MEMBERSHIP UPDATE -
Teacher Leaders Program Returns to ABCFT! By Tanya Golden
Have you ever seen a news report or talk show discuss issues around education, social and emotional issues, equity, or learning and thought to yourself or said to your colleagues, “Why don’t they just ask a real educator about ___________?”
The AFT Teacher Leaders Program is a union-sponsored program designed to help prepare YOU to be that classroom teacher, nurse, or speech and language pathologist facilitating discussion of the issues that affect our profession both here in ABC Federation of Teachers and nationally.
We are seeking teachers and nurses who would like to take an active role in influencing educational policy in, for example:
Promoting children’s well-being
Supporting powerful learning
Building capacity
Fostering collaboration
We will provide participants with opportunities to develop the knowledge and skills to influence policy locally, statewide, and nationally. This will include framing practical policy positions that relate to improved student achievement; conducting research in classrooms and schools; engaging the public and elected officials in community conversations about education; participating on advisory boards, panels, and task forces; developing policy recommendations based on research conducted; and publishing and disseminating findings and recommendations nationwide. Click here to apply.
Members selected for the program will:
∙ Increase their knowledge of major challenges facing the teaching profession through readings and discussions with leading policy experts
∙ Improve leadership skills
∙ Be recognized by the public and media
∙ Represent teachers nationwide as spokespersons and become members of a nationwide community
∙ Participate in conducting action research and using it in influencing policy
∙ Be awarded up to a $1500 stipend upon completion of the program
We are seeking a diverse group of teacher leaders who are active in their school community and have a track record in working to improve their school. This program will take place monthly, from September 2024 to April 2025.
The Teacher Leaders application is due no later than Friday, May 3, 2024. If you have any questions or would like additional information, please contact Tanya at Tanya.golden@abcusd.us
Make a difference and join the 45 veteran ABCFT Teacher Leaders today!
KEEPING YOU INFORMED - Negotiations Update By Ruben Mancillas
Thank you to Dr. Fraser for his communication clarifying the timelines regarding checks and payments. Our 4.5% raise was reflected in our April check and both the retro and off schedule payments are scheduled to arrive by June 30, 2024.
Over our spring break, members of ABCFT supported our fellow educators from the Anaheim Secondary Teachers Association as they held a rally to draw attention to the layoff notices that were issued to their permanent teachers. ASTA is a neighboring CTA local that we were proud to stand in solidarity with over the issue of teacher layoffs and class size. I marched in front of Oxford Academy with a sign noting that the Anaheim Union High School district has no cap on class size. Their contract has language regarding the number of student contacts per day but which allows for class maximums far above the limits we have here in ABCUSD.
Issuing layoff notices to permanent employees is an unfortunate reality for some of our neighboring districts. Class maximums are a variable as well. Both of these issues are factors that the negotiating team takes into account during our bargaining. Class maximums can be looked at primarily as an economic issue by some districts but we recognize that lower class sizes are advantageous for students, families, and teachers. Similarly, it is detrimental to district morale to make permanent employees struggle with uncertainty regarding their positions. ABCFT remains committed to a culture without layoff notices for permanent employees and to maintaining class maximums that support student achievement.
In Unity,
DEADLINE LOOMS - PUBLIC SERVICE LOAN FORGIVENESS
Apply before the deadline
Here’s why it is critical that you consolidate FFEL and Perkins Loans before April 30, 2024:
The AFT settled a landmark court case in October 2021 that set in motion significant, but temporary, changes to the eligibility requirements for Public Service Loan Forgiveness. Since that time, we have heard from hundreds of members who have had their entire loan balances wiped away thanks to our union’s efforts.
If you have student debt and, like most AFT members, work for a public employer or nonprofit organization—regardless of whether you work in education, healthcare or another profession—you could have your entire debt balance forgiven, but YOU MUST CONSOLIDATE FFEL AND PERKINS LOANS before April 30, 2024, to benefit from the temporary PSLF waiver and income-driven repayment readjustment.
You do not have to have made 120 payments over 10 years to benefit from this temporary waiver right now. Even if you have only made some payments to qualify for PSLF, applying before the end of the year may move you significantly closer to achieving loan forgiveness because you may get additional credit for MORE payments AND for periods of deferment or forbearance that exceed 12 months consecutively or 36 months total. Don’t miss out. Consolidate before April 30, 2024, if you want to take advantage of the temporary PSLF waiver and income-driven repayment adjustment.
Here are steps you can take now to make sure you’re on the right path:
Make sure you complete the application to consolidate FFEL Loans and Perkins Loans before April 30,2024. Complete the application at Federal Student Aid or using the Summer Student Loan member benefit.
Use the U.S. Education Department’s PSLF help tool to start your application right away.
Create or log in to your Federal Student Aid account. This is where your federal student loan information is available from the Education Department. The help tool walks you through the necessary steps to apply for Public Service Loan Forgiveness. Create your account or log in here.
Fill out the online portion of the PSLF application.
Once you’ve completed the help tool, download and print out the auto-generated form. Have your employer(s) sign page 2. Each employer you are trying to certify will need to sign their own page 2. Then submit the form to MOHELA, using the submission instructions at the top of page 4 on the form.
Need more information? Attend an AFT virtual student debt clinic for more details about how these programs work and what you can do to qualify. Sign up for an upcoming virtual clinic here.
Sign up for Summer, the free AFT member benefit that helps you navigate your student loans. Summer provides information and additional support to help you navigate applying for PSLF and other loan forgiveness options.
Student loan forgiveness for public service workers to take brief pause
The processing of forms for the Public Service Loan Forgiveness program will be paused between May and July to allow the U.S. Department of Education to make updates to its system.
Public Service Loan Forgiveness is a federal program to erase student loans for people who work for the government or a nonprofit organization, after they have made 120 student loan payments over 10 years.
Public Service Loan Forgiveness forms can still be submitted to at StudentAid.gov during the pause, but they won’t be processed until July. Any payments made during the pause that are forgiven will be refunded or applied to other outstanding federal student loans.
MEMBER-ONLY RESOURCES
Celebrating Earth Day and Arbor Day: Lesson Plans and Resources
Celebrating Earth Day on April 22nd and National Arbor Day on the last Friday of April each year serves as a powerful reminder of our collective responsibility to protect the environment. These special days provide a unique opportunity for educators and parents alike to engage students of all ages—from preschool to high school—in learning about the importance of environmental stewardship and the practical actions they can take to contribute to a healthier planet.
Using a variety of preK-12 Earth Day activities, lesson plans and resources dedicated to these celebrations can help illuminate the critical role each individual plays in safeguarding our natural world. By exploring topics such as recycling, conservation, biodiversity, and sustainable living, students can gain valuable insights into how their behaviors and choices impact the environment Earth Day activities offer chances to learn about planting trees and cleaning up local parks to fun Earth Day word searches and coloring activities.
Check out these resources and start your lesson planning with these engaging and informative materials designed to inspire students to make a difference. Let's harness the power of education to cultivate a more sustainable and eco-conscious future for all.
ABCFT PRESIDENT’S REPORT - Ray Gaer
Consistent and regular communication is a union’s most important tool for advocating for its members at the bargaining table. Every conversation with members is focused on the end result of negotiating for the future prosperity and well-being of ALL ABCFT members. This weekly report informs members about issues impacting their working/learning conditions and mental well-being. Our work as a Union is a larger conversation and united we make the YOUnion.
“Was it done with dignity?” - One of my most used questions when talking to principals, representatives, and members.
Early in my teaching, I learned about the importance of the term dignity. How we use the term dignity is evolving and deepening. I’ve always loved language and the evolution of language as different generations or subcultures impact the meanings and uses of words. Our history is abundant with new words brought about by social, historical, or technological changes in our society. As teenagers, we all had our own words but what was important is that these words had specific uses and definitions that fit the situation.
For example, I was eating dinner with my teenage daughter Emma, and during our conversation, I stated that my hamburger “was really bussin” which meant in the teen language of 2024 that it was a tasty burger. To my daughter's horror and my enjoyment, I then used a bunch of other slang words I had just recently learned like the terms, rizz, capping, basic, and other adult-forbidden words. Now I thought I was using these words correctly but I clearly by the expression on Emma’s face I didn’t truly understand the meaning and proper use of these terms. I have since been banned from using these words in my household (You can find a modern slang dictionary quickly on Google….great fun to be had).
I am bringing context and definition up this week because we often use terms that have multiple meanings or different applications than our single perspective. So, this Wednesday, in my weekly PAL meeting with Superintendent Dr. Zietlow, I found it thought-provoking when she showed me a card with a “Dignity Index.”
We discussed how purposeful discussions of dignity could impact classrooms, workspaces, and all things ABC. I often hear educators talk about the disrespectful way students can speak to one another. Still, I’m going out on a limb and stating that I don’t think students are genetically programmed to treat others disrespectfully. Our society is surrounded by constant influences that break down our definition of kindness and dignity toward others. The environment has a lot of influence on how people treat others.
There are always two sides to every story, and there is always a backstory. When I listen to members, my frame of mind is that I need to know as much as I can about that person’s perspective to be cognizant of the factors that impact their perceptions and behaviors. What do you do in conversations with students or colleagues? Do you ask for clarifying questions to gain their perspective, or are we burdened with so many tasks that we no longer invest enough time into having those meaningful conversations?
I am always struck by everything I learn in my conversations with every teacher, nurse, or SLP, but what I learn most is that we all crave to be treated with dignity. The simple can often become a tricky thing to attain. Our ABCFT/ABCUSD Master Contract is about creating boundaries to enforce dignity between management and labor. It is a perfect example of our human desire to be treated with dignity. What’s your definition and use of dignity? I encourage you to take a few moments to check out the dignity index or any number of other resources on the https://www.dignityindex.us/ website.
In YOUnity,
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-----
Harvard reinstates ACT, SAT for admissions
Harvard University will require applicants to take standardized tests once again after making the choice optional during the pandemic, The Washington Post reported.
On Thursday the Ivy League university announced those applying for fall 2025 admission must submit ACT or SAT scores, according to The Post. University officials cited research from Harvard professors who used data from hundreds of universities to explore socioeconomic diversity and admissions.
Critics have said standardized tests create barriers for disadvantaged students, The Post reported, and many universities made tests optional. Harvard professors found standardized tests aren’t an unbiased way to measure applicants and wealthier families often have more access to test prep.
“But the data reveal that other measures — recommendation letters, extracurriculars, essays — are even more prone to such biases,” researcher Raj Chetty said in a statement. “Considering standardized test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”
Dartmouth, Yale and Brown universities have all announced similar changes to reinstate ACT and SAT scores during admissions.
----- NATIONAL NEWS -----
Idaho bans use of trans students' name and pronouns in schools
Idaho Gov. Brad Little has signed legislation that prohibits schools from requiring staff and students to use a transgender student's name and pronouns. The law, which will take effect on July 1, prevents educators from addressing a minor by a name or pronoun that does not align with their sex assigned at birth without written consent from their parents. It also protects school staff from adverse employment action for declining to use a student's preferred name or pronoun. State government employees are similarly not required to use a transgender person's name or pronoun if it does not match their sex assigned at birth. Supporters argue that the law protects First Amendment rights, while opponents argue that it allows unprofessional behavior and discrimination. Mr. Little has previously signed several laws targeting transgender people, including a ban on transgender athletes and restrictions on gender-affirming care for minors and adults. Idaho is now the sixth state to redefine gender as being synonymous with sex.
U.S. Department Of Education Launches Council To Strengthen K-12 School Cybersecurity
The U.S. Department of Education has formed a government coordinating council to assist K-12 schools in improving their cybersecurity practices. The council, which includes representatives from federal agencies, state education departments, superintendents, and principals, will provide cybersecurity training, recommend policies, and communicate best practices to schools. This initiative is in response to the increasing cyber threats faced by schools, which have become the primary target for cybercriminals. Cyberattacks not only have financial implications but also disrupt academic activities, with recovery time ranging from two to nine months. The council aims to address the lack of expertise and resources in school districts, particularly in smaller and rural areas. The council's inaugural meeting was held on March 28. The launch of the council follows the White House's K-12 cybersecurity summit and includes tailored assessments, training, and resources provided by federal agencies and education technology companies. States have also enacted new cybersecurity laws to support schools in addressing cyber threats. The council's formation is seen as a positive step towards a comprehensive cybersecurity approach for K-12 schools.
Texas lawmakers allege 'violations of state law' in Houston ISD
Nine Houston-area state representatives have contacted Dade Phelan (R-Beaumont) Speaker of the Texas House, asking for a public hearing by the House Committee on Public Education on allegations that Houston ISD violated state law by having unaccredited teachers in the classroom. "We have also been informed that plans have been shared with teachers and administration to address the continuing exit of teachers by hiring current community college students as apprentices and additional learning coaches,” the representatives allege in the letter. Other concerns addressed in the letter include at-risk students not receiving the services and support they have a legal right to receive. In a statement, a Houston ISD spokesperson said: "HISD has invited dozens of elected and community leaders into our schools to see the work happening first-hand. We are pleased to share our progress with any other leaders who want to better understand what’s happening in the schools. We are so proud of the work of our students and teachers, and are already seeing positive impacts for kids. HISD will stay focused on the critical work of serving students and families."
Click 2 Houston Chron Houston Chronicle
----- STATE NEWS -----
California school districts prepare for impact of new minimum wage for fast food workers
California school districts are preparing for the impact of a new minimum wage for fast food workers. The minimum wage law guarantees at least $20 per hour for workers at fast food chains with at least 60 locations nationwide. However, this raise could make it more difficult for school districts to hire cafeteria workers amid a state budget crunch. Demand for school meals is higher than ever in California, and districts are projected to serve over 70 million extra meals this year compared to 2018. Some districts have already taken steps to compete, such as increasing wages for food service workers. However, others are limited in what they can do due to revenue constraints. While pay raises aren't the only incentives school districts can offer, they may have an advantage in terms of stability and job security compared to the fast food industry.
California teachers union opposes legislation on phonics instruction (UPDATE - Bill was defeated)
California's largest teachers union, the California Teachers Association (CTA), is opposing Assembly Bill 2222, which mandates the use of phonics instruction to teach children to read. The CTA argues that the legislation duplicates existing literacy initiatives, does not meet the needs of English learners, and limits teachers' professional autonomy. Supporters of the bill, including advocacy nonprofit EdVoice, argue that it ensures all teachers are trained in the latest brain research on reading instruction. The bill aligns with similar legislation passed in 37 states and some cities. Critics, such as Californians Together and the California Association for Bilingual Education, prefer funding for teacher training and the implementation of the English Language Arts/English Language Development Framework. Blanca Rubio, the bill's author, sees the CTA's opposition as an opportunity for negotiation. The bill would require all teachers, literacy coaches, and specialists to take a 30-hour course in reading instruction by 2028. It also goes against the state's policy of local control in selecting curriculum and teaching methods. The cost of the required professional development is estimated to be $200m-300m. Advocates argue that the bill is necessary to address California's literacy crisis, as only 43% of third graders met academic standards in 2023. The bill would sunset in 2028, and all teacher preparation programs would be required to teach literacy instruction based on the science of reading.
----- DISTRICTS -----
Battle over charter school rights in LAUSD moves to court
A battle over the rights of charters to use Los Angeles USD school campuses has moved to the courts with the filing of a lawsuit. The California Charter Schools Association alleges that the district acted illegally when the Board of Education recently voted to restrict where charters could locate as well as the classrooms they could use. LAUSD officials had no immediate comment on the lawsuit, but have maintained that their revised charter school policy is legal. Charter advocates are concerned that charters could be pushed out of areas where they currently operate, making it difficult for them to remain viable. Under the policy, district-operated campuses are exempt from new space-sharing arrangements when a school has a designated program to help Black students or when a school is among the most “fragile” because of low student achievement. The state laws “are premised on the fact that public school facilities are paid for by taxpayers, so school districts hold them in trust for the use of public school students,” the lawsuit states. Finding a place to operate — especially in the expensive real estate market of L.A. — always has been a challenge for charters, a factor that led advocates to push successfully for the legal right to claim public school space at an affordable rent.
Unions allege LAUSD is misusing arts education funds
High school junior Maya Shtangrud may have given up on her childhood dream of learning to play the violin — but now, serving as an arts justice fellow at the ACLU of Southern California, she remains steadfast in her advocacy for arts education.
Like many, she hoped Proposition 28 — a ballot measure passed by roughly 65% of voters in November 2022 to allocate about $1 billion toward arts education each year — would lead to greater opportunities for her fellow students.
She’s not quite as optimistic now, and is joining a group of teachers and advocates to sound alarms on the district’s alleged mismanagement of their estimated $76.7 million in Proposition 28 money — which they claim has been used to pay for current teachers rather than create new programs or bolster existing ones.
“I really want adults, teachers, administrators, people who distribute the Prop. 28 funds, to understand that they need to really think about it from our perspective and see how much it is impacting us,” said Shtangrud, who now plays jazz piano and enjoys filmmaking. “A lot of people don’t understand the impact that the arts have on us students.”
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Most families assume their children are getting some form of arts education, said Janine Riveire, a professor of music and music education at Cal Poly Pomona. Many also hoped that Proposition 28’s passage would lead to better outcomes for their children.
Despite Proposition 28’s widespread support in the polls, bringing arts education to students across the Los Angeles Unified School District has remained a challenge — with educators and advocates claiming that the district’s implementation of Proposition 28 has failed to give individual campuses their own discretion over the use of their funds, leading to roadblocks that impede teachers’ ability to access supplies central to their artistic discipline.
https://edsource.org/2024/unions-allege-lausd-is-misusing-prop-28-funds/709118
Politics, threats, agendas have permeated search for Fresno Unified superintendent
Among accusations of racism, intimidation and political play, ensuing from a March 20 decision by the Fresno Unified School District board to interview internal candidates first in the process to hire a superintendent, some district employees have faced harassment and threats, with some members of the Hmong community also citing attacks against them.
Sources, including district spokesperson Nikki Henry, told EdSource that board members and Deputy Superintendent Misty Her — a candidate for the open position and the presumptive interim superintendent — have been threatened. Her, specifically, has faced racial harassment, Henry said.
“It’s not fair to staff, and it’s not fair to the process,” school board member Keshia Thomas said.
During last week’s board meeting, Kao Xiong, CEO of the Hmong Business Incubator Center, a community-based organization serving the underrepresented Hmong community, said his group has been monitoring racial tensions related to the superintendent search.
Community member John Thao spoke about the “painful” and “hurtful” words someone told him in the wake of the superintendent’s search: “‘Your kind will never be superintendent.'”
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On Jan. 22, when Superintendent Bob Nelson announced his plans to leave Fresno Unified, the district announced that if a permanent superintendent isn’t named by his final days, Her would be named interim superintendent.
----- TECHNOLOGY -----
More teachers are making use Of AI-detection tools
The majority of teachers have used an artificial intelligence (AI)-detection program to assess whether a student’s work was completed with the assistance of generative AI, according to a new survey of educators by the Center for Democracy & Technology. However, their usefulness is limited, according to Victor Lee, an associate professor of learning sciences and technology design and STEM education at the Stanford Graduate School of Education. “They are fallible, you can work around them,” he said. “And there is a serious harm risk associated in that an incorrect accusation is a very serious accusation to make.” Adding to the risk is the finding that only a quarter of teachers in the survey said they are “very effective” at discerning whether assignments were written by their students or by an AI tool. Half of teachers say generative AI has made them more distrustful that students’ schoolwork is actually their own. Professor Lee said that schools should take care when using AI to police students' use of generative AI. “It could put a label on a student that could have longer term effects on the students’ standing or disciplinary record,” he said. “It could also alienate them from school, because if it was not AI produced text, and they wrote it and were told it’s bad, that is not a very affirming message.”
AI teaching assistant cuts grading time in half for computer science teachers
Code.org, in collaboration with the Piech Lab at Stanford University, has developed an artificial intelligence (AI) teaching assistant that can significantly reduce the time it takes for computer science teachers to grade coding projects. In a limited pilot project, the tool's assessment closely matched that of experienced computer science teachers. Code.org plans to invite an additional 300 teachers to test the tool and hopes to make it widely available by the end of the year. While some educators see the potential benefits of AI in grading, others are concerned about outsourcing subjective tasks. The AI tool is particularly useful for grading coding projects, as it can quickly and accurately determine if certain requirements are met. Code.org believes that AI-assisted grading could become common across multiple subjects in the future. The tool could be a valuable time-saver for teachers, but they should still have the final say in grading decisions.
Students' use of AI raises concerns among educators
A recent survey has revealed that students are increasingly turning to generative artificial intelligence (AI) for their schoolwork, causing educators to become more concerned about academic integrity. The survey highlights the growing reliance on AI among students and the potential impact on their learning experience. According to the Center for Democracy and Technology, this trend raises important questions about the ethical use of AI in education. "We need to ensure that students are developing their own critical thinking and problem-solving skills, rather than relying solely on AI," one educator comments. The survey findings essentially emphasize the need for educators to address this issue, and find a balance between leveraging AI technology and promoting independent learning.
----- WORKFORCE ----
Majority of teachers concerned about school shootings
After years of efforts to improve school safety, a majority of teachers are concerned about the possibility of a shooting occurring at their school, with 7% saying they are "extremely" worried, according to a Pew Research Center survey. The survey also found that improved mental health screening for children and adults was identified as the top strategy to prevent shootings. While mass school shootings are statistically rare, their pace and scale have increased over the years, shaping teachers' experiences at work. Many teachers believe their schools could do more to prepare them for an active shooter, and lockdowns disrupt students and teachers. Teachers favor mental health support as a prevention strategy, while allowing teachers and administrators to carry guns is the least supported strategy. Support for prevention strategies varies based on political affiliation. The presence of school police correlates with increased student suspensions, expulsions, and arrests, but may serve as a deterrent for attackers.
----- CLASSROOM -----
Students' lack of engagement in classroom a major problem, survey finds
Nearly half of teachers, including 58 percent of high school teachers, report that students' lack of interest in learning is a major problem in the classroom, according to a new national survey by the Pew Research Center. The survey also found that 72 percent of high school teachers and a third of middle school teachers believe that students being distracted by cellphones is a major issue. The survey covered various topics, including teachers' job satisfaction, workload, and challenges in the classroom. Teachers from high-poverty schools were more likely to hold negative views about students' academic performance and behavior. The survey also highlighted the difficulties teachers face in enforcing cellphone policies and the lack of support from parents. Additionally, the survey revealed that teachers are less satisfied with their jobs compared to other workers, with many citing stress, overwhelming workload, and low morale. The majority of teachers believe that the overall state of public K-12 education has worsened in the past five years. The survey results aim to spark discussion about the challenges faced by teachers in the classroom.
----- SECURITY -----
L.A. school district investigates allegations of inappropriate photos
Los Angeles school officials are investigating allegations of inappropriate photos being created and shared within the Fairfax High School community. Los Angeles USD said it is taking the allegations seriously and will take appropriate disciplinary action if necessary. Officials have also emphasized the importance of digital citizenship lessons and training on the ethical use of technology. This comes after similar incidents in other schools, where students used artificial intelligence to create and share fake nude pictures of their classmates.
----- FINANCE -----
School districts take ESSER spending down to the wire
America's school districts have until September 30th to commit all their ESSER pandemic relief aid to specific expenses, and four months thereafter to "liquidate," or spend those funds, unless they obtain a deadline extension. However, Georgetown University's Edunomics Lab research department has found that more than 450 districts, out of the nation's 13,000, have spent fewer than 10% of their ESSER III dollars. The reasons why these districts seem to be lagging in their spending include that they haven't requested reimbursement yet, and that some planned expenses, such as construction work, haven't played out yet.
Costs, concerns, and calls for clarity in K-12 finance
The second annual Allovue Education Finance Survey, produced with the EdWeek Research Center, has found a growing sense of pessimism among K-12 teachers and administrators as they ready themselves for the end of federal COVID relief funding. Among the 1,855 respondents to the latest survey — including 567 district leaders, 592 school leaders and 796 teachers — "funding that fails to keep pace with inflation” surfaced as the number one concern related to district finance. Administrators involved in budgeting say their top challenges are long-range planning and accurate forecasting. Software is another concern, with roughly half saying their budgeting tools are in need of modernization. Seventy-three percent of respondents said that the end of COVID relief funding has had or will have a negative impact on their budgets, with spending on professional development, rainy-day funds and extracurriculars the most likely to be reined in.
----- NUTRITION -----
Consumer Reports urges removal of Lunchables from school lunch menus
Advocacy group Consumer Reports is calling on the U.S. Department of Agriculture (USDA) to remove Lunchables from the National School Lunch Program due to high levels of sodium and heavy metals. Consumer Reports found that Lunchables contain concerning levels of sodium and harmful chemicals that can lead to serious health problems over time. The group also detected lead, cadmium, and phthalates in Lunchables, which can impact reproductive health and the human hormonal system. The USDA stated that it sets requirements for the overall nutritional content of meals, but does not allow or disallow individual food items. Kraft Heinz, the maker of Lunchables, stands by the quality and safety of its products. Consumer Reports found that Lunchables served in schools have higher sodium levels compared to those sold in stores. A petition created by Consumer Reports to remove Lunchables from schools has gained over 14,000 signatures.
----- HIGHER EDUCATION -----
Black and Hispanic professors underrepresented in U.S. universities, federal report finds
Despite gains in faculty diversity at American universities over the last two decades, Black and Hispanic professors remain underrepresented compared to their students and to professionals with advanced degrees in other fields, according to a federal report. Black and Hispanic professionals make up roughly 9.1% and 8.3% of the workforce, respectively, compared to 7.1% and 6.3% of college faculty. Rep. Bobby Scott stated that faculty diversity can improve the sense of belonging and retention rates for students of color. Students of color often face systemic barriers in academia, such as financial hurdles. Minority-serving institutions have been successful in developing faculty of color through intentional and longitudinal programs. Investing in mentorship, retention studies, and creating leadership opportunities could improve the retention of faculty of color. The report also found inefficiencies in investigating discrimination complaints at colleges and universities.
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