California Schools May Have to Compete With Fast-Food Industry After Minimum Wage Hike
California Schools Face Funding Uncertainty as COVID-19 Relief Expires
Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools
California’s Lowest-Performing Schools See Reading Success with Funding Boost
Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California?
California’s K-8 Students Guaranteed Outdoor Time with New Recess Law
California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement
California Schools Struggle to Deal With Soaring Chronic Absenteeism
California Moves Closer to Passing New Guidelines for Teaching Math
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crunch.\u003c/p>\n\u003cp>The minimum wage law that \u003ca href=\"https://apnews.com/article/california-fast-food-minimum-wage-a04c2e559b09cbcd26dd5702e0755a83\">took effect Monday\u003c/a> guarantees at least $20 per hour for workers at fast-food restaurant chains that have at least 60 locations nationwide. That doesn’t include school food service workers, historically some of the lowest-paid workers in public education.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Cancy McArn, chief human resources officer, Sacramento Unified School District\"]‘We are looking not only at competing with districts and comparing with districts, we’re also looking at fast-food places.’[/pullquote]Yet demand for school meals is higher than ever in California, the first state to guarantee \u003ca href=\"https://apnews.com/article/business-health-government-and-politics-education-california-b959171f408b549eb46376998c02ac2c\">free meals for all students\u003c/a> regardless of their family’s income. And demand is projected to fuel an increase of more than 70 million extra meals in California schools this year compared to 2018, according to the state Department of Education.\u003c/p>\n\u003cp>But these jobs typically have lots of turnover and are harder to fill. The minimum wage boost for fast-food workers could make that even more difficult.\u003c/p>\n\u003cp>“They are all very worried about it. Most are saying they anticipate it will be harder and harder to hire employees,” said Carrie Bogdanovich, president of the California School Nutrition Association.\u003c/p>\n\u003cp>Statewide, some districts have already taken steps to compete in the new reality. Last year, the Sacramento Unified School District — anticipating the law’s passage — agreed to a 10% increase for its food service workers and other low-paying jobs, followed by another 6% increase July 1 of this year to bump their wages up to $20 per hour.\u003c/p>\n\u003cp>[aside postID=\"news_11975340,news_11977956,news_11974073\" label=\"Related Stories\"]Cancy McArn, the district’s chief human resources officer, said it was the largest single raise in the district in nearly three decades.\u003c/p>\n\u003cp>“We are looking not only at competing with districts and comparing with districts, we’re also looking at fast-food places,” McArn said.\u003c/p>\n\u003cp>In Southern California, San Luis Coastal Unified doubled its food service staff to 40 people after seeing a 52% increase in the number of students eating school meals. The district prepares 8,500 meals daily for 7,600 students across 15 school sites — breakfast, lunch and even supper options for youth in after-school sports and activities.\u003c/p>\n\u003cp>The district has since limited the number of its entry-level positions, which are the hardest to fill, while seeking to hire more for complex roles like “culinary lead” and “central kitchen supervisor” that require more skills and hours — making them more attractive to job seekers.\u003c/p>\n\u003cp>“That’s allowed us to be more competitive,” said Erin Primer, director of food and nutrition services for the San Luis Coastal Unified School District.\u003c/p>\n\u003cp>Tia Orr, executive director of the Services Employees International Union California — which represents both school food service workers and fast-food employees — said school districts and other service industries must consider raising wages because of this new law.\u003c/p>\n\u003cp>“This is a good thing, and it is long overdue,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But some districts are limited in what they can do. In the Lynwood Unified School District in Los Angeles County, the starting salary for food service workers is $17.70 per hour and maxes out at $21.51 per hour, according to Gretchen Janson, the district’s assistant superintendent of business services. She said these workers only work three hours per day, meaning they aren’t eligible for health benefits.\u003c/p>\n\u003cp>Janson says the district is waiting to see how employees react, adding: “We just don’t have the increase in revenue to be able to provide additional funding for staff.”\u003c/p>\n\u003cp>Nuria Alvarenga has worked food service in the Lynwood School District for 20 years. She makes $21 per hour now, but said she could likely earn more in fast food.\u003c/p>\n\u003cp>While she said several co-workers were considering finding other jobs, she hasn’t decided yet what she will do. She normally works at an elementary school, but has been filling in recently at a high school where she enjoys seeing former students recognize her as they stand in line for lunch.\u003c/p>\n\u003cp>“I’m so glad they still remember me,” she said.\u003c/p>\n\u003cp>School food service workers have gotten more support in recent years under a state push to expand school meals and make them more nutritious. That included $720 million in recent years for upgrades to school kitchens to better prepare fresh meals, plus $45 million to create an apprenticeship program to professionalize the industry.\u003c/p>\n\u003cp>It would be difficult for lawmakers to mandate a raise for school food workers given the complexities of the state’s school funding formula. That’s why some advocacy groups, including the Chef Ann Foundation, proposed a state-funded incentive program that would have given school food workers who completed an apprenticeship program a $25,000 bonus payable over five years.\u003c/p>\n\u003cp>That idea didn’t make it into Democratic Gov. Gavin Newsom’s budget proposal released in January. The state is facing a \u003ca href=\"https://apnews.com/article/california-budget-gavin-newsom-public-schools-deficit-f98ad09c8bdf6df07f1998cd057e77c8\">multibillion-dollar budget deficit\u003c/a>, limiting new spending.\u003c/p>\n\u003cp>But pay raises aren’t the only incentives school districts can offer. There’s also health insurance, paid vacation, no night or weekend shifts and a pension that could guarantee a monthly income after retirement. Plus, school food workers have predictable hours, letting them work other jobs if they wish — or in summer when school is out.\u003c/p>\n\u003cp>“Restaurants are laying off employees. They’re cutting hours,” said Eric Span, director of nutrition services for the Sweetwater Union High School District in San Diego County. “I think we should position ourselves to really talk about some stability.”\u003c/p>\n\u003cp>Michael Reich, a labor economics professor at UC Berkeley, said those factors could favor school districts when competing for workers.\u003c/p>\n\u003cp>“Working in a school cafeteria gives you more stability, job security and maybe less stress than in a profit-making institution,” he said. “So there’s a lot of advantages from a community standpoint. But that’s not to say they don’t also want to get more money.”\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The new law took effect Monday and guarantees $20-per-hour wages for fast-food workers in California. The law does not apply to food service workers at public schools. ","status":"publish","parent":0,"modified":1712337485,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1096},"headData":{"title":"California Schools May Have to Compete With Fast-Food Industry After Minimum Wage Hike | KQED","description":"The new law took effect Monday and guarantees $20-per-hour wages for fast-food workers in California. The law does not apply to food service workers at public schools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Schools May Have to Compete With Fast-Food Industry After Minimum Wage Hike","datePublished":"2024-04-05T11:00:07.000Z","dateModified":"2024-04-05T17:18:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Adam Beam\u003cbr>Associated Press\u003c/br>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11981932/california-schools-may-have-to-compete-with-fast-food-industry-after-minimum-wage-hike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lost in the hubbub surrounding California’s new \u003ca href=\"https://apnews.com/article/california-minimum-wage-increase-fast-food-newsom-69c26b7f07f2647149c37677446cea30\">$20-per-hour minimum wage\u003c/a> for fast-food workers is how that raise could impact public schools, forcing districts to compete with the likes of McDonald’s and Wendy’s for cafeteria workers amid a state budget crunch.\u003c/p>\n\u003cp>The minimum wage law that \u003ca href=\"https://apnews.com/article/california-fast-food-minimum-wage-a04c2e559b09cbcd26dd5702e0755a83\">took effect Monday\u003c/a> guarantees at least $20 per hour for workers at fast-food restaurant chains that have at least 60 locations nationwide. That doesn’t include school food service workers, historically some of the lowest-paid workers in public education.\u003cbr>\n\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We are looking not only at competing with districts and comparing with districts, we’re also looking at fast-food places.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cancy McArn, chief human resources officer, Sacramento Unified School District","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Yet demand for school meals is higher than ever in California, the first state to guarantee \u003ca href=\"https://apnews.com/article/business-health-government-and-politics-education-california-b959171f408b549eb46376998c02ac2c\">free meals for all students\u003c/a> regardless of their family’s income. And demand is projected to fuel an increase of more than 70 million extra meals in California schools this year compared to 2018, according to the state Department of Education.\u003c/p>\n\u003cp>But these jobs typically have lots of turnover and are harder to fill. The minimum wage boost for fast-food workers could make that even more difficult.\u003c/p>\n\u003cp>“They are all very worried about it. Most are saying they anticipate it will be harder and harder to hire employees,” said Carrie Bogdanovich, president of the California School Nutrition Association.\u003c/p>\n\u003cp>Statewide, some districts have already taken steps to compete in the new reality. Last year, the Sacramento Unified School District — anticipating the law’s passage — agreed to a 10% increase for its food service workers and other low-paying jobs, followed by another 6% increase July 1 of this year to bump their wages up to $20 per hour.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11975340,news_11977956,news_11974073","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Cancy McArn, the district’s chief human resources officer, said it was the largest single raise in the district in nearly three decades.\u003c/p>\n\u003cp>“We are looking not only at competing with districts and comparing with districts, we’re also looking at fast-food places,” McArn said.\u003c/p>\n\u003cp>In Southern California, San Luis Coastal Unified doubled its food service staff to 40 people after seeing a 52% increase in the number of students eating school meals. The district prepares 8,500 meals daily for 7,600 students across 15 school sites — breakfast, lunch and even supper options for youth in after-school sports and activities.\u003c/p>\n\u003cp>The district has since limited the number of its entry-level positions, which are the hardest to fill, while seeking to hire more for complex roles like “culinary lead” and “central kitchen supervisor” that require more skills and hours — making them more attractive to job seekers.\u003c/p>\n\u003cp>“That’s allowed us to be more competitive,” said Erin Primer, director of food and nutrition services for the San Luis Coastal Unified School District.\u003c/p>\n\u003cp>Tia Orr, executive director of the Services Employees International Union California — which represents both school food service workers and fast-food employees — said school districts and other service industries must consider raising wages because of this new law.\u003c/p>\n\u003cp>“This is a good thing, and it is long overdue,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But some districts are limited in what they can do. In the Lynwood Unified School District in Los Angeles County, the starting salary for food service workers is $17.70 per hour and maxes out at $21.51 per hour, according to Gretchen Janson, the district’s assistant superintendent of business services. She said these workers only work three hours per day, meaning they aren’t eligible for health benefits.\u003c/p>\n\u003cp>Janson says the district is waiting to see how employees react, adding: “We just don’t have the increase in revenue to be able to provide additional funding for staff.”\u003c/p>\n\u003cp>Nuria Alvarenga has worked food service in the Lynwood School District for 20 years. She makes $21 per hour now, but said she could likely earn more in fast food.\u003c/p>\n\u003cp>While she said several co-workers were considering finding other jobs, she hasn’t decided yet what she will do. She normally works at an elementary school, but has been filling in recently at a high school where she enjoys seeing former students recognize her as they stand in line for lunch.\u003c/p>\n\u003cp>“I’m so glad they still remember me,” she said.\u003c/p>\n\u003cp>School food service workers have gotten more support in recent years under a state push to expand school meals and make them more nutritious. That included $720 million in recent years for upgrades to school kitchens to better prepare fresh meals, plus $45 million to create an apprenticeship program to professionalize the industry.\u003c/p>\n\u003cp>It would be difficult for lawmakers to mandate a raise for school food workers given the complexities of the state’s school funding formula. That’s why some advocacy groups, including the Chef Ann Foundation, proposed a state-funded incentive program that would have given school food workers who completed an apprenticeship program a $25,000 bonus payable over five years.\u003c/p>\n\u003cp>That idea didn’t make it into Democratic Gov. Gavin Newsom’s budget proposal released in January. The state is facing a \u003ca href=\"https://apnews.com/article/california-budget-gavin-newsom-public-schools-deficit-f98ad09c8bdf6df07f1998cd057e77c8\">multibillion-dollar budget deficit\u003c/a>, limiting new spending.\u003c/p>\n\u003cp>But pay raises aren’t the only incentives school districts can offer. There’s also health insurance, paid vacation, no night or weekend shifts and a pension that could guarantee a monthly income after retirement. Plus, school food workers have predictable hours, letting them work other jobs if they wish — or in summer when school is out.\u003c/p>\n\u003cp>“Restaurants are laying off employees. They’re cutting hours,” said Eric Span, director of nutrition services for the Sweetwater Union High School District in San Diego County. “I think we should position ourselves to really talk about some stability.”\u003c/p>\n\u003cp>Michael Reich, a labor economics professor at UC Berkeley, said those factors could favor school districts when competing for workers.\u003c/p>\n\u003cp>“Working in a school cafeteria gives you more stability, job security and maybe less stress than in a profit-making institution,” he said. “So there’s a lot of advantages from a community standpoint. But that’s not to say they don’t also want to get more money.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11981932/california-schools-may-have-to-compete-with-fast-food-industry-after-minimum-wage-hike","authors":["byline_news_11981932"],"categories":["news_8"],"tags":["news_30911","news_29044","news_19904","news_2141"],"featImg":"news_11981933","label":"news"},"news_11979829":{"type":"posts","id":"news_11979829","meta":{"index":"posts_1591205157","site":"news","id":"11979829","score":null,"sort":[1710795653000]},"guestAuthors":[],"slug":"california-schools-face-funding-uncertainty-as-covid-19-relief-expires","title":"California Schools Face Funding Uncertainty as COVID-19 Relief Expires","publishDate":1710795653,"format":"standard","headTitle":"California Schools Face Funding Uncertainty as COVID-19 Relief Expires | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>After years of cash windfalls, California schools are bracing for a stretch of austerity that could jeopardize students’ already precarious recovery from the pandemic.\u003c/p>\n\u003cp>An end to billions of dollars in federal COVID-19 relief funds, declining enrollment, staff raises, hiring binges and stagnant state funding should combine over the next few months to create steep budget shortfalls, with low-income districts affected the most.\u003c/p>\n\u003cp>“The fiscal cliff is going to vary,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University. “The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Marguerite Roza, director of the Edunomics Lab, Georgetown University\"]‘The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.’[/pullquote]In his \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/BudgetSummary/K-12Education.pdf\">budget proposal released in January\u003c/a>, Gov. Gavin Newsom largely spared schools, keeping intact popular initiatives like transitional kindergarten, universal school meals, community schools and after-school programs. He proposed dipping into reserves and delaying some expenses to make up a projected \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">multi-billion-dollar\u003c/a> shortfall.\u003c/p>\n\u003cp>But the exact numbers are shifting. The Legislative Analyst’s Office predicted that the \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">shortfall may be much higher\u003c/a> than Newsom calculated and cuts will be unavoidable. Newsom will release a revised budget in May, and the Legislature has until June 15 to pass a final budget.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside postID=\"mindshift_62921,news_11976186,news_11979071\" label=\"Related Stories\"]Meanwhile, federal COVID-19 relief funding for schools will end in September. In a series of grants known as Elementary and Secondary School Emergency Relief, the federal government gave California schools $23.4 billion to pay for everything from air purifiers to after-school tutoring.\u003c/p>\n\u003cp>That funding was distributed based on the number of low-income students districts have. Districts with lots of low-income students got more money, which means they’ll lose the most when the funding ends.\u003c/p>\n\u003cp>At the beginning of the pandemic, schools tended to spend the money on one-time expenses, like tablets and Wi-Fi hotspots for students attending school remotely. But as schools reopened, they started spending money on ongoing programs intended to help students catch up academically and recover from the mental health hardships of remote learning. That could include tutors, longer school days or summer and after-school programs.\u003c/p>\n\u003cp>San Bernardino City Unified used $8 million of its $230 million in COVID-19 relief funds to beef up its after-school program. Thanks to the extra funding, the district has been able to offer free after-school activities, tutoring, transportation and mental health support at every school.\u003c/p>\n\u003ch2>Keeping the ‘sparkle in kids’ eyes\u003c/h2>\n\u003cfigure id=\"attachment_11979835\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979835\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\" alt=\"A Black woman wearing a black top and jeans sits outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Cooper near her home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mia Cooper, a parent with three children in San Bernardino City Unified, said her childrens’ after-school program has been a lifesaver. In fact, it’s the main reason they want to go to school, she said.\u003c/p>\n\u003cp>They not only benefit from tutoring, but they get to enjoy ballet and acting lessons, field trips to science museums and Disneyland, robotics classes, performances by folklórico dance troupes and other fun activities.\u003c/p>\n\u003cp>During the pandemic, one of Cooper’s daughters was withdrawn and depressed, but the after-school program helped her reconnect with friends and fall in love with school again. Keeping the program intact should be a priority, Cooper said.\u003c/p>\n\u003cp>“The kids were exposed to so many different activities and cultural things,” she said. “If a program is working for kids and we’re seeing good outcomes, I think it’s something we need to keep. … We shouldn’t lose that sparkle in kids’ eyes.”\u003c/p>\n\u003ch2>A budget reckoning for some districts\u003c/h2>\n\u003cp>But Roza said some districts’ use of COVID-19 relief funds could worsen their budget prospects. Districts that invested one-time funds in ongoing expenses, such as new staff, raises and bonuses, might be headed for a reckoning. Nationwide, school staff increased by 2% since the pandemic while enrollment decreased by 2%, according to Georgetown’s Edunomics Lab.\u003c/p>\n\u003cp>Salaries for existing teachers have risen, too. Districts in \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-12-08-sfusd-commits-fulfilling-historic-raises-educators#:~:text=In%20October%202023%2C%20SFUSD%20and,full%20effect%20by%20January%202025.\">San Francisco\u003c/a>, \u003ca href=\"https://drive.google.com/file/d/1ZeEW5EjyR33Y0JgUC_LBq9MPIIzm901K/view\">Oakland\u003c/a>, \u003ca href=\"https://www.sandiegounified.org/about/newscenter/all_news/tentative_agreements_reached_with_sdea_and_para\">San Diego \u003c/a>and \u003ca href=\"https://www.lausd.org/site/Default.aspx?PageType=3&DomainID=4&PageID=1&ViewID=6446ee88-d30c-497e-9316-3f8874b3e108&FlexDataID=132163\">Los Angeles\u003c/a> — all of which have declining enrollment — agreed to hefty teacher raises and bonuses in the past year.\u003c/p>\n\u003cp>Still, the fiscal outlook is not as dire as during the 2008 recession, said Julien Lafortune, a research fellow at the Public Policy Institute of California. \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">School funding generally in California\u003c/a> has risen dramatically since then, lifting California from the bottom half of states in school funding to \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">above the national average\u003c/a>. In addition, the state’s shift to \u003ca href=\"https://calmatters.org/commentary/2023/05/achievement-gap-defies-extra-billions/\">the Local Control Funding Formula\u003c/a> a decade ago has provided more money for students with higher needs, although inequities persist.\u003c/p>\n\u003cp>But that doesn’t mean these cuts won’t hurt, Lafortune said, especially for students most affected by the pandemic. Low-income, Black and Latino students disproportionately bore the brunt of school closures, \u003ca href=\"https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning\">research has shown,\u003c/a> because they were more likely to suffer economically from the pandemic, less likely to have adequate technology at home, and less likely to have a parent available to help them with distance learning.\u003c/p>\n\u003cp>“It’s not like the Great Recession, but I think the challenges are greater now,” Lafortune said. “A lot of the academic progress we made was erased by the pandemic.”\u003c/p>\n\u003cp>Roza worries that arguments over potential cuts in the next year will eclipse concern over learning loss. Potential school closures and teacher layoffs will inevitably elicit loud protests, but school boards should stay focused on services that directly help students, such as math tutoring and literacy, she said.\u003c/p>\n\u003cp>“Some districts will be focusing on staff retention instead of kids’ needs,” Roza said.\u003c/p>\n\u003cp>These decisions may be so divisive that Roza predicts a high turnover rate among school administrators and board members unwilling to make unpopular decisions. She also expects to see some districts refuse to make sufficient cuts and risk insolvency or state takeover.\u003c/p>\n\u003ch2>Planning pays off in Fresno\u003c/h2>\n\u003cp>Fresno Unified is among the districts facing a double whammy of declining enrollment and a large loss of relief funds. The 70,000-student district received more than $787 million in state and federal relief money, one of the largest allotments in California.\u003c/p>\n\u003cp>However, the district was careful to build reserves, rely on state grants when possible and not overly invest in ongoing staff salaries. Instead, it used most of its money to train teachers in math and literacy, extend the school day and provide a high-quality summer program. It also brought in social workers, restorative justice counselors, attendance specialists and other staff to boost students’ mental health.\u003c/p>\n\u003cp>The investments have apparently paid off. The number of students meeting California’s math benchmark rose almost 3 percentage points last year, even as the state average remained unchanged. And chronic absenteeism fell significantly, from 51% in 2022 to 35% last year.\u003c/p>\n\u003cfigure id=\"attachment_11979836\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\" alt=\"A young Black man and two young Black girls wearing black t-shirts sit on a rock outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Siblings Alec, Samantha and Honey Cooper near their home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, the district expects to make some cuts, probably affecting the district office but not schools directly — at least at first, said the district’s chief financial officer, Patrick Jensen.\u003c/p>\n\u003cp>“It’s like we’re in a boat, and we can see a storm coming,” Jensen said. “We’re not going to be dashed against the rocks, but we still need to find a safe harbor.”.\u003c/p>\n\u003cp>San Bernardino City Unified, among California’s lowest-income districts, also received a high-relief funding payout: $230 million for 46,000 students. But the district isn’t anticipating a financial disaster once the funding expires. It plans to shift some of its state block grant money to pay for programs funded with relief money, where necessary and has been conservative with planning. It’s also closely monitoring the state budget and economic outlook, said Associate Superintendent Terry Comnick.\u003c/p>\n\u003cp>But there’s still likely to be some cuts, and the district will have to look closely at what programs have been effective and which didn’t live up to expectations. In addition to the after-school program, a “resident guest teacher” program had positive results, Comnick said. The district hired substitute teachers to work one-on-one or in small groups with students who were the furthest behind. The $4.5 million program, which was at every school, resulted in higher test scores among the highest-needs students.\u003c/p>\n\u003cp>So far, it looks like the district will be able to keep both programs, at least for the next few years, Comnick said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“People call it a (Elementary and Secondary School Emergency Relief) cliff because the money just ends,” Comnick said. “But for us, it will hopefully be a gentle slope.”\u003c/p>\n\n","blocks":[],"excerpt":"California schools got $23.4 billion in federal pandemic relief money. Low-income schools that got the most may be hardest hit when the funds expire this year.","status":"publish","parent":0,"modified":1710797258,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1526},"headData":{"title":"California Schools Face Funding Uncertainty as COVID-19 Relief Expires | KQED","description":"California schools got $23.4 billion in federal pandemic relief money. Low-income schools that got the most may be hardest hit when the funds expire this year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Schools Face Funding Uncertainty as COVID-19 Relief Expires","datePublished":"2024-03-18T21:00:53.000Z","dateModified":"2024-03-18T21:27:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"WpOldSlug":"california-schools-face-funding-crisis-as-covid-19-relief-expires","nprByline":"Carolyn Jones","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11979829/california-schools-face-funding-uncertainty-as-covid-19-relief-expires","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years of cash windfalls, California schools are bracing for a stretch of austerity that could jeopardize students’ already precarious recovery from the pandemic.\u003c/p>\n\u003cp>An end to billions of dollars in federal COVID-19 relief funds, declining enrollment, staff raises, hiring binges and stagnant state funding should combine over the next few months to create steep budget shortfalls, with low-income districts affected the most.\u003c/p>\n\u003cp>“The fiscal cliff is going to vary,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University. “The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Marguerite Roza, director of the Edunomics Lab, Georgetown University","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>In his \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/BudgetSummary/K-12Education.pdf\">budget proposal released in January\u003c/a>, Gov. Gavin Newsom largely spared schools, keeping intact popular initiatives like transitional kindergarten, universal school meals, community schools and after-school programs. He proposed dipping into reserves and delaying some expenses to make up a projected \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">multi-billion-dollar\u003c/a> shortfall.\u003c/p>\n\u003cp>But the exact numbers are shifting. The Legislative Analyst’s Office predicted that the \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">shortfall may be much higher\u003c/a> than Newsom calculated and cuts will be unavoidable. Newsom will release a revised budget in May, and the Legislature has until June 15 to pass a final budget.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_62921,news_11976186,news_11979071","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Meanwhile, federal COVID-19 relief funding for schools will end in September. In a series of grants known as Elementary and Secondary School Emergency Relief, the federal government gave California schools $23.4 billion to pay for everything from air purifiers to after-school tutoring.\u003c/p>\n\u003cp>That funding was distributed based on the number of low-income students districts have. Districts with lots of low-income students got more money, which means they’ll lose the most when the funding ends.\u003c/p>\n\u003cp>At the beginning of the pandemic, schools tended to spend the money on one-time expenses, like tablets and Wi-Fi hotspots for students attending school remotely. But as schools reopened, they started spending money on ongoing programs intended to help students catch up academically and recover from the mental health hardships of remote learning. That could include tutors, longer school days or summer and after-school programs.\u003c/p>\n\u003cp>San Bernardino City Unified used $8 million of its $230 million in COVID-19 relief funds to beef up its after-school program. Thanks to the extra funding, the district has been able to offer free after-school activities, tutoring, transportation and mental health support at every school.\u003c/p>\n\u003ch2>Keeping the ‘sparkle in kids’ eyes\u003c/h2>\n\u003cfigure id=\"attachment_11979835\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979835\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\" alt=\"A Black woman wearing a black top and jeans sits outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Cooper near her home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mia Cooper, a parent with three children in San Bernardino City Unified, said her childrens’ after-school program has been a lifesaver. In fact, it’s the main reason they want to go to school, she said.\u003c/p>\n\u003cp>They not only benefit from tutoring, but they get to enjoy ballet and acting lessons, field trips to science museums and Disneyland, robotics classes, performances by folklórico dance troupes and other fun activities.\u003c/p>\n\u003cp>During the pandemic, one of Cooper’s daughters was withdrawn and depressed, but the after-school program helped her reconnect with friends and fall in love with school again. Keeping the program intact should be a priority, Cooper said.\u003c/p>\n\u003cp>“The kids were exposed to so many different activities and cultural things,” she said. “If a program is working for kids and we’re seeing good outcomes, I think it’s something we need to keep. … We shouldn’t lose that sparkle in kids’ eyes.”\u003c/p>\n\u003ch2>A budget reckoning for some districts\u003c/h2>\n\u003cp>But Roza said some districts’ use of COVID-19 relief funds could worsen their budget prospects. Districts that invested one-time funds in ongoing expenses, such as new staff, raises and bonuses, might be headed for a reckoning. Nationwide, school staff increased by 2% since the pandemic while enrollment decreased by 2%, according to Georgetown’s Edunomics Lab.\u003c/p>\n\u003cp>Salaries for existing teachers have risen, too. Districts in \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-12-08-sfusd-commits-fulfilling-historic-raises-educators#:~:text=In%20October%202023%2C%20SFUSD%20and,full%20effect%20by%20January%202025.\">San Francisco\u003c/a>, \u003ca href=\"https://drive.google.com/file/d/1ZeEW5EjyR33Y0JgUC_LBq9MPIIzm901K/view\">Oakland\u003c/a>, \u003ca href=\"https://www.sandiegounified.org/about/newscenter/all_news/tentative_agreements_reached_with_sdea_and_para\">San Diego \u003c/a>and \u003ca href=\"https://www.lausd.org/site/Default.aspx?PageType=3&DomainID=4&PageID=1&ViewID=6446ee88-d30c-497e-9316-3f8874b3e108&FlexDataID=132163\">Los Angeles\u003c/a> — all of which have declining enrollment — agreed to hefty teacher raises and bonuses in the past year.\u003c/p>\n\u003cp>Still, the fiscal outlook is not as dire as during the 2008 recession, said Julien Lafortune, a research fellow at the Public Policy Institute of California. \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">School funding generally in California\u003c/a> has risen dramatically since then, lifting California from the bottom half of states in school funding to \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">above the national average\u003c/a>. In addition, the state’s shift to \u003ca href=\"https://calmatters.org/commentary/2023/05/achievement-gap-defies-extra-billions/\">the Local Control Funding Formula\u003c/a> a decade ago has provided more money for students with higher needs, although inequities persist.\u003c/p>\n\u003cp>But that doesn’t mean these cuts won’t hurt, Lafortune said, especially for students most affected by the pandemic. Low-income, Black and Latino students disproportionately bore the brunt of school closures, \u003ca href=\"https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning\">research has shown,\u003c/a> because they were more likely to suffer economically from the pandemic, less likely to have adequate technology at home, and less likely to have a parent available to help them with distance learning.\u003c/p>\n\u003cp>“It’s not like the Great Recession, but I think the challenges are greater now,” Lafortune said. “A lot of the academic progress we made was erased by the pandemic.”\u003c/p>\n\u003cp>Roza worries that arguments over potential cuts in the next year will eclipse concern over learning loss. Potential school closures and teacher layoffs will inevitably elicit loud protests, but school boards should stay focused on services that directly help students, such as math tutoring and literacy, she said.\u003c/p>\n\u003cp>“Some districts will be focusing on staff retention instead of kids’ needs,” Roza said.\u003c/p>\n\u003cp>These decisions may be so divisive that Roza predicts a high turnover rate among school administrators and board members unwilling to make unpopular decisions. She also expects to see some districts refuse to make sufficient cuts and risk insolvency or state takeover.\u003c/p>\n\u003ch2>Planning pays off in Fresno\u003c/h2>\n\u003cp>Fresno Unified is among the districts facing a double whammy of declining enrollment and a large loss of relief funds. The 70,000-student district received more than $787 million in state and federal relief money, one of the largest allotments in California.\u003c/p>\n\u003cp>However, the district was careful to build reserves, rely on state grants when possible and not overly invest in ongoing staff salaries. Instead, it used most of its money to train teachers in math and literacy, extend the school day and provide a high-quality summer program. It also brought in social workers, restorative justice counselors, attendance specialists and other staff to boost students’ mental health.\u003c/p>\n\u003cp>The investments have apparently paid off. The number of students meeting California’s math benchmark rose almost 3 percentage points last year, even as the state average remained unchanged. And chronic absenteeism fell significantly, from 51% in 2022 to 35% last year.\u003c/p>\n\u003cfigure id=\"attachment_11979836\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\" alt=\"A young Black man and two young Black girls wearing black t-shirts sit on a rock outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Siblings Alec, Samantha and Honey Cooper near their home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, the district expects to make some cuts, probably affecting the district office but not schools directly — at least at first, said the district’s chief financial officer, Patrick Jensen.\u003c/p>\n\u003cp>“It’s like we’re in a boat, and we can see a storm coming,” Jensen said. “We’re not going to be dashed against the rocks, but we still need to find a safe harbor.”.\u003c/p>\n\u003cp>San Bernardino City Unified, among California’s lowest-income districts, also received a high-relief funding payout: $230 million for 46,000 students. But the district isn’t anticipating a financial disaster once the funding expires. It plans to shift some of its state block grant money to pay for programs funded with relief money, where necessary and has been conservative with planning. It’s also closely monitoring the state budget and economic outlook, said Associate Superintendent Terry Comnick.\u003c/p>\n\u003cp>But there’s still likely to be some cuts, and the district will have to look closely at what programs have been effective and which didn’t live up to expectations. In addition to the after-school program, a “resident guest teacher” program had positive results, Comnick said. The district hired substitute teachers to work one-on-one or in small groups with students who were the furthest behind. The $4.5 million program, which was at every school, resulted in higher test scores among the highest-needs students.\u003c/p>\n\u003cp>So far, it looks like the district will be able to keep both programs, at least for the next few years, Comnick said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“People call it a (Elementary and Secondary School Emergency Relief) cliff because the money just ends,” Comnick said. “But for us, it will hopefully be a gentle slope.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11979829/california-schools-face-funding-uncertainty-as-covid-19-relief-expires","authors":["byline_news_11979829"],"categories":["news_18540","news_8"],"tags":["news_30911","news_20655","news_31555"],"affiliates":["news_18481"],"featImg":"news_11979834","label":"news_18481"},"news_11973450":{"type":"posts","id":"news_11973450","meta":{"index":"posts_1591205157","site":"news","id":"11973450","score":null,"sort":[1706097612000]},"guestAuthors":[],"slug":"legislative-analysts-office-raises-doubts-on-newsoms-8-billion-fix-for-schools","title":"Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools","publishDate":1706097612,"format":"standard","headTitle":"Legislative Analyst’s Office Raises Doubts on Newsom’s $8 Billion Fix for Schools | KQED","labelTerm":{},"content":"\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ken Kapphahn, principal fiscal and policy analyst, Legislative Analyst’s Office\"]‘Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year.’[/pullquote]In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>[aside postID=\"news_11969301,news_11972226,news_11936184\" label=\"Related Stories\"]Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Key to not cutting education funding under the proposed budget is finding $8 billion in reductions outside of education in the future.","status":"publish","parent":0,"modified":1706119293,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1590},"headData":{"title":"Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools | KQED","description":"Key to not cutting education funding under the proposed budget is finding $8 billion in reductions outside of education in the future.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Legislative Analyst's Office Raises Doubts on Newsom's $8 Billion Fix for Schools","datePublished":"2024-01-24T12:00:12.000Z","dateModified":"2024-01-24T18:01:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11973450/legislative-analysts-office-raises-doubts-on-newsoms-8-billion-fix-for-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom buoyed the hopes of school district and community college educators this month when, despite a sizable three-year decline in state revenue, he promised to protect schools and colleges from cuts and to uphold future spending commitments.\u003c/p>\n\u003cp>They might want to hold their applause until after the last act when the Legislature passes the 2024–25 budget in June.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Ken Kapphahn, principal fiscal and policy analyst, Legislative Analyst’s Office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>In an \u003ca href=\"https://lao.ca.gov/Publications/Report/4825\">analysis of the state budget\u003c/a>, the nonpartisan Legislative Analyst’s Office (LAO) cautioned that there are questions about how Newsom plans to close $8 billion of a huge revenue shortfall facing schools and community colleges.\u003c/p>\n\u003cp>Beyond meeting this challenge, the LAO also urged legislators to start planning for education spending beyond 2024–25, when flat or declining revenues are expected to raise difficult financial choices. They could pit funding of ongoing expenses against sustaining ambitious programs like summer and after-school programs for low-income students, additional community schools, money for teacher training in early literacy and math, and confronting post-pandemic learning setbacks.\u003c/p>\n\u003cp>“The state faces significant operating deficits in the coming years, which are the result of lower revenue estimates, as well as increased cost pressures,” the analyst said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the immediate enigma is Newsom’s strategy for the $8 billion.\u003c/p>\n\u003cp>Newsom is projecting that state revenues to run schools and community colleges will be short $14.3 billion over three years: the budget year that ended in 2022–23, the current budget year of 2023–24, and the coming year. That number is calculated as revenue through Proposition 98, the formula that determines the proportion of the state’s general fund that must be spent on schools and community colleges — about 40%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11969301,news_11972226,news_11936184","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Proposition 98 revenues are sometimes close but never exactly what a governor and the Legislature assume when they approve a budget. Revenues for the past and current years exceed or fall short of what they projected and not what they predict for the year ahead.\u003c/p>\n\u003cp>Budget analysts were particularly handicapped when calculating the 2023–24 budget. They didn’t anticipate the shortfall from 2022–23 and didn’t discover it until fall 2023 because of a six-month delay in the filing deadline for 2022 tax returns.\u003c/p>\n\u003cp>Newsom is proposing to divert $5.7 billion from the Proposition 98 rainy day fund to fill in the current year’s deficit as well as what’s needed to sustain a flat budget, plus a small cost of living increase, for 2024–25. Draining the rainy day fund would require the Legislature’s OK.\u003c/p>\n\u003cp>The remainder — and biggest piece — is the $9 billion revenue shortfall from 2022–23, which would be $8 billion after other automatic adjustments. That shortfall is technically an overpayment beyond the statutory minimum Proposition 98 funding guarantee. It fell dramatically from what the Legislature adopted in June 2022 to $98.3 billion that revenue actually produced. The biggest decline was in income tax receipts on the top 1% of earners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://edsource.org/wp-content/uploads/2024/01/prop_98_2024-25_1_22_24.svg\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>School districts have already spent funding from 2022–23, including on staff pay raises that they negotiated with good faith estimates. Newsom and the Legislature could try to deduct that overpayment from the current and 2024–25 budgets, but such a move “would be devastating for students and staff,” Patti Herrera, vice president of the school consulting firm California School Services, told a workshop last week with more than 1,000 school district administrators in Sacramento.\u003c/p>\n\u003cp>As an alternative, Newsom proposes to find reductions from the non-Proposition 98 side of the general fund, which covers higher education, child care, and all other non-education expenses, from prisons to climate change programs.\u003c/p>\n\u003cp>“We are super grateful there will be no attempts to claw back” the money given to school districts in a past year’s budget, Herrera said.\u003c/p>\n\u003cp>Newsom’s challenge is to make districts and community colleges financially whole without increasing the minimum Proposition 98 guarantee. Raising Proposition 98 could create a bigger obligation in the future, including potential deficits after 2024–25 — unless the Legislature raises taxes, a nonstarter in an election year.\u003c/p>\n\u003cp>How Newsom is going to do this is a mystery. The one-sentence reference to it in his budget summary said only, “The Budget proposes statutory changes to address roughly $8 billion of this decrease to avoid impacting existing LEA (school districts) and community college district budgets.”\u003c/p>\n\u003cp>Both the LAO and School Services said it’s their understanding from the Department of Finance that the payments from the general fund to cover the Proposition 98 overpayment would be made over five years, starting in 2025–26.\u003c/p>\n\u003cp>“We have some questions about that proposal. Probably the most pressing one is how is the state going to use revenue that it’s not going to collect for several years to address a funding shortfall that exists right now,” said Ken Kapphahn, the LAO’s principal fiscal and policy analyst for TK–12 education.\u003c/p>\n\u003cp>The questions are legal and political. The proposed statutory language, which may be released in a trailer bill in the coming weeks, will reveal how the state Department of Finance will finesse postponing balancing the 2022–23 budget that’s $8 billion out of kilter. Budget hearings next week in the Capitol may indicate how receptive legislative leaders are to further reducing general fund spending, which also is feeling a financial squeeze.\u003c/p>\n\u003ch2>A search for the extra $8 billion\u003c/h2>\n\u003cp>Additionally, Newsom proposes several billion dollars of accounting maneuvers to book spending in 2024–25 but delay and defer payments for programs and some state salaries until early 2025–26. Included are $500 million in deferred reimbursements to the University of California and California State University for the 5% budget increase that Newsom committed to funding in 2024–25.\u003c/p>\n\u003cp>“Many of these solutions involve moving costs to next year. That is one reason we have the state looking at a large deficit, not just this year, but the following year,” Kapphahn said. “I can’t recall another situation quite like this.”\u003c/p>\n\u003cp>Barring a recession, which neither LAO nor the Newsom administration is forecasting, both Newsom and the administration are projecting general fund deficits averaging about $30 billion annually in the three years after 2024–25. Pushing the $8 billion solution for the 2022–23 Proposition 98 deficit, along with other general fund delays and deferrals into those years, will compound difficult choices, according to the LAO.\u003c/p>\n\u003cp>“Overall, the governor’s budget runs the risk of understating the degree of fiscal pressure facing the state in the future,” the LAO analysis said.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.lao.ca.gov/Publications/Report/4819\">LAO suggested other options\u003c/a> for resolving the 2022–23 deficit. It recommended applying the remaining $3.8 billion from the Proposition 98 reserve fund that Newsom hasn’t touched and looking for reductions in unallocated one-time funding, such as an unused $1 billion for community schools and canceling $500 million for electric school buses.\u003c/p>\n\u003cp>Even with no cuts to Proposition 98 next year, many school districts and charter schools will likely face their own deficits in 2024–25. That’s because the projected cost-of-living adjustment for next year will not be enough to cover the loss of revenue from declining enrollments. The COLA, tied to a federal formula measuring goods and services bought by state and local governments and not consumer products, is currently projected to be 0.76%; it would be the lowest increase in 40 years, with one exception, the year after the Great Recession, in 2009. This would come on the heels of two years of near-record-high COLAs of 6.6% and 8.2%.\u003c/p>\n\u003cp>The analyst’s office projects the COLA may inch up to 1% by June when the budget is set. At that rate, a hypothetical school district with 10,000 students would see declining revenues with an enrollment decline of only about 100 students.\u003c/p>\n\u003cp>Paso Robles Joint Unified School District in San Luis Obispo County, with about 6,000 students, is among those with declining enrollment since the pandemic. As a result, with about 800 full-time employees, the district anticipates a reduction of five full-time staff members in 2024–25 and perhaps 40 layoff notices the following year, said Brad Pawlowski, the assistant superintendent for business services.\u003c/p>\n\u003cp>Pawlowski said he came away encouraged after School Services’ presentation that schools will be spared cuts in the next budget while acknowledging it’s a long time between now and the budget’s adoption.\u003c/p>\n\u003cp>“We have seen a common message between the governor and the Legislature to protect education. And that does make me feel good,” he said. But doing so, he added, “will mean finding other ways to make that up outside of Proposition 98. That’s going to be the real challenge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/newsoms-8-billion-fix-to-spare-cuts-to-schools-community-colleges-may-face-tough-sell/704432\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11973450/legislative-analysts-office-raises-doubts-on-newsoms-8-billion-fix-for-schools","authors":["byline_news_11973450"],"categories":["news_18540","news_8"],"tags":["news_30911","news_27626","news_70"],"featImg":"news_11968690","label":"source_news_11973450"},"news_11969087":{"type":"posts","id":"news_11969087","meta":{"index":"posts_1591205157","site":"news","id":"11969087","score":null,"sort":[1701876636000]},"guestAuthors":[],"slug":"early-literacy-funding-raises-reading-scores-of-californias-lowest-performing-schools","title":"California’s Lowest-Performing Schools See Reading Success with Funding Boost","publishDate":1701876636,"format":"standard","headTitle":"California’s Lowest-Performing Schools See Reading Success with Funding Boost | KQED","labelTerm":{},"content":"\u003cp>Research by Stanford University found that 75 of the lowest-performing California elementary schools that received funding from an out-of-court settlement made significant progress on third-grade state Smarter Balanced tests this year.\u003c/p>\n\u003cp>The results indicate that the $50 million the schools received for effective reading instruction in the primary grades carried over to third grade after two years of funding.\u003c/p>\n\u003cp>“The fact that we were able to budge third-grade comprehension assessments with a grant that was focused on TK, kindergarten, first grade, second grade, with a light touch on third grade, is amazing,” said Margaret Goldberg, literacy coach at Nystrom Elementary in West Contra Costa Unified, one of the schools that received the Early Literacy Support Block Grants, or \u003ca class=\"external\" href=\"https://www.cde.ca.gov/pd/ps/elsbgrant.asp\" target=\"_blank\" rel=\"noopener\">ELSBs\u003c/a>.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Sarah Novicoff, a doctoral candidate in educational policy, Stanford University\"]‘This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket.’[/pullquote]The 75 schools had the lowest scores in the state in 2019 on the third-grade Smarter Balanced test. They received the money, averaging $1,144 per year for the 15,541 K-three students, under the settlement in the lawsuit, \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a>, brought by the public interest law firm Public Counsel. It argued that the state violated the students’ constitutional right to an education by failing to teach them how to read adequately.\u003c/p>\n\u003cp>Eligible schools were chosen from various districts, including Los Angeles Unified, San Francisco Unified, West Contra Costa Unified and others. The funding promoted the literacy instruction known as the “science of reading,” which includes explicit phonics instruction in kindergarten and first grade, along with the development of vocabulary, oral language, comprehension and writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools had the flexibility to choose to fund literacy coaches and bilingual reading specialists, new curriculum and instructional materials, expanded access to libraries and literacy training for parents. Schools were encouraged to participate in professional development in the science of reading and seek guidance on their literacy plans from the Sacramento County Office of Education, which oversaw the grants.\u003c/p>\n\u003cp>[aside postID=\"news_11965181,mindshift_62794,mindshift_61475\" label=\"Related Stories\"]Released Monday, the study concluded that the block grants “generated significant (and cost-effective) improvements in English language arts achievement in its first two years of implementation as well as smaller, spillover improvements in math achievement,” wrote researchers Thomas Dee, a professor at Stanford’s Graduate School of Education, and Sarah Novicoff, a Stanford doctoral candidate in educational policy.\u003c/p>\n\u003cp>Students in the funded schools were scoring at the bottom of the scale in 2019, and despite significant progress, few had achieved reading at grade level in 2023. Dee and Novicoff credited the early education grant for increasing third graders’ achievement by 0.14 standard deviation, the equivalent of a 25% increase in a year of learning, compared with demographically similar students who did not receive the funding. Researchers also found a similar gain by comparing the scores of third graders in the schools with the grants with third-grade scores of fifth graders from the same schools who had not benefited from the funding.\u003c/p>\n\u003cp>The Smarter Balanced reports results in four performance bands: standard not met, standard nearly met, standard met and standard exceeded. The schools with the grants succeeded in raising scores by 6 percentage points from the lowest category to standard nearly met, significantly reducing the number of students requiring intensive help. Still, after two years of funding, only 13.5% of students are proficient in reading, having met or exceeded standard. That’s 3 percentage points higher than in 2018 and 1 percentage point above pre-pandemic 2019. Schools with similar students who are not receiving the grants remain below where they were before COVID-19, according to the research.\u003c/p>\n\u003cp>Dee and Novicoff were unable to analyze why some schools performed better than others, which could be useful in shaping the state’s policy on early literacy. Unlike some states with comprehensive literacy plans, California does not collect any assessment data that school districts collect from TK to second grade. And, under the rules that the state negotiated in the settlement, participating schools were not required to submit their assessment data to the California Department of Education; most voluntarily did in the second year, but many did not in the first year. It’s also unclear how many schools adhered to their literacy plans or focused on less effective or ineffective strategies for improvement.\u003c/p>\n\u003cp>Researchers used the only complete set of state-level data to which they had access — third-grade reading comprehension assessments. Those scores may have understated the progress in reading that many schools made on district assessments in the first and second grades.\u003c/p>\n\u003cp>Public Counsel filed the \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a> lawsuit in 2017, and the settlement went into effect during the height of the pandemic. Dee said the program’s early success during COVID-19, amid teacher shortages and extremely high chronic absences, made the results even more striking.\u003c/p>\n\u003cp>The third graders who took the Smarter Balanced test in 2023 “were the hardest hit by the pandemic. They were in kindergarten when it was interrupted by COVID,” Goldberg said. “They attended first grade remotely. In second grade, in schools like mine, which chose to adopt new curriculum, their teachers had never taught the curriculum before\u003cem>.” \u003c/em>\u003c/p>\n\u003cp>Dee noted the academic gains from the grant were relatively large compared with the cost, making the program quite cost-effective — an effect size that is 13 times higher than general, untargeted spending.\u003c/p>\n\u003cp>Goldberg said the grant was efficient “because early intervention is cheaper and it’s more effective than waiting until third grade or later grades to provide reading support.”\u003c/p>\n\u003cp>The grant funding ends in June 2024. Dee said whether schools can sustain improved scores without specific funding support is an open question. Novicoff mentioned that the grant schools may be able to continue receiving support for literacy coaches and reading specialists if they receive funding from the new \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/ca/literacycoaches.asp\" target=\"_blank\" rel=\"noopener\">Literacy Coach and Reading Specialist Grant program\u003c/a>.\u003c/p>\n\u003cp>Instead of being based on performance, the literacy coach grants are awarded to schools with high \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/calpadsfiles.asp\" target=\"_blank\" rel=\"noopener\">unduplicated pupil\u003c/a> percentages, or the number of students who are eligible for free or reduced meals, are English language learners or are foster youth. Schools eligible for an early literacy grant may also qualify for a literacy coach grant.\u003c/p>\n\u003cp>Dee said design and implementation are key if the state hopes to continue or scale this success. This means paying close attention to school-based literacy action plans, oversight and resources with some flexibility.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket,” Novicoff said, “but it also shows that what we can do with the money and how you structure that funding really does matter.”\u003c/p>\n\n","blocks":[],"excerpt":"Grants from a lawsuit settlement promote the science of reading.","status":"publish","parent":0,"modified":1701886699,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1196},"headData":{"title":"California’s Lowest-Performing Schools See Reading Success with Funding Boost | KQED","description":"Grants from a lawsuit settlement promote the science of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California’s Lowest-Performing Schools See Reading Success with Funding Boost","datePublished":"2023-12-06T15:30:36.000Z","dateModified":"2023-12-06T18:18:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"Cara Nixon and John Fensterwald","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11969087/early-literacy-funding-raises-reading-scores-of-californias-lowest-performing-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Research by Stanford University found that 75 of the lowest-performing California elementary schools that received funding from an out-of-court settlement made significant progress on third-grade state Smarter Balanced tests this year.\u003c/p>\n\u003cp>The results indicate that the $50 million the schools received for effective reading instruction in the primary grades carried over to third grade after two years of funding.\u003c/p>\n\u003cp>“The fact that we were able to budge third-grade comprehension assessments with a grant that was focused on TK, kindergarten, first grade, second grade, with a light touch on third grade, is amazing,” said Margaret Goldberg, literacy coach at Nystrom Elementary in West Contra Costa Unified, one of the schools that received the Early Literacy Support Block Grants, or \u003ca class=\"external\" href=\"https://www.cde.ca.gov/pd/ps/elsbgrant.asp\" target=\"_blank\" rel=\"noopener\">ELSBs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Sarah Novicoff, a doctoral candidate in educational policy, Stanford University","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The 75 schools had the lowest scores in the state in 2019 on the third-grade Smarter Balanced test. They received the money, averaging $1,144 per year for the 15,541 K-three students, under the settlement in the lawsuit, \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a>, brought by the public interest law firm Public Counsel. It argued that the state violated the students’ constitutional right to an education by failing to teach them how to read adequately.\u003c/p>\n\u003cp>Eligible schools were chosen from various districts, including Los Angeles Unified, San Francisco Unified, West Contra Costa Unified and others. The funding promoted the literacy instruction known as the “science of reading,” which includes explicit phonics instruction in kindergarten and first grade, along with the development of vocabulary, oral language, comprehension and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools had the flexibility to choose to fund literacy coaches and bilingual reading specialists, new curriculum and instructional materials, expanded access to libraries and literacy training for parents. Schools were encouraged to participate in professional development in the science of reading and seek guidance on their literacy plans from the Sacramento County Office of Education, which oversaw the grants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11965181,mindshift_62794,mindshift_61475","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Released Monday, the study concluded that the block grants “generated significant (and cost-effective) improvements in English language arts achievement in its first two years of implementation as well as smaller, spillover improvements in math achievement,” wrote researchers Thomas Dee, a professor at Stanford’s Graduate School of Education, and Sarah Novicoff, a Stanford doctoral candidate in educational policy.\u003c/p>\n\u003cp>Students in the funded schools were scoring at the bottom of the scale in 2019, and despite significant progress, few had achieved reading at grade level in 2023. Dee and Novicoff credited the early education grant for increasing third graders’ achievement by 0.14 standard deviation, the equivalent of a 25% increase in a year of learning, compared with demographically similar students who did not receive the funding. Researchers also found a similar gain by comparing the scores of third graders in the schools with the grants with third-grade scores of fifth graders from the same schools who had not benefited from the funding.\u003c/p>\n\u003cp>The Smarter Balanced reports results in four performance bands: standard not met, standard nearly met, standard met and standard exceeded. The schools with the grants succeeded in raising scores by 6 percentage points from the lowest category to standard nearly met, significantly reducing the number of students requiring intensive help. Still, after two years of funding, only 13.5% of students are proficient in reading, having met or exceeded standard. That’s 3 percentage points higher than in 2018 and 1 percentage point above pre-pandemic 2019. Schools with similar students who are not receiving the grants remain below where they were before COVID-19, according to the research.\u003c/p>\n\u003cp>Dee and Novicoff were unable to analyze why some schools performed better than others, which could be useful in shaping the state’s policy on early literacy. Unlike some states with comprehensive literacy plans, California does not collect any assessment data that school districts collect from TK to second grade. And, under the rules that the state negotiated in the settlement, participating schools were not required to submit their assessment data to the California Department of Education; most voluntarily did in the second year, but many did not in the first year. It’s also unclear how many schools adhered to their literacy plans or focused on less effective or ineffective strategies for improvement.\u003c/p>\n\u003cp>Researchers used the only complete set of state-level data to which they had access — third-grade reading comprehension assessments. Those scores may have understated the progress in reading that many schools made on district assessments in the first and second grades.\u003c/p>\n\u003cp>Public Counsel filed the \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">Ella T. v. the State of California\u003c/a> lawsuit in 2017, and the settlement went into effect during the height of the pandemic. Dee said the program’s early success during COVID-19, amid teacher shortages and extremely high chronic absences, made the results even more striking.\u003c/p>\n\u003cp>The third graders who took the Smarter Balanced test in 2023 “were the hardest hit by the pandemic. They were in kindergarten when it was interrupted by COVID,” Goldberg said. “They attended first grade remotely. In second grade, in schools like mine, which chose to adopt new curriculum, their teachers had never taught the curriculum before\u003cem>.” \u003c/em>\u003c/p>\n\u003cp>Dee noted the academic gains from the grant were relatively large compared with the cost, making the program quite cost-effective — an effect size that is 13 times higher than general, untargeted spending.\u003c/p>\n\u003cp>Goldberg said the grant was efficient “because early intervention is cheaper and it’s more effective than waiting until third grade or later grades to provide reading support.”\u003c/p>\n\u003cp>The grant funding ends in June 2024. Dee said whether schools can sustain improved scores without specific funding support is an open question. Novicoff mentioned that the grant schools may be able to continue receiving support for literacy coaches and reading specialists if they receive funding from the new \u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/ca/literacycoaches.asp\" target=\"_blank\" rel=\"noopener\">Literacy Coach and Reading Specialist Grant program\u003c/a>.\u003c/p>\n\u003cp>Instead of being based on performance, the literacy coach grants are awarded to schools with high \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/calpadsfiles.asp\" target=\"_blank\" rel=\"noopener\">unduplicated pupil\u003c/a> percentages, or the number of students who are eligible for free or reduced meals, are English language learners or are foster youth. Schools eligible for an early literacy grant may also qualify for a literacy coach grant.\u003c/p>\n\u003cp>Dee said design and implementation are key if the state hopes to continue or scale this success. This means paying close attention to school-based literacy action plans, oversight and resources with some flexibility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a story about how schools that get money tend to do better — money does matter in schools, and this is another piece of evidence into that bucket,” Novicoff said, “but it also shows that what we can do with the money and how you structure that funding really does matter.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11969087/early-literacy-funding-raises-reading-scores-of-californias-lowest-performing-schools","authors":["byline_news_11969087"],"categories":["news_18540","news_8"],"tags":["news_31933","news_32584","news_30911","news_33603","news_33604","news_33605"],"featImg":"news_11960388","label":"source_news_11969087"},"news_11968326":{"type":"posts","id":"news_11968326","meta":{"index":"posts_1591205157","site":"news","id":"11968326","score":null,"sort":[1701122408000]},"guestAuthors":[],"slug":"will-new-school-construction-bond-measure-be-enough-to-fix-scores-of-dilapidated-schools-in-rural-california","title":"Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California?","publishDate":1701122408,"format":"standard","headTitle":"Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California? | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2023/11/muchas-comunidades-rurales-de-california-buscan-conseguir-dinero-para-construir-escuelas-podra-una-nueva-medida-de-bonos-ofrecer-suficiente-ayuda/\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As California’s fund to fix crumbling schools dwindles to nothing, lawmakers are negotiating behind the scenes to craft a ballot measure that would be the state’s largest school construction bond in decades.\u003c/p>\n\u003cp>But some beleaguered school superintendents say the money will not be nearly enough to fix all the dry rot, leaky roofs and broken air conditioners in the state’s thousands of school buildings. And it won’t change a system that they say favors wealthier, urban, left-leaning areas that can easily pass local bond measures to make needed repairs.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Helio Brasil, superintendent of Keyes Union School District\"]‘The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?’[/pullquote]“The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?” said Helio Brasil, superintendent of Keyes Union School District, a rural TK-8 district in a lower-income area south of Modesto. “This school is in such bad shape it can feel like a jail. … I’m speaking up about this because I feel the system needs to be fixed. I don’t want the next generation of students to have to experience this.”\u003c/p>\n\u003cp>Two bills are currently under consideration in the state Legislature, which would bring in billions to repair school facilities. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB247\">Assembly Bill 247\u003c/a> would raise $14 billion for K-12 schools and community colleges, while \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB28\">Senate Bill 28\u003c/a>, at $15.5 billion, includes the University of California and California State University, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Legislators will likely pick only one bill to send to Gov. Gavin Newsom for approval. AB 247 might have the advantage because it doesn’t include the state’s four-year university systems, both of which have the means to raise their own revenue. So far, it’s garnered little opposition, while SB 28 is opposed by two contractors’ associations because the bill prioritizes projects that use union labor.\u003c/p>\n\u003cp>The California Taxpayers Association is neutral on AB 247 but opposes SB 28 because it would increase the amount of money school districts could borrow, leading to higher property taxes. AB 247 doesn’t change the borrowing limit.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/SYlkv/3/\" width=\"1000\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“It should also be remembered that the school districts get to write the ballot questions, and they always use wording that encourages a ‘Yes’ vote and buries the part about the tax increase,” said association spokesman David Kline.\u003c/p>\n\u003ch2 id=\"h-addressing-the-new-reality\" class=\"wp-block-heading\">Addressing ‘the new reality’\u003c/h2>\n\u003cp>Assemblymember Al Muratsuchi, chair of the Assembly education committee and co-author of AB 247, said he’s confident the governor will approve a school bond for the November 2024 ballot despite competition from \u003ca href=\"https://calmatters.org/housing/2023/08/california-housing-crisis-bonds/\">a handful of other pricey bond proposals\u003c/a> addressing housing, the fentanyl crisis and flood protection.\u003c/p>\n\u003cp>For Muratsuchi, a Democrat from Torrance, fixing broken schools should be California’s top priority, especially as wildfires and extreme weather intensify.\u003c/p>\n\u003cp>“Our classrooms are aging, but we also need to address our new reality,” he said. “Classrooms of the 21st century should not only address students’ technical needs, but the reality of climate change.”\u003c/p>\n\u003cfigure id=\"attachment_11968327\" class=\"wp-caption alignnone\" style=\"max-width: 1588px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968327\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\" alt=\"A collage of 4 photos showing water damage from two different schools.\" width=\"1588\" height=\"1070\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png 1588w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1536x1035.png 1536w\" sizes=\"(max-width: 1588px) 100vw, 1588px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First: Water damage inside a classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Second: A rusted roof at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Third: A building used as a storage facility boarded up and no longer in use at the Keyes Elementary School in Keyes on Nov. 15, 2023. Fourth: Construction sites in the hallways of Keyes Elementary School in Keyes on Nov. 15, 2023. Multiple projects continue at the campus due to a lack of funds. \u003ccite>(Clara Mokri/CalMatters and arry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike most other states, California has no permanent funding stream for repairing school facilities. Money comes from state and local bonds, which generate finite amounts, usually through property taxes. Although California has lavished money on schools in the past few years, most of that money is earmarked for helping students recover from the pandemic. It can’t be spent on construction.\u003c/p>\n\u003cp>Typically, larger, urban and more affluent districts, which also tend to be more liberal, have an easier time raising funds. Not only are voters more likely to approve new taxes — the usual way that districts repay bonds — but property values are higher, thereby bringing in more money. In addition, districts can qualify for matching funds from the state, so “the more you have, the more you get,” said Julien Lafortune, a researcher at the Public Policy Institute of California.\u003c/p>\n\u003cp>In 2022, for example, the Mill Valley School District in Marin County raised $194 million through a \u003ca href=\"https://ballotpedia.org/Mill_Valley_School_District,_California,_Measure_G,_Bond_Issue_(June_2022)\">bond\u003c/a> that taxed local property owners just 2.6 cents per $100 of a property’s assessed value — in a city where the average home price hovers around $2 million.\u003c/p>\n\u003cp>Meanwhile, the same year, in rural San Lucas, south of King City in Monterey County, the \u003ca href=\"https://ballotpedia.org/San_Lucas_Union_School_District,_California,_Measure_C,_School_Facilities_Bond_Issue_(June_2022)\">school district tried passing a bond\u003c/a> that would have taxed property owners more than twice that rate, but because the average home price is below $300,000, the bond would have raised only $3.6 million. Regardless, voters rejected it.\u003c/p>\n\u003cp>“The system is inequitable. More (school facilities) money goes to higher-income students than lower-income students,” Lafortune said. “There’s an understanding in California that we shouldn’t have these big inequities when it comes to books, supplies, resources. There’s all these efforts to correct inequities. And yet that’s not something that exists for school facilities.”\u003c/p>\n\u003cp>The state has a hardship fund for school districts that can’t cover their share of the matching funds. But getting hardship money is complicated, time-consuming and it can be overly burdensome for rural superintendents who may also be teaching classes, driving the bus and serving lunch.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.ppic.org/publication/equitable-state-funding-for-school-facilities/\">a recent report\u003c/a>, the Public Policy Institute of California recommends that California survey the condition of the state’s thousands of school buildings and adopt a system that ensures the neediest districts get more money.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/IldQ4/1/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Although both bills in the Legislature include tweaks to make funding more equitable, they don’t go far enough, said Jeff Vincent, co-founder of the Center for Cities and Schools at UC Berkeley. Nearly 40% of California’s school districts can’t raise enough through local bonds — those that manage to pass them — to cover necessary repair costs. Any statewide bond should include significant aid for rural, small and lower-income districts.\u003c/p>\n\u003cp>“Districts in areas with lower property values are really struggling,” Vincent said. “This means that children in more disadvantaged communities tend to have schools in a greater state of disrepair. … It’s not just a matter of aesthetics. It’s an issue of environmental health and safety.”\u003c/p>\n\u003ch2 id=\"h-better-facilities-higher-achievement\" class=\"wp-block-heading\">Better facilities, higher achievement\u003c/h2>\n\u003cp>The stakes are high: Students whose schools are in good condition perform 5% to 17% higher on standardized tests, are less likely to be suspended, and are more likely to attend school regularly, \u003ca href=\"https://www.cde.ca.gov/ls/fa/re/documents/learnercenter.pdf\">according to the California Department of Education\u003c/a>. The reason, according to researchers, is that students focus better and have more pride in their school when buildings are comfortable and safe, with good air ventilation and temperature control.\u003c/p>\n\u003cp>Eric Gross, superintendent at Pacific Elementary School District in Santa Cruz County, has noticed that firsthand. For at least two decades, the roof has leaked so badly that staff have had to put trash cans in classrooms and hallways to collect rainwater during storms. Two engineers have recommended that one classroom be condemned, but it took years before the state finally approved plans to rebuild it earlier this month.\u003c/p>\n\u003cfigure id=\"attachment_11968328\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\" alt=\"A view inside a classroom with a white bucket on the floor below a missing ceiling panel. \" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bucket catches water due to a leak in a sixth-grade classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. According to Superintendent Eric Gross, the ceiling leaks even on foggy mornings. \u003ccite>(Clara Mokri/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The other day, a teacher came to me and said, ‘The siding in my room is rotting.’ I said, ‘Yeah, I know.’ She said, ‘OK, just wanted to make sure you knew.’ … Our staff is great, but there’s a level of demoralization. It’s frustrating, but everyone just accepts it,” Gross said.\u003c/p>\n\u003cp>He’s come to rely on parent volunteers to perform basic maintenance at the 150-student school in the town of Davenport. Parents replace broken door handles, prune blackberry bushes, fix broken windows and build benches.\u003c/p>\n\u003cp>“On the first day of school, I tell the families there are no passengers on this ship. Everyone rows,” he said.\u003c/p>\n\u003cp>Small districts like his desperately need more assistance from the state, he said. This assistance should include not only more money but also help managing large projects. Gross is too busy running the school to hire consultants, negotiate with contractors, submit the reams of required paperwork, or oversee major projects.\u003c/p>\n\u003cp>“I can teach your kids to read, but I am not a construction manager,” he said. “The state needs to step in to help superintendents like me because we don’t have the time or expertise to do this on our own.”\u003c/p>\n\u003ch3 id=\"h-dry-rot-and-gophers\" class=\"wp-block-heading\">Dry rot and gophers\u003c/h3>\n\u003cp>Keyes Union School District, where Brasil has been superintendent for seven years, is a patchwork of deferred maintenance and jerry-rigging. Any money for repairs is long gone: The last time local voters passed a school construction bond was in 2005, and the state fund is depleted, as well. The elementary school gym, for example, doubles as a cafeteria, which means staff haul dozens of folding tables in and out daily. The middle school gym was never finished, so it lacks seating and locker rooms; students change in small, stuffy portables across the playground. Some of the roofs are 40 years old. A decade ago, an electrical malfunction sparked a pre-dawn fire in the Head Start building, engulfing it in flames.\u003c/p>\n\u003cp>But for the past two years, Keyes’ most pressing issue has been gophers. Lured by the adjacent almond orchards, gophers invaded the middle school soccer field — one of only two fields in the town and shared with the community. The field was so pocked with divots and holes that anyone running across it risked an ankle injury or worse. The only way to make it usable again was to dig it up, regrade it and install new sod.\u003c/p>\n\u003cp>Brasil didn’t have many financing options. The state rejected the district’s request for repair money, so it had to borrow $700,000 to complete the project.\u003c/p>\n\u003cp>“I wanted kids to have a nice, safe place to play, to run, to blow off steam after the pandemic. I would have rather spent that money on tutoring or after-school programs, but to me, this felt like the most important thing,” Brasil said.\u003c/p>\n\u003cfigure id=\"attachment_11968330\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\" alt=\"A middle-aged Latino man in a multicolored sweater stands next to caution tape in a school courtyard.\" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Helio Brasil stands in the hallway next to construction tape where new classrooms are being built at Keyes Elementary School in Keyes on Nov. 15, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeff Roberts, superintendent of Plumas Lake Elementary School District in Yuba County, has a different problem. His school buildings are in good shape, but the district is growing so fast he needs to build an entire new school — or risk cutting programs and increasing class sizes.\u003c/p>\n\u003cp>In the early 2000s, the district had only 100 students. But due to a housing boom in the region, he anticipates 2,200 students by 2030. The amount of money needed to build a new school is daunting: an estimated cost of $70 million to $100 million. The district can only raise $18 million through a local bond. Developers’ fees will bring in an additional $20 million, but that still leaves the district with only half the money it needs. Roberts is relying on the state to pass a new school construction bond so he can apply for the remainder of the funds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I went into education for teaching and learning. Now, what I spend most of my time on is worrying about housing students,” Roberts said. “If we can’t figure this out, we’re going to have to cut things like P.E., art, music to make room for students. It’s extremely frustrating because we know that’s not what’s best for students’ education.”\u003c/p>\n\n","blocks":[],"excerpt":"Small, rural districts often struggle to pass local bond measures to pay for school construction and repairs. In some cases, leaking roofs, dry rot, and broken air conditioners have gone unfixed for years.","status":"publish","parent":0,"modified":1701124166,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://datawrapper.dwcdn.net/SYlkv/3/","https://datawrapper.dwcdn.net/IldQ4/1/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2159},"headData":{"title":"Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California? | KQED","description":"Small, rural districts often struggle to pass local bond measures to pay for school construction and repairs. In some cases, leaking roofs, dry rot, and broken air conditioners have gone unfixed for years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Is New State Construction Bond Measure Enough to Help Fix Scores of Dilapidated Schools in Rural California?","datePublished":"2023-11-27T22:00:08.000Z","dateModified":"2023-11-27T22:29:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"nprByline":"\u003ca href=\"https://calmatters.org/author/carolyn-jones/\">Carolyn Jones\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11968326/will-new-school-construction-bond-measure-be-enough-to-fix-scores-of-dilapidated-schools-in-rural-california","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2023/11/muchas-comunidades-rurales-de-california-buscan-conseguir-dinero-para-construir-escuelas-podra-una-nueva-medida-de-bonos-ofrecer-suficiente-ayuda/\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As California’s fund to fix crumbling schools dwindles to nothing, lawmakers are negotiating behind the scenes to craft a ballot measure that would be the state’s largest school construction bond in decades.\u003c/p>\n\u003cp>But some beleaguered school superintendents say the money will not be nearly enough to fix all the dry rot, leaky roofs and broken air conditioners in the state’s thousands of school buildings. And it won’t change a system that they say favors wealthier, urban, left-leaning areas that can easily pass local bond measures to make needed repairs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Helio Brasil, superintendent of Keyes Union School District","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“The big question is, why can’t our kids have school buildings that are safe and as nice as other kids’ schools just a few miles away?” said Helio Brasil, superintendent of Keyes Union School District, a rural TK-8 district in a lower-income area south of Modesto. “This school is in such bad shape it can feel like a jail. … I’m speaking up about this because I feel the system needs to be fixed. I don’t want the next generation of students to have to experience this.”\u003c/p>\n\u003cp>Two bills are currently under consideration in the state Legislature, which would bring in billions to repair school facilities. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB247\">Assembly Bill 247\u003c/a> would raise $14 billion for K-12 schools and community colleges, while \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB28\">Senate Bill 28\u003c/a>, at $15.5 billion, includes the University of California and California State University, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Legislators will likely pick only one bill to send to Gov. Gavin Newsom for approval. AB 247 might have the advantage because it doesn’t include the state’s four-year university systems, both of which have the means to raise their own revenue. So far, it’s garnered little opposition, while SB 28 is opposed by two contractors’ associations because the bill prioritizes projects that use union labor.\u003c/p>\n\u003cp>The California Taxpayers Association is neutral on AB 247 but opposes SB 28 because it would increase the amount of money school districts could borrow, leading to higher property taxes. AB 247 doesn’t change the borrowing limit.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/SYlkv/3/\" width=\"1000\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“It should also be remembered that the school districts get to write the ballot questions, and they always use wording that encourages a ‘Yes’ vote and buries the part about the tax increase,” said association spokesman David Kline.\u003c/p>\n\u003ch2 id=\"h-addressing-the-new-reality\" class=\"wp-block-heading\">Addressing ‘the new reality’\u003c/h2>\n\u003cp>Assemblymember Al Muratsuchi, chair of the Assembly education committee and co-author of AB 247, said he’s confident the governor will approve a school bond for the November 2024 ballot despite competition from \u003ca href=\"https://calmatters.org/housing/2023/08/california-housing-crisis-bonds/\">a handful of other pricey bond proposals\u003c/a> addressing housing, the fentanyl crisis and flood protection.\u003c/p>\n\u003cp>For Muratsuchi, a Democrat from Torrance, fixing broken schools should be California’s top priority, especially as wildfires and extreme weather intensify.\u003c/p>\n\u003cp>“Our classrooms are aging, but we also need to address our new reality,” he said. “Classrooms of the 21st century should not only address students’ technical needs, but the reality of climate change.”\u003c/p>\n\u003cfigure id=\"attachment_11968327\" class=\"wp-caption alignnone\" style=\"max-width: 1588px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968327\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png\" alt=\"A collage of 4 photos showing water damage from two different schools.\" width=\"1588\" height=\"1070\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM.png 1588w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/Screen-Shot-2023-11-27-at-11.16.19-AM-1536x1035.png 1536w\" sizes=\"(max-width: 1588px) 100vw, 1588px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">First: Water damage inside a classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Second: A rusted roof at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. Third: A building used as a storage facility boarded up and no longer in use at the Keyes Elementary School in Keyes on Nov. 15, 2023. Fourth: Construction sites in the hallways of Keyes Elementary School in Keyes on Nov. 15, 2023. Multiple projects continue at the campus due to a lack of funds. \u003ccite>(Clara Mokri/CalMatters and arry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike most other states, California has no permanent funding stream for repairing school facilities. Money comes from state and local bonds, which generate finite amounts, usually through property taxes. Although California has lavished money on schools in the past few years, most of that money is earmarked for helping students recover from the pandemic. It can’t be spent on construction.\u003c/p>\n\u003cp>Typically, larger, urban and more affluent districts, which also tend to be more liberal, have an easier time raising funds. Not only are voters more likely to approve new taxes — the usual way that districts repay bonds — but property values are higher, thereby bringing in more money. In addition, districts can qualify for matching funds from the state, so “the more you have, the more you get,” said Julien Lafortune, a researcher at the Public Policy Institute of California.\u003c/p>\n\u003cp>In 2022, for example, the Mill Valley School District in Marin County raised $194 million through a \u003ca href=\"https://ballotpedia.org/Mill_Valley_School_District,_California,_Measure_G,_Bond_Issue_(June_2022)\">bond\u003c/a> that taxed local property owners just 2.6 cents per $100 of a property’s assessed value — in a city where the average home price hovers around $2 million.\u003c/p>\n\u003cp>Meanwhile, the same year, in rural San Lucas, south of King City in Monterey County, the \u003ca href=\"https://ballotpedia.org/San_Lucas_Union_School_District,_California,_Measure_C,_School_Facilities_Bond_Issue_(June_2022)\">school district tried passing a bond\u003c/a> that would have taxed property owners more than twice that rate, but because the average home price is below $300,000, the bond would have raised only $3.6 million. Regardless, voters rejected it.\u003c/p>\n\u003cp>“The system is inequitable. More (school facilities) money goes to higher-income students than lower-income students,” Lafortune said. “There’s an understanding in California that we shouldn’t have these big inequities when it comes to books, supplies, resources. There’s all these efforts to correct inequities. And yet that’s not something that exists for school facilities.”\u003c/p>\n\u003cp>The state has a hardship fund for school districts that can’t cover their share of the matching funds. But getting hardship money is complicated, time-consuming and it can be overly burdensome for rural superintendents who may also be teaching classes, driving the bus and serving lunch.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.ppic.org/publication/equitable-state-funding-for-school-facilities/\">a recent report\u003c/a>, the Public Policy Institute of California recommends that California survey the condition of the state’s thousands of school buildings and adopt a system that ensures the neediest districts get more money.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/IldQ4/1/\" width=\"1000\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Although both bills in the Legislature include tweaks to make funding more equitable, they don’t go far enough, said Jeff Vincent, co-founder of the Center for Cities and Schools at UC Berkeley. Nearly 40% of California’s school districts can’t raise enough through local bonds — those that manage to pass them — to cover necessary repair costs. Any statewide bond should include significant aid for rural, small and lower-income districts.\u003c/p>\n\u003cp>“Districts in areas with lower property values are really struggling,” Vincent said. “This means that children in more disadvantaged communities tend to have schools in a greater state of disrepair. … It’s not just a matter of aesthetics. It’s an issue of environmental health and safety.”\u003c/p>\n\u003ch2 id=\"h-better-facilities-higher-achievement\" class=\"wp-block-heading\">Better facilities, higher achievement\u003c/h2>\n\u003cp>The stakes are high: Students whose schools are in good condition perform 5% to 17% higher on standardized tests, are less likely to be suspended, and are more likely to attend school regularly, \u003ca href=\"https://www.cde.ca.gov/ls/fa/re/documents/learnercenter.pdf\">according to the California Department of Education\u003c/a>. The reason, according to researchers, is that students focus better and have more pride in their school when buildings are comfortable and safe, with good air ventilation and temperature control.\u003c/p>\n\u003cp>Eric Gross, superintendent at Pacific Elementary School District in Santa Cruz County, has noticed that firsthand. For at least two decades, the roof has leaked so badly that staff have had to put trash cans in classrooms and hallways to collect rainwater during storms. Two engineers have recommended that one classroom be condemned, but it took years before the state finally approved plans to rebuild it earlier this month.\u003c/p>\n\u003cfigure id=\"attachment_11968328\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968328\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg\" alt=\"A view inside a classroom with a white bucket on the floor below a missing ceiling panel. \" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111423_Pacific-Elementary_CM_CM_03-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bucket catches water due to a leak in a sixth-grade classroom at Pacific Elementary School in Santa Cruz on Nov. 14, 2023. According to Superintendent Eric Gross, the ceiling leaks even on foggy mornings. \u003ccite>(Clara Mokri/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The other day, a teacher came to me and said, ‘The siding in my room is rotting.’ I said, ‘Yeah, I know.’ She said, ‘OK, just wanted to make sure you knew.’ … Our staff is great, but there’s a level of demoralization. It’s frustrating, but everyone just accepts it,” Gross said.\u003c/p>\n\u003cp>He’s come to rely on parent volunteers to perform basic maintenance at the 150-student school in the town of Davenport. Parents replace broken door handles, prune blackberry bushes, fix broken windows and build benches.\u003c/p>\n\u003cp>“On the first day of school, I tell the families there are no passengers on this ship. Everyone rows,” he said.\u003c/p>\n\u003cp>Small districts like his desperately need more assistance from the state, he said. This assistance should include not only more money but also help managing large projects. Gross is too busy running the school to hire consultants, negotiate with contractors, submit the reams of required paperwork, or oversee major projects.\u003c/p>\n\u003cp>“I can teach your kids to read, but I am not a construction manager,” he said. “The state needs to step in to help superintendents like me because we don’t have the time or expertise to do this on our own.”\u003c/p>\n\u003ch3 id=\"h-dry-rot-and-gophers\" class=\"wp-block-heading\">Dry rot and gophers\u003c/h3>\n\u003cp>Keyes Union School District, where Brasil has been superintendent for seven years, is a patchwork of deferred maintenance and jerry-rigging. Any money for repairs is long gone: The last time local voters passed a school construction bond was in 2005, and the state fund is depleted, as well. The elementary school gym, for example, doubles as a cafeteria, which means staff haul dozens of folding tables in and out daily. The middle school gym was never finished, so it lacks seating and locker rooms; students change in small, stuffy portables across the playground. Some of the roofs are 40 years old. A decade ago, an electrical malfunction sparked a pre-dawn fire in the Head Start building, engulfing it in flames.\u003c/p>\n\u003cp>But for the past two years, Keyes’ most pressing issue has been gophers. Lured by the adjacent almond orchards, gophers invaded the middle school soccer field — one of only two fields in the town and shared with the community. The field was so pocked with divots and holes that anyone running across it risked an ankle injury or worse. The only way to make it usable again was to dig it up, regrade it and install new sod.\u003c/p>\n\u003cp>Brasil didn’t have many financing options. The state rejected the district’s request for repair money, so it had to borrow $700,000 to complete the project.\u003c/p>\n\u003cp>“I wanted kids to have a nice, safe place to play, to run, to blow off steam after the pandemic. I would have rather spent that money on tutoring or after-school programs, but to me, this felt like the most important thing,” Brasil said.\u003c/p>\n\u003cfigure id=\"attachment_11968330\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11968330\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg\" alt=\"A middle-aged Latino man in a multicolored sweater stands next to caution tape in a school courtyard.\" width=\"1568\" height=\"1045\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04.jpeg 1568w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/111523_Keyes-School_LV_04-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Helio Brasil stands in the hallway next to construction tape where new classrooms are being built at Keyes Elementary School in Keyes on Nov. 15, 2023. \u003ccite>(Larry Valenzuela/CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jeff Roberts, superintendent of Plumas Lake Elementary School District in Yuba County, has a different problem. His school buildings are in good shape, but the district is growing so fast he needs to build an entire new school — or risk cutting programs and increasing class sizes.\u003c/p>\n\u003cp>In the early 2000s, the district had only 100 students. But due to a housing boom in the region, he anticipates 2,200 students by 2030. The amount of money needed to build a new school is daunting: an estimated cost of $70 million to $100 million. The district can only raise $18 million through a local bond. Developers’ fees will bring in an additional $20 million, but that still leaves the district with only half the money it needs. Roberts is relying on the state to pass a new school construction bond so he can apply for the remainder of the funds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I went into education for teaching and learning. Now, what I spend most of my time on is worrying about housing students,” Roberts said. “If we can’t figure this out, we’re going to have to cut things like P.E., art, music to make room for students. It’s extremely frustrating because we know that’s not what’s best for students’ education.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11968326/will-new-school-construction-bond-measure-be-enough-to-fix-scores-of-dilapidated-schools-in-rural-california","authors":["byline_news_11968326"],"categories":["news_18540","news_8"],"tags":["news_33552","news_30911","news_20013","news_27626"],"affiliates":["news_18481"],"featImg":"news_11968329","label":"news_18481"},"news_11965268":{"type":"posts","id":"news_11965268","meta":{"index":"posts_1591205157","site":"news","id":"11965268","score":null,"sort":[1698102007000]},"guestAuthors":[],"slug":"californias-k-8-students-guaranteed-outdoor-time-with-new-recess-law","title":"California’s K-8 Students Guaranteed Outdoor Time with New Recess Law","publishDate":1698102007,"format":"standard","headTitle":"California’s K-8 Students Guaranteed Outdoor Time with New Recess Law | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Kids across California are getting a lot more time to play outside. Gov. Gavin Newsom signed \u003ca href=\"https://sd29.senate.ca.gov/news/press-release/new-legislation-would-guarantee-daily-recess-all-california-students-k-8\">Senate Bill 291\u003c/a> into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state.\u003c/p>\n\u003cp>The new law will also prohibit educators from withholding recess as a form of punishment. Laura Medina Quintanar, executive director of the nonprofit \u003ca href=\"https://www.playworks.org/northern-california/\">Playworks, Northern California\u003c/a>, which encourages kids to stay active while building valuable social and emotional skills through play, sat down with KQED’s Brian Watt to discuss the impacts quality outdoor recess can have on growing minds.\u003c/p>\n\u003cp>She also discussed what parents and educators can expect once the law goes into effect next school year.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: This law guarantees kids half an hour of playtime outside. Why does that matter?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11965301\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11965301\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg\" alt=\"A smiling woman with long brown hair and a hot pink sweatshirt is seen standing on a playground on a sunny afternoon.\" width=\"800\" height=\"1100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1020x1402.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-160x220.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1117x1536.jpg 1117w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks.jpg 1455w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Medina Quintanar is the executive director at the nonprofit Playworks, Northern California. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Medina Quintanar: First and foremost, this legislation puts a very needed spotlight on the importance of recess time. A lot of times, we think of recess almost as a throwaway in between that really valuable academic time.\u003c/p>\n\u003cp>But we learned, especially during the pandemic, that recess, and the way that it complements the school day, is incredibly valuable for all kinds of cognitive, social, emotional, and, of course, physical activity opportunities.\u003c/p>\n\u003cp>\u003cstrong>Do you believe that outside playtime is equally important as the classroom learning the children are gaining?\u003c/strong>\u003c/p>\n\u003cp>Oh yes, absolutely. Playworks has over 25 years of experience working directly with schools, with programs helping them build a sustainable capacity for safe and healthy play. What we’ve seen time and time again, is that when there are structures for high-quality recess in place, there are positive benefits that spill over from the recess time into the classroom. So we’re talking about higher retention rates, teachers having easier transitions, greater cooperation and greater collaboration among peers. So you can imagine how that contributes to a positive school climate and, ultimately, to positive life outcomes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the pandemic earlier — did the social isolation resulting from distance learning significantly contribute to this change?\u003c/strong>\u003c/p>\n\u003cp>One-hundred percent. Students were home for months, and months, and months; a year, even beyond. They didn’t get to learn to be among their peers. Meaning, they didn’t get to play. They didn’t get to practice and learn conflict-resolution strategies.\u003c/p>\n\u003cfigure id=\"attachment_11965300\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11965300 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg\" alt=\"Children are playing rock, paper, scissors at recess on the schoolgrounds.\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom signed Senate Bill 291 into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That makes it really hard to all of a sudden be expected to go back into the classroom. In addition to isolation, the trauma that was brought on by the pandemic, that was impacted by the pandemic.\u003c/p>\n\u003cp>It’s a lot to be expected to suddenly perform in this academic setting. Recess is more important than ever to help continue to ease that transition and fill all those gaps that became even larger during the pandemic.\u003c/p>\n\u003cp>\u003cstrong>Is it true that under SB 291, schools will no longer be allowed to deny recess as a form of punishment?\u003c/strong>\u003c/p>\n\u003cp>That’s very good news. We love to hear that. Any time that a student is denied the opportunity to participate in recess, they miss out on all that good stuff: All those social-emotional skill-building opportunities, the physical, the relational.\u003c/p>\n\u003cp>I would also highlight that, disproportionately, it’s students who come from underrepresented communities and low-income backgrounds who most often are held back and get their resources taken away from them.\u003c/p>\n\u003cp>From the lens of equity, it’s also very promising and great news to hear that schools will no longer be able to take away recess as a form of punishment. Instead, I really want to emphasize this: This is an opportunity for schools to really adopt the value of recess, to have the adults step up and make sure that they’re implementing quality recess, so that they can use that time to improve the experience of every student. So we’re definitely glad that it’s not a punitive space anymore.\u003c/p>\n\u003cp>\u003cstrong>This law goes into effect next school year. Are California schools going to be ready to meet this requirement? Are all campuses equipped to hold recess every day?\u003c/strong>\u003c/p>\n\u003cp>It’s going to be a challenge. At Playworks, we definitely know and believe that it is possible for every school to have safe and healthy play, but it definitely takes a lot of work. Here at Playworks, we use what we call a great recess framework, which outlines some indicators of what you might see at a high-quality recess.\u003c/p>\n\u003cfigure id=\"attachment_11965299\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11965299 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg\" alt=\"Children are running around at recess on the schoolgrounds. A building with painted orange butterflies is seen in the background.\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The new law will also prohibit educators from withholding recess as a form of punishment. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That looks like having caring, consistent adults who are present to play and engage with youth. It looks like kids having options of many games to play in, and the choice about what they want to do and also leadership within those games. It involves conflict-resolution strategies that are agreed upon by the school culture, but it takes time to build that.\u003c/p>\n\u003cp>I would say that it’s realistically going to be a process. It will be really important for schools and adults to take this new law seriously, not just as adopting the lens that quality matters as much as quantity. So it’s great that students are now going to get recess time. The work is going to be to make sure that they’re getting quality recess time.\u003c/p>\n\u003cp>\u003cstrong>Outside time seems to be very important. Does Playworks Northern California offer strategies for schools when the weather doesn’t allow for kids to play outdoors? \u003c/strong>[aside postID=news_11959904 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/RS68797_iStock-684059604-qut.jpg'] We love a sunny recess with a big yard, lots of equipment and lots of teachers. That’s the dream that doesn’t often happen. Schools might be underresourced or they might have all the resources, but surprise, it’s raining. So what happens then?\u003c/p>\n\u003cp>At Playworks, we believe in recess skills as being something that can be transformable and modified into different spaces. So many of the activities that we practice with our students can be adopted by any educator who has the opportunity to participate in our training or takes the time to look at the resources online.\u003c/p>\n\u003cp>You can easily modify a lot of those recess games in the classroom, which is what often happens when it rains. Students usually either stay in their classroom or take turns rotating to the school cafeteria. The benefits of recess, engaging students and those social-emotional practices, the relational pieces, you can do that inside, it’s just a little bit different and takes take some planning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Gov. Gavin Newsom signed SB 291, making recess mandatory for all California elementary students starting in the 2024 school year. It also bans withholding recess as punishment.","status":"publish","parent":0,"modified":1698097064,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1195},"headData":{"title":"California’s K-8 Students Guaranteed Outdoor Time with New Recess Law | KQED","description":"Gov. Gavin Newsom signed SB 291, making recess mandatory for all California elementary students starting in the 2024 school year. It also bans withholding recess as punishment.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California’s K-8 Students Guaranteed Outdoor Time with New Recess Law","datePublished":"2023-10-23T23:00:07.000Z","dateModified":"2023-10-23T21:37:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/bd32ce32-884b-4aa6-af11-b0a10108b323/audio.mp3","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11965268/californias-k-8-students-guaranteed-outdoor-time-with-new-recess-law","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kids across California are getting a lot more time to play outside. Gov. Gavin Newsom signed \u003ca href=\"https://sd29.senate.ca.gov/news/press-release/new-legislation-would-guarantee-daily-recess-all-california-students-k-8\">Senate Bill 291\u003c/a> into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state.\u003c/p>\n\u003cp>The new law will also prohibit educators from withholding recess as a form of punishment. Laura Medina Quintanar, executive director of the nonprofit \u003ca href=\"https://www.playworks.org/northern-california/\">Playworks, Northern California\u003c/a>, which encourages kids to stay active while building valuable social and emotional skills through play, sat down with KQED’s Brian Watt to discuss the impacts quality outdoor recess can have on growing minds.\u003c/p>\n\u003cp>She also discussed what parents and educators can expect once the law goes into effect next school year.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Brian Watt: This law guarantees kids half an hour of playtime outside. Why does that matter?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11965301\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11965301\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg\" alt=\"A smiling woman with long brown hair and a hot pink sweatshirt is seen standing on a playground on a sunny afternoon.\" width=\"800\" height=\"1100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-800x1100.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1020x1402.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-160x220.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks-1117x1536.jpg 1117w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/Laura-Medina-Quintanar-Playworks.jpg 1455w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Laura Medina Quintanar is the executive director at the nonprofit Playworks, Northern California. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Medina Quintanar: First and foremost, this legislation puts a very needed spotlight on the importance of recess time. A lot of times, we think of recess almost as a throwaway in between that really valuable academic time.\u003c/p>\n\u003cp>But we learned, especially during the pandemic, that recess, and the way that it complements the school day, is incredibly valuable for all kinds of cognitive, social, emotional, and, of course, physical activity opportunities.\u003c/p>\n\u003cp>\u003cstrong>Do you believe that outside playtime is equally important as the classroom learning the children are gaining?\u003c/strong>\u003c/p>\n\u003cp>Oh yes, absolutely. Playworks has over 25 years of experience working directly with schools, with programs helping them build a sustainable capacity for safe and healthy play. What we’ve seen time and time again, is that when there are structures for high-quality recess in place, there are positive benefits that spill over from the recess time into the classroom. So we’re talking about higher retention rates, teachers having easier transitions, greater cooperation and greater collaboration among peers. So you can imagine how that contributes to a positive school climate and, ultimately, to positive life outcomes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the pandemic earlier — did the social isolation resulting from distance learning significantly contribute to this change?\u003c/strong>\u003c/p>\n\u003cp>One-hundred percent. Students were home for months, and months, and months; a year, even beyond. They didn’t get to learn to be among their peers. Meaning, they didn’t get to play. They didn’t get to practice and learn conflict-resolution strategies.\u003c/p>\n\u003cfigure id=\"attachment_11965300\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11965300 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg\" alt=\"Children are playing rock, paper, scissors at recess on the schoolgrounds.\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay03-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom signed Senate Bill 291 into law last week, making a half-hour of recess mandatory for all elementary school students from kindergarten through eighth grade in the state. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That makes it really hard to all of a sudden be expected to go back into the classroom. In addition to isolation, the trauma that was brought on by the pandemic, that was impacted by the pandemic.\u003c/p>\n\u003cp>It’s a lot to be expected to suddenly perform in this academic setting. Recess is more important than ever to help continue to ease that transition and fill all those gaps that became even larger during the pandemic.\u003c/p>\n\u003cp>\u003cstrong>Is it true that under SB 291, schools will no longer be allowed to deny recess as a form of punishment?\u003c/strong>\u003c/p>\n\u003cp>That’s very good news. We love to hear that. Any time that a student is denied the opportunity to participate in recess, they miss out on all that good stuff: All those social-emotional skill-building opportunities, the physical, the relational.\u003c/p>\n\u003cp>I would also highlight that, disproportionately, it’s students who come from underrepresented communities and low-income backgrounds who most often are held back and get their resources taken away from them.\u003c/p>\n\u003cp>From the lens of equity, it’s also very promising and great news to hear that schools will no longer be able to take away recess as a form of punishment. Instead, I really want to emphasize this: This is an opportunity for schools to really adopt the value of recess, to have the adults step up and make sure that they’re implementing quality recess, so that they can use that time to improve the experience of every student. So we’re definitely glad that it’s not a punitive space anymore.\u003c/p>\n\u003cp>\u003cstrong>This law goes into effect next school year. Are California schools going to be ready to meet this requirement? Are all campuses equipped to hold recess every day?\u003c/strong>\u003c/p>\n\u003cp>It’s going to be a challenge. At Playworks, we definitely know and believe that it is possible for every school to have safe and healthy play, but it definitely takes a lot of work. Here at Playworks, we use what we call a great recess framework, which outlines some indicators of what you might see at a high-quality recess.\u003c/p>\n\u003cfigure id=\"attachment_11965299\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11965299 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg\" alt=\"Children are running around at recess on the schoolgrounds. A building with painted orange butterflies is seen in the background.\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/10/kidsatplay02-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The new law will also prohibit educators from withholding recess as a form of punishment. \u003ccite>(Courtesy of Playworks Northern California)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That looks like having caring, consistent adults who are present to play and engage with youth. It looks like kids having options of many games to play in, and the choice about what they want to do and also leadership within those games. It involves conflict-resolution strategies that are agreed upon by the school culture, but it takes time to build that.\u003c/p>\n\u003cp>I would say that it’s realistically going to be a process. It will be really important for schools and adults to take this new law seriously, not just as adopting the lens that quality matters as much as quantity. So it’s great that students are now going to get recess time. The work is going to be to make sure that they’re getting quality recess time.\u003c/p>\n\u003cp>\u003cstrong>Outside time seems to be very important. Does Playworks Northern California offer strategies for schools when the weather doesn’t allow for kids to play outdoors? \u003c/strong>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11959904","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/09/RS68797_iStock-684059604-qut.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp> We love a sunny recess with a big yard, lots of equipment and lots of teachers. That’s the dream that doesn’t often happen. Schools might be underresourced or they might have all the resources, but surprise, it’s raining. So what happens then?\u003c/p>\n\u003cp>At Playworks, we believe in recess skills as being something that can be transformable and modified into different spaces. So many of the activities that we practice with our students can be adopted by any educator who has the opportunity to participate in our training or takes the time to look at the resources online.\u003c/p>\n\u003cp>You can easily modify a lot of those recess games in the classroom, which is what often happens when it rains. Students usually either stay in their classroom or take turns rotating to the school cafeteria. The benefits of recess, engaging students and those social-emotional practices, the relational pieces, you can do that inside, it’s just a little bit different and takes take some planning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11965268/californias-k-8-students-guaranteed-outdoor-time-with-new-recess-law","authors":["11238","11724"],"categories":["news_18540","news_8"],"tags":["news_18538","news_30069","news_22307","news_30911","news_29926","news_27626","news_16","news_33379","news_33381","news_33380"],"featImg":"news_11965298","label":"news"},"news_11965181":{"type":"posts","id":"news_11965181","meta":{"index":"posts_1591205157","site":"news","id":"11965181","score":null,"sort":[1697911403000]},"guestAuthors":[],"slug":"california-student-test-scores-still-far-behind-pre-covid-levels-of-achievement","title":"California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement","publishDate":1697911403,"format":"standard","headTitle":"California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement | KQED","labelTerm":{},"content":"\u003cp class=\"dropcap\">In the second year fully back in school after remote learning, California school districts made negligible progress overall in reversing the steep declines in test scores that have lingered since COVID struck in 2020.\u003c/p>\n\u003cp>There was a slight improvement in math while English language arts declined a smidgeon, and the wide proficiency gap between Black and Latino students and whites and Asians showed little change.\u003c/p>\n\u003cp>Only 34.6% of students met or exceeded standards on the Smarter Balanced math test in 2023, which is 1.2 percentage points higher than a year ago. In 2019, the year before the pandemic, 39.8% of all students were at grade level. Only 16.9% of Black students, 22.7% of Latino students, and 9.9% of English learners were at grade level in 2023.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Year-over-year scores in English language arts dropped less than 1 percentage point to 46.7% for students meeting or exceeding standards in 2023; in 2019, it was 51.7%. The large proficiency gaps between Black and Hispanic students compared with Asian and white students showed little change. In 2019, the year before the pandemic, about four in 10 students in the state and three out of four Asian students, the highest-scoring student group, were at grade level in English language arts.\u003c/p>\n\u003cp>Among the state’s nearly 1,000 districts, small districts tended to show more gains, results show.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15381571/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15382313/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>Smarter Balanced tests are given to students in grades three to eight and grade 11.\u003c/p>\n\u003cp>English language arts scores dropped slightly in every grade except 11th and third grades, which showed slight growth. The 0.8% percentage point increase in third grade may reflect that students had two years of face-to-face instruction, which is critical for learning how to read. It could also reflect concerted efforts to focus on and change reading instruction to phonics-focused curriculums in districts like Long Beach, up 4.1 points over 2022 for all third graders, and Palo Alto, where reading scores for lower-income Latino students increased 47 percentage points above pre-pandemic levels.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11964081,news_11930171,news_11953408\"]Fewer English learners met or exceeded standards in English language arts this year. In 2023, 10.9% of English learners met or exceeded the standard for English language arts, down from 12.5% in 2022. Among students who were ever English learners, including those who are now proficient, 35.7% met or exceeded the standard in English language arts, down from 36.5% in 2022.\u003c/p>\n\u003cp>In math, English learners were about the same as last year, with 9.9% meeting or exceeding the standard. Among those who were ever English learners, including those who are now proficient, 24.2% met or exceeded the standard, up from 23.4% in 2021-22.\u003c/p>\n\u003cp>A slightly larger share of English learners achieved a proficient score this year on the English Language Proficiency Assessments for California (ELPAC): 16.5%. Students who speak a language other than English at home are required to take the ELPAC every year until they are proficient in English.\u003c/p>\n\u003cp>Shelly Spiegel-Coleman, strategic adviser to Californians Together, an organization that advocates for English learners, said the fact that a higher percentage of English learners are not achieving proficiency each year shows that California needs to invest more in training teachers in how to help students improve their English language skills, especially within other classes.\u003c/p>\n\u003cp>“That’s when we see a big bump in students’ language proficiency — when they’re using language to learn about something, when their language development is taught while they’re learning science, while they’re learning social studies, while they’re doing art,” Spiegel-Coleman said. “There’s been no major funding and no major effort to do this kind of work. It’s time now.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15398870/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399353/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003ch2>Shifting demographics\u003c/h2>\n\u003cp>In its news release, the California Department of Education stressed that over the past year, the proportion of lower-income students statewide rose from 60% to 63% of all students and the increase in homeless students who took the test by 2,000 to 94,000, the equivalent of the third-largest district in California.\u003c/p>\n\u003cp>Given “the relationship between student advantage and achievement, California’s statewide scores are particularly promising as the proportion of high-need students has also increased in California schools,” the department said.\u003c/p>\n\u003cp>Christopher Nellum, executive director of The Education Trust–West, an advocacy organization, viewed the results differently.\u003c/p>\n\u003cp>“Seeing only slight improvements in already alarmingly low levels of student achievement is cause for concern, not celebration. In recent years, as in this year’s results, the state’s progress on student outcomes in English and math has been marginal at best. In fact, at no point in the past 9 years have we seen more than 1 out of 5 Black students at grade level in math.\u003c/p>\n\u003cp>“This trend is an indictment not of the efforts of California’s K-12 students but of the efforts and choices of the state’s adult decision-makers,” he said in a statement.\u003c/p>\n\u003cp>Mark Rosenbaum, lead attorney for the public interest law firm Public Counsel, cited the lack of improvement as further evidence of why it \u003ca href=\"https://edsource.org/2023/the-case-of-cayla-j-judge-to-decide-if-california-failed-low-income-students-during-covid/696235\">sued the State Board of Education, the California Department of Education and State Superintendent of Public Instruction Tony Thurmond\u003c/a>, charging the state mishandled remote learning and failed to remedy the harm caused to lower-income and minority students.\u003c/p>\n\u003cp>The latest test results, he said, “are as unsurprising as they are disappointing. What they mean is that California’s most disadvantaged students are falling further and further behind their more affluent counterparts, in large part because the state failed to assure the delivery of remote instruction to their communities during the pandemic and compounded that failure by failing to assure meaningful remediation once schools reopened.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/23908009-caylaj-original-complaint-2020-publiccounsel\" target=\"_blank\" rel=\"noopener\">Cayla J. v. the State of California (DOC)\u003c/a>, is set for trial in December in Alameda County Superior Court.\u003c/p>\n\u003cp>The latest test statewide results will disappoint others who had hoped to appreciably reclaim some of the lost academic ground. That has not happened in California or in neighboring states that also give the Smarter Balanced assessment. In Oregon, English language arts scores also fell less than 1 percentage point to 43% proficient, and math scores increased less than point to 31.6%. In Washington, it was the same story: English language arts scores were flat at 48.8% while math scores rose 1.8 percentage points to 40.8%.\u003c/p>\n\u003cp>A handful of states reached pre-pandemic levels on their state tests. They include Iowa and Mississippi in both reading and math, and Tennessee, which created a statewide tutoring program in reading, according to the \u003ca class=\"external\" href=\"https://assets.ctfassets.net/9fbw4onh0qc1/59ZMlGVC2fkTG4fBCBpneI/516d69b386a8e86858aff5714bcb277e/Press_Release__Dr._Emily_Oster_Launches_the_Most_Comprehensive_Base_of_Data_on_COVID-19_and_Schools.pdf\" target=\"_blank\" rel=\"noopener\">COVID-19 School Data Hub\u003c/a>, an effort led by Brown University economics professor Emily Oster.\u003c/p>\n\u003cp>Before COVID struck, changes in California’s test scores occurred slowly, a percentage point or two annually, said Heather Hough, executive director of PACE, a Stanford-based education research organization. “It took years of dedicated effort, with investments in education and the workforce, with steady increases in achievement over time, and then we had this huge drop. We can’t afford another 10- to 20-year period of slow incremental change, especially when what we know we’re facing is huge inequities in student achievement,” she said. “We have to keep that intensity that we have not fixed this problem, despite investments and despite good intentions.”\u003c/p>\n\u003cp>Los Angeles Unified, the state’s largest district with 429,000 students, is representative of where most districts are. It has seen widespread improvement in math scores across most grade levels, with 30.5% of students meeting or exceeding state standards. Its English language arts scores have been a “mixed bag,” said district Superintendent Alberto Carvalho at Tuesday’s board meeting. Forty-one percent of students in the district met or exceeded standards in English language arts — a drop of less than point from the past year.\u003c/p>\n\u003cp>Carvalho said he was pleased to see third- and fourth-grade English language arts scores moving in the “right direction” — but stressed the need for improvement among upper elementary grades and middle schools. The district has found small-group instruction and “high dosage tutoring” to be critical, and hopes \u003ca href=\"https://edsource.org/updates/carvalho-says-replacing-primary-promise-will-do-more-for-lausd-for-less-money\">changes to the district’s Primary Promise program\u003c/a> will help, he said.\u003c/p>\n\u003ch3>Infusion of funding\u003c/h3>\n\u003cp>California school districts received record levels of one-time and ongoing funding since the start of COVID and had wide discretion on how to use it. This includes the last $12.5 billion in federal pandemic relief, which districts must spend by next September. At least 20% must be spent on learning recovery.\u003c/p>\n\u003cp>Some districts, mainly small ones, saw double-digit gains in 2023. Escondido Union High School District in San Diego County, with 7,000 students, saw its English language arts proficiency rise from 43.5% to 53.7%. The 800-student Wheatland Union High School District in Yuba County raised its proficiency level in English language arts by 21.5 percentage points, to 60%; its math scores rose 13.3 percentage points to nearly the state average for meeting state standards. Math scores in Healdsburg Unified in Sonoma County, with 1,200 students, rose 11.9 percentage points to 39.3% at grade level.\u003c/p>\n\u003cp>But in most districts, record student absences and staff shortages — not only among STEM and special education teachers but also vacant positions for aides and counselors and unfilled jobs for substitute teachers — undermine strategies for recovery. And the problems linger.\u003c/p>\n\u003ch2>Stubbornly high chronic absences\u003c/h2>\n\u003cp>Along with test scores, the state released chronic absenteeism data on Wednesday showing nearly a quarter of all students chronically absent in 2023, double the 12.1% rate in 2019.\u003c/p>\n\u003cp>While the 2023 chronic absenteeism rate is high, it’s a drop from 2022, which saw an unprecedented high rate of nearly a third. Students are counted as chronically absent for missing 10% or more of school days. The rates of the state’s minority groups and most vulnerable students remain disproportionately high: 34.6% for students with disabilities, 40.6% for homeless youths and 28.1% for English learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399210/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>“The staffing has been a huge struggle for us, but so has absenteeism,” said Rick Miller, chief executive officer of the CORE districts, a school improvement organization that works with eight urban districts, including Los Angeles, Long Beach, Fresno and Sacramento City. “There was the notion that kids go to school every day. The pandemic changed that. And there’s a mindset we’re working through that you don’t need to be in school every day. You be there when you can.”\u003c/p>\n\u003cp>That appears to be the case in kindergarten, where the chronic absenteeism rate was 40.4% in 2021–22 and 36.3% in 2022–23, compared with 15.6% in 2018–19. Unlike many states, California includes excused absences in its chronic absentee rate calculations.\u003c/p>\n\u003cp>Other factors are working against student learning, PACE’s Hough said. At the same time, teachers need to accelerate learning, they are backfilling the needs of absent students. Some students come to school with mental health issues or lack socialization. Political disputes at school board meetings are diverting attention from districts’ learning priorities.\u003c/p>\n\u003cp>“The basic work of educating kids and running school districts has gotten a lot more complicated,” she said.\u003c/p>\n\u003cp>Amy Slavensky, interim deputy superintendent of San Juan Unified, agreed. “When you’re in schools every day, or nearly every day like we are, we can see the direct impact of that on our students,” she said. “It’s just not the same as it was before. So it’s going to take time.”\u003c/p>\n\u003cp>San Juan Unified, in Sacramento County, has sharply increased training for teachers, added intervention teachers and improved attendance at its schools, but its students’ test scores still have not rebounded to pre-pandemic levels.\u003c/p>\n\u003cp>Nearly 42% of the 49,000 students met or exceeded state standards in English language arts in 2023, down about 1 percentage point from 2022. Math scores were stagnant with 29.6% meeting or exceeding state standards, down 7.5 percentage points from 2019.\u003c/p>\n\u003cp>The district has used multiple tactics to increase achievement, including hiring intervention teachers and expanding training for teachers in reading and math. The district is training grade-level cohorts of teachers using some of the latest research to strengthen their strategies around reading instruction, Slavensky said. The district is seeing gains in kindergarten and first grade at Dyer-Kelly Elementary School, which has been focusing intensely on early literacy, she said.\u003c/p>\n\u003cp>“Anytime you implement a new change initiative, it takes four or five years to really see the impact of that, and especially on a summative assessment like CAASPP,” Slavensky said.\u003c/p>\n\u003cp>To increase math scores, the district is also adding math sections in middle and high school master schedules to reduce class sizes so teachers can offer deeper instruction and differentiated instruction, Slavensky said.\u003c/p>\n\u003cp>But pulling dozens of teachers out of their classrooms for training isn’t always possible during a teacher shortage, said Superintendent Melissa Bassanelli. Training schedules often fall apart when there aren’t enough teachers to fill the classrooms.\u003c/p>\n\u003cp>Garden Grove Unified in Orange County, with 79% lower-income students and 94% students of color, has scored well above state averages on Smarter Balanced tests and ranks highest among the CORE districts, but saw its math scores fall 7.5 percentage points from pre-pandemic 2019. In 2023, it clawed back half of the difference, though it wasn’t easy, Superintendent Gabriela Mafi said. Many families still struggled financially; resurgent COVID kept students at home; and a lack of subs strained schools.\u003c/p>\n\u003cp>But Garden Grove, a highly centralized district, stayed true to its system of deploying teacher coaches to schools and encouraging conversations around math concepts in elementary grades. It is using extended learning time at Boys and Girls Clubs and summer programs for academic interventions and supports, Mafi said. “We haven’t quite rebounded to our pre-COVID, but we’re getting close,” she said.\u003c/p>\n\u003cp>Perhaps no district high-achieving in math took a bigger hit to its Smarter Balanced scores than \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\" target=\"_blank\" rel=\"noopener\">Rocketship Public Schools\u003c/a>, a network with 13 K–5 Title I charter schools in the Bay Area. In 2018-19, 60% of students were at or above standard. By 2021–22, the proficiency rate, while still above the state average, had fallen to 40%. In 2023, overall scores increased by 2 percentage points with variations among schools.\u003c/p>\n\u003cp>Recovery will entail a multipronged, multiyear strategy, said Danny Echeverry, Rocketship’s Bay Area director of schools. It started with using its community schools funding to hire a Care Corps worker, akin to a social worker, at each site to help families who experienced housing and food insecurity during COVID. “We’ve seen ourselves as a hub of connecting at-risk families with social services in the community,” he said. Chronic absenteeism fell 10 percentage points, and attendance increased 7 percentage points in 2022–23.\u003c/p>\n\u003cp>Students in kindergarten, first grade or second grade during the pandemic had foundational skill gaps that had to be filled before students could handle grade-level content and move to proficiency on state tests, Etcheverry said. The Rocketship model builds in flex time so that teachers can provide one-on-one interventions.\u003c/p>\n\u003cp>Scores increased 2 percentage points overall on the 2023 math test, with variations among schools from a decline of 7.4 percentage points to a gain of 15.8 percentage points. Rocketship Los Sueños in San Jose, which piloted the Eureka Math curriculum, gained 5.4 percentage points in 2023, leading to a decision to adopt it in all Bay Area schools.\u003c/p>\n\u003cp>“We’re building traction, and we have no reason to believe that we’re not going to continue that momentum and see greater gains this year,” Etcheverry said.\u003c/p>\n\u003cp>Twin Rivers Unified, in Sacramento, made incremental gains this year but still has a long way to go before catching up to 2019 scores. More than 80% of the students are from low-income families.\u003c/p>\n\u003cp>“Our scores might be below the state average, but our growth is ahead in both English and math,” said Lori Grace, associate superintendent of school leadership.\u003c/p>\n\u003cp>In 2023, 31.9% of its students met or exceeded state standards in English language arts, up 0.5 points from 2022. In math, 22.7% of the district’s students met or exceeded state standards, an increase of 2.7 points. In 2019, 37% of students were proficient in English language arts and 29% in math.\u003c/p>\n\u003cp>To combat pandemic-related learning loss, the district added a multitiered system of support at schools, a framework that gives targeted support to struggling students, Grace said. To improve literacy skills, the district began a reading intervention program focusing on the science of reading for kindergarten through third grade. The district also tapped its best teachers to offer coaching on the subject to fourth through sixth grade teachers.\u003c/p>\n\u003ch2>Central Valley strategies\u003c/h2>\n\u003cp>Most students in Fresno Unified, the state’s third-largest school district with over 70,000 students, are not meeting standards. Last year, 33.2% of Fresno Unified students met or exceeded English language arts standards, a 1 percentage point gain from a year ago. In math, 23.3% met or exceeded state standards, a 2.5 point increase.\u003c/p>\n\u003cp>“We are definitely not satisfied with our results,” said Zerina Hargrove, the Fresno Unified assistant superintendent of research, evaluation and assessment. “While we had many students grow in their achievement, we had just as many who slid backward, contributing to very little change overall.”\u003c/p>\n\u003cp>Fresno Unified plans to focus on ensuring that every child shows growth, specifically targeting the needs of historically underserved student groups, Hargrove said.\u003c/p>\n\u003cp>One way to do that is by evaluating the “shining stars,” the schools that made significant progress. For example, at Jefferson Elementary, 6.9% more students met or exceeded standards in English, and 15.6% more students met or exceeded math standards. At Bullard High School, 17.6% more students met or exceeded English standards; at Patiño School of Entrepreneurship, 27.5% more students met or exceeded math standards.\u003c/p>\n\u003cp>“We desire to learn from the schools that have made significant gains and dig deeper into the why of those who didn’t,” she said.\u003c/p>\n\u003cp>Fresno Unified’s neighbor, Clovis Unified, has some of the highest student achievement scores in the area.\u003c/p>\n\u003cp>With more than 40,000 students, 72.7% were at or above state standards for English language arts in 2019. By 2022, that percentage dropped to 66.2% and remained flat in 2023. In 2019, 58.7% of Clovis Unified’s students met or exceeded math standards, and in 2022, 49.3% did so. The nearly 2 percentage-point growth in math in 2023 puts the proficiency level at more than 51%.\u003c/p>\n\u003cp>Still, the numbers haven’t returned to their pre-pandemic proficiency levels.\u003c/p>\n\u003cp>“Some of our schools saw student achievement grow by anywhere from 15 to 22% at certain grade levels. We must now work together to replicate that level of achievement across every grade level and school in our district,” said Superintendent Corrine Folmer.\u003c/p>\n\u003cp>The pandemic’s impact persists, district spokesperson Kelly Avants said, citing continuing challenges to learning. They include, she said, “restoring classroom behavior expectations; re-developing the interpersonal relationships between students and between students and their teachers that equates to success in the classroom and facing the impact of decreases in attendance rates has on learning.”\u003c/p>\n\u003cp>\u003cem>EdSource reporters also contributed to this report: Diana Lambert, Lasherica Thornton, Mallika Seshadri and Zaidee Stavely.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"California's test scores have yet to recover from steep declines since 2020, with a wide gap remaining between Latino and Black students compared to white and Asian students.","status":"publish","parent":0,"modified":1697911285,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/15381571/embed","https://flo.uri.sh/visualisation/15382313/embed","https://flo.uri.sh/visualisation/15398870/embed","https://flo.uri.sh/visualisation/15399353/embed","https://flo.uri.sh/visualisation/15399210/embed"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":70,"wordCount":3397},"headData":{"title":"California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement | KQED","description":"California's test scores have yet to recover from steep declines since 2020, with a wide gap remaining between Latino and Black students compared to white and Asian students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Student Test Scores Still Far Behind Pre-COVID Levels of Achievement","datePublished":"2023-10-21T18:03:23.000Z","dateModified":"2023-10-21T18:01:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"edsource","sourceUrl":"https://edsource.org/","nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a> and \u003ca href=\"https://edsource.org/author/dwillis\">Daniel J. Willis\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11965181/california-student-test-scores-still-far-behind-pre-covid-levels-of-achievement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap\">In the second year fully back in school after remote learning, California school districts made negligible progress overall in reversing the steep declines in test scores that have lingered since COVID struck in 2020.\u003c/p>\n\u003cp>There was a slight improvement in math while English language arts declined a smidgeon, and the wide proficiency gap between Black and Latino students and whites and Asians showed little change.\u003c/p>\n\u003cp>Only 34.6% of students met or exceeded standards on the Smarter Balanced math test in 2023, which is 1.2 percentage points higher than a year ago. In 2019, the year before the pandemic, 39.8% of all students were at grade level. Only 16.9% of Black students, 22.7% of Latino students, and 9.9% of English learners were at grade level in 2023.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Year-over-year scores in English language arts dropped less than 1 percentage point to 46.7% for students meeting or exceeding standards in 2023; in 2019, it was 51.7%. The large proficiency gaps between Black and Hispanic students compared with Asian and white students showed little change. In 2019, the year before the pandemic, about four in 10 students in the state and three out of four Asian students, the highest-scoring student group, were at grade level in English language arts.\u003c/p>\n\u003cp>Among the state’s nearly 1,000 districts, small districts tended to show more gains, results show.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15381571/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15382313/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:900px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>Smarter Balanced tests are given to students in grades three to eight and grade 11.\u003c/p>\n\u003cp>English language arts scores dropped slightly in every grade except 11th and third grades, which showed slight growth. The 0.8% percentage point increase in third grade may reflect that students had two years of face-to-face instruction, which is critical for learning how to read. It could also reflect concerted efforts to focus on and change reading instruction to phonics-focused curriculums in districts like Long Beach, up 4.1 points over 2022 for all third graders, and Palo Alto, where reading scores for lower-income Latino students increased 47 percentage points above pre-pandemic levels.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11964081,news_11930171,news_11953408"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Fewer English learners met or exceeded standards in English language arts this year. In 2023, 10.9% of English learners met or exceeded the standard for English language arts, down from 12.5% in 2022. Among students who were ever English learners, including those who are now proficient, 35.7% met or exceeded the standard in English language arts, down from 36.5% in 2022.\u003c/p>\n\u003cp>In math, English learners were about the same as last year, with 9.9% meeting or exceeding the standard. Among those who were ever English learners, including those who are now proficient, 24.2% met or exceeded the standard, up from 23.4% in 2021-22.\u003c/p>\n\u003cp>A slightly larger share of English learners achieved a proficient score this year on the English Language Proficiency Assessments for California (ELPAC): 16.5%. Students who speak a language other than English at home are required to take the ELPAC every year until they are proficient in English.\u003c/p>\n\u003cp>Shelly Spiegel-Coleman, strategic adviser to Californians Together, an organization that advocates for English learners, said the fact that a higher percentage of English learners are not achieving proficiency each year shows that California needs to invest more in training teachers in how to help students improve their English language skills, especially within other classes.\u003c/p>\n\u003cp>“That’s when we see a big bump in students’ language proficiency — when they’re using language to learn about something, when their language development is taught while they’re learning science, while they’re learning social studies, while they’re doing art,” Spiegel-Coleman said. “There’s been no major funding and no major effort to do this kind of work. It’s time now.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15398870/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399353/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003ch2>Shifting demographics\u003c/h2>\n\u003cp>In its news release, the California Department of Education stressed that over the past year, the proportion of lower-income students statewide rose from 60% to 63% of all students and the increase in homeless students who took the test by 2,000 to 94,000, the equivalent of the third-largest district in California.\u003c/p>\n\u003cp>Given “the relationship between student advantage and achievement, California’s statewide scores are particularly promising as the proportion of high-need students has also increased in California schools,” the department said.\u003c/p>\n\u003cp>Christopher Nellum, executive director of The Education Trust–West, an advocacy organization, viewed the results differently.\u003c/p>\n\u003cp>“Seeing only slight improvements in already alarmingly low levels of student achievement is cause for concern, not celebration. In recent years, as in this year’s results, the state’s progress on student outcomes in English and math has been marginal at best. In fact, at no point in the past 9 years have we seen more than 1 out of 5 Black students at grade level in math.\u003c/p>\n\u003cp>“This trend is an indictment not of the efforts of California’s K-12 students but of the efforts and choices of the state’s adult decision-makers,” he said in a statement.\u003c/p>\n\u003cp>Mark Rosenbaum, lead attorney for the public interest law firm Public Counsel, cited the lack of improvement as further evidence of why it \u003ca href=\"https://edsource.org/2023/the-case-of-cayla-j-judge-to-decide-if-california-failed-low-income-students-during-covid/696235\">sued the State Board of Education, the California Department of Education and State Superintendent of Public Instruction Tony Thurmond\u003c/a>, charging the state mishandled remote learning and failed to remedy the harm caused to lower-income and minority students.\u003c/p>\n\u003cp>The latest test results, he said, “are as unsurprising as they are disappointing. What they mean is that California’s most disadvantaged students are falling further and further behind their more affluent counterparts, in large part because the state failed to assure the delivery of remote instruction to their communities during the pandemic and compounded that failure by failing to assure meaningful remediation once schools reopened.”\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/23908009-caylaj-original-complaint-2020-publiccounsel\" target=\"_blank\" rel=\"noopener\">Cayla J. v. the State of California (DOC)\u003c/a>, is set for trial in December in Alameda County Superior Court.\u003c/p>\n\u003cp>The latest test statewide results will disappoint others who had hoped to appreciably reclaim some of the lost academic ground. That has not happened in California or in neighboring states that also give the Smarter Balanced assessment. In Oregon, English language arts scores also fell less than 1 percentage point to 43% proficient, and math scores increased less than point to 31.6%. In Washington, it was the same story: English language arts scores were flat at 48.8% while math scores rose 1.8 percentage points to 40.8%.\u003c/p>\n\u003cp>A handful of states reached pre-pandemic levels on their state tests. They include Iowa and Mississippi in both reading and math, and Tennessee, which created a statewide tutoring program in reading, according to the \u003ca class=\"external\" href=\"https://assets.ctfassets.net/9fbw4onh0qc1/59ZMlGVC2fkTG4fBCBpneI/516d69b386a8e86858aff5714bcb277e/Press_Release__Dr._Emily_Oster_Launches_the_Most_Comprehensive_Base_of_Data_on_COVID-19_and_Schools.pdf\" target=\"_blank\" rel=\"noopener\">COVID-19 School Data Hub\u003c/a>, an effort led by Brown University economics professor Emily Oster.\u003c/p>\n\u003cp>Before COVID struck, changes in California’s test scores occurred slowly, a percentage point or two annually, said Heather Hough, executive director of PACE, a Stanford-based education research organization. “It took years of dedicated effort, with investments in education and the workforce, with steady increases in achievement over time, and then we had this huge drop. We can’t afford another 10- to 20-year period of slow incremental change, especially when what we know we’re facing is huge inequities in student achievement,” she said. “We have to keep that intensity that we have not fixed this problem, despite investments and despite good intentions.”\u003c/p>\n\u003cp>Los Angeles Unified, the state’s largest district with 429,000 students, is representative of where most districts are. It has seen widespread improvement in math scores across most grade levels, with 30.5% of students meeting or exceeding state standards. Its English language arts scores have been a “mixed bag,” said district Superintendent Alberto Carvalho at Tuesday’s board meeting. Forty-one percent of students in the district met or exceeded standards in English language arts — a drop of less than point from the past year.\u003c/p>\n\u003cp>Carvalho said he was pleased to see third- and fourth-grade English language arts scores moving in the “right direction” — but stressed the need for improvement among upper elementary grades and middle schools. The district has found small-group instruction and “high dosage tutoring” to be critical, and hopes \u003ca href=\"https://edsource.org/updates/carvalho-says-replacing-primary-promise-will-do-more-for-lausd-for-less-money\">changes to the district’s Primary Promise program\u003c/a> will help, he said.\u003c/p>\n\u003ch3>Infusion of funding\u003c/h3>\n\u003cp>California school districts received record levels of one-time and ongoing funding since the start of COVID and had wide discretion on how to use it. This includes the last $12.5 billion in federal pandemic relief, which districts must spend by next September. At least 20% must be spent on learning recovery.\u003c/p>\n\u003cp>Some districts, mainly small ones, saw double-digit gains in 2023. Escondido Union High School District in San Diego County, with 7,000 students, saw its English language arts proficiency rise from 43.5% to 53.7%. The 800-student Wheatland Union High School District in Yuba County raised its proficiency level in English language arts by 21.5 percentage points, to 60%; its math scores rose 13.3 percentage points to nearly the state average for meeting state standards. Math scores in Healdsburg Unified in Sonoma County, with 1,200 students, rose 11.9 percentage points to 39.3% at grade level.\u003c/p>\n\u003cp>But in most districts, record student absences and staff shortages — not only among STEM and special education teachers but also vacant positions for aides and counselors and unfilled jobs for substitute teachers — undermine strategies for recovery. And the problems linger.\u003c/p>\n\u003ch2>Stubbornly high chronic absences\u003c/h2>\n\u003cp>Along with test scores, the state released chronic absenteeism data on Wednesday showing nearly a quarter of all students chronically absent in 2023, double the 12.1% rate in 2019.\u003c/p>\n\u003cp>While the 2023 chronic absenteeism rate is high, it’s a drop from 2022, which saw an unprecedented high rate of nearly a third. Students are counted as chronically absent for missing 10% or more of school days. The rates of the state’s minority groups and most vulnerable students remain disproportionately high: 34.6% for students with disabilities, 40.6% for homeless youths and 28.1% for English learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/15399210/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>“The staffing has been a huge struggle for us, but so has absenteeism,” said Rick Miller, chief executive officer of the CORE districts, a school improvement organization that works with eight urban districts, including Los Angeles, Long Beach, Fresno and Sacramento City. “There was the notion that kids go to school every day. The pandemic changed that. And there’s a mindset we’re working through that you don’t need to be in school every day. You be there when you can.”\u003c/p>\n\u003cp>That appears to be the case in kindergarten, where the chronic absenteeism rate was 40.4% in 2021–22 and 36.3% in 2022–23, compared with 15.6% in 2018–19. Unlike many states, California includes excused absences in its chronic absentee rate calculations.\u003c/p>\n\u003cp>Other factors are working against student learning, PACE’s Hough said. At the same time, teachers need to accelerate learning, they are backfilling the needs of absent students. Some students come to school with mental health issues or lack socialization. Political disputes at school board meetings are diverting attention from districts’ learning priorities.\u003c/p>\n\u003cp>“The basic work of educating kids and running school districts has gotten a lot more complicated,” she said.\u003c/p>\n\u003cp>Amy Slavensky, interim deputy superintendent of San Juan Unified, agreed. “When you’re in schools every day, or nearly every day like we are, we can see the direct impact of that on our students,” she said. “It’s just not the same as it was before. So it’s going to take time.”\u003c/p>\n\u003cp>San Juan Unified, in Sacramento County, has sharply increased training for teachers, added intervention teachers and improved attendance at its schools, but its students’ test scores still have not rebounded to pre-pandemic levels.\u003c/p>\n\u003cp>Nearly 42% of the 49,000 students met or exceeded state standards in English language arts in 2023, down about 1 percentage point from 2022. Math scores were stagnant with 29.6% meeting or exceeding state standards, down 7.5 percentage points from 2019.\u003c/p>\n\u003cp>The district has used multiple tactics to increase achievement, including hiring intervention teachers and expanding training for teachers in reading and math. The district is training grade-level cohorts of teachers using some of the latest research to strengthen their strategies around reading instruction, Slavensky said. The district is seeing gains in kindergarten and first grade at Dyer-Kelly Elementary School, which has been focusing intensely on early literacy, she said.\u003c/p>\n\u003cp>“Anytime you implement a new change initiative, it takes four or five years to really see the impact of that, and especially on a summative assessment like CAASPP,” Slavensky said.\u003c/p>\n\u003cp>To increase math scores, the district is also adding math sections in middle and high school master schedules to reduce class sizes so teachers can offer deeper instruction and differentiated instruction, Slavensky said.\u003c/p>\n\u003cp>But pulling dozens of teachers out of their classrooms for training isn’t always possible during a teacher shortage, said Superintendent Melissa Bassanelli. Training schedules often fall apart when there aren’t enough teachers to fill the classrooms.\u003c/p>\n\u003cp>Garden Grove Unified in Orange County, with 79% lower-income students and 94% students of color, has scored well above state averages on Smarter Balanced tests and ranks highest among the CORE districts, but saw its math scores fall 7.5 percentage points from pre-pandemic 2019. In 2023, it clawed back half of the difference, though it wasn’t easy, Superintendent Gabriela Mafi said. Many families still struggled financially; resurgent COVID kept students at home; and a lack of subs strained schools.\u003c/p>\n\u003cp>But Garden Grove, a highly centralized district, stayed true to its system of deploying teacher coaches to schools and encouraging conversations around math concepts in elementary grades. It is using extended learning time at Boys and Girls Clubs and summer programs for academic interventions and supports, Mafi said. “We haven’t quite rebounded to our pre-COVID, but we’re getting close,” she said.\u003c/p>\n\u003cp>Perhaps no district high-achieving in math took a bigger hit to its Smarter Balanced scores than \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\" target=\"_blank\" rel=\"noopener\">Rocketship Public Schools\u003c/a>, a network with 13 K–5 Title I charter schools in the Bay Area. In 2018-19, 60% of students were at or above standard. By 2021–22, the proficiency rate, while still above the state average, had fallen to 40%. In 2023, overall scores increased by 2 percentage points with variations among schools.\u003c/p>\n\u003cp>Recovery will entail a multipronged, multiyear strategy, said Danny Echeverry, Rocketship’s Bay Area director of schools. It started with using its community schools funding to hire a Care Corps worker, akin to a social worker, at each site to help families who experienced housing and food insecurity during COVID. “We’ve seen ourselves as a hub of connecting at-risk families with social services in the community,” he said. Chronic absenteeism fell 10 percentage points, and attendance increased 7 percentage points in 2022–23.\u003c/p>\n\u003cp>Students in kindergarten, first grade or second grade during the pandemic had foundational skill gaps that had to be filled before students could handle grade-level content and move to proficiency on state tests, Etcheverry said. The Rocketship model builds in flex time so that teachers can provide one-on-one interventions.\u003c/p>\n\u003cp>Scores increased 2 percentage points overall on the 2023 math test, with variations among schools from a decline of 7.4 percentage points to a gain of 15.8 percentage points. Rocketship Los Sueños in San Jose, which piloted the Eureka Math curriculum, gained 5.4 percentage points in 2023, leading to a decision to adopt it in all Bay Area schools.\u003c/p>\n\u003cp>“We’re building traction, and we have no reason to believe that we’re not going to continue that momentum and see greater gains this year,” Etcheverry said.\u003c/p>\n\u003cp>Twin Rivers Unified, in Sacramento, made incremental gains this year but still has a long way to go before catching up to 2019 scores. More than 80% of the students are from low-income families.\u003c/p>\n\u003cp>“Our scores might be below the state average, but our growth is ahead in both English and math,” said Lori Grace, associate superintendent of school leadership.\u003c/p>\n\u003cp>In 2023, 31.9% of its students met or exceeded state standards in English language arts, up 0.5 points from 2022. In math, 22.7% of the district’s students met or exceeded state standards, an increase of 2.7 points. In 2019, 37% of students were proficient in English language arts and 29% in math.\u003c/p>\n\u003cp>To combat pandemic-related learning loss, the district added a multitiered system of support at schools, a framework that gives targeted support to struggling students, Grace said. To improve literacy skills, the district began a reading intervention program focusing on the science of reading for kindergarten through third grade. The district also tapped its best teachers to offer coaching on the subject to fourth through sixth grade teachers.\u003c/p>\n\u003ch2>Central Valley strategies\u003c/h2>\n\u003cp>Most students in Fresno Unified, the state’s third-largest school district with over 70,000 students, are not meeting standards. Last year, 33.2% of Fresno Unified students met or exceeded English language arts standards, a 1 percentage point gain from a year ago. In math, 23.3% met or exceeded state standards, a 2.5 point increase.\u003c/p>\n\u003cp>“We are definitely not satisfied with our results,” said Zerina Hargrove, the Fresno Unified assistant superintendent of research, evaluation and assessment. “While we had many students grow in their achievement, we had just as many who slid backward, contributing to very little change overall.”\u003c/p>\n\u003cp>Fresno Unified plans to focus on ensuring that every child shows growth, specifically targeting the needs of historically underserved student groups, Hargrove said.\u003c/p>\n\u003cp>One way to do that is by evaluating the “shining stars,” the schools that made significant progress. For example, at Jefferson Elementary, 6.9% more students met or exceeded standards in English, and 15.6% more students met or exceeded math standards. At Bullard High School, 17.6% more students met or exceeded English standards; at Patiño School of Entrepreneurship, 27.5% more students met or exceeded math standards.\u003c/p>\n\u003cp>“We desire to learn from the schools that have made significant gains and dig deeper into the why of those who didn’t,” she said.\u003c/p>\n\u003cp>Fresno Unified’s neighbor, Clovis Unified, has some of the highest student achievement scores in the area.\u003c/p>\n\u003cp>With more than 40,000 students, 72.7% were at or above state standards for English language arts in 2019. By 2022, that percentage dropped to 66.2% and remained flat in 2023. In 2019, 58.7% of Clovis Unified’s students met or exceeded math standards, and in 2022, 49.3% did so. The nearly 2 percentage-point growth in math in 2023 puts the proficiency level at more than 51%.\u003c/p>\n\u003cp>Still, the numbers haven’t returned to their pre-pandemic proficiency levels.\u003c/p>\n\u003cp>“Some of our schools saw student achievement grow by anywhere from 15 to 22% at certain grade levels. We must now work together to replicate that level of achievement across every grade level and school in our district,” said Superintendent Corrine Folmer.\u003c/p>\n\u003cp>The pandemic’s impact persists, district spokesperson Kelly Avants said, citing continuing challenges to learning. They include, she said, “restoring classroom behavior expectations; re-developing the interpersonal relationships between students and between students and their teachers that equates to success in the classroom and facing the impact of decreases in attendance rates has on learning.”\u003c/p>\n\u003cp>\u003cem>EdSource reporters also contributed to this report: Diana Lambert, Lasherica Thornton, Mallika Seshadri and Zaidee Stavely.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11965181/california-student-test-scores-still-far-behind-pre-covid-levels-of-achievement","authors":["byline_news_11965181"],"categories":["news_31795","news_18540","news_8"],"tags":["news_30911","news_32200","news_27989","news_27660","news_31863"],"featImg":"news_11965199","label":"source_news_11965181"},"news_11960324":{"type":"posts","id":"news_11960324","meta":{"index":"posts_1591205157","site":"news","id":"11960324","score":null,"sort":[1694183434000]},"guestAuthors":[],"slug":"california-schools-struggle-to-deal-with-soaring-chronic-absenteeism","title":"California Schools Struggle to Deal With Soaring Chronic Absenteeism","publishDate":1694183434,"format":"standard","headTitle":"California Schools Struggle to Deal With Soaring Chronic Absenteeism | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>As a new school year gets underway in California, districts are desperately trying to lure thousands of missing, tardy and truant students back to the classroom in what many view as a pivotal moment for education in California.\u003c/p>\n\u003cp>In 2021–22, 30% of students in California’s public schools were chronically absent, an all-time high and more than three times the pre-pandemic rate. Advocates fear that unless schools can reverse the trend, so many students will fall behind that they may never catch up.\u003c/p>\n\u003cp>“This is a crisis, and it’s not going to change until we do everything we can to get kids back in school 100%,” said Heather Hough, director of Policy Analysis for California Education. “What we all fear is that this will become the new normal. … It is hard to overstate the importance of this issue, and it is absolutely a pivotal moment.”[pullquote size=\"medium\" align=\"right\" citation=\"Hedy Chang, executive director, Attendance Works\"]‘We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school. That needs to be the new normal.’[/pullquote]Before the pandemic, about 10% of students in California’s public schools missed at least 10% (or 18 days) in a school year, which the state defines as chronically absent. But COVID-related school closures, remote learning and quarantines have created a new habit for millions of families: optional, not mandatory, daily school attendance.\u003c/p>\n\u003cp>Even though California \u003ca href=\"https://www.cde.ca.gov/ls/ai/sb/#:~:text=California%20compulsory%20education%20law%20requires,Exam%20and%20obtained%20parental%20permission.\">law\u003c/a> requires all children ages 6 through 18 to attend school every day, nearly 2 million students were chronically absent in 2021–22, the most recent year data is available. Nearly every group of students had high rates of absenteeism, but the highest rates were among kindergartners. Kindergartners who are Black, Pacific Islander or have disabilities all had rates of 50% or higher.\u003c/p>\n\u003cfigure id=\"attachment_11960341\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg\" alt=\"Seven small children stand in line on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students line up on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ specific reasons for missing school are varied. Lack of transportation is among the most common reasons, but sometimes students have to look after younger siblings or go to work. In some cases, students stay home because they’re being bullied or don’t like their teachers. After COVID, some parents have become overly cautious about sending their children to school with minor ailments.\u003c/p>\n\u003cp>Personal connections have made all the difference at an elementary school in Salinas — thanks in part to a school secretary the students call “Miss Cathy.”[aside postID=\"mindshift_61166,mindshift_61278,news_11940901\" label=\"Related Stories\"]As students and their parents file into Loma Vista Elementary every morning, Catalina Cisneros greets them by name, gives them hugs and catches up in Spanish, the predominant language in that part of the city. Cisneros, a Salinas native, said she understands the struggles that families face as they raise their children while working long hours, sometimes starting their days at 4 a.m. in the nearby lettuce fields.\u003c/p>\n\u003cp>“I treat the parents how I’d like to be treated, with empathy and compassion,” said Cisneros, who started working at Loma Vista Elementary three years ago. “We have to, because we want the kids in school. The parents want their kids in school, too. They’re doing the best they can, and sometimes it’s hard. I get that.”\u003c/p>\n\u003cp>Absenteeism has myriad negative impacts. For students, they’re more likely to fall behind academically, drop out and not graduate. For schools, lower attendance means less revenue from the state, which bases its funding on how many students show up every day. For teachers, poor attendance means half-empty classrooms, with some students who are weeks or months behind their peers.\u003c/p>\n\u003cfigure id=\"attachment_11960342\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960342\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg\" alt=\"A woman wearing a dress and pink sweater embraces a child wearing a blue sweater and jeans on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Catalina Cisneros, secretary at Loma Vista Elementary School, gets a hug from a student on the first day of school in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There are legal implications, as well. In extreme cases, local district attorneys can get involved, citing and fining parents or students who persistently flout the mandatory attendance law.\u003c/p>\n\u003cp>Alarmed at the extent of the crisis, the Legislature is intervening. The Assembly recently asked Hough’s organization, Policy Analysis for California Education, to study the issue and come up with recommendations.\u003c/p>\n\u003cp>The findings could lead to legislation that would address the issue directly. A few possibilities include increased accountability at the local level, such as offering districts more incentives to get students back in class; better data collection; and broader efforts to make school a more attractive place for students to be.\u003c/p>\n\u003cp>In response to the pandemic, the state has already invested billions in initiatives aimed at boosting student engagement, including:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/ls/ex/elopinfo.asp\">After-school and summer programs\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/school-lunches/\">Improved school meals\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/eo/in/ts-communityschools.asp\">Community schools\u003c/a>, which offer social services to students, their families and others in the neighborhood.\u003c/li>\n\u003cli>\u003ca href=\"https://www.gov.ca.gov/2022/08/18/governor-newsom-unveils-new-plan-to-transform-kids-mental-health/\">Mental health\u003c/a> counselors, on-campus wellness centers and staff training on social-emotional learning.\u003c/li>\n\u003cli>\u003ca href=\"https://stnonline.com/special-reports/historic-california-budget-provides-more-funding-to-school-transportation-questions-remain/\">Expanded school bus services\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>It’s unclear how much impact these programs have had so far, or if they’ll survive once COVID relief funding expires or the state budget tightens. But in any case, the state needs to do more, said Assembly Budget Chair Phil Ting, a Democrat representing San Francisco.\u003c/p>\n\u003cp>“It’s worrisome that kids are still staying home from school in record numbers,” Ting said. “Our investments in universal school meals, after-school programs and home-to-school transportation have not been enough to bring students back.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ting said he’s hopeful that studying the issue will lead to solutions.\u003c/p>\n\u003cp>“When children don’t regularly attend class, they fall behind on their lessons, and they are more likely to drop out — some as early as kindergarten. The implications of a less-educated generation are great,” he said. “We need to understand why attendance is below pre-COVID levels, so that we can better direct state resources and education leaders where they’ll be most effective in re-engaging students.”\u003c/p>\n\u003cp>Absenteeism has been so high in the Salinas City Elementary District — approaching 40% last year — that the district convened a group of teachers, administrators, counselors and others to brainstorm how to get students back in the classroom. Among the steps is encouraging office staff to be friendly, welcoming and non-judgmental, even when students are late or absent for long periods. Another step is talking to the families and students who have struggled the most with attendance, and addressing the specific reasons they can’t get to school.\u003c/p>\n\u003cfigure id=\"attachment_11960336\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960336\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg\" alt=\"A small girl wearing a purple skirt and pink backpack walks with a bald man wearing a black shirt and camouflage pants in a crosswalk.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents walk their kids to school on the first day of classes at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In some cases, families said the bus pickup time was too early. So the district purchased a fleet of vans that could do shorter bus routes, allowing for later pickup times. Other families said their children didn’t want to go to school because they felt anxious or bullied, so the district connected students with counselors, tried to end the bullying and worked to improve the overall campus climate. Some students said they simply hate school, so the district arranged for them to transfer to a school that might be a better fit.\u003c/p>\n\u003cp>The efforts appear to be working. In 2021–22, the district’s chronic absenteeism rate was 38%, almost triple the pre-pandemic rate and well above the state average. By January, it had fallen to 29%, and last week it had fallen to 21%. Loma Vista, which had one of the district’s highest absenteeism rates — 46% in 2021–22 — saw its rate drop to just over 24% so far this school year.\u003c/p>\n\u003cp>The numbers are important, said Superintendent Rebeca Andrade, but students’ success is more important. The pandemic was particularly hard on the community, and families in the lower-income agricultural region have struggled to rebound.\u003c/p>\n\u003cp>“To see so many kids missing school — it wasn’t just frustrating. It was heartbreaking,” Andrade said. “School is supposed to be a safe place, and too many students were missing that. We knew we had to do something.”\u003c/p>\n\u003cfigure id=\"attachment_11960339\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960339\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg\" alt='A woman wearing a shirt with blue and white designs holds a book that reads \"Good Morning\" with illustrations in front of children.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher greets her students as they enter the classroom on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stemming absenteeism ultimately may be up to individual schools and staff, said Hedy Chang, executive director of the advocacy group Attendance Works.\u003c/p>\n\u003cp>For starters, health standards need to change, she said. Schools should promote better preventative care for students, but also convince parents that COVID is no longer a public health emergency and that children should not miss school “for every sniffle or tummy ache.”\u003c/p>\n\u003cp>But more importantly, school staff must work directly with families to address the specific reasons for absenteeism, taking into account language and cultural barriers, and build strong personal relationships with parents and students, she said.\u003c/p>\n\u003cfigure id=\"attachment_11960337\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960337\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg\" alt=\"Eight children sit in chairs on a playground with their hands on their heads facing a woman who is doing the same thing while standing.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher plays a game with students before an assembly on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school,” Chang said. “That needs to be the new normal.”\u003c/p>\n\u003cp>Maria Perez, a parent at Loma Vista, said she wakes up at 5:30 a.m. to get her fourth grade daughter to school in time to be at her job at a Castroville fruit distribution center by 8 a.m. It doesn’t help, she said, when her daughter oversleeps or doesn’t feel well.\u003c/p>\n\u003cp>“Sometimes it’s a challenge. I tell her, it’s going to be a good day, it’s alright, don’t worry,” Perez said. “It’s important she goes to school because I want her to meet people, to make friends, to learn, to be someone in life.”\u003c/p>\n\u003cp>Parent Leslie Naranjo, who dropped four of her six kids off at Loma Vista on a recent morning, said getting out the door every day can be a Herculean task. She hasn’t always been as punctual as she’d like to be, but she’s trying: She now puts out her kids’ clothes the night before, bought a shoe rack so they’re not constantly searching for lost shoes, and has them shower before bed instead of in the morning.\u003c/p>\n\u003cp>It’s all helped, she said, but it’s Miss Cathy’s smiles that have made the difference.\u003c/p>\n\u003cp>“When we come in, she always says, ‘Hi!’ She’s always so happy to see us,” Naranjo said. “The kids see she’s excited to be here, so they get excited. It works.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Nearly a third of K–12 students statewide were chronically absent in 2020–21, more than 3 times the pre-pandemic rate. Some school officials fear that pattern will become the new normal.","status":"publish","parent":0,"modified":1694129158,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1873},"headData":{"title":"California Schools Struggle to Deal With Soaring Chronic Absenteeism | KQED","description":"Nearly a third of K–12 students statewide were chronically absent in 2020–21, more than 3 times the pre-pandemic rate. Some school officials fear that pattern will become the new normal.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Schools Struggle to Deal With Soaring Chronic Absenteeism","datePublished":"2023-09-08T14:30:34.000Z","dateModified":"2023-09-07T23:25:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"nprByline":"\u003ca href=\"https://calmatters.org/author/carolyn-jones/\">Carolyn Jones\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11960324/california-schools-struggle-to-deal-with-soaring-chronic-absenteeism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a new school year gets underway in California, districts are desperately trying to lure thousands of missing, tardy and truant students back to the classroom in what many view as a pivotal moment for education in California.\u003c/p>\n\u003cp>In 2021–22, 30% of students in California’s public schools were chronically absent, an all-time high and more than three times the pre-pandemic rate. Advocates fear that unless schools can reverse the trend, so many students will fall behind that they may never catch up.\u003c/p>\n\u003cp>“This is a crisis, and it’s not going to change until we do everything we can to get kids back in school 100%,” said Heather Hough, director of Policy Analysis for California Education. “What we all fear is that this will become the new normal. … It is hard to overstate the importance of this issue, and it is absolutely a pivotal moment.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school. That needs to be the new normal.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Hedy Chang, executive director, Attendance Works","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Before the pandemic, about 10% of students in California’s public schools missed at least 10% (or 18 days) in a school year, which the state defines as chronically absent. But COVID-related school closures, remote learning and quarantines have created a new habit for millions of families: optional, not mandatory, daily school attendance.\u003c/p>\n\u003cp>Even though California \u003ca href=\"https://www.cde.ca.gov/ls/ai/sb/#:~:text=California%20compulsory%20education%20law%20requires,Exam%20and%20obtained%20parental%20permission.\">law\u003c/a> requires all children ages 6 through 18 to attend school every day, nearly 2 million students were chronically absent in 2021–22, the most recent year data is available. Nearly every group of students had high rates of absenteeism, but the highest rates were among kindergartners. Kindergartners who are Black, Pacific Islander or have disabilities all had rates of 50% or higher.\u003c/p>\n\u003cfigure id=\"attachment_11960341\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg\" alt=\"Seven small children stand in line on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_21.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students line up on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ specific reasons for missing school are varied. Lack of transportation is among the most common reasons, but sometimes students have to look after younger siblings or go to work. In some cases, students stay home because they’re being bullied or don’t like their teachers. After COVID, some parents have become overly cautious about sending their children to school with minor ailments.\u003c/p>\n\u003cp>Personal connections have made all the difference at an elementary school in Salinas — thanks in part to a school secretary the students call “Miss Cathy.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_61166,mindshift_61278,news_11940901","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>As students and their parents file into Loma Vista Elementary every morning, Catalina Cisneros greets them by name, gives them hugs and catches up in Spanish, the predominant language in that part of the city. Cisneros, a Salinas native, said she understands the struggles that families face as they raise their children while working long hours, sometimes starting their days at 4 a.m. in the nearby lettuce fields.\u003c/p>\n\u003cp>“I treat the parents how I’d like to be treated, with empathy and compassion,” said Cisneros, who started working at Loma Vista Elementary three years ago. “We have to, because we want the kids in school. The parents want their kids in school, too. They’re doing the best they can, and sometimes it’s hard. I get that.”\u003c/p>\n\u003cp>Absenteeism has myriad negative impacts. For students, they’re more likely to fall behind academically, drop out and not graduate. For schools, lower attendance means less revenue from the state, which bases its funding on how many students show up every day. For teachers, poor attendance means half-empty classrooms, with some students who are weeks or months behind their peers.\u003c/p>\n\u003cfigure id=\"attachment_11960342\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960342\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg\" alt=\"A woman wearing a dress and pink sweater embraces a child wearing a blue sweater and jeans on a playground.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_26.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Catalina Cisneros, secretary at Loma Vista Elementary School, gets a hug from a student on the first day of school in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There are legal implications, as well. In extreme cases, local district attorneys can get involved, citing and fining parents or students who persistently flout the mandatory attendance law.\u003c/p>\n\u003cp>Alarmed at the extent of the crisis, the Legislature is intervening. The Assembly recently asked Hough’s organization, Policy Analysis for California Education, to study the issue and come up with recommendations.\u003c/p>\n\u003cp>The findings could lead to legislation that would address the issue directly. A few possibilities include increased accountability at the local level, such as offering districts more incentives to get students back in class; better data collection; and broader efforts to make school a more attractive place for students to be.\u003c/p>\n\u003cp>In response to the pandemic, the state has already invested billions in initiatives aimed at boosting student engagement, including:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/ls/ex/elopinfo.asp\">After-school and summer programs\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://calmatters.org/education/k-12-education/2023/08/school-lunches/\">Improved school meals\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://www.cde.ca.gov/eo/in/ts-communityschools.asp\">Community schools\u003c/a>, which offer social services to students, their families and others in the neighborhood.\u003c/li>\n\u003cli>\u003ca href=\"https://www.gov.ca.gov/2022/08/18/governor-newsom-unveils-new-plan-to-transform-kids-mental-health/\">Mental health\u003c/a> counselors, on-campus wellness centers and staff training on social-emotional learning.\u003c/li>\n\u003cli>\u003ca href=\"https://stnonline.com/special-reports/historic-california-budget-provides-more-funding-to-school-transportation-questions-remain/\">Expanded school bus services\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>It’s unclear how much impact these programs have had so far, or if they’ll survive once COVID relief funding expires or the state budget tightens. But in any case, the state needs to do more, said Assembly Budget Chair Phil Ting, a Democrat representing San Francisco.\u003c/p>\n\u003cp>“It’s worrisome that kids are still staying home from school in record numbers,” Ting said. “Our investments in universal school meals, after-school programs and home-to-school transportation have not been enough to bring students back.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ting said he’s hopeful that studying the issue will lead to solutions.\u003c/p>\n\u003cp>“When children don’t regularly attend class, they fall behind on their lessons, and they are more likely to drop out — some as early as kindergarten. The implications of a less-educated generation are great,” he said. “We need to understand why attendance is below pre-COVID levels, so that we can better direct state resources and education leaders where they’ll be most effective in re-engaging students.”\u003c/p>\n\u003cp>Absenteeism has been so high in the Salinas City Elementary District — approaching 40% last year — that the district convened a group of teachers, administrators, counselors and others to brainstorm how to get students back in the classroom. Among the steps is encouraging office staff to be friendly, welcoming and non-judgmental, even when students are late or absent for long periods. Another step is talking to the families and students who have struggled the most with attendance, and addressing the specific reasons they can’t get to school.\u003c/p>\n\u003cfigure id=\"attachment_11960336\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960336\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg\" alt=\"A small girl wearing a purple skirt and pink backpack walks with a bald man wearing a black shirt and camouflage pants in a crosswalk.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_03.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents walk their kids to school on the first day of classes at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In some cases, families said the bus pickup time was too early. So the district purchased a fleet of vans that could do shorter bus routes, allowing for later pickup times. Other families said their children didn’t want to go to school because they felt anxious or bullied, so the district connected students with counselors, tried to end the bullying and worked to improve the overall campus climate. Some students said they simply hate school, so the district arranged for them to transfer to a school that might be a better fit.\u003c/p>\n\u003cp>The efforts appear to be working. In 2021–22, the district’s chronic absenteeism rate was 38%, almost triple the pre-pandemic rate and well above the state average. By January, it had fallen to 29%, and last week it had fallen to 21%. Loma Vista, which had one of the district’s highest absenteeism rates — 46% in 2021–22 — saw its rate drop to just over 24% so far this school year.\u003c/p>\n\u003cp>The numbers are important, said Superintendent Rebeca Andrade, but students’ success is more important. The pandemic was particularly hard on the community, and families in the lower-income agricultural region have struggled to rebound.\u003c/p>\n\u003cp>“To see so many kids missing school — it wasn’t just frustrating. It was heartbreaking,” Andrade said. “School is supposed to be a safe place, and too many students were missing that. We knew we had to do something.”\u003c/p>\n\u003cfigure id=\"attachment_11960339\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960339\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg\" alt='A woman wearing a shirt with blue and white designs holds a book that reads \"Good Morning\" with illustrations in front of children.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_12.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher greets her students as they enter the classroom on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stemming absenteeism ultimately may be up to individual schools and staff, said Hedy Chang, executive director of the advocacy group Attendance Works.\u003c/p>\n\u003cp>For starters, health standards need to change, she said. Schools should promote better preventative care for students, but also convince parents that COVID is no longer a public health emergency and that children should not miss school “for every sniffle or tummy ache.”\u003c/p>\n\u003cp>But more importantly, school staff must work directly with families to address the specific reasons for absenteeism, taking into account language and cultural barriers, and build strong personal relationships with parents and students, she said.\u003c/p>\n\u003cfigure id=\"attachment_11960337\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11960337\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg\" alt=\"Eight children sit in chairs on a playground with their hands on their heads facing a woman who is doing the same thing while standing.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/09/080923_School-Attendance_SN_CM_08.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A teacher plays a game with students before an assembly on the first day of school at Loma Vista Elementary School in Salinas on Aug. 8, 2023. \u003ccite>(Semantha Norris/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to create those deep connections, so every child knows that there’s an adult waiting with open arms to welcome them to school,” Chang said. “That needs to be the new normal.”\u003c/p>\n\u003cp>Maria Perez, a parent at Loma Vista, said she wakes up at 5:30 a.m. to get her fourth grade daughter to school in time to be at her job at a Castroville fruit distribution center by 8 a.m. It doesn’t help, she said, when her daughter oversleeps or doesn’t feel well.\u003c/p>\n\u003cp>“Sometimes it’s a challenge. I tell her, it’s going to be a good day, it’s alright, don’t worry,” Perez said. “It’s important she goes to school because I want her to meet people, to make friends, to learn, to be someone in life.”\u003c/p>\n\u003cp>Parent Leslie Naranjo, who dropped four of her six kids off at Loma Vista on a recent morning, said getting out the door every day can be a Herculean task. She hasn’t always been as punctual as she’d like to be, but she’s trying: She now puts out her kids’ clothes the night before, bought a shoe rack so they’re not constantly searching for lost shoes, and has them shower before bed instead of in the morning.\u003c/p>\n\u003cp>It’s all helped, she said, but it’s Miss Cathy’s smiles that have made the difference.\u003c/p>\n\u003cp>“When we come in, she always says, ‘Hi!’ She’s always so happy to see us,” Naranjo said. “The kids see she’s excited to be here, so they get excited. It works.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11960324/california-schools-struggle-to-deal-with-soaring-chronic-absenteeism","authors":["byline_news_11960324"],"categories":["news_18540","news_8"],"tags":["news_28367","news_30911","news_31231","news_20517"],"affiliates":["news_18481"],"featImg":"news_11960340","label":"news_18481"},"news_11955366":{"type":"posts","id":"news_11955366","meta":{"index":"posts_1591205157","site":"news","id":"11955366","score":null,"sort":[1689108759000]},"guestAuthors":[],"slug":"california-moves-closer-to-passing-new-guidelines-for-teaching-math","title":"California Moves Closer to Passing New Guidelines for Teaching Math","publishDate":1689108759,"format":"standard","headTitle":"California Moves Closer to Passing New Guidelines for Teaching Math | KQED","labelTerm":{},"content":"\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.[pullquote size='medium' align='right' citation=\"Kyndall Brown, executive director, California Mathematics Project Statewide Office\"]‘The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement.’[/pullquote]Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.[aside label=\"More Education Stories\" tag=\"education\"]Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’[/pullquote]Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”[aside label=\"Related Stories\" tag=\"california-schools\"]School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more.’[/pullquote]“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.[pullquote size='medium' align='right' citation=\"Tom Loveless, education researcher\"]‘The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem.’[/pullquote]Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The State Board of Education is expected to pass the latest, clearer version, though critics are still not mollified.","status":"publish","parent":0,"modified":1689108759,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3768},"headData":{"title":"California Moves Closer to Passing New Guidelines for Teaching Math | KQED","description":"The State Board of Education is expected to pass the latest, clearer version, though critics are still not mollified.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Moves Closer to Passing New Guidelines for Teaching Math","datePublished":"2023-07-11T20:52:39.000Z","dateModified":"2023-07-11T20:52:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","nprByline":"John Fensterwald ","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11955366/california-moves-closer-to-passing-new-guidelines-for-teaching-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Kyndall Brown, executive director, California Mathematics Project Statewide Office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More Education Stories ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","tag":"california-schools"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Tom Loveless, education researcher","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11955366/california-moves-closer-to-passing-new-guidelines-for-teaching-math","authors":["byline_news_11955366"],"categories":["news_18540","news_8"],"tags":["news_25612","news_32904","news_30911","news_20013","news_18362","news_32903"],"featImg":"news_11955400","label":"source_news_11955366"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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