Contra Costa Herald

News Of By and For The People of Contra Costa County, California

Contra Costa Taxpayers’ Association welcomes defeat of Acalanes school district parcel tax

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Measure T fails to receive two-thirds vote

On May 15, the Contra Costa Clerk Reporter published final results of the Acalanes Union High School District Measure T parcel tax election, showing that the measure failed to achieve the two-thirds majority required for passage. “Yes” votes totaled 19,448 or 63.57% of all votes counted.

The “No” vote of 11,115 was 50% higher than the negative vote total when AUHSD last went to the ballot for a parcel tax measure in 2014 suggesting increased resistance to supplementary taxation in the District, which includes Lamorinda and adjacent portions of Walnut Creek.

Leading opposition to the ballot measure was the Contra Costa Taxpayer’s Association, whose President, Marc Joffe, acted as a plaintiff on a successful ballot language lawsuit and wrote the opposition arguments in the ballot guide.

CoCoTax’s major concerns with the ballot measure included the District’s decision to call a costly special election and its use of misleading ballot language. For example, the original version of the 75-word ballot summary did not clearly state that the amount of the parcel tax would increase with the area cost of living.

With respect to the need for an additional $130 per year parcel tax (on top of the $301 already levied), opponents were critical of the large number of highly compensated administrative employees in the District and its emphasis on non-academic matters such as Diversity Equity and Inclusion.

Campaign finance disclosures reported to County Clerk Recorder showed that the campaign on behalf of Measure T raised over $140,000 in cash contributions and received non-monetary support worth over $20,000.

The “Yes” campaign sent multiple mailers and text messages while also blanketing social media. “Advocates should take pause from the fact that they raised over $7 per Yes vote and still failed to win“ Joffe said. “The tens of thousands donated by local educational foundations and parent teacher organizations would have been better spent on programs for area high school students.”

Several of the donating organizations are Section 501(c)3 tax-exempt charitable organizations. “While they may have not violated the letter of IRS regulations, channeling charitable donations to election campaigning seems to run contrary to the spirit of the laws governing 501(c)3 non-profits,” Joffe concluded.

West Contra Costa Unified makes big push to get kids to class – and raise revenue while doing it

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Verde Elementary School in West Contra Costa Unified School District. Photo: EdSource

By Louis Freedberg, EdSource.org, republished with permission

Top Takeaways

  • Raising attendance would improve student outcomes and help the district achieve a balanced budget.
  • The district will focus on boosting attendance of all students, not just those who are “chronically absent,” using a range of attendance-improvement strategies.
  • Improving attendance will require an investment of funds and offering incentives, experts say.

To boost student attendance, the West Contra Costa Unified School District has launched a comprehensive plan to increase attendance by 2 percentage points this school year.

The plan will be reviewed by the school board at its meeting on Wednesday.

The challenge is in part an educational one. If students aren’t in class, they’re far less likely to succeed. It is also a financial strategy that is crucial to the district’s attempts to fend off insolvency and a state takeover for the second time in 30 years.

That’s because the main source of state funding for schools in California is based not just on how many students are enrolled, but on how many students actually show up each day for class.

But bumping up attendance, even by a few percentage points, is not as easy as it might seem, regardless of the district.

So what happens in this 29,000-student district in the San Francisco Bay Area, which includes Richmond and several adjacent communities, also holds lessons for numerous other financially struggling districts in California and nationally.

According to interim Superintendent Kim Moses, the math is simple: For every 1 percentage point increase in attendance, the district can raise $2.75 million in additional state funding.

Raising attendance by nearly 3 percentage points would generate over $7 million — about the same amount the district is projecting it will have to reduce its budget during each of the coming two years to achieve a balanced budget.

“It’s the biggest lever that we have,” board President Leslie Reckler, who is fully behind the attendance strategy to avert even more cuts in programs and staff than the district has already made, said in an interview. “We get paid by who shows up.”

Moses told the school board at a recent meeting, “If we are successful in increasing our attendance, that is a way to increase revenue. Then we can rescind the reductions we are proposing.”

Until now, the district’s attendance improvement plan has focused on “chronically absent” students — those who miss 10% or more instructional days per year. That has yielded results, pushing overall attendance rates in the district to 92.3% last fall, just below the state average.

But over the last few months, attendance rates in the district have started to drift down again, to 89.5% in February, according to district figures.

Natalie Tovani-Walchuk, vice president of local impact for Go Public Schools, an advocacy organization working in several Bay Area school districts, including West Contra Costa, speculates that some of the decline could be related to illnesses — the flu, Covid, norovirus and RSV — that simultaneously struck the district in recent months. It could also be that some immigrant parents fear bringing their children to school because of the Trump administration’s crackdown on undocumented immigrants.

“All of this creates conditions which you can’t control,” said Tovani-Walchuck, a former school principal born and raised in Richmond.

Aiming to boost attendance of all students

After initially focusing on chronically absent students, the district is now aiming to boost the attendance of all students, and to focus on schoolwide attendance-improvement strategies, including:

  • Targeting schools with the lowest attendance and developing “individualized action plans” for those schools.
  • Expecting schools to implement activities that reinforce positive attendance habits, such as recognizing students whose attendance improves and working more closely with families “to build stronger connections between school and home.”
  • Helping schools use a toolkit developed by the district, including prepared scripts in communicating with parents, along with “action plans” for targeting lagging attendance to promote “Stronger Together: Show Up, Rise Up,” the theme of the attendance campaign.
  • Recruiting more parents, representatives of community-based organizations and community members to participate in the district’s Student Attendance Review Board, to which students who are repeatedly absent or truant can be referred.

But Michael Fine, CEO of the Fiscal Crisis and Management Assistance Team, an agency set up by the state to help districts in difficult financial straits, said, “There is a limit to how much improvement in attendance can be made.”

A year ago, his agency issued a report concluding that, despite financial and other improvements, West Contra Costa faced a high risk of insolvency.

A realistic goal, Fine said, would be to increase attendance by 1 percentage point each year over the next three years. He pointed out that the district will probably have to spend money on extra staff time and incentives to generate interest among students, parents and schools.

“Programs like this cost money, so you have to spend to be successful,” Fine said.

Fine recalls that when he was a deputy superintendent at Riverside Unified, the district persuaded local businesses to award a used car to high school seniors who achieved perfect attendance across their entire K-12 careers, or other incentives like computers and bicycles for meeting less ambitious goals. His district spent about $250,000 a year on the program, but generated $1.2 million in increased attendance revenue.

Increasing attendance is especially challenging because there are many reasons why students don’t show up for school, all detailed in a presentation to be considered by the board at its monthly meeting this week. These include lack of transportation, illness, parent work schedules, child care constraints, and students feeling disengaged, unsupported and bored at school, plus, in some cases, severe mental health issues.

As a result, any initiative to reduce absenteeism demands a range of strategies to address its underlying causes.

Hedy Chang, executive director of Attendance Works, a nonprofit organization focusing on attendance, said West Contra Costa Unified appears to be on the right track by surveying parents and identifying why individual students don’t come to school. Another plus, she said, is the district’s creation of so-called community schools, which already work with social service organizations that can also help.

“It looks like the district has some things in place,” she said.  But she also cautioned that schools with large numbers of low-income students, like many in West Contra Costa, will likely experience higher absenteeism rates and have to come up with multifaceted responses to overcome them.

Verde Elementary school secretary Victoria Farías, who attended the school as a student, assists with keeping track of attendance. Credit: Louis Freedberg, EdSource

Building positive relationships with parents

The district says one school that has made notable strides is Verde Elementary, a community school serving transitional kindergarten through eighth grade students in North Richmond, an unincorporated area of the district.

The efforts of Martha Nieto, Verde’s “school community outreach worker,” have been central to the school’s efforts to boost attendance.

Nieto, a mother of six who was born in Mexico, says that a key to getting kids to school is building positive relationships with parents. Each day, the school systematically records which students are absent. Attendance clerk Patricia Martines then calls parents’ homes, sometimes with the assistance of school secretary Patricia Farias, who attended the school and still lives in the neighborhood.

Each Friday, Nieto  offers what she calls a “School Smarts” class for parents to learn how to get involved in the school. As for students, Nieto provides incentives to improve attendance with modest gifts like a soccer ball, or free ice cream or nachos, which she also hands out on Friday mornings. Students with perfect attendance are awarded medals at “Celebration of Learning” events held regularly in the school cafeteria.

The challenge, Go Public Schools’ Tovani-Walchuk says, is to extend efforts like these across the entire district.

“These are moments of real strength, and we’re seeing what is truly possible,” she said, referring to Verde Elementary. “But it has not been yet systematized where every school has their school community outreach worker doing this work. That’s really determined site by site, depending on its priorities.”

School board member Demetrio Gonzalez-Hoy says that in addition to boosting the attendance of existing students, there needs to be more emphasis on attracting new ones to the district. That’s because the district’s financial plight is largely due to student enrollment that has declined by an average of 3.1 percentage points over the previous four years, according to the Fiscal Crisis and Management Assistance Team report.

“It has to be a two-pronged approach,” he said. “We need to get families moving into our community to come to our schools. We don’t want to be a place where we have to be closing schools.”

“If we want to continue to thrive as a district, we have no other option,” he said.

Student publication, LMC Experience, honored by Journalism Association of Community Colleges

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LMC Experience staff and awards at the Associated Collegiate Press Spring Media Conference in Long Beach on March 8, 2025. Photos courtesy of the Experience.

Students win 17 awards

By Juliet V. Casey, Director of Marketing, Los Medanos College

Pittsburg, Calif. – Los Medanos College student publication, Experience, won 17 awards in the 2025 Annual State Publication and On-the-Spot contests of the Journalism Association of Community Colleges.

Winners were announced March 8 at the annual Associated Collegiate Press Spring Media Conference held jointly with the Journalism Association of Community Colleges in Long Beach, Calif.

The Experience brought home the Pacesetter Award, the highest JACC state award for the print edition. As a staff, the Experience earned the meritorious prize for General Excellence. Additional awards included first place for front page layout, first place for news judgment, first place for audio and first place for feature photo.

Experience adviser Cindy McGrath praised the work of LMC student journalists who continue to pursue and achieve excellence as they work to fulfill the role of watch-dog journalists and provide relevant news to the college community and beyond.

“Our program is growing, and this year’s staff has worked tirelessly to inform and entertain the college community with important and interesting news,” McGrath said. “The student reporters and editors are passionate about journalism, and I am proud of the work they do to follow their dreams of working in a free-press that supports democracy in America.”

Competition Awards, complete list:
• General Excellence — Experience Staff
• Meritorious for enterprise news story/series – Aliyah Ramirez, Gabbie Munoz, Jordan Suisala, and Darcy Meadows
• First place for front page layout – Gabbie Munoz and Aliyah Ramirez
• First place for feature photo – Sarah Capperauld
• Second place for inside page layout – Aliyah Ramirez
• Second place for editorial – Chijioke Onyeagucha
• Fourth place for photo illustration – Alexis Ramirez
• Honorable mention for photo illustration – Alexis Ramirez
• Honorable mention for critical review – Sarah Capperauld
• Honorable mention for podcast/audio news – Ricky Montejo, Jordan Suisala and Malilitimari Suisala
• Honorable mention for photo essay – Juan Cebeiros
• Honorable mention for sports action photo – Juan Cebeiros

On-the-Spot Contest Awards, complete list:
• Pacesetter Award, print edition
• First place for news judgment and layout – Gabbie Munoz
• First place for audio news – Jordan Suisala
• Third place for critical review – Lesly Fisiiahi
• Honorable mention for news writing — Koen Steers

About Los Medanos College (LMC): LMC is one of three colleges in the Contra Costa Community College District, serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood.

Antioch: Deer Valley High students, advisor featured in COVID-era documentary “The Class”

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Two of the six students featured, Kadynce and Ebei at DVHS Cheer Practice in Antioch, CA. Source: Three Frame Media

Watch first episode tonight at 9 pm on KQED Channel 9

A six-part limited docuseries entitled, “The Class” following six students from Deer Valley High School in Antioch, CA as they pursue higher education dreams during a challenging pandemic year, begin airing tonight, Monday, March 24, 2025, on KQED Channel 9 at 9:00 p.m. It premiered on PBS stations beginning March 18, 2025.

The series arrives exactly five years after the COVID-19 Pandemic shut down schools across the U.S. in 2020. The Class is made available to PBS by KQED Presents, the national distribution service of KQED, the San Francisco-based PBS and NPR member station.

From Tony- and Grammy-winning Executive Producer Daveed Diggs (Blindspotting, Snowpiercer, Hamilton), Executive Producer Nicole Hurd (President, Lafayette College) and award-winning filmmakers Jaye and Adam Fenderson (First Generation, Unlikely), this dramatic six-part series was filmed over the course of the 2020-2021 school year and documents the remarkable challenges faced by these high school students during the pandemic and a particularly critical moment in their personal and academic development. With resilience and determination, they face obstacles head-on, inspired by their dedicated college adviser, known as “Mr. Cam.” His guidance empowers them to overcome barriers and unexpected challenges toward their dreams of a college degree.

“We hope these students’ stories restore faith in the promise of college and the opportunities it provides for those who came of age during the pandemic. It has been an incredible journey to make this series, and we’re so grateful to Daveed, Nicole, KQED, and the extended village that has come alongside to make it possible,” stated Jaye and Adam Fenderson of Three Frame Media.

The Fendersons connected with Nicole Hurd through College Advising Corps, the organization she founded, and were immediately drawn to its model of training recent college graduates to serve as advisers in public high schools. When planning the project during the early days of the pandemic, their vision was to capture an adviser guiding students who had missed the end of their junior year—along with crucial milestones like SATs—through the college application process. However, when production began during the summer of 2020, the pandemic was far from over, and the story evolved into something far more complex and powerful than they had originally imagined.

A wide virtual search for potential advisers across the country found Mr. Cam, with his charisma and passion for the work shining through, making him an essential subject for the series. With him and Deer Valley High School on board, the team met with many incredible students and selected six seniors – Ahmad, Ebei, Emily, Javonte, Kadynce, and Raven – as subjects who represent a wide range of voices and perspectives shared among their generation.

Set in the East Bay, the series captures the essence of the community—from the local crew to the musical artists featured—creating a deeply authentic reflection of the place the students call home. Hurd introduced longtime friend and Oakland native Daveed Diggs to the project and he signed on to Executive Produce, lending his song “Night Time” to the series’ main title theme.

“High school has always been a challenging time, but in the age of COVID, it took an extra dose of courage and perseverance to succeed. As an Oakland native and a fierce advocate for expanding opportunities in education, I am proud to be a part of ‘The Class, ’ which highlights the stories of six incredible Bay Area teens as they fight to achieve their dreams,” stated executive producer Daveed Diggs.

Throughout the launch of the series, the filmmakers will engage in a national impact campaign, encouraging audiences to discuss their experiences living through the COVID-19 pandemic and how it has affected their mental health and overall well-being as it pertains to their academic and social lives. The series and impact campaign is made possible with support in part from the John M. Belk Endowment, Lumina Foundation, Gates Foundation, Evelyn & Walter Haas, Jr. Fund, Ascendium Education Group, Ballmer Group, Uplifting Capital, Ellucian, and ECMC Foundation.

The Class debuted on PBS on March 18, 2025 (check local listings), with new episodes airing weekly and streaming on the PBS app. It airs on KQED channels as follows: Fridays at 8pm on KQED 9 starting 3/21, Saturdays at 6pm on KQED 9 starting 3/22, Mondays at 9pm on KQED 9 starting 3/24, and Sundays at 8pm on KQED Plus starting 3/23.

To learn more about the series, visit theclassdocumentary.com Episode 1 can be viewed here if you don’t catch an upcoming listing time. www.pbs.org/show/the-class/

The Class cast – Top Row (L-R): Mr. Cam, Ahmad, Ebei and Emily. Bottom Row (L-R): Javonte, Kadence and Raven. Photos: Three Frame Media.

ABOUT THE CAST Mr. Cam Originally hailing from Oakland, Cam has returned to his alma mater Deer Valley High School as a college adviser. A first-generation college graduate himself, Cam is the only college adviser on a campus with 2000+ students and works tirelessly to empower his students as they navigate the ups and downs of this unprecedented school year

Ahmad Basketball means everything to Ahmad who transferred to Deer Valley High School to play for their championship winning team. But with indoor sports on hold, this year’s season remains uncertain and Ahmad worries about his sports prospects.

Ebei A highly decorated track and field star, Ebei is the youngest of five siblings. On top of being a dedicated student, Ebei juggles a busy schedule as an ASB leader and cheerleader and strives to keep school spirit alive despite the unprecedented start to their senior year.

Emily Hailing from a close-knit family, Emily is the middle child of five sisters. While the pandemic sent students home to learn, Emily’s frontline job in food service remained in-person. Now she juggles working part-time while trying to keep up her grades to get into college.

Javonte Javonte has come into his own during high school emerging as an outgoing leader. He has the grades and accolades to go on to college, but with so much uncertainty in the world he starts to reconsider his options.

Kadynce As a cheerleader and member of the Mock Trial Team, Kadynce is quick to let her voice be heard. She dreams of attending a 4-year university, going on to law school, and fighting against issues of injustice but the COVID pandemic has made even her best laid plans feel uncertain.

Raven A self-taught musician, Raven picked up his first instrument at the age of 7 and enjoyed being part of the Deer Valley High School award-winning choir. Raven aspires to attend a 4-year university but with the challenges of remote learning, he worries about his grades and chances of getting in.

ABOUT THE FILMMAKERS: Adam Fenderson and Jaye Fenderson, Directors and Producers The Fendersons are an award-winning husband and wife filmmaking team and the founders of Three Frame Media, an independent production company focused on character-driven storytelling that engages audiences and drives impact. Together, they directed and produced the critically acclaimed documentary First Generation, which follows four high school students striving to become the first in their families to attend college. The film’s success led to Go College! Now, an educational initiative with Wells Fargo aimed at breaking down barriers to college access. Their follow-up documentary, Unlikely, investigated America’s college dropout crisis and featured influential voices, including LeBron James, Howard Schultz, and leading experts in higher education. The Class is the duo’s first original television series directed and produced through Three Frame Media.

ABOUT THREE FRAME MEDIA: Founded by award-winning husband and wife filmmaking team Adam and Jaye Fenderson, Three Frame Media produces original documentary content that entertains audiences, fosters dialogue, and inspires lasting change. Their award-winning debut film, First Generation, garnered international acclaim as it followed four high school students striving to be the first in their families to go to college. Through theatrical releases, film festivals, and credits spanning NBC, ABC, Lifetime, Discovery, CNBC, and more, their work continues to engage and impact people from across the globe, reinforcing the power of storytelling to connect and inspire.

ABOUT KQED: KQED serves the people of Northern California with a public-supported alternative to commercial media. An NPR and PBS affiliate based in San Francisco, KQED is home to one of the most-listened-to public radio stations in the nation, one of the highest-rated public television services and an award-winning education program helping students and educators thrive in 21st-century classrooms. A trusted news source and leader and innovator in interactive technology, KQED takes people of all ages on journeys of exploration — exposing them to new people, places and ideas. kqed.org

10 Los Medanos College STEM students to present research at national conference

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Photo: Los Medanos College

By Juliet V. Casey, Director of Marketing, Los Medanos College

Pittsburg, Calif. – Ten students from Los Medanos College (LMC) will present their work at the 2025 National Conference on Undergraduate Research (NCUR). This is the second time LMC research has risen to warrant national exposure in a field dominated by four-year universities.

The conference will be held April 7 in Pittsburgh, PA.

“Undergraduate research opportunities are incredibly important for students, and I am so proud that Los Medanos College intentionally provides research opportunities within our science courses,” LMC President Pamela Ralston said. “It’s wonderful to see so many of our students selected to present on a national stage.”

LMC was among the first community colleges to adopt STEM course-based research in 2014 and was one of the first members of the National Science Foundation-funded for the Community College Undergraduate Research Initiative in 2015.

Biology professor Briana McCarthy, who was among the faculty spearheading the initiative for LMC, said that when the grant cycle ended in 2018, the college sought another well-respected venue where students could present their research and found NCUR.

“This will be our second year to bring a group of students to NCUR,” McCarthy said. “This is our biggest group yet!” The college sent seven students to the conference last year, when LMC was one of only a handful of community colleges selected to participate.

The national conference, organized by the Council on Undergraduate Research, promotes high-quality, mentored undergraduate research, scholarship and creative inquiry.

Lindsay Currie, executive officer of the Council on Undergraduate Research, said the critical thinking, problem-solving and collaboration skills that undergraduates attain through research are essential in today’s world.

“When colleges and universities actively involve undergraduates in research, they are not only shaping the next generation of scholars and leaders but also accelerating discovery and advancement across disciplines,” Currie said. “The earlier we invest in research experiences, the faster we can drive innovation and progress, while ensuring we have an equipped future workforce.”

Currie said abstract submissions for the conference are on the rise. The event drew 3,500 submissions in 2023 and 4,000 in 2024. The conference is set to surpass 4,000 submissions in 2025. The growth in submissions reflects the growing recognition of undergraduate research as a vital part of academic and professional development, she said.
“The increase in submissions demonstrates that students and institutions alike see the value in presenting research, engaging with peers and mentors, and contributing to the broader scholarly conversation,” Currie said.

LMC STEM Students Presenting at NCUR
Zarah Abatcha – Examining Effects of Indole-3-Acetic Acid and Phosphorus Deprivation On Root And Shoot Growth In Brachypodium Distachyon (Faculty advisor: Dr. Jill Bouchard)
Michaela Aquino – The Impact of Home-Cooked Shrimp Flavors on Chitin’s Effectiveness in Adsorbing Methylene Blue Dye from Wastewater (Faculty advisor: Dr. Mindy Capes)
Maddy Delauter – Owl pellets as bio-indicators for heavy metals (Faculty advisor: Professor Briana McCarthy)
Jonathan Mattes – Preparation of Banana Peel Effect on Adsorption of Anionic and Cationic Dyes (Faculty advisor: Dr. Mindy Capes)
Jazmyn Montes – Adsorption of Methylene Blue using Fish Scales and Fish Chitin (Faculty advisor: Dr. Mindy Capes)
Daniel Murillo – Adsorption of Methylene Blue using Fish Scales and Fish Chitin (Faculty advisor: Dr. Mindy Capes)
Carolina Padilla – Adsorption of Anionic and Cationic Dyes with Pumpkin Peels (Faculty advisor: Dr. Mindy Capes)
Jin Christian Rimando – Predictive Modelling of Wildfire Dynamics: Analyzing the Park and Borel Fires through Satellite Imagery to Enhance Fire Management in California (Faculty Advisor: Professor Julie von Bergen)
Jonathan Reed Ryan – Repurposing Grape Pomace as a Bioabsorbent for Removal of Methylene Blue (Faculty advisor: Dr. Mindy Capes)
Brianna Wolf – Abundance of Azolla filiculoides on Dissolved Oxygen Concentration (Faculty advisor: Professor Briana McCarthy)

About Los Medanos College (LMC): LMC is one of three colleges in the Contra Costa Community College District, serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood.

About NCUR 2025
The 2025 National Conference on Undergraduate Research (NCUR) is dedicated to promoting undergraduate research, scholarship and creative activity in all fields of study by sponsoring an annual conference for students. Unlike meetings of academic professional organizations, this gathering of student scholars welcomes presenters from all institutions of higher learning and from all disciplines. Overall, this conference offers a unique environment for the celebration and promotion of undergraduate student achievement; provides models of exemplary research, scholarship, and creative activity; and offers student career readiness development. Find out more about the history of NCUR here.

 

CA proposes forcing LGBTQ advocacy on every student ID – no exemptions for religious schools

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By California Family Council

SACRAMENTO, CA — A new bill introduced by Assemblyman Mark González, a member of the California LGBTQ Caucus, is poised to impose LGBTQ advocacy on every public and private school in the state. Assembly Bill 727 mandates that all 7-12 schools—both public and private—as well as public and private universities print the contact information of an LGBTQ advocacy organization, the Trevor Project, on every student identification card. Most concerningly, the bill offers no exemptions for religious schools that hold faith-based objections to the ideological positions promoted by this private organization.

AB 727: A Mandate That Violates Religious Freedom
The Trevor Project is one of the most well-known, influential, and well-funded LGBTQ advocacy groups in the country. According to its website, its mission is “ending suicide among lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) young people.” The organization not only provides 24-hour, seven-days-a-week crisis hotline and chat support, but also provides peer support that connects minors ages 13-17 with adults 18 to 23, education curriculum and teacher training, as well as pushing public policies and research that promote LGBTQ ideology as the answer to troubled teens.

The text of the bill reads:
(4) Commencing July 1, 2026, a public school, including a charter school, or a private school that serves pupils in any of grades 7 to 12, inclusive, and that issues pupil identification cards shall have printed on either side of the pupil identification cards The Trevor Project’s 24 hours per day, 7 days per week suicide hotline that is available through both of the following options:
(A) Telephone number: 1-866-488-7386.
(B) Text line, which can be accessed by texting START to 678-678.

While no one wants to see a child struggle with bullying, depression, and suicidal thoughts, many family-oriented faith-based groups do not want students pushed further toward a transgender identity or encouraged to embrace same-sex desires and sexual behaviors, which only results in further despair and long-term harm.

Under the guise of suicide prevention, this bill would compel Christian and religious schools to print the contact information of the Trevor Project on the back of student identification cards, even though this organization promotes beliefs contrary to their deeply held faith. This is a direct violation of First Amendment rights and an egregious overreach of government authority into the affairs of religious institutions.

The Trevor Project’s Troubling Track Record
The California Family Council (CFC) has extensively documented the dangers of the Trevor Project’s influence in schools. These concerns go beyond simple political or ideological disagreements—they touch on serious risks to children’s mental, emotional, and even physical well-being.

1. Role-Playing LGBTQ Scenarios in Schools
CFC has reported on how The Trevor Project has been used as an entryway to LGBTQ indoctrination in schools. Parents in Vista Unified School District (VUSD) were shocked to discover that students were required to participate in a role-playing exercise in which they had to “come out” as LGBTQ. This activity, known as Coming Out Stars, was taken directly from materials provided by The Trevor Project.

Students who objected due to religious beliefs were pressured to comply, and parents were not informed that such content was being introduced into their children’s education. CFC Vice President Greg Burt called out this coercion:

“The California Family Council stands with these parents in their fight for truth and transparency. Schools should be teaching kids math and reading, not coercing them into role-playing as LGBTQ+ individuals or pushing the false ideology that gender is fluid.”

2. Online Predator Risks on Trevor Space
Santa Ana Unified School board member and former teacher Brenda Lebsack investigated The Trevor Project’s online chatrooms and exposed alarming risks to minors. She found that their online platform, Trevor Space, connected vulnerable youth with unverified adults in private chatrooms under the guise of offering “support.”

Lebsack, posing as a child questioning her gender, was granted immediate access without age verification and directed to clubs promoting witchcraft, polyamory, and even age-regression kinks. This has led organizations like Gays Against Groomers to refer to Trevor Space as a “pedophile’s paradise.”
Despite these risks, The Trevor Project remains deeply embedded in California’s public education system, promoted by school counselors, the Attorney General, and even legislative bodies pushing LGBTQ policies.

3. Suicide Hotline on CA Student IDs Surveys Kids on Gender Identity
Another major concern is how suicide prevention hotlines have become tools for ideological indoctrination. In California, students as young as 7th grade already have suicide hotline numbers printed on their ID cards, and when they call for help, they are immediately asked about their gender identity.

Instead of focusing on providing genuine support for mental health struggles, hotline operators already push children toward gender identity exploration and funnel them into pro-LGBTQ organizations like The Trevor Project. This bill will bypass the supposedly objective counselors and connect students directly with Trevor Project advocates. This is not suicide prevention—it is grooming children into gender ideology.

A Direct Violation of President Trump’s Executive Order
This coercive government policy stands in direct opposition to President Trump’s recent Executive Order on Ending Radical Indoctrination in K-12 Schooling. The order specifically aims to eliminate: “Federal funding or support for illegal and discriminatory treatment and indoctrination in K-12 schools, including based on gender ideology and discriminatory equity ideology.”

AB 727 contradicts this order by mandating schools to promote LGBTQ advocacy, even against their religious convictions. If allowed to stand, this bill could set a dangerous precedent—paving the way for further government-mandated ideological messaging in private religious institutions.

“We Must Protect These Vulnerable Kids”
Greg Burt, Vice President of California Family Council, has strongly condemned this legislation: “No child should experience bullying, but The Trevor Project takes advantage of troubled and vulnerable youth who need our compassion and help, and leads them down a path that will destroy their futures. These struggling kids are being offered lies about their true God-given identity as a boy or a girl and told to let their sexual desires determine their identity and behavior. That’s not the answer to depression and suicidal thoughts—it’s a path toward deeper confusion and despair.”

Students experiencing distress deserve real help, not further indoctrination into a harmful and misleading worldview.

About California Family Council
California Family Council works to advance God’s design for life, family, and liberty through California’s Church, Capitol, and Culture. By advocating for policies that reinforce the sanctity of life, the strength of traditional marriages, and the essential freedoms of religion, CFC is dedicated to preserving California’s moral and social foundation.

West Contra Costa Unified board compromises on staff cuts, but may have to cut student services instead

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United Teachers of Richmond gather at West Contra Costa school board meeting Wednesday to protest staff cuts approved a week earlier. Credit: Monica Velez / EdSource

177 positions; on split board vote; deadline to give layoff notices is March 15

Only 1 in 4 students are performing at grade level in math

By Monica Velez, EdSource.org, republished with permission

In a move consistent with dozens of California school districts, West Contra Costa Unified School District board members have had to choose between eliminating staff and services for students or exploding its budget deficit.

At the start of the debate at Wednesday night’s school board meeting, the district had proposed cutting about 177 staffing positions and, after nearly three hours of debate, the board voted 3-1 to cut all but eight. But saving those eight positions jeopardizes funding for services for at-risk students.

“Ultimately, with these decisions, our students will suffer the most without the staff that is needed to provide them with an excellent education that they deserve and which is necessary to decrease the longstanding education gaps for the district’s Black and brown students,” said Sheryl Lane, executive director of Fierce Advocates, a Richmond organization focused on working with parents of color.

Out of the positions that are being eliminated, 122 are already vacant, according to district officials. And so far, the district has also received 27 resignations and 47 retirement notices.

It’s unclear if there will be layoffs, but on Feb. 6, interim Superintendent Kim Moses said that because of vacancy levels, the district administrators “expect that there will be a certificated job available for all current WCCUSD (West Contra Costa Unified School District) educators for the 2025-26 school year.”

Throughout this month, educators, parents, students and community members showed up in large numbers to speak, as they have in all board meetings since the budget talks started, urging the board to reconsider cutting staff positions.

“We saw today the dysfunction,” United Teachers of Richmond President Francisco Ortiz said during the meeting. “We need collaboration. Every single cabinet member has my direct phone number. Every board member has my phone number. We have been excluded from the decision-making process and in the collaboration since the new administration took over. This situation has been imposed on us, but we’re ready to fight.”

A Split Board

It took nine amended resolutions for a vote to pass on Wednesday night. Trustee Demetrio Gonzalez-Hoy attempted to save high school teachers, school counselors, social workers, psychologists, speech therapists, and career technical education educators.

But the board was split.

Board President Leslie Reckler and trustee Guadalupe Enllana voted down the motions while Gonzalez-Hoy and trustee Cinthia Hernandez were determined to save some staffing positions.

The successful resolution saved one part-time psychologist position, one part-time and seven full-time high school teachers. Reckler voted down the resolution and trustee Jamela Smith-Folds was absent.

In an email to EdSource, Reckler argued the board had already approved the fiscal solvency plan and if the cuts weren’t passed, “it shows the board to be an unreliable steward of public funds, and I will not be lumped into that category.”

“My prime responsibility is to ensure the long-term fiscal solvency of the school district and ensure continued local control in decision-making,” Reckler said. “Last night’s vote will make it more difficult for the school district.”

The top priority for Gonzalez-Hoy was to save the high school teacher positions because cutting them would have caused some schools to go from a seven-period day to six, he said. English learners, students with disabilities and students who need more academic support would be most affected because they often need to take on extra courses and benefit from having more class periods.

“I could not in good conscience make those reductions, knowing the unintended impact they would have,” he said. “Even though it was a very difficult conversation and decision, I did vote to cut the majority of the positions, in part due to our ability to possibly retain some of those positions through grants, but also due to our financial situation.”

In an emailed statement, Enllana said the board and district can no longer continue to be “driven by individual interests but must prioritize the needs of all students.”

“There is a clear distinction between needs and wants. Our first responsibility is to secure what our students need, and then work towards fulfilling the wants under our current budget.”

California Schools Are in a Budget Crisis

This week, other Bay Area school boards also made the difficult decision to lay off employees for the coming school year. Oakland’s school board voted to cut 100 positions, the San Francisco Chronicle reported. According to KQED, San Francisco Unified will also send pink slips to more than 500 employees.

West Contra Costa Unified has to balance between the need for fiscal solvency and keeping the schools adequately staffed with teachers, social workers, psychologists and other support staff.

“These decisions by the school board are tough ones and speak to the structural changes needed at the state level to change the revenue it receives that can go towards funding local school districts, like WCCUSD,” Lane said.

The district has been under financial stress since last year and could risk insolvency if its fiscal plan isn’t followed.

When districts can’t get out of deficits, they risk being taken over by the state and losing local control over budget decisions. Twenty-six years ago, West Contra Costa became the first district in the state to go insolvent and received a $29 million bailout loan, which took 21 years to pay off.

To stay out of a deficit, West Contra Costa has to cut $32.7 million in costs between 2024 and 2027. District officials have said about 84% of the budget is used to pay salaries and benefits — the reason staffing cuts would be unavoidable.

The district needs to put forth a fiscal solvency plan approved by the Contra Costa County Office of Education to avoid going insolvent and risking a takeover, Moses said. The staffing cuts are tied to the plan and must happen for the district to stay on track. The board approved the plan earlier this month.

“It would be multiple millions of dollars of impact to the general fund if we don’t take action,” Moses said during the meeting. “The response to the county, if that is the case, I think we would be sending a strong message that we are not addressing our fiscal stability, and that would not be advisable as they are oversight agents.”

The Price of Compromise

Saving the high school teacher and psychologist positions will add $1.5 million to $1.75 million to the deficit, Moses said. The district doesn’t have a choice but to use funds that are meant for student services and will likely have to dip into the $4 million set aside for math curriculum.

“We value all staff and their dedication to our community; however, the fiscal health of our district has to be prioritized as the foundation for our ability to continue normal district operations,” Moses said in a news release Thursday. “I am concerned about the added fiscal uncertainty we face after last night’s board meeting.”

Cutting the money for teacher and math support is a step backward for the district, which makes it more difficult for educators to help students improve, said Natalie Walchuk, vice president of local impact at GO Public Schools, an organization advocating for equitable public education. In West Contra Costa, only 1 in 4 students are performing at grade level in math and just 6.1% of seniors are ready for college-level math.

“Teachers need the right tools and resources to support their students, yet the district has lagged for years in adopting a new math curriculum,” Walchuk said. “While we recognize the difficult financial decisions the board had to make, it is critical that the district prioritizes student learning.”

The positions on the chopping block came from two pots of money — the general fund, which accounts for 40 positions, and grants, which cover 137 positions. Money for grant-funded positions is either expiring or has been used faster than projected, said Camille Johnson, associate superintendent of human resources.

Trying to save the grant-funded positions would add to the deficit, Moses said. Although the district staff is working to secure more grants, the funds districts receive from the federal government are uncertain.

“We were not in a position to consult the (teachers) union because we do not have money to pay for these positions,” Moses said during the meeting. “Negotiations in terms of what stays and what goes was not possible in this scenario because it’s strictly driven by money that is expiring or money we aren’t responsible for assigning.”

The district doesn’t have a choice but to eliminate some positions because they are dependent on school sites approving the positions in their budgets, Moses said. If approved, about 78 positions could be reinstated.

The deadline to give layoff notices is March 15.

Related Reading
West Contra Costa Unified struggles to stay solvent, avoid state takeover | EdSource
West Contra Costa school board slashes staffing to avoid deficit | EdSource

LMC to host 2nd Annual Dr. Martin Luther King, Jr. Celebration Feb. 26

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Three awards to be presented during luncheon including “Visionary Leadership” Award to Contra Costa DA Diana Becton

By Jennifer Adams, Senior Executive Assistant, President’s Office, Los Medanos College Los Medanos College will host its 2nd Annual Celebration of Dr. Martin Luther King, Jr. on Wednesday, Feb. 26, 2025. Three people will receive the 2025 Los Medanos College MLK Awards: • “Visionary Leadership” Award – Diana Becton | District Attorney for Contra Costa County • “Beloved Community” Award – Kolette Simonton | Director of Recreation for the City of Pittsburg • “Emerging Leadership” Award – Annisha Geran | LMC Alumna, School Site Council Chairperson at MLK, Jr. Junior High School & School Site Council Vice Chairperson at Pittsburg High School The awards will be presented during the luncheon that day. The “Visionary Leadership” Award recognizes a member of the eastern Contra Costa County community who embodies Dr. King’s strengths as a transformational, servant leader. Dr. King inspired others to shape the future articulated in his vision. He focused on the well-being, growth, and empowerment of others and the community he served. Dr. King said, “Human progress is neither automatic nor inevitable … Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.” This award recognizes local leaders who have demonstrated the courage to speak up when needed, to step up when no one else would, and to lift others whose efforts would serve the greater good. The “Beloved Community” Award is inspired by the term popularized by Dr. Martin Luther King, Jr., and is presented to a local resident who has demonstrated a long-standing commitment to service. As noted by The King Center, the “Beloved Community” is a global vision in which: all people can share in the wealth of the earth; poverty, hunger, and homelessness will not be tolerated; racism and all forms of discrimination, bigotry, and prejudice will be replaced by an all-inclusive spirit of sisterhood and brotherhood; and love and trust will triumph over fear and hatred.” Recipients of this award demonstrate agape love, which Dr. King described as “understanding, redeeming goodwill for all” – a love “seeking to preserve and create community.” The “Emerging Leadership” Award is given to an LMC student or alumna/us who exemplifies the principles of Dr. Martin Luther King, Jr. and, within the last year, has made a significant impact on the LMC campus or in the local community in the areas of advocacy and social justice. Dr. King once said, “Life’s most persistent and urgent question is, ‘What are you doing for others?” – and these emerging leaders are already demonstrating that commitment to service. RSVPs for the luncheon are no longer being accepted. About LMC Los Medanos College is one of three colleges in the Contra Costa Community College District, serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. • The Pittsburg Campus boasts 120 acres, a lake, advanced library, science, math and student union buildings. • The Brentwood Center, which opened May 2022, is nestled on 17.5 acres along the rolling hills of the City of Brentwood. • The college offers more than 90 transfer and career-technical programs of study to help students achieve a lifetime of higher earnings. • Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. LMC is located at 2700 E. Leland Road in Pittsburg. The Brentwood Center is located at 1351 Pioneer Square.

CA State Superintendent announces 2025 Model Continuation High Schools, four in Contra Costa

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Among 74 honored out of 429 in state

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that 74 schools throughout the state were recognized as Model Continuation High Schools (MCHS) for 2025. These schools provide comprehensive services to at-risk youth through exemplary instructional strategies, flexible scheduling, and guidance and counseling services. Continuation schools provide a high school diploma program for students who have not graduated from high school, are required to attend school, and are at risk of not completing their education.

Four of those schools are located in Contra Costa County:
• Antioch Unified School District, Bidwell High School in Antioch
• Mount Diablo Unified School District, Olympic High School in Concord
• San Ramon Valley Unified School District, Del Amigo High in San Ramon
• West Contra Costa School District, Sylvester Greenwood Academy in Richmond

“Today, we celebrate 74 commendable schools for their tremendous efforts as alternative campuses of learning,” said Superintendent Thurmond. “The priority of our Model Continuation High Schools is to give students more than a diploma. The teachers and administrators aim to provide students with a student-centered approach that meets their diverse academic, social, and emotional needs and opportunities to explore options beyond high school, preparing students for the future whether they choose to pursue further education or join the workforce.”

Currently, there are 429 continuation high schools who serve close to 49,000 students throughout the state. MCHSs excel and provide exceptional opportunities for their students to pursue academic and social success.

The Model Continuation High School Recognition Program is a collaborative partnership between the California Department of Education (CDE) and the California Continuation Education Association Plus (CCEA Plus). Schools operate their own exemplary programs, but Model Continuation High School–recognized educators commit to supporting and mentoring their peers in other local educational agencies.

The 74 schools selected as Model Continuation High Schools retain their designation for three years. They will be recognized at the CCEA Plus 2025 State Conference in April. For more information on continuation education, please visit the CDE Continuation Education web page.

Allen D. Payton contributed to this report.

Clayton Valley Charter High School alumni nominated for College Television Award

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Kadrik Blatt and Rachel Burnett will be honored at the 44th College TV Awards in April. Photo courtesy of Television Academy Foundation

With three fellow U.C. Santa Barbara classmates

By Jane Sparango, breakwhitelight for the Television Academy Foundation

Clayton Valley Charter High School alumni Kadrik Blatt and Rachel Burnett have been nominated for the Television Academy Foundation’s 44th College Television Awards. The Foundation’s annual awards show recognizes and rewards excellence in student-produced programs from colleges across the country. Winners in the competition will be announced by television stars at the red carpet awards ceremony on April 5, 2025, at the Television Academy in North Hollywood, California. Designed to emulate the Emmy® Awards, student entries are judged by Television Academy members. Criteria for the College Television Awards reflect industry standards of excellence, imagination and innovation.

Blatt and Burnett, along with three fellow University of California, Santa Barbara classmates, have been nominated in the ‘Drama Series’ category for producing a short film titled The Circus Monkey, which was selected from over 200 entries by Television Academy members.

The Circus Monkey is a dramatic film that centers on its main character, Vivian, who is a cellist and music instructor confused about whether she wants to continue as a musician in the competitive world of classical music. She is forced by Arthur, her mentor and boss, to take on a stubborn but talented new cello student named Grace, who is interested in auditioning for the Beaumont Conservatory Orchestra in Texas. In their first meeting, Grace gets under Vivian’s skin and exposes her inner turmoil about quitting the cello.

“Everything we do now is to achieve something,” said Blatt. “In our world today, it seems to some extent that you are nothing without a high salary or a multitude of accolades. The story of The Circus Monkey finds beauty in doing something merely for the fact of loving it. I think that’s what makes us human.

“This nomination is such a wonderful indication that this is where I’m meant to be and doing what I’m meant to be doing,” said Blatt. “I think when you tell people you produce film, they often don’t understand what exactly that entails or how much dedication is required to make a project happen. Being nominated for this award is far more tangible of an accomplishment for others to understand, and a really incredible indication personally of why I do this, for others to feel the same way I do about a story. It means the world that The Circus Monkey resonated with the Academy members in the same way it did with me.”

From Concord, California, Burnett attended Clayton Valley Charter High School in Concord. She is a 2024 graduate of the University of California, Santa Barbara, who majored in film and media studies.

“Perfectionism has ruled my life for as long as I’ve known; room for error has not been welcomed, and each slip was a detrimental setback,” said Burnett. “All I’ve ever longed for was for someone to tell me that my passion was enough and that each mistake presented an opportunity for growth. When I first read The Circus Monkey script, I found the message I was waiting for and knew that others needed it, too.”

“After graduating from UCSB in June, navigating the post-grad world has left me with many questions and challenges about where life will take me next,” said Burnett. “Receiving the [College Television Award] nomination has fueled me to continue creating art that allows me to express my authentic self while inspiring others through the process. If we were to win, that would only further motivate me to improve my craft and pursue more powerful stories like The Circus Monkey.

Character “Vivian” in the cello scene from The Circus Monkey.

Attending nominees of the 44th College Television Awards will also participate in two days of professional development events with media and industry leaders and a special screening of their projects for Television Academy members prior to the awards show on April 5.

About the Television Academy Foundation
Established in 1959 as the charitable arm of the Television Academy, the Television Academy Foundation is dedicated to preserving the legacy of television while educating and inspiring those who will shape its future. Through renowned educational and outreach programs, such as The Interviews: An Oral History of Television Project, College Television Awards and Summit, Student Internship Program, and the Media Educators Conference, the Foundation seeks to widen the circle of voices our industry represents and to create more opportunity for television to reflect all of society. For more information on the Foundation, please visit TelevisionAcademy.com/Foundation.