Carvalho’s Quiet Renewal: LAUSD Extends Superintendent’s Contract Without Public Input
School Board votes to keep Carvalho in power after closed-door deliberations. L.A. families left without a voice in their district’s future.
“We must hold the Superintendent accountable”
– Karla Griego
A Closed-Door Renewal
Like all public agencies in California, the LAUSD School Board is bound by the Brown Act, which requires transparency and open meetings. While the law allows certain closed-door deliberations, it does not require them. It also mandates that agendas be published in advance, informing the public about upcoming meetings and their topics.
On September 16, 2025, the LAUSD Board convened a special meeting with a single agenda item: “Superintendent’s evaluation.” The description suggested a routine review, but after private deliberations, the Board reemerged to announce a unanimous vote to extend Carvalho’s contract. Parents and voters, who expect a chance to weigh in on important matters affecting students, were given no voice.
This lack of transparency violated campaign promises made by pro–public education board members to increase parent engagement after years of being silenced by the former majority, which the Charter School Industry supported. Instead of delivering change, the Board reinforced the status quo.
Secrecy Over Accountability
The Brown Act permits the Board to keep details of closed-door meetings confidential, but it does not compel secrecy. Nick Melvoin filed a complaint with the Los Angeles City Attorney after Scott Schmerelson disclosed information about the previous Superintendent’s hiring, ensuring that no Board Member dares to share what was discussed in these sessions. Therefore, stakeholders will never know if Carvalho was questioned about the failures during his tenure, including:
- Cybersecurity Breach: After Russian hackers infiltrated LAUSD systems, Carvalho claimed no student data was compromised and threatened to prosecute anyone who contradicted the District's official talking points. Months later, student records, including sensitive information for students enrolled in Special Education programs, surfaced on the Dark Web, leaving parents fearing identity theft and long-term exposure for their children.
- Failed AI Contract: Under Carvalo’s leadership, the LAUSD paid $6 million to AllHere Education for “Ed,” a generative AI chatbot meant to support struggling students. The program collapsed when the company declared bankruptcy, leaving privacy concerns and wasted funds.
- Ending Primary Promise: Without explaining his reasoning, Carvalho abruptly ended this literacy program, despite district data showing it was helping students who had fallen behind. No proof has been provided to show that the replacement improved upon its predecessor.
- PROP-28 Conflict: Instead of working with parents on implementing voter-approved funding for Arts Education, Carvalho dismissed complaints. Parents had to sue the District to force compliance. In responding to the lawsuit, Carvalho claimed that the plaintiffs did not understand the wording of the proposition. It was written by his predecessor, Austin Beutner, who was one of the people who filed the suit.
- Special Education Exclusion: Under his leadership, the District blocked the Community Advisory Committee from participating in the development of the Special Education Local Plan Area (SELPA), its primary state-mandated duty.
What Comes Next?
Reports indicate that Carvalho’s contract has not yet been finalized. Parents and communities should demand that the process moving forward be open, transparent, and accountable.
Q.: If the Superintendent position becomes vacant during your term do you commit to an open process that complies with the Brown Act and gives parents a voice before a final vote is taken to extend a contract to the selected candidate?
Dr. Rocio Rivas: Yes
_____
Dr. Diane Ravitch has recognized education advocate Carl Petersen as “a valiant fighter for public schools.” A former Green Party candidate for the LAUSD School Board, Petersen is a passionate voice for special education, shaped by raising two daughters with severe autism. He recently relocated to the State of Washington to embrace his role as “Poppy” to two grandsons. Explore more at www.ChangeTheLAUSD.com.
About the Creator
Carl J. Petersen
Carl Petersen is a parent advocate for students with SpEd needs and public education. As a Green Party candidate in LAUSD’s District 2 School Board race, he was endorsed by Network for Public Education (NPE) Action. Opinions are his own.
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Too Much Screen Time May Be Shrinking Toddlers’ Vocabulary
Screens Are Everywhere—Even in Early Childhood In today’s digital world, screens are impossible to avoid. Smartphones, tablets, televisions, and smart devices are now part of everyday family life. For many parents, screens feel like a helpful tool—keeping toddlers entertained, calm, and occupied during busy moments. But child development experts are raising a growing concern: excessive screen time may be limiting toddlers’ vocabulary development. Language growth in the first few years of life is critical. These early words form the foundation for communication, learning, and social skills later on. When screens begin to replace human interaction, experts say, toddlers may miss essential opportunities to learn language naturally. Why the Toddler Years Matter So Much Between the ages of one and three, children experience rapid brain development. During this period, toddlers learn new words at an astonishing pace—often several each day. This learning happens best through real-life interaction, such as talking, singing, reading, and responding to facial expressions and gestures. Vocabulary doesn’t grow simply by hearing words. It develops through back-and-forth communication—when a toddler babbles, points, or asks questions, and an adult responds. These “serve and return” interactions are essential for building strong language skills. Screens, experts warn, cannot fully replicate this process. What Experts Are Warning About Pediatricians and child psychologists increasingly report a pattern: toddlers with high screen exposure often show delayed speech or smaller vocabularies compared to peers who spend more time in interactive play. The concern is not just about screens existing, but how much time they occupy. When screens dominate a toddler’s day, they can crowd out activities that naturally encourage speech, such as imaginative play, shared reading, and simple conversation. Experts emphasize that language learning is social by nature. A screen may talk at a child, but it rarely talks with them in a meaningful way. Passive Watching vs. Active Learning Not all screen time is equal. Educational programs are often marketed as language-boosting tools, but research suggests that passive viewing—where a child watches without interaction—offers limited benefits for toddlers. Even high-quality educational content struggles to replace real engagement. A video cannot adjust its responses to a child’s tone, interest, or confusion. It cannot pause to encourage a toddler to try a new word or celebrate their attempts at speech. In contrast, a caregiver can instantly respond, repeat words, simplify language, and provide emotional feedback—all crucial for vocabulary growth. The Hidden Cost of Background Screens One overlooked issue is background screen exposure. Even when a toddler is not actively watching, a TV playing in the background can reduce the amount and quality of conversation in the home. Studies show that adults tend to talk less to children when screens are on. Fewer words spoken by caregivers means fewer words heard by toddlers. Over time, this reduction can have a measurable impact on vocabulary size. In this way, screens affect language development indirectly as well as directly. Screen Time and Attention Skills Language learning requires focus. Toddlers need time to observe, listen, and process sounds. Fast-paced screen content—filled with quick cuts, bright visuals, and constant stimulation—can make it harder for young children to sustain attention during slower, real-world conversations. Experts worry that excessive screen exposure may condition toddlers to expect constant stimulation, making it more difficult for them to engage in activities like listening to a story or having a conversation. This doesn’t just affect vocabulary—it can influence broader learning habits later in life. What Do Experts Recommend? Health organizations and child development specialists generally advise very limited screen time for toddlers, especially under the age of two. When screens are used, they recommend: Choosing slow-paced, age-appropriate content Watching together with the child rather than leaving them alone Talking about what’s on the screen to turn it into a shared activity Balancing screen time with plenty of real-world interaction The goal is not to ban screens entirely, but to ensure they do not replace human connection. The Power of Simple Everyday Interaction The good news is that boosting a toddler’s vocabulary does not require expensive tools or structured lessons. Everyday moments are powerful learning opportunities. Talking through daily activities—like cooking, dressing, or walking outside—exposes toddlers to new words in meaningful contexts. Reading aloud, singing songs, and playing pretend games all encourage language use. Even short conversations, when repeated often, can have a lasting impact on vocabulary development. Parental Guilt vs. Practical Balance Many parents feel pressure or guilt around screen use. Life is busy, and screens often feel like a necessary break. Experts acknowledge this reality and stress that moderation matters more than perfection. The key is awareness. Understanding how screen time affects language development allows parents to make small, intentional changes—such as turning off background TV, setting screen-free times, or replacing some screen use with shared play. Language growth is resilient, especially when children are given consistent opportunities to interact and communicate. Looking Ahead: Why Early Vocabulary Matters A strong early vocabulary is linked to better reading skills, academic performance, and social confidence later in life. While screens will always be part of modern childhood, experts caution against letting them dominate the most important years for language development. Toddlers don’t just need words—they need people who talk, listen, and respond. No app or video can fully replace that human connection. Final Thoughts Excessive screen time may seem harmless, but experts warn it can quietly limit toddlers’ vocabulary by reducing meaningful interaction. The solution isn’t fear or strict bans—it’s balance. By prioritizing conversation, play, and shared attention, parents and caregivers can support healthy language development while still navigating a digital world. In the end, the most powerful learning tool a toddler has isn’t a screen—it’s a responsive, engaged human voice.
By Muhammad Hassanabout 20 hours ago in The Swamp
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