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Gov. Newsom Signs 46 Bills, Part of $123.9 Billion Education Plan 

During the final week before the October 10 deadline for signing bills passed by the state Legislature this year, Gov. Gavin Newsom signed 46 bills supporting public school and college education.  Under his California Comeback Plan, the state budget invests more than ever before in public schools and colleges. 

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E-learning online education or internet encyclopedia concept. Open laptop and book compilation in a classroom. 3d illustration/ iStock

During the final week before the October 10 deadline for signing bills passed by the state Legislature this year, Gov. Gavin Newsom signed 46 bills supporting public school and college education.  Under his California Comeback Plan, the state budget invests more than ever before in public schools and colleges.

The full plan will cost $123.9 billion.

Newsom turned signing some of the bills into public events. On October 5, he was joined by members of the Legislature and local officials in Fresno for a bill-signing ceremony that celebrated the state’s master plan for early education. The next day, at California State University, Northridge, he led a celebration of the master plan for higher education as he signed a number of bills.

At Sunset elementary school in Fresno, Newsom highlighted the California Comeback Plan’s Pre-K and K-12 education package that includes a framework to achieve universal transitional kindergarten by 2025. The plan reduces class sizes, cutting adult-to-child ratios down from 1 adult for every 24 children to an average of 1 adult for every 12 children.

The plan also invests $1.9 billion to seed college savings accounts beginning in first grade of up to $1,500 for 3.7 million current low-income students, English learners and foster and homeless youth.

“In California, we are committed to transforming our public schools to promote equity, inclusivity and opportunity for every student,” Newsom said before the bill signing commenced.

Among the officials joining Newsom at the Fresno elementary school were Superintendent of Public Instruction Tony Thurmond and Assemblymember Kevin McCarty (D-Sacramento), chair of the Assembly Budget Subcommittee on Education Finance.

“We know from research and from experience that the early years are critical to support a child’s learning and development. Universal Pre-K is California’s opportunity to ensure every child, regardless of background, race, zip code, immigration status or income level, gets the fair start they need and deserve on their path to success,” said Thurmond.

“I’m here to claim that this governor is the best governor in the history of California for early education,” McCarty told a crowded school library of spectators. “We are launching the largest Pre-K for all program through universal transitional kindergarten in the nation. Thank you, Governor Newsom for your unwavering commitment to our youngest learners.”

At Cal State Northridge, the bills that Newsom signed are designed to increase access to higher education for in-state students who would like to attend a school in the California State University (CSU) or University of California (UC) system, create more affordable student housing, particularly for those attending community college, and expand financial aid.

Standing in a gym in front of students, cheerleaders, administrators and state officials, Newsom highlighted his higher education funding plan. According to him, it is the most funding for higher education in California history. The budget has a total funding of $47.1 billion for all higher education entities in 2021-22.

“Californians have thrived at our world class universities for decades, but not everyone has had similar access – today that’s changing. Everyone deserves a shot at the ‘California Dream’ – we’re eliminating equity gaps and increasing opportunities at our universities to make those dreams a reality for more California students,” Newsom said.

McCarty, who was with the governor the day before in Fresno said, “I do want to say that this year was the best year in the history of California, investing in higher education, our UC and CSU and community college system. So, with our governor’s leadership and the Legislature, we were able to pass a budget that fully funds the CSU budget request.” 

He went on to say to applause, “You know what, we’re going to fund an additional 9,000 slots for your little sisters and brothers and cousins to go to CSU.”

On October 8, Newsom completed his education bill signing marathon by signing 22 more bills providing K-12 student mental and behavioral health supports in schools, expanding access to broadband across the state — particularly for those in underserved communities — and providing educational support for students to help boost academic achievement.

Among the bills Newsom signed was AB 101, which was introduced by Assemblymember Jose Medina (D-Riverside). It requires school districts and charter schools serving students in grades 9-12 to offer at least a one semester course in ethnic studies, beginning with the 2025-26 school year. It also requires students, beginning with the graduating class of 2029-30, to complete a one semester course in ethnic studies that meets specified requirements in order to receive a high school diploma.

In his signing statement, Newsom wrote, “Ethnic studies courses enable students to learn their own stories, and those of their classmates, and a number of studies have shown that these courses boost student achievement over the long run – especially among students of color.”

While ethnic studies is already being offered in many large school districts like Los Angeles, San Francisco, Fresno and San Diego Unified, the subject has attracted controversy statewide. The Los Angeles Times opposes the bill, citing that it allows school districts too much flexibility to design their own curricula in conflict with the state’s approved model curriculum. 

Newsom noted in his signing statement, “The legislation provides a number of guardrails to ensure that courses will be free from bias or bigotry and appropriate for all students.”

“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” said Secretary of State Shirley Weber who authored AB 1460, which Newsom signed last year creating an ethnic studies requirement for all CSU colleges for graduation.

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.

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Craig J. DeLuz. Courtesy of Craig J. DeLuz.
Craig J. DeLuz. Courtesy of Craig J. DeLuz.

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.

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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.

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State Superintendent of Public Instruction Tony Thurmond. File photo.
State Superintendent of Public Instruction Tony Thurmond. File photo.

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.

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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.”

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California Teachers Association Legislative Advocate Patricia Rucker, EdVoice CEO Marshall Tuck, Asm. Blanca Rubio (D-Baldwin Park) and Asm. Al Muratsuchi (D-Torrance) listen to public comments at an Assembly Education Committee hearing for AB 1454 on May 1. CBM photo by Antonio Ray Harvey.
California Teachers Association Legislative Advocate Patricia Rucker, EdVoice CEO Marshall Tuck, Asm. Blanca Rubio (D-Baldwin Park) and Asm. Al Muratsuchi (D-Torrance) listen to public comments at an Assembly Education Committee hearing for AB 1454 on May 1. CBM photo by Antonio Ray Harvey.

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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