surprised CTA would oppose the bill since some of its political allies are against it; the question is how important CTA considers the bill.\u003c/p>\n\u003cp>“If it becomes a pitched battle, CTA will have to decide whether it is one of its highest priorities in this session,” he said.\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t indicated his position yet, but Schnur, the press secretary for former Gov. Pete Wilson, who teaches political communications at UC Berkeley and USC, said, “This is not the type of fight Newsom needs or wants right now. If he has strong feelings, it’s hard to see him going to war for or against.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/bill-to-mandate-science-of-reading-in-california-schools-faces-teachers-union-opposition/709193\">\u003cem>This story was originally published in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982196/california-teachers-union-opposes-bill-mandating-science-of-reading-in-schools","authors":["byline_news_11982196"],"categories":["news_18540","news_8"],"tags":["news_18286","news_20013","news_1928"],"affiliates":["news_33681"],"featImg":"news_11982200","label":"source_news_11982196"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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