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  • Lerner Publishing Group Launches Dr. Gholdy Muhammad’s Genius and Joy Curriculum

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    MINNEAPOLIS, MN—Lerner Publishing Group, a leading publisher of K-12 educational materials, is proud to announce the launch of Dr. Gholdy Muhammad’s groundbreaking Genius and Joy curriculum in Summer 2026. This new, all-in-one supplemental curriculum for Grades K–5 is grounded in Dr. Muhammad’s Five Pursuits Framework, a research-based educational model that enhances student engagement and intellectual growth.

    Within her research and scholarship in literacy development, English education and writing instruction, and culturally responsive pedagogies, Dr. Muhammad posed the question, “What if the purpose of schools and curriculum was to recognize and elevate the genius and joy of teachers and students?” The result is the Genius and Joy curriculum. This innovative curriculum prioritizes academic rigor by developing literacy skills, building subject area knowledge and centering students’ learning experience on joy. The curriculum is deep in content and thought while also practical and easy for teachers to use.

    Dr. Gholdy Muhammad’s Five Pursuits framework of Identity, Skills, Intellect, Criticality, and Joy is a research-based instructional approach that enhances student engagement and achievement by focusing on literacy, identity development, and historical awareness. Its impact is evident in the Lemon Grove School District in California, where implementation of the framework has led to measurable gains: Black and African American students have consistently increased their academic achievement, even surpassing the overall student population in English Language Arts proficiency. Additionally, Multilingual Learners (MLLs) in the district have experienced a tripling in reclassification rates, reflecting the effectiveness of equity-centered, data-informed practices that align with the framework’s core tenets. Schools and districts across forty-three states have implemented the Five Pursuits Framework into their instructional practices, and have been clamoring for an official curriculum.

    “I wanted teachers to see curriculum as the stories we teach and tell, as the world around us, and as the legacy that we leave in the lives of our children,” said Dr. Gholdy Muhammad. “It is my hope that this curriculum is a genius and joy experience for youth and teachers alike. We all deserve a comprehensive curricular experience.”

    The Genius and Joy Curriculum

    • Celebrates Joy in Teaching and Learning: The Genius and Joy Curriculum provides easy-to-implement approaches and strategies that include space within the learning experience where students can live out and discover their fullest potential. Joy is a safe and creative space to be free—free to learn, free to dream, and free to be.
    • Recognizes the Genius Within Every Child: Through powerful stories and dynamic activities, every lesson is designed to spark curiosity, encourage inquiry, and build students’ confidence in their own unique brilliance.
    • Elevates Learning Through the Five Pursuits: Through innovative pedagogy, students explore more than simple skill building. The five pursuits—identity, skills, intellect, criticality, and joy—of the HILL model are intended to teach the whole student and honor the goals of genius and joy.

    “We know that true learning happens when students see themselves in the material, feel their voices are valued, and are encouraged to think critically about the world around them,” said Adam Lerner, Publisher and CEO of Lerner Publishing Group. “We are proud to partner with Dr. Gholdy Muhammad on Genius and Joy to create an environment where students can not only excel academically, but also engage with Lerner’s award-winning books in ways that help them grow as whole individuals.”

    Genius and Joy will be available for purchase through Lerner Publishing Group starting Summer 2026. The curriculum will be accompanied by professional development resources to help educators implement the framework effectively, ensuring that the values of joy and academic excellence reach students in classrooms across the country.

    For more information about Genius and Joy visit geniusandjoycurriculum.com.

    Click here to watch Dr. Gholdy Muhammad’s webinar Celebrate the Genius and Joy of Every Student in Your Classroom.

    About Dr. Gholdy Muhammad
    Dr. Gholnecsar (Gholdy) Muhammad is the John Corbally Endowed Professor of Literacy, Language, and Culture at the University of Illinois Chicago. She has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad’s scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling books, Cultivating Genius and Unearthing Joy. She also co-authored the book, Black Girls’ Literacies. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022, 2023, 2024 and 2025, she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. In the fall of 2026, her first curriculum, entitledGenius and Joy, will be available to schools and educators.

    About Lerner Publishing Group™Lerner Publishing Group™ creates high-quality fiction and nonfiction for children and young adults. Founded in 1959, Lerner Publishing Group is one of the nation’s largest independent children’s book publishers with seventeen imprints and divisions: Carolrhoda Books®, Carolrhoda Lab®, Darby Creek™, ediciones Lerner, First Avenue Editions™, Gecko Press™, Graphic Universe™, Kar-Ben Publishing®, Lerner Publications, LernerClassroom™, Lerner Digital™, Millbrook Press™, Soaring Kite Books, Sundance Newbridge, Twenty-First Century Books™, Zest Books™, and Lerner Publisher Services™. For more information, visit www.lernerbooks.com or call 800-328-4929.                                  

    eSchool News Staff
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  • Teaching might be synchronous, but learning is always happening asynchronously

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    The bell rings at 10:00 a.m. A teacher begins explaining quadratic equations. Some students lean forward, pencils ready. Others stare at the clock. A few are still turning yesterday’s lesson over in their minds. On the surface, it’s a standard, well‑planned class period. But here’s the catch: Learning doesn’t always happen on schedule.

    Think about your own class last week. Did every student learn exactly what you were teaching? Or did some of them circle back a day or two later with new questions, fresh insights, or sudden understanding?

    Across the country, laws and regulations attempt to define and balance synchronous and asynchronous instruction. Some states fund schools based on seat time, measuring how long students sit in classrooms or log into live online sessions. Here in Indiana, recent legislation even limits the number of e‑learning days that can be asynchronous, as if too many days without live teaching would somehow shortchange students. These rules were written with the best of intentions–ensuring students are engaged, teachers are available, and learning doesn’t slip through the cracks.

    Over time, “asynchronous instruction” has picked up a troubling reputation, often equated with the idea of no teaching at all–just kids simply poking through a computer on their own. But the truth is far more nuanced. The work of teaching is so difficult precisely because all learning is, at its core, asynchronous. The best teachers understand the enormous variance in readiness within any group of students. They know some learners grasp a concept immediately while others need more time, multiple exposures, or a completely different entry point. Giving them space beyond the live moment is often exactly what allows learning to take hold.

    Devoting resources to well-designed asynchronous learning, such as recorded lectures available for rewatch, self-paced learning modules, project-based activities, and educational games, allows students to immerse themselves in instructional materials and gain a better understanding of content on their terms. Instead of helping students catch up during class time, teachers can focus on whole-group instruction and a deeper analysis of curriculum content.

    When we’re measuring butts in seats or time in front of a screen with an instructor on the other end, live, we’re measuring what’s easy to measure, not what’s important. Real student engagement happens in the head of the learner, and that is far harder to quantify.

    That’s why I can’t help but wonder if some of these mandates, while well‑intentioned, actually get in the way of real learning, pushing schools to comply with a regulation rather than focus on the conditions that actually help students grow.

    What if, instead of focusing so much on the ratio of synchronous to asynchronous minutes, we asked a better question: Are students being given the time, space, and support to truly learn? Are we creating systems that allow them to circle back and show growth when they’re ready, not just when the bell rings? As an administrator, I know our district is still figuring out the complexities of putting these goals into practice.

    Instead of tying funding and accountability to time in a seat, imagine tying it to evidence of growth. Imagine policies that encourage schools to document when and how students show understanding, no matter when it happens. Imagine giving educators the freedom to design opportunities for students to revisit, rethink, and re‑engage until the learning truly sticks.

    The teaching might be synchronous. But the learning is always happening asynchronously, and if we can shift our policies, practices, and mindsets to honor that truth, we can move beyond compliance and toward classrooms where students have every chance to succeed.

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    George Philhower, Ed.D., Eastern Hancock Schools

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  • How one school reimagined learning spaces–and what others can learn

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    When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.

    Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.

    Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.

    Putting students first

    As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.

    My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.

    Spaces that do more

    From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.

    Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.

    Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.

    Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.

    Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.

    Supporting teachers through change

    For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.

    The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.

    A partnership that mattered

    No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.

    They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.

    Immediate and lasting impact

    The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.

    Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.

    Looking ahead

    The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.

    For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.

    As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.

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    Beth Stone, Collegedale Academy

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  • Managing your digital footprint: Tips for online privacy

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    EVEN WEBSITES, WE SEARCH ONLINE. WE’RE ALL LEAVING BEHIND A DIGITAL FOOTPRINT TO CREATE THAT DATA. PRETTY EASY TO ERASE. IT CAN BE REALLY TOUGH, AND THAT TRAIL OF DATA CAN BE USED AGAINST YOU. WESH TWO MEREDITH MCDONOUGH SHOWS US HOW WE CAN CLEAN UP OUR ONLINE FOOTPRINT AND THE THREE THINGS WE SHOULD NEVER LEAVE ONLINE. YOUR DIGITAL FOOTPRINT. IT’S THE TRAIL WE LEAVE BEHIND ONLINE. FROM POSTS AND PURCHASES TO EMAILS WE SEND AND WEBSITES WE VISIT. I THINK WHEN WE SIGNED UP FOR SOCIAL MEDIA, WE WE ALL TOOK AN EXCHANGE. WE WE EXCHANGED OUR PRIVACY FOR THE COMFORT OF CONNECTION. IS THIS POSSIBLE IN TODAY’S DAY AND AGE TO EXTRACT YOURSELF ONLINE? JOSH HAMMONDS IS THE CHAIR OF THE COMMUNICATIONS DEPARTMENT AT ROLLINS COLLEGE. HE TEACHES HIS STUDENTS THE IMPORTANCE OF INTENTIONAL POSTING. AND SO WE’VE TALKED ABOUT BEFORE THAT I POSTED THAT. LET ME SEE IF I CAN DELETE THAT POST OR TAKE THAT DOWN. YOU MIGHT BE ABLE TO, BUT YOU DON’T KNOW IF SOMEBODY’S NOT GOING TO SCREENSHOT THAT OR PUT THAT SOMEWHERE ELSE. AND SO ANYTHING THAT YOU POST ON TWITTER OR ANY KIND OF FEED THAT YOU POST, THERE’S SOMEBODY THAT MIGHT BE CAPTURING THAT DIGITAL FOOTPRINT. ONE OF HIS UPPERCLASSMEN GETS THE MESSAGE LOUD AND CLEAR. I THINK THAT WHEN YOU’RE POSTING YOURSELF NOWADAYS, YOU HAVE TO BE, LIKE, VERY CAUTIOUS BECAUSE EVERYBODY CAN SEE IT. EVERYBODY CAN LIKE, COMMENT, POST, SHARE. FOR THIS GENERATION, THEY ALSO HAVE TO REMIND THEIR PARENTS OF WHAT NOT TO POST. I DON’T REALLY WANT LIKE FUTURE EMPLOYERS, LIKE GOING INTO SOCIAL MEDIA PAGES AND THE POSTS THAT THEY SEE ARE FROM WHEN I WAS 15 YEARS OLD. SO WHEN IT COMES TO DELETING YOUR DIGITAL FOOTPRINT, CAN YOU REALLY DO IT? CAN YOU GET RID OF YOUR PICTURES AND YOUR POSTS AND YOUR PERSONAL INFORMATION? AND WHAT DOES IT ENTAIL? IT BECOMES A HUGE MANAGEMENT PROCESS. AND SO, YOU KNOW, IF YOU’VE GOT SOMETHING THAT’S THAT’S NEGATIVE, THAT’S THAT’S ONLINE, YOU’VE GOT TO HIRE A COMPANY TO TRY TO RE SORT OF MANAGE YOUR IDENTITY. I SPOKE TO THE OWNER OF ONE OF THOSE COMPANIES, HARRY MCGINNES, THE FOUNDER AND CEO OF PRIVACY B IS A NATIONAL COMPANY OUT OF GEORGIA. THEY MAP OUT YOUR DIGITAL FOOTPRINT AND THEN REACH OUT TO ALL THE COMPANIES YOU’VE BEEN IN CONTACT WITH AND ASK THAT YOUR POST BE TAKEN DOWN AND YOUR PERSONAL INFORMATION REMOVED. THE DATA BROKERS ARE COMPANIES THAT THEIR PRIMARY REVENUE SOURCE IS BUYING AND SELLING PII OR PERSONALLY IDENTIFIABLE INFORMATION. THESE COMPANIES CRUNCH ALL THE NUMBERS THEY BUY AND SELL YOUR CELL PHONE NUMBER, YOUR HOME ADDRESS, YOUR BIRTHDAY, YOUR YOUR SPOUSE’S INFORMATION, ALL EVERYTHING THEY CAN GET THEIR HANDS ON. HARRY SAYS THERE ARE THREE THINGS YOU NEED TO GET OFF THE INTERNET YOUR CURRENT ADDRESS, YOUR PHONE NUMBER, AND YOUR EMAIL. SO YOUR DIGITAL FOOTPRINT MATTERS. NOT ONLY YOUR CURRENT INFORMATION, BUT THE OLD INFORMATION. BECAUSE DATA BROKERS ARE EXPERTS AT WEAVING TOGETHER DISPARATE PIECES OF DATA AND CONNECTING IT TO PAINT THE STORY OF WHO YOU ARE. MEREDITH MCDONOUGH WESH TWO NEWS. AND YOU CAN PUT IN THE ELBOW GREASE AND DO YOUR BEST TO DELETE YOUR POSTS AND ONLINE FOOTPRINT, OR PAY ABOUT $200 A YEAR TO HAVE A COMPANY WORK ON DELETING YOUR DATA FOR YOU. BUT KEEP IN MIND THERE ARE SOME GOVERNMENT DOCUMENTS THAT CANNOT

    As digital footprints become increasingly difficult to erase, experts are emphasizing the importance of managing one’s online presence to protect privacy. From social media posts to websites visited, every action leaves a trail collecting your data. Josh Hammonds, chair of the communications department at Rollins College, said, “I think when we signed up for social media, we all took an exchange. We exchanged our privacy for the comfort of connection.” Hammonds teaches his students the importance of intentional posting, noting that even if a post is deleted, it might have been captured by someone else.Denathany Cerpa, one of Hammonds’ students, understands the need for caution, saying, “I think that when you’re posting yourself nowadays, you have to be, like, very cautious because everybody can see it. Everybody can like, comment, post, share.” Cerpa also highlights the importance of reminding parents what not to post, expressing concern that future employers may access old social media posts.The process of deleting one’s online presence can be complex, often requiring professional help.”And so, you know, if you’ve got something that’s, that’s negative, that’s that’s online, you’ve got to hire a company to try to re-sort of manage your identity,” Hammonds said.”Data brokers are companies that their primary revenue source is buying and selling PII or personally identifiable information,” said Harry Maugans, founder and CEO of Privacy Bee, a company that specializes in managing digital footprints. “These companies crunch all the numbers — they buy and sell your cellphone number — your home address, your birthday — your spouse’s information — everything they can get their hands on.”Maugans advises removing three key pieces of information from the internet: your current address, phone number, and email. “So your digital footprint matters — not only your current information but the old information because data brokers are experts at weaving together pieces of data and connecting it to paint the story of who you are,” he said.He emphasized the importance of cleaning up digital footprints to protect against those with bad intent.Individuals can attempt to delete their online presence themselves or pay approximately $200 a year for a company to manage their data removal. However, some government documents, such as tax records, cannot be removed from the internet.

    As digital footprints become increasingly difficult to erase, experts are emphasizing the importance of managing one’s online presence to protect privacy.

    From social media posts to websites visited, every action leaves a trail collecting your data.

    Josh Hammonds, chair of the communications department at Rollins College, said, “I think when we signed up for social media, we all took an exchange. We exchanged our privacy for the comfort of connection.”

    Hammonds teaches his students the importance of intentional posting, noting that even if a post is deleted, it might have been captured by someone else.

    Denathany Cerpa, one of Hammonds’ students, understands the need for caution, saying, “I think that when you’re posting yourself nowadays, you have to be, like, very cautious because everybody can see it. Everybody can like, comment, post, share.”

    Cerpa also highlights the importance of reminding parents what not to post, expressing concern that future employers may access old social media posts.

    The process of deleting one’s online presence can be complex, often requiring professional help.

    “And so, you know, if you’ve got something that’s, that’s negative, that’s that’s online, you’ve got to hire a company to try to re-sort of manage your identity,” Hammonds said.

    “Data brokers are companies that their primary revenue source is buying and selling PII or personally identifiable information,” said Harry Maugans, founder and CEO of Privacy Bee, a company that specializes in managing digital footprints. “These companies crunch all the numbers — they buy and sell your cellphone number — your home address, your birthday — your spouse’s information — everything they can get their hands on.”

    Maugans advises removing three key pieces of information from the internet: your current address, phone number, and email.

    “So your digital footprint matters — not only your current information but the old information because data brokers are experts at weaving together pieces of data and connecting it to paint the story of who you are,” he said.

    He emphasized the importance of cleaning up digital footprints to protect against those with bad intent.

    Individuals can attempt to delete their online presence themselves or pay approximately $200 a year for a company to manage their data removal.

    However, some government documents, such as tax records, cannot be removed from the internet.

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  • More California students than ever are heading out of state for college. Here’s why

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    Javier Perez, a senior at Benjamin Franklin Senior High School in Highland Park, dreams of studying computer science at Dartmouth College.

    “For me, it’s really important to be surrounded by the right people,” said Perez, who earlier this year spent two days on the New Hampshire campus during a spring college tour and said he felt a “genuine connection” with the people he met. Plus, he likes cold weather.

    He’s hardly alone. A Public Policy Institute of California report released this month found that the share of college-bound California high school graduates enrolling in out-of-state colleges has nearly doubled in the last two decades, rising from 8.5% in 2002 to 14.6% in 2022.

    West Coast and Southwest colleges in particular seek out students in population-rich California in their recruitment efforts. Making the move more enticing is that many public universities participate in a program offering Californians discounted tuition at public colleges in the West.

    In 2022, nearly 40,000 California high school grads enrolled in out-of-state colleges, roughly a third of whom flocked to Arizona, Oregon or New York, the researchers found in their analysis of enrollment data from the National Center for Education Statistics. In 2002, the number was closer to 15,000.

    In Arizona, the most popular universities included Arizona State University, Grand Canyon University — known for its online programs — and the University of Arizona. Oregon State University drew the highest number of Californians in that state.

    California grads who moved to New York for college were drawn to smaller, competitive private liberal arts colleges, usually with heftier tuitions than California’s public universities. Because of limitations in national enrollment data, the study couldn’t account for scholarships, making it hard to determine whether the California students were choosing out-of-state options because of financial aid incentives.

    The researchers found that most students leaving California attend colleges less selective on average than the competitive University of California system. About half attend colleges more selective than the California State University system, which will soon automatically admit students who meet requirements at 16 of its campuses.

    Lynda McGee, a recently retired Los Angeles Unified School District college counselor who spent more than two decades at Downtown Magnets High School, said she sees the trend as a positive development. She said she often urged students to look beyond California, as she felt out-of-state campuses would expose them to a more diverse range of people and experiences.

    Arizona State, the University of Arizona and Oregon State have strong name recognition, actively recruit in California and feel less intimidating to students because they’re relatively close to home, she said. Oregon State’s athletics programs are a particular draw.

    Under the right conditions, and after taking into account financial aid or merit-based scholarships, private colleges can sometimes end up costing less than a California public university, said Erica Rosales, executive director of College Match, a mentoring program for low-income students in Los Angeles.

    “For a low-income, first-generation student, a private institution that meets full need without loans is often the most affordable and most supportive option available,” Rosales said in an email.

    Rosales, who has spent nearly two decades helping students navigate the college admissions process, noted that Cal Grant income ceilings leave out some middle-class families unable to afford to send their children to a UC or CSU campus. Financial aid at CSU campuses typically covers tuition, not room and board, according to Rosales.

    The promise of full financial-need coverage is why Perez, who grew up in Guatemala and immigrated to the U.S. three years ago, is aiming to attend a private liberal arts college. He learned about his options through College Match. The program funded a two-week East Coast college tour this year and provided him with a laptop for his applications.

    Javier Perez, 18, takes public transit to a library. His three-hour round-trip commute to and from school involves a bike ride, two trains and a bus.

    (Kayla Bartkowski / Los Angeles Times)

    Perez said leaving California would enable him to experience life in a small college town surrounded by nature. He’d like to spend his days focusing on his studies instead of commuting to school. His current commute from his Koreatown home to his Highland Park campus takes three hours round-trip, and involves a bike ride, two trains and a bus.

    Perez, an ambitious programmer who leads his school’s competitive robotics team, intends to apply to 22 colleges, including Stanford University, Caltech and a handful of UCs and CSUs.

    But his hopes are set on moving to the East Coast, as reflected by many of the schools on his list: Middlebury College, Boston College, Bowdoin College, Columbia University, Brown University and his dream school, Dartmouth College.

    “I just want to explore as much as I can in my college life,” Perez said.

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    Iris Kwok

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  • Will California’s new K-12 antisemitism law make up for Trump’s civil rights cuts?

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    At a time when the federal government is dismantling civil rights protections in K-12 schools, California is expanding them — although some wonder how far the state will go to combat discrimination in schools.

    A new law, signed by Gov. Gavin Newsom last month, creates an Office of Civil Rights within the California Department of Education. The office will have a staff of at least six, including an antisemitism coordinator, who will educate school districts about the harms of bias and investigate discrimination complaints.

    “I think it’s a good idea and the state of California will pull it off. The risks are small and the possibility for good is large,” said Gary Orfield, co-director of the Civil Rights Project at UCLA. “But for it to be successful, it has to have real responsibility and real power.”

    The new law stems from a surge in antisemitic incidents in California last year following the Oct. 7, 2023 attacks in Israel and the ensuing war in Gaza. Authored by Assemblymember Rick Chavez Zbur (D-Los Angeles) and Assemblymember Dawn Addis (D-Morro Bay), the law is intended to eliminate anti-Jewish and other bias in the classroom and ensure that students of all ethnicities and religions feel protected.

    But the road to Newsom’s desk was not smooth. The bill faced tough opposition from the California Teachers Assn. , the state’s largest teachers union, which argued that the law would limit teachers’ right to free speech by curbing their ability to discuss the conflict in Gaza or other topical issues. The union declined to comment for this article.

    Zbur, who was among the law’s authors, said the new Office of Civil Rights and the antisemitism coordinator are not intended to punish teachers. The idea, he said, is to help schools stamp out bullying, discrimination and other acts targeting specific groups of students.

    “The idea that this law is about policing is hogwash,” Zbur said. “It’s intended to be productive, to provide districts with resources so they can prevent students from being harmed in school.”

    Federal layoffs and closures

    Discrimination has long been illegal in California schools. Individuals who feel they’ve been discriminated against can file complaints with the state’s Civil Rights Department or with their local school district. But much K-12 anti-discrimination enforcement has fallen on the federal government’s Office of Civil Rights. Created in the mid-1960s, the office investigates complaints about a range of issues, such as school segregation, unfair discipline practices and whether students with disabilities or English learners are receiving the services they’re entitled to.

    In March, the Trump administration announced it was laying off nearly half of the U.S. Department of Education workforce and closing numerous branches of the Office of Civil Rights, including the one in California. That’s meant a steep decline in the number of cases and long delays for those the office investigates. In the three months after the Department of Education cuts, for example, the office received nearly 5,000 complaints but investigated only 309.

    On Tuesday, the Department of Education went even further, spinning off some of the agency’s largest responsibilities to other federal departments — including much of the administration of elementary and high school funding. Project 2025, the Heritage Foundation’s conservative vision for the country that so far Trump has followed, calls for the Office of Civil Rights to become part of the Department of Justice and for it to “reject gender ideology and critical race theory.”

    The U.S. Department of Education didn’t respond to a request for comment.

    ‘Cutting off funding, that’s what works’

    California’s new Office of Civil Rights will have a director and several coordinators who will oversee anti-discrimination cases based on race and ethnicity, gender, sexual orientation and religion. The director and anti-discrimination coordinators will be appointed by the governor and confirmed by the Legislature, likely after Jan. 1.

    The office will provide schools with materials about preventing discrimination, and work with districts that have been the subject of complaints from students, families or the public. In serious cases, the office will recommend more intensive assistance to the state Department of Education to correct problems. For districts that persistently flout anti-discrimination laws, “the department may use any means necessary to effect compliance,” according to laws already in place. That may include cutting funding for textbooks or other materials found to be discriminatory.

    The office will also submit an annual report to the Legislature on the overall picture of discrimination in schools, including the number of complaints, how they were resolved, and their outcomes.

    But to be successful, the office will have to be nonpartisan, transparent and fair, Orfield said. Cases against a school should include strong evidence, and schools should have the opportunity to defend themselves and appeal a verdict if they believe it was wrongly issued.

    And the office should not shy away from cutting funds to schools that don’t comply, he said. In the 1960s and ‘70s, the federal Office of Civil Rights cut funds to more than 100 schools in the South that refused to desegregate — a move that may have been the only way to force compliance, Orfield said.

    “Cutting off funding, that’s what works,” he said. “Although if you’re going to have sanctions, there must be due process.”

    Photo ops and reports?

    Mark Rosenbaum, senior special counsel for strategic litigation for the public interest law firm Public Counsel, agreed that enforcement will be the key to whether the new office is effective.

    “If the office just issues reports and does photo ops, we don’t need another one of those,” Rosenbaum said. “The issue is whether or not they can enforce these rights across the board.”

    He’d also like to see the office take a more proactive approach instead of only responding to individuals’ complaints. Education itself, he said, is a civil right, and too many students are not receiving the high-quality lessons in safe, well-equipped schools that they’re entitled to.

    Still, he’s happy to see the office get off the ground, particularly in light of the federal cuts to civil rights enforcement.

    “There’s an urgency for California to fill a void,” Rosenbaum said. “It should have happened decades ago, but it’s a good start.”

    Jones is a reporter for CalMatters.

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    Carolyn Jones

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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

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    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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    ESchool Media Contributors

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  • Why outrage is erupting over Trump plan to exclude nursing from ‘professional’ designation

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    WASHINGTON — A coalition of nursing and other healthcare organizations are outraged over a Trump administration proposal that could limit access to federal loans for some students pursuing graduate degrees, because the government would no longer label their studies as “professional” programs.

    Without such a U.S. Department of Education designation, students pursuing graduate degrees in nursing and at least seven other fields, including social work and education, would face tighter federal student loan limits.

    The revamp is part of Trump’s “Big Beautiful Bill” passed by Congress, and is prompting anger and confusion, particularly among nurses who are lashing out online. Some social media posts have amplified inaccurate information about the changes — leading the Education Department to issue a “Myth vs. Fact” explainer on the proposed modifications.

    But it has done little to quell the furor. Nurses and others affected not only oppose potential limits on educational borrowing to advance their careers, but perceive the move as a semantic insult that disrespects the intense training that is required to achieve their professional credentials.

    One Instagram user — a self-described registered nurse with more than 250,000 followers on the platform — said that she had planned to attend graduate school to become a nurse practitioner, but the proposed loan caps may put that out of reach. “They don’t want us to continue our education,” she said. “They want women to be barefoot and pregnant.”

    Susan Pratt, a nurse who is also president of a union representing nurses in Toledo, Ohio, called the move “a smack in the face.”

    “During the pandemic, the nurses showed up, and this is the thanks we get,” she said.

    The Education Department did not respond to a request for comment about the proposed rule changes. But its explainer said that “progressive voices” had “been fear mongering” about the changes and spreading “misinformation.”

    The Trump administration has said limits on graduate school loans are needed to reduce tuition costs and believes that capping student loans will push universities charging higher-than-average tuition to look at lowering rates.

    What counts as a ‘professional’ program

    While graduate students could previously borrow loans up to the cost of their degree, the new rules would set caps depending on whether the degree is considered a graduate or professional program. For program without a “professional” designation, students would be limited to borrowing $20,500 a year and up to $100,000 total.

    Students in a designated professional program would be able to borrow $50,000 a year and up to $200,000 in total.

    To define what counts as a professional program, the department turned to a 1965 law governing student financial aid. The law includes several examples of professional degrees but says it isn’t an exhaustive list. The Trump administration’s proposal, by contrast, says only the degrees spelled out in the new regulation can count as professional programs.

    The Education Department would define the following fields as professional programs: pharmacy, dentistry, veterinary medicine, chiropractic, law, medicine, optometry, osteopathic medicine, podiatry and theology.

    Left out are nursing, physical therapy, dental hygiene, occupational therapy and social work — as well as fields outside of healthcare such as architecture, education, and accounting.

    One in six of the nation’s registered nurses held a master’s degree as of 2022, according to the American Assn. of Colleges of Nursing.

    The federal fact sheet noted that a “professional degree” is merely an internal definition it uses “to distinguish among programs that qualify for higher loan limits.” It is “not a value judgement about the importance of programs … It has no bearing on whether a program is professional in nature or not.”

    The federal rules would take effect in July, but can still be changed by the Education Department after a public comment period.

    Nursing leaders decry the change

    Jennifer Mensik Kennedy, president of the American Nurses Assn., decried the proposed changes, saying they would widen an already painful shortfall of advanced practice nurses — whose roles require graduate degrees. Among them are nurse practitioners, who are able to diagnose illnesses and write prescriptions.

    “Nurse practitioners provide the largest amount of primary care services in the United States,” she said. “We have a primary care shortage right now. And we’re going to continue [to have one]. Now we’re not going to fully allow nurse practitioners to get the funding they need.”

    Kennedy said the new rules would exacerbate the California and nationwide nursing shortage because in most cases a doctoral degree is required to teach other nurses.

    “We are short over 2,000 nursing faculty in the United States,” she said. “So this has a downward spiral effect.”

    But the Education Department’s “Myth vs. Fact” sheet, released Monday, argued that its data shows that “95% of nursing students borrow below the annual loan limit and therefore are not affected by the new caps.”

    “Further, placing a cap on loans will push the remaining graduate nursing programs to reduce their program costs, ensuring that nurses will not be saddled with unmanageable student loan debt,” the department said.

    Kennedy said it would be very difficult for graduate nursing programs to cut costs, because of their focus on hands-on training. “I’m not quite sure where the schools in nursing are supposed to cut, because the faculty are already underpaid, and those workloads are at a point where it’s keeping the public safe training new nurses,” she said.

    Lin Zhan, dean of the UCLA Joe C. Wen School of Nursing, said the proposed changes are “deeply concerning” and urged policymakers to reject them.

    “We cannot afford to create barriers that limit entry and growth in this essential profession and any policy changes must prioritize expanding access and enabling professional nurses to practice with knowledge and compassion,” Zhan said. “Graduate-prepared nurses play a critical role across health care. … Their expertise is vital, especially as care becomes more complex and patient needs grow.”

    A coalition of healthcare organizations has also urged the Education Department to change course and noted that fields being excluded are largely filled by women. According to a U.S. Census Bureau report in 2019, women made up about three-fourths of the full-time, year-round healthcare workers in the U.S. and accounted for a much higher share in jobs such as dental and medical assistants.

    Deborah Trautman, president of American Assn. of Colleges of Nursing, said in a statement to The Times that “reducing the federal student loan limit for nurses pursuing master’s and doctoral degrees will likely discourage many from advancing their education.”

    “Yet nurses prepared at these levels are essential to the workforce — as advanced practice nurses, faculty, researchers, and expert clinicians,” she said.

    Associated Press reporters Collin Binkley and John Seewer contributed to this story.

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    Daniel Miller

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  • Resilient learning begins with Zero Trust and cyber preparedness

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    Key points:

    The U.K.’s Information Commissioner’s Office (ICO) recently warned of a surge in cyberattacks from “insider threats”–student hackers motivated by dares and challenges–leading to breaches across schools. While this trend is unfolding overseas, it underscores a risk that is just as real for the U.S. education sector. Every day, teachers and students here in the U.S. access enormous volumes of sensitive information, creating opportunities for both mistakes and deliberate misuse. These vulnerabilities are further amplified by resource constraints and the growing sophistication of cyberattacks.

    When schools fall victim to a cyberattack, the disruption extends far beyond academics. Students may also lose access to meals, safe spaces, and support services that families depend on every day. Cyberattacks are no longer isolated IT problems–they are operational risks that threaten entire communities.

    In today’s post-breach world, the challenge is not whether an attack will occur, but when. The risks are real. According to a recent study, desktops and laptops remain the most compromised devices (50 percent), with phishing and Remote Desktop Protocol (RDP) cited as top entry points for ransomware. Once inside, most attacks spread laterally across networks to infect other devices. In over half of these cases (52 percent), attackers exploited unpatched systems to move laterally and escalate system privileges.

    That reality demands moving beyond traditional perimeter defenses to strategies that contain and minimize damage once a breach occurs. With the school year underway, districts must adopt strategies that proactively manage risk and minimize disruption. This starts with an “assume breach” mindset–accepting that prevention alone is not enough. From there, applying Zero Trust principles, clearly defining the ‘protect surface’ (i.e. identifying what needs protection), and reinforcing strong cyber hygiene become essential next steps. Together, these strategies create layered resilience, ensuring that even if attackers gain entry, their ability to move laterally and cause widespread harm is significantly reduced.

    Assume breach: Shifting from prevention to resilience

    Even in districts with limited staff and funding, schools can take important steps toward stronger security. The first step is adopting an assume breach mindset, which shifts the focus from preventing every attack to ensuring resilience when one occurs. This approach acknowledges that attackers may already have access to parts of the network and reframes the question from “How do we keep them out?” to “How do we contain them once they are in?” or “How do we minimize the damage once they are in?”

    An assume breach mindset emphasizes strengthening internal defenses so that breaches don’t become cyber disasters. It prioritizes safeguarding sensitive data, detecting anomalies quickly, and enabling rapid responses that keep classrooms open even during an active incident.

    Zero Trust and seatbelts: Both bracing for the worst

    Zero Trust builds directly on the assume breach mindset with its guiding principle of “never trust, always verify.” Unlike traditional security models that rely on perimeter defenses, Zero Trust continuously verifies every user, device, and connection, whether internal or external.

    Schools often function as open transit hubs, offering broad internet access to students and staff. In these environments, once malware finds its way in, it can spread quickly if unchecked. Perimeter-only defenses leave too many blind spots and do little to stop insider threats. Zero Trust closes those gaps by treating every request as potentially hostile and requiring ongoing verification at every step.

    A fundamental truth of Zero Trust is that cyberattacks will happen. That means building controls that don’t just alert us but act–before and during a network intrusion. The critical step is containment: limiting damage the moment a breach is successful.  

    Assume breach accepts that a breach will happen, and Zero Trust ensures it doesn’t become a disaster that shuts down operations. Like seatbelts in a car–prevention matters. Strong brakes are essential, but seatbelts and airbags minimize the harm when prevention fails. Zero Trust works the same way, containing threats and limiting damage so that even if an attacker gets in, they can’t turn an incident into a full-scale disaster.

    Zero Trust does not require an overnight overhaul. Schools can start by defining their protect surface – the vital data, systems, and operations that matter most. This typically includes Social Security numbers, financial data, and administrative services that keep classrooms functioning. By securing this protect surface first, districts reduce the complexity of Zero Trust implementation, allowing them to focus their limited resources on where they are needed most.

    With this approach, Zero Trust policies can be layered gradually across systems, making adoption realistic for districts of any size. Instead of treating it as a massive, one-time overhaul, IT leaders can approach Zero Trust as an ongoing journey–a process of steadily improving security and resilience over time. By tightening access controls, verifying every connection, and isolating threats early, schools can contain incidents before they escalate, all without rebuilding their entire network in one sweep.  

    Cyber awareness starts in the classroom

    Technology alone isn’t enough. Because some insider threats stem from student curiosity or misuse, cyber awareness must start in classrooms. Integrating security education into the learning environment ensures students and staff understand their role in protecting sensitive information. Training should cover phishing awareness, strong password practices, the use of multifactor authentication (MFA), and the importance of keeping systems patched.

    Building cyber awareness does not require costly programs. Short, recurring training sessions for students and staff keep security top of mind and help build a culture of vigilance that reduces both accidental and intentional insider threats.

    Breaches are inevitable, but disasters are optional

    Breaches are inevitable. Disasters are not. The difference lies in preparation. For resource-strapped districts, stronger cybersecurity doesn’t require sweeping overhauls. It requires a shift in mindset:

    • Assume breach
    • Define the protect surface
    • Implement Zero Trust in phases
    • Instill cyber hygiene

    When schools take this approach, cyberattacks become manageable incidents. Classrooms remain open, students continue learning, and communities continue receiving the vital support schools provide – even in the face of disruption. Like seatbelts in a car, these measures won’t prevent every crash – but they ensure schools can continue to function even when prevention fails.

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    Gary Barlet, Illumio

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  • ‘I was in a headlock’: 14-year-old boy recovering after violent attack at Pleasant Grove High School

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    A violent attack at Pleasant Grove High School in Elk Grove sent a 14-year-old boy to the hospital after he was assaulted by a group of students, resulting in the arrest of four students. Hunter, who didn’t want to share his last name, said that it all started over a girl he used to date, who he said then dated one of the alleged attackers. “I just got out of class and then I just see that group of kids coming towards me,” Hunter said. He described how one of the students approached him while yelling and punched him. He said as he took off his backpack and tried to defend himself, three other students joined in the attack. “More kids started going in and I was in a headlock. And then, I got thrown to the floor and, like, this kid is like, three times my size, and he’s like sitting on me, throwing punches at me and then another kid joins in, kicks me and starts hitting me,” he said.Screenshots from a video sent to Hunter’s father by the Elk Grove Police Department show the fight ending with Hunter face down on the ground as a teacher intervened. “I literally got full-on stomped into concrete like face down,” Hunter said. “I’m just laying on the floor. I’m not even fighting back.”The four students involved, all 14 years old, were arrested on assault charges and taken to juvenile hall, according to the Elk Grove Police Department. Hunter was taken to the hospital following the attack, where he was treated for his injuries, including a concussion. “He told me he’s like, ‘Dad I could have been killed. I could be paralyzed. I couldn’t play football anymore,’” Sean, Hunter’s father, said. While Hunter is expected to recover, his father said he wished more had been done sooner. “It just blows my mind that where’s security? You know, there’s teachers there,” he said.The school principal sent a message to families on Thursday, stating that school staff and security responded immediately to de-escalate the situation and emphasized that safety is their top priority. “Today, an altercation occurred on campus involving several students. School staff, along with EGUSD Safety and Security, responded immediately to de-escalate the situation and ensure the safety of all students. Due to the nature of the incident, law enforcement was called as a precautionary measure.Thanks to the swift and coordinated actions of our staff, the situation was contained. School administration, law enforcement, and support staff are actively following up with the students involved and have contacted their parents/guardians directly,” the message reads.However, Hunter said he does not feel safe. “I got jumped twice in the same month,” he said. Now, his father is considering pulling him out of Pleasant Grove High School. “What’s going on at the school with social media, the violence, the just the kids getting off on it, like thinking it’s like it’s entertainment at school these days. It’s just, it blows my mind,” he said.Elk Grove Unified School District is investigating the incident.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    ELK GROVE, Calif. —

    A violent attack at Pleasant Grove High School in Elk Grove sent a 14-year-old boy to the hospital after he was assaulted by a group of students, resulting in the arrest of four students.

    Hunter, who didn’t want to share his last name, said that it all started over a girl he used to date, who he said then dated one of the alleged attackers.

    “I just got out of class and then I just see that group of kids coming towards me,” Hunter said.

    He described how one of the students approached him while yelling and punched him. He said as he took off his backpack and tried to defend himself, three other students joined in the attack.

    “More kids started going in and I was in a headlock. And then, I got thrown to the floor and, like, this kid is like, three times my size, and he’s like sitting on me, throwing punches at me and then another kid joins in, kicks me and starts hitting me,” he said.

    Screenshots from a video sent to Hunter’s father by the Elk Grove Police Department show the fight ending with Hunter face down on the ground as a teacher intervened.

    “I literally got full-on stomped into concrete like face down,” Hunter said. “I’m just laying on the floor. I’m not even fighting back.”

    The four students involved, all 14 years old, were arrested on assault charges and taken to juvenile hall, according to the Elk Grove Police Department.

    Hunter was taken to the hospital following the attack, where he was treated for his injuries, including a concussion.

    “He told me he’s like, ‘Dad I could have been killed. I could be paralyzed. I couldn’t play football anymore,’” Sean, Hunter’s father, said.

    While Hunter is expected to recover, his father said he wished more had been done sooner.

    “It just blows my mind that where’s security? You know, there’s teachers there,” he said.

    The school principal sent a message to families on Thursday, stating that school staff and security responded immediately to de-escalate the situation and emphasized that safety is their top priority.

    “Today, an altercation occurred on campus involving several students. School staff, along with EGUSD Safety and Security, responded immediately to de-escalate the situation and ensure the safety of all students. Due to the nature of the incident, law enforcement was called as a precautionary measure.

    Thanks to the swift and coordinated actions of our staff, the situation was contained. School administration, law enforcement, and support staff are actively following up with the students involved and have contacted their parents/guardians directly,” the message reads.

    However, Hunter said he does not feel safe.

    “I got jumped twice in the same month,” he said.

    Now, his father is considering pulling him out of Pleasant Grove High School.

    “What’s going on at the school with social media, the violence, the just the kids getting off on it, like thinking it’s like it’s entertainment at school these days. It’s just, it blows my mind,” he said.

    Elk Grove Unified School District is investigating the incident.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • Elementary school student struck by car in Bowie – WTOP News

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    An elementary school student was hit by a car while walking home from school in Bowie on Friday.

    A young boy from Tulip Grove Elementary was hit while walking home near the intersection of Terra and Traymore Lanes.(WTOP/John Domen)

    An elementary school student was struck by a car while walking home from school in Bowie on Friday.

    The young boy from Tulip Grove Elementary was walking home near the intersection of Terra and Traymore Lanes.

    The child was conscious and breathing when he was taken to the hospital.

    There’s no crosswalk at the intersection the child was trying to cross.

    In a letter home to families, Principal Daleisha Myers asked parents to “discuss safety precautions with your child,” including looking both ways before crossing the street and avoiding distractions while in traffic.

    “We would also like to take this moment to remind all families to please drive slowly and carefully through the community, especially during pick-up and drop-off times,” Myers wrote.

    Police say the driver stayed on the scene.

    The crash remains under investigation.

    The county introduced stop sign cameras around the region earlier this year in hopes to keep pedestrians safe in areas where there’s busy road traffic.

    Before installing the cameras, some municipalities reported drivers would blow through stop signs without coming to a complete stop roughly 80% of the time, or more. The program gained momentum in the county after two kids were struck and killed while trying to cross the street on their walk to school in Riverdale in 2023.

    Get breaking news and daily headlines delivered to your email inbox by signing up here.

    © 2025 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    John Domen

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  • In-state college tuition for California’s undocumented students is illegal, Trump suit alleges

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    The Trump administration filed a federal suit Thursday against California and its public university systems, alleging the practice of offering in-state college tuition rates to undocumented immigrants who graduate from California high schools is illegal.

    The suit, which named Gov. Gavin Newsom, state Atty. Gen. Rob Bonta, the UC Board of Regents, the Cal State University Board of Trustees and the Board of Governors for the California Community Colleges, also seeks to end provisions in the California Dream Act that allow students who lack documentation to apply for state-funded financial aid.

    “California is illegally discriminating against American students and families by offering exclusive tuition benefits for non-citizens,” U.S. Atty. Gen. Pam Bondi said in a Department of Justice statement, saying the state has a “flagrant disregard for federal law.”

    “These laws unconstitutionally discriminate against U.S. citizens who are not afforded the same reduced tuition rates, scholarships, or subsidies, create incentives for illegal immigration, and reward illegal immigrants with benefits that U.S. citizens are not eligible for, all in direct conflict with federal law,” the statement said.

    Spokespersons for Bonta and CSU declined to comment, saying they had not seen copies of the complaint.

    UC officials and a spokesperson for Newsom, who was named because he is an ex-officio board member for CSU and UC, were not immediately available to comment.

    The tuition suit targets Assembly Bill 540, which passed with bipartisan support in 2001 and offers in-state tuition rates to undocumented students who completed high school in California. The law also offers in-state tuition to U.S. citizens who graduated from California schools but moved out of the state before enrolling in college.

    Between 2,000 and 4,000 students attending the University of California — with its total enrollment of nearly 296,000 — are estimated to be undocumented. Across California State University campuses, there are about 9,500 immigrants without documentation enrolled out of 461,000 students. The state’s biggest undocumented group, estimated to be 70,000, are community college students.

    The Trump administration’s challenge to California’s tuition statute focuses on a 1996 federal law that says people in the U.S. without legal permission should “not be eligible on the basis of residence within a state … for any post-secondary education benefit unless a citizen or national of the United States is eligible for such a benefit … without regard to whether the citizen or national is such a resident.”

    Critics say the law does not speak specifically to tuition rates. Some courts have interpreted the word “benefit” to include cheaper tuition.

    Scholars have also debated whether the federal law affects California tuition rates for because it applies to citizens and noncitizens alike.

    The California law has withstood earlier challenges. The state Supreme Court upheld it in 2010 after out-of-state students sued. The U.S. Supreme Court refused to hear an appeal of the case.

    In those cases, judges said undocumented immigrants were not receiving preferential treatment because of their immigration status but because they attended and graduated from California schools. They said U.S. citizens who graduated from the state’s schools had the same opportunity.

    Thursday’s complaint was filed in Eastern District of California. It follows actions the Trump administration has taken against tuition practices in Texas, Kentucky, Illinois, Oklahoma and Minnesota.

    In June, after the Trump administration sued over the law in Texas, the state agreed to stop giving in-state tuition to undocumented immigrant students.

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    Jaweed Kaleem

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  • UCLA is building a 19-story tower for students near the Westwood campus

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    UCLA, which has been on a campaign to vastly expand student housing around its Westwood campus, is planning a new 19-story tower that 1,150 students can call home.

    Housing has long been a challenge for UCLA students, who have had limited options on campus and faced a pricey housing market in Westwood and nearby neighborhoods.

    In 2022, UCLA announced that it would become the first and only University of California campus to guarantee housing for four years to first-year students and two years for transfer students. The campus now touts housing as a selling point for students it hopes to attract.

    “Residential housing allows us to better ensure that every student gets a good start and is therefore more likely to be successful. So we wanted to give every student an option of having four years,” UCLA’s then-Chancellor Gene Block said in 2022. “That was the dream and it’s finally coming true.”

    The latest new housing complex, recently revealed in a draft environmental study, calls for a 19-story student housing building for UCLA undergraduate students at 901 Levering Ave., adjacent to the school campus.

    The proposed project would provide up to 1,150 beds within a combination of one-, two-, three and primarily four-bedroom units. The cross-shaped tower designed by Seattle architecture firm Mithun would include common courtyard and terrace areas oriented toward Levering Avenue, the study said. On-site parking for residents and guests would not be provided.

    Five existing university-owned apartment buildings with a total of 52 beds would be demolished to make way for the new building. Work could begin as early as next year and be completed by 2030.

    The 901 Levering Terrace tower would be the latest in a string of large student housing projects built by UCLA in recent years, including the 10-story Levering Place apartments next door and a 17-story tower across the street, real estate website Urbanize said. The university is working on another apartment building for 500 students on Gayley Avenue, set to be completed next September for $108 million.

    UCLA’s physical footprint of 419 acres is the smallest among UC’s nine undergraduate campuses and it sits atop some of the state’s priciest real estate, near Brentwood, Bel-Air and Beverly Hills.

    UCLA is also working on converting the former Westside Pavilion shopping center, two miles south of the university at Pico and Westwood boulevards into a research park that will house the California Institute for Immunology and Immunotherapy and the UCLA Center for Quantum Science and Engineering, as well as other science and medicine programs.

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    Roger Vincent

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  • From silos to systems: The digital advantage in schools 

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    Key points:

    When I first stepped into my role overseeing student data for the Campbell County School District, it was clear we were working against a system that no longer served us.

    At the time, we were using an outdated platform riddled with data silos and manual processes. Creating school calendars and managing student records meant starting from scratch every year. Grade management was clunky, time-consuming, and far from efficient. We knew we needed more than a patchwork fix–we needed a unified student information system that could scale with our district’s needs and adapt to evolving state-level compliance requirements. 

    Over the past several years, we have made a full transition to digitizing our most critical student services, and the impact has been transformational. As districts across the country navigate growing compliance demands and increasingly complex student needs, the case for going digital has never been stronger. We now operate with greater consistency, transparency, and equity across all 12 of our schools. 

    Here are four ways this shift has improved how we support students–and why I believe it is a step every district should consider:

    How centralized student data improves support across K-12 schools

    One of the most powerful benefits of digitizing critical student services is the ability to centralize data and ensure seamless support across campuses. In our district, this has been a game-changer–especially for students who move between schools. Before digitization, transferring student records meant tracking down paper files, making copies, and hoping nothing was lost in the shuffle. It was inefficient and risky, especially for students who required health interventions or academic support. 

    Now, every plan, history, and record lives in a single, secure system that follows the student wherever they go. Whether a student changes schools mid-year or needs immediate care from a nurse at a new campus, that information is accessible in real-time. This level of continuity has improved both our efficiency and the quality of support we provide. For districts serving mobile or vulnerable populations, centralized digital systems aren’t just convenient–they’re essential.

    Building digital workflows for student health, attendance, and graduation readiness

    Digitizing student services also enables districts to create customized digital workflows that significantly enhance responsiveness and efficiency. In Campbell County, we have built tools tailored to our most urgent needs–from health care to attendance to graduation readiness. One of our most impactful changes was developing unified, digital Individualized Health Plans (IHPs) for school nurses. Now, care plans are easily accessible across campuses, with alerts built right into student records, enabling timely interventions for chronic conditions like diabetes or asthma. We also created a digital Attendance Intervention Management (AIM) tool that tracks intervention tiers, stores contracts and communications, and helps social workers and truancy officers make informed decisions quickly. 

    These tools don’t just check boxes–they help us act faster, reduce staff workload, and ensure no student falls through the cracks.

    Digitization supports equitable and proactive student services

    By moving our student services to digital platforms, we have become far more proactive in how we support students–leading to a significant impact on equity across our district. With digital dashboards, alerts, and real-time data, educators and support staff can identify students who may be at risk academically, socially, or emotionally before the situation becomes critical. 

    These tools ensure that no matter which school a student attends–or how often they move between schools–they receive the same level of timely, informed support. By shifting from a reactive to a proactive model, digitization has helped us reduce disparities, catch issues early, and make sure that every student gets what they need to thrive. That’s not just good data management–it’s a more equitable way to serve kids.

    Why digital student services scale better than outdated platforms

    One of the most important advantages of digitizing critical student services is building a system that can grow and evolve with the district’s needs. Unlike outdated platforms that require costly and time-consuming overhauls, flexible digital systems are designed to adapt as demands change. Whether it’s integrating new tools to support remote learning, responding to updated state compliance requirements, or expanding services to meet a growing student population, a digitized infrastructure provides the scalability districts need. 

    This future-proofing means districts aren’t locked into rigid processes but can customize workflows and add modules without disrupting day-to-day operations. For districts like ours, this adaptability reduces long-term costs and supports continuous improvement. It ensures that as challenges evolve–whether demographic shifts, policy changes, or new educational priorities–our technology remains a reliable foundation that empowers educators and administrators to meet the moment without missing a beat.

    Digitizing critical student services is more than a technical upgrade–it’s a commitment to equity, efficiency, and future readiness. By centralizing data, customizing workflows, enabling proactive support, and building scalable systems, districts can better serve every student today and adapt to whatever challenges tomorrow may bring.

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    Sara Douglas, Campbell County Schools

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  • Natomas teachers ready to strike over contract disputes

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    Educators in Natomas have informed the district of their readiness to strike if a new contract is not secured, marking a significant development in ongoing negotiations.The Natomas Teachers Association, representing more than 600 educators, has been working without a contract since June. Outside the Natomas Unified School District Wednesday evening, dozens gathered in support of the Natomas Teachers Association, chanting, “We can’t wait!” and “When we fight, we win!” They are advocating for a new contract with fully paid benefits and competitive wages.Ashley Battle, a parent of a student in the district and the wife of a teacher, said that educators are the backbone of the district and are being underpaid. “If you’re not paying them, how are they supposed to support their family? You want them to support everyone else’s child, but you don’t want to pay to help them support themselves?” Battle said. Battle brought these concerns to the board meeting, where dozens of teachers, parents, and students filled the room. Nico Vaccaro, president of the NTA, also spoke to the board, urging the district to use its millions of dollars in reserves to pay teachers more.”We know they have the ability to reprioritize their budget with the resources that they have. And that’s what we’re asking for,” Vaccaro said. KCRA 3 reached out to the district about the ongoing contract negotiations. They replied with an emailed statement reading:“We value our employees and prioritize providing competitive salaries and high-quality programs for our students. Even with the staffing crisis across California and the nationwide shortage of teachers, Natomas Unified has a high fill rate with 98.4% of our classrooms filled with credentialed teachers. For the classroom positions that are not filled, fully credentialed contractors or substitute teachers serve our students while recruitment efforts continue and candidates are in the hiring process.While prioritizing employee compensation, we are committed to being good stewards of our district finances. Our reserve protects us against unexpected expenses or changes in funding. This allows us to continue to pay staff, utilities and other basic services, all while maintaining consistent support to students. Reserves should not be used to fund ongoing salary or benefit increases, as reserves are one-time funds that are gone once they are spent, much like a savings account. In NUSD, the category that NTA leadership frequently refers to as the budget for “consultants” or “contractors” covers a wide range of professional services for the district. These funds provide more than just training and professional development to teachers and contractors who fill vacant certificated staff positions. They actually include expenses for essential services such as fire and safety requirements, heating/air conditioning maintenance, routine and preventative pest control, needed classroom repairs, vital health services for our students, after-school programs, staff training to implement state-required curriculum and assessments, and general district operations. Without allocating funding for these areas, we would not be able to provide these necessary services for our students and staff.”Vaccaro presented the board with a copy of the union’s strike readiness petition, which he said more than 90% of their members have signed. “While we do not want to strike, we are ready to strike if that’s what it takes to reprioritize the NUSD’s budget for our schools and our students,” he said. The Natomas Teachers Association will return to the negotiation table on Dec. 10.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    SACRAMENTO, Calif. —

    Educators in Natomas have informed the district of their readiness to strike if a new contract is not secured, marking a significant development in ongoing negotiations.

    The Natomas Teachers Association, representing more than 600 educators, has been working without a contract since June.

    Outside the Natomas Unified School District Wednesday evening, dozens gathered in support of the Natomas Teachers Association, chanting, “We can’t wait!” and “When we fight, we win!” They are advocating for a new contract with fully paid benefits and competitive wages.

    Ashley Battle, a parent of a student in the district and the wife of a teacher, said that educators are the backbone of the district and are being underpaid.

    “If you’re not paying them, how are they supposed to support their family? You want them to support everyone else’s child, but you don’t want to pay to help them support themselves?” Battle said.

    Battle brought these concerns to the board meeting, where dozens of teachers, parents, and students filled the room.

    Nico Vaccaro, president of the NTA, also spoke to the board, urging the district to use its millions of dollars in reserves to pay teachers more.

    “We know they have the ability to reprioritize their budget with the resources that they have. And that’s what we’re asking for,” Vaccaro said.

    KCRA 3 reached out to the district about the ongoing contract negotiations. They replied with an emailed statement reading:

    “We value our employees and prioritize providing competitive salaries and high-quality programs for our students. Even with the staffing crisis across California and the nationwide shortage of teachers, Natomas Unified has a high fill rate with 98.4% of our classrooms filled with credentialed teachers. For the classroom positions that are not filled, fully credentialed contractors or substitute teachers serve our students while recruitment efforts continue and candidates are in the hiring process.

    While prioritizing employee compensation, we are committed to being good stewards of our district finances. Our reserve protects us against unexpected expenses or changes in funding. This allows us to continue to pay staff, utilities and other basic services, all while maintaining consistent support to students. Reserves should not be used to fund ongoing salary or benefit increases, as reserves are one-time funds that are gone once they are spent, much like a savings account.

    In NUSD, the category that NTA leadership frequently refers to as the budget for “consultants” or “contractors” covers a wide range of professional services for the district. These funds provide more than just training and professional development to teachers and contractors who fill vacant certificated staff positions. They actually include expenses for essential services such as fire and safety requirements, heating/air conditioning maintenance, routine and preventative pest control, needed classroom repairs, vital health services for our students, after-school programs, staff training to implement state-required curriculum and assessments, and general district operations. Without allocating funding for these areas, we would not be able to provide these necessary services for our students and staff.”

    Vaccaro presented the board with a copy of the union’s strike readiness petition, which he said more than 90% of their members have signed.

    “While we do not want to strike, we are ready to strike if that’s what it takes to reprioritize the NUSD’s budget for our schools and our students,” he said.

    The Natomas Teachers Association will return to the negotiation table on Dec. 10.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • Phoebe Hearst teacher demands $2.3 million from SCUSD over carpet removal, alleging retaliation

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    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom. KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.The letter describes Rupert’s removal from her class as a “cruel punishment.” Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms. She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection. Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears. In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage. A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal. The notice said the students weren’t exposed to asbestos.Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages. She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.” Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice. See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    SACRAMENTO, Calif. —

    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom.

    KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.

    The letter describes Rupert’s removal from her class as a “cruel punishment.”

    Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms.

    She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection.

    Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears.

    In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage.

    A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal.

    The notice said the students weren’t exposed to asbestos.

    Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages.

    She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.”

    Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • Trump administration accelerates its plan to shut down the Education Department

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    WASHINGTON — The Trump administration on Tuesday accelerated the dismantling of the U.S. Department of Education with a plan to transfer key, legally required functions to other agencies, including oversight of its $18-billion, core anti-poverty program, Title 1.

    Critics said the move was politicized and counterproductive and fear future program cuts. California Supt. of Public Instruction Tony Thurmond said vital services to the state and nation’s most vulnerable students were likely to be disrupted.

    The steps move toward fulfilling a Trump campaign promise to eliminate the department, which some conservatives have long derided as wasteful, ineffective and unnecessary.

    “The Trump Administration is taking bold action to break up the federal education bureaucracy and return education to the states,” U.S. Secretary of Education Linda McMahon said in a statement. “Cutting through layers of red tape in Washington is one essential piece of our final mission.”

    President Trump called for the department’s elimination in a March executive order. Both he and McMahon have spoken of a broad goal of sparking innovation through local control.

    Even before this effort, states provided about 90% of their own funding for education, but federal investment is still crucial, advocates say. In particular, the federal role has focused on ensuring services are provided for overlooked students and students with higher needs, such as those facing discrimination and poverty, and students with disabilities.

    While slashing the Education Department workforce, which Trump officials have characterized as a bloated bureaucracy, the president has adopted an interventionist agenda in education as well. He has threatened pulling federal funding if states and schools don’t follow his directives to combat antisemitism, clamp down on campus protests, end diversity, equity and inclusion programs and oppose expanded rights for transsexual students, among other issues in keeping with his agenda.

    The strategy behind the moves

    The key strategy announced Tuesday creates partnerships with other federal agencies, which will take on Education Department responsibilities. The department would retain legal authority even as the actual work shifts elsewhere.

    These partnerships are meant to sidestep federal rules — under the jurisdiction of Congress — that place programs, including Title I, specifically within the Education Department.

    Title I is expected to shift to the Department of Labor, which is likely to absorb an unknown number of education workers with the necessary experience and expertise. The long-term goal is to win buy-in from Congress — and then to eliminate the Education Department entirely, which requires congressional approval.

    “As we partner with these agencies to improve federal programs, we will continue to gather best practices in each state,” McMahon said.

    She also spoke of working “with Congress to codify these reforms,” an acknowledgment that the Department of Education was created by an act of Congress.

    Administration officials insist that their actions to date are legal, citing as precedent earlier agreements between federal agencies, including one example from the Biden administration. The scale of the current effort, however, is a much larger order of magnitude.

    Rep. Jimmy Gomez (D-Los Angeles) questioned Trump’s authority to take this action. “Not only is dismantling the education department without congressional approval illegal, but they chose today because they knew the Epstein vote would dominate the headlines. They clearly didn’t want the public to see what they were doing to our kids’ futures.”

    Becky Pringle, president of the National Education Assn., the nation’s largest teachers union, accused the administration of “taking every chance it can to hack away at the very protections and services our students need.”

    How the action affects vulnerable students

    The changes will complicate efforts to get money and services where they are needed, Thurmond said.

    “This is an unnecessary, disruptive change that is going to harm students, especially the most vulnerable,” Thurmond said. “It is clearly less efficient for state departments of education and local school districts to work with four different federal agencies instead of one.

    “Experience also tells us that any time you move expertise and responsibilities, you disrupt services. There is no way to avoid negative impacts on our children and our classrooms with a change of this magnitude.”

    But administration officials talked of new efficiencies and synergies, asserting that associating education with workforce development in the Department of Labor would make education more relevant to a student’s employment future.

    What happens to other programs?

    The Labor Department would oversee almost all grant programs that are now managed by the Education Department’s offices for K-12 and higher education. That includes funding pools for teacher training, English instruction and TRIO, a program that helps steer low-income students to college degrees.

    Tuesday’s action leaves in place the Education Department’s $1.6-trillion student loan portfolio and its funding for students with disabilities.

    But ultimately moving these programs seems likely if the mission remains to shutter the department.

    Another transfer puts Health and Human Services in charge of a grant program for parents who are attending college, along with management of foreign medical school accreditation. The State Department will take on foreign language programs. Interior will oversee programs for Native American education.

    Federal officials said states and schools should see no funding disruptions. Liz Huston, White House assistant press secretary, said Tuesday the administration “is fully committed to doing what’s best for American students, which is why it’s critical to shrink this bloated federal education bureaucracy while still ensuring efficient delivery of funds and essential programs.”

    The Education Department tested this approach in June, announcing the transfer of adult education programs to the Labor Department. Working out essential details took some five months, officials said Tuesday.

    The administration’s plan immediately drew support from Tim Walberg, a Republican who represents a southern Michigan district.

    “The past few decades have made one thing clear: The status quo is broken,” Walberg said. “As the bureaucracy swelled, left-wing bureaucrats were emboldened to waste taxpayer dollars on a radical agenda. As a result, our students have been left in the dust. Test scores are plummeting, students can’t read, and college graduates leave school burdened by debt rather than equipped with workforce-ready skills.”

    But the Education Department — and its central programs — has bipartisan support.

    One Republican expressing concern is Pennsylvania Rep. Brian Fitzpatrick.

    “The United States Congress created the U.S. Department of Education for very good reason,” Fitzpatrick said. “And for millions of families, particularly those raising children with disabilities or living in low-income communities, the Department’s core offices are not discretionary functions. They are foundational. They safeguard civil rights, expand opportunity, and ensure that every child, in every community, has the chance to learn, grow, and succeed on equal footing.”

    Feds say programs’ funding will continue

    Department officials said programs will continue to be funded at levels set by Congress. But that doesn’t stop programs from running afoul of another portion of the Trump agenda. For example, the Tuesday announcement notes that a program to help with the education of the children of migrant workers will transfer to the Labor Department.

    However, on other fronts the Trump administration is trying to eliminate that program. The administration first tried to hold back funding approved by Congress. The administration relented under pressure. But the administration also cut funding for migrant education from its budget proposal for future years.

    Officials said they did not yet have details on whether the changes would bring further job cuts at the Education Department, which has been thinned by waves of layoffs and retirements under pressure.

    Blume is a Times staff writer. Binkley writes for the Associated Press. Times staff writers Daniel Miller and Michael Wilner contributed to this report.

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    Howard Blume, Collin Binkley

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  • John Beam, legendary football coach featured in ‘Last Chance U,’ shot on California college campus

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    Police are investigating a shooting at Laney College in Oakland, California, on Thursday. Sources at the San Francisco Chronicle identified the person shot as legendary football coach John Beam.The shooting happened before noon at the community college near Lake Merritt. Acting Oakland Police Chief James Beere said police received reports of the shooting in and around the campus. Officers found Beam with a gunshot wound, and he was taken to a local hospital. Authorities have not released details on Beam’s condition. Beere said this was not believed to be an active shooting. Beam was the college’s athletic director and longtime football coach. He was featured in the Netflix documentary series “Last Chance U” in 2020. Beam also led the team to a championship in 2018. He retired from coaching last year.Police were looking for a potential suspect who was dressed in all-black clothing with a hoodie who fled the scene. The school’s website said classes were canceled “due to an emergency” and people should not come to the campus.Oakland Mayor Barbara Lee called Beam “a giant” in the city and “a lifeline for thousands of young people” in a statement on X.“For over 40 years, he has shaped leaders on and off the field, and our community is shaken alongside his family,” she added.The incident is Oakland’s second shooting at a local school in two days.On Wednesday, one juvenile was shot and two were arrested at Skyline High School, police said. The juvenile who was shot was taken to the hospital and was in stable condition.“It is devastating,” Lee added. “Schools should be the safest spaces in our city. We need guns off our streets now.”CNN contributed to this report

    OAKLAND, Calif. —

    Police are investigating a shooting at Laney College in Oakland, California, on Thursday. Sources at the San Francisco Chronicle identified the person shot as legendary football coach John Beam.

    The shooting happened before noon at the community college near Lake Merritt.

    Acting Oakland Police Chief James Beere said police received reports of the shooting in and around the campus. Officers found Beam with a gunshot wound, and he was taken to a local hospital. Authorities have not released details on Beam’s condition.

    Beere said this was not believed to be an active shooting.

    Beam was the college’s athletic director and longtime football coach. He was featured in the Netflix documentary series “Last Chance U” in 2020. Beam also led the team to a championship in 2018. He retired from coaching last year.

    Police were looking for a potential suspect who was dressed in all-black clothing with a hoodie who fled the scene.

    The school’s website said classes were canceled “due to an emergency” and people should not come to the campus.

    Oakland Mayor Barbara Lee called Beam “a giant” in the city and “a lifeline for thousands of young people” in a statement on X.

    “For over 40 years, he has shaped leaders on and off the field, and our community is shaken alongside his family,” she added.

    The incident is Oakland’s second shooting at a local school in two days.

    On Wednesday, one juvenile was shot and two were arrested at Skyline High School, police said. The juvenile who was shot was taken to the hospital and was in stable condition.

    “It is devastating,” Lee added. “Schools should be the safest spaces in our city. We need guns off our streets now.”

    CNN contributed to this report

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  • Person shot at Laney College in Oakland, police say

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    Police are investigating a shooting at Laney College in Oakland on Thursday.The shooting happened before noon at the community college near Lake Merritt. Acting Police Chief Oakland James Beere said police received reports of the shooting in and around the campus. Officers found the victim with a gunshot wounded and he was taken to a local hospital. Beere said this was not believed to be an active shooting. Police were looking for a potential suspect who was dressed in all-black clothing who fled the scene.Beere did not reveal details on who was shot or where it happened. The school’s website said classes were canceled “due to an emergency” and people should not come to the campus. The shooting comes a day after a student was shot at Skyline High School in Oakland. The student is expected to recover. Two juveniles were arrested in connection with that shooting.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    OAKLAND, Calif. —

    Police are investigating a shooting at Laney College in Oakland on Thursday.

    The shooting happened before noon at the community college near Lake Merritt.

    Acting Police Chief Oakland James Beere said police received reports of the shooting in and around the campus. Officers found the victim with a gunshot wounded and he was taken to a local hospital.

    Beere said this was not believed to be an active shooting.

    Police were looking for a potential suspect who was dressed in all-black clothing who fled the scene.

    Beere did not reveal details on who was shot or where it happened.

    The school’s website said classes were canceled “due to an emergency” and people should not come to the campus.

    The shooting comes a day after a student was shot at Skyline High School in Oakland. The student is expected to recover. Two juveniles were arrested in connection with that shooting.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • The economic squeeze: Understanding how inflation affects teacher well-being and career decisions

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    Key points:

    In recent years, the teaching profession has faced unprecedented challenges, with inflation emerging as a significant factor affecting educators’ professional lives and career choices. This in-depth examination delves into the complex interplay between escalating inflation rates and the self-efficacy of educators–their conviction in their capacity to proficiently execute their pedagogical responsibilities and attain the desired instructional outcomes within the classroom environment.

    The impact of inflation on teachers’ financial stability has become increasingly evident, with many educators experiencing a substantial decline in their “real wages.” While nominal salaries remain relatively stagnant, the purchasing power of teachers’ incomes continues to erode as the cost of living rises. This economic pressure has created a concerning dynamic where educators, despite their professional dedication, find themselves struggling to maintain their standard of living and meet basic financial obligations.

    A particularly troubling trend has emerged in which teachers are increasingly forced to seek secondary employment to supplement their primary income. Recent surveys indicate that approximately 20 percent of teachers now hold second jobs during the academic year, with this percentage rising to nearly 30 percent during summer months. This necessity to work multiple jobs can lead to physical and mental exhaustion, potentially compromising teachers’ ability to maintain the high levels of energy and engagement required for effective classroom instruction.

    The phenomenon of “moonlighting” among educators has far-reaching implications for teacher self-efficacy. When teachers must divide their attention and energy between multiple jobs, their capacity to prepare engaging lessons, grade assignments thoroughly, and provide individualized student support may be diminished. This situation often creates a cycle where reduced performance leads to decreased self-confidence, potentially affecting both teaching quality and student outcomes.

    Financial stress has also been linked to increased levels of anxiety and burnout among teachers, directly impacting their perceived self-efficacy. Studies have shown that educators experiencing financial strain are more likely to report lower levels of job satisfaction and decreased confidence in their ability to meet professional expectations. This psychological burden can manifest in reduced classroom effectiveness and diminished student engagement.

    Perhaps most concerning is the growing trend of highly qualified educators leaving the profession entirely for better-paying opportunities in other sectors. This “brain drain” from education represents a significant loss of experienced professionals who have developed valuable teaching expertise. The exodus of talented educators not only affects current students but also reduces the pool of mentor teachers available to guide and support newer colleagues, potentially impacting the professional development of future educators.

    The correlation between inflation and teacher attrition rates has become increasingly apparent, with economic factors cited as a primary reason for leaving the profession. Research indicates that districts in areas with higher costs of living and significant inflation rates experience greater difficulty in both recruiting and retaining qualified teachers. This challenge is particularly acute in urban areas where housing costs and other living expenses have outpaced teacher salary increases.

    Corporate sectors, technology companies, and consulting firms have become attractive alternatives for educators seeking better compensation and work-life balance. These career transitions often offer significantly higher salaries, better benefits packages, and more sustainable working hours. The skills that make effective teachers, such as communication, organization, and problem-solving, are highly valued in these alternative career paths, making the transition both feasible and increasingly common.

    The cumulative effect of these factors presents a serious challenge to the education system’s sustainability. As experienced teachers leave the profession and prospective educators choose alternative career paths, schools face increasing difficulty in maintaining educational quality and consistency. This situation calls for systematic changes in how we value and compensate educators, recognizing that teacher self-efficacy is intrinsically linked to their financial security and professional well-being.

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    Dr. Jason Richardson, Garden City Elementary School & the International University of the Caribbean

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