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Welcome to TopSchoolJobs!

Hey there, job seekers! Thanks for stopping by the TopSchoolJobs website. Here you'll find jobs in K-12 ranging from teacher positions to leadership and even opportunities in edtech, policy, and more! 

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875 Perimeter Drive MS 4332 Moscow, ID 83844-4332

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Hours: Monday - Friday: 8 a.m. to 5 p.m.

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JOBS AT the international school of moscow (ISM)

TEACHING AT OUR SCHOOL

A hub for the international community in Moscow, ISM is home to some of the very best teachers in the world. They bring a level of professionalism to the classroom that makes us one of the leading international schools in Russia.

Teaching here, you’ll deliver outstanding learning opportunities in state-of-the-art facilities, creative spaces, and tech-enabled labs, studios, and classrooms. In turn, we’ll make sure you have outstanding opportunities to develop personally and professionally, supported by cutting-edge training exclusive to Nord Anglia Education schools.

WHY CHOOSE A NORD ANGLIA SCHOOL?

Nord Anglia Education is the leading premium international school group with a reputation for excellence worldwide. Our extraordinary educators inspire our students to achieve academic success and become creative and resilient global citizens who go on to change our world for the better. As a Nord Anglia school, we’re distinguished by our first-class teaching resources, excellent professional development opportunities, and the chance to collaborate with colleagues across the globe. On the Nord Anglia University training platform and through our exclusive collaborations with MIT and UNICEF, we’ll make sure you have everything you need to fulfil your ambitions, too.

HELPING YOU GROW

• On the award-winning Nord Anglia University platform, our teachers study for qualifications and complete hundreds of courses each year, covering topics ranging from curriculum frameworks to metacognition.
• Our STEAM and performing arts specialists benefit from our collaborations with MIT and The Juilliard School, with access to trailblazing teaching techniques, ongoing development support, and university-standard resources.
• Accreditations with the Council of British International Schools (COBIS) and the Associated Board for the Royal School of Music (ABRSM) open doors to high-quality learning and development opportunities.

inspiring future generations

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By joining our mailing list, we can keep you up to date with any future newsletters, events and announcements from our family of 80+ premium schools.

Krylatskoe Campus:  + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05  

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Director for Diversity, Equity, Inclusion, and Belonging (DEIB) Education and Training

🔍 school of medicine, stanford, california, united states.

The Stanford School of Medicine seeks a Director for Diversity, Equity, Inclusion, and Belonging (DEIB) Education and Training to support the Office of the Chief Equity, Diversity, and Inclusion Officer (CEDIO) and guide diversity, equity, and inclusion-related training and professional development efforts across Stanford Medicine, including the School of Medicine, Stanford Health Care, and Stanford Medicine Children’s Health. The CEDIO team seeks an energetic, results-oriented Director who will report to the Chief Equity Diversity Inclusion Officer and collaborate with leaders across Stanford Medicine to implement the training and professional development strategies described in the Inclusive Excellence and Health Equity Strategic Plan. Stanford Medicine is dedicated to training a new generation of leaders in medicine and science who will actively promote equity and social justice and work to eradicate health disparities. Dynamic, talented leaders interested in joining a fast-paced, mission-driven team are encouraged to apply. This position is full-time (40 hours/week) and hybrid-friendly. Please note that remote work must be performed in the Bay Area. The review of candidates will begin on September 20, 2024 and will continue until the position has been filled.

Duties include:

• Lead strategic planning and analysis for complex functions or programs with significant business, regulatory and/or technical challenges requiring subject matter expertise. May provide development of program or function from initial concept to implementation.
• Manage the administration and evaluation of programs or functions. Oversee the interpretation, implementation and compliance with policies and regulations. Recommend actions and/or resolve complex issues that often span organizational boundaries.
• Represent the program or function at the university level and/or to external/internal stakeholders and constituencies. 
• Develop and manage outreach strategy that includes relationship development, communications, and compliance. 
• Oversee or supervise staff in the development and implementation of programs or functions. 
• May develop and/or oversee budgets; manage finances including monitoring, analyzing, forecasting, and reporting.

*- Other duties may also be assigned

DESIRED QUALIFICATIONS:

• Experience within a university, academic medical center, healthcare system, or other matrixed environment.
• Documented ability to lead and assess professional development activities for faculty and staff.
• Demonstrated success in launching new programs or initiatives.
• Proven ability to engage effectively with executive leaders and a diverse group of stakeholders.
• Strong oral and written communication skills, organizational skills, and attention to detail.
• Familiarity with Microsoft Suite, learning management systems, and virtual collaboration tools.

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor's degree and eight years of relevant experience, or combination of education and relevant experience.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):

• Demonstrated leadership skills and ability to influence and motivate constituencies which could span multiple organizational boundaries.
• Demonstrated excellent planning, organizational and analytical skills. 
• Demonstrated ability to make sound business decisions using good business judgment and innovative and creative problem-solving.
• Demonstrated ability to manage financial, organizational and staff resources.
• Excellent interpersonal and communications skills with the ability to cultivate professional and business partnerships.
• Relevant subject matter expertise.

PHYSICAL REQUIREMENTS*:

• Constantly perform desk-based computer tasks. 
• Frequently stand/walk, sitting, grasp lightly/fine manipulation.
• Occasionally use a telephone. 
• Rarely lift/carry/push/pull objects that weigh 11-20 pounds.

*- Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

May work extended hours or weekends.

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford's extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form. Link

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

The expected pay range for this position is $131,000 to $175,000 per annum. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

• Schedule: Full-time
• Job Code: 4123
• Employee Status: Regular
• Requisition ID: 104312
• Work Arrangement : Hybrid Eligible

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 School of Medicine, Stanford, California, United States

📁 Administration

Post Date: Sep 06, 2023

Post Date: Jul 05, 2024

Post Date: Apr 22, 2024

Global Impact We believe in having a global impact

Climate and sustainability.

Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

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Stanford's Innovative Medicines Accelerator is currently focused entirely on helping faculty generate and test new medicines that can slow the spread of COVID-19.

From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

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Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

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I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

Phillip Cheng

Office of the Vice Provost for Student Affairs

Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

Denisha Clark

School of Medicine

I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

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Getting Started We believe that you can love your job

Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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• 110 Baker St. Moscow, ID 83843
• 208.882.1226

A Classical & Christ-Centered Education

Logos Summer Training

Save the Date!  June 25-26, 2025, with a pre-conference on June 24. 

Register Here (registration is closed for 2024; 2025 registration will open in spring 2025)

Logos Summer Training is intensive training for all who desire to acquire or improve their skills as classical and Christian educators, administrators, and board members.  Our Summer Training instructors are Logos teachers and administrators, and board members.  We’ve held this training annually since 1995, except in 2020 which was canceled due to COVID shutdowns.  This training is officially endorsed by ACCS (the Association of Classical & Christian Schools). 

We especially cater to new teachers, but half of our attendees are veterans.  Many come to Logos Summer Training again and again, since there is enough content that they don’t repeat.  

WHERE: Logos School – 110 Baker Street in Moscow, Idaho  83843.  

208.882.1226 (main office of Logos School). 

[email protected]  

Teacher Training Coordinator:  Lisa Bowen

MAIN CONFERENCE:  PLENARY SESSIONS & WORKSHOPS

The schedule will include two plenary sessions each day and more than 80 workshop offerings.  The workshops will be conducted by staff members of Logos School in Moscow, Idaho. 

Workshops will be offered in multiple tracks: Grammar (Elementary), Logic & Rhetoric (Secondary), and Administrative/Board.  Attendees are not locked into any one track; they may attend any session of interest. At check-in, you will receive a workbook with schedules, workshop outlines, maps, etc. Additional handouts will be provided for some sessions. Bring some pens, highlighters, and perhaps sticky notes. 

Teacher training is designed for all major subject areas (grades PK-12) using the classical method. Workshops will include time to discuss the methodology of each concept and various methods of teaching the material.   Administrators and board members will concentrate on the practical and philosophical considerations of operating a classical, Christian school. 

Every morning and afternoon will begin with a plenary session, followed by a choice of hour-long workshops.  We will allow time for Q&A in each workshop. Come prepared to interact! There will also be informal opportunities to get to know others and tap into their knowledge. 

A brief overview of a day of training during the Main Conference (Wed & Thurs)

See last year’s full 2024 Schedule here .

PRE-CONFERENCE:

On Tuesday, there is an optional pre-conference with specialty tracks.  

Tue 7:45-8:15 Check-in, Fellowship, Coffee (Logos Gym) Tue 8:15-8:30 Hymn, Welcome, Announcements (Logos Gym) Tue 8:30 First  session  begins Tue 3:30 Last session  ends.

REGISTRATION & FEES:

The registration fee includes the following: conference workbook, certificate of completion, and catered lunches each day.  

No refunds will be given after June 21.  

CERTIFICATE OF COMPLETION:

An ACCS-endorsed certificate indicating the completion of this summer training will be issued to each participant. 

ATTENDEE TESTIMONIALS: 

“All of the instructors were extremely approachable, available for questions and advice, and were willing to share ideas and resources freely. What a blessing!”

“Thank you so much! This training has been invaluable and I know will bless me so much going into my first year teaching!”

“I feel very blessed by the things I’ve learned this week, and excited for school to begin again.”

“I will go home with invaluable wisdom, ideas, resources, inspiration, knowledge, and passion because of what I’ve gained here. Thank you for following Christ in your mission and for serving all of us in this most special of ways.”

TRAVEL AND LOGISTICS:

Moscow, Idaho is a pleasant community of 25,000 and is located in a lovely piece of Creation.  (For general Moscow visitor information, see www.moscowchamber.com and https://visitmoscowid.com

But it is also a small, somewhat isolated town…just getting here will be a bit of a challenge for you.  We are very mindful of the sacrifices you are making to come here. We will do our very best to ensure your sacrifices are rewarded.  

Airports :  We have 3 airports that are good possibilities: 

1) Moscow/Pullman Airport (PUW). About 6 miles from the school. This is a small commercial airport served by Alaska/Horizon through the Seattle hub.  It is very convenient, but not always the cheapest; definitely worth checking because it’s so close.  

2) Lewiston, Idaho (LWS).  About 35 miles from the school. This is a small commercial airport served by Delta and United.  

3) Spokane, WA. (GEG). About 87 miles from the school, but there is never any traffic so it takes only about 90 minutes. This is a medium-sized airport, but the biggest in the whole Inland Northwest.  Airlines include Alaska, American, Delta, Frontier, Southwest, and United. Often this airport is the cheapest, because of the competition and volume. 

Hotels : Several hotels are within walking distance of the school.  Make your reservations early!  

A guest room block and special rates are being held at the Best Western Plus University Inn.    Prior to May 24 , please visit  Reservations   or call 208-882-0550 x 0 and mention Logos Teacher Training. When using the link,  please confirm your arrival and departure dates at the top of the first page . If the link is showing no availability, you are unable to book your required room type OR if making reservations after May 24 , please call the hotel directly.

• Fairfield Inn & Suites (less than half a mile from the school) 
• La Quinta Inn and Suites (about 1 mile away from the school)

Within 10 miles of the school, there are another dozen hotel options.  

Vendors will be at the conference, with booths set up in the back of the gym in until lunch each day.  

• Canon Press (Christian Publisher)
• Picta Dicta (A Latin Learning Platform)
• New Saint Andrews College (a classical college located in Moscow) 
• The Universal Latin Exam   (Institute for Classical Languages, commissioned by ACCS)
• Roman Roads Press (Classical Christian curriculum and resources)

OTHER NOTES: 

Dress for the training is  casual .  Days will be warm to hot (low 80s is normal, 90s possible) and evenings can be a bit cool (50s).  

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

App Developer/Sys Supp Analyst

• P&S Vice Dean For Research
• Columbia University Medical Center
• Opening on: Aug 22 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: $100,000 - $120,000

Position Summary

In this role, the incumbent will be essential to the seamless operation of REDCap and related systems, focusing on server and database management and maintaining current applications. As a PHP LAMP developer, responsibilities will include coding, troubleshooting, and deploying robust, secure, and scalable web applications using the LAMP stack (Linux, Apache, MySQL, PHP).

A strong emphasis on data security, compliance, and proactive system monitoring is critical to this position. The incumbent will manage cloud infrastructure on AWS, ensure application configurations are optimized, maintain database integrity, and develop integrations with systems such as Epic and OpenSpecimen. The ideal candidate will possess a solid background in computer science, experience in application support or system administration, and proficiency in database and cloud services. Preferred qualifications include certifications and hands-on experience with REDCap, Epic, and Twilio/Mosio, along with excellent problem-solving and teamwork skills.

The LAMP Application Developer & Support Analyst to work closely with the IT Director.

Responsibilities

PHP LAMP Development:

• Design, develop, and maintain web applications using the LAMP stack (Linux, Apache, MySQL, PHP), focusing on both front-end and back-end development tasks.
• Write clean, well-documented, and maintainable code following best practices to ensure long-term scalability and security.
• Troubleshoot and resolve issues related to application performance and security.
• Ensure applications are scalable, secure, and optimized for performance.
• Work on both front-end and back-end development tasks as required.

System Integration:

• Develop and maintain robust integrations between REDCap, Epic, OpenSpecimen, and other relevant systems, ensuring seamless data flow and functionality across platforms.
• Utilize APIs and custom scripting to automate workflows, data transfers, and other system operations.
• Conduct rigorous testing and validation of integrations to ensure that data exchange is accurate, secure, and meets compliance standards.

Cloud Infrastructure Support:

• Manage and optimize cloud infrastructure on AWS, ensuring that systems are scalable, reliable, and able to handle fluctuating demands.
• Develop and implement disaster recovery and backup strategies to prevent data loss and ensure business continuity.
• Conduct regular security assessments to identify and address vulnerabilities within the cloud infrastructure, protecting sensitive research data.

Application Maintenance:

• Regularly review and implement software updates, patches, and upgrades to ensure applications run on the latest versions with enhanced features and security.
• Perform regular data backups, validate the integrity of those backups, and ensure quick recovery in the event of data loss.
• Document changes and updates in system logs and user guides.

Database Support (MySQL):

• Maintain database integrity, performance, and security by regularly reviewing configurations, running optimizations, and implementing best practices.
• Perform regular data backups, validate their integrity, and ensure quick recovery in the event of data loss.
• Optimize database performance through tuning queries, indexing, and other techniques to ensure efficient data retrieval and storage.

Minimum Qualifications

• Bachelor's degree in Computer Science, Information Systems, or a related field or combination of education and experience.
• 3+ years of experience in enterprise application development, support, or system administration.
• Strong experience in PHP LAMP stack development, including Linux, Apache, MySQL, and PHP.
• Proficiency in database management and maintenance (MySQL).
• Familiarity with cloud services, preferably AWS.
• Understanding of data security practices and compliance regulations, particularly in healthcare environments.
• Demonstrated ability to develop and manage complex system integrations.

Preferred Qualifications

• Advanced degree in a relevant field.
• Certifications in AWS, database administration, or cybersecurity.
• Experience with scripting languages (e.g., Python, JavaScript) for automation and integration tasks.
• Experience with Epic and FHIR protocol.
• Experience with Twilio/Mosio for developing and integrating advanced communication solutions.
• Strong problem-solving skills and the ability to work independently.
• Experience in healthcare or academic environments. 
• Excellent communication and collaboration abilities to support a multidisciplinary research team.

Other Requirements

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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LAist is part of Southern California Public Radio, a member-supported public media network.

Taxpayers cover tuition at California’s for-profit schools. The results? Low-wage, high-turnover jobs

Why students prefer for-profit schools

Turnover, low wages plague popular career paths.

• Community colleges are 'changing the way we do things'

Job training data — or the lack of it

Kiana Munoz didn’t have much time. She had a baby to care for and needed to earn money after just graduating from high school. When she saw that Premiere Career College, a for-profit school in Los Angeles County, promoted its ability to help her get a job as a medical assistant, she enrolled.

But after graduating, she couldn’t find work. She said she spent months searching for a job at doctors’ offices, but eventually gave up and started working at Sears instead. More than six years later, she said she still owes the college more than $5,500.

In 2022, California spent nearly $61 million of taxpayer dollars from the federal Workforce Innovation and Opportunity Act to support job training, typically for low-income and unemployed adults, according to the most recent data available. It’s one of the largest job training programs in California — designed by the federal government to prepare students for high-quality jobs .

The reality is far different.

Most adults who receive job training assistance get a tuition subsidy — over the past six years about half of those subsidy recipients went to private for-profit colleges — yet some of the most popular programs were for medical or nursing assistants, whose graduates earned less than $30,000 in the year after graduation, according to student outcome data collected by the state’s Employment Development Department.

Trucking is the only training program that’s more popular, statewide. While it pays higher wages, the working conditions are so grueling that most new drivers quit within the first year. 

“These jobs are a concern,” said Abby Snay, deputy secretary at the California Labor and Workforce Development Agency. “We need to do better as a system in advising people.”

An attorney for for-profit Premiere Career College, Robert Orr, said the school would not comment in response to CalMatters’ questions about Munoz’s experience and how the school prepares students for careers.

For years, state leaders have tried to limit for-profit schools , and the state attorney general’s office has an explicit warning to prospective students on its website:

“The for-profit college and career training industry is not part of the public school system; they operate schools to maximize profits for their investors….Students have complained about aggressive recruiting practices, misleading graduation and employment rates, and illegal debt collection practices—their complaints suggest that many graduates can’t get jobs or afford to repay their loans. If you are not careful, enrolling in a for-profit school may leave you under a mountain of debt, but not help you get a job.”

While California’s labor agency tracks employment rates for graduates who use job training subsidies, it doesn’t gather specifics about where they are working or whether they are working in the industry for which they trained.

“There’s very little quality control,” said state Sen. Richard Roth , a Democrat from Riverside. “We spend so much money and we absolutely have no evaluation process in place to evaluate the use of the money.”

In 2022, the Legislature passed his bill  asking subsidiaries of the California Labor and Workforce Development Agency to collect better outcome data for students who received state job training subsidies. In an April hearing , Jennifer Sturdy, who oversees evaluations with the workforce development agency, said those changes would cost more than $25 million and will go into effect only if the governor agrees to fund them in next year’s budget.

Munoz’s medical assistant program at Premiere Career College was designed to get her a job at a doctor’s office. Along with classes, the school offers resume and interview preparation, and promises to refer students to potential jobs. “Secure a career as an entry-level medical assistant performing a variety of front-office administrative duties,” the website says, before listing other possible careers for graduates, such as phlebotomy.

That’s the primary benefit of many for-profit job training programs, according to interviews with officials at eight local workforce agencies: These programs are short, easy to access, and prioritize employment.

But Munoz struggled to get the job she trained for. After graduating, she said, she spoke with a staff member at the college’s career counseling department repeatedly, and that the counselor referred her to a number of job openings, but they all required fluency in Spanish. “I had let her know, like numerous times, that I was not bilingual,” said Munoz, referring to her counselor. She went to about 10 interviews, she said, only to be rejected each time because she doesn’t speak Spanish.

Today, the roughly six-month program at Premiere Career College costs just over $3,600 for tuition , plus roughly $3,000 for books and other fees, but tuition has varied widely each year, according to the school’s annual catalogs, which are submitted to the state. When Munoz was a student, the cheapest medical assistant program charged more than $10,000 , including tuition and fees — more than half of which she said she still owes.

In retrospect, Munoz wishes she had attended community college, which charges no tuition for low-income students.

Another way students can receive free tuition, even at a for-profit school, is if the taxpayers pick up the tab. At job centers, career counselors provide such tuition money for adults who are low-income or unemployed. Since summer 2020, the job centers run by the Los Angeles County Department of Economic Opportunity have paid tuition for 13 students to attend Premiere Career College, according to department data.

The Los Angeles department can refer students only to schools that meet its own requirements. Their training programs must be relatively short, typically less than six months, and the schools must individually track the wages and employment outcomes of any student referred by a workforce agency. “A lot of the colleges don’t want to go through the process, or it doesn’t align well with their semester or quarterly system,” said Irene Pelayo, a department program manager.

Ultimately, students decide which institution to attend, among those that meet the requirements. She said the job centers typically see clients who prefer short-term programs and those that promise a job right after graduation.

From 2018 through 2023, the California Labor and Workforce Development Agency oversaw training for as many as 12,700 people, more than a quarter of whom attended for-profit trucking schools, according to the state’s data.

Trucking programs offer a “big bang at the end,” said Pelayo, referring to the starting wage of graduates. A “perceived big bang,” she clarified.

While experienced truckers can earn more than $100,000 a year, the career falls short in other ways. To gain the necessary experience, most graduates must first go into long-haul trucking, where they work 80-100 hours a week carrying goods across the country. They spend weeks on the road, away from friends and family, and in some cases, they end up earning less than minimum wage, according to a 2023 report from the UC Berkeley Labor Center. As a result, the report said, long-haul trucking has “extraordinary levels of turnover.” Some companies have to hire an entirely new workforce every year.

“In terms of quality of training and first employment, this is like throwing workers into the deep end of the pool,” the report said.

“Students were going to private programs and paying $3,000 for something they can get here for free.”

Medical or nursing assistant is the second-most popular program, even though, as various government and academic research attests, the professions offer low wages and poor retention .

“Medical assistants don’t make very much,” said Tammy Vant Hul, dean of the school of nursing at Riverside City College. She said the community college doesn’t offer any medical assisting programs. The closest is a program to become a certified nursing assistant, which enables graduates to work in hospitals, where they take vital signs and help patients get dressed, or to become home health aides. These jobs are in high demand .

Vant Hul said Riverside City College began offering certificates for nursing assistants in 2018, after professors saw students attending private for-profit schools.

“Students were going to private programs and paying $3,000 for something they can get here for free,” she said. “The quality was poor.”

Last year the state awarded the community college a $1.4 million grant to expand its training for certified nursing assistants. Still, Vant Hul said, becoming a certified nursing assistant is not a “good stopping point” for a career. The certificate is useful, she said, mostly because it’s a prerequisite for becoming a licensed vocational nurse.

Community colleges are 'changing the way we do things'

For years, Gov. Gavin Newsom and other state leaders have pushed a new agenda for job training programs — one that prioritizes what he calls “good-paying, long-lasting, and fulfilling careers.” 

Snay, with the state Labor and Workforce Development Agency, acknowledged that its most popular careers rarely meet the governor’s recent directives. As one solution, she pointed to “ high road training partnerships ,” which are designed to use public money to get people into jobs that provide family-sustaining wages, benefits, opportunities for promotion, and a way for workers to express their voice, such as a union . Some of these partnerships help adults become electricians or state employees, while another trains certified nursing assistants. So far, the results of the “high road” initiative are mixed .

The governor is also pushing workforce agencies to collaborate more closely with colleges and universities. For years, the state has invested millions to boost enrollment at community colleges, often with the explicit goal of steering students away from expensive, for-profit schools and toward cheaper public options.

“We’ve always felt there’s competition with these for-profit schools,” said Assemblymember Kevin McCarty , a Sacramento Democrat, in a hearing in March. He pressed community college leaders on what they’re doing to compete, especially after the COVID-19 pandemic decimated college enrollment rates .

“We’re changing the way we do things,” answered Wrenna Finche, a vice chancellor with the California Community Colleges Chancellor’s Office. She said community colleges are trying to offer more night and weekend classes, shorter semesters, and new enrollment practices that don’t require students to wait until the beginning of a semester to start a class.

Some community colleges choose not to compete with for-profits because the training doesn’t lead to what they consider high-quality jobs. The Los Angeles Community College District doesn’t offer any trucking courses, for example, though it does offer a certificate in truck maintenance, which pays better, said James Lancaster, the district’s vice chancellor of workforce and economic development. With each new major, he said, the district must prove to the state that the outcome is a job that’s “high skill, high wage, high demand.”

“It’s difficult to show that we should use state apportionment dollars to get somebody a minimum-wage job,” he said. “…For-profits can do whatever they want. They’re not guided by ethics.”

Around 10 years ago, when he was first elected to represent Riverside in the state Senate, Roth visited a regional workforce agency. “I was looking not only at the number of training dollars and the number of training programs, but also what the product was,” he said. He wanted to know what percentage of people got jobs and what their career progression was. “I couldn’t find anything like that.”

The law he wrote, if funded, would require state agencies to collect data about whether publicly funded students are employed in the careers they trained for. It would also gather data after the first year of employment, so that researchers could evaluate how publicly funded job programs affect a person’s long-term career trajectory.

A  new interactive website also aims to improve data collection about job training results — but the site is far from ready. The state is still “modernizing” it, Sturdy, with California’s labor agency, told Roth in the hearing. She said the website currently includes only a subset of the state’s job training data.

For Roth, it all boils down to data — or the lack of it. “What gets measured gets done,” he said. “We have a definite lack of measurement activity going on with respect to these workforce training programs.”

He said he’s worried that publicly funded job training programs are preparing people for positions that don’t exist, or are misleading them about their potential wages after graduation.

After working in retail, Munoz found a front-office job at a doctor’s office, but it didn’t require her degree or pay her much more than minimum wage. She decided to go back to school to become a social worker.

“These schools are taking your money,” she said, “then you have to start all over if it doesn’t work out.”

Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.

Financial support for this story was provided by the Smidt Foundation and the James Irvine Foundation.

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