JBAmerican Government California State University: Sacramento sent out a survey in 2017 to look at theirstudents’ experiences and to assess student knowledge of the campus’ health and counselingservices. The survey revealed that about 60% of their students had experienced overwhelming anxiety or depression within the previous 12 months. The CSUS survey also showed that students were either not aware of the services available to them or not utilizing them if they were aware of the services. To help bridge the gap between their students and available services, CSUS has put in time to bulk up their services and focus on outreach and student engagement. Being aware and an active part of CSUS’ Student Health and Counseling Services, viewing these results caused me to wonder what other California universities are doing to ensure their students have access to adequate mental and physical health services, food assistance, and substance use education. Upon looking into this, I found that the national prevalence of college students’anxiety is 41.6% and prevalence is 36.4% for depression (American Psychological Association, 2013). I began to wonder how many universities offered a specified amount of student services and what the quality of those services looks and feels like to those who access them. When beginning my research, I found that public universities are required to provide a specified amount of services to their students living with disabilities, but there is little expectation and almost nothing written as a concrete requirement for the kind of services I feel are vital to student success. I have had the unique opportunity to service the California Youth Crisis Line and the National Suicide Prevention Lifeline. Through this work, I have heard from many students who are experiencing extreme stress and anxiety over their grades and overall school life and the expectations that follow. Here in California, we have a housing crisis, and this is something I hear about from many of the students with whom I speak. I began to wonder, is this too being addressed by our schools?
I chose to look at three Northern California public universities to compare services. Looking at Sacramento State, San Jose State, and UC Davis, I found that all three of these health centers are accredited by the Accreditation Association for Ambulatory Health Care, the highest accreditation available for health care centers. I found that all three universities offer wellness education, immunizations, STI screening, CalFresh on campus, pharmacy services, some kind of emergency funding, physical therapy, career counseling, individual counseling, group sessions, alcohol and substance use education and resource referral, case management, safe rides, and some sort of food pantry. Each of these campuses also have instated a smoke or tobacco free policy. However, when looking further into these services, I found that the amount of assistance provided within each of these sections of care varied greatly at each university. For instance, CSUS offers 14 groups and SJSU offers 13, but UCD only offers three. In another instance, all three universities provide emergency funding, but UCD’s is an emergency loan that must be paid back within 30 days, SJSU’s is $500 and cannot be used for housing--a disheartening fact considering that San Jose is now the most expensive city to live in in the United States, and CSUS’ emergency fund amounts to $1500, can be used on housing, and does not have to be paid back. I also found that CSUS is the only campus of the three that offers emergency housing on site and UCD is the only campus that offers laboratory work in their primary care. In the coming weeks, I plan to connect with students about their experiences at UC and CSU campuses and complete the compilation of the remaining research to be done on the rest of these campus’services. I am happy to see that many of these services are offered and these all look great on paper, but am curious to learn the actual experiences of these students. What are the waiting times, how were they treated once obtaining services, what would they change if given the opportunity? From there, it is my goal to advocate for student services to have a minimum standard, frequent feedback from their students, and to take the voices of their students to heart and make the necessary changes. Throughout many of the recent elections and in our political conversations, universities and higher education have been a topic of interest. However, most of these conversations surround the cost of higher education without discussing the quality of the universities or student experiences once they have entered these universities. I agree that something needs to be doneabout the astronomical cost of being a student in today’s world and the crippling debt thatfollows these students once they move their tassel from the right to the left, but I am concerned with the helpfulness of change agents currently on these campuses. Again, going back to the cost of attendance, student health fees are included at these universities and it is time to ensure students are getting what they are paying for and receiving the necessary help along the way.
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ALOAmerican Governments Throughout politics, there is a constant and never-ending issue in the United States education system. One of the most substantial issues surrounding education is the annual salary or teacher pay that educators receive. Teachers are not substantially paid well enough for their job. There is a huge gap and imbalance when it comes to teacher pay across the United States. A clear example of this would be New York being the highest paid average at 78,576 and Oklahoma being the lowest paid at 39,306 a year (Frohlich, 2018). This low pay has forced teachers to have to look for other options. Many face great financial difficulties and have to resort to getting a second job or even a third job. Others move to different states with higher salaries on average or leave their profession to pursue careers elsewhere (Campbell, 2018). Numerous amounts of teachers have also turned to do walkouts and go out to protest for better salaries and conditions. Although many teachers say that they did not initially go into teaching for the money, it is becoming increasingly difficult for teachers to make ends meet with their salaries. The site VOX talked to various teachers who don’t get paid enough and have second jobs. One teacher said “I don’t feel like I’m on the mark,” said Johnson, who has a master’s degree and 24 years of teaching experience, and earns $52,000 a year. “ I always wonder if I am giving 110 percent.” (Campbell, 2018). As can be seen, this issue of teacher pay has steadily increased.
Historically, the United States has not been very favorable when it comes to teacher pay in education. According to a study released by the Economic Policy Institute in, it showed that “teacher pay has fallen relative to other professionals. Many saw the report as evidence that policymakers aren’t doing enough to attract and keep teachers in the classroom.” They also found that by, 2015 teachers nationally earned 11 percent less. These studies clearly demonstrate that generally, all teachers are suffering from an economic defeat. This issue of teacher pay not only expands to teachers, but to all other educators and staff in the education system/ school districts. If teachers aren’t getting paid enough, it's most likely that the majority of other school staff are not receiving adequate pay as well. With so many staff being underpaid in the U.S there is bound to be a failure and burden on students as well. This issue may seem just to affect teachers and their income, it also, in turn, affects thousands of students across the country. Without the proper amount of qualified educators, students have a decreased chance in attaining academic achievement. The growing financial stress for educators not only expands towards them but to other areas as well. The outcome of the latest election had a fair amount of impact on the issue of teacher pay in education. Although the national election did not have anything to do with education, the state, and local elections had a bigger influence. This is mostly due to the fact that the majority of the money set aside for public schools comes from state and local coffers. Some short term impacts or immediate actions can be governors, candidates, and officials addressing the issue of funding in education and teacher pay. These talks and speeches were greatly needed surrounding the topic of funding and teacher pay. The received attention did not bring about any immediate change but did allow for discussion to open up for future decisions. The long term impacts from the election have brought up positive effects for the education system. Education was a greatly discussed topic among governmental candidates among both parties and was the second most mentioned topic in advertisements. This great coverage led to ballot initiatives and proposals for raising money for education funding. An example of this would be Senate Bill 451 in West Virginia which intended to raise pay for teachers and to establish public charter schools for the school year 2019-2020 (Wdtv, 2019). Someone in particular that emphasized on the issue was Senate President Mitch Carmichael. Carmichael stated both before the 2018 midterm elections and during his legislative session that he is committed to providing an average of 5 percent increase pay for teacher and other staff. He also has stated that the most important element in the education process is the classroom teacher. He adds in by saying that teachers must be competitively compensated and that teachers are the key components in effective education (Carmichael, 2019). Despite having candidates who talk about education at the state level, the upcoming 2020 election will most likely not bring up this issue. The topic of education and school funding is crucially important for the United States as a nation. However, with other more important issues beforehand, Education lies at the back of the line when it comes to national elections. MDAmerican Governments The topic I will be discussing are the enduring concerns on the working conditions teachers face in the K-12 educational system. Educators play an important role in the educational system that ultimately ends up effecting student’s academic success in the long run. Some concerning working conditions that K-12 teachers face here in the state of California are low salary wages, lack of adequate resources such as classroom materials, overcrowded classrooms, lack of district support, scarce staff and more. When these conditions are taken into account, strong and significant factors predict high turnover rates within teachers and also has a down fall effect on student academic performance.
One of the top issues discussed about teachers working conditions is salary wages. Teacher pay has been an ongoing problem across the country. A handful of states have had teacher walk outs and strikes to proclaim their impatience with low wages. These low salary wages force many teachers to look for second jobs in order to make ends meet. Having a second job can hinder the development of teachers, it can affect how well the teachers develop their lesson plans and how effective they deliver those lesson plans. The lack of resources in classrooms makes it difficult for teachers to meet the needs of students. Most teachers have to spend money out of their own pocket to buy basic classroom supplies, something that is not their responsibility to do. The lack of resources also has a trickle-down effect that hurts those students who need the extra support. Overcrowded classrooms also cause overburden and overload on teachers. Any classroom that has 25 plus students is already a difficult learning environment for students. It becomes more difficult when there are not enough resources for all students in the class. Overcrowded classrooms also make it difficult for teachers to keep up individually with all the students, in particular those who need the extra support. Historically, some of these concerns have been around for many years in particular the demand for a raise in teachers’ salaries. According to the National Center for Education Statistics, from 1969 to 2017 there has only been a 15% increase in teacher salary in California. Within these years there have been several strikes across California. Los Angeles being the second biggest school district in the U.S. has had an increase of strikes since the early 1950s until now. Between 1960 and 1974 there were more than 1,000 strikes that involved more than 823,00 teachers according to the Time article The History of American Teacher Strikes. The amount of strikes that these teachers undergo only goes to show how serious this issue has been and continues to be. Teachers have been fighting for fair working conditions for years now and till this day there has not been a median between teachers and politicians. Current defining moments for this issue have been the recent strikes that have occurred in Los Angeles and Oakland. Both districts were able to come to some sort of agreement that ended the strikes. These strikes are only reassurances that teachers are still being underserved. In the last election there were several forums where the next state superintendent of public instruction had mention the transparency and necessity of the five-year- old school funding formula that targeted funds towards high-need schools. These candidates that were running for state superintendent of public instruction. With Gavin Newsom as the new Governor, state board of education positions have changed. These new leaders need to allocate for K-12 funding and higher education in order to have significant impact on students. As of now, Senator Kamala Harris is calling for federal government to invest in improving teachers’ salaries nationwide. Harris stated in a tweet that public teachers get paid about $13,000 a year less than other college graduates. She intends to close the pay gap but using federal resources that are available to give America’s teachers a raise. 2019 CSUS Senior Grad MomAmerican Politics College graduates spend at least four years earning a degree to work in a career of their dreams utilizing that degree. Finding viable employment and housing has proven challenging due to the lack of work experience in their chosen field of study and the rising cost of housing. The lack of preparedness given to students while in college for life after college become surreal when faced with the reality that even after all the theory knowledge gained to do a job, it doesn’t hold much weight in the work force if you don’t have hands on experience. Confronting the reality of post college life makes living the American dream a fictitious thought for many college graduates.
Legislation on college education, employment for newly graduated college students and housing could help to regulate what happens when a college student graduates. One legislation on the 2018 election ballot was Proposition 10, but it did not pass. This Proposition could have helped with rising rent prices by placing a cap on the amount of rent that could be charged. The shortage of housing and the rising cost of housing prices in California makes it extremely hard for society to find and pay for a place to live. Rent controlled housing would be more affordable and allow society to live without additional financial assistance. Although Proposition 10 would benefit societies rental market it could hurt it as well. The bill could have created an even bigger shortage on housing and possibly caused landlords to lose money in the long run and not take good care of their properties. Basically, Proposition 10 could keep society from being potentially homeless. In a recent study, USA today reports that a person living in the United States needs to have an income of $75,000 a year to live comfortably. Because of the living index, the amount would change depending on the state. For the state of California, the median for a person purchasing a home is $425,000. The average price to rent a home is $1,900. The average price to rent an apartment in California ranges from $1,156 for a studio, $1,358 for a one bedroom, $1,723 for a two bedroom, $2,375 for a three bedroom, and $2,755 for a four bedroom. Compared to other places in the United States where rent ranges from $821 for a studio to $1,791 for a four bedroom, the cost of living in California is higher. California may be the sunshine state, but it is among one of the more expensive places to live, especially if you live in San Francisco or Los Angeles. The expectation is to graduate college and work in a job making $60,000 to $80,000 a year or more. But, the reality is college students find themselves in jobs making $40,000 to $60,000 a year. The less fortunate college graduates are more and more finding themselves working, in jobs that pay minimum wage or just barely over minimum wage. The minimum wage in California is currently $11 an hour if you are work for a small company with 25 employees or less. If you are lucky to work for a larger company that has 26 or more employees, the hourly wage is $12 an hour. By 2020, the minimum wage will be $15 an hour. None of these wages mentioned provides enough money for someone to live, especially if there is the issue of student loans, which adds to the problems a college graduate faces when entering life after college. According to Forbes.com, the average amount of student loan debt a college student or graduate has is approximately $29,800. The parents who are required to get loans to help their college student, have loans that average 35,600 in parent plus loans. The loans with interest compounded daily can make paying off the student loan seem impossible. Student loans are an issue that has reached $1.5 trillion. Some majors, such as medicine or engineering require more time and money and can equal higher student loan debt. College graduates are given a grace period before being required to start paying the loans back, but with a minimum wage or slightly higher than minimum wage job that can be difficult. Even with programs in place to assist with affordable payment options, in some cases, it is still not enough. Just another thing schools do not tell you about life after college. It is not for the lack of knowledge for a job, but for the lack of experience or because of the degree, now being over qualified that a college graduate is not able to find sustainable employment. It makes a person wonder, with the potential hardships that can come after college graduation, if education beyond high school is worth the time and effort? Although it may be a rough start out of college into your career, it is always worth the effort to gain knowledge that will provide a better future. JBAmerican Governments California State University: Sacramento sent out a survey in 2017 to look at their students’ experiences and to assess student knowledge of the campus’ health and counseling services. The survey revealed that about 60% of their students had experienced overwhelming anxiety or depression within the previous 12 months. The CSUS survey also showed that students were either not aware of the services available to them or not utilizing them if they were aware of the services. To help bridge the gap between their students and available services, CSUS has put in time to bulk up their services and focus on outreach and student engagement. Being aware and an active part of CSUS’ Student Health and Counseling Services, viewing theseresults caused me to wonder what other California universities are doing to ensure their students have access to adequate mental and physical health services, food assistance, and substance use education. Upon looking into this, I found that the national prevalence of college students’ anxiety is 41.6% and prevalence is 36.4% for depression (American Psychological Association, 2013). I began to wonder how many universities offered a specified amount of student services and what the quality of those services looks and feels like to those who access them. When beginning my research, I found that public universities are required to provide a specified amount of services to their students living with disabilities, but there is little expectation and almost nothing written as a concrete requirement for the kind of services I feel are vital to student success. I have had the unique opportunity to service the California Youth Crisis Line and the National Suicide Prevention Lifeline. Through this work, I have heard from many students who are experiencing extreme stress and anxiety over their grades and overall school life and the expectations that follow. Here in California, we have a housing crisis, and this is something I hear about from many of the students with whom I speak. I began to wonder, is this too being addressed by our schools?
I chose to look at three Northern California public universities to compare services. Looking at Sacramento State, San Jose State, and UC Davis, I found that all three of these health centers are accredited by the Accreditation Association for Ambulatory Health Care, the highest accreditation available for health care centers. I found that all three universities offer wellness education, immunizations, STI screening, CalFresh on campus, pharmacy services, some kind of emergency funding, physical therapy, career counseling, individual counseling, group sessions, alcohol and substance use education and resource referral, case management, safe rides, and some sort of food pantry. Each of these campuses also have instated a smoke or tobacco free policy. However, when looking further into these services, I found that the amount of assistance provided within each of these sections of care varied greatly at each university. For instance, CSUS offers 14 groups and SJSU offers 13, but UCD only offers three. In another instance, all three universities provide emergency funding, but UCD’s is an emergency loan that must be paid back within 30 days, SJSU’s is $500 and cannot be used for housing--a disheartening fact considering that San Jose is now the most expensive city to live in in the United States, and CSUS’ emergency fund amounts to $1500, can be used on housing, and does not have to be paid back. I also found that CSUS is the only campus of the three that offers emergency housing on site and UCD is the only campus that offers laboratory work in their primary care. In the coming weeks, I plan to connect with students about their experiences at UC and CSU campuses and complete the compilation of the remaining research to be done on the rest of these campus’services. I am happy to see that many of these services are offered and these all look great on paper, but am curious to learn the actual experiences of these students. What are the waiting times, how were they treated once obtaining services, what would they change if given the opportunity? From there, it is my goal to advocate for student services to have a minimum standard, frequent feedback from their students, and to take the voices of their students to heart and make the necessary changes. Throughout many of the recent elections and in our political conversations, universities and higher education have been a topic of interest. However, most of these conversations surround the cost of higher education without discussing the quality of the universities or student experiences once they have entered these universities. I agree that something needs to be doneabout the astronomical cost of being a student in today’s world and the crippling debt thatfollows these students once they move their tassel from the right to the left, but I am concerned with the helpfulness of change agents currently on these campuses. Again, going back to the cost of attendance, student health fees are included at these universities and it is time to ensure students are getting what they are paying for and receiving the necessary help along the way. Junior at CSUSAmerican Governments In the United States, sexual education is inconsistent and generally lacking, depending on what state, neighborhood, or school district you live in. While there have been efforts to make sex ed more inclusive, informative, and standardized, there have also been attempts to make it even more restrictive and uninformative to young students. In the US, programs like the Teen Pregnancy Prevention Program seek to teach everyone what they need to know about sex, STIs, and prevention of unwanted pregnancies. However, sex ed has not been a priority for most politicians because of its taboo nature, and in fact, many policy makers support an abstinence-only approach to teaching sex ed. These people generally believe that informing youth about sex will cause them to have sex more. They believe that teaching people that abstaining from sex is their only option, and that they do not need to know anything else. However, this opinion is ignorant and naïve; if young people do not learn about sex, they will still be sexually active- they just won’t know how to properly protect themselves from unwanted pregnancy and STIs. In fact, one study found that students who received comprehensive sex ed were 50% less likely to become pregnant than those who received abstinence-only sex education (Kohler, et al. Abstinence-only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Journal of Adolescent Health, 42 (4): 344-351). Adopting the stick-your-head-in-the-sand-and-hope-the-problem-goes-away-mindset is irresponsible to the youth in this country and can have dire consequences for many young people and their families.
Truly comprehensive sex ed is not just about sex. It is about healthy relationships, consent, respect, and how to keep your body healthy and free from unwanted pregnancies and sexually transmitted infections. It aims to include every student, whether they identify as straight, gay, transgender, or anything else, and to answer any question about these topics. It covers all kinds of consensual sexual activity, risks of being sexually active, and ways to protect against these risks. It covers different kinds of birth control, including male and female condoms, pills, intrauterine devices (both hormonal and non-hormonal), implants, shots, etc. because not every option works for every person, and these options can be overwhelming and complicated without being taught about them. Making sure people are safe while being sexually active should be our number one priority, not shaming teens for being interested in sex. Sex education is an issue that is rarely talked about during elections, but elections still have very clear impacts on sex ed. This is because conservatives tend to favor an abstinence-only approach, while liberals tend to favor comprehensive sex ed. For example, President Trump and his administration have attempted to shut down funding for comprehensive sexual education programs, namely the Teen Pregnancy Prevention (TPP) program, “a national, evidence-based program that funds diverse organizations working to prevent teen pregnancy across the United States” (HHS.gov). This program is a diverse, inclusive sex education initiative which targets youth ages 10-19 with the goal of reducing teen pregnancy and birth rates through empirical research and implementation. The attempts to defund this program have failed so far, but the futures of the TPP and programs like it remain unclear. Sex education requires funding, standardized guidelines for consistency, and training for qualified professionals to teach the material. The material has always been inconsistent, as certain school districts do not have the resources, private (usually religious) schools often have very little to no sex education, and many states do not prioritize it or have any standards for sex ed in their schools. While teaching sex ed, the material needs to be adapted for the appropriate age groups, as children in elementary school should be learning different information from students in junior high and high school. At a young age, students should learn what “inappropriate touching” is, and how to tell an adult if it ever happens. Over time, and especially in junior high when these students start going through puberty, they should be taught about the biological processes of puberty, sex, pregnancy, and labor, while also introducing the idea of sexually transmitted infections. These lessons should discourage sexual activity at such a young age and emphasize that abstinence is the only way to completely avoid the risks of unwanted pregnancy and STIs, but explain that there are other options as well. During this time, boys and girls should be allowed to ask questions in a safe environment. Often, the girls and boys are separated, and the girls are given a female instructor while the boys are given a male instructor. This is done to encourage students to feel comfortable asking questions and get the information they need. In high school, when sexual activity increases greatly (the average age that people lose their virginity is around 17 years old), truly comprehensive sex ed is extremely important. These young people need to know about all of their options in order to make safe, healthy, and informed decisions. Having learned about these topics in junior high would be helpful for those who decide to engage in sexual activity earlier than most of their peers, and emphasizing consent throughout all of these lessons could help greatly reduce incidents of sexual assault. Learning about all of this information would help young people avoid any life-changing consequences, especially unwanted pregnancies and incurable STIs, like herpes (HSV), human papillomavirus (HPV), human immunodeficiency virus (HIV), and acquired immunodeficiency syndrome (AIDS). Every person, no matter their gender, sexual orientation, income level, etc. has a right to express themselves sexually and know how to protect themselves from these possible consequences. With comprehensive sexual education, the occurrence of unwanted pregnancies and STIs could be greatly reduced, and that is something everyone should support. "Future Educator of America"CA Politics Universal Preschool is imperative for California. Currently all early childhood education (ECE) and Pre-K is not mandatory and only available to individuals who can afford it. Because it is not required, many children do not get the opportunity to attend and are set up for failure upon entering Kindergarten. There are no standards for teacher quality within ECE programs. Teachers do not need a degree or a teaching credential. Because of this we have many ECE
teachers with little to no education in the field of child development. Since these programs do not require higher education they do not pay very well, thus attracting low quality teachers to fill these rolls. A reason why this is an issue is that infancy to age five, children experience the most dramatic cognitive development in their lives. Their experiences during that time affects them in a huge way and can pave the way for future success. If universal pre-k was instated, the state could increase the standards for these educators, improving teaching quality which would in turn provide children with a better educational experience. The education and experiences children receive within the first five years of life is crucial. According to First Five California’s program, “the brains primary foundations are constructed very early in life. While many factors influence brain development, the early interactions have the most impact – and they include talking, reading, and singing.” The programs we place children in should be of the highest quality to ensure that the child’s rapid brain development is being impacted in a positive way. There are many types of programs for young children and preschool. Some of these programs include, private, public, state funded, early intervention, child care, home-based, Montessori and more. To help keep all of these programs at standards there is the Desired Results Developmental Profile (DRDP) which is the guidelines for programs to practice developmentally appropriate practices. The DRDP focuses more specifically on the child’s learning based on observation and assessment since young children do not take tests as in grade school. The purpose of the DRDP is to measure children’s learning within these programs. High quality programs provide rich learning environments for children to expand upon their existing knowledge and construct their own learning through experiences and interactions with adults and peers. The biggest quantifier of a high quality program is the teacher. Currently in California preschool teachers only need 12 units of child development to work in a classroom with students. They must also apply for a teaching permit through state which they receive after working the required 12 units. Preschool teachers are not required to have a bachelor’s degree or a teaching credential. This is a huge cause for alarm, because we are having underqualified teachers instructing our young children during the most crucial time of brain development. Preschool teachers make an average of $30,000 a year. Since this is a low paying career it attracts individuals with little to no education and experience. The field of Early Childhood Education affects everyone in one way or another. It affects parents whose children are going to school. It affects the individuals who are attending these programs. It affects educators, administrators, policy makers and the work force. Whether you are a parent or work in the field of education, the impact that high quality universal preschool would have is insurmountable as it would create a lasting positive change in our state by improving our education system and in turn our workforce. In the last election the Governor Gavin Newsom had a big statement on the focus of “cradle to career.” This is a focus on expanding education services for children before they enter kindergarten. He has pledged to introduce to California, Universal Preschool. He is very passionate about children’s early years and said, “beginning learning at 3 years old is already too late, we need to double down on the readiness gap by emphasizing prenatal care and the first three years of a child’s life when nearly 85 percent of brain development occurs,” to EdSource during his campaign. He is very excited to tackle the issues in early childhood education with the newly elected Superintendent of Public Instruction Tony Thurmond who is focusing on prioritizing early childhood education to close the achievement gap. The achievement gap in California is the “persistent disparity in measures of educational performance among subgroups of students, especially groups defined by socioeconomic status,” (EdSource 2013). By providing universal preschool both Newsom and Thurmond believe it is the first step in closing that gap for students. Governor Gavin Newsom’s education budget focuses on a three-year phase plan to enact universal preschool. His goal is to provide full-day and full-year care programs to help working parents. There is a $500 million one-time fund to invest in the child-care workforce. This will work with educating new teachers as well as work alongside current teachers with the support of Superintendent of Public Instruction Tony Thurmond along with First Five California and their Early Childhood Educators Competencies policies (2011.) Thurmond intends to revisit the California Preschool Program Guidelines (2015) which focuses on the role of the teacher and the integrated curriculum approach to learning to make sure it is aligned with increasing quality and standards to preschool programs. Thurmond also plans to update the California Learning Foundations (2008) which hasn’t been updated in over a decade to reflect the needs of the current population. The 2018 election only passed three education bills, none of which had to do with Early Childhood Education. Even with no current bills passed, the passion Governor Newsom has along with the support and belief of the Superintendent of Public Instruction Thurmond, Early Childhood Education quality and the need for Universal Preschool have become hot ticket items and I believe we are going to see some real change soon. |
AuthorUndergraduate student generated content. Blog posting and updating done by Kristina Flores Victor, Assistant Professor of Political Science at CSUS Archives
March 2020
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