Using the most recent federal data, the ACLU compared the number of police in schools to the number of counselors, nurses, psychologists, and social workers on campus.
Their analysis found that 1.7 million students are in schools with a police presence but no counselors. Another 14 million students are in schools with police but no counselor, nurse, psychologist, or social worker.
Community colleges in California are coming together to address racism.
The California Community College Equity Leadership Alliance will allow school leaders and faculty from member institutions to pool their resources and learn from one another as they work to improve their campus climate.
The French journalist Jean-Baptiste Alphonse Karr once quipped, “plus ça change, plus c’est la même chose.” Loosely translated, the more things change, the more they remain the same. This year was filled with unprecedented change…how many times have we heard or used that expression? Ironically, for the world of college counseling in North America, it wasn’t a year of unprecedented change…it was a mere four months. In a mere four months, my school went from 100 percent residential to 100 percent online. Our numeric grading system went on hiatus and pass/fail became the norm. We witnessed placid juniors morph into angst-ridden young adults lacking self-efficacy and wanting the confines standardized tests provided. And yet, senioritis remained relentless. Some things never change.
When I left my office on March 13, I took what I needed in case I would be working from home for a few weeks. The prospect seemed possible and probable at that time. The list of counseling office responsibilities during the last months of the school year is long and filled with many gatherings. My school has 3,400 students in grades 9 through 12. Recognition ceremonies dominate that time of the year, as is the case in all high schools. Collection of information from our seniors and the preparation of our underclassmen for the next school year fill the days of our counselors. Once it was announced we would not return for the rest of the school year, the transition to online delivery of services was swift. Within the first few weeks, many services, including conducting special education annual review conferences, enrollment intakes, and scheduling meetings began occurring virtually. Checking in with our most vulnerable students occurred daily. Professional development continued via Zoom each week and regional conferences were also attended virtually. A plan was set up to recognize students in different ways, since in-person events had to be canceled.
Pride parades planned across the country this month were canceled due to the coronavirus outbreak, but colleges are finding creative ways to celebrate.
LGBTQ-themed Netflix watch parties, online drag shows, and shoebox parade floats are among activities organized to keep students engaged and supported.
“There are a lot of people who are going to be coming here — either physically or online — in the fall, and they need to know there is an active community here for them, that there is support,” Frances Johnson, coordinator of the LGBTQ+ Pride Center at Texas A&M University, told Diverse. “Going to college is scary enough, but when you’re queer or from small (town) Texas or from come of these smaller areas, (college) may be your opportunity to come out…It’s about that representation and visibility.”
With the coronavirus pandemic raising doubts about the feasibility of in-person classes next year, a growing number of high school grads are considering taking a gap year.
But what should families know about this option? Education reporter Elissa Nadworny recently shared some important insights with National Public Radio listeners.
“Research has shown that those who do a gap year—so that’s (a) specific time away with a clear enrollment plan—they do really well when they get to college. They tend to be whiter and wealthier and have highly educated parents,” Nadworny said in a segment that aired earlier this month. “At the same time, we know that for many students, when they simply delay enrollment or they put off college to work to save money, the longer they wait, the harder it is to get a degree. And that’s especially true for low-income students.”
Colleges continued to offer online coursework this spring amid the coronavirus pandemic, but one educator says the “new normal” unfairly disadvantaged her students at MiraCosta College.
The two-year school is part of the California Community College District, and sociology instructor Kat Soto-Gomez said shifting learning online – particularly during a time of economic turmoil – hastened student attrition.
Her Ed Surge essay highlights the challenges low-income students face during the coronavirus pandemic. As one student told her after falling behind on his coursework: “I didn’t realize I would be deemed an ‘essential worker’ working at The Home Depot.”
New research confirms what many school counselors have witnessed firsthand: Black and Hispanic students who live near police killings experience significant negative impacts to their educational and emotional well-being.
Those findings are included in a working paper published this week by Desmond Ang, an assistant professor of public policy at the Harvard Kennedy School (MA).
Will incoming college freshmen opt to stay closer to home this fall due to the coronavirus pandemic?
Early enrollment data from a handful of US colleges suggests that may the case.
According to a recent article from the Associated Press (AP), commitments from in-state students have increased by 26 percent at the University of Texas at Arlington, 20 percent at The Ohio State University, and 15 percent at Michigan State University.
“Students want to be closer to home in case an outbreak again forces classes online,” the article notes. “Some are choosing nearby schools where they’re charged lower rates as state residents.”