The Brief

When Humberto Estratalán’s daughter started transitional kindergarten last fall in the Coachella Valley city of La Quinta, he was surprised to hear she’d be in a combination class with kindergartners — with only one teacher.

He said the classroom held about 30 kids, but no dedicated aide to help the teacher manage them. His daughter would come home, deflated.

“She was struggling emotionally. We could tell she was just a little, not herself, not as happy to be at school,” Estratalán said. “She said, ‘Who do I go to when [the teacher] is busy?’”

The most upsetting moment was when he picked her up from school one day and noticed her sweatpants were inside out. He said when he asked the school about it, he was told his daughter had an accident and was sent to an office to change by herself.

“Here we have a 4-year-old in the office restroom, sitting on the floor, naked, changing herself,” he said. “That was the last straw.”

Estratalán, who is an education policy advocate for the nonprofit UNITE-LA, said he knew state rules require an adult for every 12 transitional kindergarten students. He complained to the Desert Sands Unified School District, and within two months the school reassigned teachers from other grades and hired more staff to open up a new transitional kindergarten class with a teacher and aide where he said his daughter is thriving.

The rough start of the year, however, highlights the staffing challenges some school districts face as they try to keep up with California’s rapid expansion of transitional kindergarten. The state needs a lot more teachers and aides to fill TK classrooms, but advocates say early childhood educators who have the experience and desire to step into those jobs are being deterred by the state’s credentialing system.

What is the teacher labor market for transitional kindergarten?

Starting this fall, any child who turns 4 by Sept. 1 can enroll in TK, marking the final phase of California’s four-year rollout of the new grade. There’s a lot riding on the success of universal TK: supporters hope that a year of learning through play will help give a boost to young kids who may not otherwise have access to preschool. Districts facing declining enrollment hope that a surge of new students will improve their financial outlook.

Angelica Cardenas of Hayward poses for a portrait on the Cal State University East Bay campus in Hayward. Cardenas received her master's degree in early childhood education from Cal State East Bay.

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David M. Barreda

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Gov. Gavin Newsom, who made universal TK a focus of his education policy, is proposing to spend $3.9 billion in the 2025-26 budget to fully implement the program. Part of that money would go toward lowering the student to teacher staffing ratio from from 12-to-1 to 10-to-1. School districts that don’t comply could face a fine or risk losing funding.

Researchers estimate that California schools will need 11,900 teachers and at least 16,000 aides to keep TK expansion on track. But amid a shortage of teachers at all levels of public education, some school districts struggle to hire or retain those who have the skills to support the physical, social-emotional and cognitive development of 4-year-olds, said Naj Alikhan, a spokesman for the Association of California School Administrators.

Rural or smaller school districts have a hard time finding a qualified teacher from their local pool of candidates.

Desert Sands Unified, where Estratalán’s daughter is enrolled, has hosted job fairs and offered financial incentives to entice teachers.

“We don't have, you know, five universities like the Bay Area right around all these school districts, and it's difficult,” said Dennis Zink, senior director of certificated personnel at the district.

Why aren't teachers getting the needed credentials?

To grow the workforce, the state introduced a new credential for teachers who want to specialize in TK through third grade.

But Alikhan says he’s hearing anecdotally that not enough people are pursuing the credential, and one reason may be its stringent requirements.

“Teachers may want to do it, but it’s the investment of time and investment of money that’s preventing some from moving forward with it,” he said. 

Assistant professor Yoonjin Esther Nam-Huh teaches early literacy and language trainings at Cal State Dominguez Hills.

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Julie Leopo

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Candidates must hold a bachelor’s degree, complete coursework in child development or early childhood education, pass the state’s teacher performance assessment and undergo up to 600 hours of training in classrooms — typically without pay.

Critics say those are tough barriers for at least 17,000 early educators who already teach young kids and have a bachelor’s degree, but aren’t part of the state’s K-12 school system.

Angelica Cardenas, who has a master’s degree in early childhood education and 13 years of experience teaching 2- to 5-year-olds in Head Start and state preschool programs in the Bay Area, would still need a credential to teach TK.

“People tell me ‘I think you'd be a really good TK teacher,’ and I would love to, but right now I don't know if I have the energy to go back to school,” Cardenas said.

What if you're already a K-12 teacher?

The state’s credentialing program would also require her to jump through more hoops than a K-12 teacher at a private or public school with no experience teaching 4-year-olds.

For example, a preschool teacher with a bachelor’s degree and five years of work experience would still have to undergo classroom training to earn the credential. Those 600 hours amount to at least $10,000 in lost wages, according to researchers at the Center for the Study of Child Care Employment (CSCCE) at UC Berkeley and at the California Budget and Policy Center.

By comparison, private school teachers, who are not required to hold a state-issued credential, can shift to TK without additional training or any experience teaching 4-year-olds. State law only requires them and K-12 public school teachers to complete six to eight classes of early childhood education or development.

Lea Austin, executive director of the CSCCE, argues that the separate pathways are inequitable for early educators, the majority of whom are women of color. A preschool teacher earns on average $17.66 per hour, which is less than half the salary of an elementary school teacher, according to an analysis of the most recent labor data for California workers.

“You can't use your existing experience and education as evidence that you are a qualified teacher in the same way that anybody teaching kindergarten or older has the opportunity to do that,” Austin said.

Students in the early education credential program make mini-lesson plans during their lecture at Cal State Dominguez Hills.

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Julie Leopo

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Austin and other advocates have called on the state’s Commission on Teacher Credentialing to offer early educators the same pathway to teaching TK as private school teachers. She said if the state doesn’t improve access, it risks losing a valuable workforce.

“It just feels sad and wrong to be losing such experienced educators when there's a clear need for them and when there should be opportunities for them,” Austin said.

Mary Vixie Sandy, director of the commission, said that policy for private school teachers existed long before the PK-3 credential came along. She urged patience as teacher preparation programs train the first cohorts of PK-3 credential candidates to figure out what worked, what didn’t and consider changes in the future.

“We're not trying to keep a workforce out, not at all. We most certainly want the workforce in,” she said.

What can teacher education programs do?

The CTC allows teacher training programs to waive up to 400 hours of training depending on a person’s preschool classroom experience, but requires 200 hours to prepare candidates to teach all the way up to third grade.

“The knowledge of someone whose complete experience has been with 3- and 4-year-olds may not be sufficient to be assigned to a third-grade classroom,” she said. “And if they have a credential that authorizes them to serve in those places, we have a fundamental obligation to the public to make sure the people we credential are prepared to do so.”

Cardenas, 38, considers herself a lifelong learner and said she would be willing to undergo more professional training, but she can’t afford to take time off work to pursue a credential, at least not without a scholarship or grant.

It takes one to two years to complete a teacher preparation program, and the CTC is giving these programs some leeway to waive prior coursework in child development or early childhood education.

The state has awarded millions of dollars in grants to support aspiring TK teachers willing to work in classrooms as they earn their credential. California State University, Dominguez Hills is offering up to $15,000 grants to students pursuing the credential as part of an effort to increase the early childhood education workforce. It’s also trying to make returning to school easier for preschool teachers who have an associate’s degree by giving them three years to complete their bachelor’s degree and PK-3 credential if they attend full-time.

San Jose State University offered to cover the full cost of tuition for up to 28 early educators who enrolled in its PK-3 credentialing program by April 1st, according to Maria Fusaro, a child and adolescent development professor at the university.

Fusaro said going through the program takes “a big commitment,” but it’s up to early educators to decide whether the effort is worth the reward of working in a K-12 setting.

A single mom of two boys, Cardenas said she’s attracted to the good salary, benefits and summer breaks that come with teaching in public schools. She also said she was excited by the prospect of teaching TK when the state began expanding the grade.

She knows she has what it takes to teach 4-year-olds — the patience to see them through the potty training and other foundational skills so they’re ready for the next stage of learning.

“It saddens me that after all the years of education that I have, all the years of experience, I wouldn't be able to teach TK even though that's my jam,” she said.

Los Angeles County has exotic wild animals roaming about, such as wild parrots and peacocks. But what about camels?

No, we’re not talking about that ancient camel found in the La Brea Tar Pits — these animals were brought over for a U.S. Army experiment.

How camels got into our military

We’re going back to the mid-1800s, before gas-powered automobiles changed the way we travel. The U.S. was on the brink of civil war and in the middle of westward expansion.

Typically, the army relied on mules and horses as beasts of burden, but in the new states and territories, they had a hard time hauling supplies over long distances. That was especially true for the Southwest’s dry deserts and mountains.

Meanwhile, camel brigades (also known as Camel Corps) were already in use in armies around the world. These were made up of camel drivers who ferried supplies, transported troops and conducted military cavalry operations.

Great Britain and India used the animals in the 19th century, according to London’s National Army Museum. The Imperial Camel Corps was also established during World War I, with British, Australian and New Zealand forces in the Middle East.

The Camel Corps caught on in America around the 1850s, according to the Army Historical Foundation. The idea bubbled up to Maj. Henry C. Wayne — a camel fan himself — who recommended their use to a skeptical War Department and Congress.

After some years of political finagling, they gave the experiment $30,000 in funding in 1855 (about $1 million today). The money was used to buy 74 camels from the Mediterranean and put them into military service.

The Los Angeles arrival

They were brought over on the Navy store ship USS Supply and went to Texas first, to Camp Verde. As the camels got used to their new home, the time came for one of their first test missions. The federal government planned to build a wagon road to connect the eastern U.S. to the California/Arizona border.

The Secretary of War at the time required the land surveyor to take 25 of the camels on the expedition in 1857, according to the foundation. These “ships of the desert” ended up thriving where horses and mules couldn’t.

The camels could carry a 700-pound load with ease, traveling up to 40 miles a day. They ate off the land and could go over a week without water. After the camels completed the job, the army sent them to L.A. in 1860.

This was for another test to see if camels could be used for mail delivery. They were essentially racing against mules to see who could get from Camp Fitzgerald (a short-lived Civil War camp in L.A. County) to the Colorado River fastest. What the army didn’t realize was that speed wasn’t the camels’ strong suit — several died from exhaustion.

A historic marker on the L.A. Times' old building in downtown Los Angeles on September 30, 1967. The plaque mentions that the area was used as a "corral for camels from Fort Tejon", which is one of the places the animals were sent to in California.

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Mildred L. Harris

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As the Civil War continued, the camels’ future became uncertain. The army was tired of the experiment and the money it cost. The camels were never officially designated as the U.S.’s “Camel Corps” and thus given no real purpose. In California, they essentially floated around L.A.-area outposts, such as the Los Angeles Quartermaster Depot in downtown, Culver City’s Camp Latham and the Drum Barracks in Wilmington.

The U.S. Army eventually sold the camels in California for about $50 each ($1,000 today) in 1864, according to the foundation. These noble animals, roped into what many called a failed military experiment, ended up as circus attractions and on ranches as pack animals. Some were even let loose.

The last of California’s “Camel Corps” is believed to be Topsy. After the experiment shut down, she was used in the Ringling Brothers Circus and movies.

Topsy was eventually sold off to what’s now the Old Zoo in Griffith Park, according to the Natural History Museum, which found her bones. She died there in 1934 at approximately 80 years old.

A new space celebrating the art of autistic and neurodiverse youths has opened on Abbott Kinney Boulevard in Venice, amid the trendy coffee shops and boutiques.

Called “Limitless,” the space is a project of Help Group, a nonprofit that has served people in Los Angeles with autism and mental health challenges for 85 years.

“What art does is it allows people to have a voice who can’t communicate typically. It gives you an insight into who they are as a being,” Susan Berman, CEO of Help Group, told LAist.

Berman said the prime Abbott Kinney real estate was a gift from a board member. Help Group is using the square footage for a community space and gallery to feature neurodivergent artists.

Among the artists included is Noah Remis, 15, whose piece “I <3 NY” incorporates watercolor over the titles of famous musicals like Hamilton and Sweeney Todd.

“Those are different musicals that I know and love,” Remis said.

“Some I saw on Broadway. Just so you know, I also put Cats on there just to anger my dad,” he joked. He said his dream is to act on Broadway.

Noah’s dad, Rich Remis, might not be a fan of Cats, but he is a fan of seeing his son’s love of theater expressed in his painting.

“To hang it up in a gallery with everyone else’s work, it just really adds a special weight to it that I think is certainly not lost on Noah,” he said.

Noah, in response, added: “Don’t get emotional.”

Noah said he hopes other kids will be inspired by his work and maybe even take it home.

Berman, who’s been with Help Group for more than four decades, said she has big plans for the space, which opened last week.

“Our plan is for the community to see the gifts that our neurodiverse artists have, not only in their art but as human beings,” Berman said.

Tanaka Day, an epic meet-and-greet of people with the Japanese surname, is happening the weekend of Sept. 19 and 20 at — wait for it — Tanaka Farms in Irvine.

"I'm the idea guy around here," said proprietor Glenn Tanaka — aka Farmer Tanaka — who dreamed up the inaugural event. "Some of them [were] pretty good, some turned out OK."

For this one, 400 people from across the country RSVP’d, bonded by a Japanese surname that is one of the most common in the U.S. — and one that speaks to the history of Japanese immigration that first brought laborers here starting in the late 1800s.

Glenn Tanaka runs the family Tanaka Farms in Irvine.

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One of them was Glenn's grandfather, Takeo Tanaka, who put down farming roots in California that span four generations and counting — Glenn's father George Tanaka, Glenn himself, and Glenn's son Kenny, whose three children are a regular presence at the farm.

"Tanaka literally means middle of the rice field," he said — farmers, essentially. And because many early immigrants were from farming villages, he added, "a lot of Tanakas came over."

The 69-year-old figured, why not bring as many of them together as possible — to hang out, tell family stories and help fill in the tapestry of the Japanese American immigration experience united by the surname.

One example is how the incarceration of Japanese Americans in camps during World War II had touched those who worked and owned farms — and ended up having to sell their holdings on the cheap.

Already, stories are flooding in. Tanaka said different siblings from one Tanaka family had sent in their experiences.

One brother read them and wound up learning new things about the family.

"What's really good to know is I've helped create families that talk," Tanaka said. "Because now they're asking, 'What did, you know, great-grandmother do?'"

That ocean breeze is just not cutting it in schools in Torrance and Long Beach as Southern California reels from a heat wave.

Parents have taken to social media, created petitions and are proposing a bond measure in order to address the sweltering classrooms as temperatures hit triple digits in some areas.

Only 25% of Torrance Unified classrooms have air conditioning, according to a district spokesperson. And while 90% of Long Beach Unified schools have air conditioning, the schools without air conditioning have to bear this heat spell until the end of 2027 when new air conditioning will be in all classrooms.

What are schools doing to beat the heat?

In Long Beach, the district says there are portable fans in classrooms without AC and the district has installed heat-blocking window covers.

"The things that we do immediately and have been doing for several years, hydration stations,” Keith Butler, the deputy superintendent at TUSD, told the school board early this week. “So our nutrition services freezes blocks of ice, puts them into containers with water, and students are — and staff are able to rotate through and at least get ice water.”

There is also a classroom rotation system so everyone gets a turn in cooling zones, he said.

Can schools close on extreme heat days?

Eric Mitchell, a spokesperson for LBUSD, told LAist, “The District will not close schools because of extreme weather unless the City of Long Beach Public Health Department or a state-authorized emergency response agency directs it.”

Baillie echoed his words adding that a state-declared emergency allows schools to close temporarily without needing to make up teaching time. School funding is dependent on attendance and instructional time.

If a local emergency is declared, school districts, she said, must consult with labor unions to adjust the school schedule to either extend the school year or move to a student-free professional development day.

“Our district is actively discussing creating union-approved ‘weather days’ that would provide a mechanism to adjust the schedule,” Baillie said. “Thresholds would be part of that discussion and might focus on when national weather alerts elevate a heat advisory to an extreme heat event, as they did this week.”

So how can Torrance get ACs in the classroom?

School districts like Torrance pay for facility upgrades like new ACs through district issued bond measures. A school district takes a loan and the people in that city pay back that loan through an increase in their property taxes. That is because there is no specific state allocation of funding for major upgrades or construction. Most of the money schools get from the state is spent on instruction and other student services. There have been some occasional grant programs, like CalShape, but no ongoing source of funding.

This week, a petition to get TUSD to place a bond measure on the ballot to fund ACs has already garnered over 1500 signatures.

But, Baillie said, “Third-party polling completed earlier this year showed a willingness to vote for additional future bonds; however, when specifically asked about the costs of specific bonds to fund the $520 million needed to upgrade the electrical systems and install AC at all 34 campuses, polling showed there would not be enough support (bonds require 55% +1 of voters in an election) to pass a bond for AC.”

And so the bond measure was not placed on the upcoming ballot.

Butler, the deputy superintendent, explained during this week’s school board meeting that parents cannot simply donate an AC unit.

“ One [reason] is it's not super effective to have a typical window unit from a home that would be trying to cool a 960 sq. ft. classroom with 27 students and a teacher, maybe an instructional aide,” he said. “But the bigger issue is the ones that are large enough to really do that, the room has to have a large electrical load, and our electrical system within our buildings where most of them were built in the 1960s, it's just not meant to handle what it does.”

LAist reporter Mariana Dale contributed to this article.