ABCFT - YOUnionews - December 13, 2019
KNOW YOUR CONTRACT
Politics in the Classroom
The state of politics is a tricky issue for any educator and our students have many questions about the political process and how it impacts their lives and communities. We want to make sure that you are not only protected but that you are informed about what kind of conversations are appropriate in your classrooms. We’ve put together a flyer that helps to outline the basics of how to protect yourself about politics in your classroom.
Below is the contract language that allows some gray areas for teachers to have conversations about politics. We have also included the ABC Board Policy language to provide another guideline to help you decide what is appropriate for your classrooms.
The most important sentence in this paragraph is the one that states that “All unit members are entitled to augment or enhance their instructional methodologies in accordance with state-approved standards and the District’s strategic plan.” Make sure that your discussions are balanced and that you take the time to acknowledge the bias of materials and sources. Furthermore, teachers should also be wary of their own bias and be cognizant of this when leading balanced discussions.
Here is a summary of what the ABCUSD School Board language states. Academic Freedom (ABC Board Policy 4118.2A)
“Academic freedom includes both freedom and responsibility in teaching and freedom in learning. Both the student and the teacher have certain rights and privileges in the common search for truth and the sharing of truth when found. Both are entitled to an educational climate in which a free movement of ideas can exist, within the limits of responsibility and law, the assigned subject area, the bounds of decency and the mental maturity of the pupils.”
Do you have additional questions about a part of the contract? Email your question to abcft@abcusd.us
Personal Learning Opportunity - Tanya Golden
The fourth in a series of members-only Personal Learning Opportunity - Using Podcasts to Teach Listening Skills was presented by ABCFT Teacher Leader and Aloha sixth grade teacher, Jennier Marcus. Participants learned how podcasts can be used to help students gain the listening skills necessary for effective communications, state standards, and the SBAC test. There was lots of discussion and excitement about bringing this teaching tool to more ABC teachers. ABCFT will be working with Jennifer, the participants, and TOSA, Erica Viera to build a shared drive of podcast resources. The resources will have step by step directions on how to create and upload a podcast, related quizzes, and access to ABC teacher created podcasts. We are hoping to build a bank of podcasts across the grade levels that can be accessed and uploaded by any ABC teacher.
Jeff Mattison, CHS English & ELD Teacher and ELD Coordinator shared his thoughts about the workshop, The presentation inspired me to develop resources and materials to use podcasts to develop my students' critical listening skills.
Thank you to all the participants and especially Jennifer Marcus for sharing her work with her fellow union members. Our next Personal Learning Opportunity will feature Kaiser Permanente and will take place on Tuesday, January 21st. More information and registration will be available after the break.
PICTURE OF THE WEEK - Tanya Golden
ABCFT activists working at CFT Committees in San Jose this past weekend.
The California Federation of Teachers has over a dozen state committees from members across the state working on educational issues that affect educators, support staff, and students. Our ABCFT representatives are sharing the work of their committee so you can have a better understanding of the union work ABCFT does at the state level. Some of the committee work is to update CFT Policy and Procedures manual, write resolutions which direct the CFT legislative team, conduct workshops for CFT and AFT conventions, and serve on state committees as the CFT liaison.
Jennifer Bridwell, Kennedy SDC Teacher - Special Education Committee
The special education committee is working on a resolution to clearly define what a mild, moderate and severe students look like and align it with our credentials to help ensure students are placed correctly in classes where the teacher and class can meet their needs and help them to grow and be successful.
Susie Gomez, Fedde Teacher - English Language Learners
The CFT English Language Learners Committee reviewed and discussed Senate Bill 594 proposed by Senator Rubio. SB 594 focuses on pupil instruction and the implementation of the EL Roadmap. The goal of SB 594 is to award state funds to the California Department of Education to award grants to districts interested in implementing the EL Roadmap and then serve as a model for other districts in the state. The funding requested by SB 594 is to further support the promotion and implementation of the EL Roadmap created by the state department of education. The committee was unclear about measures of accountability that would be set in place for this Senate Bill and the grants to be awarded to select schools. Concerns were discussed and clarifications were requested from CFT. Committee will decide if it will support the bill upon receiving further information.
Gaby Ibarra, Niemes Teacher - English Language Learners
We are currently reviewing SB 594, English Learner Roadmap Initiative. CFT is under “watch” status for this bill, meaning they don’t sponsor it at this moment. As the CFT ELL Committee, we will be advocating for their support of it by reviewing its purpose and help bring awareness to it.
SB 594 Summary (Rubio)
State board has adopted the California English Learner Roadmap policy, also known as the EL Roadmap, to assist the State Department of Education in providing guidance to local educational agencies with respect to educating English learners attending California public schools. The bill’s purpose, commencing with the 2020–21 school year, would be to:
· Award grants to implement the EL Roadmap
· Specify criteria to which applicants would receive the grants
· Specify the number of grants to be awarded contingent on funding received and quality of the applications
· Require grant recipients to submit written reviews of their program
· Require the department to submit, on or before January 1, 2024, a written report to the Legislature regarding the program
Reema Sulieman, Palms State Preschool Teacher-Early Childhood Education
Upon reviewing the CFT legislative report for 2019-2020, we had many questions about AB 123 an Early Childhood Education bill that CFT is co-sponsoring with Assemblymember McCarty. A very heated discussion went on for a while among the members in regards to all the bills; therefore a decision was made for all the members to review the bills in detail and be prepared to share concerns to be addressed at our next meeting. Our feedback will help our committee address and voice our needs and concerns with the governor. Then, we discussed the Early Child Development Summit hosted by EC/TK-12 Council on the 3rd of April, 2020. The committee then discussed the need to create a shared Google drive to improve our communications.
Our Priorities are Track developments in early childhood education at state and federal legislative and regulatory bodies. Provide advice to the CFT legislative department on state budget issues and legislation related to early childhood education. Review existing policy and recommend policy positions to CFT governance bodies on matters relevant to early childhood education. Keep the Federation and its members informed regarding new trends and programs in the field of early childhood education and provide regular committee updates to related Division Councils. Produce materials and hold workshops on early childhood education to ensure that CFT locals have the information to be effective advocates locally on these policy issues.
Patty Alcantar, Bragg EDP Teacher-Early Childhood Education
I am a delegate to the Early Childhood Education Committee. The ECE committee is currently working on analyzing legislative bills that involve ECE and providing feedback to CFT's legislative director to ensure bills meet the needs of children, families, and teachers. The ECE committee is also working on identifying CFT local unions that represent early childhood educators to work and communicate with ECE members; at the same time working on developing a google drive for ECE members to facilitate and disseminate the work of the committee.
David Hind, CHS English Teacher - Labor & Climate Justice Education
This committee is working on adding curricular materials on climate justice to go with its current curricular materials for labor. Various members have developed items which will be edited and should be published in the near future. In addition, we are in the very early stages of drafting a resolution to call for the "greening" of CFT. Another first-year member and I volunteered to collaborate on writing the first draft of the resolution.
Rachel Santos, Safe Schools, and Diane Middleton, CHS Teacher- Safe & Supportive Schools
The mission of the Safe and Supportive Schools Committee is to monitor issues, activities, and policies at local, state and federal levels as well as influence legislation relating to school safety and positive school environments for staff, students, and communities.
Top priorities this term are to address lack of district system-level support for school climate, social-emotional/trauma-
Diane Jhun, Adult School Teacher - Adult School
Adult School contract language, advertising for Adult School, and Adult Education advocacy tactics are some of the items the Adult Education Committee is working on. All the members are very excited and looking forward to working together.
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December ACADEMIC SERVICES UPDATE
Each month Kelley Forsythe and Rich Saldana work with Beth Bray and Carol Castro to provide teacher input about professional development, curriculum changes, and testing changes. ABCFT believes that the biggest working condition impacting teachers are the key curriculum and the professional development being churned out of academic services. Many times the district is implementing changes that are coming from the State of California but rarely do unions get involved in those changes. ABCFT believes that the teacher's voice helps to provide the district office with classroom advice and input that helps to deliver better comprehensive changes. Each month at the ABCFT Representative Council Rich and Kelley give reports and take questions on all things related to academic services.
ABCFT PRESIDENT’S REPORT - Ray Gaer
Each week I work with unit members in representations, contract resolutions, email/text/phone call questions, site concerns, site visits, presentations, state/national representations and mediations. Here are some of the highlights of interest. Throughout the year I find articles that are interesting and food for thought;
Last weekend, I attended an Executive Board meeting for the California Federation of Teachers. The ABC Federation of Teachers is a long-standing voice on the Executive Council and I am one of the twenty-four vice presidents that make up the board. Attending these meetings allows me to hear the latest news on what things are happening in Sacramento or in other union locals throughout the State of California.
What I often feel are local issues I find are often systemic problems that are happening across the state and across the country. For example, there was a long discussion about the number of mandatory trainings that every district and college employee is now being told to attend or watch. There was an agreement from all of the members of the board that the information in this training was valuable but time devoted to these trainings often without pay was unacceptable. It was decided that CFT would begin to work with legislators on the number of training and that compensation should be attached to those training.
Another topic that is universal across California is the lack of substitutes available and the shrinking number of paraeducators in classrooms. The substitute shortage is harmful to our delivery of curriculum in many ways such as, inconsistent coverage or lack of coverage creates a climate where our students suffer because the substitute has difficulty with the subject or has difficulty with class management because of their lack of familiarity with the students. Students need consistent and predictable teachers and a well versed and familiar substitute teacher is priceless. Furthermore, across the state districts are not able to deliver their professional development with consistency because they are impacted by the number of substitute teachers available in the district. Teachers are making lesson plans only to be called back to their classrooms instead of receiving training.
There are many similarities with the paraeducator situation in districts across the state. A majority of paraeducators work primarily with special education students but there are also a number of paraeducators that provide crucial support for general education classes. For example, in ABC most of our kindergarten teachers often share or have some access to a paraeducator for a short amount of time each day or on a specific day of the week. When they have a brand new face show up every week that they have to train this not only takes time but it again becomes a situation where it is not consistent with our students.
I’d like to think I was a well-behaved kid when I was in school but I was no saint when we had a substitute teacher or a new adult in the classroom. Like our students today, I would test the boundaries, avoid doing work, and probably get into situations that would never happen with my regular teacher. The question was would my name end up on the substitute report back to the teacher if they were even trained to give a report of what was accomplished and what behaviors they had to deal with during their day. As a kid, I knew that if our regular substitute walked into the room, my opportunity for teenage mischief would be limited. Is it any different now with our own students?
Why is this happening? There are a number of reasons. First, there is not enough funding going to public schools to have competitive pay to attract an adequate number of substitutes from the employment pool. Second, unemployment is at an all-time low which means that the competition for those that are seeking employment is intense. It is a worker’s market. When I spoke with a couple of substitutes last week, I asked how they decided where they would substitute assuming they had multiple districts to choose from and the answer was both pay and a district’s reputation. ABC has a terrific reputation and for the most part, our students are wonderful but if we do not push our school board to increase the pay for our substitutes as well para educators or we will continue to have difficulties recruiting and retaining our subs and paras.
I hope that you will work with your administrators to advocate for better substitute and para educator pay so that our classrooms and our teaching will not continue to suffer. The short term sacrifice of paying a competitive salary for substitutes and paraeducators will have a long term impact on our students. Our students are worth it. Food for thought.
Have a great weekend. Only five more days and a longer rest.
In Unity,
Ray Gaer
President, ABCFT
CALIFORNIA FEDERATION OF TEACHERS
The latest CFT articles and news stories can be found here on the PreK12 news feed on the CFT.org website.
AMERICAN FEDERATION OF TEACHERS
Follow AFT President Randi Weingarten: http://twitter.com/rweingarten
----- NEWS STORY HIGHLIGHT-----
Half a billion wasted on charters that never opened
Over 35% of charter schools funded by the federal Charter School Program between 2006 and 2014 either never opened or have since been closed down, according to a new report entitled Asleep At The Wheel which reviewed records of nearly 5,000 schools, costing taxpayers more than half a billion dollars. The state with the most charter schools that never opened was Michigan, home to Education Secretary Betsy DeVos, while California was second with 61 schools that failed to open but collectively received $8.36m.
Study Finds Link Between Bullying And Mental Health Problems
US News & World Report (12/10, Preidt) reports a study by Marine Azevedo Da Silva of Columbia University’s Mailman School of Public Health found that “bullied teens are more likely to develop mental health problems, and people with mental health problems are also more likely to become bullies.” Young people “who said they’d been bullies were more likely to have a moderate to high rate of mental health problems than those who said they hadn’t bullied others. The study also found that teens with moderate to high rates of mental health problems were more likely to bully others, compared to those without such issues.”
----- NATIONAL NEWS -----
Student loan borrowers could see big changes
While legislation is being introduced to address the student debt crisis, which has become a central issue in the 2020 presidential campaign, the Department of Education is also considering some big changes for borrowers. Nearly 40% of students who took out loans in 2004 will default on their debt by 2023, according to the Education Department’s own figures released this week, while five years after graduation half of borrowers are still only paying the interest on their debt. Though some of the Department's new plans would open up new repayment and refinancing options, some could potentially leave people debt-free .
Schools' food waste soaring
U.S. school food waste totals 530,000 tons per year and costs as much as $9.7m a day to manage, according to estimates in a new World Wildlife Fund report, which suggests that about 39.2 pounds of food waste and 19.4 gallons of milk are thrown out per school per year. The report studied school food waste output in several cities over six months and educated students on its environmental impacts and how to eliminate it. Afterwards, elementary schools averaged a 14.5% waste reduction and the top three schools produced 53% less trash than before the program launched.
DeVos defends loan refund decision
Betsy DeVos has defended her decision to grant partial or no loan relief to tens of thousands of students who were misled by for-profit colleges, blaming the Obama administration for overpromising debt relief. Appearing before the House Education Committee, the Education Secretary faced Democrats who have accused her of unjustly denying relief to cheated students left with worthless degrees, who sought debt forgiveness. This week the Department of Education restarted processing the more than 200,000 claims for debt cancellation that have built up under DeVos' tenure - but the amount of relief will be based on borrowers' current incomes, rather than the total amount of debt. Under new methodology, the government will offer partial relief, instead of canceling the full amount of debt for eligible borrowers. The calculation is based on how much those former students are earning compared with those who attended similar programs at different schools.
----- STATE NEWS -----
Auditor advises Sacramento schools to consider reducing teachers' wages
A new report on Sacramento City USD’s finances was released Tuesday by the California state auditor, having been requested by Assemblyman Kevin McCarty, D-Sacramento, in January. The report suggests that the district consider cutting wages and benefits for teachers, after the district said in October that it needed to make $27m in reductions to address its deficit spending. Jessie Ryan, President of the Sacramento City Unified Board of Education, commented: “We agree with many of the Auditor’s findings and recommendations including that the real solution to our budget challenges lies in reducing our healthcare costs – which are among the highest of all school districts in the state.”
Some ratings rise in 3rd year of California School Dashboard
Significantly fewer school districts will require county help this year for poor performance on the state’s school accountability tool, the California School Dashboard, according to the latest set of results released yesterday. High school graduation rates statewide increased 2.2 percentage points to a record 85.9% in 2018-19, with African-American students narrowing the gap with a one-year gain of 6.2 percentage points, the proportion of high school seniors deemed ready for college, based on state test scores, completion of courses needed for admission to the University of California and California State University and other factors, rose to 44.1%. Last year, 386 districts - about a third of the state’s districts - were designated for “differentiated” assistance, the least intensive level of help. They qualified because a minimum of one student group - usually more than one - was rated red in two or more legislative priorities. This year, the number of such districts fell 14% to 333.
UC system sued over SATs
The University of California has been accused of discriminating against students from low-income households, racial and ethnic minorities, and students with disabilities. Two lawsuits, brought on behalf of the Compton USD, a group of students, and six community organizations claim that the University’s requiring the SAT and ACT in the admissions process constitutes discrimination. The legal action calls for grade point averages rather than tests to be used to determine a student’s entry into the university system, while Jerome White, communications director for the College Board, stated: “The notion that the SAT is discriminatory is false.” Meanwhile the Times-Standard examines how doing away with the SAT would affect the University and explores whether test scores are actually a necessary part of admissions.
Opponents drop bid to block California vaccination law
Opponents to a California law cracking down on doctors who write fraudulent medical exemptions for school children's vaccinations have dropped their attempt to block its implementation. The three official proponents, Denise Aguilar, Heidi Munoz Gleisner and Tara Thornton, of the Freedom Angels Foundation, had floated two measures that could have put the January 1 law on hold until voters considered overturning it next year, but did not submit more than 600,000 required signatures before a Monday deadline. In a statement, they said that a "grossly misleading" introduction to the measure "would inevitably make educating the voters to the egregious nature of these laws very difficult." The law will allow state public health officials to investigate doctors who grant more than five medical exemptions in a year and schools with vaccination rates of less than 95%, the threshold that experts say means a population is resistant to a disease like measles.
----- DISTRICTS -----
Anaheim school district ‘saw students as sources of revenue’
Will Swaim, president of California Policy Center, writes in the Orange County Register on Anaheim Union High School District’s trying to block the release of public documents about its policy on managing the departure of families from the district’s troubled schools. He notes that “The district obfuscated, delayed, and denied – forcing CPC to sue for access under the state’s Public Records Act,” and says the Center subsequently discovered that district officials see students “primarily as sources of state and federal revenue.” He cites an email from Anaheim Union High School District to an Anaheim Elementary School District official advocating the denial of a student’s transfer request.
Oakland USD considers $15m in cuts
Oakland USD is considering slashing millions of dollars from its budget, sparking outrage from some parents who are now calling for major changes in district leadership. Judy London, acting president of the board of education, informed parents at a meeting Tuesday at Emerson Elementary School that the board will be considering $15m in cuts in order to meet its required 3% reserve. Parent Saru Jayaraman, the mother of two students at the school, who said she was hurt during a protest at an October board meeting in a confrontation with police, immediately indicated to Ms London of parents’ notice to recall her.
Oroville High working to improve student retention
Oroville High School Principal Cristi Tellechea says her primary improvement goals for the school this year are to improve chronic absenteeism and college readiness. The high school still struggles with a chronic absentee rate, measuring at 22% in 2018, according to California School Dashboard. She said home visits and a school social worker meeting with parents and kids are used to help combat the effects of absenteeism. Improving student achievement is also a high priority, she said, and the school uses weekly collaboration days for teachers to analyze student data and reflect on teaching practices to see what can be improved. This is part of improving college and career readiness, which Tellechea said is partly measured by how many core A-G classes have been passed by each student. Oroville High’s students are about 26% prepared, compared to the state rate of 42%.
----- SECURITY -----
Resource officers now 'woven' into school fabric
Some 43% of public schools nationwide had an armed law enforcement officer present at least once a week in the 2015-2016 school year, the last time the National Center for Education Statistics released data on the topic, though they are now thought to be 'woven' into many schools' daily life. Beyond their law enforcement role, the model for school resource officers endorsed by the U.S. Justice Department enlists them as mentors, casual counselors and educators on topics ranging from bullying to drunk driving with the goal of promoting school safety. Mo Canady, executive director of the National Association of School Resource Officers, says: “This is about problem solving, relationship building and doing things to make a positive difference in the lives of kids, quite frankly.”
----- FINANCE -----
Analysis: How Much Does NEA Spend On Politics Discussed
Discussing how much NEA “spends on politics” each year, Seventy Four (12/10, Antonucci) reports, “Working through NEA’s disclosure report, we found 20 such contributions totaling $4,637,500.” The top number was “$60,000 to Better Boundaries. This Utah initiative placed redistricting in the hands of a commission appointed by the governor and party legislative leaders.”
Education Groups Renew Call For Putting Tax For Schools To California Voters In 2020
EdSource (12/10) reports a coalition of education organizations and school officials on Tuesday “called on Gov. Gavin Newsom and legislative leaders to place one tax measure on the November 2020 ballot ‘solely focused on education: quality child care, pre-school, K-12 and higher education.’” Their letter “picks up where the California School Boards Association left off last week, when it announced it was deferring a $15 billion tax initiative for K-12 and community colleges until 2022.”
----- WORKFORCE ----
Classified employees in short supply at Burbank
Burbank USD’s 17 schools are understaffed by classified employees, such as custodians, office managers and cafeteria workers, and by school-site administrators such as assistant principals, according to a report presented last month by Debbie Kukta, the district’s new assistant superintendent of administrative services. The study shows the district is lacking in all classified employees as it averages one staffer for every 30.06 students, a bit off the comparative average of one per 24.87 students. Burbank would need to hire 103 classified workers to catch up to the state comparative average for like-sized districts.
----- HEALTH & WELLBEING -----
Planned Parenthood to open reproductive health centers at 50 Los Angeles high schools
Planned Parenthood is teaming up with Los Angeles USD, pioneering a new model of reproductive health services for Los Angeles County teens by opening 50 clinics at area high schools. The program, funded by an initial investment of $10m from Los Angeles County and $6m from Planned Parenthood over three years, will offer a full range of birth control options, testing and treatment for sexually transmitted infections, and pregnancy counseling, but not abortion, for an estimated 75,000 teens. Students will be able to walk into the clinics or make appointments and will be allowed to leave class for them; information about the appointments will be in protected medical files not accessible to school officials. Officials involved in the project said the selected schools were targeted because they are largely low-income and have no similar medical providers in the vicinity.
Colorado School District’s Vaping Policy May Be A Model For Other US Schools, Research Firm Says
The Denver Post (12/9, Wingerter) reports the policy of Boulder Valley School District in Colorado “of trying to educate kids about vaping, rather than suspending them the first time they get caught, could be a model for schools around the country, according to an education research firm.” Although “vaping has become ubiquitous, some school administrators think it’s not a problem for their students or have the default response of suspending students – which doesn’t work, said Michelle Berger, a research associate at consulting firm EAB.” Boulder Valley Health Services Director Stephanie Faren “said the district is trying a public-health approach, which involves prevention programs for all students and efforts to help those who are addicted to quit.”
Kansas School District Considering Lawsuit Against JUUL. The AP (12/9) reports the Lawrence school district in Kansas “is considering suing” JUUL. The district’s school board aimed to “consider Monday whether to join legal action against” the e-cigarette maker. The possible “litigation would seek to recoup money the district says it has spent on education, enforcement and monitoring to minimize vaping.”
-----CHARTER SCHOOLS -----
Study: Many Charters That Received Federal Grants Never Opened Or Were Shut Down
The Washington Post (12/9, Strauss) reports, “More than 35 percent of charter schools funded by the federal Charter School Program (CSP) between 2006 and 2014 either never opened or were shut down, costing taxpayers more than half a billion dollars,” according to a study by the Network for Public Education. The report “said that 537 ‘ghost schools’ never opened but received a total of more than $45.5 million in federal start-up funding. That was more than 11 percent of all the schools that received funding from CSP.” The Post says “the state with the most charter schools that never opened was Michigan, home to Education Secretary Betsy DeVos.”
The Hill (12/9, Coleman) reports the group “released a report Friday that found more than 35 percent of charter schools never opened or ended up closing down in that time frame.” Those schools “received more than a half of $1 billion, or 28 percent, of the funding from the federal Charter School Program (CSP).”
Charter school group responds to criticism
Nina Rees, president and chief executive of the National Alliance for Public Charter Schools, has responded to a recent report from the Network for Public Education which was highly critical of the federal Charter Schools Program (CSP). Ms Rees cites data from the U.S. Department of Education, finding that, of 5,264 charter schools that have received state or direct Department funding, only 1.7% of CSP-funded charter schools close before their second year of operation. She also argues that school closures are an indication that state charter school laws are working as intended, allowing authorizers to shut down schools that fail to meet their accountability agreements.
----- TECHNOLOGY -----
Equity Maps app tracks student discussions for better understanding of dialogue skills
The 74 looks at Equity Maps, an app that tracks data on in-class discussions and then helps students understand how their interactions during those group conversations affect those around them. Each student in the app is displayed as an icon. As the group discussion flows, educators tap the icon of each new speaker and a line appears to create a visual representation of the conversation. At the end, educators can play back the data in actual time, or sped up to condense a 45-minute discussion into a one-minute recap, to show how the conversation flowed. “When students can see the data and see the lines of communication that happen in a classroom, they can come to their own conclusions rather than being told this is something they need to work on,” said Equity Maps founder Dave Nelson. “How can we go deeper to involve everyone and come to a better understanding? It is very student-driven. It teaches them how to have a conversation. That is the goal.”
----- HIGHER EDUCATION -----
CSUN in national top 10 for minority students
California State University, Northridge ranks among the top 10 universities in the country that awards undergraduate degrees to minority students, according to Diverse Issues in Higher Education. The school ranked seventh in the nation among colleges and universities awarding undergraduate degrees to minority students. The magazine also ranked Northridge second in the nation for bachelor’s degrees awarded to Hispanic students in ethnic, cultural, gender and group studies; second in bachelor’s degrees awarded to total minorities combined in communications, journalism and marketing degrees. In addition, CSUN ranked eighth in the nation for bachelor’s degrees awarded to Asian American students in public health.
----- OTHER -----
NTA Life Insurance - An ABCFT Sponsor
About three years ago ABCFT stated a working relationship with National Teachers Associates Life Insurance Company. Throughout our partnership, NTA has been supportive of ABCFT activities by sponsorship and prizes for our various events. This organization specializes in providing insurance for educators across the nation. We have been provided both data and member testimonials about how pleased they have been with the NTA products and the opportunity to look at alternatives to the district insurance choice.
