BlackPressUSA
California High Schools are Adding Hundreds of Ethnic Studies Classes. Are Teachers Prepared?
By Megan Tagami
CalMatters
California high school students will be required to pass an ethnic studies class to graduate, starting with the class of 2030. That means the state needs lots of new ethnic studies teachers. But do educators need a special credential to teach ethnic studies? Some ethnic studies advocates say allowing any social science teacher to instruct the subject will lead to watered down and ineffective courses, while school districts argue that flexibility is important if they’re going to fill the roles.
On a rainy Friday afternoon at Santa Monica High School, ethnic studies teacher Marisa Silvestri introduced her class to the rap song “Kenji.” As singer Mike Shinoda narrated his family’s experiences in the Japanese American incarceration camps of World War II, Silvestri’s class fell silent. After the last bars of music filled the room, the class set to work analyzing the song’s lyrics, agreeing that Shinoda humanized a historical event some students previously knew little about.
Now in her second year of teaching ethnic studies, Silvestri said she has gone through several iterations of her curriculum – and she expects more changes to come in the future. She has studied California’s ethnic studies model curriculum, attended workshops at local universities and sought the advice of ethnic studies teachers from other school districts.
But Silvestri has never received a teaching credential in ethnic studies. Whether that’s important or not is a question California officials are weighing now that the state has become the first in the nation to require that high school students take at least one semester of ethnic studies before graduation.
California needs more ethnic studies teachers, quickly. Under the new law, passed in 2021, high schools must begin offering ethnic studies courses in the 2025-26 school year, and students in the class of 2030 will be the first ones subject to the graduation requirement. As many high schools expand their course offerings ahead of schedule, universities are grappling with how to best prepare the next generation of teachers.
Some advocates and educators have called for the creation of a specific ethnic studies credential authorizing educators to teach the relatively new and politically fraught subject in middle and high schools. They say that without such a credential, the state risks having low-quality classes that can do more harm than good. But others worry that an additional requirement may make it even harder for the schools to find teachers for the subject.
State regulations allow teachers with a social science credential to teach ethnic studies, said Jonathon Howard, government relations manager for California’s Commission on Teacher Credentialing. However, when ethnic studies is combined with other subjects, such as reading or art, teachers from other subject areas are also eligible.
“We have all these teachers who have great hearts, who are really social justice minded, who really want to do ethnic studies because they’re thinking about themselves as, ‘I’m a culturally responsive teacher,’” said Theresa Montano, a professor of Chicana and Chicano studies at Cal State Northridge. “But that isn’t enough to give you the knowledge you need.”
Ideally, Montano said, teachers should have an undergraduate degree in ethnic studies, plus an ethnic studies credential that would show them how to translate their expertise into classroom curriculum.
Assemblymember Wendy Carrillo agrees. In February, she introduced legislation requiring the Commission on Teacher Credentialing to begin creating an ethnic studies credential by 2025.
“The social science credential program does not cover ethnic studies sufficiently,” Carrillo, a Democrat from Los Angeles, said by email. “We maintain that at the present time there is no existing credential that sufficiently covers the depth and breadth of the multidisciplinary nature of Ethnic Studies.”
The commission would need authorization from the Legislature to begin developing a new credential, Howard said.
However, some school districts say the current flexibility around teacher requirements has worked to their benefit, allowing them to expand their ethnic studies course offerings ahead of schedule.
Santa Rosa City Schools has been offering ethnic studies courses since 2020 and currently requires students to take a full year of the subject before graduation. Because several classes, from English to dance, incorporate ethnic studies into the course material, all teachers are eligible to teach the subject, said Tim Zalunardo, the executive director of educational services. He added that this approach makes it easier for the school to recruit teachers who are excited and willing to teach ethnic studies.
“It provides flexibility on both the students and on the school’s course offerings,” Zalunardo said.
A controversial subject
Debates around ethnic studies are nothing new.
Ethnic studies began at San Francisco State University in the late 1960s as students pushed for the creation of classes dedicated to studying the histories and cultures of people of color. As the subject gained momentum – and criticism – across the nation, advocates began to push for its inclusion in K-12 schools.
In 2021, after two years of drafting and heated debate, the State Board of Education adopted an ethnic studies model curriculum that primarily focuses on the untold “histories, cultures, struggles, and contributions” of Black, Latino, Native American and Asian American and Pacific Islander communities. Although districts are not required to use the curriculum, it provides schools with guidance on how to implement the subject and offers sample lessons.
Later that year, Gov. Gavin Newsom signed the new graduation requirement into law, even as parents and school board members denounced ethnic studies in Orange County and other areas of the state. Future teachers still remain divided on the necessity of the subject.
Christine Soliva, a graduate student in UC Riverside’s teacher education program, said some of her peers critiqued an ethnic studies class they took in the fall, challenging the importance of incorporating an ethnic studies framework into their math or science courses. She added that while she would pursue an ethnic studies credential if it were available, she is unsure if other teacher candidates would be equally receptive.
“It really is just like, are educators willing to take that next step to be able to think outside the box and challenge themselves and their ideals to look at curriculum and content through an ethnic studies lens?” Soliva said.
Former Assemblymember Jose Medina, who authored the legislation requiring ethnic studies in high schools, said he does not believe the controversy around the subject will prevent state leaders from having necessary conversations about how to best prepare teachers.
“I think, despite the controversy, the state will be well prepared to have teachers in place by the time of the requirement,” he said.
But not everyone shares Medina’s optimism.
As hundreds of high schools begin rolling out new courses in the coming years, the state may face a shortage of ethnic studies teachers, said Lange Luntao, the director of external relations at The Education Trust-West, a nonprofit that advocates for educational equity. Ethnic studies graduation requirements are already in effect at some of the state’s large school districts, including Los Angeles Unified, San Diego Unified and Fresno Unified.
“I think one fear is that we’re going to open up enrollment for ethnic studies classes, and not have enough educators who have experience with this content,” he said.
Preparing future teachers
In the absence of an ethnic studies credential, California’s universities have developed a range of programs preparing students for teaching the subject. Some offer classes on ethnic studies teaching methods and curriculum development, while others place students in ethnic studies classrooms to gain firsthand experience.
At UC Riverside, students earning their teaching credential can pursue an ethnic studies pathway made up of elective courses dedicated to ethnic studies teaching methods and curriculum.
Karl Molina, a UC Riverside master’s student earning his social sciences credential through the program, works as a student teacher of high school economics, sociology and government in the Riverside Unified School District. Earlier in the school year, Molina introduced a sociology lesson named after rapper Tupac Shakur’s poem, The Rose That Grew from Concrete. He instructed his students to analyze Shakur’s poem and reflect on how the concepts of social and familial capital applied to their own lives. In discussions, students decided that capital was more than monetary wealth – it included the languages, cultures and aspirations that shaped their lives, Molina said.
“They were really, really into it,” Molina said. “I was really excited to get going and move forward.”
But as a student teacher, Molina has limited control over the course curriculum and had to cut his lesson short. If he were teaching in an ethnic studies classroom as part of a formal ethnic studies credentialing program, he said, he might have had more freedom to pursue it.
“We’re not indoctrinating these students,” Molina said. “We’re just telling them, ‘You have so much wealth. Here’s where your wealth is, and here’s what it does for you.’”
At San Jose State University, some students already have the opportunity to see ethnic studies taught in real time through an Ethnic Studies Residency Program that places students into an ethnic studies classroom for a full academic year.
In his residency at Evergreen Valley High School, Eduardo Zamora instructs his students to partner up, facing one another in concentric circles. He first asks students to answer a silly icebreaker – example: “Would you rather be in the history books or gossip magazines?” – before moving onto questions about recent lessons. In one instance, he asked students to share one-minute reflections on the documentary Immigration Nation and how it relates to their discussion on Central American migration and racism in the United States. The circles rotate so students talk to a new partner each time.
“They’re moving, they’re talking and it’s educational,” said Zamora, a student in San Jose State University’s teacher education program who is pursuing a social sciences credential.
He said he hopes to bring the same activity into his own ethnic studies classroom one day, adding that his residency has shown him the importance of building community and trust among his students.
Yet, while Zamora believes his residency program is preparing him well, he said an ethnic studies credential may be necessary for a widespread rollout of ethnic studies courses. Currently, San Jose State University’s residency program only takes three to four students a year.
“One of the students came up to us saying that our class was very diverse, bringing in perspectives of people of color. And then she mentioned that her history teacher … said it’s easier to teach history just through ‘the normal way,’ I guess the Eurocentric way,” Zamora said. “So I think a specific ethnic studies credential is probably needed.”
Training the current workforce
As universities shape the next generation of ethnic studies teachers, districts are left with the challenge of preparing their current workforce to teach the subject.
In Elk Grove Unified School District, high schools have offered ethnic studies courses since 2020. But Robyn Rodriguez, a parent in the district and former Asian American Studies professor at UC Davis, said she’s concerned that Sacramento-area schools may be placing social studies teachers in ethnic studies classrooms without adequate preparation for the subject.
“You either see very watered down versions of ethnic studies, or ethnic studies being very nominally implemented,” she said.
Rodriguez’s son is only in second grade, but she said she is already supplementing his language arts curriculum with other reading because the texts assigned were not from diverse authors. As for what ethnic studies might look like by the time her son reaches high school, Rodriguez said, “I’m absolutely worried.”
Silvestri, the Santa Monica High School teacher, said she is torn about the necessity of an ethnic studies credential, adding that she would not want it to prevent interested and passionate teachers from teaching the subject. However, she said, the credential could help streamline the professional development opportunities she has needed to seek out independently over the past few years.
The University of California’s California History-Social Science Project works to support people like Silvestri who are teaching ethnic studies for the first time. Dominique Williams, the project’s ethnic studies coordinator, offers workshops educating teachers about the history of ethnic studies instruction and shows them how they can teach historical narratives from new perspectives.
Williams draws on her own experience transitioning from teaching English and social studies to ethnic studies in the Sacramento City Unified School District.
“In hindsight, I think that there is more training that I could have had, that I’m now trying to make sure that teachers are getting as they start their own journeys,” Williams said.
As the debate surrounding ethnic studies teacher preparation continues, Jayla Johnson-Lake, a sophomore at Santa Monica High School, said a passion for teaching is just as important as any credential. Johnson-Lake said Silvestri’s ethnic studies class has surpassed her expectations, introducing her to new facts, such as the details of Japanese internment and how the Black Codes worked to restrict Black people’s rights in the post-Civil War era.
“I believe it’s important to have a teacher who wants to teach the class,” Johnson-Lake said.
The post California High Schools are Adding Hundreds of Ethnic Studies Classes. Are Teachers Prepared? first appeared on Post News Group. This article originally appeared in Post News Group.
Black Press
OP-ED: How Does Your State Rank for Pre-K?
BLACKPRESSUSA NEWSWIRE — “Other states should take note: Georgia proves that state-funded preschool with well-qualified teachers, pay parity with K-12, small classes, and strong continuous improvement systems can be scaled as a universal program,” said NIEER director Steve Barnett. “With new initiatives to support quality, Georgia can expect increased enrollment, but leaders should also actively promote increased enrollment.”
Georgia’s state-funded pre-k program for 4-year-olds was recently recognized as the largest state-funded preschool program in the nation to meet all 10 quality benchmarks, and the first universal program to do so. Georgia’s recognition is the top finding in the National Institute for Early Education Research’s new 2025 State of Preschool Yearbook. The yearbook provides an annual snapshot of state-funded preschool across the country. Forty-four states and the District of Columbia fund preschool programs.
Only five additional states meet all 10 of NIEER’s research-based benchmarks for quality —Alabama, Hawaii, Michigan, Mississippi, and Rhode Island—in this year’s report. None of those programs have the reach of Georgia Pre-K. NIEER’s benchmarks measure essential preschool quality indicators, including teacher qualifications, class sizes, early learning standards, and program assessments.
“Other states should take note: Georgia proves that state-funded preschool with well-qualified teachers, pay parity with K-12, small classes, and strong continuous improvement systems can be scaled as a universal program,” said NIEER director Steve Barnett. “With new initiatives to support quality, Georgia can expect increased enrollment, but leaders should also actively promote increased enrollment.”
Nationally, state support for preschool education hit record highs in enrollment and funding in 2024-2025. The pace of growth slowed, however, compared to the prior year, and many states continue to lag behind pre-pandemic enrollment levels. Preschool enrollment increased by 44,000 children nationally, reaching almost 1.8 million, including 37% of U.S. four-year-olds and 9% of three-year-olds. California, Colorado, Michigan, Minnesota, and Missouri contributed the most to increased enrollment, adding more than 52,000 new seats.
States spent nearly $14.4 billion on preschool in 2024-2025. Including federal and local dollars, total spending was almost $17.7 billion. Three states each spent more than $1 billion last year: California ($4.1 billion), New Jersey ($1.2 billion), and New York ($1 billion). Together, these three states account for 45% of all state preschool spending. Texas adds almost another $1 billion.
Spending increased by $434 million, or 3%, adjusted for inflation. Twenty-eight states increased preschool funding, including Michigan and New Jersey, which each added more than $100 million. “Not only does preschool access vary by which state a child happens to live in, but so does the quality of that preschool experience,” said Allison Friedman-Krauss, lead author of the report. “Only high-quality early care and education programs support children’s development enough to result in lasting academic and other gains that ultimately deliver savings for taxpayers.”
A record six states met all 10 of NIEER’s recommended quality standards, with Alabama doing so for the 20th consecutive year. Georgia joined this list this year after improving its teacher-to-child ratio from 1:11 to 1:10 and lowering maximum class sizes to 20. Several states met 9 of 10 benchmarks, including New Mexico, which is working toward universal access for both three- and four-year-olds. Once New Mexico requires all lead teachers to have a bachelor’s degree in early childhood education, it will be on par with Georgia in terms of both quality and quantity.
Not all states moved forward. Twenty states enrolled fewer preschoolers in 2024-2025 than the prior year, with enrollment dropping by more than 1,000 children in Arizona, Florida, New York, Ohio, Oklahoma, and Wisconsin. Seventeen states spent less on preschool than the prior year, adjusted for inflation, with Arizona, North Carolina, Oregon, and Texas seeing the largest percentage declines. Additional information about the State of Preschool Yearbook, including individual state profiles and maps, graphs, and state rankings, can be found at www.nieer.org.
Black Press
Leaders to Gather at African American History Museum for Voting Rights Call to Action
BLACKPRESSUSA—Rep. Jonathan L. Jackson, Bishop William J. Barber II, and a coalition of congressional, faith, and civil rights leaders gather Tuesday outside the National Museum of African American History and Culture, days after founding director Lonnie G. Bunch III announced his retirement. March On for Freedom 2026 National GOTV Bus Tour launches ahead of the 2026 midterms.
Black Press
Port of Oakland, Army Corps Sign Historic Harbor Design Agreement
OAKLAND POST — Oakland Port Commission President Stephanie Dominguez Walton called the agreement a historic milestone that will support thousands of jobs. “Today marks a historic occasion for the Port as we sign the inaugural Design Agreement for the Turning Basin Widening Project, which will keep Oakland competitive,” said Walton.
A $642 million project designed to accommodate larger cargo ships and strengthen the Port of Oakland’s position as a major Pacific trade gateway moved a significant step closer to construction on Aug. 27.
The U.S. Army Corps of Engineers (USACE) San Francisco District and the Port of Oakland commemorated the signing of the inaugural Design Agreement for the Oakland Harbor Turning Basins Widening Projectduring a ceremony aboard the USS Potomac, the presidential yacht once used by President Franklin D. Roosevelt.
The project will widen the Port’s Inner and Outer Harbor turning basins, allowing today’s increasingly larger and longer vessels more space to safely maneuver and turn around. The current basins are narrow, creating delays and operational inefficiencies.
Oakland Port Commission President Stephanie Dominguez Walton called the agreement a historic milestone that will support thousands of jobs.
“Today marks a historic occasion for the Port as we sign the inaugural Design Agreement for the Turning Basin Widening Project, which will keep Oakland competitive,” said Walton.
The agreement advances the project into its preconstruction engineering and design phase following years of planning and collaboration.
Lt. Col. Virginia Brickner, commander of the USACE San Francisco District, said the signing represented tangible progress toward construction.
“We are moving forward. We are showing progress,” Brickner said.
Major General Jason Kelly, USACE Deputy Commanding General for Civil and Emergency Operations, said dredging is critical for maritime dominance, supply chains, and economic competitiveness.
“Dredging sustains our national economic infrastructure,” he said. “The future demands more, the taxpayer deserves more, and together we’re going to deliver.”
For U.S. Representative Congresswoman Lateefah Simon (D-CA-12), the Port project will support jobs beyond its completion. “This will impact workers and businesses, and every shipping container represents multiple jobs.”
Oakland Mayor Barbara Lee described Oakland as a gateway to international markets and spoke on earlier efforts to deepen Oakland’s shipping channel to 50 feet. While serving in the California Legislature, Lee helped bring together labor, business, environmental advocates and Port officials to resolve disputes surrounding dredging and environmental protections.
“We want the Port to remain competitive economically,” Lee said, excited about both protecting the environment and generating sustainable jobs in the region. “We want to make sure that we create good-paying union jobs, and that the Port continues to not just survive, but thrive.”
Port of Oakland Executive Director Kristi McKenney said economic growth is dependent on investments in the Oakland Harbor’s infrastructure.
“This investment and staying competitive will fuel our economy for years to come,” said McKenney.
The Port of Oakland, with its partners, supports more than 98,000 regional jobs and $174 billion in annual economic activity. The Port oversees the Oakland Seaport, the Oakland San Francisco Bay Airport (OAK), and nearly 20 miles of waterfront, including Jack London Square.
Black Press
Democratic Clubs Interview Candidates for Oakland School Board
OAKLAND POST — For the first time, the interviews were jointly sponsored by the John George Democratic Club, Wellstone Democratic Renewal Club, Oakland East Bay Democratic Club, Black Women Organized for Political Action (BWOPA), Niagara Democratic Club, Block by Block Organizing Network and Oakland African American Chamber of Commerce.
Local Democratic clubs and community organizations interviewed candidates running for Oakland school board in the November elections, including incumbents Jennifer Brouhard in District 2, Mike Hutchinson in District 4 and Valarie Bachelor in District 6.
For the first time, the interviews were jointly sponsored by the John George Democratic Club, Wellstone Democratic Renewal Club, Oakland East Bay Democratic Club, Black Women Organized for Political Action (BWOPA), Niagara Democratic Club, Block by Block Organizing Network and Oakland African American Chamber of Commerce.
The Democratic clubs interviewed only registered Democrats.
John George and Wellstone endorsed Brouhard and Bachelor. Neither endorsed Hutchinson.
In District 4, Wellstone ranked Sylvia Pfeiffer Williams first and Kathryn Camp second. John George ranked Camp first and Williams second.
Hutchinson, an Oakland native and Oakland public schools graduate, highlighted his record.
“I was in board leadership and chaired the Budget and Finance Committee,” he said. “We passed balanced budgets and paid off the state loan early, which allowed us to finally leave state receivership after 22 years.”
Hutchinson said the district faces a financial crisis requiring changes in board leadership and district policies.
“We need a different majority so we can get back on track, end school closures, and manage our resources better,” he said.
Williams taught adult education in Oakland for 18 years.
Williams said her philosophy “comes from the disability justice world, to center the needs of the most vulnerable. When we center the needs of the most vulnerable, we create environments, systems, and learning experiences in which everyone can thrive.”
Williams framed potential school closures as an equity issue.
“Are we thinking about closing schools up in the hills?” she asked. “Or are we thinking about closing schools where communities are in crisis right now?”
Camp, a Bay Area native and Oakland resident of 25 years, has a son in second grade.
“Our kids are only getting one shot at a great education, and I’m running to bring pragmatic, student-centered leadership that restores trust, builds responsibility, and delivers results for every child,” she said.
On her website, Camp pledged accountability and transparency. “As a proud OUSD parent, I know our schools need more than promises – they need fiscal responsibility, equity, and meaningful action guided by long-term strategy,” she said.
“That means protecting classrooms, supporting teachers, using resources wisely, and making decisions that reflect clear priorities and real accountability,” said Camp. “It also means bringing people together and providing the kind of steady leadership that can navigate complex systems, ask hard questions, and stay grounded in what matters most: student outcomes, thriving schools, and a district that works for the communities it serves.”
Wellstone’s Education Committee said it opposed Hutchinson because he frequently challenged the board majority and superintendent.
“He also claims that the teachers’ contract is illegal that a grand jury should be called. He is not endorsed by the teachers’ union; he has been disruptive and non-collaborative at meetings,” and he has been absent 26% of the time, the committee said.
“He claims that the teachers’ contract is illegal and that a grand jury should be called,” the committee said. “He takes individual credit for accomplishments, including paying the state loan, when in fact these changes came from the work of the entire board, or were the result of following through on policy.”
Next week: District 6 school board candidates.
Black History
Nuna Phillips-McKee Celebrates 100 Years: ‘A Century of Faith, Family and God’s Amazing Grace!’
OAKLAND POST — Nuna’s life has been one of Christian service. A longtime member of Wings of Love Maranatha Ministries, now Incredible Church, she serves as director of Community Services and is actively involved in the church’s Food Ministries.
Nuna Phillips-McKee will reach an extraordinary milestone on Sept. 24 —her 100th
birthday, marking a century filled with faith, family, service, laughter and the amazing grace of God.
Born Sept. 14, 1926, in Oakland, Nuna has witnessed a world of change during her lifetime, yet the values that have guided her remain constant: a deep faith in God, devotion to family, a strong work ethic and a heart for serving others.
She enjoyed a distinguished career as a civil servant for more than 40 years, demonstrating the dedication, dependability and strength that have characterized so much of her life.
Nuna’s life has been one of Christian service. A longtime member of Wings of Love Maranatha Ministries, now Incredible Church, she serves as director of Community Services and is actively involved in the church’s Food Ministries.
Through the years, she has continued to help meet the needs of others—not merely with food, but with kindness, compassion and a genuine desire to serve. Her ministry reflects a simple principle by which she lives: when God blesses you, you bless others.
Nuna is the proud mother of one son, whose memory she carries in her heart, and the beloved grandmother of three grandchildren, as well as six great-grandchildren and one great-great-grandchild.
At 100, she has the rare blessing of seeing several generations of her family carrying forward a legacy that began long ago.
She remains the loving, intelligent, witty, and, when the occasion calls for it, delightfully sassy Nuna that her family and friends know so well. Her contagious laugh, quick wit and youthful spirit have endeared her to generations of relatives, church members and friends.
Nuna was born into the large and loving Phillips family of seven sisters and one brother, with bonds that formed in childhood and have remained precious throughout the decades. Their shared love, faith, and family traditions have continued to be a source of joy, strength and countless treasured memories.
As family and friends gather for this special occasion, they will celebrate far more than a number. They will celebrate 100 years of prayers prayed and answered; 100 years of lessons learned and wisdom shared; 100 years of family, faith, laughter and love; 100 years of serving God and serving others.
Most of all, they will celebrate a life that stands as a testimony to God’s faithfulness through every season.
Nuna’s century-long journey can be summed up in the words chosen to commemorate this remarkable occasion: “100 years of God’s amazing grace.”
Black Press
D.A. Ursula Jones Dickson: Terminix to Pay $3.15 Million Over Illegal Disposal of Pesticides, Customer Records
OAKLAND POST — District attorney investigators examining Terminix facilities throughout California between 2021 and 2024 found hundreds of pesticides and other hazardous-waste items that had allegedly been disposed of unlawfully, according to Jones Dickson’s office.
Alameda County District Attorney Ursula Jones Dickson announced a $3.15 million settlement with Terminix International Inc. and Rentokil North America Inc. over allegations that the pest control companies illegally disposed of pesticides and hazardous waste and mishandled confidential customer records.
The settlement was reached by Jones Dickson, 28 other California district attorneys and the Los Angeles city attorney. The companies are collectively identified as Terminix in the settlement.
District attorney investigators examining Terminix facilities throughout California between 2021 and 2024 found hundreds of pesticides and other hazardous-waste items that had allegedly been disposed of unlawfully, according to Jones Dickson’s office.
The investigation also found instances in which Terminix allegedly failed to properly manage and dispose of private customer records, violating California laws intended to protect confidential consumer information.
Terminix cooperated with prosecutors after being notified of the alleged violations, the district attorney’s office said. As part of the settlement, the company agreed to strengthen its policies and procedures governing the handling and disposal of pesticides, hazardous materials and customer records.
The new requirements are intended to prevent prohibited waste from being placed in ordinary trash receptacles or sent to facilities not authorized to receive it. Terminix must also improve safeguards for confidential customer information before records are discarded.
Terminix operates five Alameda County locations under the Terminix and Western Exterminator Company names. The facilities are located in Hayward, Pleasanton and Union City.
Alameda County will receive $160,000 from the statewide settlement for civil penalties and reimbursement of investigative costs.
The agreement resolves the prosecutors’ claims against the companies and requires Terminix to maintain stronger waste-management and privacy protections at its California operations.
Jones Dickson announced the settlement Sept. 4.
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