Education
Black Legislator Under Fire for Legislation Capping Charter Schools

A fight is on and Assemblymember Kevin McCarty (D-Sacramento) should be concerned, charter school leaders and advocates say.
About 6,000 supporters showed up at the state Capitol in Sacramento recently to rally against four pieces of unfriendly charter school legislation, one co-sponsored by McCarty. If passed, school choice advocates say the bills could curb the growth of charter schools in California. They also fear the proposals could begin the dismantling of the existing 1,323 taxpayer-funded independent schools in the state.
“There is a package of bills, that has been introduced by various Assemblymembers, including our own Kevin McCarty, also a member of the California Legislative Black Caucus (CLBC), which taken together amount to a ban on charter schools,” said Margaret Fortune, President and CEO of Fortune School. “We’re here to let the Legislature know we’re going to hold them accountable for standing up for all of our kids.”
McCarty, who is African American, represents California’s 7th Assembly District, which includes Sacramento. He currently serves as Chair of the Assembly Budget Subcommittee on Education Finance.
The California Charter Schools Association (CCSA) hosted the “Stand for All Students Rally” held on the grounds outside the Capitol. A number of speakers took to the stage to make their case against the charter school proposals and take aim at McCarty and the California Teachers Association (CTA) for sponsoring the bills.
“Stand up, fight back,” a crowd of Fortune charter school students walked the hallways and chanted outside of McCarty’s office in the Capitol, expressing their concerns about his intentions to modify the way charter schools work.
“Imposing a cap, not a moratorium, will be beneficial for communities,” McCarty defended the bills in a written response to CBM. “The current method has been unregulated for far too long, allowing charter schools to open without considering financial concerns. We should not have more charter schools than school districts in the state.”
McCarty’s critics say the lawmaker did not greet or speak with the protesting students on the day of the rally. He later praised the students for being engaged but said he had a prior commitment. Charter school advocates also point out that the McCarty never met with operators or supporters of charter schools to ask for their perspective before sponsoring the bills.
“They have to impact this building, They have to penetrate this building and make sure that the legislators in here know that they are not playing with them – that this is not a game,” said Steve Perry, an author and nationally known educator who founded his own charter school in Connecticut. “Let the legislators know that they want access to quality education, they want access to school choice or else they’re taking their jobs.”
Former State Sen. Gary Hart, a Democrat who represented Santa Barbara in both the Assembly and Senate, authored California’s Charter School bill. It passed in 1992. He drafted it, partly, as an alternative to Prop. 174 which proposed giving all parents in California the option to use vouchers for tuition at private or church schools. Voters rejected that measure in the 1993 general election.
Today, about 660,000 students are enrolled in the state’s charter schools. That number represents about 10 percent of the total public school population. According to the CCSA, Charter schools in the state enroll a larger percentage of African-American students at 8 percent than district schools, which matriculate five percent.
The package of bills Fortune refers to and the ones CCSA opposes include AB 1506, which is sponsored by McCarty and Assembly member Patrick O’Donnell (D-Long Beach). The others are AB 1505, AB 1507 and AB 1508.
AB 1505, also authored by O’Donnell, would eliminate all charter appeals and allow school districts broad discretion to deny a new or renewing charter. AB 1507 prohibits any charter school site from being established outside of its authorizing district. AB 1508 intends to allow school districts the ability to deny new charter petitions based on the fiscal, academic reasons and even the facilities of new charter schools.
Officials from CCSA say the bills are “misleading, divisive, and premature.” CCSA’s President and CEO Myrna Castrejón suggests that legislation should be introduced to “benefit both sides,” public schools and charter schools.
“No matter where you are in this great state, when you talk to families, what they want is a great school,” Castrejón said. “In the end, we have to be willing to say that our schools that are delivering good results for our students, whether they are district operated or independent charter schools, they deserve support.”
McCarty insists the bills are not designed to shut down charter schools.
“The current method has been unregulated for far too long, allowing charter schools to open without considering financial concerns,” McCarty said in an email to CBM. “Our goal is not to shut down schools, but institute reforms to best serve all students.”
Getting ahead of the 4 bills, sponsored by the California Teachers Association, the CSSA is also sponsoring two bills aimed at achieving better results for Black students. The first is AB 575, authored by Assemblywoman Shirley Weber (D-San Diego), and the other is Senate Bill 614 or SB 614, introduced by state Sen. Susan Rubio, (D-Baldwin Park).
AB 575 would increase funding and require greater accountability for the education of African-American students, specifically the lowest performers. SB 614, the Child Care and Development Act, would expand programs that offer services to students with disabilities.
Fortune says her network of schools in Sacramento were created to address and close the African-American achievement gap, referring to the well-documented racial disparity in academic performance between White and African-American children. The controversial 1966 Coleman report, mandated by the 1964 Civil Rights Act, first revealed the stark racially-based differences in the country’s education system.
“Schools that prepare kids for college starting in kindergarten would be shut down within two years,” she said.
Gov. Gavin Newsom is also keeping his eye on the future of public education in the state and his ears open to the ongoing conversations. He recently passed a bill into law requiring more transparency and accountability in charter school operations. He also charged Superintendent of Public Instruction Tony Thurmond to lead an 11-member Charter Task Force to look into the details of charter schools financing.
CBM reached out to the California Teachers Association for comment on the bill package but they did not respond as of press time.
Activism
OPINION: Supreme Court Case Highlights Clash Between Parental Rights and Progressive Indoctrination
At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes — often embracing controversial discussions of human sexuality and gender identity.

By Craig J. DeLuz, Special to California Black Media Partners
In America’s schools, the tension between parental rights and learning curricula has created a contentious battlefield.
In this debate, it is essential to recognize that parents are, first and foremost, their children’s primary educators. When they send their children to school — public or private — they do not surrender their rights or responsibilities. Yet, the education establishment has been increasingly encroaching on this vital paradigm.
A case recently argued before the Supreme Court regarding Maryland parents’ rights to opt out of lessons that infringe upon their religious beliefs epitomizes this growing conflict. This case, Mahmoud v. Taylor, is not simply about retreating from progressive educational mandates. It is fundamentally a defense of First Amendment rights, a defense of parents’ rights to be parents.
At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes, often embracing controversial discussions of human sexuality and gender identity. The parents argue that the subject matter is age-inappropriate, and the school board does not give parents the option to withdraw their children when those lessons are taught.
This case raises profound questions about the role of public education in a democratic society. In their fervent quest for inclusivity, some educators seem to have overlooked an essential truth: that the promotion of inclusivity should never infringe upon parental rights and the deeply held convictions that guide families of different faith backgrounds.
This matter goes well beyond mere exposure. It veers into indoctrination when children are repeatedly confronted with concepts that clash with their family values.
“I don’t think anybody can read that and say: well, this is just telling children that there are occasions when men marry other men,” noted Justice Samuel Alito. “It has a clear moral message, and it may be a good message. It’s just a message that a lot of religious people disagree with.”
Justice Amy Coney Barrett raised a crucial point, noting that it is one thing to merely expose students to diverse ideas; it is quite another to present certain viewpoints as indisputable truths. By framing an ideology with the certainty of “this is the right view of the world,” educators risk indoctrination rather than enlightenment. This distinction is not merely academic; it speaks to the very essence of cultivating a truly informed citizenry.
Even Justice Elena Kagan expressed concern regarding the exposure of young children to certain materials in Montgomery County.
“I, too, was struck by these young kids’ picture books and, on matters concerning sexuality, I suspect there are a lot of non-religious parents who weren’t all that thrilled about this,” she said.
Justice John Roberts aptly questioned the practicality of expecting young children to compartmentalize their beliefs in the classroom.
“It is unreasonable to expect five-year-olds, still forming their worldviews, to reconcile lessons that conflict fundamentally with the teachings they receive at home,” he said.
As was noted in my previous commentary, “The Hidden Truth In The Battle Over Books In American Schools”, what lies at the heart of these debates is a moral disconnect between the values held by the majority of Americans and those promoted by the educational establishment. While the majority rightly argue that material containing controversial content of a sexual nature should have no place in our children’s classrooms, the education establishment continues to tout the necessity of exposing children to such content under the guise of inclusivity. This disregards the legitimate values held by the wider community.
Highlighted in this case that is before the Supreme Court is a crucial truth: parents must resolutely maintain their right to direct their children’s education, according to their values. This struggle is not simply a skirmish; it reflects a broader movement aimed at reshaping education by privileging a state-sanctioned narrative while marginalizing dissenting voices.
It is imperative that we assert, without hesitation, that parents are — and must remain — the primary educators of their children.
When parents enroll a child in a school, it should in no way be interpreted as a relinquishment of parental authority or the moral guidance essential to their upbringing. We must stand firm in defending parental rights against the encroaching ideologies of the education establishment.
About the Author
Craig J. DeLuz has almost 30 years of experience in public policy and advocacy. He has served as a member of The Robla School District Board of Trustees for over 20 years. He also currently hosts a daily news and commentary show called “The RUNDOWN.” You can follow him on X at @CraigDeLuz.
Activism
Gov. Newsom and Superintendent Thurmond Announce $618 Million for 458 Community Schools Statewide
The initiative aims to break down barriers to learning by providing essential services such as healthcare, mental health support, and family engagement alongside quality education. This round of funding marks the final phase of the CCSPP grants, which have already provided support for nearly 2,500 community schools statewide.

By Bo Tefu, California Black Media
California Governor Gavin Newsom and State Superintendent of Public Instruction Tony Thurmond announced today the approval of over $618 million in funding to support 458 community schools. The funds were unanimously approved during the May meeting of the State Board of Education and are part of the state’s $4.1 billion California Community Schools Partnership Program (CCSPP), the largest of its kind in the nation.
The initiative aims to break down barriers to learning by providing essential services such as healthcare, mental health support, and family engagement alongside quality education. This round of funding marks the final phase of the CCSPP grants, which have already provided support for nearly 2,500 community schools statewide.
Governor Newsom emphasized the importance of these schools in providing comprehensive resources for families, stating, “California continues to find and support innovative ways to make schools a place where every family and student can succeed.”
Superintendent Thurmond highlighted the positive impact of these community schools, noting, “Our Community Schools continue to serve as exemplars of programs that activate resources across the whole school community to educate the whole child.”
The initiative is part of California’s broader effort to transform public schools, including expanding access to free school meals, universal transitional kindergarten, and comprehensive teacher support. The funds awarded on May 7 will help schools address foundational needs such as early childhood education, mental health services, and family engagement.
The CCSPP was established in 2021 and expanded in 2022. With today’s allocation, the program has provided funding to a total of 2,500 schools, benefiting some of the most underserved communities in the state. The initiative continues to prioritize the health and well-being of students, which research has shown is key to academic success.
To get more information about the California Community Schools Partnership Program, visit the CDE’s community schools’ webpage: www.cde.ca.gov/ci/gs/hs/ccspp.asp.
Activism
Childhood Literacy Bill Supported by NAACP and CTA Moves Closer to Becoming California Law
“This legislation is essential, important progress, and it reflects agreement and robust consensus on ways to provide educators the evidence-based tools they need to support California’s diverse students,” Rivas said in an April 30 statement. “We must make sure every child, no matter their background, has the opportunity to become a confident and thriving reader.”

By Antonio Ray Harvey, California Black Media
The Assembly Committee on Education passed previously stalled legislation after an agreement was struck to strengthen early childhood literacy efforts in the state by equipping educators with the necessary tools and training.
Assembly Bill (AB) 1454, authored by Speaker Robert Rivas (D-Hollister), Assemblymember Al Muratsuchi (D-Torrance), and Assemblymember Blanca Rubio (D-Baldwin Park), unanimously passed out of committee with a 9-0 vote.
The evidence-based reading instruction bill, supported by the National Association for the Advancement of Colored People (NAACP) California-Hawaii State Conference, now moves on to the Committee on Appropriations for review.
“This legislation is essential, important progress, and it reflects agreement and robust consensus on ways to provide educators the evidence-based tools they need to support California’s diverse students,” Rivas said in an April 30 statement. “We must make sure every child, no matter their background, has the opportunity to become a confident and thriving reader.”
AB 1454 would require the California Department of Education to identify effective professional development programs for educators primarily focused on teaching reading in transitional kindergarten through fifth grade.
It also requires the State Board of Education to adopt updated English language arts and English language development instructional materials. Additionally, the Commission on Teacher Credentialing would be required to update school administrator standards to include training on how to support effective literacy instruction.
The legislation was authored and introduced by Rubio as AB 2222 last year. She said was designed to implement evidence-based methods, also known as “the science of reading,” a scientifically-based research approach that advises how pupils are taught to read.
The bill stalled in April 2024 when the California Teachers Association (CTA) and other education stakeholders opposed the bill, questioning a mandate that would have required all school districts to standardize instruction and required training.
Rubio reintroduced the bill as AB 1121, but it too failed to advance, prompting Rivas to create AB 1454. After multiple rounds of negotiations, an agreement was made that reading instruction training would be discretionary.
Patricia Rucker, a legislative advocate for the CTA and former State School Board of Education member, said the agreement reached required each party involved to make concessions about implementation.
“Reasonable people can disagree on reasonable things, but we also can show the world how you can disagree and come together,” Rucker said during the hearing held at the State Capitol Swing Space. “We’re committed to continuing the work on this bill to keep the bill moving forward.”
Rubio said she was close to surrendering the fight for the bill, stating that the process “by far, has been the hardest thing that I have ever done in nine years as a legislator.”
“Sometimes I was ready to walk away,” she said, “but for the coalition (of supporters), parents, family members, and of course, our Speaker, for finally sitting us down and saying, ‘Get it done. Get it done.’”
Marshall Tuck, the CEO of EdVoice, told California Black Media that one-third of states have integrated evidence-based reading instruction into their early literacy policies and have done so with measurable success.
“Reading is a civil rights issue, and it demands urgent action,” Tuck said. “There are a lot of challenges that go into reading, but this is a big step forward.”
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