KEEPING YOU INFORMED - Negotiations Update By Ruben Mancillas
“School’s Out” was our last day of the year song. Now we can cue up John Sebastian for this first week of school.
Thank you to all who helped make our ABC Summer Professional Learning this past Tuesday and Wednesday such a success. One of the strengths of this training was that it offered members the opportunity to participate in sessions led by their own colleagues. Thanks also to our negotiating team for bargaining these voluntary days for additional compensation.
Summer news includes ABCFT delegates braving the heat and humidity of Houston in July to attend the AFT convention. Our seven-member team served on committees to help craft resolutions and then voted on the floor to move the business of our national union. Sudden changes this election year truly made this convention feel like a civics lesson in real time! Education can often feel like a profession largely limited to the walls of our own classroom or school, but this was a reminder of how many brothers and sisters in labor we stand alongside in the American Federation of Teachers. AFT is a union of 1.8 million members(!) representing a large and diverse group of workers. We are, for example, the second-largest union of nurses in the nation. Thank you to the ABCFT delegates who served so that we have a voice in education issues that impact all of us.
Our first rep council meeting of the year was this past Monday morning, followed by an afternoon meeting designed for new reps and/or new administrators to be able to work together as a team. At the rep council meeting questions were asked regarding our Keenan SafeSchools Online Training. To recap, administrators should provide four hours of “their” time to complete our Keenan videos. Often, this would come from staff meeting time, but if an administrator is giving up time that they could otherwise direct us to, that too would count as “their” time. Welcome to the two new members of the ABCFT executive board: Jamie Kenyon of Carmenita MS, serving as our VP of Middle Schools and Bryan Valdez of Elliot Elementary, serving as a VP At-Large.
Regarding negotiations, we bargain for salary and benefits every year. Throughout this 2024-2025 school year, we will also be negotiating master contract language as our current contract runs through June 2025. The COLA this year is only 1.07%, so that will make it very challenging at a time when the district is still dealing with declining enrollment. In terms of timelines, we will be reaching out to Dr. Fraser and talking about potential meeting dates. Another factor to consider is that this is an election year, with four school board seats being voted on this November.
Pop culture corner: is Die Hard a Christmas movie? I don’t have strong feelings one way or the other on this question, but I did think about it in relation to the 1981 political conspiracy thriller, Blow Out. A summer highlight was that my eldest son was kind enough to accompany me on the 4th of July to see this great Brian DePalma film starring John Travolta. The American Cinematheque clearly scheduled it as a July 4th event, but in keeping with the era and the genre, it decidedly does not have an upbeat celebratory tone. As my son whispered to me with some agitation near the end, “I am going to be so mad if something bad happens.”
As good art often does, one work can inform another so here is a book recommendation as well. Blow Out has a plot point similar to the Chappaquiddick incident, which then caused me to find the 1992 novella, Black Water. This roman a clef by Joyce Carol Oates is informed by real events but stands thoughtfully on its own. One last book recommendation from my summer reading list is Genius: The Life and Science of Richard Feynman. I admired the way this biographer was able to describe quantum electrodynamics in prose accessible to an English major. Feynman himself was a fascinating figure, a Nobel Prize winner who worked on the Manhattan Project and an inspirational teacher who was always looking for new ways for his students to experience the world. His efforts reminded me of our members here in ABCFT!
In Unity,
KEEPING YOU INFORMED: 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 ensure that you are protected and informed about what kind of conversations are appropriate in your classrooms. We’ve put together a flier that helps outline the basics of protecting yourself from politics in your classroom. ABCFT wants to ensure you are also aware of the language used to train administrators in ABC about using politics in the classroom. You will find the district language at the bottom of this section.
Below is the contract language that allows some gray areas for teachers to discuss politics. We have also included the ABC Board Policy language to provide another guideline to help you decide what is appropriate for your classrooms.
(Article V Academic Freedom, page 10)
The most important sentence in this paragraph is the one that states “All unit members are entitled to augment or enhance their instructional methodologies following 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.”
District Administrative Language concerning politics in the classroom
ABC UNIFIED SCHOOL DISTRICT
Administrative Regulation 1160
COMMUNITY RELATIONS POLITICAL ACTIVITIES
Balanced, objective discussion of political candidates and presentation of issues is an appropriate educational activity, and is encouraged. However, school district employees are obliged not to encourage, engage in or permit improper use of pupils, district time, materials or facilities for the purpose of advocating a particular candidate or issue.
While the right of district pupils and employees to engage in political activity on their own time is guaranteed by law, under no circumstances may school district personnel or pupils:
Solicit support or campaign contributions on district property during business hours.
Use district materials or equipment for the reproduction of campaign materials.
Use district mail service for the distribution of campaign brochures or distribute campaign materials on district property. (Exception: meetings conducted at schools under the Civic Center Act, at which time discussion of political issues and candidates is proper and legal.)
Employees engaging in political activities shall:
Realize their primary obligation is to their work as employees of the district.
Endeavor to make others realize that their statements and actions are performed solely as private citizens and not in connection with or as representatives of the district.
Engage in no political activities on district premises during business hours.
District employees should not conduct meetings for political discussion during business hours, they and other citizens do have the right to use the schools for meetings under the Civic Center Act. Such use shall in no way interfere with the use and occupancy of the public school facility as is required for the purpose of the district.
If you have any additional questions please write to ABCFT@abcusd.us
GREAT START FOR ABC TEACHERS AND NURSES: New Teacher Orientation & Professional Development Days
Welcome to all the new ABC Teachers and Nurses hired over the Summer!
On July 31, members of the ABCFT leadership welcomed new teachers and nurses to ABCUSD at the New Teacher Orientation event at the district office. Twenty-eight new hires attended the ABC New Teacher Orientation, which was for many their first introduction to the ABC District. These teachers represent a variety of grade levels and programs across the district, with many of them being experienced teachers in search of new opportunities and an educator-friendly district culture.
The participants were introduced to members of the school board, the administrative staff, and almost all of the principals in the ABC District. They were able to hear a number of presentations from district personnel on how to thrive in their classrooms as well as how to access a broad number of support resources to help their teaching.
This annual event gives the ABCFT leadership an opportunity to meet the newest hires and to welcome them to ABC. ABCFT also meets with teachers that are hired throughout the year as part of our welcoming process. These events are critical to our unions continued high membership levels and help to ensure the success of our fellow union siblings. Thanks to those from ABCFT who were in attendance and helped to ensure the best foot forward for these new ABCFT members. From the ABCFT executive board members we had in attendance Connie Nam, Bryan Valdez, Michael Hartshorn, Catherine Pascual, Megan Harding, Ray Gaer, and Ruben Mancillas.
844 Teachers and Nurses Kick Off the Year in Style!
The ABC Summer Professional Learning 2024 (SPARK) was held at Gahr High School on August 6 and 7. This was the highest-ever attendance for our voluntary professional development event, with 844 members taking advantage of the opportunity to attend relevant sessions and be motivated by some high-energy keynote speakers.
Superintendent Dr. Zietlow gave her keynote address on the second day, which continued the theme of creating a psychologically safe learning environment that is impacted by your leadership. She stated that we should understand that we are leaders at every level of the organization and that, as leaders, we can have a profound and lasting impact on our students' outcomes and their social and emotional well-being.
Thank you to the ABC Administration and the ABCFT Negotiating team for making these two days possible. Thanks also to the Academic Services department (TOSAS!!!), ABC School Board Members, ABC administration, ABC Classified employees (for creating a great environment for learning), and all teachers and nurses who made this day possible (Cheers to our presenters)
HEADS UP! LAST DAYS FOR OPEN ENROLLMENT
Reminder:
The final day to complete your selections for Open Enrollment is August 14th!
Please make your Open Enrollment selections by Wednesday, August 14th. All the information and documents you need to successfully enroll in your benefits for the 2024-2025 plan year are available on our ABC website under 2024-2025 Open Enrollment for ABC employees or using the following link: Employee Benefits 2024-2025.
If you have any further questions, please contact the Fringe Benefits department.
Jasmin Aguilar, Fringe Benefits Specialist
562-926-5566 ext. 21245
jasmin.aguilar@abcusd.us
Wendy Cano, Fringe Benefits Specialist
562-926-5566 ext. 21248
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.
“We create the conditions for learning.” - Dr. Gary Smuts, former ABC School District Superintendent.
Twenty years ago, I heard former ABC Superintendent Dr. Smuts say this in a conference room filled with ABC teachers, nurses, and administrators. Doctor Smuts was ahead of his time and was one of the most progressive voices of the early days of the collaborative partnership between Labor and the Administration. He was talking about district culture and community culture when most of us were focused on our school sites and classrooms. When Dr. Smuts was superintendent, I was on the negotiating team and took this statement as the major purpose of why the ABCFT negotiating team was advocating for better working conditions to improve our contract. It seemed black and white at the negotiating table because I could see conditions reflected in our ABCFT/ABCUSD Master Contract.
I understood that within my own classroom, I had the autonomy as a teacher with my students to create a safe psychological learning environment for my students. At the time, I was teaching English to resource students at Artesia High School, and very early on, I discovered that the culture of a teacher’s classroom had everything to do with the successful academic and social gains of my students. It seems like that message of creating the best conditions for learning now thankfully includes our students' social and emotional needs. Education is truly going in the right direction. Changes are always messy and slow but two decades later, I can now fully understand the significance and vision of Superintendent Smutts.
Welcome Back, everyone! The professional development days were on target and I’ve heard a ton of positive feedback from those who attended. It was a great time to be inspired and motivated to start off our school year.
On Monday, we welcome a new batch of eager learners to our great school district. I am proud to serve alongside such a powerful gathering of educators. I hope your year is filled with wonderful gains, endless opportunities for learning and laughter, and, most importantly, your personal and professional satisfaction. Let’s do this!
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-----
One of the biggest school districts reverses its position on teachers' unions
Teachers' unions in Fairfax County, Virginia, have achieved a major victory by winning the exclusive right to collective bargaining on behalf of 27,500 teachers and staff. This marks a significant turnaround in a state historically hostile to labor unions. The Fairfax Education Unions ran a successful campaign and are expected to bring wage increases and changes to teacher workloads to the bargaining table. The victory in Fairfax County is part of a larger trend in Virginia, with other school districts also achieving collective bargaining rights after decades of prohibition. The National Education Association and the American Federation of Teachers have seen declining membership in recent years, but local organizing efforts in Virginia could potentially reenergize the unions. The Fairfax Education Unions' joint leaders, Leslie Houston and David Walrod, are optimistic about the future of collective bargaining in the county. They plan to focus on improving wages and working conditions for teachers and staff. The Fairfax County School Board has adopted an amendment allowing bargaining and recognizes the benefits of including educators in decision-making processes.
----- NATIONAL NEWS -----
Oklahoma educators defy state order to incorporate Bible into lesson plans
Educators in Oklahoma are resisting State Superintendent Ryan Walters' directive to incorporate the Bible into school curricula. Walters insists that schools must comply with the mandate, which includes placing a Bible and the Ten Commandments in every classroom. However, several school districts, backed by legal counsel, plan to challenge the order, arguing it violates the separation of church and state. Rob Miller, superintendent of Bixby Public Schools, stated that his district would file a lawsuit if targeted. This defiance sets the stage for a legal battle, with implications for church-state separation in education.
Senate Committee approves minor increase In U.S. education budget
The Senate Appropriations Committee has voted to advance more than $1tn in government funding for fiscal 2025, clearing four spending bills with overwhelming bipartisan support. The funding includes an $80bn funding plan for the U.S. Department of Education, around $1bn more than the current budget. Included in the proposal are a $280m increase to Title I, along with $295m for the Individuals with Disabilities Education Act, and a $100 bump in the maximum Pell Grant award to $7,495. For early childhood, the bill would provide a $2.3bn increase for HHS early learning programs over current spending levels, including a recommended $10.3bn for the Child Care and Development Block Grant and $12.97bn for Head Start. For K-12, in addition to proposed increases that would bring total Title I funding to $18.69bn and IDEA funding to $14.5bn, the bill seeks to fund the English Language Acquisition program at $895m (a $5m increase) and Impact Aid at $1.6bn (a $20m increase). The package stands in contrast to the House Appropriations Committee bill, which recommends funding the Education Department at $72bn. The full House and Senate still need to vote on the measures.
Minnesota Governor's education record: What we know
Minnesota Gov. Tim Walz, a former high school teacher and football coach, has been chosen as Vice President Kamala Harris' running mate for the 2024 presidential campaign. During his time as governor, Walz has focused on increasing school funding and implementing universal free school meals in Minnesota. He has also signed significant education policies, such as the Minnesota Free School Meals Law and a budget law that increased spending for K-12 schools. Walz's background as a teacher makes him relatable to rural and blue-collar voters, which could be beneficial for Harris' campaign. While Walz's policy positions on education may not have a major impact, his experience as a teacher could give him a prominent voice on education issues. However, it will ultimately be the Harris campaign that drives the education conversation. Overall, Walz's selection as Harris' running mate highlights his commitment to public education and his appeal to middle-class voters.
Education Week News The 74 (Online)
Forty percent of Iowa schools remove books after new law
About 40% of Iowa schools have removed books from their libraries after the passage of Senate File 496, a new law that restricts the types of books available to students. The Des Moines Register surveyed 325 public school districts and found that 3,399 books have been pulled from shelves. While a temporary injunction has put a hold on enforcing the law, most of the removed books have not been returned. The number of books removed varies from district to district, with some removing only a few and others removing over 100. Many popular authors, including George Orwell and Stephen King, have had their works removed. Some books have been returned to shelves, but over 2,000 remain banned. This book ban is much larger in scale than previous challenges to books in Iowa schools.
Presidents divide nation on education policies
A new study reveals that U.S. presidents who voiced views on education policy between 2009 and 2021 tended to polarize public opinion rather than build consensus. The research found when respondents learned the incumbent president supported an education proposal, they became more likely to align with him if he was from their party, and oppose it if from the opposing party. The findings underscore the growing partisan divide on education issues in recent years. However, the study also found an exception - when presidents endorsed policies going against their party's traditional stance, like Barack Obama supporting charter schools, it actually depolarized responses somewhat. The results suggest federal leadership on education faces major challenges without broader bipartisan agreement. As national divides harden, some see state leaders as a potential way forward, citing efforts by Republican governors to raise teacher pay. But uniting Americans on education may require presidents willing to chart a middle ground, departing from predictable party lines.
----- STATE NEWS -----
California introduces new credential to address teacher shortage in preschools
As California expands its free public preschool program, the state faces the challenge of staffing the classrooms with qualified educators due to a teacher shortage. A new certification for pre-K through third grade was introduced by the Commission on Teacher Credentialing to meet this need and potentially shorten certain instructors' routes to become teachers. The credential, known as the PK-3 Early Childhood Education Specialist Instruction Credential, has been approved by the Commission's Committee on Accreditation. The implementation of this credential is part of California's Master Plan for Early Learning and Care. The state aims to build "a comprehensive and equitable early learning and care system" by 2030. Local agencies and universities in California are starting to offer the credential to meet the demand for early education teachers.
California's public schools to require full-year course in ethnic studies
California's public schools will be required to offer a full-year course in ethnic studies beginning in the 2025–26 school year. Students won't be able to graduate without it by 2030. However, school districts are facing a curriculum crossfire over the teaching of the state's new mandate, especially when it comes to Israel, Palestine, and the ongoing conflict. There are two competing visions of ethnic studies: critical or "liberated" ethnic studies and "constructive" ethnic studies. The conflict arises from the differences in politics between the two courses. The state's model curriculum has been revised to address concerns about antisemitism and inclusivity. Several school districts are already facing lawsuits over objectionable material. The Alliance for Constructive Ethnic Studies argues that the model curriculum does more harm than good and should be taught in a positive and empowering way.
California struggles with bilingual education and teacher shortages
California is facing challenges in meeting its bilingual education and transitional kindergarten goals due to teacher shortages. Almost 60% of California children under six years old live in households where a language other than English is spoken, and these students, who are more likely to be low income, benefit the most from transitional kindergarten. However, the state has struggled to attract and retain bilingual teachers. Transitional kindergarten classrooms require more teachers, and the demand for teachers will increase when the average class size is decreased. Hiring teaching assistants to maintain the necessary ratios has also been difficult, with a 12% vacancy rate reported for the 2022-23 academic year. The shortage of teachers is a significant obstacle in fully developing the languages of dual language learners in California.
Amendments made to California bill on teaching performance assessments
A controversial bill in California that aimed to eliminate teaching performance assessments has been amended under pressure from education advocacy groups. The bill, Senate Bill 1263, sponsored by the California Teachers Association (CTA), will now retain the assessments but with a provision for a working group to review and recommend changes. The revised bill requires the California Commission on Teacher Credentialing to approve the recommendations by July 1, 2025, and implement them within three years. The bill faced criticism from teachers who found the assessments time-consuming and anxiety-inducing. However, proponents argue that the assessments are a valuable tool for evaluating teacher preparation programs. The amended bill also includes additional oversight measures and a secondary passing standard. The legislation is currently being considered by the Assembly Appropriations Committee.
----- DISTRICTS -----
Ventura County K-12 public schools experience declining enrollment
Ventura County K-12 public schools have experienced a decline in student enrollment, with a loss of over 17,000 students in the past decade. The latest data from the state education department shows a drop of more than 2,000 students between fall 2022 and 2023. The decrease in student numbers has financial implications for the schools, as funding is primarily based on the number of students. The county's superintendent of schools, César Morales, emphasized the need for districts to adjust their budgets and staffing to accommodate the smaller enrollments. The county's shortage of affordable housing is believed to be a contributing factor to the enrollment decline. Despite the challenges, districts are implementing strategies to attract and retain students.
----- TECHNOLOGY -----
From chalkboards to chatbots: Students drive AI takeover of academics
The adoption of artificial intelligence (AI) in education is rapidly increasing among teachers and students. According to a recent poll, familiarity with ChatGPT, a generative AI chatbot, has risen from 55% to 79% among teachers and from 37% to 75% among K-12 students in just over a year. The usage of ChatGPT also saw a significant spike, with 46% of teachers and 48% of students using it at least weekly. The reviews from students are overwhelmingly positive, with 70% of K-12 students and 75% of undergraduates holding a favorable view of AI chatbots. The data aligns with the experience of Khan Academy, which has been using a customized AI tool for education called Khanmigo. The adoption rates in education surpass those in the workforce, with students driving the adoption and teachers benefiting from the time-saving capabilities of AI. However, there is still a need for more training and professional development for teachers to fully utilize AI. The data also reveals that minority groups are adopting AI for education at higher rates. While there are concerns about the impact of AI on in-class lectures and the issue of cheating, AI has the potential to revolutionize education and provide personalized tutoring experiences.
Classroom Showdown: Will Apple's AI raise grade point averages?
Apple plans to add generative artificial intelligence (AI) features to its products, including the iPhone, as early as this fall. The announcement raises questions about how these upgrades will impact schools. Apple Intelligence, as the company calls its AI features, can proofread and rewrite documents, generate images and emojis, transcribe phone calls and voice memos, summarize emails and lectures, and solve math problems. While Apple's announcement did not specifically mention K-12 education, many educators and students use iPhones and other Apple products, making it likely that they will interact with these new features. The AI writing assistant and the new calculator app are two features that will have implications for schools. Educators are concerned about students using generative AI tools to cheat on assignments, but studies have shown that student cheating has not significantly increased with the expansion of AI use. As more tech companies introduce AI features, it becomes crucial for schools to train educators and students on AI literacy. Apple's AI upgrades signal the future of AI and hardware, as well as the potential for more personalized and contextual AI interactions. Schools need to prepare students for an AI-driven future to ensure they are not at a disadvantage in the job market
How AI can help reduce teacher workload
Artificial intelligence (AI) has the potential to reduce the workload of teachers, but there are challenges that need to be addressed. Priten Shah, an education entrepreneur, highlights the importance of teacher professional development in catching up with AI. Many educators find it overwhelming to learn how to navigate AI technology and lack the resources to do so. The curriculum also needs to adapt to the changes brought by AI, as assignments become easier for students to complete with AI tools. Teachers need more time and guidance to understand the capabilities of AI and adapt their teaching methods accordingly. While AI cannot solve all the issues faced by teachers, proactive measures from schools and administrators can help integrate AI effectively in classrooms. Without proper support, teachers may face burnout and students may struggle to keep up with the changing educational landscape. However, with the right support, AI can be a valuable tool that empowers teachers to focus on inspiring and nurturing students.
California schools increasingly using AI tools for grading
California school districts are increasingly adopting artificial intelligence (AI) tools for grading and other tasks. But while AI can help teachers grade papers faster and provide more feedback to students, guidelines for its use in schools are vague, and adoption varies. The California Department of Education does not track AI use by schools, though it is becoming more common. Teachers use AI to personalize reading material, create lesson plans, and save time. However, there are concerns about the accuracy and ethical use of AI in education.
AI in education: Principals navigate new frontier
With artificial intelligence (AI) becoming more prevalent in schools, Gene Pinkard, director of K-12 leadership for the Aspen Institute’s Education & Society Program, says that principals must adapt to new challenges and opportunities. While AI can alleviate burnout by automating administrative tasks, allowing principals to focus on "human" work like building relationships, Pinkard warns that there are risks of bias that need to be addressed through inclusive design processes. Education expert Nancy Gutierrez warned of potential biases reflected in AI systems. To mitigate such risks, she emphasizes the importance of diverse perspectives in the design process and transparency. The role of principals must evolve to lead the integration of AI effectively. Eva Mejia, an innovation expert at IDEO, suggested involving educators in design could enhance innovation in schools. Principals should cultivate environments where AI tools are explored openly, sharing best practices. Unfortunately, many principals, especially in underserved districts, lack the time and resources to proactively leverage AI. As Kentwood Superintendent Kevin Polston noted, "If time is our most precious commodity, and humans are the most important value...how do you then create more time for your people to do those innately human things that change outcomes for kids?"
----- WORKFORCE ----
Teacher wages compared to other workers
Teaching vacancies continue to plague public schools after the COVID-19 pandemic as modestly paying careers in education, often pursued for their fulfilling nature, are growing even less financially feasible for teachers nationwide. HeyTutor analyzed data from the Economic Policy Institute to illustrate the compensation teachers forgo when pursuing a career in education and the role of stagnant pay in the ongoing teacher shortage. "The teacher 'pay penalty' is trending in the wrong direction post-pandemic," says HeyTutor. The analysis revealed that teachers face a broadening gulf between their wages and those of their peers with similar degrees. The findings highlight the urgent need for addressing the issue of teacher wages and ensuring that teaching remains an attractive and financially viable profession.
----- CLASSROOM -----
Teachers and school leaders have different views on professional development
There is a significant difference in how teachers and school leaders view professional development (PD). While almost half of the teachers surveyed found their PD irrelevant, only 16% of school leaders felt the same. School leaders have tried various strategies to make PD more engaging, such as allowing teachers to choose topics they're passionate about and offering online modules. However, designing PD that meets teachers' needs while also fulfilling school goals can be challenging. Experts recommend starting with surveys to gather information on teachers' preferences and involving them in the planning process. PD should focus on key topics chosen by teachers and be actionable, allowing them to apply what they learn in their classrooms. Collaborative spaces for teachers to share experiences and learn from each other are also recommended. By incorporating teacher voice and creating engaging PD, school leaders can bridge the gap and provide meaningful professional development opportunities
Chronic absenteeism: A growing concern for educators
Experts and educators are concerned about the rise in chronic absenteeism among students, as it leads to learning setbacks and a higher risk of dropping out. However, a new NPR/Ipsos poll reveals that many parents are unaware of the issue. Only about a third of parents surveyed could properly define chronic absenteeism. The problem has worsened during the pandemic, with the number of chronically absent students increasing from 8m to over 14.6m. Parents often don't realize that missing just two days of school a month can result in chronic absenteeism. Even when parents recognize absenteeism as a problem, they may not see it as their own child's issue. The rate of chronic absenteeism grew from 15% to nearly 30% in the 2021-2022 school year, possibly due to a decrease in the perceived value of regular school attendance. Factors such as housing insecurity and transportation issues contribute to students staying home. To address this issue, experts recommend outreach and identifying the reasons behind students' absences. Preparing students for the future is a top priority for parents, and being present in the classroom is crucial for their success.
----- FINANCE -----
With retired teachers living longer, CalSTRS faces new assessment
The California State Teachers' Retirement System (CalSTRS) has announced that the state's pension fund has exceeded anticipated returns, reaching a total value of $341.4bn. Despite uncertainties such as inflation and rising interest rates, CalSTRS achieved a return on investments of 8.4%, surpassing the benchmark for the fiscal year 2023-24 by 1%. The pension fund's long-term investing strategy has consistently yielded returns above the 7% benchmark, with returns greater than 7.5% over the past 30 years. CalSTRS assumes a 7% return to meet pension obligations for over a million public school educators and beneficiaries. The pension fund is projected to be fully funded by 2046, with a current funded status of over 75%. The successful year was attributed to the strength of public equity assets, while real estate holdings reported a negative return. CalSTRS remains committed to fostering consistent, long-term growth for its members' pensions. "This is another important step in protecting the more than 1m California public educators and beneficiaries who rely on us to help secure their future," said Chief Executive Officer Cassandra Lichnock.
----- HEALTH & WELLBEING -----
California law replaces ‘emotional disturbance’ with ‘emotional disability’ in special education to reduce stigma
California has enacted AB 2173, replacing the term "emotional disturbance" with "emotional disability" in special education to reduce stigma and improve access to mental health services for students. Assemblymember Dawn Addis, who championed the bill, argued that the old term was outdated and harmful. The California Association of School Psychologists praised the change, highlighting its potential to decrease barriers to seeking help. "Emotional disturbance" remains a federal term under the Individuals with Disabilities Education Act (IDEA), affecting about 4% of students nationwide. These students face higher dropout rates and disciplinary actions. Data also shows racial disparities, with Black students more likely to be identified under this category and face disciplinary removals.
----- SOCIAL & COMMUNITY -----
Parents show strong support for local schools despite national skepticism, survey reveals
A recent survey by the National Parents Union, polling 1,518 parents of K-12 public school students, found that 82% of parents gave teachers an 'A' or 'B' for their performance this year. While parents expressed confidence in their children's schools and teachers, with 72% confident in principals and schools, trust decreased at higher levels of the education system. Only 45% rated their state governors favorably, and even fewer supported U.S. Secretary of Education Miguel Cardona (32%) and President Joe Biden (33%). This reflects a longstanding gap between local and national perceptions of education quality. Despite increased polarization and dissatisfaction with the national education system, parents remain invested in public education and supportive of their local schools and teachers.
No comments:
Post a Comment