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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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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The Legislature is expected to approve a budget to meet its constitutional deadline and ensure lawmakers continue to be paid. But the spending plan passed by lawmakers is not expected to be the final version. Newsom and legislative leaders still must resolve major differences over education, health care, homelessness and county-administered benefits.

For Inland Empire families, school districts and county agencies, the outcome could affect everything from classroom funding and subsidized child care to in-home care services and public assistance eligibility reviews.

One of the sharpest divides is over education. Newsom has proposed reducing the number of state-supported child care slots by 6,800. Democratic lawmakers instead want to expand subsidized child care by 22,000 slots over the next several years. They also are seeking $2.7 billion more than the governor’s plan for transitional kindergarten through 12th grade schools and community colleges.

Health care is another major sticking point. Lawmakers from both parties oppose Newsom’s proposed reductions to the In-Home Supportive Services program, which helps older adults and people with disabilities remain in their homes with assistance from caregivers.

Democratic leaders also want to delay by one year Newsom’s proposed restrictions on health coverage for undocumented immigrants. In addition, lawmakers are looking to postpone a decision on increasing the monthly Medi-Cal premium paid by undocumented immigrants, effectively leaving that issue for the next governor.

State Sen. John Laird, a Santa Cruz Democrat who chairs the Senate budget committee, said the dispute is less about challenging Newsom than trying to avoid cuts where possible.

“I don’t think it’s about Gavin Newsom,” Laird said. “It’s really about trying to stretch as far as we can in the hope that we don’t have to make those cuts.”

Democrats hold supermajorities in both the Assembly and Senate, meaning they do not need Republican votes to approve a budget. Still, Newsom’s approval is required for the final spending plan.

The Legislature’s proposal also would increase homelessness funding. Lawmakers want to set aside $900 million for the state’s homelessness fund, compared with $500 million in Newsom’s proposal.

Counties also would receive additional funding under the legislative plan to carry out new federally required eligibility checks for Californians applying for food assistance and health care benefits. That issue could be significant for large counties such as Riverside and San Bernardino, where public assistance caseloads are substantial.

There are some areas of agreement. Newsom and lawmakers both support setting aside $300 million to help subsidize private health coverage for low-income Californians. Lawmakers also appear to be backing the governor’s proposal for three new tax measures.

Another budget-related dispute involves the California Department of Motor Vehicles. Lawmakers want to withhold $55 million from the DMV over concerns about a planned database that would handle information requests involving California drivers and drivers from other states.

Newsom’s office and the DMV say the data-sharing system is necessary to comply with the federal Real ID Act of 2005 and would involve a nonprofit organization made up of motor vehicle administrators from across the country. Immigration advocates, however, have raised concerns that the information could put undocumented Californians at risk if federal immigration enforcement agencies obtained access to it.

The budget negotiations come as other state races and policy debates continue to unfold. Campaigns for California’s Board of Equalization, the nation’s only elected tax board, have drawn more than $3.3 million in donations to three state lawmakers who advanced to the November ballot: Assemblymember Mike Gipson and state Sens. Tom Umberg and Shannon Grove. The board has far less authority than it once did, but donors and analysts say contributions may reflect attempts to influence sitting lawmakers or reward them for past positions.

Environmental officials also are weighing changes to protections intended to keep invasive golden mussels out of Lake Oroville, one of California’s largest reservoirs, prompting concern from some experts.

For now, the immediate focus in Sacramento remains the state budget. Lawmakers are expected to meet their deadline, but the final decisions — including how much California will spend on schools, child care, health care and homelessness programs — remain subject to negotiations with the governor.

Original source: CalMatters

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Mothers and other female relatives were treated to finger sandwiches and sweet pastries to go with their iced tea. They joined their children in decorating pretty hats, using a paper plate as the base with colorful markers, ribbons and sequins added as desired. They also used a fabric flower making machine to craft the perfect blend of their favorite petal colors and lots of leaves for a keepsake flower.

One wall poster created by the preschool class had students answer what they love most about their moms. Orion MacDonald said, “I love my mom because she plays with me and reads books to me.” Daiya Muhammad said, “I love that my mom is beautiful and she loves me.” Another poster was titled “Mommy’s favorite cup of tea” and featured photos of the children on the teacups.

Pre-K students were asked to complete the sentence “I love my mom because…” The poster featured a huge heart in the center decorated with pink handprints of each student. Paulina Aguirre said she loves her mom because she is always happy, Mavii Ortega said it’s because she’s nice, and Neqpikat Arroyo-Modesto said it is because, “I’m growing up.”

Kindergartners got to design and color teacups that were attached to a poster letting their mothers know they are one “tea-rific” mom. There were handmade projects the children did in their classrooms put into gift bags for their mothers to enjoy.

Fathers and father figures got their special day two weeks later seated at long tables covered with red checkered tablecloths. Some of their gifts were in bags designed to look like traditional ribbon shirts. Others had grill master apron shaped cards attached. Gifts included a can coozie and a cutting board, both decorated with their child’s handprints on them. A fun craft they got to do together was to design a Shrinky Dink keychain.

Posters around the multipurpose room walls showed expressions of love from the children for the men in their lives. Pre-K students were asked to complete the sentence “I grill-y love my dad because…” and the heartfelt answers were written in the “smoke” that came from the grill. Ellie Calderon said, “He always lets me help him” and Natalia Girard said, “He goes to work.” When students in the preschool class were asked what they loved about their dads, ‘Eshash Shuullaw said, “I love my dad because he calls me pretty all the time, every day” and Talla Grant said, “I love my dad because he’s so special and he always helps me get ready for somebody’s practice.”

Kindergarten students got to share their favorite thing about their fathers, and their comments were very sincere. Marcie Brane likes that her dad is strong and helps her, Kut Vega-Castello said he likes that his dad helps him learn new things, and Nu$uun Valdez said, “My favorite thing is he makes me cereal.” The youngsters also got to assemble construction paper hamburgers and hot dogs that were displayed around a colorful poster that claimed, “You are a grill-y awesome dad.”

The lunch featured grilled chicken, ribs, and hot dogs with sides of corn on the cob, baked beans and potato chips, all followed by a sundae bar. Many of the men were happy to share that they love to barbecue at home. So kudos went to the kitchen staff who prepared the food that met with the approval of the experienced guests.

Keith Escalante said grilling is something he enjoys doing. “You can’t just put the meat on the heat and expect it to turn out good; there’s an art to it,” he said. He was enjoying hanging out with his grandson, kindergartner Kyler Escalante. “We’re having a good time.”

Junior Medina’s five-year-old son Kavikvish is in the Pre-K class and he thought the event was very nice. “I like spending time with my son and talking with everyone else,” he said. “It’s nice to see the kids with all their friends.”

Both events featured performances by the kids who learned special songs about how much they loved their moms and dads. There were also raffles for lucky ticket holders and coloring pages for the families to enjoy together.

For more information on the preschool, please visit https://preschool.soboba-nsn.gov.

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Despite undergoing some personnel changes throughout the school year, students emerged with all the knowledge they need to be successful in first grade. Preschool Director Lenora “Ponie” Mojado welcomed everyone to the event that celebrated the accomplishments of the young boys and girls.  As they entered the gymnasium in their red caps and gowns to the playing of “Pomp and Circumstance” cell phones came out to capture all the activity.

After a blessing by Soboba’s Rosemary Morillo, the Intertribal Bird Singers and Bird Dancers invited the students to join them in front of the stage. Several community members worked with the students throughout the year to share these cultural experiences. Wayne Nelson, Benny Helms, Jonathan Saucedo, and Deven Lopez guided the boys in making their own gourd rattles. $ovóova Po’$wáamay (Daughter of Soboba) Su’la Arviso and So’a Nelson helped teach the girls how to dance. Students from the Soboba Reservation’s Noli Indian School also worked with the girls to design their own bird skirts that were delivered to the school after they were completed.

“We would like to honor Wayne Nelson and our Intertribal men for the amazing work they have done with our kindergarten gourds. Without these men, none of this would have been possible. Their dedication, heart, and cultural leadership mean so much to our students and to our program,” Mojado said. “We also want to honor the incredible women who stand strong in our community: So’a Nelson and Su’la Arviso. Their support, guidance, and cultural presence uplift our students and help keep our traditions alive showing the preschoolers how to dance. We are truly blessed to have all of them as part of the Soboba Tribal Preschool. Their time, teachings, and love for our children remind us how strong our community is when we come together. Their work deserves to be recognized, honored, and celebrated.”

Mojado reminded everyone that these young children will be high school seniors with the Class of 2039. And that these were the “COVID” babies. “What an incredible journey it has been,” she said. “This year flew by, and these little learners have grown in ways that continue to amaze me. I remember so many of them as tiny preschoolers—learning our classroom rules, practicing how to share, and coming in as caterpillars and leaving as butterflies. And now, here they are, ready to spread their wings and fly off to the big school for first grade.”

Proud parents and others were treated to a performance by the kids after they took the stage and sang along to “Count On Me” by Bruno Mars.

When teacher Alaina Adkins went out on maternity leave in early April, Mojado took over the class for a few weeks, and it was her favorite part of the year.

“I felt a genuine connection with them, and they truly inspired me,” she said. Many of them had been in her preschool class, which she taught before moving into administration at the preschool. “Seeing how much they’ve grown reminded me why I love being a teacher. Their happiness, their funny comments, and their silly faces brightened my days. Each of these children brought something special to our classroom. Every memory, every laugh, every challenge, every hug—these moments made this year unforgettable. These kiddos… they hold a very dear place in my heart. I have a story for every single one of them. They are the reason I truly became a preschool teacher, and I am so grateful they were my first class. One of this year’s highlights for me was helping the students fill their marble jar and watching their excitement when they earned their glow‑in‑the‑dark pizza party. They had the time of their lives. Even the pizza delivery driver commented on how fun it looked and said he never experienced anything like that when he was in kindergarten. I’m truly going to miss them. We built a strong connection from the very beginning and seeing how far they’ve come has meant a lot to me.”

Mojado said there had been many changes this year, but all were for the better. To the youngsters, she said, “I wish you nothing but great opportunities and a future filled with joy. And please remember this, my friends: Ms. Ponie will always be here for you. This isn’t goodbye, this is ‘see you later.’ I’ll see you at Fiesta, events, ball games, and around the Rez. You can be anything you want to be—reach for the stars. Your little steps will lead you to big journeys—and today, you have taken a beautiful step toward a bold, bright future.”

Betsy Post, who has been teaching the class for the past few weeks, and Instructional Aide Jasmine Basquez presented each student with their diploma along with a certificate that highlighted the special quality they exhibited in the classroom.

Members of the Class of 2026 and their awards are Creative Genius Charlie Ambriz, Future Teacher Marcie Brane, Resident Artist Moyla Castello, Leadership Legend Delilah Cervantes, Team Player Kyler Escalante, Positivity Powerhouse Exval Garcia, Ray of Sunshine Nadia Herrera, Class Comedian Paxaa Lindsey, Growth Mindset Champion Nokaamay Mathews-Garcia, Determined Dreamer Malakai Masiel, True Friend Kwiinamush Maxcy, Puzzle Pro Joseph Munoz, Musical Talent Ivan Musick (who willingly showed off his amazing imitation of Michael Jackson’s dance moves), Participation Pro Love Salgado-Flores, Helper Hero Nu$uun Valdez, Writing Wonder Selene Valenzuela, Best Listener Mav Vega, Inquisitive Thinker Kut Vega-Castello, Kindness Champion Paa’kal Vega-Castello, and Inspiring Leader Sonny Yazzie.

The sports complex walls were decorated with colorful hot air balloon cutouts under the title, “Oh, the Places You’ll Go!” and self-portraits in a mortarboard with a description of what the little ones want to be when they grow up. Not surprisingly, choices include doctors, teachers, veterinarians, and firefighters. However, there were also students aspiring to be a Jabbawockeez (hip-hop dance crew member), a Ninja, or a YouTuber.

For more information on enrollment, please visit https://preschool.soboba-nsn.gov.

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