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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.

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Activism

Oakland Schools Honor Fred Korematsu Day of Civil Liberties

Every Jan. 30, OUSD commemorates the legacy of Fred Korematsu, an Oakland native, a Castlemont High School graduate, and a national symbol of resistance, resilience, and justice. His defiant stand against racial injustice and his unwavering commitment to civil rights continue to inspire the local community and the nation. Tuesday was “Fred Korematsu Day of Civil Liberties and the Constitution” in the state of California and a growing number of states across the country.

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Fred Korematsu. Courtesy of OUSD.
Fred Korematsu. Courtesy of OUSD.

By Post Staff

Every Jan. 30, OUSD commemorates the legacy of Fred Korematsu, an Oakland native, a Castlemont High School graduate, and a national symbol of resistance, resilience, and justice.

His defiant stand against racial injustice and his unwavering commitment to civil rights continue to inspire the local community and the nation. Tuesday was “Fred Korematsu Day of Civil Liberties and the Constitution” in the state of California and a growing number of states across the country.
One OUSD school is named in his honor: Fred T. Korematsu Discovery Academy (KDA) elementary in East Oakland.

Several years ago, founding KDA Principal Charles Wilson, in a video interview with anti-hate organization “Not In Our Town,” said, “We chose the name Fred Korematsu because we really felt like the attributes that he showed in his work are things that the children need to learn … that common people can stand up and make differences in a large number of people’s lives.”

Fred Korematsu was born in Oakland on Jan. 30, 1919. His parents ran a floral nursery business, and his upbringing in Oakland shaped his worldview. His belief in the importance of standing up for your rights and the rights of others, regardless of race or background, was the foundation for his activism against racial prejudice and for the rights of Japanese Americans during World War II.

At the start of the war, Korematsu was turned away from enlisting in the National Guard and the Coast Guard because of his race. He trained as a welder, working at the docks in Oakland, but was fired after the bombing of Pearl Harbor in 1941. Fear and prejudice led to federal Executive Order 9066, which forced more than 120,000 Japanese Americans out of their homes and neighborhoods and into remote internment camps.

The 23-year-old Korematsu resisted the order. He underwent cosmetic surgery and assumed a false identity, choosing freedom over unjust imprisonment. His later arrest and conviction sparked a legal battle that would challenge the foundation of civil liberties in America.

Korematsu’s fight culminated in the Supreme Court’s initial ruling against him in 1944. He spent years in a Utah internment camp with his family, followed by time living in Salt Lake City where he was dogged by racism.

In 1976, President Gerald Ford overturned Executive Order 9066. Seven years later, the 9th Circuit Court of Appeals in San Francisco vacated Korematsu’s conviction. He said in court, “I would like to see the government admit that they were wrong and do something about it so this will never happen again to any American citizen of any race, creed, or color.”

Korematsu’s dedication and determination established him as a national icon of civil rights and social justice. He advocated for justice with Rosa Parks. In 1998, President Bill Clinton gave him the Presidential Medal of Freedom saying, “In the long history of our country’s constant search for justice, some names of ordinary citizens stand for millions of souls … To that distinguished list, today we add the name of Fred Korematsu.”

After Sept. 11, 2001, Korematsu spoke out against hatred and discrimination, saying what happened to Japanese Americans should not happen to people of Middle Eastern descent.
Korematsu’s roots in Oakland and his education in OUSD are a source of great pride for the city, according to the school district. His most famous quote, which is on the Korematsu elementary school mural, is as relevant now as ever, “If you have the feeling that something is wrong, don’t be afraid to speak up.”

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Community

Teacher Mentoring Program Receives James Irvine Leadership Award

Leaders at Oakland-based Reach University, Dr. Elizabeth Baham and Héctor Camacho Jr, have been honored with the James Irvine Leadership Award for their work on addressing California’s teacher shortage through job-embedded curriculum and credential programs. With the award, each organization receives a grant of $350,000 and additional resources.

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Dean Hector Camacho, Candidate Tysha Hayes, and the Reach University Admissions & Partnerships Teams at Jefferson Union High School District. Photo courtesy of Reach University.
Dean Hector Camacho, Candidate Tysha Hayes, and the Reach University Admissions & Partnerships Teams at Jefferson Union High School District. Photo courtesy of Reach University.

By Magaly Muñoz

Leaders at Oakland-based Reach University, Dr. Elizabeth Baham and Héctor Camacho Jr, have been honored with the James Irvine Leadership Award for their work on addressing California’s teacher shortage through job-embedded curriculum and credential programs. With the award, each organization receives a grant of $350,000 and additional resources.

Dr. Baham and Mr. Camacho, who have been at Reach for nine years and two years respectively, have been instrumental in attracting and recruiting future educators who otherwise would not have a clear and affordable path into teaching or leadership positions.

Established in 2006, Reach University has served as the nation’s first and only accredited nonprofit university, dedicated to advancing undergraduate and graduate degrees and credentials.

“To be recognized for this work so publicly, has given me more strength to keep [fighting] because it’s a lot of work. I’m super honored and appreciative of [the James Irvine Foundation] for giving me this new burst of energy because it’s a tough field,” Camacho said.

Baham echoed Camacho’s sentiments and is grateful that the work they are doing is being recognized by a larger audience.

“It’s an acknowledgement of the work that I’ve put in and it’s an acknowledgement that teachers matter, that education matters. I think that at the end of the day, people see both Hector and I representing Reach University and they walk away with a sense of teaching matters,” Baham said.

The university primarily partners with K-12 school districts to provide potential teacher candidates who specialize in subjects such as liberal arts, math, science of reading, and computer science.

Camacho, Dean of Admissions and SVP of Workforce Development, praised the university’s methodology in allowing candidates already employed in a school either part or full time, as a teacher-aides or paraprofessionals, to earn college credit while mastering the art of teaching.

Camacho highlighted the challenges that many face when seeking higher education, such as taking a break from school to work and afford their degree or going directly into college and amassing large amounts of debt to solely focus on their studies.

“Let’s honor and recognize the work that they’re doing in the schools right now. Give them some college credit and then give them the other coursework they need to finish it because we know you shouldn’t have to choose anymore,” Camacho said.

Students at Reach University are paid to earn a degree, and undergraduates take on zero student debt. After grants and institutional scholarships, the out-of-pocket contribution for all full-time undergraduate candidates is $900 per year, or $75 per month, with no student debt, according to Reach officials.

Half of the program candidates are made up of people of color, matching the demographics of the schools they are working in. The large majority are also first-generation college students and some from low-income backgrounds.

Baham, Provost & Chief Academic Officer, stated the importance of having educators of color in classrooms because it not only allows for students of color to see themselves in authority positions, but also integrates what the world looks like for those who are not surrounded by diversity in their everyday lives.

She added that diversity at all levels of academia results in success and encouragement for everyone to strive for more.

“It’s important for [students] to see us occupying spaces where they will want to see themselves,” Baham said.

Reach students are taught in group setting classrooms twice a week and through one-on-one mentoring to better assist with individual needs. This approach allows students to network with other classmates to problem-solve similar obstacles and receive personalized coaching to refine their teaching skills.

With job-embedded curriculum being the set form of learning for Reach, many of the students have a clearer transition from degree to career pipeline. 84% of California alumni are still in the classroom five years after completing the graduate program and nearly 91% are still working in a school.

Tysha Hayes, a Reach student, works as a bus driver for Jefferson Union High School District and part-time in the classroom as a part of her degree program. She entered the university in fall 2023 and is hoping to graduate by 2027.

Hayes shared that the non-traditional learning aspect of Reach is what drew her to enroll, as she herself has had an unconventional journey from being a bus driver for 27 years to pursuing a career in education.

The job allows Hayes to be involved in her students’ lives in a more personal way. She explained that her face is the first and last one they see on their way back and forth to school, often prompting them to share their classroom frustrations and struggles with her.

“The bus has been my classroom with the students, so I get the best of both worlds. I get to see them in different elements throughout the whole day,” Hayes said.

Post-graduation, Hayes intends to work in health and wellness so that she can help guide and assist students who are feeling overwhelmed or unmotivated in their education to work through their struggles and strive for more.

Hayes says although she got a late start in life, the prospect of building interpersonal relationships with her students in and outside the classroom excites her to keep working towards her degree.

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California Black Media

Yahushua’s Law: Senate Advances Bill to Protect Students from Extreme Weather

In a significant move towards student safety, the California Senate Education Committee passed Senate Bill (SB) 1248, also known as Yahushua’s Law, on April 3. The bill is named in memory of Yahushua Robinson, a 12-year-old student from Lake Elsinore, who tragically died due to a heat-related illness during a physical education class in 2023. It is a pioneering effort to prevent similar incidents in the future.

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Yahushua Nyerere Robinson (Courtesy Photo)
Yahushua Nyerere Robinson (Courtesy Photo)

By California Black Media

In a significant move towards student safety, the California Senate Education Committee passed Senate Bill (SB) 1248, also known as Yahushua’s Law, on April 3.

The bill is named in memory of Yahushua Robinson, a 12-year-old student from Lake Elsinore, who tragically died due to a heat-related illness during a physical education class in 2023. It is a pioneering effort to prevent similar incidents in the future.

Authored by Senator Melissa Hurtado (D-Bakersfield) and co-authored by Assemblymember Akilah Weber, M.D. (D-La Mesa), SB 1248 directs the California Department of Education to develop comprehensive guidelines for schools regarding student activity during all extreme weather conditions.

“No student should ever lose their life on campus to extreme weather when we can take steps to protect them by preparing statewide plans to minimize exposure to the most harmful elements of exposure,” Hurtado said after introducing SB 1248.

The bill stipulates that schools must implement safety measures which include monitoring weather forecasts, postponing or relocating outdoor activities during hazardous conditions, and ensuring students have proper hydration and access to shade. It also requires schools to establish clear communication plans to keep parents, teachers, and students informed about potential weather hazards.

Supporters of the bill include the Robinson family, advocate Christina Laster, Bold Enterprises LLC, California Black Women’s Collective Empowerment Institute, Familias Empoderadas del Valle Central National Action Network, The Black Student Advocate, and the Ventura County Alumnae Chapter of Delta Sigma Theta Sorority.

Thanking Hurtado for introducing this crucial legislation, Weber said, “The story of Yahushua Robinson last year was heartbreaking. We have protections for farm workers and other industries in the case of extreme weather, now climate change is forcing us to also extend similar protections to students at school.”

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