District officials announced that all students enrolled in San Jacinto Unified schools will receive both breakfast and lunch at no cost through the National School Lunch Program and School Breakfast Program. The initiative is designed to ensure students have access to nutritious meals that support learning, health, and academic success.

The free meal program will be available to students attending the district’s elementary, middle, and high schools, as well as select preschool and academy programs. Participating campuses include:

• Megan Cope Elementary School
• Juan Bautista De Anza Elementary School
• Jose Antonio Estudillo Elementary School
• Edward Hyatt World Language Academy
• Park Hill Elementary School
• Clayton A. Record Elementary School
• Rose Salgado Elementary School
• San Jacinto Elementary School
• Head Start Preschool
• San Jacinto Leadership Academy
• Monte Vista Middle School
• North Mountain Middle School
• Mountain View High School
• San Jacinto High School

The National School Lunch and School Breakfast Programs provide federally supported meals to eligible schools across the country, helping ensure students have reliable access to healthy food throughout the school day.

District officials encourage families with questions about the meal program to contact the San Jacinto Unified School District Nutrition Services Department at (951) 654-9371.

The free breakfast and lunch program will be available throughout the 2026-2027 school year for all enrolled SJUSD students attending participating schools.

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Dr. Dotson succeeds Dr. Roger Schultz, who retired after 25 years of service to MSJC, including 18 years as Superintendent/President. She becomes the first woman to serve as Superintendent/President of Mt. San Jacinto College and assumes leadership of one of California’s largest community college districts, serving approximately 30,000 students annually across Riverside County.

Throughout her career in higher education, Dr. Dotson has earned a reputation as an innovative leader, collaborative partner, and passionate advocate for student success. As she begins her tenure, she plans to spend time listening, learning, and building relationships with students, faculty, staff, and community partners across the District’s campuses and service region.

“The Board sought a leader who would honor MSJC’s strong foundation while embracing the continued evolution of an institution that is already thriving,” said MSJC Board of Trustees President Tom Ashley. “We found that leader in Dr. Dotson. She brings a thoughtful and forward-looking vision that reflects the values that define our college—excellence, integrity, access, and, above all, a commitment to student success.”

In a video message released on her first day, Dr. Dotson acknowledged the excitement and the uncertainty that naturally accompany change while inviting the MSJC community to embark on the College’s next chapter together.

“As an educator and leader, I believe community colleges were created to complete a promise to our students and our community,” Dr. Dotson said. “That promise begins with open, equitable access, continues by helping students succeed through persistence, retention, and completion, and culminates in opportunities for great careers and successful transfer pathways. I hope to join you in building on that strong foundation, accelerating momentum, amplifying accomplishments, and driving student success.”

Dr. Dotson emphasized that her first year will focus on listening and learning from the people who make MSJC exceptional while working collaboratively to shape the College’s future.

“I’m going to start by listening and learning about what we value and appreciate about what we do at Mt. San Jacinto College,” she said. “Collaboration is important to me because, as the proverb says, ‘If you want to go fast, go alone. If you want to go far, go together.'” Over the coming weeks and months, Dr. Dotson will continue visiting MSJC’s campuses and engaging with faculty, staff, students, educational partners, elected officials, and community stakeholders throughout the region.

Dr. Dotson assumes leadership at a time of continued momentum for the College. This year, MSJC awarded a record 3,881 degrees and certificates, continues to expand educational opportunities throughout Southwest Riverside County and the San Gorgonio Pass, and is advancing major initiatives that support student success, workforce development, university transfer pathways, and regional economic growth.

Members of the community are invited to hear directly from Dr. Dotson by watching her first-day message at https://www.youtube.com/shorts/3zESKLGF9x4.

As Superintendent/President, Dr. Dotson will oversee the College’s three campuses in San Jacinto, Menifee, and Temecula, leading the institution’s mission of transforming learners, communities, and lives through accessible, high-quality education.

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The Partners in Peace initiative challenges honors students from across the United States to examine the work and strategies of Nobel Peace Prize laureates and to develop projects that promote peace, understanding, and conflict resolution in their own communities. Guided by the philosophy of “think globally, act locally,” participants engage in meaningful dialogue, leadership development, and community-based action throughout the program.

Young and Salazar were selected through a competitive application process that recognizes academic achievement, leadership potential, and a commitment to creating positive change.

“Being accepted into the Partners in Peace program means a great deal to me,” said Young. “My journey has taught me resilience, compassion, and the importance of building bridges between people from different backgrounds. I am grateful for this opportunity to grow as a leader and contribute to creating positive change in my community.”

Salazar expressed her excitement about joining students from across the nation in the program.

“I am truly honored to have been selected for the Partners in Peace program and to represent Mt. San Jacinto College in this once-in-a-lifetime experience,” said Salazar. “I am especially excited to learn from Dr. Henrik Syse and collaborate with students across the nation who share a similar commitment to creating positive change. Overall, I am eager to continue expanding my knowledge of the mechanisms by which peace is created and sustained through this collaboration and thoughtful dialogue. I hope to share what I learn throughout the upcoming semester with my college and community, especially through local advocacy that supports and uplifts marginalized communities. Meaningful change may begin with one person, but it ripples out further as each action inspires another, creating a cascade of positive change that can reach far beyond the individual.”

MSJC Superintendent/President Roger W. Schultz congratulated the students on their achievement and recognized the faculty mentors who helped prepare them for this opportunity.

“Danela and Marisa exemplify the curiosity, compassion, and leadership that define our Honors students at MSJC,” said Schultz. “Their selection to the Partners in Peace program is a remarkable accomplishment and a testament to their commitment to making a positive impact in the world. We are incredibly proud of them and excited to see how they apply what they learn to strengthen our communities. I would also like to thank Christina Yamanaka-Vu and Erik Ozolins for their outstanding leadership of the Honors Enrichment Program. Their dedication to student success continues to create transformative opportunities that empower our students to thrive both academically and as engaged global citizens.”

The students were nominated and supported through MSJC’s Honors Enrichment Program, led by Christina Yamanaka-Vu and Erik Ozolins. The program provides academically motivated students with opportunities for advanced scholarship, leadership development, undergraduate research, and participation in national and international educational experiences.

The selection of two MSJC students for the Partners in Peace program reflects the college’s ongoing commitment to developing informed, engaged, and socially responsible leaders who are prepared to address the challenges of an increasingly interconnected world.

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The Master Plan for Higher Education, adopted by the Legislature in 1960, was designed to create a coordinated, affordable system with distinct missions for community colleges, the California State University system and the University of California. Community colleges were expected to focus on vocational training, adult education and preparing students to transfer to CSU and UC campuses. The CSU system would provide bachelor’s degrees and master’s programs in fields such as education, engineering and other professions, while UC would serve as the state’s primary research institution and offer doctorates in addition to undergraduate and graduate degrees.

But the clean division of responsibilities envisioned in the plan has eroded over time. Economic pressures, political decisions and changing student needs have pushed the three systems into competition rather than cooperation. In addition to seeking state funding for campus growth and operations, the systems have increasingly battled over academic territory.

In recent decades, community colleges have sought authority to offer four-year bachelor’s degrees in select career fields, arguing that such programs can provide lower-cost, locally accessible pathways for students. CSU leaders have often resisted those efforts, saying some proposed programs duplicate existing university offerings. At the same time, CSU has pushed to expand doctorate programs, a move the UC system has viewed as encroaching on its traditional role.

Those conflicts have exposed the limits of a higher education structure created for a different era. Rather than broadly reconsidering the missions of the three systems, lawmakers have addressed disputes piecemeal, approving individual expansions with restrictions meant to ease opposition. The result is a patchwork of community college bachelor’s programs and CSU doctorate offerings governed by academic and geographic limits.

The latest dispute emerged in February, when the California Community Colleges Chancellor’s Office approved three new bachelor’s degree programs at Mesa College, Moorpark College and Southwestern College despite objections from CSU officials, who argued the programs overlapped with existing university offerings.

Soon after, lawmakers introduced two bills intended to make it easier for community colleges to add bachelor’s degree programs. Senate Bill 960 and Assembly Bill 2694 would limit the ability of CSU to block proposed community college programs on the grounds that they duplicate existing degrees within certain geographic areas.

The measures are opposed by four-year universities, whose concerns come as the CSU system faces stagnant or declining enrollment. Still, the proposals are advancing, reflecting continued legislative interest in expanding degree options at community colleges.

The debate carries consequences for students across California, including those in Southern California and the Inland Empire, where access, affordability and proximity to degree programs remain major concerns. Community colleges often serve students who are place-bound by work, family responsibilities or transportation barriers, while CSU and UC campuses remain key destinations for students pursuing traditional four-year and graduate degrees.

The competition is likely to intensify as California’s population growth slows or declines. Fewer K-12 students ultimately mean fewer college applicants, and enrollment plays a major role in how much state funding campuses receive.

That demographic shift adds urgency to calls for a comprehensive update of California’s higher education plan. Supporters of a new approach argue the state needs a system designed around current workforce demands, student access and regional needs, rather than continued disputes over institutional boundaries established in 1960.

Original source: CalMatters

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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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The resignation was first reported by the Los Angeles Times. Carvalho has denied wrongdoing and did not respond to a request for comment.

In a written statement, the district said Acting Superintendent Andrés Chait will continue leading L.A. Unified while the Board of Education searches for Carvalho’s replacement.

“The Board remains steadfast in its commitment to ensuring stability, continuity, and continued progress through strong leadership,” the district said. “Our focus remains unchanged: providing every student with a high-quality education, supporting our dedicated workforce, and maintaining the trust of the communities we serve.”

Carvalho, who previously led Miami-Dade County Public Schools, arrived in Los Angeles in February 2022 with a national reputation as one of the country’s most prominent education leaders. He took over L.A. Unified only months after campuses had reopened for in-person instruction following COVID-19 closures.

During his tenure, the district posted academic gains that exceeded statewide recovery trends. English language arts scores increased by more than 5 percentage points, while math scores rose by nearly 8 points. Graduation rates also improved.

Carvalho also focused heavily on attendance and enrollment, two persistent challenges for Los Angeles and school districts across Southern California after the pandemic. He personally visited students’ homes to encourage them to return to class and backed public outreach campaigns, including billboards and bus advertisements, to promote transitional kindergarten enrollment.

In recent years, Carvalho became a visible defender of immigrant students and families as the Trump administration intensified immigration enforcement. Carvalho, who has spoken publicly about his own experience as a formerly undocumented immigrant, repeatedly emphasized that all children have the right to attend school regardless of immigration status.

Under his leadership, L.A. Unified created a 24-hour hotline, held legal rights workshops, offered free legal assistance through local nonprofits and launched a virtual academy for students whose families feared leaving home because of deportation risks.

Families in Schools, a Los Angeles-based parent advocacy organization, praised Carvalho earlier this month when it presented him with a “Courage in Leadership” award.

“At a time when immigrant students and families experienced fear and uncertainty, Superintendent Carvalho used his voice and position to affirm that all children deserve safe, welcoming schools,” the organization said. “His steadfast support for immigrant communities reflected the values that define Los Angeles and the very best of public education leadership.”

The FBI searched Carvalho’s home and office in February, shortly after the district renewed his contract. He had been on leave since then. The federal investigation appears connected to the district’s botched chatbot initiative, an artificial intelligence project that Carvalho had promoted before the contract collapsed.

Original source: CalMatters

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Francisco Lemus cited one from author Dr. Seuss, “Sometimes you will never know the value of a moment until it becomes a memory.” Ronald Morillo, who is headed to UC, Berkeley to major in environmental studies, appropriately echoed the words of cultural and Tribal leader Dr. Harry Paul Cuero Jr. who said, “You can have all the money in the world and if everything goes wrong, what does that money buy you if you don’t know what plant to eat or what medicine to give.” Sophia Resvaloso shared a quote from singer Lana Del Rey, “I believe in the person I want to become.”

Principal Donovan Post welcomed everyone who came to support the students as they have done throughout their educational journeys. He was pleased to announce that this class of seniors has the highest college acceptance rate in Noli’s history, with six of them pursuing higher education at various colleges.

After a blessing by Damon Miranda Jr. who worked with students to help them facilitate Talking Circles organized by ASB members, several seniors joined guest birdsingers and dancers. Guest speaker Benjamin Pachito is a Soboba Tribal member who returned to his Tribe in 2021 to join the Soboba Legal Department. Three years later, he became the Tribal Attorney for Soboba and is now on the Board of Directors for the Soboba-owned Legacy Bank.

“None of these things happened without cost, of your time and sacrifices,” Pachito said. “Personal advancement is not a group project. Education does not always make your life easier, but it gives you invaluable skills and meaningful purpose. I encourage all of you to continue with your personal development. What matters is that you keep moving forward with intention.

“Every generation before you made sacrifices so you could be in this exact moment right now. Now it is your turn to decide what you will do for the next generation. Your journey starts now so learn, go train, go do all the things you have to do to be successful. But remember where you came from, remember that your Tribe needs you. Our Tribes advance when people return with their skills and continue personal development. Come back to your Tribes and contribute to something bigger than yourself,” Pachito said.

Valedictorian Shawna Rivera and Salutatorian Sophia Resvaloso are members of the Soboba Band of Luiseño Indians and have both been students at Noli since sixth grade. In their speeches, they expressed gratitude to family, friends, teachers, staff and fellow graduates.

“Our education can be used as a weapon against the very systems that have and are still hurting us. But we’ll stay resilient and have a chance to confront these systems by choosing to educate ourselves,” Resvaloso said. “Ultimately people can try and steal everything from us, but they can’t take the knowledge that we hold as a people.”

Rivera appreciated that the all-Native school has been a place where she could learn while being surrounded by people who understand Native American backgrounds and beliefs. “At Noli, I learned the importance of staying connected to my culture while working towards my future,” she said. “Here I have grown as both a student and a person thanks to my teachers and my mentors. To my fellow graduates, don’t forget the memories we have built together.”

Other members of the Noli Indian School Class of 2026 are Edgar Gladin, Oglala Sioux; Serena Hawk, Santa Ysabel; Selaya Helms, Soboba Band of Luiseño Indians; Francisco Lemus, Oglala Sioux; Ronald Morillo, Soboba Band of Luiseño Indians; and Leland Razon, Soboba Band of Luiseño Indians.

Earlier in the day, seniors were treated to a special luncheon that honored them for achievements and recognized those that have committed to colleges in the fall. Six of the seniors applied to 23 colleges and universities combined as some students applied to the same school. A total of 30 acceptance letters were received, allowing the students to decide which one to commit to. Two will be attending UC, Berkeley while others are headed to Humboldt State University, San Diego State University, California State University, San Bernardino, and Crafton Hills College.

A highlight was the presentation of the inaugural Noli Scholar Athlete Award in honor of the late Robert “Bobby” Salgado Sr. to Shawna Rivera for excellence in academics, leadership, and athletics. The annual scholarship will continue to recognize dedication, perseverance, and commitment to both education and athletic excellence. The award, which came with a $500 scholarship, was made possible by proceeds of the annual Native American Trail Running Organization (NATRO).

Several of Salgado’s family members, including his widow Claudia and daughter Baseemah Arlene, were at the event to congratulate Shawna and share a little bit about Bobby’s love and devotion to all things sports related. He coached many youth sports teams. Baseemah said, “Everything he did was for his people.” The family personally contributed an additional $3,300 to this year’s scholarship.

Science teacher Jay Dagostino presented four students with certificates of completion for the solar program that included classroom and off-site training and installation. They were Edgar Gladin, Serena Hawk, Francisco Lemus, and Ronald Morillo.

Edgar Gladin received Jonathan Ruiz’s Coaches Award for football while Ronald Morillo was named MVP for the football season and received a Coaches Award for basketball.

English and Culture teacher Emma Herrera presented a Native Excellence certificate to Leland Razon for outstanding writing, character and leadership. All teachers took part in voting for the awards for Outstanding Improvement, Leland Razon; Outstanding Leadership, Shawna Rivera; and for being an outstanding example of the school’s 3 Rs (respect, responsibility and reflection), Sophia Resvaloso.

Kekai Bryant presented a Math award to a student who has been in her classes all four years of high school and has continually excelled: Sophia Resvaloso.

As salutatorian, Sophia was presented with the “Shining Star” crystal award “in celebration of your exemplary performance.” Valedictorian Shawna Rivera received the “Above & Beyond” crystal award for her exceptional performance which read in part, “Your efforts have resulted in an impressive achievement.”

The Noli Booster Club presented each student with a money box and Principal Post concluded the catered luncheon by telling the seniors, “We need you to reach your goals and come back; you are our hopes for the future, we want you to return and be successful again. After I give you your diplomas tonight, you will officially become alumni of Noli Indian School.”

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Post said he has been at the school for 30 years, starting out as a teacher, and enjoys seeing the children of former students now attending Noli. He thanked the Soboba Tribal Council for their continued support and generosity that enables these students to be successful. Post also acknowledged the tireless efforts of the Noli Booster Club who host fundraisers to assist the athletic and academic programs throughout the 6-12 grade school. Members also volunteer at events and provided special gift baskets for each of the students being promoted. Post thanked his entire staff for the hard work, dedication, and love they put into their jobs every single day that he said makes his job easier.

In what has been a long-standing tradition at the ceremony, Post offers students the opportunity to give a speech if they choose to do so. This year, Monica Rivera came forward to share her thoughts with her peers and the families and friends who were there to support them all. She said she was grateful to have been able to play sports and be part of ASB, AVID and the Beading Club while in middle school.

English and Culture teacher Emma Avellaka Herrera served as one of the emcees for the event and explained that being a small school, all staff members are given the unique opportunity to get to really know each and every student on campus. She sent out a survey to all staff members asking them to describe each student. Based on those responses, personalized awards were created for them.

“Every passion, skill, breakthrough, and even every mistake is visible,” Herrera said. “As you can imagine, this can be a very intimidating place to learn because learning demands we are going to make mistakes. Regardless of the audience these students have, they have persevered through many challenges in their classes and in sports. I have never seen a group more willing to stand up for one another.”

Students, with their Tribal affiliations, were recognized for their distinctive attributes. Aliyah Brane, Mesa Grande Band of Digueño Indians, received the Peacekeeper Award for always looking out for her friends and community members. Candace Devore, Soboba Band of Luiseño Indians, was given the Náavut Award for being a strong and admirable young woman. Aydreean Garcia, Soboba Band of Luiseño Indians, was acknowledged as a Firekeeper for making connections in all she does. Sally Lopez-Reyes, Kumeyaay and Tongva, was singled out for being a Critical Thinker who is beyond her years in thinking, risk-taking, and rigor.

Nadillyn Mendoza, Soboba Band of Luiseño Indians, earned the Omqée’is Award for looking after others with the same care and grace as only an “older sister” can. Su Kutt Morreo, Soboba Band of Luiseño Indians, received the Storyteller Award because he is constantly creating through stories, art, or business endeavors. Angel Reyes, Texas Band of Yaqui Indians, was given the Áswut Award for being observant and intentional in his interactions with others. Monica Rivera, Soboba Band of Luiseño Indians, earned the Stewardship Award for taking responsibility for the care of friends, family, teammates, and her school community.

Destiny Saucedo, Torres Martinez Desert Cahuilla Indians, received the Kwíila Award because of her confidence in character, writing, and reflection that inspires others to become better versions of themselves. Avasily Témanwanvish, Los Coyotes Band of Cahuilla and Cupeño Indians, was given the Móomat Award for her ability to bring life to every relationship she cultivates. Samuel Venegas, Soboba Band of Luiseño Indians, received the ‘Íswut Award for taking pride in leading other young men on campus.

The event also included the awarding of additional recognition to several students. Spanish teacher Andrea Duran serves as an AVID advisor and gave recognition to four students who are making a difference. She said they have challenged themselves and know how to make the most of every opportunity. They are Aydreean Garcia, Sally Lopez-Reyes, Angel Reyes, and Monica Rivera.

Science teacher Sabrina Smith is Noli’s ASB Coordinator and presented certificates to three students who have stood out as leaders in and out of the classroom and can always be relied upon. They are Aliyah Brane, Candace Devore, and Monica Rivera.

Herrera presented Destiny Saucedo with a Culture Recognition award for having remarkable accountability for her words and actions and practicing restraint and respect regardless of any difficulties or obstacles.

After certificates of completion were presented to the students, they were congratulated by Noli teachers and School Board members President Sandy Boniface, Vice President Antonia Briones Venegas, Secretary Avellaka Arviso, and Members at Large Lucille Briones and Mia Gonzalez. The students were then free to join their family members and friends who were there for the important event that had them looking forward to transitioning into high school.

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Family members, friends, faculty, and staff gathered to honor the graduates and celebrate an important milestone in their educational journeys. The annual ceremony recognizes the accomplishments of students and the support systems that help them succeed, including families, educators, and the broader community.

The Child Development & Education Center serves as both a high-quality early childhood education program and a laboratory school supporting MSJC’s Teacher Education and Developmental Studies (TEDS) program. Through observation, mentorship, and hands-on learning opportunities, the Center helps prepare future educators while providing exceptional care and education for local children.

The Center offers full-day toddler and preschool programs for children ages 18 months to 5 years in a nurturing environment built around play-based learning, creativity, exploration, and hands-on discovery. Educators focus on supporting each child’s unique interests, strengths, and emerging abilities while fostering social-emotional development, communication skills, confidence, and a lifelong love of learning.

This year’s graduation ceremony included translation services to help ensure that all families could fully participate in the celebration, reflecting the Center’s commitment to accessibility, inclusion, and family engagement.

“Watching our students cross the stage and celebrate their achievements with family and friends is one of the most rewarding moments of the year,” said Kendra Woodcock, Director of the Child Development & Education Center. “We were especially proud to offer translation services during the ceremony, helping ensure that every family could fully participate in this important milestone. Our goal is to create an inclusive environment where all students and their loved ones feel welcomed, connected, and celebrated. Seeing our graduates reach this accomplishment reminds us of the incredible opportunities that education can create and the bright futures that lie ahead for each of them.”

The Center’s staff recognizes the trust parents place in the program each day and remains committed to providing a safe, nurturing, and enriching educational experience for every child. Early childhood education plays a critical role in laying the foundation for future learning, behavior, and overall well-being, and the CDEC strives to create an environment where children can thrive academically, socially, and emotionally.

For the graduates, the ceremony represented more than the completion of a program—it marked the beginning of new opportunities. Their hard work, perseverance, and commitment have prepared them to pursue future educational goals, meaningful careers, and personal aspirations with confidence.

The graduates demonstrated remarkable determination throughout their educational journey. Their success reflects not only their resilience and dedication but also the encouragement of their families and the support of the faculty and staff who guided them every step of the way.

As MSJC concludes its 2026 graduation season, the Child Development & Education Center ceremony serves as a reminder that educational success begins early and that every milestone deserves celebration.

The Child Development & Education Center currently has 15 openings available in its preschool program for the 2026-27 academic year. Families interested in learning more about the program, scheduling a visit, or enrolling a child are encouraged to contact Director Kendra Woodcock at kwoodcock@msjc.edu. Space is limited.

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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At Pinedale Elementary School in Fresno, classroom aides are limited, after-school tutoring is scarce, and behavioral counseling and enrichment programs are difficult to provide. Parent workshops, literacy events and field trips are limited as well. The school spends about $16,700 per student each year, nearly $5,000 below the statewide average.

Less than two miles away, Kratt Elementary serves a student body with similar demographics — largely low-income and Latino — but receives about $25,000 per student. Farther west, in the affluent Bay Area community of Portola Valley, an elementary school spends nearly $46,000 per student annually and offers smaller classes, arts and music programs, mental health support and modern facilities.

The differences stem from the way California funds public schools. Districts with high concentrations of students who are low-income, English learners, homeless or in foster care receive additional state money under the Local Control Funding Formula. Wealthier districts often receive less state support but can rely on high property tax revenue and large parent donations. Districts that fall between those categories can end up with far less overall funding.

“When I saw what other schools provide, I was like, what?” said Tania Galeana-King, a mother of three and longtime parent volunteer at Pinedale. “As a parent, it’s really frustrating. I’ve heard of No Child Left Behind, but this is like half the kids left behind.”

California adopted the Local Control Funding Formula more than a decade ago to direct more money to students with the greatest needs. The formula provides a base grant for all districts, then adds supplemental funding based on the share of students facing economic, language or foster care challenges. Districts where more than 55% of students fall into those categories receive still more money.

But rising costs, declining enrollment and inflation have created new pressure points. Districts with many high-needs students receive added support, and wealthy “basic aid” districts can rely heavily on local property taxes. Districts with moderate numbers of high-needs students often receive less extra state funding while lacking the property tax wealth of affluent communities.

That is the situation for Clovis Unified, where Pinedale Elementary is located. Just under half of the district’s students are considered high-needs, meaning the district receives relatively little additional funding. Kratt Elementary, by contrast, is part of Fresno Unified, which qualifies for significantly more funding because of its higher concentration of high-needs students.

The disparities are reflected in academic results. At Pinedale, fewer than 30% of students met the state standard in English language arts last year, and 23.5% met the math standard. Kratt students scored about 5 to 10 percentage points higher on both exams. At Portola Valley Elementary, roughly 85% of students met standards in both subjects.

Michael Johnston, associate superintendent at Clovis Unified, said the funding problem has become increasingly urgent.

“For many, many years, these kids have not gotten the same resources, and every year that goes by, it gets worse,” Johnston said. “It’s a group of students we are not treating fairly, and there needs to be a solution.”

Lawmakers in Sacramento are considering several proposals aimed at addressing the imbalance.

State Sen. Dave Cortese, D-San Jose, has introduced Senate Constitutional Amendment 5, which would create a reserve account funded by surplus tax revenues during strong economic years. After the state allocates school funding through Proposition 98, interest generated by the reserve fund would be used to provide extra money to districts that are not basic aid districts.

Cortese, whose district includes several basic aid districts, said the proposal is meant to prevent funding gaps from widening further.

“If we do nothing, the problem is just going to get worse and worse,” he said.

Because the proposal would amend the California Constitution, it would require approval from the Legislature before going to voters on the fall ballot.

Gov. Gavin Newsom’s revised budget also seeks to boost school funding by adding nearly $1 billion to base grants. The Association of California School Administrators supports increasing the base grant, though officials say the proposed amount would not fully solve the problem.

Naj Alikhan, a spokesperson for the association, said raising the base grant would give school districts more financial stability and flexibility to meet local needs.

Another proposal, Assembly Bill 1204 by Assemblymember David Alvarez, D-Chula Vista, would expand funding for high-needs students. Some district leaders, however, are concerned that directing more money to districts with the highest concentrations of need — without raising the base grant — could deepen shortages for schools already struggling to cover basic programs.

David Roth, superintendent of Buckeye Union Elementary School District in El Dorado County, is among those pressing the state to increase base funding. He has helped organize a campaign called Raise the Base, which tracks funding disparities among California school districts. About 25 parent organizations and 60 small and mid-sized districts have joined the effort, including Murrieta Valley Unified in southwest Riverside County, along with Clovis Unified, Fremont Unified and San Ramon Valley Unified.

Roth said he supports additional funding for students with greater needs, but believes the foundation of school funding has fallen too far behind rising costs.

“The base grant has not kept up with escalating costs, and districts are falling further and further behind,” he said.

Buckeye receives about $15,100 per student, well below the state average of roughly $21,000. Roth said the district includes both affluent neighborhoods and areas of poverty, but its low per-student funding threatens programs that serve all children. Without more state support, he expects the district may have to cut physical education, libraries, counseling and music in the coming years.

“In my mind, these are the basics,” Roth said.

At Pinedale Elementary, Galeana-King has seen the funding challenges up close. She has been part of the school community for 15 years, and all three of her sons attended the campus. She volunteers in classrooms and helps with the parent club, which raises several thousand dollars a year through snack sales, a salsa festival, a jog-a-thon and other events.

Fundraising is difficult in a working-class neighborhood where many parents are juggling multiple jobs. Galeana-King said families want to help, but many are struggling themselves.

Teachers often spend their own money on classroom supplies. The parent club helps where it can, paying for items such as chess boards and a second-grade field trip to Monterey. But parents say the list of needs is much longer: classroom snacks, sports equipment, backpacks and other basic supports.

Galeana-King said she remains proud of the school and the staff members who care for its students, even as she worries about what the campus lacks.

“It might not always have the most financial resources,” she said, “but it has a school full of people who deeply care about and love the kids.”

Original source: CalMatters

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