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A nonprofit organization created by the California State Library to improve childhood literacy has spent more than $1 million in taxpayer money but has yet to put a single book in the hands of a child.

Lawmakers grilled State Librarian Greg Lucas and other officials about the organization’s spending in , with one lawmaker saying it raises “serious questions.”

Lucas, however, blamed the shortcomings on the fact that legislators themselves pulled the organization’s funding prematurely. After the hearing, he told CalMatters in a statement that “every taxpayer dollar spent on this program is fully accounted for.”

In total, lawmakers allocated $70 million in 2022 to improve children’s love of reading with the intent of giving some of the money to Dolly Parton’s Imagination Library and some of it to a local organization.

The California-based Strong Reader Partnership was formed by the state library as the local partner, and it was originally set to receive $19 million. But in 2024, with very little of the money spent, lawmakers redirected the money to the Dollywood Foundation, which oversees Parton’s Imagination Library. Ultimately, the project has been able to meet many of its goals, the Dollywood Foundation this year. In all, it has served more than 160,000 children in California and distributed  nearly 3 million books. The foundation is administering the program but not donating any money toward the project.

Although the $1 million spent by the Strong Reader Partnership is small, relative to the total project budget, Sen. , a Pasadena Democrat, and Sen. , a Bakersfield Republican, said in the hearing that it’s their job to ensure it was still spent correctly, especially since the money was designated for children.

In the hearing, Pérez and Grove questioned the Strong Reader Partnership’s finances, repeatedly stating that its accounting practices and business activities were ineffective, negligent or potentially in violation of its state contract. Grove pressed Lucas about why he created a separate nonprofit instead of giving the money directly to the Dollywood Foundation, even though she herself required the state library to do so.

In 2022 Grove authored that created the program. The bill required “the State Librarian to coordinate with a nonprofit entity, as specified, that is organized solely to promote and encourage reading by the children of the state.” The Dollywood Foundation, which is national and based in Tennessee, was not eligible to be that nonprofit entity.

When CalMatters asked Grove why she is criticizing the state library’s formation of a nonprofit when her bill required it, she responded by email but didn’t answer the question. Instead, she reiterated her criticisms of the Strong Reader Partnership, saying that its money was “squandered away without putting books in kids’ hands.”

Letters to lawmakers

State lawmakers first questioned the Imagination Library project in 2024, when budget officials, faced with closing a nearly $50 billion , told lawmakers that most of the money for the program remained unspent nearly two years after its launch. That year, the governor keeping the money intact but requiring 90% of it go directly to the Dollywood Foundation instead of the Strong Reader Partnership or any local nonprofit. The foundation did not respond to CalMatters’ questions about its relationship with the Strong Reader Partnership.

Sonya Harris, executive director of the Strong Reader Partnership at the time, that 2024 bill and said she sent letters to legislators opposing it.

Lawmakers said speaking about the bill was a violation of her contract. “You’re attempting to influence legislation when it’s explicitly stated that you are not supposed to use state taxpayer dollars to do so. Do you agree?” asked Pérez during the April 7 hearing. Harris didn’t answer the question.

Also during the hearing, Pérez repeatedly questioned the organization’s financial management, referencing instances when checks bounced, reports were not completed or documents arrived months after lawmakers had requested them. “As far as I can see here, there (were) no local partnerships that you all established in order to facilitate this program over a two-year period,” she said. “We are not able to understand what you did with these dollars and that’s the whole purpose of this hearing.”

Contracting with nonprofits comes with risks

The roughly $1 million in state funds that went to the Strong Reader Partnership is  less than a thousandth of 1% of the state’s  total spending, but that’s not the point, Pérez said

“Comments have been made about the amount of money that this is, and that it might be small relative to the budget,” she said before closing out the hearing. “But for me, as a public servant, I take this very seriously. We need to ensure that when we’re making a commitment to provide something as simple as books to children, that we’re actually delivering on that commitment.”

State and local lawmakers routinely sign contracts and grant money to businesses, including many nonprofit organizations, to enact public services or programs. In the process, taxpayers “lose transparency,” said Susan Shelley, vice president of communications for the Howard Jarvis Taxpayer Association, a group that opposes higher taxes. “Why is the state government or the local government turning them over to nonprofits instead of having their massive bureaucracies handle these things where someone is accountable?”

Shelley said the responsibility lies both with the nonprofits and the Legislature, especially in this instance, because Grove’s bill required the California State Library to work with a local nonprofit.

Normally, the Howard Jarvis Taxpayer Association is strongly aligned with Grove. Last year, the organization gave her based on her voting record on tax-related issues.

This article was and was republished under the license.

Sergio Garcia is quick to the scene. He puts on a scuffed firefighter jacket, grabs an oxygen mask and crouches down on hot concrete to start chest compressions on a dummy body. 

At the Los Angeles Unified School District’s career technical education showcase, under an outdoor canopy in blistering Southern California heat, the fire academy student demonstrates CPR to other students who might also be interested in joining. 

Sergio represents one of 23 high schools and six middle schools that showcased a range of career technical education at L.A. Unified, including 15 comprehensive three- or four-year programs that prepare students for industries through real-world experience. The showcase, held last month at the , a private health equity foundation, featured student projects, live demonstrations and skill-based challenges, is part of the district’s “Dream It, Achieve It!” initiative that pairs students with local industry leaders.

“With my degree, I’d rather know I’m going to help people,” said Sergio, a senior and fourth-year deputy chief at the fire academy at Banning High School who is on track to earn a fire science degree at a technical college. “Although it is very physically demanding, the fact that you’re doing good in this world is a bigger gift than anyone could ever ask for.”

Building technical and team-building skills 

At another canopy at the showcase, students cheered a remote-controlled battle of two robots, vying for the prize of a 3D-printed bot, while Madelynne Arevalo helped set up a mini flight simulator. Madelynne, a senior at Fremont High School in Los Angeles, is in the robotics program and is designing a rocket launch for her aerospace engineering project.

“We also compete with other high schools, and the competitions are really fun,” Madelynne said. “I’m really proud of all the models (we made), even if they’re not the final ones we end up using.”

Madelynne remembers designing an elevator system in a robot she worked on for a competition. Although she and her team chose a more time-efficient robot for the event, she said she learned how to develop new technical and team-building skills in a high-stakes environment. 

“It was a lot of our own ideas and a lot of collaboration,” Madelynne said, “and I thought that even if it doesn’t work, at least the process was nice.”

In recent years, L.A. Unified has significantly expanded career technical education to about 435 pathways, from engineering and technology to business and construction, serving nearly 40,000 students. About 1,000 students completed internships in the 2024-2025 school year, and CTE programs have about a 97% graduation rate. 

“CTE careers are the fastest growing careers in the United States, more than students going to a four-year university,” said Jaime Medina, a firefighter and teacher in L.A. Unified’s firefighting program. 

Israel Urbina, a junior at Washington Preparatory High School in Los Angeles, is a third-year student in the photojournalism program. At the showcase, he displayed a photo in which he manipulated light to create different designs, objects and shapes, including one that spelled out his name. 

“Right now, my thing in photography is light painting,” Israel said. “I did a video about it in my photography class, and it’s about all my light paintings and the different ones I’ve done and the different people I’ve done it with.”

Ken Kerbs, a photojournalism teacher at the school, described Israel as nearly an “expert” on light painting. Through years of honing techniques related to perspective, reflections, texture, light and shadow, Kerbs said most of his students leave the program with greater curiosity about the world and a sharper eye for detail. 

“What that says to me is that teaching them the basics is to be sensitive and have a different sensibility about their environment,” Kerbs said. “That’s what makes me come to school in the morning.”

Blessed Thomas-Hill, a senior at Washington Prep, worked with Israel on a film about light painting and wrote poetry for the film’s narrative. She said she chose the photojournalism program because of Kerbs, who helped teach her to be more comfortable expressing herself.  

“I’m an introvert, and talking with people, I really struggle with that a lot,” Blessed said. “I got to know a lot of great friends this year. I’ve got to get closer to more people. It’s made me more sociable.” 

Students ‘rise to the occasion’ 

Blessed said she wants to be an artist and plans to incorporate photography in her personal art. She remembers a field trip to Cal State Northridge, where she learned about a photographer’s protest of immigration raids through his photos of L.A. communities, which inspired her to commit to art. 

“It’s really inspiring in a way because it shows that you’re not just alone in your community,” Blessed said. 

Madelynne said she plans to continue studying robotics and will pursue a college degree in biomedical engineering. Because she had not committed to robotics until her senior year, she felt she was behind many students who had started coding in middle school. 

“At first, I didn’t believe in myself. I didn’t think I was smart enough to do something as complicated as engineering,” Madelynne said, adding that the robotics program led her to Girls Build, a club where girls learn to code and build machines together. 

“Spreading the positivity around has helped me believe more in myself,” she said. 

Sergio, the Banning High fire academy student, said he initially struggled with how physically demanding his training was, but that he learned to build speed and strength with each simulated fire alarm drill. 

“I’ve also learned that when it comes to rising to an occasion, I rise to that occasion. Whether it be someone’s in trouble, I help protect people,”  he said. “This academy has brought out leadership in me, the discipline, the social skills that I wouldn’t have learned any other way.” 

Sergio said he also plans to become certified as a diesel mechanic, because the firefighting program has allowed him to combine two of his interests.  

“I love the whole firefighting part, but I’ve also always loved working on cars. I figured if I’m going to be a mechanic, I might as well do it for a better cause,” Sergio said. “Working on fire engines, so when those firefighters go out and save those lives, I can say I helped with that.”

This story was originally published on EdSource.

Sacramento City Unified and La Mesa-Spring Valley school districts and Taft College in California are among six educational institutions in the U.S. that had civil rights settlements terminated by the U.S. Department of Education on Monday, according to the 

The agreements, negotiated by previous administrations, were meant to uphold protections for transgender students. Now that they have been terminated, the colleges and school districts are no longer obligated to continue measures such as faculty training or allowing students to use the bathrooms, names or pronouns that align with their gender identity, the Associated Press reported.

The termination of the agreements is an effort to enforce President Donald Trump’s executive order that the government recognize only a person’s sex assigned at birth. 

In Sacramento City Unified, that means the district will no longer have to abide by a 2024 settlement that requires it to provide training on Title IX policies to school administrators, teachers guidance counselors and school resource officers, according to the  

The settlement stems from a 2022 complaint by a transgender student who said a teacher refused to use his preferred pronouns and that an administrator also referred to him incorrectly. The Office for Civil Rights, under the Biden administration, agreed with the student and directed the school district to take corrective measures, according to The Bee.

Sacramento City Unified said Monday it “remains committed to the support of our LGBTQ+ students and staff.”

The district won’t decide whether to rescind the policies until it learns whether it will impact its federal funding, according to The Bee. The district faces a $170 million budget deficit and threats of state takeover.

La Mesa-Spring Valley Unified Superintendent David Feliciano told the  that the decision would have no effect on district policies and procedures.

“We remain committed to ensuring a safe and supportive learning environment for all students,” he said.

Embarking on a treasure hunt for the art and artifacts held by the Los Angeles Unified School District is no small feat. 

The nation’s second-largest school district is home to 389,000 students and roughly 100,000 pieces of art, including paintings, sculptures, maps and murals.

The art can be found in schools and district buildings across the district’s over 700-square-mile terrain. It is part of its Art & Artifact Collection, which began sometime in the 1850s and morphed into a multi-million-dollar collection today.

Sure, the collection holds school records — classroom materials, photos, yearbooks. But it also has ancient Mesopotamian cuneiform tablets dating back to 2100 BCE. Sculptures of “Don Quixote” by Salvador Dalí from 1979. A 1931 “Bugs Bunny & Friends” by the animator Chuck Jones shows Bugs Bunny, Wile E. Coyote, Daffy Duck and The Road Runner reading a book entitled “History of the 9th St. School.”

The collection predates the official formation of LAUSD in 1961. The city was served by the Los Angeles City School District and the Los Angeles City High School District, which later . Most of LAUSD’s notable pieces are donations from alumni, former administrators and members of the larger Los Angeles community. A 2008 appraisal estimated the value was more than $12 million, according to a 2022 district document obtained by EdSource.

“LAUSD history is Los Angeles history,” said Cintia Romero, the archive and museum’s curator and archivist. “We have all the people here; we have all kinds of buildings; we have all kinds of architecture; we have all kinds of cultures.” 

It is rare for school districts to hold on to such artifacts, says Brenda Gunn, the president-elect of the Society of American Archivists.

“I don’t think it’s very common at all,” Gunn said. “I think what typically happens is that the school districts don’t really invest in any sort of preservation. It’s not often that a school district has an archivist, and if they do have any preservation efforts, it’s usually by a nonprofessional.” 

Treasures at school sites 

School officials also collect items unearthed at school sites during renovations — such as old fire alarms — as well as yearbooks and photographs that document LAUSD history. Los Angeles Unified says it maintains “professional standards for archival care and are intended to ensure that important pieces of the district’s history are maintained for future generations.” 

“School district records are like a continuous public diary of shifts in neighborhoods, how the school district has approached its curriculum, how did it manage desegregation or any big social and cultural events,” Gunn said. She added that some might also be interested in viewing them for something more personal, like understanding family genealogy. 

There’s little the LAUSD archive turns down. The main criteria is whether the art can serve in an educational capacity or as a teaching aide, Romero said. While LAUSD does sometimes loan pieces out to other institutions, it is “not in the business of buying or selling artwork.” And sometimes, she said, selling wouldn’t be in the “spirit of the donors,” some of whom were the original artists. 

“It doesn’t necessarily have to be valuable to be accepted. It can be a teaching aid,” Romero said. “So, everything kind of has value, really. Everything can be somewhere.”

And it is. 

The “X” on LAUSD’s treasure map sits in a warehouse at the school police headquarters in rows of boxes that house a large portion of the collection. That includes the district’s  collection donated by Venice High School’s historic Latin Museum, which operated from 1932 to 1997, and is now defunct.

In a small museum at the LAUSD headquarters on S. ​​Boundary Avenue, there is a display mimicking a late 19th-century classroom. 

In the “classroom” are wooden phonics teaching tools with scrolling letters, antique maps and silver-colored vessels once used during home economics classes. 

The classroom has a list of “Rules for Teachers 1872” that sits on the front desk: bring “a bucket of water and a scuttle of coal for the day’s session,” take “one evening each week for courting purposes, or two evenings a week if they attend church regularly.” 

Preservation at schools 

But it is among the modern-day classrooms with digital tablets and smart boards where the rest of the treasure lies:

Typically, in most school districts, items just end up sitting idly by for years, succumbing to what archivists call “benign neglect,” Gunn said.   

“There are all kinds of places that this archival material will end up,” Gunn said. “And staff are like, ‘Oh, I don’t want to throw this away, but it can’t be in my office, so I’m going to store it somewhere,’ and then it stays there until the next person.”

For Gunn, the hope is that school officials may take the extra step to preserve art, documents and history. Leaving something in a storage closet or in a box and walking away is not enough, she says.

“You’re not hurting anything. You’re certainly not throwing things away, but you’re not helping this; you’re not improving the situation of the records,” Gunn said. “But, what you hope is that someone down the road will see them, open that door and say, ‘Oh, these are valuable. And, if we can’t keep them here, then maybe there is another archive that will take them.’”

In the case of the LAUSD archive, there have been several thefts, including a painting at Dorsey High School. Romero said that while there aren’t many details of the painting, the president of the school’s alumni association has since found it, and traded $25,000 worth of posters and plans to leave it to LAUSD. 

Today, the district maintains that school security procedures, including key access, protect the pieces. 

Ensuring public access

While LAUSD students might enjoy little treasures displayed on their school walls and in hallway display cases, it’s more challenging for members of the public to view items in the collection. 

In the 1980s, a formal inventory of art was curated. And in 2004, the collection was digitized, Romero said.

So, since 2018, Romero and her small staff — made up of a volunteer and a small cohort of interns from Cal State Northridge and LAUSD’s Downtown Business Magnet school — continued to digitize items and add them to a public , which can be viewed for free. 

This process of digitizing the archive is largely made possible by donations and grants, though Romero’s position is funded through LAUSD’s general fund, according to the district. 

But curating the collection isn’t just about LAUSD’s or Los Angeles’s past. It’s also about the future. 

Romero and her team also keep tabs on ongoing renovation projects at school sites that could reveal new additions. 

“We have so many schools, and each school has something,” Romero said. “Every school has some kind of history.”

This story was originally published by . for their newsletters.

A Southern California school district agreed to sweeping reforms Friday in settling a state attorney general investigation into how it handled allegations staff sexually abused students.

The with the El Monte Union High School District draws to a close an 18-month investigation, which found “systemic shortfalls in the district’s response to allegations and complaints of sexual harassment, assault, and abuse of students.” The investigation was spurred by a 2023 article in Business Insider, , which documented decades of sexual misconduct by teachers, coaches and other staff at one of the district’s schools, Rosemead High, ranging from sexual harassment and groping to statutory rape.

“Every child deserves to learn and grow in a safe and supportive school environment. Unfortunately, our investigation found that this has not always been the case for students enrolled in El Monte Union High School District,” Attorney General Rob Bonta said. District administrators, he added, “consistently mishandled students’ complaints of sexual harassment, assault, and abuse by District employees and others. In doing so, it jeopardized the safety and well-being of its students and violated the community’s trust. Today’s settlement marks a beginning, not an end. I am hopeful that the District will move swiftly to implement the reforms required by this settlement, and my office will be monitoring closely to ensure its compliance.”

In an emailed statement, El Monte Superintendent Edward Zuniga said that “student safety and well-being remain our highest priorities. This agreement reflects our continued commitment to strengthening systems that support safe, inclusive, and respectful learning environments.”

Reforms mandated after investigation

Among other changes, the stipulated judgment requires the district to designate a compliance coordinator to investigate complaints of sexual harassment or abuse and creates a centralized system to store documents related to investigations. It also requires the district to maintain a list of substitute teachers found to have violated the district’s employee policy on appropriate boundaries with students. The agreement requires the district to establish an advisory committee to study its compliance with the reforms and make additional recommendations, and to provide students and parents with training for how to recognize the signs of grooming — curriculum that Rosemead students have fought to have implemented for the past four years.

The agreement is a rare instance of state law enforcement taking an active role in a K-12 school district’s compliance with California education code and mandated reporting laws. The only other agreement like it was with the Redlands Unified School District, following sexual abuse and misconduct allegations that in legal settlements. In El Monte’s case, announced Friday by Bonta at a press conference in Los Angeles, the judgment requires four years of court-supervised oversight, and includes sweeping reforms in how the district handles serious misconduct allegations.

In an interview with CalMatters, Bonta said that his office was focused on trying to establish best practices for school districts across the state in how to address sexual misconduct allegations when they surface. “I don’t think this will be the last case of this type, unfortunately,” Bonta said, adding that his staff would conduct unannounced site visits of the district in the months ahead to ensure compliance with the settlement. “We think we’ve arrived at a model that can really help districts that have failed systemically, transform.”

Attorneys in the justice department’s Bureau of Children’s Justice conducted the investigation, which focused on the district’s handling of sexual misconduct allegations against school staff since 2018. It included a review of more than 100 complaints, thousands of pages of documents, and interviews with more than two dozen employees, former students and others. The investigation found that district officials had failed to properly respond to complaints, provide adequate reporting procedures and adequately maintain records of misconduct allegations.

The findings mirror those first identified by Business Insider, which sued the school district for not releasing records under the California Public Records Act. , with district administrators agreeing to conduct new searches for records and pay $125,000 in legal fees. The district’s head of human resources, Robin Torres, said in a deposition that her office had discarded disciplinary records it was legally obligated to keep. She acknowledged that her predecessors had failed to properly investigate allegations that staff had sexually harassed students or had sex with former students soon after they graduated.

Years of sex abuse allegations

The stipulated judgment is the latest fallout from generations of Rosemead High students coming forward to share their stories of being preyed upon and groomed for sexual relationships at school. The LA Sheriff’s Department into at least three former staffers, while students and several teachers resigned following district investigations. At least five civil lawsuits .  Many were represented by attorneys Dominique Boubion and Michael Carrillo, who previously brought a case against the district that resulted in a $5 million verdict in favor of a former student who said she was abused by a teacher after he was accused of fondling children.

“The attorney general’s intervention confirms what survivors have been saying for years: EMUHSD failed its students,” Boubion told CalMatters. “This was not an isolated breakdown. It was a longstanding failure to protect children, and it stretches back decades. The district should stop resisting and start complying. Students have the right to be safe at school.”

A new state law, the , took effect earlier this year and gives school officials more tools to identify suspected misconduct. State Sen. Sasha Renée Pérez, a Democrat from Alhambra whose district includes Rosemead High, authored .

Among other reforms, the law establishes the creation of a non-public database of alleged staff misconduct that administrators are required to consult before hiring new employees. Similar databases already exist in other states as part of a growing nationwide effort to prohibit instances of “pass the trash,” where educators accused of sexual misconduct leave a school district only to return to the classroom elsewhere. This happened numerous times in the El Monte district.

Perez called the settlement a “significant step toward ending the pervasive sexual misconduct that has harmed so many students in the El Monte Unified School District. Today’s agreement stems from the work of former Rosemead High School students who bravely shared their stories of harassment, assault, and abuse.”

This article was and was republished under the license.

Unacceptably high numbers of students are testing below state standards, 50% in reading and more than 60% in math, according to state assessment data from the California Department of Education. Chronic absenteeism, while improving from pandemic peaks, remains well above pre-2020 levels in many districts. At the same time, school systems continue to teacher shortages and high early-career attrition.

Federal relief funds temporarily expanded tutoring and student support programs. But those dollars have largely expired. District leaders are now tasked with advancing academic recovery while operating in a far more constrained fiscal environment.

The question facing policymakers and superintendents is not whether students need more support. It is how to provide that support sustainably, without further overburdening teachers and budgets.

One statewide model offers an effective answer: the .

The network is a coalition of 14 AmeriCorps programs operating in more than 30 communities, from Sacramento to San Diego and Fresno to El Centro, with a presence at more than 200 schools and youth programs. The network recruits, trains and places full- and part-time student success coaches directly in K–12 public schools.

These coaches are near-peer mentors and tutors. They’re typically recent high school or college graduates between the ages of 18 and 25 exploring careers in education and youth development or simply looking for what’s next in their lives.

Applicants are recruited locally and through higher education collaborations such as California Community Colleges. They undergo screening, interviews and background checks consistent with AmeriCorps requirements. Before entering schools, they receive training in tutoring strategies, relationship-building and student engagement.

Unlike short-term volunteers, the coaches are embedded on campus to become a part of the school community, not just a periodic guest. During their time of service, typically a full school year, they provide targeted, evidence-based support aligned with school priorities directly in the classroom. That can include one-on-one and small-group tutoring,. attendance support and family communication support, academic mentoring and goal setting and social-emotional skill reinforcement.

Coaches can be directed to provide priority support to students who are identified by school staff based on academic performance, attendance patterns or other indicators.

This model is built upon a strong body of research demonstrating that high-impact tutoring and consistent mentoring relationships can improve engagement and accelerate academic gains. A landmark meta-analysis of found that tutoring is one of the “most versatile and potentially transformative educational tools” for substantial learning gains across grade levels.

Of course, coaches do not replace teachers, but they vitally extend classroom capacity, augment the learning environment and allow teachers to focus on core instruction. 

While AmeriCorps programs like this have existed for decades, the Student Success Coach Learning Network was created with intent to make a larger impact through the power of collaboration, information and resource sharing, and advocacy. The metrics support the efficacy of the efforts.

Across participating SSCLN programs in the 2023 and 2024 school years:

• 73% of students supported by Student Success Coaches improved their semester grades.
• 77% improved their grades over the full academic year.
• 95% of students served graduated from high school, compared with California’s statewide graduation rate of 87%.

Additionally, organizations within the network reported positive improvements in strengthening attendance efforts including reduced absenteeism and increased days attended, with two specific organizations showing an average 56% improvement in attendance-related measures. 

These results are consistent with national findings. A nationally representative survey of K–12 principals conducted by the at Johns Hopkins University found that schools providing people-powered, evidence-based supports such as tutoring report measurable improvements in attendance and academic engagement.

For district leaders, the takeaway is straightforward: Additional trained adults embedded daily in schools help students stay on track.

Roughly 36% of student success coaches through this network pursue careers in education following their service year. A year spent working alongside teachers, students and families provides hands-on experience, professional mentorship and a bridge into teaching with a realistic view of classroom life.

This matters in a state where teacher shortages remain particularly acute in some communities.

The workforce implications extend beyond education. Research from , analyzing millions of job postings, found that seven of the 10 most in-demand skills are “durable skills,” including communication, teamwork, empathy and adaptability. Coaches practice these competencies daily as they collaborate with educators, communicate with families, and navigate complex student needs. In that sense, the model addresses two policy priorities simultaneously: student recovery and American workforce development overall.

Because AmeriCorps members receive a living allowance and a help paying off student loans or graduate school tuition through state and federal investment, districts can expand student support capacity with modest local contributions.

This structure offers flexibility as districts add educator capacity without committing to permanent staff positions that may be difficult to sustain during budget downturns. That can extend classroom capacity for students and strengthen a pipeline of future educators.

The impact is people helping people. Young adults are choosing to serve in support of students who might have looked a lot like them just a few short years earlier. They are supporting a teacher who may just need that extra hand and energy they gain through teamwork. And students gain access to a personal mentor whose support may just change their education trajectory. 

As California looks ahead to future budget cycles and leadership transitions, the question is not whether the state can afford to invest in coordinated, people-powered student supports.

It is whether it can afford not to.

But just because we’re always worrying doesn’t mean that we’re always wrong. Children today are struggling with their mental health — struggling to maintain a semblance of hope about the future they’re inheriting. — report feeling so discouraged that it interferes with their daily lives. 

This youth mental health crisis has been with us for a moment. In 2018, in response to the horrifying Parkland, Florida, school shooting, President Donald Trump’s using federal School Safety funding for investments to “expand the pipeline of school-based mental health services providers.” The ensuing began in 2019, near the end of Trump’s first term. 

And yet, despite the issue’s ongoing urgency, the second Trump administration . Among the schools that felt that loss was the Multicultural Learning Center, a public charter school on the outskirts of Los Angeles County. As the administration’s decision works its way through the courts, it’s worth considering what might be lost if we stop investing in supporting children’s mental health. 

A $4.6M grant for students’ well-being

Winter is sunny in Canoga Park, where the Multicultural Learning Center’s campus is cloudless, ice-free and pushing 70 degrees. The air’s crisp on a dry December Thursday in the school’s courtyard garden, which hosts a series of green, thriving native plants and a sign that outlines the school’s goals for its learners: “Caring, Respectful, Responsible, Safe, Tolerant.” 

The dual language immersion charter school opened in after California voters approved a statewide mandate largely banning bilingual education. Its status as a charter allowed it flexibility from that decision, which it used to pursue a child-focused pedagogy in both English and Spanish. Co-founder and executive director Gayle Nadler says that these elements serve the goal of “learner agency. We want our students to be ready to advocate for themselves.”

This focus on students’ social skills and well-being sharpened as the school reopened after the pandemic. This tracked national—and international—trends. A of the pandemic’s impact on children found that they “consistently point[ed] to a decline in child wellbeing globally.” At the Multicultural Learning Center, school leaders now estimate that they had capacity to support only one-quarter of their children who needed services. 

In 2022, seeking to grow that capacity, the school applied with several other charters for one of . They were awarded nearly $4.6 million over five years, which launched at the beginning of 2023. Simultaneously, the school secured funding from to construct a small “Wellness Center” where students could receive the mental health support they needed. 

That $4.6 million made it possible for the school to staff the center with two full-time therapists and a rotating group of graduate interns preparing for careers in social work or therapy. “The funds get used to partner with universities to have master’s-level students do their fieldwork with us,” Nadler says, “to hire recently graduated candidates from those same universities to work on our staff.” 

The program at Multicultural Learning Center modeled the twin purposes of the grant: create more demand in the job market for school-based mental health therapists by funding those positions while making the schools a training ground for future therapists.

When the administration zeroed out the grants last April, it blocked MLC from accessing the last $1.9 million originally budgeted for the project.

The sudden loss of funds left grantees like Nadler in a lurch. She estimates that her school’s share of the money raised their mental health services capacity to a level that they were meeting the needs of at least 95% of students who needed support. To try to recover the resources they’d been expecting, the school joined a lawsuit headed by Washington state. 

The federal government technically ended the grants by denying their renewal, arguing that they were no longer aligned with the president’s second term priorities. While federal grants are subject to regular reviews to ensure that grantees are meeting expectations, the Multicultural Learning Center and their co-plaintiffs countered that the administration had made the choice to cancel their grants without any substantive consideration of the work being done. 

In December, , and ordered the administration to undertake an appropriate review of the grants by the end of the month. The administration then disbursed small “interim” grants — $90,000 in the Multicultural Learning Center’s case — while individual reviews took place. As the deadline for these reviews neared, the Education Department requested an extension from the court while it prepared an appeal. 

On Feb. 24, the Ninth Circuit Court of Appeals refused, ruling that the administration appeared unlikely to convince the courts that it had provided grantees adequate reason for canceling their funding. 

In the meantime, the ruling meant that the department had to release the originally promised 2026 funds for the mental health grants for recipients like the Multicultural Learning Center.

The saga is far from over. As the Education Department plans its appeal, it released six months of the promised 2026 funding. In a letter sent to grantees, the department explained that the remaining half may be made available after it conducts an “updated performance and budget report,” depending on how the lawsuit is ultimately settled.

For now, the school is muddling through, staffing the Wellness Center through the end of this school year with the half-year of funding they were able to pry loose through the courts. Nadler says it’s a priority to maintain these services, but isn’t sure where she’ll find the funds to replace the federal resources if the Trump administration ultimately succeeds in blocking the rest of the 2026 money they’d budgeted for. 

Taking care of the kids still No. 1

Almost anything can become normal if we let it. Remember traveling without a phone in your pocket? Remember when school shootings were so rare that, when they occurred, we expected our political leaders to act to make them even less likely?

Humans can get used to most anything. But that doesn’t mean that we can navigate any particular new normal with an equal degree of ease. This is particularly true for children, who are less practiced at accommodation than their parents and caregivers. You might have grown used to bloodstained classrooms and brazen public corruption, but your 11-year-old’s gonna have questions when they first see these sorts of things. 

As I’ve written many times now, this is the key to understanding the United States’s youth mental health crisis. The various tech boogeymen haunting public discourse — smartphones, social media, screens more generally — are real problems, but insufficient for understanding the depth of the problem. No, today’s kids are gloomy because they are clearsighted: we have dealt them a genuinely terrible hand. 

To dig them (and ourselves) out of this hole, we need to 1) make actual, effective steps towards a safer, stabler and more dignified world worthy of our children’s dreams; and 2) provide mental health services to help repair the damage we’ve done to their well-being. 

“The number one thing you can do to prevent school violence,” Nadler says, “is mental health counseling, build[ing] relationships, taking care of the kids. That’s the number one thing. It’s not metal detectors, it’s not active shooter drills, it’s not armed guards, none of that.” 

“I just can’t imagine a world,” she added, “where we don’t take care of people — and it starts with children.”

Growing fears about  — and confusion over federal “public charge” rules that can affect green card and visa applications — are prompting some California families to retreat from child care and early education programs, even when their children qualify.

Under federal immigration law, officials can deny green card and visa applications if they determine the applicant is likely to rely heavily on government assistance. Although many benefits cannot be considered for purposes of the “public charge” rule, advocates say many families avoid social service programs altogether out of an abundance of caution.

 in November by the current administration would repeal a 2022 rule that advocates say provided significant clarity on when the rule applies. During the previous Trump administration, the government made  what could be considered “public charge.” Even after those changes were rescinded, fears persist.

Advocates say the fear and confusion that are already impacting families could be far-reaching for a state like California, where it is estimated that nearly 1.1 million children have at least one parent who is undocumented, according to the . More than half of those children are U.S. citizens and over 250,000 under the age of 5.

“With public charge there’s a level of anxiety around signing up for public benefit programs, submitting information, and/or scrutiny that may be increased and make people uncomfortable because of whatever the public rhetoric may be or the perception that it creates risk,” said Stacy Lee, chief learning officer and senior managing director of early childhood at the nonprofit Children Now.

She noted that many child care providers are uniquely positioned to support families because they are not only aware of the impact of immigration raids, but many have also developed trust with immigrant families who might be confused about proposed policy changes.

While public charge does not apply to U.S. citizen children and affects only specific types of immigration cases, many families, including those with mixed citizenship status, still withdraw from public benefits programs out of fear that participation would jeopardize their residency or protection from deportation, advocates say.

“Even when I was representing clients as an immigration attorney and I would tell them 100% that I was sure they were not going to be affected, that their case was exempt from public charge, sometimes they just still wouldn’t [enroll in public programs] because the fear is so severe,” said Liza Davis, advocacy director at The Children’s Partnership.

What is the current policy on ‘public charge’?

The  affirms that the public charge test is used only in specific immigration cases and does not apply to a  of people, including asylum seekers, U.S. citizen children of undocumented immigrants and lawful permanent residents applying for citizenship.

“A public charge only shows up when you are an individual that is submitting an application for a very specific form of relief, which a lot of people don’t qualify for,” Davis confirmed.

Additionally, only  of certain benefit programs are considered.

Depending on a person’s specific immigration situation, cash assistance programs like CalWORKS could be considered for public charge tests. CalWORKs is California’s version of the federal Temporary Assistance for Needy Families (TANF), which many families rely on for benefits such as child care, stable access to food and other basic necessities, like diapers.

Davis encourages families to seek accurate information and assistance. She says concerns about public charge often spread by word-of-mouth among applicants who may be comparing cases without properly accounting for the complexity of the immigration system, which includes many different types of applications with varying rules.

“We’re not able to anticipate what will happen in a different administration, but if this need is absolutely essential for you and you qualify for it right now, then you should really consider taking the help because it’s so important to the well-being of the children in your household,” Davis said she advises families.

Further exacerbating the issue is the lack of definitive certainty on whether and when rules related to public charge may change.

“Public charge has just been historically weaponized,” and different federal administrations have either made or proposed changes, leaving a sense of instability,” said Davis. “The ebb and flow, the unknown of it, and the fact that we can’t say ‘this is not going to change’ — there is no guarantee.”

How child care providers can support immigrant families with young children

Lee from Children Now says that home-visiting programs, which provide parenting support in a young child’s home, are one way to keep families accurately informed about anticipated changes to their benefits and how they can remain connected to social services.

“The standout has been families who have access to home visiting have someone they can trust, that they can ask questions to,” Lee said. “They can talk to their home visitor, who can explain to them what’s going on, what’s real, what’s not real. It’s hard to navigate what’s actually happening versus what’s just a lot of aggressive words or what’s being held up in courts.”

In 2025, about 18,200 children from over 17,000 families in California received home visiting services, according to the . It is estimated that nearly 2.6 million children from nearly 2 million families in the state would benefit from home visiting services.

What is the latest proposed change?

The latest proposed change would mostly repeal the 2022 rule clarifying when public charge applies, but does not offer regulations to replace existing rules. Advocates argue that the lack of clarity can lead families to disenroll or avoid eligible public benefits.

The administration acknowledges that changes to public charge rules between 2019 and 2022, “heightened fears among immigrant families about participating in programs and seeking services, such as health coverage and care.”

The current proposal, filed by former Department of Homeland Security secretary Kristi Noem, also recognizes the far-reaching impact of families withdrawing from public services out of fear. “DHS has determined that the rule may decrease disposable income and increase the poverty of certain families and children, including U.S. citizen children. DHS continues to believe that the benefits of the action justify the financial impact on the family.”

Following allegations of rape and sexual abuse by the late California labor leader Cesar Chavez, more than 30 school districts across the state face questions about renaming elementary, middle and high schools, while at least one California State University reckons with its memorialization of Chavez’s legacy.

Detailed in a report by �ճ���� and in a  on Instagram, civil rights leader Dolores Huerta said Chavez forced her to have sex with him in the 1960s, leading her to become pregnant. On a second occasion, she says, Chavez “manipulated and pressured” her into having sex, leading to another pregnancy.

“I am nearly 96 years old, and for the last 60 years have kept a secret because I believed that exposing the truth would hurt the farmworker movement I have spent my entire life fighting for,” Huerta wrote. “Following the New York Times’  multi-year investigation into sexual misconduct by Cesar Chavez, I can no longer stay silent and must share my own experiences.”

Huerta was already a young mother at the time. She said that after the babies Chavez fathered were born, she arranged for other families to raise them.

Huerta and Chavez co-founded the United Farm Workers in 1962. On Tuesday, the union it would not participate in Cesar Chavez Day activities later this month due to the “deeply troubling allegations.”

The New York Times report includes Huerta’s allegations in addition to accusations by two women who say Chavez groomed and sexually abused them when they were 12 and 13. 

As many as 40 of California’s public schools are named for Chavez. He received an  from CSU Bakersfield in 2023, and the is housed on that campus. 

In a the foundation said it was “deeply shocked and saddened by what we are hearing. The foundation is working with leaders in the Farmworker Movement to be responsive to these allegations, support the people who may have been harmed by his actions, and ensure we are united and guided by our commitment to justice and community empowerment.”

A spokesperson for CSU Bakersfield said the campus is processing the allegations and has no plan to modify building names or curriculum yet. In a written statement, the CSU Chancellor’s office said it is “deeply troubled” by the allegations.

“As a significant historical figure, his legacy is honored in various ways across CSU universities, including through statues, murals and building names,” the statement reads. “At the same time, the CSU is firmly committed to fostering university environments centered on respect, integrity and the safety and dignity of all members of our campus communities. We are carefully reviewing this information and considering appropriate courses of action.”

A cultural and civil rights icon throughout the state, Chavez inspired instructional programming and research at educational institutions. Today, the Los Angeles Unified School District said it is taking the allegations “very seriously.”

“Los Angeles Unified respects the voices and courage of survivors of all forms of violence,” a spokesman said in a written statement. “The District is reviewing curriculum and resources to ensure the emphasis remains on the important work of the farmworker movement, not on any one individual. It is important to recognize the collective work of thousands who have advanced social justice, labor rights, and community empowerment.”

On Tuesday, the Fresno Unified School District announced that the district would not participate in a planned celebration on Wednesday at the city’s Warnors Theatre.

“Due to recent allegations about Cesar Chavez, district officials have determined that students and staff will not be part of the program or the march afterward to the Cesar Chavez Adult Education Center,” the district statement says.

The UFW’s Tuesday announcement stated that the union does not have “direct reports or firsthand knowledge” of the allegations but added that they involve the abuse of young women and minors.

“Some of the reports are family issues, and not our story to tell or our place to comment on,” the statement reads. “However, the allegations are serious enough that we feel compelled to take urgent steps to learn more and provide space for people who may have been victimized.”

A spokesperson for the UFW declined to comment further on the timing of the allegations or how many alleged victims are involved.

Chavez was born on March 31, 1927, and died in 1993. His birthday is a state holiday. Public schools in California may, but are not required to, close in observance. In 2014, President Barack Obama declared Cesar Chavez Day a federal commemorative holiday.

Numerous events take place every year to celebrate Chavez’s legacy. According to The Fresno Bee, the Fresno-based Latino Education Issues Roundtable board announced it would not hold the “Legacy Celebration” honoring Chavez on Wednesday “due to recent allegations and the withdrawal of several key partners,” including the school district.

�ճ���� reported that a march in Corpus Christi, Texas, was called off last week after Huerta withdrew.

That might sound like the premise of an episode of Gordon Ramsay’s Kitchen Nightmares. But something very similar is happening right now in California’s public schools. Worse still, there’s no celebrity chef coming to clean up the mess. 

Even though public school enrollment has fallen sharply since the pandemic, most California districts have continued adding staff. Now teachers unions are pressing districts to commit to more expensive labor contracts, even as the funding they receive remains tied to the number of students they serve.

Earlier this month, teachers in two Sacramento-area school districts the job after contract negotiations stalled, bringing the number of teacher strikes in California to six this school year. And more may be on the way. Unions in Los Angeles and Berkeley have already authorized strikes if negotiations fail.

These strikes are not isolated incidents. They are part of a coordinated statewide pressure by the California Teachers Association (CTA) called “We Can’t Wait,” involving 32 districts that educate about 1 million of the state’s students. As the San Francisco Chronicle recently , the campaign has emboldened local unions to dig their heels in and make contract demands that go beyond what independent state panels have recommended.

How did we get here? 

From the perspective of union leaders, the answer is simple: California’s schools are understaffed and educators are underpaid. “We have a staffing crisis, and it’s worst in areas where teachers are needed the most,” Kyle Weinberg of the San Diego Education Association . “If we want to fully staff our schools, we need a living wage.” Striking a similar tone, Kampala Taiz-Rancifer of the Oakland Education Association : “Our students deserve smaller class sizes that allow them to thrive and feel safe at school.”

These local leaders are echoed by their counterparts in state headquarters. “There is no district anywhere in the state that is getting what they deserve from the state’s funding system,” CTA President David Goldberg the Sacramento Bee. “It is a system that has gone on for decades and basically balanced budgets on the backs of our students and educators.”

But research produced by a union-friendly organization complicates that claim. A recent school finance from the Albert Shanker Institute finds that California devotes 3.4 percent of its economic capacity to K–12 schools, compared with a national average of 3.1 percent. In other words, California already commits 10% more of its economic capacity to public education than the typical U.S. state.

Many union leaders say that California districts have prioritized administrative spending over investing in teachers and classroom support staff. Yet in Twin Rivers Unified School District, where teachers are currently on strike, the data point in the opposite direction. Combining figures by district officials with on teacher contracts shows that starting teacher pay in the Sacramento-area district has increased about 35% since 2019, rising from $48,168 to $65,228—roughly equal to the household income there. 

Meanwhile, NCES data by Marguerite Roza’s Edunomics Lab shows that administrative and central office staffing in Twin Rivers has been slashed while the number of teachers and paraprofessionals has grown, even as enrollment has fallen.

The slogan “We Can’t Wait” also carries an unintended irony for parents and students. Research has consistently that districts that relied more heavily on remote instruction during the pandemic experienced larger post-pandemic enrollment declines as parents sought alternatives when schools failed to reopen.

According to my own analysis of AEI’s Return 2 Learn , the 32 districts participating in the CTA campaign spent nearly 80% of the 2020–21 school year in fully virtual learning, while the rest of California’s districts were remote for closer to half that school year. Twenty-one of the 32 districts never reopened for a continuous week of fully in-person learning that year.

Many families apparently voted with their feet. Since the pandemic, NCES data shows that the 32 districts participating in CTA’s campaign experienced average enrollment declines of about 8%. Comparing these districts to their neighbors within the same counties — a fairer apples-to-apples comparison — enrollment in “We Can’t Wait” districts fell about 3 percentage points more than in nearby districts that are not part of the campaign.

In other words, the union locals striking — or threatening to strike — are concentrated in districts that have lost a larger share of their students since the pandemic and are therefore more vulnerable to structural deficits.

State policymakers haven’t helped. California expanded “” that allowed districts to be funded based on prior-year attendance rather than the number of students actually showing up. Because those protections were strengthened during the pandemic, the fiscal impact of enrollment losses did not fully hit district budgets until around 2024,especially after federal ESSER funding expired. In effect, districts were being paid based on yesterday’s students rather than today’s. It was like a restaurant paying this year’s servers with last year’s reservations.

Which brings me back to the slogan “We Can’t Wait.” During the pandemic, students and families were the ones told to wait: for classrooms to reopen, for normal schooling to resume, for the adults in charge to figure things out. Families were told to be patient, even as many quietly began leaving the system.

Now many of the same union locals that kept students waiting the longest are warning of a five-alarm fire. But emergencies caused by earlier choices have a different name.

They’re what happens when the customers leave and the bill finally comes due.

As Marguerite Roza recently predicted, “To balance [their] budget, districts will issue pink slips, cut some electives, Advanced Placement classes and sports, eliminate supports for high-needs children, freeze hiring and close schools.” Unfortunately, that prediction is already coming true. Across California, districts have issued thousands of preliminary layoff notices as they scramble to close widening budget deficits.

We can’t wait any longer. That’s just the math.

Thousands of California school employees have received preliminary pink slips in recent weeks as districts scrabble to close budget gaps caused by falling enrollment and rising costs. Most went to school administrators and classified school staff, such as clerks, administrative assistants and paraeducators.

Districts were complying with a  them to send preliminary pink slips by March 15 to any employee who could potentially lose their job before the beginning of the next school year. Many of the notices are withdrawn by May 15 — the last day final layoff notices can be given — as districts make decisions about seniority. 

This year the layoffs have taken a dramatic turn as district leaders increasingly target classified and central office staff to balance budgets.

School districts have lost both average daily attendance funding, due to declining enrollment, and federal Covid dollars. At the same time, districts are paying more for pensions, health care, supplies and special education. 

“You have some large school districts and even some mid-sized and smaller school districts that are in complete financial crisis right now, and on the verge of insolvency or going into receivership,” said Troy Flint, chief information officer for the California School Boards Association. “When the deficit is so great you almost have to make hatchet-type cuts.”

District offices in the crosshairs

District staff are being targeted by some districts. In Sacramento City Unified, everyone working in the district office, including the interim superintendent, was issued a pink slip.  and are also planning to make major cuts to their central offices. 

“The board directive, ever since we declared the deficit, has been pretty clear: Whatever cuts we have to make, keep them as far away from the classroom as possible,” said Brian Heap, Sacramento City Unified’s chief communications officer. 

District officials can’t say how many employees at the Serna Center – Sacramento City Unified’s headquarters – will ultimately lose their jobs until they complete a plan to restructure the office, Heap said.

“We have to have somebody running payroll. We have to have somebody in the business office. We have to have somebody in our academic office,” Heap said. “But what does that look like? That’s what we’re trying to figure out.”

Sacramento City Unified officials have announced they will send layoff notices to 800 employees, most who are classified employees, to help reduce a $134 million budget deficit.

“I’m certainly nervous,” said Heap, who also received a pink slip. “I mean, I’d be lying if I said I wasn’t.”

The Los Angeles Unified in February to issue 3,200 layoff notices, including 657 to central office staff and other centrally funded classified positions. The layoffs, expected to actually result in 650 lost jobs, are estimated to save the district about $250 million. The district is facing an $877 million deficit next school year and $443 million the following school year, according to board materials.

Oakland Unified could  of its central office staff along with counselors, case managers, attendance clerks, community school managers and other support staff to make up $21 million of an estimated $103 million deficit, according to media reports. The to issue a total of 421 preliminary layoff notices and reduce the hours of 144 employees, according to Oaklandside.

Nonteaching jobs often cut first

Classified staff are often targeted for layoffs for practical and political reasons, Flint said.

“They [districts] try to concentrate layoffs among classified staff and administrative personnel simply because teachers have the most direct impact on student experience and academic achievement, and because teachers — as the school employees who are most well known to parents and the community — generally are the most sympathetic profession in the education field,” Flint said.

The California School Employees Association, which represents about 240,000 of the state’s K-12 classified school support staff, reported that at least 2,700 pink slips had been issued to its members by the state’s March 15 deadline. An additional 519 members received notices that their hours would be reduced and another 254, with jobs funded by federal dollars, were given 60-day layoff notices, according to a union report issued on March 6. 

Districts should make sure they have cut every possible expense before they start removing staff from school campuses, said CSEA President Adam Weinberger, who works in the Perris Union High School District in Riverside County. 

“When classified employees are laid off, students lose more than services; they lose trusted adults in their lives — bus drivers, educators, custodians and office staff who build relationships with our students. And those connections are essential to a safe and supported learning environment,” Weinberger said.

California school boards also approved layoff notices for administrative staff and workers represented by other unions, including members of the Service Employees International Union, which represents about 50,000 classified school employees in California districts including Sacramento City Unified. SEIU officials could not be reached to provide information about the number of members who received layoff notices.

Teachers did not get off unscathed

Even with efforts to shield teachers from layoffs, more than 1,900 pink slips were sent to members of the California Teachers Association by March 13, according to the union. The union represents teachers, librarians, school healthcare workers and school counselors. Last year about  received notices.

The pink slips are being issued at the same time that many bargaining units of the CTA and other unions are negotiating with their school districts for new contracts, most asking for higher salaries and improved benefits.

San Diego Unified approved a contract with its teachers early this year that prohibits the district from laying off teachers or other certificated staff for the 2026-27 school year. Instead, the district sent layoff notices to 133 classified school support staff, according to the CSEA.

San Diego Unified board member Sabrina Bazzo said she is proud of the decision not to cut teachers, saying it’s not what is best for students.

There are still many districts laying off large numbers of teachers, as well as classified support staff.

According to the CSEA, Long Beach Unified officials planned to send pink slips to 515 teachers and other credentialed staff, 15 to managers and 54 to support staff. Santa Clara Unified planned to send pink slips to 113 credentialed staff and 49 to classified workers. Antioch Unified approved a resolution reducing its credentialed staff by 104 positions and its classified staff by at least 193 positions, according to a union report.

Pasadena Unified indicated it had also issued 161 pink slips to its credentialed employees and 240 to classified school support staff.

“The reductions are significant and affect every school and department in our district,” said Pasadena Superintendent Elizabeth Blanco in a statement. “We are living within our fiscal reality, as difficult as it is, to protect student learning, the district’s long-term ability to serve future generations, and local control.”

Annual ritual causes anxiety

Many have called the annual ritual disruptive to schools and demoralizing to the employees who receive them.

“Our members are working paycheck to paycheck, and they’re looking for stability,” Weinberger said. “I know we have many members that get one every year and, then they’re rescinded and that creates instability in their lives.”

Eventually, those employees begin to look for other, more stable, jobs to ensure they can provide for their families, he said.

EdSource reporter Mallika Seshadri contributed to this report.

This story was originally published by . for their newsletters.

For college students seeking a job that fits around their academic schedules, and the opportunity to do meaningful work in their communities, a popular state program offers both.

Since it launched in 2022, the state program known as has been paying college students for community service work. And it has become so popular that only 30% of students who apply get a position.

The program helps college students, including those who are immigrants lacking permanent legal status, pay for college while serving in community-based organizations.

Students are dispersed across California tackling diverse needs. Fellows were key, for instance, in helping food banks meet a surge in demand during last year’s government shutdown, said Josh Fryday, director of California Service Corps. And during the wildfires in Los Angeles last January, fellows were there to support, he said.

“When the government shut down and there was a huge shortage or huge demand at the food bank and they needed support, it was our College Corps members that got deployed. Same thing after the fires,” said Fryday.

The program has recruited more than 3,000 students each academic year since it started, some serving multiple years. Students serve 15 hours a week for 30 weeks and receive monthly stipends totaling $7,000 for the academic school year. At that time those who complete 450 service hours receive an additional $3,000 educational award.

College Corps is just one program within , a statewide service initiative that consists of three other paid service programs sending members into communities around the state.

The state gave College Corps $83.6 million for 2026-27 in addition to a one-time $5 million allotment this academic year to help expand the program to additional campuses. The program currently has 45 participating campuses, 41 of them across California’s public community college and university systems. For the next cohort, they’re planning to expand to 52 campuses and recruit about 4,000 students. Some of the new partner sites include Cal State Northridge, Monterey Peninsula College and UC Santa Barbara.

The Legislative Analyst’s Office had rejecting the request for more funding, and it was cut from the budget proposal in June. However, it was in the final Budget Act.

The program started as a pilot, intended to run through 2023-24 while receiving one-time funding each year. Now, according to the for 2025-26, the intent is to continue with the $84 million in annual funding permanently starting in 2026-27. Of the $84 million, $45 million would go towards program support and administrative costs for the program while the rest would go toward aid for students.

The College Corps program is open to students at participating campuses, including those who qualify for , a state law that allows eligible students without legal status to qualify for California in-state tuition and aid. The state has about who don’t qualify for federal work-study programs and many lack the necessary permits to work other jobs, according to the Higher Education Immigration Portal.

“I wanted to make sure that we gave an opportunity to our Dreamers to be part of [College Corps],” said Fryday. “We’ve had unbelievable success stories of AB 540 students… [by] having this program change their lives and giving them opportunities that they, quite frankly, have been excluded from for far too long.”

Officials with California Service Corps did not provide numbers on how many are filled by immigrant students eligible for in-state tuition and aid under AB 540.

Rafael, an immigrant student and College Corps fellow, came from Mexico to the United States at the age of 14. He requested that his full name not be used due to concerns about his legal status.

Job opportunities do not come easy for Rafael due to his lack of a Social Security number.

“For undocumented students, there are not a lot of things that you can apply to be part of,” he said. “So that was also kind of like my only opportunity.”

Within the program, fellows can choose to serve in K-12 education, climate action or food insecurity. Students often help with tutoring at school sites, work with food banks, and serve at their campus gardens and food pantries.

Eligible students must be full-time undergraduates and of eight participating University of California campuses, 17 California State Universities, 23 community colleges, and four private colleges.

“We have students from all different backgrounds and our students are also getting different perspectives of diversity and empathy and learning how to see how other people live in their community,” said Katrina Gilmore, director of College Corps at Cal State Bakersfield.

Rafael, an English major, currently volunteers at a history museum in his community, a role he holds close to his heart. When he visited a museum for the first time in Mexico, he was amazed by the exhibits and the curiosity they sparked. He is now helping the museum develop an audio tour guide of the exhibits in English and Spanish to help more people feel included.

“It was really touching because my first language is Spanish and I remember having a hard time learning a lot of things,” he said. “I have been in that position. I know how it feels.”

Fellows are chosen based on their interest in service and availability to juggle the service hours with their academics. Eligible students must be full-time undergraduates, have good academic standing and demonstrate financial need.

Currently, UC Berkeley has 98 College Corps student workers. More than 200 students applied, said Ashley Kelly, a supervisor for the program at UC Berkeley.

“That just demonstrated to us that there’s a huge desire and demand to do this program, that the program is working, it’s impactful, and we just need to keep working to create more opportunities for students to be part of programs like this,” said Fryday.

For Lori Dominguez, a College Corps fellow at Cal State Bakersfield, the program has helped her pay for school. She said that if it wasn’t for the program, she would probably have to drop out of college.

“I have loans for my education, and, like, I’m broke, and I barely have job experience,” said Dominguez.

Dominguez struggled with school last year after leaving her job at her local library to take care of her mom who had surgery. She sought out College Corps as a way to pay for school with a program that understands that her education is her priority.

She currently serves with Habitat for Humanity ReStore, a secondhand store whose profits go towards building affordable homes in the community. Dominguez processes donated items such as clothing, toys and furniture.

The program is flexible with students’ schedules, allowing Dominguez to make up missed hours at different work sites and giving her the opportunity to earn money while still being able to pursue a biology degree. She hopes to become a clinical lab scientist.

Djuane “DJ” Nunley, a senior at UC Berkeley, has been a College Corps fellow since its pilot year. He joined the program at College of the Desert in Coachella Valley, before transferring to UC Berkeley.

He served in both campus’ food pantries and also worked at a food warehouse in Coachella Valley where he sorted food before it spoiled to see what could be preserved.

“I would see how families would just be so excited to get the food that they were getting,” said Nunley. “It was a humbling experience.”

He currently serves with UC Berkeley’s Incarceration to College program, tutoring incarcerated youth — and youth whose parents have been incarcerated — at Alameda County Juvenile Hall and with Communities United for Restorative Youth Justice, a community-based organization.

Nunley’s wife Lynn attended College of the Desert and joined College Corps at the same time with a desire to help the community. They were both accepted and transferred to UC Berkeley, where they moved with their eight kids ranging in age from three to 16.

“[College Corps] helped us out a big deal… We have a lot of children and raising kids is not easy. And financially, it’s a lot on us,” said Nunley.

For Nunley, the hardest thing about being a College Corps fellow is juggling his service hours, school and family. But he manages with the support of his wife and his older kids.

Nunley was in the entertainment business for 12 years, making music and working as a freelance writer. He started college as an English major hoping to brush up on his writing skills. Joining College Corps shifted his career aspirations away from his original plan and towards helping children.

He is now double majoring in psychology and social welfare with plans of going to graduate school and becoming a psychologist that specializes in talk therapy for youth with traumatic experiences. He wants to open a nonprofit organization in Coachella Valley with his wife to assist kids from underrepresented communities.

“Once I became a part of College Corps, my perspective in life changed, like I had a great epiphany… I realized how my words could actually uplift,” said Nunley.

This article was and was republished under the license.

What steps are being taken to ensure students not only understand their Constitutional rights, but are prepared to use them to strengthen our communities and our democracy?

Civics is not confined to history class, nor high school. It lives in science classrooms from cultivating wonder to debating climate policy; in math classrooms beginning with basic number sense evolving to analyzing public budgets; in English classrooms moving from learning to read into developing the ability to examine persuasive rhetoric; and from classroom discussions to student unions and councils where young people practice democratic debate and take action in ways that are responsible and meaningful to their lives.

These competencies are especially essential in California, where voters regularly decide on high-stakes policy through initiatives and where civic participation has real consequences for budgeting, housing and educational opportunity. 

Civic education fosters the knowledge, skills and dispositions that empower students,beginning as early as transitional kindergarten, to use their voice and understand their rights and responsibilities. It teaches us to engage respectfully with diverse viewpoints and contribute constructively to our communities. 

That goes beyond the memorization of historical facts or the branches of government; it teaches critical thinking across disciplines: how to evaluate sources, separate fact from fiction and make informed decisions that impact public life. 

In California — a state with nearly 40 million residents, a vast and diverse electorate, and one of the nation’s most complex governing systems — teaching young people how government works and how to participate in civic life with respect and empathy is not a luxury. It is a democratic necessity.

Civic Learning Week, March 9 to 13, is an important time to bring civics back to the center of our communities and the lives of students. This nonpartisan week of dialogue and engagement builds awareness of America’s proud democratic traditions. It brings together students, educators, policymakers, and leaders in the public and private sectors to make civic education a priority both nationally and in states and communities across the country.

Yet despite broad public support, civic education in practice remains uneven. The 2022 civics results from the National Assessment of Educational Progress, often called the Nation’s Report Card, found that only about one in five eighth graders nationwide demonstrated proficiency in the knowledge and skills related to democratic citizenship, the structure of government, and the principles of the American constitutional system. Students who scored higher on the assessment were more likely to report feeling confident in their ability to explain why it is important to pay attention to and participate in the political process.

California has taken meaningful steps to promote civic learning. The , created through legislation signed in 2017 and adopted by the State Board of Education, recognizes students who demonstrate excellence in civic knowledge and participation, including understanding both the U.S. and California constitutions and completing civic engagement projects that address real community issues. This recognition, affixed to student diplomas or transcripts, provides incentives for deeper learning and highlights civic participation as a valuable skill.

To support equitable access to the SSCE, the state budget established the , which brings the California Department of Education together with California Volunteers to expand service-learning opportunities that help students meet civic engagement criteria. Grants through this program encourage schools and districts to build meaningful service experiences, a proven way to connect classroom learning with real-world civic action. 

The — sponsored by the chief justice of California and supported by the Judicial Council and the state superintendent of public instruction — brings judges and civic leaders into classrooms, offers resources for educators and honors exemplary civic learning with annual Civic Learning Awards that recognize schools engaging students in democratic practice. 

And there are many efforts by nonprofit organizations and researchers both statewide and nationally. These efforts matter. But they are not yet reaching every student. California’s ongoing initiatives create meaningful opportunities for broader access to civics education, yet elevating civics to the central role it deserves will require sustained local commitment from students, educators, policymakers and communities.

If civic preparation is essential to our democracy, how is it articulated in the very systems and structures designed to achieve student outcomes? How is civics reflected in school board goals and strategic plans? In priorities and expenditures under each community’s Local Control and Accountability Plan? In staffing decisions, accountability measures and leadership expectations at the state, county, district and school levels? 

As California invests in other large-scale learning efforts, how might educators intentionally embed civic engagement — not only as content to be learned, but as dispositions and skills to be practiced daily?

Strengthening educator support, investing in leadership development, weaving civic learning across the TK–12 experience, and aligning accountability systems with civic outcomes are not peripheral reforms. They are foundational steps toward ensuring that every student, regardless of ZIP code, graduates prepared to participate meaningfully in our democratic society.

California’s future depends on citizens who not only understand how government works, but who are prepared and have agency to make our communities stronger. To uplift voices. To engage in respectful debate. To vote. To volunteer. To question. To lead. Civic education is not “another subject.” It is the foundation of a resilient democracy.

Given that, what are we, individually and collectively, willing to do to elevate civic knowledge, skill, and consciousness at this pivotal juncture?

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Before they could attend school football games or school plays, high school students across California had to give their personal information over to a ticketing platform, GoFan, which then sold that data to advertisers, state privacy regulators said. The parent company PlayOn, which has contracted with roughly 1,400 California schools, repeatedly violated state privacy law in 2023 and 2024, according to a January filed by the state’s privacy protection agency.

The California Privacy Protection Agency, sometimes known as CalPrivacy, announced the order Tuesday, saying it is fining PlayOn $1.1 million for failing to give students and families a way to opt out of their data collection.

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PlayOn offers a slew of online products that coordinate ticket and merchandise sales for schools and youth sports organizations, along with other services, such as fundraising and streaming. Its subsidiaries include GoFan, MaxPreps, and NFHS Network, which are used by school districts stretching from Los Angeles and San Diego to Modoc, Mono, and Sierra counties, the order says. The company’s annual gross revenue is over $26 million.

When users tried to access tickets for school events through one of PlayOn’s platforms, GoFan, a pop-up appeared, prompting the ticket-holder to agree to the company’s privacy policy, which allowed the sale of personal data. There was no way to say no, the order said: The pop-up obscured the screen so that it was impossible to access the ticket without agreeing to the company’s terms.

“Students trying to go to prom or a high school football game shouldn’t have to leave their privacy rights at the door,” said Michael Macko, CalPrivacy’s head of enforcement, in . “You couldn’t attend these events without showing your ticket, and you couldn’t show your ticket without being tracked for advertising. California’s privacy law does not work that way. Businesses must ensure they offer lawful ways for Californians to opt-out, particularly with captive audiences.”

PlayOn “does not admit liability for any violation” of state law, according to the disciplinary order, which effectively functions as a settlement agreement. The order also notes that the company significantly changed its privacy policy in December 2024, allowing users to opt out of data collection, bringing the company into compliance with the state law. These data privacy matters have been “fully resolved” since then, said James Dickinson, the company’s senior vice president of marketing, in an email.

The fine is the first time that the state privacy agency has gone after a company for violating the rights of students and schools, according to the press release. The agency formed in 2020 when voters backed calling for increased enforcement of data privacy laws.

Exceptions to California’s privacy law

California has some of the strongest data privacy laws in the country, including a landmark 2018 law that requires large for-profit companies to give users a relatively easy way to opt out of data collection or delete their data.

Enforcing the law can prove tricky though. Last year, found that more than 30 companies made it difficult for customers to exercise their privacy rights. While the companies were technically abiding by the law, which requires them to give customers a way to delete their information, they used special code to hide that information from Google search results.

The 2018 law also has a number of exceptions, including for non-profit organizations and for companies that buy, sell or share data from less than 100,000 California residents or households.

The state privacy agency is responsible for enforcing the law. In the past 12 months, the agency has found violations by the menswear company , the rural supply retailer . and the automaker , each resulting in fines ranging from $345,000 to $1.35 million. In January, the state said in that it fined Datamasters, a data broker, for selling the names, addresses, phone numbers, and email addresses of “millions of people with Alzheimer’s disease, drug addiction, bladder incontinence, and other health conditions for targeted advertising.” The broker also traded data on individuals’ perceived race, political views and banking activity.

California has additional protections regarding the collection and sale of students’ data, but those laws do not necessarily include apps and services used outside of the classroom, even when that technology is a de facto requirement for participation in school sports or extracurriculars. Assemblymember , a San Luis Obispo Democrat, introduced a bill this year that would expand the number of tech companies who need to abide by California education privacy rules, but the laws could still leave out many popular student services, last month.

PlayOn did not respond to questions about its compliance with California school privacy law. The PlayOn says it doesn’t collect personal information from “minors under the age of 16 without proper consent” but it doesn’t mention anything about students who are age 16 or 17.

California law prohibits companies from selling all K-12 students’ data, regardless of their age.

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In 2021, Gov. Gavin Newsom and state lawmakers set out a plan to create the largest universal preschool program in the country for 4-year-olds, through a massive ramp-up of an elementary grade known as transitional kindergarten, or TK.

At a , Newsom  “a commitment that all 4-year-olds will get high quality instructional education,” and said that the investment could close learning gaps. “People aren’t left behind, as often as they start behind,” he added.

The state set a deadline that every district offer transitional kindergarten to all eligible 4-year-olds by fall 2025, and in the intervening years, schools have enrolled more than 175,000 children in TK. They’ve also had  and  so that kids have enough space and quick access to .

LAist spoke to more than a half dozen early childhood researchers who say a key piece has been missing in the state’s implementation: California itself hasn’t evaluated the program as it’s expanded, nor does it have plans to going forward. This, despite studies showing how critical the early years are for a child’s learning, and research from another state’s public preschool program that found students tested lower on state assessments and had more behavioral problems compared to those who weren’t in that program..

“ It is a huge mistake to not evaluate the implementation of TK and whether or not the classrooms are providing developmentally appropriate practice,” said Jade Jenkins, associate professor of education at the University of California, Irvine.

The criticism comes as California has invested , and is paying about  to administer the new grade level.

“ We need to know whether this investment is actually lifting kids. We know it’s a huge economic windfall for parents, and that’s a great boost for families. But is it lifting kids without government research?” said Bruce Fuller, a professor emeritus of education and public policy at UC Berkeley.

A spokesperson for the California Department of Education said money for research has not been allocated in the state budget, and the department would “welcome a legislative appropriation” to “study the impacts of TK on students and families.”

“At this time, the Legislature and Governor have not appropriated funding for the CDE to conduct evaluations,” the agency said.

It’s not the first time the agency has brought up the need for a study — especially as the program was rolling out statewide. A state official told LAist in 2022 , but they opted not to suggest how it should be funded.

“You could launch a very high quality study at a tiny, tiny, tiny percentage of the total funding for that program, and that would help people figure out what we are actually offering our families and how to improve it — and that seems really important,” said Alix Gallagher,  director of  for the research organization Policy Analysis for California Education. “As a taxpayer, I don’t find it acceptable that billions of dollars are being spent with no attention to how our systems can learn to use that in ways that are most beneficial for kids.”

TK experiences can look different school to school

The state sets , which can have a max of 24 kids and need a 10:1 student to adult ratio. Teachers must be credentialed with early childhood educational experience or units. And while the state  should learn in TK, it has — meaning  to more academic.

Lyse Messmer, a parent of a TK child in northeast L.A., has seen even variation between two schools her son has attended in the same area. His first program relied more on screen time and worksheets; Messmer transferred him to another program with more outdoor play. And the teacher at the former school had not previously taught TK, she said, which made for a harder transition into school.

But she said the overall experience has been beneficial for her child, and a welcome financial relief. “I think the benefits of him getting used to a bigger classroom and like a bigger elementary school and navigating all that stuff for him has been really positive,” she said.

Adding a new grade is a massive endeavor for districts. As in Messmer’s case, it can be especially hard to find teachers with experience teaching kids this age, said Austin Land, a researcher at UC Berkeley’s Equity and Excellence in Early Childhood.

“ You can’t require that every kid that wants a TK spot gets a TK spot and then also require this workforce to exist that has all this preexisting training,” Land said.

Land, who has been studying TK before the expansion, said he would like to know basic characteristics of TK classrooms today.

“Do you have a sixth grade teacher that got reassigned leading your classroom or is it somebody who’s been working with little kids for a while?” Land said. “ Is the teacher having a one-on-one interaction with a child or a one-on-two interaction with some children? Or are they spending most of their time up at the front?”

Lack of data on quality

Without data, it’s hard to know what children are learning, said Allison Friedman-Krauss, an associate research professor at the  at Rutgers University.

“We want to make sure we’re investing in quality for kids. And one way to know that we’re doing it is to be able to monitor it… we want to make sure that the state can sort of have a pulse on what’s going on in the classroom,” she said.

The institute  across the country on a number of benchmarks of quality. According to the institute’s tracking, about two-thirds of public preschool programs in the country have a classroom observation system in place, she said. California’s TK program does not.

Researchers said it’s especially important to know what these youngest students are doing because early experiences can affect their learning later on.

“At the very least, we want to make sure it’s not doing harm,” Jenkins said.

Tennessee: A cautionary tale

Researchers point to  as an example of where good intentions were not enough to benefit kids. The state has similar standards to what California put in place: max class sizes, low ratios, specialized teachers.

Dale Farran, a professor emeritus at Vanderbilt University, found in her research that children who attended the pre-K program ended up faring worse academically and behaviorally than their peers who didn’t attend. Farran said standards don’t guarantee quality, much less equity between students from different social, economic and racial backgrounds.

“Those structural elements  are the easiest things for states to make rules about, but are they having the kind of interactions in the classrooms that will be positive for children? That’s much harder to put into place,” she said.

Farran has said that one possible reason for this was the overly academic nature of the program and structured settings: kids sitting at desks and listening to a teacher up front, when kids this age need to move around and play.

Katie Flynn, a mom of a TK student in Pasadena, said while she’s had an overall positive experience with her son in TK this year, it still feels more like elementary school than preschool.

At the beginning of the year, her son wouldn’t drink his water all day, or avoided going to the bathroom until he got home, because teachers didn’t remind or prompt him like they did in private preschool.

“ I know it’s also his responsibility, right? Like he needs to listen to his body. So it’s a mutual, collaborative enterprise, but it just shows how limited this age group is in ensuring that that happens,” she said.

What can the state do?

The California Department of Education said absent funding from the state Legislature for the department to evaluate the program, it convenes a regular group of early childhood researchers in the state to share their work into TK. But researchers LAist talked to from that group said that approach can only go so far.

Assemblymember Al Muratsuchi, chair of the Assembly Education Committee, said he wasn’t familiar with the Tennessee study, but funding for evaluation is something he will look into.

“We definitely need to make sure that we’re again evaluating our most effective programs so that we can focus on best practices to continue to support those statewide,” he said.

When LAist asked how the state will assess the current program, Muratsuchi and a State Board of Education spokesperson pointed to one large-scale study of TK done by the , in 2017. (The governor’s office also directed LAist to the state board.)

That AIR study found that kids who went to TK when it first started in California had stronger literacy and math skills when entering kindergarten compared to similar-age peers who didn’t go to TK at the beginning of the year. (Those differences mostly faded by the end of the year).

Land, the UC Berkeley researcher, and Gallagher, of PACE, said the AIR study was done nearly a decade ago, and on a TK program that looks different from TK today.

That’s because when TK started in 2012, they said, it was intended for kids who were nearly 5 years old, but had just missed the cutoff for kindergarten. Today, kids as young as 3 are entering TK in California.

LAist also reached out to Karen Manship, principal researcher of the AIR study. She said they’re still investigating topics related to transitional kindergarten, “but we do not have any funding or current plans to evaluate the program overall now that it is fully rolled out.”

The state education board spokesperson also cited research by economist Rucker Johnson, who looked at TK between 2013 and 2019, which found low-income children had greater reading and math gains by third grade than students who did not attend TK.

“These points tell us that an early start has proven to be beneficial for California students,” said a spokesperson for the board, which sets state policy.

LAist reached out to Johnson, who said that while his study of TK in the early years is promising, it’s “not a sufficient condition.”

“For improvements to be sustained, meaning even if they were good in the past, it doesn’t mean that we shouldn’t continue to be monitoring the success as they’re expanded and expanded that scale to universal,” he said.

Kevin McCarty, Sacramento’s mayor and a former state assemblymember who championed the legislation to expand TK, told LAist funding is a challenge — given  — but that he welcomes evaluation.

“We want to make sure that it’s effective, that it works, and if there are any issues that we need to address and improve going forward,” he said. 

In the meantime, he said the program has given many parents a huge economic relief — and parents have a choice on whether to send their kids.

“This is free, this is — California paid for free universal pre-K,” he added, “which is a big deal because, we reminded people, paying for  than sending a kid to UCLA.”

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In the California case, , the conservative justices reinstated a December district court decision that temporarily blocked schools from keeping such information private or from changing names and pronouns when parents say it violates their religious beliefs. The U.S. Court of Appeals for the Ninth Circuit had granted Attorney General Rob Bonta’s request for an emergency stay while the district court hears the case, and Monday’s order overruled that stay.

The Supreme Court relied on last year’s ruling in in which the justices sided with religious parents who wanted to opt their elementary school children out of lessons related to LGBTQ-themed storybooks. 

“California’s policies will likely not survive the strict scrutiny that Mahmoud demands,“ the order said, adding that “parents who seek religious exemptions are likely to succeed” at the district court level. 

Referencing one of the families in the case, they wrote: “At the beginning of their daughter’s eighth-grade year, she attempted suicide and was hospitalized. Only then did her parents learn from a doctor that she had gender dysphoria and had been presenting as a boy at school.”

U.S. Education Secretary Linda McMahon praised the decision. “Huge win for parental rights in education!” she on X. The administration agrees with many conservative groups that schools have kept parents in the dark about their children’s social transition and should proactively notify them when their child asks to use different pronouns or bathrooms. 

U.S. District Judge Roger Benitez’s temporary injunction said that California schools can’t mislead parents about their children’s gender identity and must prominently display wording that says parents “have a federal constitutional right to be informed if their public school student child expresses gender incongruence.” 

Bonta has argued that the state’s policies, including a 2024 law barring districts from forcing teachers to “out” students, don’t prevent schools from sharing information with parents. But he said Benitez’s blanket ruling — and the Supreme Court’s decision to keep it in place — puts students at risk if they’re not ready to disclose their gender identity. Advocates for LGBTQ students agree.

“In its rush to expand religious influence in public schools, the Supreme Court prioritized religious exemptions over children’s success and well-being and trampled on the rights and futures of transgender students without considering the full facts of the case,” Gaylynn Burroughs, vice president for education and workplace justice at the National Women’s Law Center, said in . 

‘The court is impatient’

That’s the same point that Justice Elena Kagan, one of the three liberals on the court, made in her dissent, which Justice Ketanji Brown Jackson joined. Kagan agreed that “parents have rights” when it comes to their children’s “life choices,” but that the court should wait until the case plays out before the Ninth Circuit. 

“The court is impatient: It already knows what it thinks, and insists on getting everything over quickly,” she wrote. 

If the conservatives wanted to consider the “thorny legal issues” involved, she added, they should agree to hear a Massachusetts case, Foote v. Ludlow School Committee, that makes similar arguments for parental rights.

“By recent count, almost 40 cases raising due process and/or free exercise objections to similar school policies are currently in the judicial system,” she wrote. “By granting certiorari on one (or more) of those cases, the court could ensure that the issues raised by such policies receive the careful, disciplined consideration they merit.”

The court has repeatedly delayed its decision whether to grant or deny a hearing in the Foote case and another one from . Both are scheduled for consideration again this Friday.

In a separate statement concurring with the majority, which Chief Justice John Roberts and Justice Brett Kavanaugh joined, Justice Amy Coney Barrett disagreed that the court was hasty in overruling the Ninth Circuit. 

“Under California’s policy, parents will be excluded — perhaps for years — from participating in consequential decisions about their child’s mental health and wellbeing,” she wrote. 

Teachers from the Escondido Union School District, near San Diego, originally filed the case in 2023, saying the state’s guidance violates their Christian faith. Parents later joined the case. Without giving a reason, the court denied the teachers’ request to set aside the Ninth Circuit’s stay, but Justices Clarence Thomas and Samuel Alito said they would have sided with the teachers as well. Justice Sonia Sotomayor said she would have denied the relief for all of the plaintiffs.

David Mishook, an attorney with F3 Law, which represents California school districts, said that given the Supreme Court’s “strong language,” he wouldn’t be surprised if Bonta drops any challenge to Judge Benitez’s injunction.

While neither Benitez nor the Supreme Court come right out and say that teachers must proactively disclose a child’s gender identity to parents, the order “suggests that teachers, and by extension their employers, now stand at great risk if they do not discuss gender expression with parents.”

The court’s ruling follows a late January decision in which the Education Department that California’s policies violate the Family Educational Rights and Privacy Act, which gives parents the right to inspect their children’s educational records. She pointed to instances in which schools used trans students’ preferred names and pronouns in school databases, but parents would see legal names when they logged in. 

The state risks losing over $5 billion in federal funds if it doesn’t comply with the department’s demands, including allowing districts to pass parental notification policies.

Bonta promptly the department, saying the penalty would cause “imminent and irreparable injury to California.” 

For every aspect of a student’s life, there’s a tech company trying to digitize it. Inside the classroom, online tools proctor exams, create flashcards and submit assignments. Outside, technology coordinates school sports, helps bus drivers find the right route and maintains students’ health records. 

California has a number of laws aimed at protecting children’s data privacy, but those laws have exceptions that allow many tech companies to continue packaging and selling students’ personal information.

This year, Assemblymember , a San Luis Obispo Democrat, is carrying a high-profile state bill that would add new protections for students. She says it’s important, especially as the Trump admin is trying to collect data about California residents’ , , and their use of certain 

Historically, California has been a leader in data privacy. In 2014, California passed  that prohibited technology companies from selling students’ data, targeting students in advertising, or disclosing their personal information. Then in 2018, the state passed another unprecedented bill that required all companies give California users certain privacy rights, such as of data collection and delete some of their information. 

But as technology evolved and proliferated, privacy laws repeatedly fell short in protecting California’s students — at the same time that the federal government has tried to collect increasing amounts of personal information, Addis said.   

Her  would restrict how AI companies use student data and create new data protections for college students. Some of Sacramento’s most powerful players are paying close attention to the measure, including the , which supports the bill, and the , which opposes it. Combined, these two groups spent nearly $8 million on campaign donations to state legislators or other political activities in 2024, according to the CalMatters Digital Democracy database. TechNet, a trade association that represents many of , also opposes the bill. 

The proposal, Assembly Bill 1159, would close certain loopholes in the state’s 2014 education privacy law, but experts say it may not be enough to prevent companies from selling students’ data. 

A privacy expert struggles to keep her information private

Jen King is a privacy and data policy fellow at Stanford’s institute for AI, where she studies the tricks that companies use to gather users’ data and prevent them from opting out, sometimes known as “dark patterns.” In her personal life, she’s vigilant about avoiding online data tracking and maintains a landline in her Bay Area home to avoid giving out her cell phone number. 

King doesn’t want her children’s information available online or for any company to sell, though sometimes it happens before she can stop it. 

In the fall, King got an email about a platform called TeamSnap, which her 12-year-old son’s cross country coaches were using to manage the team’s roster. The company wanted her information, including her name, date of birth, gender, email address, and phone number. Once she logged in to the platform, she could see some of her son’s information, such as his name, email, and date of birth, were already listed. Photos and personal information from all of her son’s teammates were also available for her to see. 

“I was super irritated,” she said. “You don’t need my birth date — I’m a freaking parent.” She acknowledged some personal information could be useful for a coach but said that other questions seem designed to help the platform sell information to data brokers and ultimately, to advertisers. 

Her 17-year-old son’s data is also on TeamSnap, she later learned, because his robotics team uses it. This month, when King tried to show CalMatters her TeamSnap account, a pop-up appeared, asking her if the company could track her activity across other apps and websites.

Federal law requires companies to get parental consent before knowingly collecting or selling data from , but once a child turns 13, their data is generally treated much like an adult’s information, especially when that child is interacting with tech platforms outside of school. TeamSnap’s privacy policy  it doesn’t knowingly collect personal information about users under 13 “without express parental consent,” though it says in some cases a team or organization may provide information on behalf of the child. 

The policy also says that TeamSnap has “not sold the personal information of any consumer for monetary consideration” in the last 12 months, but that its “use of cookies and other tracking technologies may be considered a sale of personal information under the CCPA (California privacy law).” Information sold to advertisers and marketers included users’ names, contact information, purchase history and geolocation, the policy says.

California privacy law specifically requires certain large for-profit companies to get consent to collect data from anyone under 16. Often, consent happens when a user first opens a website and a pop-up appears, asking if the website can sell your data or track your cookies. 

If a teacher, coach, or other authority figure tells a student that they have to use a website or an app, then the student cannot realistically opt out, King said. They may be too young to understand how to opt out, she added. “Most 15-, 16-year-olds don’t have any idea what this is about.” 

Even older college students may have little agency in the technology they use, especially if it’s required for class or residential life. At Stanford, for example, King said her undergraduate students are often required to create Facebook accounts for student groups. 

The same is true for parents. King said she reluctantly gave TeamSnap her personal information, including her name, email, date of birth, and the landline number for her home, because it was the only way to get updates about her son’s team.

How companies get around California’s education privacy laws

In 2014, California became the first state in the country to regulate education technology companies directly, but being first comes with its drawbacks. “We didn’t have examples of what best practice was,” said Amelia Vance, the president of the Public Interest Privacy Center, a nonprofit organization. The law only applies to products that “primarily” serve K-12 schools and that are designed and marketed for students. 

Many tech companies argue that their products aren’t primarily intended for students or at least that they were not designed or marketed that way. The language-learning app DuoLingo, for example, has , but the app is also popular for adults. Apps or technologies serving extracurricular programs or sports teams can claim they weren’t designed and marketed for the classroom, or that their use isn’t mandatory, said Vance. “You have this sort of black hole where there haven’t been protections.” 

Addis’ bill expands the number of education technology companies that fall under the state’s student privacy laws, but the language is murky when it comes to apps or online services used outside of class. 

In the case of TeamSnap, Addis’ communications director Alexis Garcia-Arrazola said the company would “most likely” fall under the scope of the bill if its technology is marketed to schools, if schools direct students to use it, and if the sports team is sponsored by the school.  

Public records show that Piedmont Unified School District in Alameda County, Tamalpais Union High School District in Marin County, and Santa Monica Malibu Unified School District all purchased versions of TeamSnap, but only the Santa Monica Malibu district responded to CalMatters questions about any privacy restriction imposed on the company. Brandyi Phillips, the chief communications officer for the Santa Monica Malibu schools, said the district has an annual subscription with TeamSnap, which is only available to sports staff and parents. She said there’s an agreement with the company “to protect District information and to prevent unauthorized access” but did not clarify if that agreement prevents the district from selling students’ information. 

Berkeley Unified School District, where King’s children attend school, did not respond to CalMatters’ questions about any contracts, purchase orders or agreements with TeamSnap. 

Locally, school districts and colleges have the power to negotiate the privacy terms of any contract they make with a technology company, but many websites and apps offer free versions that a teacher or coach might recommend without getting formal approval from their district. 

Last year, the California State University system signed with Open AI, the company that operates ChatGPT, including an agreement that the company will not train its models on student data. Advocates for Addis’ bill say the same privacy restrictions should apply to any AI company with access to California student data, regardless of whether the company has an agreement with the student’s school district or college.

Are privacy laws getting stricter or looser?

Addis’ bill comes as privacy laws in California and across the country are in flux. In 2020, California voters approved  to create a new state agency to enforce data privacy rules and regulate the businesses that collect data. Advocates for the proposition contributed over $6.7 million to the campaign, compared to just over $50,000 contributed by the opposition, according to . The state agency that the proposition formed, now known as CalPrivacy, released new rules this year, restricting the use of automated decision-making technology, such as the use of AI to make admissions or hiring decisions. Those rules were originally stricter but businesses, lawmakers and Gov. Gavin Newsom pressured the CalPrivacy board to .

In Washington D.C., Congress is considering changing federal law to limit how companies interact with . Separately, Congress is considering a bill that would require social media companies to prevent and mitigate children’s sexual exploitation, bullying, and self-harm. California Attorney General Rob Bonta is concerned that one version of the social media bill contains language that could  in California law.

Bonta’s office is responsible for enforcing many of the state’s existing privacy laws. In November, he said the state worked with Connecticut and New York to reach $5.1 million in settlements against Illuminate, an education technology company that uses data to track and evaluate students’ progress, such as their testing scores and developmental milestones. The company had a data breach, exposing “sensitive information” from over 434,000 California students, the state attorney general’s office said in .

It was the first time California successfully went after a company for violating the state’s landmark 2014 education privacy law.

To increase enforcement, Addis’ bill contains a new provision — the right for students and parents to sue tech companies in certain cases for privacy violations. Business and technology groups have opposed the bill, arguing that the new regulations and the right to sue would stifle investment in AI-powered learning tools.

King said that giving consumers the right to sue is often the only way to increase enforcement. Otherwise, the onus is on individual consumers to find concerning practices and try to opt out. 

Despite being an expert in data privacy, King said that she struggled at first to figure out how to delete her TeamSnap account, only later to discover that she needed to send an email to the company. She laughed at the irony, since it’s these kinds of dark patterns in user design that fuel part of her research. 

In academia, the strategy of trapping customers is sometimes called the “roach motel,” she explained, a reference to a popular television ad from the late 1970s for a cockroach trap. 

“You can check in,” she said, “but you can never check out.” 

CalMatters reporters Khari Johnson and Ryan Sabalow contributed to this story.

At an event to promote , the California Democrat revealed that he “cannot read a speech” and feels he hasn’t overcome dyslexia even after a decades-long struggle. His learning disability has in his home state, but Newsom’s phrasing would soon lead to a flurry of headlines.

“I’m just trying to impress upon you, I’m like you,” he told the Atlanta audience. “I’m no better than you. You know, I’m a 960 SAT guy.”

A raft of conservative influencers and media figures seized on the remark to accuse Newsom, currently in the 2028 Democratic primary field, of insulting his African American supporters by association with his own reading challenges. (Black residents make up a plurality of Atlantans, though the crowd Newsom addresses was reportedly .) South Carolina Sen. Tim Scott, an African American Republican and close ally of President Trump, for stereotyping their own voters as academically underachieving. 

The tempest soon passed, with the governor dismissing the criticism as “MAGA-manufactured outrage.” Yet the episode stood out as a wobbly foray from a Democratic star into the evolving discussion around literacy education. 

Over the past few years, lawmakers in over a dozen states around what experts call the science of reading, a long-running corpus of research reflecting what is known about how people learn to recognize and use written language. Many of the early leaders in that movement have been Republican-controlled states like Mississippi and Louisiana, generating widespread plaudits for the so-called Southern Surge in standardized test scores. But the problems surrounding early literacy is one that voters around the U.S. recognize, with achievement in the subject still mired in a post-COVID slump.

With Democrats preparing for both a slew of gubernatorial campaigns this fall and a race for the presidential nomination next year, a question remains over how to address reading within the wider portfolio of K–12 education priorities. Most blue states, including California, have taken action on the science of reading, but some voices on the left have also been skeptical of the academic progress made in the South and elsewhere. With his personal background and national profile, Newsom could make the issue his hallmark. Some political observers are waiting for him and others to step into the spotlight.  

John White, the former state superintendent of Louisiana and a longtime voice for reading reforms, said he was puzzled by the apparent reluctance of leaders in both parties to put their achievements in that area front and center. He struggled to name a politician who has built a brand predominantly around the science of reading.

“Literacy is a complicated issue, not like cutting taxes or landing a new corporate headquarters,” White argued. “If you don’t articulate what’s been accomplished, and you don’t place big political stakes on it, there’s no political gains to be reaped from it.”

Linda Diamond, a former teacher and veteran advocate for evidence-based reading instruction in California, said she believed that lawmakers in most blue states have woken up to the need for improved reading legislation. The mission now, she added, was for presidential contenders like Newsom to preach that gospel from a national pulpit.

“I think the message to convey to Democrats is to take this up, make it a winning issue,” she said, acknowledging what she called her governor’s “unfortunate turn of phrase.” 

“Sure, look at the Republican states that have done so well on reading. But don’t let the myopia of thinking that it’s only Republicans distract from the fact that the greatest harm [of literacy failures] is being done to children in poverty.”

‘We need to see action’

Local Democrats’ legislative agenda on K–12 schools has been fairly busy over the last few years. 

In 2023, Newsom signed a bill to mandate dyslexia screenings for children between kindergarten and second grade, making California the 40th state to adopt such legislation. The legislature last year, passing a law that will provide elementary school teachers training in the science of reading and mandate the use of teaching materials that reinforce that pedagogy.

But those steps were taken only after years of intra-Democratic battles in Sacramento. The state as a laggard when it comes to literacy reforms, and previous bills had been sunk by a coalition of advocacy groups for English learners and the California Teachers Association. That faction argued that universal dyslexia screening would over-identify students with the disability and that mandates for evidence-based teaching would threaten educators’ autonomy.

Megan Potente, head of the nonprofit group Decoding Dyslexia’s California branch, said she was heartened by the recent legislative activity and considered Newsom an inspiration to children diagnosed with the condition. Still, she added, the party needed to speak more loudly on the issue — both in California and elsewhere.

“The topic has been elevated, as it needs to be, but we need to see action,” Potente said. “I hope that the Democratic Party can uplift it and not ignore the successes of other states, as they’ve done so far, and really hone in on how they’ve achieved what they’ve achieved.”

At least one prominent Democrat has questioned whether blue states have anything to learn from those that have pursued strategies based explicitly on the science of reading. While running her winning campaign for governor of New Jersey, then-Democratic Rep. Mikkie Sherill seen in Louisiana and Mississippi, calling schools there “some of the worst in the entire nation.” 

The bad feelings run both ways, with Republican Mississippi Gov. Tate Reeves to send Newsom assistance from his state’s core of reading tutors after the book forum last week.

It’s possible that Newsom’s personal experience with dyslexia could give him credibility in speaking for the interests of the tens of millions of Americans who struggle to read. Reeves’s predecessor as governor, Phil Bryant, cited his own early setbacks in the subject as the reason he pursued a lengthy slate of new reading laws in 2013. But in the wave of partisan brickbats against Newsom, some have even whether he truly is dyslexic, pointing to alleged inconsistencies in previous recountings of when he was assessed. 

In his memoir, Young Man in a Hurry, Newsom describes grappling with the condition “one of the struggles of [his] life, writing that his difficulty spelling in childhood could cause him to “run out of the room screaming that I didn’t know what was wrong with my brain.”

White called Newsom’s frankness about his diagnosis a “double-edged sword” in the context of U.S. politics. Though he hoped it could lead to bipartisan cooperation with others who have focused on dyslexia awareness — including of Louisiana — he warned that the needs of dyslexic children could be “lost in the partisan swirl.”

“While the issue will benefit from the attention, it is almost inevitable that it will be wrapped up in questions of veracity and identity politics and ugliness,” he concluded.

The FBI raided the office and home of Los Angeles Unified School District Superintendent Alberto Carvalho on Wednesday morning, a move that shocked the Los Angeles and state education communities.

U.S. Justice Department officials said judicially approved search warrants were executed at the district headquarters in downtown Los Angeles and Carvalho’s San Pedro residence, according to published reports. A residence in Southwest Ranches, Florida, was also searched.

Federal officials said nothing Wednesday about a possible investigation. Carvalho was the superintendent of the Miami-Dade County Public Schools in Florida for 14 years before taking the job in Los Angeles in 2022.

Carvalho has not made any public statements as of 6 p.m. Wednesday.

In a , Los Angeles Unified officials said, “We have been informed of law enforcement activity at Los Angeles Unified School District headquarters and at the home of the Superintendent. The District is cooperating with the investigation and we do not have further information at this time.”

A source familiar with the school district, who spoke to EdSource on the condition of anonymity, said the raids involved a failed artificial intelligence company, AllHere, that the district contracted with for a chatbot called Ed meant to aid students.

 have also reported that the raids and possible investigation centered on the district’s relationship with AllHere.

LAUSD entered into a $6.2 million professional services contract with AllHere to begin on July 1, 2023, for an initial two-year term. The contract had three one-year renewal options, according to district documents. District investigators began a probe a year later after learning the chatbot put students’ personal information at risk, The 74 reported at the time.

The company has also contracted with Miami-Dade County Public Schools, but Carvalho has denied involvement in that contract, the Los Angeles Times reported.

LAUSD began its rollout of Ed, the chatbot, in March 2024, with initial implementation set to begin with  that the district had identified as being its lowest-performing. District board members, Gov. Gavin Newsom and Mayor Karen Bass were in attendance at the inauguration of Ed, along with partners from various universities and businesses.

Three months later, Joanna Smith-Griffin, AllHere’s founder and CEO, left the company, and most employees were furloughed. In Nov. 2024, Smith-Griffin was  in North Carolina and  in New York with securities fraud, wire fraud and aggravated identity theft. Her case remains open.

Carvalho was hailed as a rising leader ushering in a new era for Los Angeles Unified when he took over the district. He was reappointed last year and is paid more than $440,000 in salary, with his contract set to expire in 2030.

Carvalho “is the leading urban superintendent in the nation,” Dean Pedro A. Noguera of USC’s Rossier School of Education said on Wednesday. “He is a proven leader. If Carvalho’s career is over, “the timing for the district is terrible” as it goes through layoffs and a fiscal crisis, Noguera said.

Los Angeles Unified and Carvalho have been repeatedly in the crosshairs of the federal administration during Trump’s second term.

The U.S. Department of Justice recently sought to join  filed by the 1776 Project Foundation, which sued the district in January, claiming discrimination against its white students.

 singles out LAUSD’s Predominantly Hispanic, Black, Asian, or other Non-Anglo program, which was established to curtail the effects of school segregation.

“Students attending non-PHBAO schools are denied and directly blocked from these benefits because of the racial composition of their school attendance zone, which detrimentally impacts the quality of the educational experience and directly damages these students,” the lawsuit alleges.

Carvalho has also maintained outspoken support of immigrant students and families, including those who are undocumented. He has  that he migrated from Portugal to the United States as an undocumented teenager. LAUSD passed a resolution in the 2016-17 school year declaring itself a sanctuary district, and the board reaffirmed that status in a resolution passed late 2024.

EdSource reporter Emma Gallegos and data journalist Daniel J. Willis contributed to this report.

On a chilly morning at Leonard Flynn Elementary School, first graders played with jump ropes and hula hoops outside while reading tutor Lillie Reynaga set up her materials at a table in the hallway nearby. One by one, kindergarteners came to her table and practiced blending sounds to make one-syllable words.

“We’re going to make words and they’re all going to rhyme because they’ll all end with at,” Reynaga told 5-year-old Violet, who kicked her legs back and forth on the low bench. 

For the next 15 minutes Violet repeated at-at-at and read mat, rat and fat.

“Now, do you have any guesses and what S and at come together to say?”

“Sat!” Violet called out.

“How did you know that this word is sat?”

“Because it starts with s!” 

The benefits of high-impact tutoring are on full display at this Spanish immersion public school on the edge of San Francisco’s Bernal Heights and Mission District neighborhoods. Flynn introduced the program last year and saw almost immediate results.

Among the second graders who received tutoring in first grade, nearly a third started this school year reading at grade level or above, while more than half of students who did not work with tutors last year started second grade reading at a kindergarten level.

This year, those second graders are getting the support they missed out on in first grade, along with other Flynn students from kindergarten through third grade. Tutors trained and paid by provider Chapter One visit Flynn every day to deliver short bursts of high-impact tutoring in word recognition and language comprehension.

It’s not the first reading intervention Flynn has tried, said principal Tyler Woods, but it’s having the most impact.

“Literacy interventionists would provide intensive interventions but only serve 20 or 30 students across the school,” he said. “This is a lighter touch but focused on the areas that we know our kids really struggle with, and it just reaches a lot more students.”

High-impact tutoring — a intervention characterized by its frequency, duration and alignment with school curriculum — has been so successful in San Francisco that district officials recently expanded the program to serve more than 2,700 students across 20 priority district schools. 

“This is the single most effective literacy intervention we have,” said Ann Levy Walden, CEO of the San Francisco Education Fund, which helps to fund and implement the program in partnership with the school district. “This expansion allows us to do what we know works.”

Nearly half of students in San Francisco Unified schools . A year ago, the district set a goal that specifically targets third grade proficiency: By 2027, 70% of third graders will meet state standards, up from 52% in 2022. High-impact tutoring is one of the targeted supports the district is using to meet the benchmark.

“Ensuring students are proficient readers by the end of third grade is one of our most important student outcome goals,” said district superintendent Maria Su. The district also adopted a curriculum based on the science of reading last year — the first reading curriculum change in the district in a decade. This change, along with expanding tutoring, are meant to help “focus resources on the grade levels and school communities where high-impact tutoring can most effectively accelerate literacy development,” Su said.

The cost of high-impact tutoring is $500 a student, which includes up to four sessions a week, assessments, individualized tutoring plans, progress monitoring and integration with classroom instruction. The Education Fund raises money continuously, but a year of high-impact tutoring in San Francisco costs about $2 million. This year, the district contributed $830,000. 

The district expanded high-impact tutoring after seeing results last year. After working with Chapter One tutors for five months last year, the number of students district-wide who met grade-level reading standards more than doubled, from 24% to 54%. At Sanchez Elementary in the Mission District first graders reading at or above grade level went from 15% to 59%.

At Guadalupe Elementary, in the city’s Crocker-Amazon neighborhood, the share of kindergarteners reading at grade level jumped from 39% to nearly 68%, after students participated in the tutoring program.

“It’s an early literacy gain that we have never seen before,” said principal Raj Sharma. Nearly 70% of students at Guadalupe are English learners, and about 10% are newcomers to the United States, Sharma said. “Sometimes our students don’t have any school experience at all.” 

Sharma said he specifically chose to bring high-impact tutors in to work with very young students because he believed the impact for them could be so substantial. 

“Once your foundation is strong, you can build the house on there,” he said. “Family or socio-economic status matters, but in our situation we saw that it’s beyond that. We can make a difference.”

A big challenge for school leaders is how and when to connect tutors with students. At Guadalupe, tutors meet with every student in a class either individually or in small groups in their classrooms. This approach is less disruptive for students, Sharma said, and allows for more continuity in their learning experience.

“They are just one of the small groups and others are with the Chapter One tutor, and then they can rotate,” he said. “They are not missing any instruction that’s given in the classroom. At the same time, they’re getting the reading foundations.”

Sharma and other principals said that the way high-impact tutoring is being delivered in San Francisco stands out, because tutors are trained and paid and because principals get help integrating the program into their schools. The San Francisco Education Fund partners with the San Francisco Literacy Coalition to help school leaders to develop schedules and determine which students will receive tutoring.

“The scheduling of it has been really seamless, which is not always the case when you’re trying to pair any type of extra support or intervention,” said Woods of Flynn Elementary. “Many of our students are needing support from the moment they join our school and in the past, we just haven’t had the scope of support to provide some meaningful development. This is third time we’ve been able to say, let’s figure out who needs the intervention and everybody gets it.”

Correction: An earlier version of this story misidentified a literacy organization. It is the San Francisco Literacy Coalition.

The Los Angeles Unified School District is weighing layoffs that could reshape classrooms across the nation’s second-largest school district. 

The district’s board at next week’s meeting is expected to decide whether to cut jobs, as it faces a projected $191 million deficit in the 2027-28 school year if it keeps spending at its current pace. The deficits in LAUSD and other districts are driven largely by the loss of Covid relief funds, declining enrollment and rising costs.

Meanwhile, labor unions throughout the state are pushing many districts for pay raises and other changes, such as increased health care contributions in their next contracts.

“Where you need to cut then is the classroom,” he said. “Because you need fewer classrooms, you need fewer teachers, fewer aides, fewer of folks that are at the sites directly serving kids.”

Los Angeles Unified is not alone among California’s school districts facing financial pressures. The  must close a deficit or face state receivership.  plans to implement job cuts to address its budget shortfall. 

“Large and small districts, urban, suburban and rural alike, are experiencing similar constraints,” reads an open  from superintendents of eight California districts, demanding the state restructure the way it funds schools. “When nearly every school system in California is facing the same challenges, it is clear that the issue is not isolated decision-making, but the sustainability of the funding model itself.” 

The superintendents who sent the letter, including LAUSD Superintendent Alberto Carvalho, cited ongoing challenges, such as enrollment declines.

LAUSD’s enrollment declined more than 3% to 389,000, down from roughly 402,500 between the 2024-25 and 2025-26 academic years. That outpaced both the state and country, according to a at January’s Committee of the Whole meeting. 

About 90% of LAUSD’s budget is spent on personnel. Fine said that with so much of the money being spent on staffing, it would be nearly impossible to balance the budget on the remaining funds. 

“Our priority will be to protect students, protect programs, protect schools, and, to the extent possible, protect workforce,” Carvalho said at a Roundtable discussion with reporters in late January. “And within that priority, the protection of workforce begins with school sites. That is the balance that we want to establish, leading to the necessary fiscal solvency that we must continue to observe.” 

If LAUSD moves forward with job cuts, laid-off employees would be notified by March 15, per state law.

Weighing in the potential cuts, LAUSD is expecting a $191 million deficit for the 2027-28 academic year, though several factors are at play, including the final governor’s budget. The district also said it plans to move forward with roughly $150 million in reductions to its central office. 

The current fiscal challenges come after two years of diminishing reserves to help replenish a multi-billion-dollar deficit. While the district teacher’s union has pointed to $5 billion in reserves as of July, LAUSD is expecting to burn through it in three years. 

“The danger in just trimming 5% here, 10% there is it leaves you sometimes with incomplete programs,” Fine said. “It may leave you with the inability to actually turn things into practice.” 

The school board was originally expected to vote on the layoffs Tuesday, but postponed its regular meeting to Feb. 17 to allow for better preparation and engagement. The meeting’s comes after LAUSD unions issued a  asking that the vote be delayed and presented instead at a stand-alone meeting. 

Ongoing labor actions 

The discussion of layoffs comes as United Teachers Los Angeles, or UTLA, the union representing roughly 35,000 teachers,  a strike if a labor agreement isn’t reached. Meanwhile, SEIU Local 99, which represents roughly 30,000 workers, including special education assistants, cafeteria workers and custodians, is in the midst of a strike authorization vote. 

Before mediation began with UTLA in January, LAUSD said its bargaining proposals would cost $4 billion over a three-year contract, while SEIU Local 99’s would cost $3 billion through 2027-2028. 

LAUSD’s most recent  to SEIU Local 99 would increase wages by 13% over the next three years — starting with a 10% increase this year. Before mediation, the district offered UTLA a 4.5% raise and 1% bonus over two years. 

UTLA says that isn’t enough. With Los Angeles’ high cost of living, teachers are struggling financially, the union says. A showed that money is particularly important for Gen Z Black and Latino teachers in the district; a quarter of whom said they would leave their careers in education in search of a higher-paying job.

“I’m a third-year teacher. I have a master’s degree from UCLA, which is the premier education school in the country, and I’m still living paycheck to paycheck. And I’m still unable to even think about one day owning a home,” said Jon Paul Arciniega, a 29-year-old social studies teacher at Edward R. Roybal Learning Center in the Westlake area.  

“I still live at home,” Arciniega said. “And if I want to think about things like getting my own place, starting a family, buying a home, right now, all of that seems untenable.” 

Uncertainty ahead 

Sandy Meredith, a psychiatric social worker covering 42 district schools, said she hopes a strike won’t be necessary, both because of the financial strain it would place on colleagues like Arciniega and because schools play a critical role in students’ daily safety. 

But at the same time, she said they’re struggling to support students — 20% of whom require mental health services — without the district providing the support and wages they see as critical to their success. She expressed frustration with the size of the district’s reserves, particularly when teachers and staff like her pay out of pocket to provide basic resources, such as toilet paper, for students. 

“I feel like I’m on an airplane,” she said, “and I’ve been told ‘I’m sorry, but we can’t give you a mask to put on first. But go ahead and take care of the child.’ ” 

Strikes are nothing new in Los Angeles Unified. UTLA last went on strike in 2019, leading to a historic  with 6% pay raises, smaller class sizes and investments in community schools. Four years later, in 2023, SEIU Local 99 went on strike, which resulted in a 30% wage increase. 

But teachers and staff say this year comes with much higher stakes. 

Members of UTLA’s leadership say educators and school staff play a bigger role beyond the school walls.  

“We’re dealing with families’ anxieties. Are they not being able to come to school because of their housing insecurity? Is there trauma with this addition of the ICE raids? There’s concerns about safety,” said Margaret Wirth, a pupil services and attendance counselor who supports all of LAUSD’s Region South. “Is my child safe? For the child, is my parent safe? There’s a lot of different factors that make everything more heightened.”

Pupil service and attendance counselors like Wirth help reduce chronic absenteeism. She said layoffs will mean her caseloads will increase. 

But at the same time, Fine said if a district is going to move forward with layoffs, the earlier, the better.  

“The earlier you cut, the better off you are, and you’re also not dangling this black cloud over your staff and the community,” Fine said. “You get the discussion done, you forecast your gap right, and you make a decision on how to close that gap all at once, and everybody knows what the plan is.” 

This was originally published on .

Each has implemented at least one of five strategies to boost student participation and success in the subject, according to in its recent report. 

Some, through these efforts, have reduced the need for remediation at the college level. This is particularly relevant for low-income students and those of color, who are more likely to be placed in these noncredit courses, which can derail their college trajectories. 

Concern over the issue has risen in recent years thanks to COVID: More than 900 students at the needed catch-up math classes in the fall of 2025 compared to just 32 five years earlier. And their lack of understanding wasn’t confined to high school: they were missing material they should have mastered in middle and Other universities reported similar problems.  

“Too often we spend a lot of energy discussing the challenges and constraints related to education or redesigning math,” said Shakiyya Bland, Just Equations’ director of educational partnerships. “This report highlights states that are doing the work, showing what’s possible — and showing results.” 

The report recognized efforts in other regions, too. The Virginia Community College System, for example, saw the need for remedial math plummet from 40% of incoming students to 4% between 2014 and 2021 after it changed how it judged college math readiness and how it teaches students who need additional help, Bland said. 

“Instead of a single placement test that pushed huge numbers into noncredit remedial tracks, colleges started using multiple measures like high school GPA and math coursework, expanding access for more students to go straight into college‑level math with added support,” she said. “That shift, from assuming students weren’t ready to assuming they could succeed with the right help, is what drove the big drop in ‘remedial’ placements.”

Just Equations cited five strategies states can implement to align mathematics from high school to college, including course co-design, where secondary and post-secondary instructors unite to craft high school math sequences.  

The organization said, too, universities should have transparent expectations for incoming freshmen so these students know what is expected of them for various college majors. 

Just Equations also touts the value of senior year transition or readiness courses for high school students: These classes, the organization observes, help ensure students can handle the challenge of college-level work. 

States might also offer dual enrollment courses which allow high school students to earn college credit, saving them time and money, Just Equations concluded. They can also work to ensure public universities recognize new high school mathematics offerings so students are properly credited for those classes. 

Georgia redesigned its math pathway through a partnership with K-12 and higher education math teachers to make sure new high school courses aligned with college entry requirements. The state also added several new courses for high school seniors, including Advanced Placement Statistics and Mathematics of Industry and Government. 

California had given students conflicting guidance about how many years of high school math they needed: State law demanded two while school districts often required three and some colleges recommended four. State universities are now more transparent about what is needed for college success in general and in specific majors.

Just Equations notes Tennessee’s efforts date back 18 years when its high school students were first required to complete four years of math, including Algebra II. The state’s mathematics offerings have been reworked numerous times since then and statistics has emerged as a valuable course for many.

Out West, Utah’s dual-enrollment program made college-level classes more accessible and affordable. The state also expanded the range of math pathways for high school students beyond college algebra, a course that relies heavily on algebraic procedures where students often struggle with the material and finding its relevancy.

Students may now opt for quantitative reasoning, focusing on practical numeracy skills such as personal finance and statistical reasoning or introductory statistics, geared toward life sciences, business and social sciences.

Mike Spencer, secondary mathematics specialist for the state board of education, said the change has been helpful to many students who might otherwise be kept out of college by their inability to pass a course that often had no bearing on their major or career aspiration. 

But, he said, students were reluctant to make the switch. 

“When it was first released, we saw a majority of our students were still taking college algebra, partly because of tradition,” Spencer said. “So, we made a significant effort to help inform students, families and counselors to understand why you would go into each of these.”

Just Equations noted, too, Utah’s university professors help craft high school syllabuses, screen high school teachers to teach college-level courses, and “verify grading consistency using common assessments.” It credits these and other changes for a massive increase in the rate of high school seniors completing four years of math, from 28% in 2012 to 87% in 2020. 

Bland of Just Equations said states should routinely bring together K–12, higher education, and workforce leaders to find the best math pathways for students. And, she said, they should invest in sustained professional development and K–16 longitudinal data to track students into the workforce to learn which math experiences best supported their success. 

Five years ago, Oregon adopted new mathematics standards intended to be “more modern and equitable,” moving away from the three-course sequence of Algebra I, geometry and Algebra II to a required two-year core curriculum focused on algebra, geometry and data/statistics. 

Students can now choose a course of study for a required third year — including mathematical modeling, data science and quantitative reasoning — and an optional fourth year. 

The changes required colleges to revisit their stated requirements. The University of Oregon, for example, mandated Algebra II for all incoming students, but now requires three or more years of high school math, which “could be satisfied by any math course with a primary focus on concepts in algebra, calculus, data science, discreet mathematics, geometry, mathematical analysis, probability or statistics.” 

In addition to the five core states at the heart of the study, Just Equations also lauded North Carolina’s automatic enrollment policy, adopted in 2018, which places students who score high on state assessments into advanced mathematics courses for the following year, eliminating subjective recommendations. More than 95% of the state’s eighth-grade students who scored at the highest level were placed in advanced math courses in 2022–23, up from 87% in 2017–18, before the policy was enacted. 

While these states have made noteworthy progress, critics note problems remain. 

A lack of longitudinal data in Tennessee makes it difficult to understand the impact of the changes that have taken shape there, state officials say. 

“One of the goals that I have over the next year or so is to better track the entire arc of the student journey,” said Juliette Biondi, who directs the state’s Seamless Alignment and Integrated Learning Support program, as documented in the report. “I want to understand how they do in their college math classes. Do they struggle? Does it influence graduation rates?”

Utah, too, can also improve: Rural areas find it hard to recruit and retain qualified teachers for college-level courses, leading them to rely on virtual instruction.

And Jo Boaler, the Stanford professor who helped California reshape its math program, said she regularly observes ineffective teaching practices that undermine K-12 learning.

“All I can see is that we have not built conceptual understanding or number sense well by the end of school,” Boaler told The 74. “When I visit classrooms, I still see students going through uninspiring textbook math. Maybe there has been some improvement but I have not heard about it or seen it yet.”

Disclosure: The Gates Foundation provides financial support to Just Equations and The 74.

After Renee Good was shot and killed by a federal immigration agent in Minneapolis, Watsonville High School teacher Sarah Clark’s ninth grade students had a lot of questions. What precipitated the interaction? Was she yelling at them? Was she aggressive? Was she rude? Can we film immigration agents? Will we be arrested if we do?

The fatal shootings of Good and, a few weeks later, Alex Pretti, by federal officers have sparked nationwide outrage and led to student walkouts in California. In the aftermath, teachers in several districts said they have been navigating difficult conversations about the legality of federal immigration agents’ use of force, constitutional rights and due process, as students seek clarification about these and other events they have seen in the news and on social media.

“Being teenagers, they mouth off on occasion. They were very worried that if they were in a situation like that, and they said something, that they would be arrested, detained, searched,” Clark said. “It’s a lot of stress to put on 14-year-olds.”

Erinn Leone, history and social science content specialist for the Sacramento City Unified School District, said teaching about current events can help students learn important skills they will need as adults, such as analyzing news articles, understanding biases and being able to discuss issues with other people who disagree with them or have different perspectives.

“It’s important for making the history we’re learning in the classroom relevant, so they see that things happening today are rooted in historical context and things don’t happen out of the blue,” said Leone, who recently conducted a training about teaching current events called “Teaching the Now.”

In addition, she said, it’s important for students to have a space to process what they see on the news and social media. 

“Current events impact our students. They cause fear in our students. It’s important for us to not ignore what’s happening in their everyday lives,” Leone said. “When we don’t bring those things into the classroom, it’s noticed.”

‘There’s some anger, there’s shock’

Los Angeles Unified School District teacher Manuel Gochez said the students in his Advanced Placement Government class had a lot of opinions about the disparities they saw between the videos of the shootings of Good and Pretti and the way the Trump administration described the shootings.

“There’s some anger, there’s shock, there’s disappointment, too, in the way people are being treated and the inhumanity of it all,” he said.

Gochez and other teachers said students had questions about whether federal immigration agents were following the law, which led to discussions about what happens when law enforcement does not follow the law and the checks and balances of the three branches of government — judicial, legislative and executive.

“The students are usually the ones asking the questions and leading the conversations,” Gochez said. “My job, more than anything, is to give a space to discuss. They have a lot of thoughts and opinions, and if they don’t feel safe in the classroom or in school, it can be a lot they’re holding in.”

After the Jan. 21 publication of an internal  stating agents had the right to enter homes without a judicial warrant, students in Gabriel Perez’s ethnic studies classes in Fresno Unified asked, “Can ICE come into our house now?” 

“I’ve had students cry in front of their classmates. You see the stress, you see the fear, because many of their parents are undocumented. It’s something I see all the time,” Perez said. 

First Amendment discussions 

Some English teachers are also bringing current events into their classrooms.

“I think it’s extremely important to connect what’s happening now with what’s happening in our literature. I always tell students that if you really want to know what was happening at the time, read a book,” said Benny Martinez, who teaches English in South Central L.A.

His 10th grade students have just finished reading “Fahrenheit 451,” the 1953 novel by Ray Bradbury, in which, under a fictional future government, all books are banned and “firemen” burn them. Martinez said the book sparked discussion among his students about recent efforts to ban books about LGBTQ issues or race from some school libraries.

“We were talking about First Amendment rights and freedom of speech being taken away,” Martinez said. “The students were asking, ‘Why are we banning books?’ It’s important to understand other points of view.”

Next, Martinez’s students will read “Night,” Elie Wiesel’s memoir about surviving the Nazi concentration camps. In preparation, Martinez has been teaching his students about the Holocaust.

“A lot of them are interested in that topic because of the idea that history could repeat itself,” he said.

Clark said in her district, Pajaro Valley Unified, in Santa Cruz County, ninth graders don’t take social studies, so she incorporates units on the Constitution and the history of labor unions into her English classes. This year, she also taught a unit on the history of deportations in the U.S. 

Students brainstormed questions for the class to research, including “What percentage of people deported have had criminal records? What percentage have been here longer than 10 years?” 

Clark said the vast majority of her students are U.S. citizens, but estimated that about 25% to 30% have undocumented relatives. 

“They are very worried. We all heard during the campaign that the administration was going to focus on criminal undocumented immigrants, and that’s just not what’s been happening,” said Clark, referring to Donald Trump’s 2024 presidential campaign.

Setting boundaries and guidelines 

Some teachers shy away from conversations about current events in class because they are afraid of complaints from parents or administrators. Heather Miller, who teaches “Women and Gender in Ethnic Studies” in Fresno Unified, said there is a lot of concern, especially since some ethnic studies teachers have been accused of antisemitism after discussing the war in Gaza or the relationship between Israel and Palestine.

“What can we say? What can’t we say?” Miller said. “There’s a lot of fear around losing our jobs or getting complaints.” 

Still, Miller said students bring up current events even if teachers don’t. “In my AP classes, I’m teaching imperialism right now,” she said. “What do you say when they say, ‘Oh, are we imperializing Greenland now?’ ” 

Leone, the history and social science specialist, recommends that teachers and students agree on guidelines for these conversations beforehand to make sure they are respectful, including acknowledging different perspectives and criticizing sources, not people. She also recommends that teachers take time to discuss how different people’s experiences and identities shape their perspectives.

As a teacher in South Sacramento, Leone facilitated discussions in her class about police shootings. Some students had loved ones who had negative experiences with law enforcement, while others had fathers or uncles who were police. 

“We’re teaching students to think about different perspectives and engage with people who have different perspectives,” she said. “It’s important that I’m not teaching students what to think, I’m not teaching them what to believe. Every student is entitled to their own belief. But they’re also required to think critically about those things and ground their discussion in facts and truth.”

Los Angeles Unified teacher Gochez said these conversations can also be an opportunity to teach students about civic participation.

“It’s an opportunity to empower them,” he said, “If you don’t like what’s occurring, you have a voice; you can do something about it.”

This was originally published on .

If San Francisco educators walk out, it will be the city’s first teacher strike in nearly 50 years. United Educators of San Francisco approved a walkout with the second of two nearly unanimous votes last week. Its bargaining team is to decide within 10 days whether it will strike. 

United Teachers of Los Angeles, which represents more than 35,000 educators in California’s largest school district, has been in negotiations since February 2025. Both parties clashed over pay raises and in December. A strike vote passed with a member approval on Monday. 

With 6,500 members, United Educators of San Francisco has been negotiating with the district since March. The union asked for a 14% pay increase for support staff and 9% for teachers over two years, along with improvements to health care coverage, special education teacher workloads and family housing. 

“We remain prepared to hear any real solutions the district may formally bring to the table that will stabilize our district for our students, educators and families,” the union said in a Tuesday. 

The San Francisco Unified School District has a 2% yearly increase, totaling 6% over three years. It on Saturday that a $102 budget deficit makes it impossible to meet the union’s demands.

“Any raises above the current proposals from the district will force further cuts at school sites that will impact the district’s ability to serve all of its students long-term,” the district .

The union that San Francisco Unified recently allocated $111 million to its rainy-day fund, “money members say needs to be directed back to classrooms and school sites.”

In Los Angeles, the union is an 18% immediate pay raise with a 3% bump the second year of the contract. Los Angeles Unified two consecutive raises of 2.5% and 2% and a one-time payment of 1% of an employee’s salary. A strike deadline has not yet been set.

Cheryl Coney, the union’s executive director, wrote in a to the district that drastic raises are needed because more than 20% of members qualify for low-income housing and roughly one-third leave Los Angeles Unified by their fifth year on the job. 

The union the district can afford pay increases with a $5 billion reserve, but officials budget constraints recently worsened because of enrollment declines, the expiration of pandemic aid and increased operating costs. The district’s projects a $1.6 billion deficit by the 2027-28 school year.

“We recognize the real financial strain on educators and staff but must make difficult decisions to preserve classrooms, student services and long-term stability within finite resources,” the district said in a Jan. 31 . “This moment calls for collaboration between all parties to reach a sustainable resolution.”

The Los Angeles and San Francisco superintendents joined representatives of five other school districts in a Monday that asked advocates, nonprofits and lawmakers to help campaign for more funding from the state. 

“Educators and staff deserve to feel valued and supported, and districts recognize and respect those realities,” the letter says. “At the same time, school systems cannot spend resources they do not receive, nor can local negotiations resolve statewide enrollment trends or the loss of temporary federal funding.”

The strike votes in Los Angeles and San Francisco come amid a by the California Teachers Association, focusing negotiations in 32 districts statewide around : wages, staffing and student stability — meaning fewer layoffs and school closures. The also aims to pressure the state to improve school funding.

A from the statewide union found that 88% of educators identified insufficient school funding and low pay as serious issues for 2026.

Several California teachers unions already walked out of the classroom this school year or are close to striking. United Teachers of Richmond, located north of San Francisco, staged a in December. Five unions — Natomas, Twin Rivers, Rocklin, Woodland Joint and Washington — are at an impasse, along with Madera Unified Teachers Association in central California and Berkeley Federation of Teachers.

More than 90% of San Diego Education Association members recently a one-day unfair labor practice strike for Feb. 26. The union said it’s protesting as San Diego Unified’s repeated contract violations regarding special education staffing caseloads.

As a practicing dentist in Montclair, California, I regularly see children whose ability to learn is undermined by untreated dental disease. They arrive in pain, exhausted from poor sleep, unable to concentrate and often embarrassed to smile or speak. These children are not outliers. They represent a widespread and preventable problem that directly affects academic success.

The connection between oral health and school performance is well-documented. A found that children with one or more untreated decayed teeth were significantly more likely to have poor academic performance and higher absenteeism rates than children without dental issues. consistently show that dental problems are linked to lower grades, difficulty completing homework and reduced psychosocial well-being.

This relationship is easy to understand. Dental pain interferes with sleep, nutrition, focus and emotional regulation. A child who spends the night awake with a toothache will struggle to pay attention the next day, if they even reach school. According to a study published in the American Journal of Public Health, children with poor oral health were nearly as their healthy counterparts.

Moreover, a child who feels embarrassed by visible dental issues may avoid participating in class or reading aloud. All the data lead us to the same conclusion: Frequent absences for emergency dental visits cause students to fall behind academically and socially, creating a cycle that becomes harder to break over time.

Unfortunately, poor oral health disproportionately affects children from low-income families and communities with limited access to dental providers. While California’s Medi-Cal dental coverage exists, and provider shortages mean many families struggle to find timely care. In 2022, fewer than half of received a preventive dental visit. I regularly hear the same story from these distressed parents. They called several offices before finding one that accepts Medi-Cal patients or has open appointments within weeks or even months.

As a result, minor dental issues often turn into painful infections that disrupt school attendance and learning. This is particularly concerning given that dental caries is the among children in the United States. When combined with socioeconomic disadvantage, limited access to care, and poor oral health becomes a serious public health issue. Across California, Hispanic children are as white children to experience untreated cavities.

If decision makers are serious about improving educational outcomes, oral health must be treated as part of the educational system, not as an optional or separate medical concern. School-based dental programs can play a critical role by providing preventive services, early screenings, fluoride treatments, and sealants directly where children already are.

A great example of good practice is the program in California. It is a demonstration project testing the delivery of health-related services and information via telecommunications technologies. Dental hygienists and assistants go to community sites such as schools, Head Start programs, day care centers and nursing homes to conduct exams and collect diagnostic information. Then the dentist uses the collected data to advise the local provider on the needed preventive and routine restorative care.

When necessary, patients are referred to dental offices for more complex needs. These lower-cost providers meet many of their patients’ oral health needs. Such programs, if funded by MediCal, would drastically reduce absenteeism and catch problems before they become emergencies.

Access also depends on policy. Policymakers must increase reimbursement rates to enable more dental providers to accept low-income patients, thereby expanding care for families who currently face long wait times or no options at all. Integrating dental screenings into existing school health services, alongside vision and hearing checks, would help ensure that oral health issues are identified early. At the same time, comprehensive oral health education that involves parents, teachers, and caregivers can reinforce prevention at home and in the classroom.

We would never expect a child with untreated vision problems to succeed without glasses or a child with hearing loss to learn without support. Expecting children to perform academically while experiencing a toothache and infection is no different.

Education begins with a child who is healthy, comfortable, and able to focus. If we truly care about learning, we must start treating children’s oral health as what it really is: a foundation for academic success, not an afterthought.