Programs that allow students to earn high school and college credit at the same time are seen as an effective way to boost college success rates. However, numerous legislative efforts over the past decade to expand opportunities for students to take the courses have withered.
Stagnant funding is making it difficult for after-school programs to retain and attract high-quality staff and is reducing the number of enrichment activities, such as field trips or arts programs, offered to low-income students, according to a survey released Monday by the Partnership for Children & Youth. The daily rate of $7.50 a student from California’s state-funded program has not increased since 2006, when the program was first implemented.
As a result of a new state law, California schools instituted transitional kindergarten to give 4-year-olds who were previously eligible for kindergarten an extra year to adjust to school and experience a less academically-oriented curriculum. But many thousands of those children are in classrooms with kindergartners, leaving teachers to figure out how to accommodate the new approach for 4-year-olds while preparing the 5-year-olds for 1st grade.
Advocates for after-school programs will be holding a national summit in Los Angeles on Tuesday to build opposition to a plan to eliminate $1.15 billion in federal funding for after-school and summer programs.
Teachers say the new PARCC is an improvement over the previous Illinois state tests, but they want more time to prep for it and say not all of their students are ready for its level of academic challenge.
Nearly 46 percent of Chicago public school students identify as Hispanic this year, and district leaders say it’s necessary to make the study of Latino history and culture a core part of education. CPS plans to sell the new curriculum to other districts, and is launching it a year after an African American Studies curriculum made its debut. Experts say no other school system has made such an expansive effort to incorporate ethnic studies into the school day.
As close to half of the state’s school districts wrap up their first week of standardized testing and the rest prepare to start, school and district leaders have mixed feelings about how state standardized tests affect instructional time.
A once-empty preschool in south San Jose is now filled with 44 children, spending their days eagerly peering at insects through mega magnifying glasses or linking plastic gears to create contraptions. Most of the children at Eden Palms Child Development Center in San Jose are from families that are unable to pay for preschool. The students are some of the 10,000-plus children from low-income families throughout California.