Contra Costa Herald

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

New laws impacting education go into effect as the school year begins

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George Washington Elementary School Principal Gina Lopez, in Lodi, welcomes students on the first day of school on July 30. Photo credit: Diana Lambert / EdSource

Include requiring menstrual products in elementary boy’s bathrooms – supported by all of Contra Costa’s state legislators; allowing kids 12 or older to consent to mental health care without parental consent, keeping transgender student secrets from parents, climate change instruction, more

By Diana Lambert, Zaidee Stavely, Emma Gallegos, Mallika Seshadri, and Amy DiPierro, EdSource.org, republished with permission

California students, including those in elementary school, will have better access to mental health care, free menstrual products and information about climate change this school year. The expansion of transitional kindergarten also means there will be more 4-year-old students on elementary school campuses.

These and other new pieces of education legislation will go into effect this school year, including a bill that bans schools from suspending students for willful defiance and another that offers college students more transparency around the cost of their courses and the materials they will need to purchase for them.

Here are a few new laws that may impact students in the 2024-25 school year.

Climate change instruction required

Science instruction in all grades — first through 12th — must include an emphasis on the causes and effects of climate change, and methods to mitigate it and adapt to it. Although many schools are already teaching students about climate change, all schools must incorporate the topic into instruction beginning this school year.

Content related to climate change appears in some of the state curriculum frameworks, according to an analysis of Assembly Bill 285, the legislation that created the requirement.

Assemblymember Luz Rivas, D-Arieta, the author of the bill, said the legislation will give the next generation the tools needed to prepare for the future and will cultivate a new generation of climate policy leaders in California.

“Climate change is no longer a future problem waiting for us to act upon — it is already here,” Rivas said in a statement. “Extreme climate events are wreaking havoc across the globe and escalating in severity each year.”

Menstrual products in elementary bathrooms

A new law in effect this year adds elementary schools to the public schools that must offer a free and adequate supply of menstruation products — in order to help younger menstruating students.

Last school year, the Menstruation Equity for All Act went into effect, requiring public schools serving sixth- through 12th-grade students to provide menstruation products. It affected over 2,000 schools.

The new law expands the requirement to public schools that serve third- through fifth-grade students. A Senate analysis of the legislation notes that 10% of menstruation periods begin by age 10, according to a Centers for Disease Control and Prevention report.

The new law requires affected schools to offer free menstrual products in all-gender bathrooms, women’s bathrooms and at least one men’s bathroom on each campus. The legislation, authored by Assemblymember Eloise Gómez Reyes,D-San Bernardino, includes one men’s bathroom on each campus to offer access to transgender boys who menstruate.

Supporters of the bill note that menstruation isn’t always predictable and can strike at inopportune times, such as during a test. Menstruation products can also be pricey — especially for students who might also be struggling with food insecurity.

Girl Scout Troop 76 in the Inland Empire advocated for the bill. Scout Ava Firnkoess said that menstruation access is important to young girls, like her, who started menstruating early.

“I have another friend who also started at a young age. She had to use toilet paper and paper towels because she did not have access to menstrual products,” Firnkoess said in a statement. “We think young students who start their periods need to have access to products, not just those who start in sixth grade or later.”

Younger students on campus

Elementary students may seem to be getting a little smaller this year, as transitional kindergarten classes are expanded to children who will turn age 5 between Sept. 2 and June 2.

Transitional kindergarten, an additional grade before kindergarten, was created for 4-year-old children who turn 5 before Dec. 2. It has been expanded each year since 2022 to include more children aged 4. All 4-year-old students will be eligible in the fall of 2025.

Gov. Gavin Newsom and State Superintendent of Public Instruction Tony Thurmond have celebrated the expansion of transitional kindergarten, pointing to numbers that show enrollment doubled over the past two years, from 75,000 in 2021-22, to 151,000 in 2023-24. However, a recent analysis by CalMatters found that the percentage of children eligible for transitional kindergarten who actually enrolled had gone down 4 to 7 percentage points.

Colleges must disclose costs

The typical California college student is expected to spend $1,062 on books and supplies in the 2024-25 academic year, according to the California Student Aid Commission.

The exact costs can be hard for students to predict, leaving them uncertain about how much money to budget for a given class. Assembly Bill 607, which Newsom signed last year, requires California State University campuses and community colleges to disclose upfront the estimated costs of course materials and fees for some of their courses this school year. The bill asks University of California campuses to do the same, but does not make it a requirement.

The schools must provide information for at least 40% of courses by Jan. 1 of next year, increasing that percentage each year until there are cost disclosures for 75% of courses by 2028. This year, campuses should also highlight courses that use free digital course materials and low-cost print materials, according to the legislation.

Proponents of the law, which was co-authored by Assemblymembers Ash Kalra, D-San Jose; Isaac Bryan, D-Los Angeles; and Sabrina Cervantes, D-Inland Empire, said it will promote price transparency. The bill covers digital and physical textbooks as well as software subscriptions and devices like calculators.

A student speaking in support of AB 607 in May 2023 said she felt “helplessly exposed and vulnerable” when she had to appeal to a professor for help covering the surprise costs of a textbook’s online course content.

“If I would have known that a month ahead of time, I could have organized and evaluated my budget in an effective manner for the entire semester,” said Rashal Azar. “This would have prevented my financial anxiety and not triggered my mental health as well.”

TK exempt from English language test

Students enrolled in transitional kindergarten, also known as TK, are no longer required to take the initial English Language Proficiency Assessment for California (ELPAC). The test, which measures proficiency in listening, speaking, reading and writing in English, is required to be taken within 30 days of enrollment in kindergarten through 12th grade, if parents indicate in a survey that their children speak another language at home.

Previously, transitional kindergartners also had to take the ELPAC when enrolling. But many school district staff and advocates for English learners said the test was not designed for 4-year-old children and that it was not identifying English learners accurately, because the children were too young to answer questions correctly.

The California Department of Education has directed school districts to mark children’s English language acquisition status as “to be determined” in the California Longitudinal Pupil Achievement Data System, if their parents indicate on the home language survey that their primary or native language is a language other than English. These students will take the initial ELPAC when they begin kindergarten the following year.

Californians Together, which advocates for English learners, and Early Edge California, which advocates for quality early education for all children, were among the organizations that celebrated the bill.

“As the parent of bilingual children and a dual language learner myself, I deeply appreciate Governor Newsom, Assemblymember (Al) Muratsuchi, and California’s legislators for supporting our young multilingual learners by championing AB 2268,” said Patricia Lozano, executive director of Early Edge California in a news release. “This bill will create more support tailored to their needs and strengths, so they can learn and thrive from the early years onward.”

Kids can consent to mental health care

A new law that took effect in July makes it easier for children on Medi-Cal who are 12 or older to consent to mental health treatment inside and outside of schools. Children older than 12 on private insurance can already consent to mental health care without parental consent.

Previously, students in this age group could only consent to mental health treatment without parental approval under a limited number of circumstances: incest, child abuse or serious danger, such as suicidal ideation.

“From mass shootings in public spaces and, in particular, school shootings, as well as fentanyl overdoses and social media bullying, young people are experiencing a new reality,” said Assemblymember Wendy Carrillo, D-Los Angeles, author of the bill. “The new law is about “making sure all young people, regardless if they have private health insurance or are Medi-Cal recipients, have access to mental health resources.”

Children who need mental health care but do not have consent from their parents could potentially seek help from social media and other online resources of sometimes dubious quality, according to the legislation.

The legislation allows mental health professionals to determine whether parental involvement is “inappropriate” and also whether the child in question is mature enough to consent.

California Capitol Connection, a Baptist advocacy group, opposed the bill, stating, “In most cases, a parent knows what is best for their child.”

This is not strictly an education bill, but it does affect schools. The law notes that school-based providers, such as a credentialed school psychologist, find that some students who want to avail themselves of mental health resources are not able to get parental consent.

No willful defiance suspensions

Beginning this school year, and for the next five years, California students across all grade levels cannot be suspended for willful defiance.

Acts of willful defiance, according to Senate Bill 274, include instances where a student is intentionally disruptive or defies school authorities. Instead of being suspended, these students will be referred to school administrators for intervention and support.

SB 274 builds on previous California legislation that had already banned willful defiance suspensions among first-through-eighth-grade students, and had banned expulsions for willful defiance across the board.

Studies show that willful defiance suspensions disproportionately impact Black male students and increase the likelihood of students dropping out of school.

Los Angeles Unified, Oakland Unified, San Francisco Unified and other school districts have already banned the practice.

SB 274 would apply to all grades TK through 12 in both traditional public schools and charters. The bill would also prohibit schools from suspending or expelling students for being tardy or truant.

Schools can’t ‘out’ students

After Jan. 1, California schools boards will not be permitted to pass resolutions requiring teachers and staff to notify parents if they believe a child is transgender.

Newsom signed the Support Academic Futures and Educators for Today’s Youth, or SAFETY Act, in July in response to the more than a dozen California school boards that proposed or passed parental notification policies in just over a year. At least seven California school districts passed the policies, often after heated public debate.

The policies require school staff to inform parents if a child asks to use a name or pronoun different from the one assigned at birth, or if they engage in activities and use facilities designed for the opposite sex.

The new law protects school staff from retaliation if they refuse to notify parents of a child’s gender preference. The legislation also provides additional resources and support for LGBTQ+ students at junior high and high schools.

“Politically motivated attacks on the rights, safety and dignity of transgender, nonbinary and other LGBTQ+ youth are on the rise nationwide, including in California,” said Assemblymember Chris Ward, D-San Diego, who introduced the legislation along with the California Legislative LGBTQ Caucus.

 

CA Controller publishes 2023 payroll data for state government, superior courts, CSU’s

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399,000 positions paid almost $29 billion in total wages

Includes Contra Costa Superior Court and Cal State East Bay data

SACRAMENTO — State Controller Malia M. Cohen has published the 2023 self-reported payroll data for state departments, superior courts, and California State Universities (CSU) on the Government Compensation in California website. The data covers more than 399,000 positions and approximately $28.87 billion in total wages for those agencies and institutions.

Users of the site can view compensation levels on maps and search by region, narrow results by name of the entity or by job title, and export raw data or custom reports.

The newly published data were reported by:

  • 24 CSU institutions (116,235 employees),
  • 56 superior courts (20,884 employees), and
  • 157 state departments (262,097 employees).

California law requires cities, counties, and special districts to annually report compensation data to the State Controller. The State Controller also maintains and publishes state and CSU salary data. However, no such statutory requirement exists for the University of California, California community colleges, superior courts, fairs and expositions, First 5 commissions, or K-12 education providers; their reporting is voluntary. Two superior courts either did not file or filed a report that was non-compliant, including those in Alameda County and Tuolumne County.

The site contains pay and benefit information on more than two million government jobs in California, as reported annually by each entity.

Contra Costa County Superior Court

As of Tuesday, Aug. 6, 2024, the information provided for the Contra Costa Superior Court shows 413 employees were paid $35,892,317 in total wages and $13,761,517 in total retirement & health contribution for a total of $49,653,834 in total compensation, or $120,227.20 on average.

In addition, the report shares, “This superior court includes payments toward the unfunded liability of the employer sponsored retirement plan.” For more information visit www.cc-courts.org/general/administration.aspx.

Cal State East Bay

As of Tuesday, Aug. 6, 2024, the information provided for California State University, East Bay shows 3,651 employees were paid a total wages of $132,664,169 and $58,874,273 in total retirement & health contribution, for a total of $191,538,442 in compensation or $52,461.91 on average. That doesn’t take into account the many part-time positions for the two-campus university.

In addition, the report shares, “This California State University includes payments toward the unfunded liability of the employer sponsored retirement plan.” For more information visit www.csueastbay.edu/hr.

The State Controller’s Government Compensation in California website provides information on employee pay and benefits for approximately 2 million positions at more than 5,000 public employers. Public employers annually report employee compensation to the State Controller’s Office. It allows the public to view and search employee job titles, build charts and graphics, and download custom reports and raw data.

About Controller Cohen

As the chief fiscal officer of California, Controller Cohen is responsible for accountability and disbursement of the state’s financial resources. The Controller has independent auditing authority over government agencies that spend state funds. She is a member of numerous financing authorities, and fiscal and financial oversight entities including the Franchise Tax Board. She also serves on the boards for the nation’s two largest public pension funds. Follow the Controller on X at @CAController and on Facebook at California State Controller’s Office.

 

 

 

Pass2Class offers free bus passes for students in Contra Costa County

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Pass2Class offers free bus passes to Contra Costa students at the beginning of the school year to encourage the use of bus transportation to and from school. Pass2Class reduces traffic congestion and air pollution by reducing the number of cars being driven to school.

The 2024 program offers free County Connection, Tri Delta Transit, WestCAT, or AC Transit bus passes for up to two (2) students per household for up to two months. Learn more at https://511contracosta.org/schools/pass2class-program/

More outreach and access are needed in adult education, panel says

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Video screenshot source: EdSource.org

Adult education offered in East County

By Mallika Seshadri, EdSource.org. Republished with permission.

Despite efforts across various sectors, adults throughout California continue to struggle to access education opportunities that can be critical for their family’s economic mobility.

The panel at EdSource’s roundtable, “Adult education: Overlooked and underfunded,” discussed how adults and their families can benefit from adult education, the common barriers to access and ways to overcome them.

“During the pandemic, our emergency room took in some of our most at-need people and triaged them to the right medical care that they need,” said John Werner, the executive director of Sequoias Adult Education Consortium at Thursday’s discussion. “Adult schools do very similar work with education.”

Barriers to adult education

Panelist Francisco Solano grew up in Mexico, where he earned a high school education but had no interest in continuing his schooling. About 16 years ago, he came to the United States and found himself working for salad-packing companies.

He eventually enrolled in adult education classes at Salinas Adult School and is now wrapping up a doctorate in molecular biology at UCLA.

But the road through his adult education was “exhausting” and “not convenient at all.”

“That’s what I see with my peers,” Solano said. “They are not able to get out of that lifestyle because it’s so difficult for them to be able to have a job that secures rent and food for the families and, at the same time, find time and resources to go to school or try something else.”

Solano also believes that larger companies do not want migrants like him to succeed because that would take away a source of cheap labor.

Rural areas — where barriers associated with time and distance are greater — have a high need for adult education.

Steve Curiel, the principal of Huntington Beach Adult School, said not enough conversations about adult education are held at the policy level because most people in elected positions are unlikely to understand the critical role it plays, having experienced more traditional educational journeys.

Raising awareness and marketing 

Carolyn Zachry, the state director and education administrator for adult education at the California Department of Education, stressed the importance of raising awareness and sharing stories like Solano’s among potential students.

“That gives the courage to come forward and to walk in those doors of that school,” she said. “And once they’re inside those school doors, then that school community wraps around them and really supports them.”

Werner also emphasized the importance of actively seeking students. He mentioned specific efforts to speak to individuals at local community events, like farmers markets and flea markets. A TV or radio presence can also be helpful, he said.

Helping communities overcome barriers 

Numerous organizations are enacting measures to expand access to adult education, including creating remote and virtual options as well as providing childcare for students while they are in school.

Several panelists agreed that virtual learning can be a helpful way to bring educational opportunities to adults at home — though Kathy Locke, who teaches English as a second language in Oakland Unified, emphasized the importance of in-person instruction, so adults can learn the skills they need to succeed online.

“The more marginalized, the greater your need in terms of English level, the harder it is to access the technology to be able to use the technology to do distance learning well,” Locke said.

To improve access to online learning, Curiel said the Huntington Beach Adult School has provided laptops and channels for internet connection.

Providing childcare is another way to help reduce barriers for adults. 

“Our classes provide babysitting for our students to be able to come with their children. Their children go to child care, and then they’re able to come and learn,” Locke said.

“I think that as a district, we really named that as a barrier and really put our money where our mouths were, I think, and made that a priority to get adults in our classrooms, so that they can do the learning that they need.”

Broader benefits of adult education 

Adult education also helps support a child’s education, the roundtable panelists agreed.

For example, a child’s literacy benefits when parents attend English language classes, Locke said. And parents are more likely to be involved with their child’s education later on.

“If you want to help a child in poverty, you have to help an adult in poverty,” Werner said. “Only the adult can go get a job tomorrow.”

Adult Education Programs in East County

The Antioch Unified School District offers education for adults to obtain their diploma, GED and High School Equivalency diploma at Prospects High School. The Fall 2024 Semester registration begins July 29th, 2024, Placement Testing begins August 8th and the first day of classes is August 19th. For more information visit https://antiochadultschool.asapconnected.com.

Adult education is also offered by the Pittsburg Adult Education Center. For more information visit https://paec.pittsburgusd.net.

The Liberty Union High School District also offers their Liberty Adult Education. For more information visit https://libertyadulted.org.

Mallika Seshadri covers Los Angeles and LAUSD.

Allen D. Payton contributed to this report.

How and why students should get a State Seal of Biliteracy | Quick Guide

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Juan Garcia was one of 828 students in San Joaquin County to receive the State Seal of Biliteracy in 2023. Courtesy of San Joaquin County Office of Education

By Zaidee Stavely, EdSource.org

What is the State Seal of Biliteracy?

The State Seal of Biliteracy is a gold, embossed seal that can be affixed to a student’s high school diploma or transcript. It is awarded to recognize a student for achieving a high level of proficiency in speaking, reading and writing in both English and another language. California first began awarding the State Seal of Biliteracy in 2012.

What is the benefit of obtaining a State Seal of Biliteracy?

The State Seal of Biliteracy validates students’ hard work to learn more than one language. It can be shown to colleges and potential employers, to prove that you can speak, read and write in at least one language, in addition to English. Some colleges may give academic credit to students for the seal. In addition, some organizations, such as Language Testing International, award scholarships to seal recipients.

In one study, partially funded by the U.S. Department of Education and focused on a school district in New Mexico, students who earned a Seal of Biliteracy enrolled in four-year colleges at higher rates than their peers who did not earn the seal.

What languages does the State Seal of Biliteracy recognize?

The State Seal of Biliteracy can be awarded in any language other than English. The most common language recognized with a Seal of Biliteracy in 2022-23 was Spanish, followed by French, Chinese (Mandarin or Cantonese), Japanese, American Sign Language, Vietnamese, Korean, Tagalog and German, in that order.

The state has also awarded the seal in many other languages, including Albanian, Arabic, Armenian, Bengali, Czech, Farsi, Hebrew, Hindi, Hmong, Igbo, Indonesian, Italian, Latin, Mixteco, Polish, Portuguese, Punjabi, Russian, Swahili, Urdu and Yurok, among others.

Source: Dept of Education

Do all public schools in California offer the State Seal of Biliteracy?

All public schools are eligible to participate, but participation is voluntary, not obligatory. In 2022-23, the latest school year for which data is available, 1,188 schools in 356 school districts or county offices of education awarded the seals. Check here to see if a school or district participates (click on the “Data” tab).

What can you do if your school does not yet participate?

You can contact a counselor, teacher or administrator at your school and share information about the State Seal of Biliteracy with them, to encourage them to participate.

How do you apply for the Seal of Biliteracy?

Contact your school counselor, principal or other administrator.

What are the requirements to prove you are proficient in a language other than English?

You must either complete coursework or take a test to prove proficiency.

For coursework, you must successfully complete a four-year course of study in a world language at the high school or college level and attain an overall GPA of 3.0 or higher in that course of study. In addition, you must demonstrate oral proficiency in the language comparable to that required to pass an Advanced Placement or International Baccalaureate examination.

You also have the option to take one of four tests, instead of coursework:

  1. Pass a world language Advanced Placement (AP) exam with a score of 3 or higher
  2. Pass an International Baccalaureate (IB) exam with a score of 4 or higher
  3. Pass both an ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of intermediate mid or higher
  4. Pass an exam approved by the school district that meets the rigor of a four-year high school course of study in the language and assesses speaking, reading and writing in a language other than English at the proficient level or higher. These are most often used in the case of a language for which AP, IB, or ACTFL tests do not exist. A list of locally approved world language proficiency assessments is posted on the California Department of Education’s State Seal of Biliteracy web page under the “Assessments” tab.

Can courses completed in another country count toward coursework in another language?

Yes. High-school level courses in another country in a language other than English, with the equivalent of an overall grade point average of 3.0 or above, can count toward the coursework requirement. These might be courses completed as an exchange student, or courses completed in another country by a newcomer student before arriving in the U.S. They must be verified by a transcript.

What if a language doesn’t have a written or spoken component?

If a language does not have a written system, or is not spoken (for example, American Sign Language), the district can approve an assessment on the components of the language that are used.

What are the requirements to prove you are proficient in English?

You must either complete coursework or take a test to prove proficiency.

For coursework, you must complete all English language arts requirements for graduation with an overall grade point average (GPA) of 3.0 in those classes.

You also have the option to take one of four tests to prove proficiency in English, instead of coursework:

  1. Pass the California state standardized test (California Assessment of Student Performance and Progress) for English language arts administered in grade 11 at or above the “standard met” achievement level
  2. Pass an English Advanced Placement exam (AP English Language and Composition, AP English Literature or Composition, or AP Seminar) with a score of 3 or higher
  3. Pass an English International Baccalaureate (IB) exam with a score of 4 or higher
  4. Achieve a score of 480 or above on the evidence-based reading and writing section of the SAT.

What additional requirements do English learners have to complete?

In addition to the requirements mentioned above, students who are currently classified as English learners and have not yet been reclassified as proficient in English must attain an oral language composite score of level 4 on the English Language Proficiency Assessments for California (ELPAC).

Can you apply for a State Seal of Biliteracy in more than one language other than English?

Yes. You can earn seals in more than one language, as long as you fulfill the requirements to show a high level of proficiency in each language.

Are the requirements different for students who qualify for special education and have IEPs?

According to the California Department of Education, the requirements to obtain a State Seal of Biliteracy may be modified for a student with an individualized education program (IEP), if the student’s IEP team determines it is necessary. The CDE website says the IEP team should review the student’s assessment plan and transition plan and determine what assessment(s) to use and what score would indicate proficiency, based on the student’s IEP.

How many students typically receive the Seal of Biliteracy every year?

According to the California Department of Education, 59,782 seals were awarded in the 2022-23 school year.

Does it cost something to apply for the Seal?

No, it is free for students, and school districts to apply for the State Seal of Biliteracy.

What other states offer a Seal of Biliteracy?

All 50 states and Washington, D.C., now offer the seal.

Zaidee Stavely covers bilingual education, early education and immigration as it relates to schools and hosts EdSource’s Education Beat podcast.

Four Bay Area students form company, create award-winning app to diagnose Parkinson’s disease

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The Zeno team: (left to right) Amala Valiveti, Anya Iyer, Eshaani Singh and Diya Vatsavai. Photo courtesy of Anya Iyer

Including Dougherty Valley High senior; is voice activated

By Allen D. Payton

Four high school friends from San Ramon and San Jose have formed a company and developed an app to help diagnose Parkinson’s disease. Zeno was formed by Anya Iyer, incoming senior at Dougherty Valley High School in San Ramon, who serves as the company’s CEO, Diya Vatsavai, incoming junior at Valley Christian High School in San Jose, who is the company’s Chief Technology Officer, Amala Valiveti, an incoming senior at Silver Creek High School in San Jose, Zeno’s Chief Financial Officer, and Eshaani Singh, an incoming senior at Evergreen Valley High School, also in San Jose, who serves as the Chief Marketing Officer for the company.

The four girls met in elementary school. “We all four had been friends in elementary and middle school before going off to different high schools,” the young CEO shared.

“We formed the company before fully developing the app,” Iyer explained. “We started the actual idea itself in June 2021, established Zeno as a company in June 2022, and then finished developing the prototype and testing around June 2023.”

Company Description:

Zeno’s technology provides an efficient method of diagnosis for Parkinson’s disease based on vocal biomarkers. By detecting and analyzing early vocal impairments, Zeno’s system enables accurate and timely detection of the condition. This innovative tool enhances the diagnostic process, allowing for prompt interventions and treatment.

Zeno team won the Power Pitch Award at the 2022 Conrad Challenge. Source: Conrad Challenge

Their Story:

“We developed this application after our families were hit hard by Parkinson’s disease a few years ago,” Iyer shared. “This huge emotional toll on our families caused us to look into solutions for early diagnosis of Parkinson’s disease.”

“Looking into current market solutions, we noticed that many existing products either had low accuracy or were time-consuming and inaccessible for patients,” she continued. “After thorough research, we came across vocal impairments and biomarkers being one of the earliest hallmarks of Parkinson’s disease.”

Speaking with neurologists and medical professionals further deepened their understanding of the disease, and soon after, the team went to work developing their app. We spent months developing a machine learning algorithm and creating a viable business plan.

Eventually, they not only were able to share this app with their community, but the team also won the 2022 Power Pitch Award at the Conrad Challenge, an international business competition, in the Health & Nutrition Category, and became a Semi-Finalist in the Diamond Challenge, a national competition. (See the team’s virtual pitch video)

Speaking at the NEXUS Global Summit were team members Eshaani Singh (right) and Anya Iyer (left). Photo courtesy of Anya Iyer

“Soon after, we were invited to speak at the NEXUS Global Business Summit in New York City as the youngest speakers there,” Iyer stated. “At the summit, we were exposed to various venture capitalists, industry professionals and fellow entrepreneurs, all who encouraged and inspired us to continue innovating and creating.”

Since then, we have worked on testing our product with patients and improving our current diagnosis performance, while also focusing on funding,” the young CEO shared. Our hope is for Zeno to improve the lives of families everywhere, one diagnosis at a time.”

Asked for more details about the company, Iyer shared, “Our company is privately held, but we are raising funds through PayPal and Venmo within our community.”

Richmond graduate to receive CA Charter Schools Association scholarship

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One of 10 exceptional recipients statewide

SACRAMENTO, CA – The California Charter Schools Association (CCSA) has selected ten outstanding charter high school students to receive the 2024 Susan Steelman Bragato Scholarship, a statewide award honoring charter high school graduates who have overcome adversity, given back to their communities, and are pursuing post-secondary education in the fall. The list includes Carolina Ayala, a Class of 2024 graduate of Making Waves Academy in Richmond. According to Inayah Baaqee the academy’s Associate Director of Academic Advising, Ayala was one of 81 graduates this year from the Richmond area and throughout Contra Costa County.

“This year’s class of Bragato Scholarship recipients is driven to make the world a better place by using the knowledge and skills they’ve acquired from their charter school experience to help others surmount any hardships in life,” said CCSA President and CEO Myrna Castrejón. “Whether pursuing careers in the mental health field or the arts, these outstanding scholars exemplify California’s charter public schools’ importance in K-12 education.”

The 2024 Bragato Scholarship winners truly represent the diverse communities that charter public schools serve in California. The students’ collective academic achievement also reinforces key findings of CCSA’s 2024 Portrait of the Movement which indicate that charter public schools send more historically disadvantaged students to University of California and California State University campuses.

Each 2024 Bragato Scholarship recipient received $2,000 to defray the costs of attending their first year of college.

Susan Steelman Bragato was the co-founder of the first California charter public school and founder of the California Network of Educational Charters, the precursor to CCSA. Her legacy continues through her namesake scholarship program.

Below is a list of the winners – by region in the state – and summaries of their personal stories:

NORTHERN & CENTRAL CALIFORNIA 

Carolina Ayala 

High School: Making Waves Academy (Richmond)

College bound: University of Southern California

Carolina’s passion for the performing arts emerged during her freshman year when she enrolled in an acting workshop. She soon noticed that the casts of her school’s theatrical productions were not culturally or ethnically diverse. As a student of color, Carolina helped change that by auditioning for lead parts and encouraging others to do the same. She was cast in many musicals during her time at Making Waves, formed the school’s Performing & Visual Arts Club, and organized the school’s first talent show. “A performer is a part of who I am. The stage being my second home … reflecting stories and a chance for representation is what exhilarates me to chase my dreams.” Carolina will attend USC this fall and plans to explore all aspects of acting, theater and cinema.

Janet Huang

High School: Aspire Benjamin Holt College Preparatory Academy (Stockton)

College bound: UC Berkeley

A child of Chinese immigrants, Janet says she’s often felt the pressure of being perfect. Any outward expression of feeling sad, anxious, or depressed was seen as being weak. When Janet began to struggle with mental health issues, she sought the help of a therapist despite her parents’ objections. Janet now wants to change cultural attitudes about self-care and mental health within immigrant communities by becoming a psychologist. “Studying psychology will not only help me understand myself more but also help other children who are reluctant to get help. Being an Asian-American woman in this field could relieve some of the stigma.” Janet was accepted to UC Berkeley where she’ll delve into topics like behavioral and cognitive neuroscience.

Audrey Wilson 

High School: Sutter Peak Charter Academy (Yuba City)

College Bound: Brigham Young University

When Audrey was a child, her parents say she always had crayons or colored pencils in her hands. Audrey’s love for the visual arts is now the discipline she wants to explore when she attends Brigham Young University in Utah this fall. “I am actively pursuing a career that will allow me to integrate my love of the arts and creativity into the business world … I’m excited to combine my two passions, the arts and business, and make the world a more beautiful place.” Audrey is active in her church and has helped local organizations assist Afghan and Ukrainian refugees who have settled in the Sacramento region.

SOUTHERN CALIFORNIA 

Flor Cruz

High School: King-Chavez Community High (San Diego)

College bound: University of California, Santa Barbara

Flor wants to change the world, one smile at a time. After graduating from King-Chavez Community High, Flor plans to study dentistry at UC Santa Barbara so she can improve the oral health of low-income and immigrant families. Flor is the first in her family to graduate high school and attend college. Her interest in dental hygiene stems from her father’s experience. He didn’t have regular dental check-ups due to financial issues. His teeth were badly destroyed by his fifties. “With the aspiration to become a dental hygienist, I will advise my Hispanic community and any other communities on how to improve, manage, and have better oral health.”

Dominic Kalpakgian

High School: Classical Academy High (Escondido)

College bound: Franciscan University of Steubenville

Dominic is one of seven children in his family. He says he learned at a young age the importance of embracing different perspectives. Dominic plans to explore different perspectives as a college student in the fields of criminal justice, entrepreneurial business, and medicine. “I’m drawn to using my inquisitive mind to solve problems and help people … safeguarding communities from threats or disease resonates deeply as an essential, meaningful vocation.” Dominic has already started to safeguard communities at a local level. This year he volunteered to help a local nonprofit raise $125,000 to assist victims of human trafficking and at-risk children.

Aisha Sufi 

High School: Dimensions Collaborative (Escondido)

College bound: Southwestern College

Aisha is one of 12 children in her family. Her hero and inspiration is her mother who fled Somalia as a refugee with three of Aisha’s older siblings. Despite financial issues, her mother made sure Aisha and her brothers and sisters had all the resources to attend school. As a high school graduate, Aisha plans to enroll in Southwestern College’s nursing program. “Nursing is my dream because it’s where I can put my heart into action … with compassion and skill, you can touch lives in the most meaningful ways.” Aisha has already volunteered at a local hospital delivering meals to patients and assisting nurses and other staff.

Rosemarie Umipig 

High School: Sage Oak Charter Schools (Redlands)

College Bound: UC Santa Barbara

Born in Cebu, Philippines, Rosemaire was adopted at four years old and moved to California.
Her dream as a child was to become a detective like Nancy Drew or Sherlock Holmes. Rosemarie plans to fulfill her dream by exploring a new kind of detective work in college: forensic accounting. “Forensic accounting combines investigation and accounting skills to analyze financial data for legal purposes … I wanted to use logical thinking and look at clues to find and fight criminals.” Rosemarie will attend UC Santa Barbara in the fall.

LOS ANGELES 

Ellis Cho 

High School: Larchmont Charter (Los Angeles)

College bound: Pepperdine University

As the child of a low-income immigrant family, Ellis and her siblings often found themselves navigating life on their own in the U.S. They also had to support their family financially. As a high school student, Ellis accepted a part-time position at a family-run daycare which changed the trajectory of her life. “I became immersed in the world of children and their minds, their behaviors, and the way they functioned. I saw myself in these kids and felt a desire to guide them through the various stages of life.” With a passion for improving the mental health and wellness of children, Ellis now plans to attend Pepperdine University to become a child psychologist to help low-income children with autism.

Hayoung Park 

High School: Granada Hills Charter (Granada Hills)

College bound: University of California, Los Angeles

Hayoung immigrated to the U.S. with her family from Korea at the age of three. As she grew older, Hayoung became less connected to her Korean roots and made a concerted effort to change that by exposing herself to a multitude of Korean-centered opportunities like volunteering at her church as a Korean youth leader and participating in Korean essay competitions. “A lot of my experiences and lessons growing up have been rooted in learning the basics of communication … I plan to continue my exploration of communication as this interaction exists everywhere.” Hayoung will attend UCLA in the fall.

Michael Suarez-Russell

High School: Granada Hills Charter (Granada Hills)

College bound: Pierce College

Michael’s passion for computer science took hold of him after enrolling in a computer science class at Granada Hills Charter High School as a freshman. “I fell head over heels in love with the subject. Eager to challenge myself, I became addicted to teaching myself and programming new projects.” Michael also took meaningful steps to connect with others. He established a student club to support academically struggling peers at his school. He also formed a student club to help patients at children’s hospitals. Michael will attend Pierce College in the fall.

About the California Charter Schools Association

The vision of the California Charter Schools Association (CCSA) is to build great public schools of joy and rigor that prepare all California students for success in college, career, community, and life. The mission of CCSA is to meet parent, educator, and community need for great public school options by supporting and advocating for high quality non-profit charter schools and sharing their success throughout California’s public schools. Learn more.

West Contra Costa school district officials respond to take over of budget by county Office of Ed

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President Jamela Smith-Folds (upper right), Trustees Otheree Christian (bottom left) and Leslie Reckler (bottom right) and Superintendent Dr. Chris Hurst (bottom center) during the West Contra Costa Unified School District Board of Trustees meeting on Wed., June 26, 2024. Video screenshot.

“The school district has shown, repeatedly, that it is unwilling or unable to balance and focus its budget.” – Area 3 Trustee Mister Phillips

“We’re in a budget crisis. I’m no longer rubber-stamping things that should be investigated.” Area 5 Trustee Leslie Reckler

Staff will work “collaboratively” with district, community leaders and “alongside Contra Costa County Office of Education” – Assoc. Superintendent Dr. Kim Moses

By Allen D. Payton

In response to the Thursday article from EdSource.org republished by the Herald on Friday, regarding the takeover of the West Contra Costa Unified School District budget by the county Office of Education, due to the failure to pass their Local Control Accountability Plan (LCAP) budget, WCCUSD board members and staff shared their thoughts, concerns and plans.

As previously reported, WCCUSD may be on the verge of turning over control of its budget and day-to-day running of the district to the county after the school board rejected the district’s Local Control Accountability Plan on Wednesday night, limiting the chance of passing a 2024-25 district budget by July 1, as required by state law.

Without passing an LCAP — a document that sets district goals to improve student outcomes and how to achieve them — the board cannot vote on the proposed budget, said Dr. Kim Moses, associate superintendent of business services at West Contra Costa Unified School District (WCCUSD). The two are linked; the LCAP is a portion of the budget and gives the district a road map on how to allocate funding for its $484 million budget. The district risks losing local control over funding decisions. Trustees voting no said it didn’t reflect priorities of the community and was not transparent.

The vote on the LCAP failed 1-2-1 with Board President and Area 1 Trustee Jamela Smith-Folds voting in favor, Area 3 Trustee Mister Phillips and Area 5 Trustee Leslie Reckler voting against, and Area 2 Trustee Otheree Christian voting to abstain. Board Clerk and Area 4 Trustee Demetrio Gonzalez Hoy was absent.

An email was sent Friday afternoon, June 28, 2024, to all five WCCUSD board members and Superintendent Dr. Chris Hurst. But Hurst is out of the office until July 12, so the question was then sent to Associate Superintendent of Business Services, Dr. Kim Moses. He later forwarded the email to Raechelle Forrest, Director of Communications for the District. They were asked what the board and district will do by this Sunday to avoid the takeover. Calls were also made to each board member.

“I’m waiting to hear from the board president. Because the president is the only one who can call a meeting, said Christian.

Phillips responded, “First, the county Office of Education will not take over the school district. The county office will create a budget for the school district with the school district’s input. Second, I think that is best for the school district. The school district has shown, repeatedly, that it is unwilling or unable to balance and focus its budget.”

“Now, we have a chance at a balanced and focused budget that prioritizes the school district’s strategic plan,” he continued. “That is what we need, and I do not mind working with the county office to get it.”

“As far as I am concerned, the county office is part of local control,” Phillips added.

When asked if a special board meeting would be called, Reckler said, “I don’t have any knowledge of a board meeting, as of now.” But she believes a special board meeting doesn’t require the president to call one and can be called by two members.

“It’s not something I’m going to do,” she added.

Asked about not approving the LCAP Reckler said, “It’s certainly not ideal. I wish we could have done it ourselves. But I needed to send a strong message.”

“It’s been a long-standing concern of mine, the transparency about the LCAP,” she continued. “There are different parts of the budget including the LCAP designated for English-language learners, although districts have wide latitude in how they spend those funds. I’ve been deeply concerned over information we get back on how the programs are working.”

“We’re in a budget crisis” Reckler stated. “I’m no longer rubber-stamping things that should be investigated in this crisis. Is it ideal? No. Am I proud of it? Not really. I’m very thoughtful in my decisions and I needed to put my foot down.”

She later shared, “I looked up the ability to call a meeting. Ed Code 54956 says that the president or a majority of the board can call for a meeting. So, for the WCCUSD, it would be three members.”

On Thursday she posted a statement about the matter her official Facebook page. But first, Reckler wrote, “Last night’s meeting was a memorable one and probably a first.

The LCAP portion of 2024-2025 budget failed to pass. Because the LCAP failed to pass, the 2024-25 site plans and the 2024-2025 budget could not be considered. I voted No, and it is important for you to know why. I have a fiduciary and accountability responsibility, and in these extremely lean fiscal times, I will not vote in the affirmative on a $64.8 million dollar plan that is not transparent to me and to the general public.

Voting NO on the LCAP was not something that I took lightly at all. But after years of asking for changes in how information is presented to me, I am no longer rubber stamping this work.

Thank you to the LCAP committee (past and present) for years of raising issues with the process and the final result.

The Contra Costa County Office of Education will advise further on what will happen next with the budget. I will keep you posted on upcoming information as I receive it.”

Here is the video from the June 12th meeting LCAP public hearing

https://www.youtube.com/watch?v=3UzHxtXawu4 3-hour, 5-minute mark. There are also several comments about the LCAP in public comment at the 28 minute mark.

Here is the Board’s agenda from the June 12th LCAP public hearing meeting.

https://simbli.eboardsolutions.com/…/ViewMeeting.aspx…

When the video is posted for the June 26th meeting, I will post that as well.

My comment on the LCAP from June 26, 2024 meeting is below.

(I may have made some changes on the fly while speaking.)”

Reckler Statement on LCAP Vote

“For the past two years and now this year, making it three years, I find myself making the same comments about the LCAP. That is, the presentations concentrate heavily on state required compliance metrics and do not succinctly show how the programs in the LCAP performed, how money was spent, and how the community’s feedback was incorporated into the plan.

To me, there are three parts to this:

Money, program success and community engagement reflected In the plan.

First, money.

How much money did you get this year and how much money did you get last year and what is the difference? How much carryover do you have and why? Then, where did you miss on big dollars – either wildly overspending or underspending and why?

Second, how did your programs perform?

What programs did you hit, what programs did you miss and what programs don’t you know the answer to and why, and for the programs that you don’t know. What can you guestimate? For all of these metrics, what’s the reasoning that there were successes or misses.

Then, what are you changing in the LCAP and why along with the corresponding dollars.

Finally, community engagement. What feedback did the LCAP committee give you and how did you incorporate it? I think there are only five LCAP members. We used to have a robust, messy, beautifully engaged LCAP committee of probably 30 members and we were feeling heard.

While I value deeply the work of staff, and I do recognize the pressures that you are under, I am frustrated that I have to spend an entire weekend trying to figure out the changes in the LCAP. It should be self-evident.

This new, three-year LCAP seems to have collapsed so many categories into big buckets that it will make it hard to track any success metrics over the next three years. To me, this document seems less transparent than ever before.

I don’t know how else to get your attention, and I will not be held hostage. For all of these reasons, I’ll be voting No.”

District Will Work “Collaboratively” With District, Community Leaders and “Alongside CCC Office of Education

Associate Superintendent Moses, the District’s Chief Business Officer, responded with the following:

“The West Contra Costa Unified School District is dedicated to working collaboratively with district and community leaders to address the expressed concerns related to the 2024-25 LCAP adoption.  District leaders are working alongside the Contra Costa County Office of Education to ensure that the concerns related to the LCAP plan are addressed as quickly as possible.  Unfortunately, this will not occur before the July 1 deadline for adoption.

“West Contra Costa Unified School District is not subject to losing local control of our budgetary functions as a result of the recent inaction by the Board.  We must now revert to the last board-adopted budget which is the 2023-24 third interim budget, adopted on May 29, 2024.  However, without an adopted LCAP plan, we must exclude the LCAP Supplemental/Concentration funding from our current budget.

“If an LCAP plan and budget are not adopted by August 15th, the Contra Costa County Office of Education may impose a budget for our district’s use.  In the interim, WCCUSD will be able to continue processing payroll without interruptions and we will be able to maintain all expenses related to the general operating costs within the district, such as utilities, required materials and supplies, and other operational necessities. Throughout this process, the WCCUSD business services team is dedicated to managing this budget transition while continuing a high level of service for our students, staff, and schools.”

 

County Office of Education can take over West Contra Costa school budget

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For failure to pass LCAP budget; District must operate under last year’s budget; board must act by Sunday to avert take over.

By Monica Velez, EdSource.org (republished with permission)

First Published June 27, 2024 – The West Contra Costa Unified School District may be on the verge of turning over control of its budget and day-to-day running of the district to the county after the school board rejected the district’s Local Control Accountability Plan on Wednesday night, limiting the chance of passing a 2024-25 district budget by July 1, as required by state law.

Without passing a Local Control Accountability Plan (LCAP) — a document that sets district goals to improve student outcomes and how to achieve them — the board cannot vote on the proposed budget, said Dr. Kim Moses, associate superintendent of business services at West Contra Costa Unified School District (WCCUSD). The two are linked; the LCAP is a portion of the budget and gives the district a road map on how to allocate funding for its $484 million budget. The district risks losing local control over funding decisions. Trustees voting no said it didn’t reflect priorities of the community and was not transparent.

It’s a rare situation. Districts routinely pass budgets at the end of June to close the fiscal year and start a new one.

The vote on the LCAP failed 1-2-1 with President and Area 1 Trustee Jamela Smith-Folds voting in favor, Area 3 Trustee Mister Phillips and Area 5 Trustee Leslie Reckler voting against, and Area 2 Trustee Otheree Christian voting to abstain. Board Clerk and Area 4 Trustee Demetrio Gonzalez Hoy was absent.

District and Contra Costa County Office of Education officials warn that a failure to pass a budget and LCAP by July 1 will cede financial control to the county office. The district can still act by midnight Sunday to avert a takeover, but district officials are assuming that will not happen.

The district also would face difficulties getting the county’s approval of the budget. The state Fiscal Crisis and Management Assistance Team (FCMAT), which focuses on helping districts solve and prevent fiscal challenges, found in a recent analysis that the district had overspent, and concluded that the school board had been unable or unwilling to make cuts.

In a statement to EdSource, Moses wrote she was “deeply disappointed” that the board didn’t pass the LCAP. The responsibility to adopt the LCAP and 2024-25 school year budget will be in the hands of county officials. Until they impose the new plan and budget, Moses said, the district will revert to operating under last year’s budget.

“We are confident that the county will review our circumstance with a student-focused lens and do what is necessary to support our students,” the statement said. “In the interim, we will be able to continue processing payroll without interruptions, and we will be able to maintain all expenses related to the general operating costs within the district, such as utilities, required materials and supplies, and other operational necessities.”

But because the district is functioning on last year’s budget, some schools won’t receive the funds they need, and the district can’t move forward with new goals set, said Javetta Cleveland, a school business consultant for West Contra Costa.

“This is really serious to go forward without a budget — the district cannot operate without a budget,” Cleveland said during the meeting. “The district can’t meet or establish priorities without a budget.”

Cleveland asked the board to reconsider approving the LCAP and have the Contra Costa County Office of Education approve the LCAP with conditions that would allow revisions after receiving feedback from parents. But that didn’t happen.

Budget shortfalls

District officials are projecting a $31.8 million budget deficit over the next three school years, with about $11.5 million in shortfalls projected for the upcoming school year. The plan was to use reserve funds over three school years to make up the shortfall.

To address budget shortfalls, the board has also had to eliminate more than 200 positions since last year. The most recent cuts were voted on in March. But at the same time, the district was dealing with three complaints, including allegations that the district is out of compliance with the law because teacher vacancies have not been filled and classes are being covered by long-term or day-to-day substitutes, which district officials acknowledged was true.

“While the result of last night’s board meeting complicates an already challenging financial situation, members of the community should know that WCCUSD schools will continue to operate, and employees will continue to be paid as we work through the LCAP approval process,” said Marcus Walton, communications director for county office. “At this point, it is the role of the Contra Costa County Office of Education to support WCCUSD staff to address the board’s concerns and implement a budget as soon as possible.”

FCMAT conducted a fiscal health risk analysis on West Contra Costa in March and found the district is overspending.

While the FCMAT analysis concluded the district has a “high” chance of solving the budget deficit, it highlighted areas it considers high-risk, including some charter schools authorized by the district also being in financial distress; the district’s failure to forecast its general fund cash flow for the current and subsequent year, and the board’s inability to approve a plan to reduce or eliminate overspending.

FCMAT’s chief executive officer, Michael Fine, was not available for comment.

The vote

President Jamela Smith-Folds was the only trustee to vote yes on the LCAP. She said she wants to see more transparency but that it’s important to keep local control over the LCAP and budget.

“I would be remiss if I didn’t say that there are things we need to do differently, but I think everyone is acknowledging that,” Smith-Folds said. “Now the next step after you acknowledge that is to show change and consistency.”

Trustees Leslie Reckler and Mister Phillips voted down the LCAP. Phillips said it was because he doesn’t believe that what the community asked for is reflected in the document.

“I have consistently advocated for a balanced and focused budget since joining the school board in 2016,” Phillips said in an email. “The proposed budget was neither. With my vote, I invited our local county superintendent to the table. I hope that she will work with us to create a balanced and focused budget that prioritizes the school district’s strategic plan.”

Reckler said that for the last two years, she had continued to ask staff to show how programs and the LCAP performed, how community feedback is being incorporated, and how money is being spent.

“I’m frustrated I have to spend an entire weekend trying to figure out the changes in the LCAP. It should be self-evident,” Reckler said during the meeting. “This document seems to be less transparent than ever before. I don’t know how else to get your attention, and I won’t be held hostage. For these reasons, I am voting ‘no.’”

Trustee Otheree Christian abstained, saying that there needs to be more transparency in the LCAP but did not elaborate further or respond to requests for comments on why he chose not to vote.

Board member Demetrio Gonzalez Hoy was absent because of personal family reasons, according to his social media post. He called the vote a failure of the board, including his absence.

In a recent meeting with the District Local Control Accountability Plan Committee (DLCAP), made up of parents and members of community organizations, committee members shared their frustrations, saying they didn’t feel heard and needed more information about programs, Superintendent Chris Hurst said. Gonzalez Hoy said he agreed with the committee that there needs to be more transparency and in regards to spending priorities, community leaders need to be heard.

“With that said, what we should have done is ensure that this does not happen in the future and that the DLCAP committee is taken seriously in their charge,” Gonzalez Hoy’s post said. “Unfortunately, instead of advocating for that and ensuring this occurs, I believe that some on our board want certain adults leading our district to fail and that’s really what led to a vote last night.”

During Wednesday night’s meeting, many community members asked the board to stop making staffing cuts and to reject the LCAP and budget proposals, saying that both proposals didn’t meet student needs, and disenfranchised low-income, English learners, and students of color. Some speakers questioned if the LCAP complied with the law.

The district team that put together the LCAP said the planning document complies with the law, according to Moses, as do the officials at the county office of education that reviewed the document. The county gives the final stamp of approval after the board passes the LCAP, and if something needs to be fixed, they can approve the document with conditions, she added.

“I do know, with any large document, nothing is perfect in the first draft,” Moses said during the meeting. “I’m not sure if there is something we need to take a look at, but if so, I’ll restate this is a living document; if we do find that there is an area that needs more attention, we’ll give attention to that area.”

Moses said she agrees with the advocates — the district needs to serve students better. She and the district are committed to strengthening communication with the community and explaining how the strategies in the 203-page document are helping students.

As of Thursday evening, an emergency meeting has not been scheduled. The next board meeting is scheduled on July 17.

Monica Velez covers West Contra Costa Unified school district, student well-being and math.

Allen D. Payton contributed to this report.

Cal Maritime-Cal Poly SLO integration: A bold step towards sustainability

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California State University Maritime Academy, aka Cal Maritime, may be merging with California Polytechnic State University San Luis Obispo, aka Cal Poly SLO. Photo by Neil Sterud

By Neil Sterud

The Spring 2024 semester at California State University Maritime Academy (Cal Maritime) has been marked by regular sessions inviting all interested parties to propose ideas for institutional improvement and cost-saving measures. Students have been kept well-informed about the institution’s state through regular emails, fostering a sense of community and transparency.

In a significant development, the Chancellor’s Office has recommended the integration of Cal Maritime with California Polytechnic State University, San Luis Obispo (Cal Poly SLO). This proposal, if approved by the CSU Board of Trustees, aims to address Cal Maritime’s financial and enrollment challenges. Interim President Michael J. Dumont, J.D., shared the news with the Cal Maritime community, highlighting the potential benefits of this integration for advancing the educational mission of both institutions, increasing enrollment, and safeguarding critical academic programs.

The proposed integration is seen as a strategic response to the fiscal crisis and declining enrollment, which Cal Maritime has been grappling with. Over the past seven years, enrollment has decreased by 31%, from 1,107 students in 2016 to just over 750 in 2023. The financial instability has reached a point where further budget reductions risk compromising Cal Maritime’s unique educational mission. President Dumont noted, “Our ability to obtain additional permanent funding in an amount sufficient to make a marked impact is impossible given the current budget environment.”.

Despite the challenges, the integration with Cal Poly SLO is viewed as a promising opportunity. Cal Poly SLO, with its renowned engineering programs and dynamic enrollment management capabilities, was chosen due to its programmatic similarities with Cal Maritime. The integration is expected to enhance the core educational missions of both institutions, providing greater stability and creating more opportunities for students. It will also allow for increased research opportunities and the potential to compete for greater federal funding in areas such as national security and renewable energy.

However, it is important to acknowledge that most mergers fail to achieve their objectives. The success of this integration will depend on careful planning and execution, along with the active involvement and support of all stakeholders. As President Dumont emphasized, “The integration will allow both institutions to fully leverage our mutual strengths and build upon similarities, including a shared foundation in applied learning.”

The CSU Board of Trustees will consider the proposed integration at their meetings in July and September, with a final vote expected in November 2024. If approved, the integration would begin in July 2025, with the first maritime academy students enrolling as Cal Poly SLO students in fall 2026.

Despite these financial difficulties, Cal Maritime consistently ranks as a top university for return on investment and high-paying jobs. As the institution approaches this critical juncture, the community’s involvement and input will be essential in shaping a sustainable and successful future. The regular sessions held during the spring semester have set the stage for an inclusive and collaborative process, ensuring that the voices of students, faculty, staff, and alumni are heard and considered in this transformative journey.

Assemblywoman Wilson Supportive of Merger

On June 6, Assemblywoman Lori Wilson who represents the 11th Assembly District, which includes Vallejo, released the following statement regarding the CSU Chancellor’s proposal to integrate Cal Maritime in Vallejo with Cal Poly SLO:

“The recent news of California State University Maritime Academy (Cal Maritime) integrating into California Polytechnic State University, San Luis Obispo, is a significant development for our community. My office will be closely monitoring the details of this proposal and will remain actively engaged. We encourage the community and stakeholders to vet this proposal as well. My primary concerns are ensuring that administrators, faculty, and students are well taken care of and preserving Cal Maritime as a beacon of excellence in our community.

While this proposed transition on the surface may not be ideal, it may be necessary to prevent Cal Maritime’s closure, which would be a huge loss for our community. I am optimistic that changing the university’s administrative structure and integrating it with a renowned CSU campus will allow Cal Maritime to thrive well into the future. We, as a community, must remain vigilant to ensure this process of integration is transparent and meets the needs of our community.”

Neil Sterud is an Antioch resident and a senior at Cal Maritime.

Allen D. Payton contributed to this report.