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Senate Bill 1115, which proposes training for all California teachers and aides in math and reading, has passed its initial legislative hurdle despite not having a designated funding source and facing skepticism from advocates for English learners. The bill, sponsored by State Superintendent of Public Instruction Tony Thurmond and authored by Sen. Monique Limon, aims to enhance early literacy and numeracy skills amidst a tight fiscal year, where Governor Gavin Newsom has suggested that funding for new programs is unlikely. The bill does not specify a cost but acknowledges the significant investment required to train California's 300,000 teachers, potentially amounting to hundreds of millions of dollars. Thurmond emphasized the moral clarity in training educators with proven strategies to improve student learning, leveraging significant brain science insights. Critics, particularly advocates for English learners, express concerns that the bill's emphasis on the "science of reading," which includes programs like Lexia LETRS and CORE Learning, might disproportionately focus on phonics at the expense of broader language skills that are crucial for English learners. These programs, while backed by research, are seen by some as not sufficiently addressing the diverse needs of all students. The bill encourages the use of existing federal and state Covid relief funds, which have not been earmarked specifically for this purpose, to finance the necessary teacher training.

 

EdSource

In response to the rising issue of student homelessness in California, State Senator Dave Cortese has introduced Senate Bill 333. This legislative proposal aims to launch the California Success, Opportunity, and Academic Resilience (SOAR) pilot program, which would provide 15,000 high school seniors experiencing homelessness a monthly stipend of $1,000 for four months. This initiative is designed to support these students as they transition from high school to either college or the workforce. The move comes amid the significant increase in the number of K-12 students facing homelessness, which reached about 246,000 in the 2022-23 school year. The bill seeks to address the gap between high school graduation and the onset of college when federal and state financial aid for homeless youth typically begins. This gap often leads to what is known as "summer melt," where students accepted into college fail to enroll due to financial and other barriers. SB 333 draws inspiration from a similar county-level pilot program in Santa Clara, launched by Cortese, which offers monthly stipends and mentorship to homeless students. This state-level initiative, however, faces challenges due to California's current $38 billion budget deficit, which complicates funding for new programs.

 

East Bay Times

For much of America's K-12 education system, "local control" is a bedrock principle, but state takeovers of school districts continue to be take place. Research shows that these takeovers often fail to make desired financial improvements and disproportionately benefit non-Black districts. Scholars have found little evidence linking takeovers to academic outcomes. Despite this, several districts across the country are currently under state control, including Houston ISD in Texas. Recent research shows that takeovers contribute to increased per-pupil spending, but majority-Black districts receive only a fraction of that boost. Factors that precipitate takeovers include struggling districts, school boards with people of color, and court rulings ordering more funding for high-needs students. While state takeovers remain a possibility for many districts, there is some evidence of a shift away from this practice, with states including Tennessee and Michigan exploring other mechanisms to help school districts improve test scores and eliminate budget deficits.

 

Education Week News

Title III funding under the Elementary and Secondary Education Act (ESEA) is crucial for supporting the linguistic and academic development of English learners in the United States. Originating with the No Child Left Behind Act of 2002, these grants are specifically designed to supplement the core educational services that states and districts are required to provide, emphasizing that Title III funds must not replace existing resources. As English learner populations grow, the demand for targeted educational support increases. Title III funds are allocated based on state-determined formulas, primarily reflecting the number of English learners and recent immigrants. These funds support various educational services such as enhanced instructional programs, professional development for teachers, and family engagement initiatives, which are pivotal for the academic success of English learners. However, the effectiveness of Title III is often hampered by inadequate funding relative to the rising number of English learners and the cost of essential educational services. This underfunding limits the reach and impact of programs intended to bolster English proficiency and academic performance. Moreover, the rigid stipulation that Title III funds only be used for supplementary services means essential costs like ESL teacher salaries and mandatory educational materials must be covered by other funding sources. This situation underscores the need for a reassessment of funding levels and strategies to ensure that English learners receive the comprehensive support necessary to thrive academically.

 

Education Week

David Scarlett Wakelyn, a former math teacher and developer of the Common Core State Standards, discusses the challenge of setting appropriate goals for student achievement in light of changing job market demands. Wakelyn references the research of Edwin Locke and Gary Latham, who recommend setting goals that are "difficult but attainable" and align with meaningful outcomes—such as preparing students for college and careers. According to projections by Georgetown University economists, by 2031, 72% of jobs will require some college education, significantly more than the number of jobs requiring a high school diploma four decades ago. This shift underscores the need for educational goals that prepare students to meet these future demands. In New York, while the Board of Regents has updated standards to align with college readiness, the actual achievement levels lag behind, with only 48% of third graders proficient in reading and writing. Wakelyn argues that setting a target of 72% proficiency aligns with the projected need for college-educated workers, making it a relevant and strategic goal for education systems. This target is not just ambitious but grounded in economic reality, aiming to equip students with the skills necessary for future job markets. Achieving this goal would require systematic efforts across all grades, increasing literacy achievement by 3% annually.

 

The 74

The Berryessa USD in San Jose has agreed to pay $10.3m to three former Sierramont Middle School students who were sexually abused by a teacher in the late 1990s and early 2000s. The teacher, Ronald Dean Gardner, was convicted and sentenced to 22 years in prison last year. The settlement was secured by the law firm Cerri, Boskovich & Allard on behalf of the victims. The lawsuit alleged that the district and school officials allowed Gardner to continue teaching despite misconduct claims. The settlement brings a sense of vindication to the victims, but they believe it highlights the failure of governmental institutions to protect children.

 

Mercury News

The Poway USD has unanimously voted to fire Superintendent Marian Kim Phelps following an investigation into allegations of harassment against the Del Norte High School softball team. The investigation, conducted by law firm Dannis Woliver Kelley, included 41 witnesses and the review of various documents. Board President Michelle O'Connor-Ratcliff stated that the investigation revealed previously unknown evidence that contradicted Phelps' statements and assertions. Phelps has denied the allegations and claimed that her daughter was being bullied by another student. Interim Superintendent Greg Mizel will continue in his role during the transition period. Phelps had been superintendent of the 36,000-student district since April 2017.

 

Sandie Gunion Tribute

The Pasadena USD and the Pasadena City Council held a joint meeting to discuss a staff housing initiative that aims to provide affordable housing for teachers, staff, and low-income students. The project would repurpose under-utilized school sites within the district and is funded by Measure O, a general obligation bond measure approved by voters in 2020. The initiative has received mixed reactions from residents and elected officials, with concerns raised about the impact on public education and the permanent use of properties. However, faith-based organizations and some community members support the project, citing the housing crisis and declining enrollment in PUSD schools. The district plans to work with its education housing partners to move the project forward in partnership with the city.

 

Pasadena Star-News

The transportation challenges facing today's schools are complex, especially with the rising demands from expanded school choice and the need to accommodate students with special circumstances, such as those in foster care or experiencing homelessness. Traditional yellow school buses, while still fundamental, are no longer sufficient to meet all these diverse needs effectively. Inspiration for solving these challenges can be drawn from urban multimodal transportation systems, which integrate various forms of transit to serve a broad population dynamically. Cities like New York and Chicago have effectively used a mix of public transport, bike-share programs, scooters, and rideshares to enhance accessibility and convenience. Applying a similar multimodal approach to student transportation could significantly address the issues of chronic absenteeism and accessibility. Marginalized and low-income students, who may not have access to a car and depend heavily on school buses, are particularly vulnerable to the shortcomings of the current system. A diverse transportation network would provide these students with more reliable and flexible options, potentially decreasing absenteeism and improving academic outcomes. Moreover, this approach could help schools navigate budget constraints and environmental mandates, such as the shift towards electric buses. By integrating technology to optimize routes and match students with the most suitable mode of transport, schools can enhance efficiency and ensure safety.

 

School Bus Fleet