Over the past three years, the state has distributed about 30,000 laptops to incarcerated students. Nearly half went to the roughly 13,000 people enrolled in community college courses while in prison. The devices are increasingly replacing the long-used correspondence model, in which students completed paper assignments mailed back and forth between prisons and colleges.

The shift has opened a debate among incarcerated students, former students and faculty: Online classes can expand access and offer more timely feedback, but many say in-person instruction remains the most effective way to build confidence, relationships and academic skills.

For Richard Moye, 44, who has been incarcerated for 16 years and takes both online and in-person classes through Solano Community College at California Medical Facility in Vacaville, technology skills are now essential.

“The more we understand about today’s world, the better we’ll be equipped to get out into the workforce as things continue to change,” Moye said. “We don’t want to get left behind. Tech literacy is of the utmost importance behind prison walls.”

The expansion comes as California Community Colleges continues to grow its prison education program, known as Rising Scholars. In 2024, the state Legislative Analyst’s Office recommended that the program make greater use of online classes to address a persistent problem: limited classroom space inside prisons.

Today, 104 of California’s 116 community colleges work with state prisons to offer classes or degree programs. Community college data show that more than 21,000 courses were offered in prisons during fall 2025. Twenty colleges provide in-person instruction, with faculty traveling to facilities to teach. The rest offer classes online or, less frequently than in the past, through mailed correspondence, according to the California Community Colleges Chancellor’s Office.

State officials do not have a precise count of how many prison-based college courses are conducted online versus by mail. Colleges can use different data labels for correspondence-style classes, and the reporting is not consistent, the Chancellor’s Office said.

The Legislative Analyst’s Office also recommended that Rising Scholars give priority to students who are still working toward their first degree. In-person prison classes often have tight enrollment limits because of space restrictions, typically ranging from 18 to 40 students. At many colleges, enrollment is first-come, first-served, which can allow students pursuing second or third degrees to take seats from those who have not yet earned one, said Orlando Sanchez Zavala, a policy analyst with the Legislative Analyst’s Office.

Sanchez Zavala said focusing access on first-time degree seekers could have the greatest effect on reducing recidivism.

State data suggest education in prison is closely tied to outcomes after release. Among people who earned an associate degree while incarcerated and were released in the 2018-19 fiscal year, 8.5% were convicted of a new crime within three years, according to the prison system’s recidivism report. That compares with a 41.9% conviction rate among all people released that year.

Expanding online and correspondence options could allow colleges to offer more sections with smaller caps, Sanchez Zavala said, giving more incarcerated people a chance to enroll.

Still, the barriers are substantial. Even where prisons have classrooms, those rooms are often shared with other programs, meetings or services. Classes sometimes must be held in gyms or dining halls.

Joseph Bruno Martinez, 40, said he had difficulty enrolling in college classes while incarcerated at high-security prisons, where lockdowns could disrupt the school schedule.

Garret Eiferman, 56, a formerly incarcerated student who is now a graduate student at Cal State Northridge, said correctional officers were not always willing or able to help students complete degrees. He said he had to build relationships with officers so he could use classrooms after 7 p.m. and, at times, persuade staff to allow classmates to leave their housing units to attend class.

Eiferman also described outdated textbooks — often with hard covers removed for safety reasons — little feedback on mailed coursework, and the challenge of balancing classes with prison jobs and required programs.

Although he did not take fully online classes while incarcerated, Eiferman said he understands why they may help students navigate obstacles that come with in-person instruction.

The laptops are intended to do more than deliver assignments. Students and instructors say they expose incarcerated people to digital tools that are routine in college and the workplace outside prison. Much coursework and grading now happens through Canvas, the online learning platform widely used by California’s higher education systems for assignments, submissions and communication between students and instructors.

Isela Ocegueda, vice president of instruction at Coastline College, teaches an online English course to incarcerated students. She said using Canvas can make the transition smoother for students who continue their education after release. Coastline, where about 80% of instruction is online, moved away from mail-based prison courses in 2023 and now describes its model as “Canvas-supported correspondence.”

Ocegueda said online tools allow instructors to design more engaging assignments and provide more meaningful feedback. In one English class, she opened the semester by asking students to write a journal entry introducing themselves and explaining how she could support them. For the final research paper, students can submit drafts and receive edits much faster than they could through mailed packets.

“Imagine just trying to receive essays in the mail and then make your corrections and then send them back,” Ocegueda said. “That was really hard to do in the mail version of correspondence. Canvas-supported correspondence allows more for that writing process to actually happen.”

But online instruction still runs into prison-specific limits. Wi-Fi access varies by facility, and students may wait up to a week for prison librarians to approve some reading materials.

Students at Pelican Bay State Prison in Del Norte County and the California Institution for Women in San Bernardino County have said they cannot access Canvas from their cells because of limited Wi-Fi. Students at Folsom State Prison and San Quentin Rehabilitation Center, by contrast, have said they can complete coursework from their cells because the signal is strong.

A state prison system spokesperson said incarcerated people have Wi-Fi access in housing units at all but four state prisons. All prisons have Wi-Fi in education areas and classrooms, though the strength of the connection can vary.

Some students pursuing bachelor’s degrees in prison have also reported continuing problems with internet access and research materials, including the inability to conduct basic online searches.

Ben Brookeshire, an English professor at Solano College, said one of his biggest challenges is the delay students face in accessing what he called the “information space.” Some documents students need from digital research libraries must first be approved by prison librarians.

Even with the growth of online education, many students and instructors say face-to-face learning remains vital.

Eiferman completed most of his prison coursework through correspondence classes from Palo Verde and Coastline colleges between 2009 and 2019. While incarcerated, he earned an associate of arts degree, an associate of science degree and a business certificate. He was also pursuing a U.S. history degree when he was paroled in 2020.

“The bulk of my interaction with professors during the degree completion was very minimal,” he said. “It’s distance learning, so that means it’s all done with an envelope and a stamp, and feedback was never a thing.”

That made the transition to university difficult, he said, because he discovered gaps in what he had learned and areas where he needed to relearn material more fully.

Eiferman took his first in-person college course through Bakersfield College at Golden State Community Correctional Facility, a medium-security prison in the southern San Joaquin Valley. The class was math, a subject he had long struggled with. But in the classroom, he said, he experienced breakthroughs and was able to help other students.

Moye said in-person classes help students better understand instructors’ expectations and offer a level of interaction that online courses cannot fully replicate, including peer support, tutoring, group discussion and collaboration.

Community college system data show that in spring 2025, incarcerated students had a 77% success rate in internet-based and correspondence courses, compared with 85% in in-person courses. Success means earning a C or higher, or a passing mark in courses that are not letter-graded. Incarcerated students in in-person classes also had a success rate 10 percentage points higher than community college students overall.

“I’m a fan of in-person learning,” Moye said. “That’s my favorite style of learning, because to me, it resembles most what’s going on in society. If we’re trying to prepare incarcerated men and women for society, we have to have it look as much like society as possible.”

Brookeshire said he understands online courses are likely to keep expanding, but he continues to teach only in person because of the connection it allows him to build with students.

“I really believe there’s magic in a classroom,” he said. “I really believe that face-to-face instruction is irreplaceable.”

Original source: CalMatters

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Among the student achievements:

• Chris Valero earned an Associate of Science in Mathematics, an Associate of Arts in Math and Science, and an Associate of Arts in Social and Behavioral Science.

• Mario Sanchez earned an Associate of Arts in Social and Behavioral Science and an Associate of Arts in Math and Science.

• Candice Lanmon earned an Associate of Arts in Social and Behavioral Science and an Associate of Arts in Math and Science. Reflecting on her future plans, Lanmon shared, “Going to the military is also going to help me achieve that goal of becoming a doctor.”

• Alaa Marwa earned an Associate of Arts in Social and Behavioral Science. “My big goal is to become a neurosurgeon, so I’m taking a lot of science-based classes,” Marwa said.

• Andres Goodwin earned an Associate of Arts in Math and Science. “The first thing I’m doing when I have free time this summer is getting my training to be an EMT,” Goodwin said.

“This graduating class represents the very best of what can happen when students are provided with access, support, and opportunity,” said Roger W. Schultz, Superintendent/President of Mt. San Jacinto College. “These students have demonstrated exceptional dedication by simultaneously completing high school requirements while earning college degrees. Their achievements illustrate the power of partnerships that create clear pathways to higher education and career success.”

MSJC Trustee Brian Sylva, who attended the ceremony, congratulated the graduates on their accomplishments.

“Earning a college degree while still in high school is an extraordinary achievement that reflects determination, resilience, and hard work,” said Trustee Sylva. “These students have already taken significant steps toward their futures, whether that path leads to a university, military service, healthcare, public safety, or another profession. We are incredibly proud of their success and excited to see the impact they will make in their communities.”

The Beaumont High School Middle College Program allows students to complete college coursework while enrolled in high school, helping them accelerate their educational journeys, reduce future college costs, and gain valuable experience in higher education before graduation.

As the Class of 2026 embarks on its next chapter, these graduates leave Beaumont High School with a strong academic foundation and a more than a head start toward achieving their educational and career goals.

About Mt. San Jacinto College 

Mt. San Jacinto College (MSJC) is a comprehensive community college serving a diverse student population of approximately 30,000 annually across a 1,700-square-mile area. With campuses in San Jacinto, Menifee Valley, Temecula Valley, and San Gorgonio Pass, MSJC provides accessible, equitable, and innovative educational programs. The college offers a wide range of courses and programs designed to meet the transfer requirements of four-year colleges and universities, supporting students in achieving their academic and career goals. 

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More than 2 million students attend California community colleges — about 60 times the undergraduate enrollment of UC Berkeley. Yet since COVID-19 forced colleges online, a large share of instruction has stayed there. About 40% of community college classes in California are now offered online, according to Melissa Villarin, a spokesperson for the California Community Colleges Chancellor’s Office.

College leaders say online courses have opened doors for working adults, parents, caregivers and students who otherwise could not fit college into their daily lives. But students and faculty also describe serious tradeoffs: less interaction, weaker engagement, loneliness, uneven teaching quality and, in some cases, courses that feel more like a checklist than an education.

The shift matters across Southern California and the Inland Empire, where community colleges serve large numbers of working students trying to balance school with jobs, family obligations and long commutes. It also matters financially for colleges. California’s community colleges are funded largely based on enrollment, and surveys show many students prefer the flexibility of online classes, giving colleges an incentive to keep expanding them.

The result is a system still trying to answer a difficult question: Can online education be as effective as learning in person?

For some students, the answer depends heavily on the instructor.

At San Joaquin Delta College in Stockton, student Lupe Archundia said her online microeconomics course relied on prerecorded lectures, some of them more than 10 years old. Quizzes were multiple choice and graded by computer. She said the professor made quiz answers available before students took the tests.

“I am a 39-year-old woman,” Archundia said. “It’s not like I just finished high school and I want easy test answers.”

Archundia works full time as a secretary and has two children. She often studies at night, using cardboard boxes to turn her dining room table into a makeshift standing desk. She is pursuing a bachelor’s degree with hopes of advancing in her career.

At first, she said, she spent about three hours studying before each quiz. After realizing the answers were available, she began taking shortcuts. She earned a high score on the online exam, but said she still does not fully understand some of the material, including elasticity.

She said she feels partly responsible. “I’m responsible, too,” she said.

Research on online education remains mixed. A 2025 study found that students generally perform worse in online courses than in face-to-face classes, though the gap has narrowed. Di Xu, a professor at UC Irvine’s School of Education, said online classes can also help students stay employed while attending school and may improve their chances of eventually finishing a degree.

But online learning places heavy demands on students, Xu said. It requires strong time management and the ability to direct one’s own learning. In a classroom, interaction happens more naturally. Online, especially in asynchronous classes where students watch recorded material on their own schedule, that connection has to be intentionally built into the course.

“If not, the student will feel very lonely,” Xu said.

Most online classes at California community colleges are asynchronous, meaning students do not meet live with an instructor at a set time. Surveys by the RP Group, an education research nonprofit, show students tend to prefer that format even over live online courses.

Archundia said she would rather take classes in person, but evening options are limited, particularly for the English courses she wants. She dreams of becoming a writer and is considering changing her major from business administration to English, but said she is unsure which classes she needs.

When she contacted a counselor in April for help choosing courses, the next available appointment was roughly three weeks away. She still had not found a counseling time that fit around her work schedule.

Alex Breitler, a spokesperson for Delta College, said online courses expand access for students juggling major responsibilities and for many who otherwise could not attend college. He acknowledged that counseling appointments are often booked weeks in advance because demand is high. The college, he said, is trying to respond with online question forms and drop-in counseling options that do not require appointments.

Rebecca Ruan-O’Shaughnessy, director of program and strategy at the College Futures Foundation and a former executive at the California Community Colleges Chancellor’s Office, said advising and support are especially important for online students. But she said colleges need to do more than move traditional classes onto a digital platform.

Online courses should be redesigned for the format, she said, with different structures, stronger support and approaches that recognize many students are adults with work experience and full-time jobs.

“That is the difficult part for community colleges and other institutions,” Ruan-O’Shaughnessy said. “Frankly, they don’t have the incentive to do that level of work, because that’s a lot of work.”

In San Diego County, Cyndi Cunningham enrolled at Palomar College in San Marcos in 2022 after the pandemic disrupted her retail job at a local mall. She was starting college for the first time and took mostly online general education and introductory courses.

She struggled to focus and manage her time. She said she wanted more in-person options but often could not find them.

“I only ended up taking one class in person per semester — not because I didn’t want to take in-person classes — but because I couldn’t find them,” Cunningham said. “I felt like I wasn’t learning; I was just kind of doing tasks.”

She said she also noticed shortcuts from instructors. Two Chicano Studies courses she took were taught by the same professor, and she said he used the same lecture in both classes.

Cunningham has since transferred to Cal State San Marcos, where she is majoring in ethnic studies and plans to become a high school teacher. The difference, she said, has made clear what she missed.

“Even engaging with other students is so much different in person than on a discussion board,” she said. “I realized more how much of a disservice the online classes did.”

Online courses can reduce some expenses for colleges because they do not require classroom space and can enroll more students, Xu said. But quality online instruction often requires additional investments, including faculty training, course design support and specialized counseling.

Online education “has the potential to save a lot of cost,” Xu said, but only if colleges are “willing to sacrifice a lot of the quality elements that are important for students.”

Some disciplines face particular concerns. Julia Simon, a French professor at UC Davis and chair of a university task force on languages, said foreign language instruction is especially difficult to move online. Language classes are typically small and depend on regular speaking practice and cultural exchange.

At the same time, she said, community colleges and UC campuses are expanding online language offerings. Sacramento City College, for example, is offering four French classes in fall 2026, all of them fully online and asynchronous.

“It’s an enormous problem,” Simon said.

Students who complete online language courses may arrive at UC Davis without enough speaking practice, she said. But the university cannot require them to repeat courses they have already passed. Simon said she is considering creating conversation courses that would function as remedial support.

State lawmakers and education officials have spent millions of dollars since the pandemic to improve online instruction. New rules are intended to increase interaction between students and faculty. Colleges have also expanded training for online teaching and hired staff to help design digital courses.

Still, a 2024 RP Group survey found that most faculty members who had taught at least one online class preferred teaching in person.

For Tina Rocha, a 55-year-old Delta College student, online learning has been both a lifeline and a frustration. Rocha began college in 2024 after recovering from three strokes in 2020. Because of her disability, she sometimes needs reminders to submit assignments and accommodations for certain lights or sounds that can affect her vision and cause twitching.

Her creative writing professor, she said, spent a sabbatical studying ways to better teach students with learning disabilities. Rocha said the effort showed. The professor has been patient and accommodating, making the online class a positive experience.

Online education can be a “wonderful alternative,” Rocha said.

Her home reflects the discipline required to manage school remotely. She studies nightly at her dining room table, surrounded by notebooks. A calendar on the wall is filled with notes, and a whiteboard near the entrance lists the week’s responsibilities in color-coded lines.

But another online course, a film class, has been much harder. Rocha said the professor keeps a lava lamp in the background that casts patterns on the ceiling. The visual effect can trigger symptoms for her. When she asked him to turn it off, she said he told her he tried but could not, without explaining why.

Now, when he speaks on screen, Rocha places a sticky note over the image to avoid the effect. She tried to switch into an in-person film class, but by then, only online sections were available.

“It all depends on the professor,” she said.

Original source: CalMatters

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I recently had the opportunity of interviewing the young man in the Garden of the family home in Hemet.

Q: When did he first take an interest in sports?

A: “My parents encouraged the four of us (his siblings) to show an interest in sports when we were very young. My father and mother are very athletic and felt that if we had any abilities, we should try from the bottom to develop anything that might be useful in the future.”

Youthful was only the beginning. “As for myself, I started throwing the ball hard at a very young age.” (About four or five, he says).

It began for Gavin Hemet Youth at a lot where his mother attended high school.

“We were home-schooled; from Hemet Youth and a short time with J Minor’s Gold team, I sort of graduated to Valley Wide Sports. As a freshman, I was accepted at Tahquitz High School to play for their Junior Varsity Team. As a junior, when I was fourteen. The youngest in my class. When I became a sophomore, the school’s seniors were leaving and the coach began to look for replacements. My ERA as a pitcher was 135, so I was transferred to the school’s Varsity baseball team where I was a second rotation guy.”

At that time, his pitching speed max was 82 MPH. He began to rapidly grow in weight and height and during this past summer off-season he’s averaging 88 MPH. He has pitched at 92MPH. That is major league stuff. Remember, he is still not old enough to vote.

Q: Outside of Tahquitz, you have not played for other local teams. So when did you start pitching for a traveling team?

A: “During summer after my freshman year, I began playing with California Baseball Academy, which seemed to offer more of what I was seeking for a step to a higher level. I was with them for 2 years and then went to Performance Fitness Athlete. Until then, I had never over-exerted myself in training. That’s when I started traveling a lot. Places like Las Vegas, Arizona, Georgia. I still play for them.”

His PFA Coach, Edgar Garcia, has a connection to the Atlanta Braves. “He gave me an opportunity to play in their high school youth organization. I’m in my second year for them. They scout high schools in search of promising players of the future. All from different high schools around the country. They call us ‘prospects.’

He’s pitched in several of their games at San Manuel ballpark in San Bernardino. “Most recently, Edgar sent down to Florida to pitch with a Texas Club Team.”

Q: How did you happen to get hooked up with Cal Fullerton State College in Fullerton, CA?

A: “One of their scouts came to watch me, thanks to Edgar. I got a call from their pitching coaches and asked if I would be interested in coming down for a campus visit. You can bet I would. So it was arranged and that’s when I was offered a full athletic scholarship. I will be graduating high school next spring and in September I will be living and going to school in Fullerton.”

His scholarship includes housing and food supplements and all the other goodies that come with a full school scholarship.

“I know,” he says, “I am really blessed. In the meantime, I’m to max out this next year and get into better physical shape. Work on my pitching mechanics, keep up my health, eat the right foods, exercise and load up on vitamins and nutrients. Becoming stronger is my goal.

Q: Your mother tells me that you are always being pursued by girls. Do you have a steady girlfriend?

A: Not at all. There is plenty of time for that. Education and career is the only thing I’m dedicated to now.”

I later spoke with his high school coach, Ron Savage. Here’s his opinion of this multi-talented young man.

“The first thing I noticed about Gavin was his amazing sense of humility. I would later learn that was a family trait. He has parents that are totally dedicated to the future of their children. Gavin speaks respectfully and as I said, with real humility. He has that certain inner desire to succeed and has a world of confidence without any sense of taking his abilities in any haughtiness as some athletes might have. Everything about him is real and sincere.”

Last winter, when the team was absolutely routed in their final game, Coach Savage addressed the team.

“We lost the game and I know that some of you are going to blame me. If anybody was to talk to me, just let me know and we’ll sit down in my office and talk about it.”

Gavin called. “Coach,” he said, “You were right. Some of the guys did blame you. I don’t. I just want to let you know we lost that game as a team. What I’d like to do is help you make things better so we can go forward as a great team next year.”

How many athletes, young or old, would do that? Gavin is not only honorable and humble, but the one thing he is – the kind of young man that any parent would be proud to call, “My son.”

Just sayin’.

rustystrait@gmail.com.

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Dozens of Mt. San Jacinto College (MSJC) Adult Education students were recognized in a ceremony Wednesday evening for earning their GED at the college this semester.

Many of the 40-plus students who earned their GED this semester will transition into career certificate or associate degree programs at the college.

Andre’ Matthews, who served as one of the two student speakers at the ceremony on the Menifee Valley Campus, dropped out of high school 23 years ago and was finally convinced – with his wife’s encouragement – to earn his GED.

“When I got my final grades and learned that it was finally over, I cried like a newborn baby,” Matthews told those in attendance. “No more feeling anxious at work, no more feeling like a quitter, no more feeling like I had to prove myself to anybody. … I can do anything I set my mind to and be confident in myself and my abilities.”

Matthews is now enrolled in seminary college and hopes to open his own church someday. He also hopes to inspire others with his success.

“I will use my story to push the next generations to get their high school diploma and encourage adults to go back and get their GED,” he said. “If someone was to ask me ‘What is the greatest thing you take out of obtaining your GED,’ I would say, ‘I’m now a finisher!’ ”

Ashley Celebrado also served as a student speaker at the ceremony.

“Every day is a struggle, moving forward, and reminding yourself that even the smallest of steps forward is a step in the right direction,” Celebrado told her fellow GED earners. “That is why, no matter the reason that you might have had to put your education on hold, it does not define you. … What matters is being here, in this moment, ready to take on the world and life with a fresh start.”

MSJC offers free high school equivalency (HSE) courses that prepare students to take the GED. For more information, visit www.msjc.edu/AdultEd.

“Earning a GED is a major achievement for our students,” said Amy Campbell, MSJC Director of Adult Education. “This is a major milestone in each of our graduates’ lives and they deserve this important celebration.”

San Jacinto College serves about 27,000 students in a district covering 1,700 square miles from the San Gorgonio Pass to Temecula, with campuses in San Jacinto, Menifee, Banning and Temecula.

In May 2019, Mt. San Jacinto College awarded a record-breaking 3,338 degrees and certificates to 1,723 graduates.

Have a wonderful day and please follow MSJC on social media – Facebook, Instagram and Twitter. Learn more about the college at www.msjc.edu.

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Mt. San Jacinto College (MSJC) shared news about student successes, initiatives and programs, as well as new building projects at its State of the College on Friday at its Menifee Valley Campus.

“It’s an exciting and transitional time at Mt. San Jacinto College, with many important milestones on the horizon,” Dr. Roger Schultz, Superintendent/President of MSJC, told about 100 community leaders and residents. “Because of our partners, you and MSJC’s hardworking faculty, classified staff, and administrators, we truly do Transform Learners, Transform Communities, Transform Lives.”

Schultz and other college administrators unveiled plans for the new Temecula Valley Campus, which opens in Fall 2020; two STEM (Science, Technology, Engineering and Mathematics) buildings at the San Jacinto and Menifee Valley campuses; a Student Center at the Menifee Valley Campus; and a new 5,000-seat stadium in Menifee that would host games and community events beginning in 2023.

Schultz also discussed the college’s free tuition program.

(“Blueprint for the Future”)

“Because we know the cost of tuition can prevent students from attending college, we created the MSJC Promise earlier this year that allows first-time, full-time students to attend MSJC tuition free,” he said. More information can be found at msjc.edu/free.

He also shared information about the MSJC Foundation’s Pledge for Success, a basic-needs initiative that helps students with emergency food; books and supplies; professional clothing; basic, essential hygienic items; and emergency funding.

“The Pledge for Success has already made a difference in students’ lives and it’s growing thanks to dozens of generous donors, including many of my colleagues here at MSJC,” Schultz said. “If you’re interested in donating to this very worthy cause, please visit msjc.edu/PledgeforSuccess. Thank you for anything you can do to help us remove further barriers to our students’ success.”

Mt. San Jacinto College serves about 27,000 students in a district covering 1,700 square miles from the San Gorgonio Pass to Temecula, with campuses in San Jacinto, Menifee, Banning and Temecula.

In May 2019, Mt. San Jacinto College awarded a record-breaking 3,314 degrees and certificates to 1,707 graduates.

Have a wonderful day and please follow MSJC on social media – Facebook, Twitter and Instagram.

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San Jacinto Unified School District has four graduating students headed to college next fall to play softball or soccer, bringing the year’s number of athletic scholarships for the district to an all-time single year recruitment high of eight students. These seniors attend San Jacinto High School, where coaching staff held a ceremony signing of “Letters of Intent” to commit to a college on Thursday, May 23, in front of family, faculty and friends.

“It’s always the hope and desire of the Athletic Department here at SJHS to not only see our students further their education after graduation, but to also further their athletic careers as well,” said Amanda Galliano, SJHS’s Athletic Director. “It is with a tremendous amount of pride that we get to do just that today for these four athletes in our girls and boys softball and soccer programs,” she noted.

Julio Jauregui signed his intent letter for College of the Redwoods, located in Eureka, California for men’s soccer. Both Jessica Diaz and Eliana Martinez made their commitment to San Bernardino Valley College, located in San Bernardino for women’s soccer. Alexis De La Cruz signed her intent letter for Felician University, located in Lodi, New Jersey for women’s softball.

Principal Courtney Hall shared her pride in the athletes, noting they are all role models on campus.

“Thank you to our coaches for their time and guidance, and a special thank you to parents for supporting these students who have spent so much time in the sport their child loves” said Hall. Before signing their individual letters, Athletic Director Galliano introduced each student and asked them to share their future plans.

“I’m going to major in Construction Technology,” shared Julio Jauregui. “I like to build and leave projects for others to see and use, and I’m happy that soccer gave me an opportunity for college,” he continued.

Both Jessica Diaz and Eliana Martinez said they will be majoring in nursing. They played soccer together all four years in high school and happy to share college housing as well. “I plan to transfer to Azusa (Pacific University) to study neonatal care,” explained Jessica.

“I plan to major in biology and eventually become a pediatrician,” shared Alexis De La Cruz. She was also a four-year player for SJHS softball, and said she looks forward to learning a new place.

The most recent previous SJHS softball player recruited for college was Cheyanna Contreras in 2015 for San Diego Christian College. The most recent boy’s soccer player with an athletic scholarship was Adrian Preciado in 2018 for Azusa Pacific University. The most recent previous girl’s soccer player recruited was Soleya Figueroa in 2017 for Graceland University.

All total, eight SJHS 2019 graduate athletes that have signed letters of commitment for college: Angelina Alpirez, Dejah Outland, (Sheaden) Michael Cox, Jhourdan Woods for Volleyball; Alexis De La Cruz for Softball; Julio Jauregui, Jessica Diaz and Eliana Martinez for Soccer.

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