Issue link: http://digital.copcomm.com/i/1515721
that show a minimum level of reserves — are threatening layoffs and program cuts even as they struggle to attract and retain qualified teachers and address persistent achievement gaps. These funding constraints come as the state should be investing more in education to address both the conse- quences of the pandemic disruptions and significant vacancy challenges across the state. For years, California has ranked near the bottom of the nation in its investment in K–12 education when adjusted for cost of living. Teachers, parents and community groups, anchored by the grassroots alliance Cal- ifornia Calls, attempted to address this longstanding crisis with a 2020 proposition ballot measure to reform the state's com- mercial property tax system. Unfortunately, voters very narrowly rejected the measure. The impacts of this underfunding on stu- dents are measurable: California's high school graduation rate is 23rd in the nation despite having one of the lowest graduation requirements. California students test well below the national average on standardized tests and have some of the largest average class sizes in the country. The state faces persistent inequities in education outcomes that affect future economic wellbeing: 20% of Black students and 15% of Latino students did not graduate high school in 2021. This underfunding is one cause of persistently low pay for all school employees. Teachers across the country are under- paid relative to workers with similar levels of education and experience by an estimated 14%. California is no exception. More than half of California's teachers have at least a mas- ter 's degree, yet the average starting salary is just $51,600 — low enough to qualify for a housing voucher in most parts of the state. The maximum earnings for teachers — most of whom stay in the classroom their entire careers — are also low relative to other college-educated workers. In 2021–22, the highest paid teacher in an average-size district earned about $105,000. Non-teaching staff are also underpaid rela- tive to similar workers, and often work part-time, below the threshold for receiving health and retirement benefits. As a consequence, districts are competing for a shrinking pool of qualified applicants. Education researchers have been sounding the alarm for years about impending teacher shortages as enrollment in credential programs declines and the workforce ages. Now, school districts across the country are struggling to attract and retain the staff needed to help students recover from the educational, social and mental impacts of the COVID-19 pandemic. Only 60% of districts started the 2022–23 school year fully staffed; 70% report significant challenges finding qualified candidates, especially in science, math and special education. Districts must often fill positions with uncredentialed teachers who are more likely to end up in classrooms with already underserved students, exacerbating educa- tional inequities. The last available year of California state data (2020–21) showed that nearly 20% of classroom teachers lacked the appropriate teaching credential. The difficulty in finding subs and the pressure to cover gaps in staffing both drive up teacher stress levels and workloads, further undermining our ability to attract and retain qualified teachers. The largest state in the country must face the challenge of funding public schools head-on, if all California students are to receive a quality education and the economic benefits that come with it. Instead, teachers and their unions are left to fight these battles district by district. As we seem poised to enter a budget cycle dominated by school districts saying they have no choice but to pursue austerity measures, teach- ers continue to demand that we do better for our students and the people who educate them. This article was originally published by the UC Berkeley Labor Center. Sara Hinkley leads the center's research on public sector workers, the role of the public sector in the economy, and the future of public sector jobs. "The challenges facing California's education workforce and its students have been fueled by the state's persistently inadequate funding." In addition to GTA leaders and mem- bers, representatives from NUHW, the Los Angeles LGBTQ Center Los Ange- les, parents, Glendale city and school district officials, state senator Anthony Portantino, and assembly members Laura Friedman and Wendy Carillo also spoke out against the extremist voices. Edgar, a recent Glendale High School graduate, spoke about the chilling impact these attacks are having: "I've had people follow me out of board meetings after I spoke. I've had people take pictures of me and target me online. Young people should be encouraged to be part of our democratic process, not be harassed because they don't agree with divisive and hateful comments." Many speakers reminded the public to get out and "vote their values" on March 5. Before closing out the event Arsenian said, "Glendale public school teachers will not be intimidated. We will continue to teach a rich, inclusive and age-appropriate curriculum with historical accuracy and fact-based sci- ence to ensure that students of every race, background, gender, religious affiliation and sexual orientation receive a high-quality education while feeling safe, included and welcome in every Glendale school." Glendale Continued from Page 39 41 F E B R U A R Y / M A R C H 2 0 24