Education California | The official newspaper of the Association of California School Administrators
Volume 49 | Number 27 | May 6, 2019
State
divided
on charter
schools
A majority of Californians support
teacher strikes and more funding for edu-
cation, but Californians are evenly split
on how they feel about charter schools,
according to results from a statewide sur-
vey released April 24 by the Public Policy
Institute of California.
Californians hold mixed views on char-
ter schools, with 49 percent of adults in
favor and 46 percent opposed. Support is
somewhat higher among public school par-
ents, with 59 percent in favor and 38 per-
cent opposed. Across racial/ethnic groups,
Latinos (51%) and whites (50%) are more
likely than Asian Americans (43%) and
African Americans
(36%) to favor charter
schools in general.
Overwhelming
Read the full
majorities (75%
report at bit.ly/
adults, 81% public
PPIC2019CAEd
school parents) say it
is very important or
somewhat important for parents in low-in-
come areas to have the option of sending
their children to charter schools. However,
64 percent of adults and 75 percent of
public school parents say they are very con-
cerned or somewhat concerned about char-
ters diverting state funding away from tra-
ditional local public schools. Majorities of
adults across all regions express this view,
with those in Los Angeles (71%) being the
most likely to express concern.
“Charter public schools get mixed
reviews,” said Mark Baldassare, PPIC pres-
ident and CEO, in a press release. “Many
Californians say it is important to have the
option of a charter school, but there are
concerns about the fiscal impacts on tradi-
More online
Sisterhood Leadership
Symposium. The Sisterhood Lead-
Senate Education Committee Chair Connie M. Leyva, center, casts a no vote on SB 328 during the com-
mittee’s hearing on April 24. ACSA Governmental Relations staff testified at the hearing in opposition
to the bill, which would prohibit middle and high schools from starting the school day before 8:30 a.m.
Bill to push back school
start times advances
Despite ACSA and several other
education groups expressing opposi-
tion, the Senate Education Committee
voted April 24 to advance Senate Bill
328 (Portantino), which would prohibit
middle and high schools from begin-
ning the school day before 8:30 a.m.
ACSA Governmental Relations
advocates testified
in opposition to
the bill, which now
advances to the
Find a summary
appropriations com- of all the bills
mittee after a 4-2
ACSA is follow-
vote.
ing. Page 3
Proponents of the
bill cite research that
shows sleep depri-
vation negatively affects educational
outcomes in areas such as attendance,
discipline and test scores.
Inside
After doing her own research, Sen.
Connie M. Leyva, D-Chino, the Chair
of the Senate Education Committee,
cast a no vote on the bill that she sup-
ported last year.
“As the bill was presented in the
Senate Education Committee, SB
328 would have likely created several
unintended consequences, including
impacts in terms of cost and also equity
concerns for working and single parent
families. School districts in California
are already able to implement later
school start times and I do not believe
that a one-size-fits-all approach for the
entire state is appropriate,” Leyva said.
According to the Centers for Disease
Control and Prevention, other remedies
for sleep deprivation in teens include
educating families on the importance of
See SB 328, page 3
See SURVEY, page 4
CTC updates Education Specialist credentials
The April meeting of the California
Commission on Teacher Credentialing was
attended by ACSA CTC Liaison Doug
Gephart. This is part 2 of his report. For part
1, see the April 29 edition of EdCal.
Following extensive input from myri-
ad stakeholders over an extended period
of time, CTC commissioners adopted
updated authorization statements for Mild
to Moderate Support Needs Credential,
Extensive Support Needs Credential, Early
Childhood Special Education Credential,
and the Early Childhood Special
Education Added Authorization.
Commission staff will begin the reg-
ulatory process to implement the revised
authorizations for teachers who will be
prepared for these credentials and added
authorization in the future. As part of the
regulatory process, specific dates will be
identified when candidates completing an
Education Specialist teacher preparation
program will earn the revised Education
Specialist credential and authorization,
consistent with the program transition and
implementation timeline presented below.
As part of the next steps process, CTC
staff will also develop and distribute an
implementation timeline for the teacher
preparation programs. Historically, pro-
grams have been given two years to review
and update their current programs when
the commission adopts new program stan-
dards. A transition plan will be required
from each approved teacher preparation
program in 2020 to ensure that all pro-
grams are in the process of carefully con-
sidering any modifications and to provide
the commission with information about
where to best focus technical assistance
for the field during the transition process.
ership Symposium, co-sponsored by
ACSA, CAAASA and CALSA, will be
May 18 in Alhambra. This inclusive
space brings together women in the
education profession, women in lead-
ership positions, and women leaders
seeking to advance their career for
a one-day event focusing on leader-
ship, diversity and empowerment. It
is designed to honor and value the
diverse and rich strengths that make
women bold and courageous leaders
for the students and communities
they serve. Cost to attend is $85 for
ACSA/CAAASA/CALSA members and
$100 for non-members. For more
information or to register, visit www.
acsa.org/sisterhoodsymposium.
New Supes Seminar. Regis-
tration is now open for ACSA’s New
Superintendents Seminar Series. The
program provides first and second
year superintendents with a cohort
of colleagues in a yearlong program
of five, two-day workshops. NSSS
allows new superintendents to tackle
current issues in a confidential and
supportive setting with the guidance
of experienced, successful superin-
tendents. Topics include board/super-
intendent relations, negotiations, goal
setting, evaluations, culture building
and leadership. Registration is $1,900
for ACSA members and $2,900 for
non-members, with discounts for
registering before Sept. 1. Visit www.
acsa.org/NSSS.
California Implementation
Conference. CTC is offering two
California Implementation Confer-
ences for Preliminary Administrative
Services Credential faculty and
instructors. This is an opportunity
for the PASC preparation faculty to
gather and discuss best practices in
supporting candidates for the CalAPA.
The Southern California conference is
from 9 a.m. to 4 p.m. May 17 at the
Riverside County Office of Education
in Riverside. The Northern California
conference is from 9 a.m. to 4 p.m.
May 22 at William Jessup University
in Rocklin. To register, visit http://bit.
ly/2GuJ0hQ.
See CTC, page 5
AAPI administrators address the
‘bamboo ceiling’ at equity network
Periodicals
Dated Material
Since 2016, ACSA has been hosting
equity networks for African American,
Latino, Asian American and LGBQT
members. The events are part of ACSA’s
larger equity vision and align with ACSA’s
mission statement to be “the driving force
for an equitable world-class education sys-
tem, and the development and support of
inspired educational leaders who meet the
diverse needs of all California students.”
Such an event occurred recently for
ACSA Asian-American and Pacific
Islander members in partnership with
San Francisco USD’s Asian American
Administrators Association, where central
and site leaders from ACSA Regions 2, 4,
5 and 6 gathered to share their personal
stories and engage in discussions about
navigating specific road blocks to their
success.
Asian American and Pacific Islanders
lead with a style that is different from the
American cultural norm. As a result, they
are often overlooked as effective leaders.
A Harvard study of the National EEOC
Workforce Data showed that Asian
Americans are the least likeliest group
See AAPI, page 2