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"content": "\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vAjQ9jTOHEs\u003c/p>\n\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vAjQ9jTOHEs'\n title='//www.youtube.com/embed/vAjQ9jTOHEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Classroom resources can be accessed\u003ca href=\"https://www.kqed.org/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable\"> outside of the classroom\u003c/a> and it isn’t unusual for teachers to post the materials they used in class on a learning management system like Google Classroom or Canvas. Scheffel suggested using minimal text on the slides used in class and sharing another more text-heavy version online for students to access later. Alternatively, teachers can also post a video of them talking over the slides they used in class.\u003c/p>\n\u003ch2>\u003cstrong>Provide multiple forms of media\u003c/strong>\u003c/h2>\n\u003cp>Using different media types can help reach diverse learners. “Our learners differ in the ways that they perceive and comprehend information that is presented to them. And there is no one perfect means of representation that’s optimal for all learners. So we need to provide options,” Scheffel said.\u003c/p>\n\u003cp>Using videos, audio, visuals and text provides multiple avenues for understanding. Scheffel encouraged teachers to include captions or transcripts with videos, many of which can be generated automatically. “All of this needs to be \u003ca href=\"https://www.kqed.org/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need\">incorporated in our planning\u003c/a> and not as an afterthought,” Scheffel said, acknowledging the time constraints teachers face. “Take it one step at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all materials need to be plain and dull, Scheffel explained. “There is a time and a place for those fun, creative, cute things,” she said, suggesting that these designs work well for non-instructional content. For example, a teacher may choose to use a fun format during a check in, by providing students with a selection of emojis or graphics and asking them to choose which one they feel represents their current mood. “Not every student is going to get thrown off by a wordy slide or a rogue cactus, but some are,” Scheffel said. “We need to design with all of our students in mind.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Classroom resources can be accessed\u003ca href=\"https://www.kqed.org/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable\"> outside of the classroom\u003c/a> and it isn’t unusual for teachers to post the materials they used in class on a learning management system like Google Classroom or Canvas. Scheffel suggested using minimal text on the slides used in class and sharing another more text-heavy version online for students to access later. Alternatively, teachers can also post a video of them talking over the slides they used in class.\u003c/p>\n\u003ch2>\u003cstrong>Provide multiple forms of media\u003c/strong>\u003c/h2>\n\u003cp>Using different media types can help reach diverse learners. “Our learners differ in the ways that they perceive and comprehend information that is presented to them. And there is no one perfect means of representation that’s optimal for all learners. So we need to provide options,” Scheffel said.\u003c/p>\n\u003cp>Using videos, audio, visuals and text provides multiple avenues for understanding. Scheffel encouraged teachers to include captions or transcripts with videos, many of which can be generated automatically. “All of this needs to be \u003ca href=\"https://www.kqed.org/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need\">incorporated in our planning\u003c/a> and not as an afterthought,” Scheffel said, acknowledging the time constraints teachers face. “Take it one step at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all materials need to be plain and dull, Scheffel explained. “There is a time and a place for those fun, creative, cute things,” she said, suggesting that these designs work well for non-instructional content. For example, a teacher may choose to use a fun format during a check in, by providing students with a selection of emojis or graphics and asking them to choose which one they feel represents their current mood. “Not every student is going to get thrown off by a wordy slide or a rogue cactus, but some are,” Scheffel said. “We need to design with all of our students in mind.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Handwriting Helps Kids Learn. Here’s How to Make the Most of It",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003cem>View the full episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In an age where screens dominate classrooms and workplaces, handwriting might seem like a relic of the past. But research shows that putting pen to paper plays a \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">crucial role in literacy development.\u003c/a> “I can’t talk about handwriting without talking about reading and spelling—they’re integrated. In our brains, the networks are connected,” said \u003ca href=\"https://www.lexiconreadingcenter.org/prof-nancy-cushen-white/\">Dr. Nancy Cushen White\u003c/a>, a language therapist and educator who has worked with students of all ages, including adults, to develop writing skills.\u003c/p>\n\u003cp>Handwriting is more than just a motor skill, White explained. Research shows writing by hand leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better recognition and understanding of letters\u003c/a>. It also improves \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8222525/\">memory and recall of words\u003c/a>. “Writing is deeply connected to language networks,” she said. “Once students learn to write letters, if they see one of those letters in print, the same part of the brain that functions when they are writing is activated.”\u003c/p>\n\u003cp>While \u003ca href=\"https://www.kqed.org/mindshift/65130/writing-notes-instead-of-typing-research-pits-scholars-against-each-other\">typing is valuable\u003c/a>, it does not provide the same cognitive benefits for young children. In other words, when students put pen to paper, they aren’t just learning to write—they’re training their brains to read, spell, and retain information more effectively. White offered guidance on maximizing \u003ca href=\"https://www.kqed.org/news/11936366/the-joys-and-benefits-of-handwriting-and-how-to-keep-it-alive-in-schools\">handwriting’s benefits\u003c/a>, including whether to prioritize cursive, the importance of developing automaticity and ensuring handwriting remains a functional literacy skill.\u003c/p>\n\u003ch2>\u003cstrong>Cursive vs. manuscript\u003c/strong>\u003c/h2>\n\u003cp>As \u003ca href=\"https://kqed.org/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting\">cursive instruction\u003c/a> fades from many classrooms, educators may wonder: do today’s kids really need it? White said both cursive and manuscript—writing unconnected letters—have advantages. “There’s no research that says manuscript or cursive is best for everyone at all times,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the main advantages of manuscript is that students encounter these letters in books. “Studies show that spending two years learning manuscript writing strengthens letter recognition and helps make writing automatic,” White explained.\u003c/p>\n\u003cp>On the other hand, cursive can be faster. “You don’t have to pick up your pencil every time,” White said. She also noted that students who learn to write and recognize cursive are better equipped to read \u003ca href=\"https://www.kqed.org/mindshift/64572/humanizing-history-by-learning-with-primary-sources\">historical documents and primary sources\u003c/a>, such as the Declaration of Independence or the Constitution. Some students struggle with cursive, while others find it a welcome alternative. “For older kids who never developed legible manuscript writing but recognize letters, cursive can feel like a fresh start,” she added.\u003c/p>\n\u003ch2>\u003cstrong>Developing automaticity\u003c/strong>\u003c/h2>\n\u003cp>Whether students learn manuscript or cursive, White stressed the importance of practicing until they \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9204270/\">no longer have to think about forming letters\u003c/a>, which is when automaticity is gained. “Handwriting is only functional if it’s automatic. That happens when students make each letter the same way every time,” she said. There are multiple correct ways to form letters, but consistency is key.\u003c/p>\n\u003cp>White compared it to learning to ride a bike. “You’re not thinking about where to put your feet or hands,” she said. “If you were learning to ride a bicycle, but every day it was a different bicycle and things were in a slightly different place, you’d still be falling off and skinning your knee.”\u003c/p>\n\u003cp>Teachers can help students of all ages by demonstrating letter formation on a large sheet of paper or a whiteboard while verbalizing the process using words like curve, slant, separate, cross, and connecting stroke. This multimodal approach helps students see and hear how letters are made. White also encourages students to verbalize the steps themselves while writing to reinforce the connection between movement and letter formation. “Once the movement is automatic, then they can concentrate on the other pieces,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Writing Words and Phrases\u003c/strong>\u003c/h2>\n\u003cp>Mastering individual letters is important, but White emphasized that students should quickly move on to writing words and phrases. “If students only memorize how to write separate letters, it doesn’t integrate with spelling and reading skills,” she said.\u003c/p>\n\u003cp>She recommended introducing a small group of letters and having students practice reading and writing words using them. White recommends teachers avoid asking students to spell words containing letters they haven’t learned to write. This approach helps students recognize orthographic patterns—common letter groupings in English. “If children are drawing each letter as a separate entity every time, they’re not going to get that benefit,” White said.\u003c/p>\n\u003cp>Although handwriting instruction may seem slow or outdated, White believes it empowers students. She recalled a student named Sasha who was excited to write his name on a birthday card for his father. When he wrote an “S” backwards, he wasn’t discouraged. Instead, he corrected himself with confidence. “He put his hand on his mom’s shoulder and said, ‘Mom, don’t worry. I made a mistake. I know how to fix it,’” White recounted.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4395556198\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> These days, it feels like everyone is looking for the next big innovation in education. Schools are adopting one-to-one technology programs, where every student has a tablet or laptop. New programs promise to solve every learning challenge you can think of. But in all of this excitement, are we forgetting the basics?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When was the last time you thought about writing by hand? If you’re an elementary school or TK teacher, the answer is probably all the time—maybe even in your sleep. But for many of us in a digital world, handwriting is becoming an afterthought.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That’s a big mistake, according to Dr. Nancy Cushen White, an educator and language therapist. She says handwriting isn’t just about writing letters—it’s a powerful tool for literacy learning. And just because adults don’t think much about writing by hand doesn’t mean kids don’t love it—or benefit from it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Stick around to hear more from Nancy about strategies for teaching handwriting and whether cursive is on its way out, Stay tuned!\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Nancy Cushen White has spent decades trying to figure out how to teach kids to read and process language in a way that sticks. But that journey started with real challenges—challenges that she didn’t even see coming at first.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> My first full year of teaching, I was assigned to an elementary school in San Francisco, and it was a General Ed fourth grade class, and there were 37 children.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Right away, she realized some skills were missing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There were a few kids who could read, but that was not the norm. That was the exception, and I didn’t know enough then to even realize what a serious problem I had on my hands. I just thought well I have credentials in three states. I’ll do everything I learned and I’ll take care of this problem.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I tried everything I’d been taught. It didn’t take very long, and it didn’t work very well. And so. That began my quest for finding something that would work.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> She discovered that handwriting is an essential part of learning language. Writing by hand strengthens letter recognition and supports memory and recall—especially when taught alongside reading and spelling.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> All language skills are connected. So handwriting isn’t in a separate part of the brain from reading or spelling. And obviously handwriting involves motor skills, but it’s much more than a motor skill. It’s very connected to language\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Students are typically taught two types of handwriting in school: manuscript, where letters are distinct and unconnected, and cursive, where letters flow together.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are so the advantages to manuscript one being the print or the manuscript is more like what they read in books. So when they are learning to write the letters, they’re learning to write the letters that they’re seeing in books that they’re reading.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are studies that show that students who have learned manuscript print letters, once they’ve learned to write those letters, if they see one of those letters in print, whether they’re writing it or not, the part of the brain that is that functions when they are writing is activated.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Cursive, on the other hand, has its own perks.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Cursive can be faster. You don’t have to pick up your pencil every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I don’t know if it’s because of what happened to them when they were trying to learn it in school, but there are people who really hate it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For those who struggled with cursive, there’s good news—it’s falling out of use. Some students today can’t read cursive at all. There is actually this joke that adults of a certain generation can use cursive to write secret messages to each other that kids can’t read. But jokes aside, there are real implications. While students who can’t read cursive are still literate, they might struggle to read historical documents like the U.S. Constitution or the Declaration of Independence.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is not proven that either manuscript or cursive writing is best. What does matter is that students get so much practice writing that they don’t have to think about forming letters. So, how can teachers ensure handwriting becomes second nature?\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> It’s going to become automatic if they make each letter the same way every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are many correct ways to form, both manuscript and cursive letters. Think of all the font. But children need to be taught one way that they practice automaticity. Then they don’t have to think about how to make the letter. That becomes automatic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When students write letters the same way many times, it becomes muscle memory.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were taking notes right now, you would be thinking about what I’m saying. You might be thinking about how to spell some words, but you wouldn’t be thinking about how to form the letters because it’s automatic. Your brain knows that. it’s like jumping on a bicycle and heading off. You’re not thinking where you’re putting your feet or where you’re putting your hands.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were learning to ride a bicycle but every day it was a different bicycle and things were in a slightly different place? You’d still be falling off and skinning your knee, or at least I would be, yeah.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> One of the best ways to teach handwriting is through modeling. Nancy talks about what she is doing as she writes a new letter. This makes it a multimodal learning experience for students because they are able to see her make the letter on a big piece of paper or a whiteboard and hear her talk about it. Take a lower case, cursive letter “L”\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Starts on the baseline, curves up two spaces, curves back slightly, and then slant down, crossing on the midline, down almost to the baseline and up for a connecting stroke, L. And then I might do that again. And then I ask another student in the class, tell me how to make an L.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> You want them to use those words to guide themselves as long as they need to and to have the same words. So curve, slant, separate, cross, connecting stroke, using the same words for all the letters.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> But it’s not memorizing it. It’s really connecting it to that movement. And then once the movement is automatic, then they can concentrate on the other pieces.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But simply copying letters over and over isn’t enough. Students need to write words, phrases, and sentences.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I think sometimes when it’s taught just as the motor skill, it misses that connection because it is a language skill.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In situations where a student gets tutoring just for handwriting and they learn all the letters, they can write all the letters, but they’re not using it functionally. They’re not writing words or phrases. So they’ve memorized something, but it’s not connected to something functional. And that’s a really important piece. And so most of the research supports teaching it as part of that literacy network.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In a lesson, teach it slowly in a sequence and then have children reading and writing the words with those letters. You don’t ask them to spell anything that they can’t write the letters for.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> As students learn to write the letters in the words they’re spelling, they begin to recognize common letter patterns and structures.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Today, kids are using computers earlier than ever, which means they may be missing out on handwriting’s cognitive benefits.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> When you’re typing, just pushing the keys, you’re not getting the kind of motor feedback. There’s not a unique sequence of movements for forming each letter when you’re hitting the key on the keyboard as when you’re writing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Because writing is so embodied, you are able to make memory associations with what you’re seeing and hearing. Yes, writing by hand is slower, but that’s actually a good thing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Because I have to think about what I’m gonna write because I don’t have time to write everything, I actually have to pay attention to the content. I have to decide what is the most important thing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Handwriting may not sound exciting, but kids love it. There’s something powerful about learning to write—even if it’s just your own name.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong>There was a little first grader and his name was Sasha. And his mom wrote us a note about halfway through, and she said his father’s birthday had occurred, and he was writing his name. And he wrote one of the Ss backwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> And he put his hand on his mom’s shoulder. He said, “mom, don’t worry. I made a mistake. I know how to fix it.” And he put around the backwards S, and he wrote a regular S the way he needed to, and he was perfectly fine. She said, if that had happened a month before that, he would have had a complete meltdown, and thrown the card on the floor, and that would have been the end of it. But just accepting, well, I’m gonna make a mistake every once in a while, but I know how to fix it. You just put brackets, that means I made a mistake, I know how to fix it, and you keep on going.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cem>View the full episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In an age where screens dominate classrooms and workplaces, handwriting might seem like a relic of the past. But research shows that putting pen to paper plays a \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">crucial role in literacy development.\u003c/a> “I can’t talk about handwriting without talking about reading and spelling—they’re integrated. In our brains, the networks are connected,” said \u003ca href=\"https://www.lexiconreadingcenter.org/prof-nancy-cushen-white/\">Dr. Nancy Cushen White\u003c/a>, a language therapist and educator who has worked with students of all ages, including adults, to develop writing skills.\u003c/p>\n\u003cp>Handwriting is more than just a motor skill, White explained. Research shows writing by hand leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better recognition and understanding of letters\u003c/a>. It also improves \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8222525/\">memory and recall of words\u003c/a>. “Writing is deeply connected to language networks,” she said. “Once students learn to write letters, if they see one of those letters in print, the same part of the brain that functions when they are writing is activated.”\u003c/p>\n\u003cp>While \u003ca href=\"https://www.kqed.org/mindshift/65130/writing-notes-instead-of-typing-research-pits-scholars-against-each-other\">typing is valuable\u003c/a>, it does not provide the same cognitive benefits for young children. In other words, when students put pen to paper, they aren’t just learning to write—they’re training their brains to read, spell, and retain information more effectively. White offered guidance on maximizing \u003ca href=\"https://www.kqed.org/news/11936366/the-joys-and-benefits-of-handwriting-and-how-to-keep-it-alive-in-schools\">handwriting’s benefits\u003c/a>, including whether to prioritize cursive, the importance of developing automaticity and ensuring handwriting remains a functional literacy skill.\u003c/p>\n\u003ch2>\u003cstrong>Cursive vs. manuscript\u003c/strong>\u003c/h2>\n\u003cp>As \u003ca href=\"https://kqed.org/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting\">cursive instruction\u003c/a> fades from many classrooms, educators may wonder: do today’s kids really need it? White said both cursive and manuscript—writing unconnected letters—have advantages. “There’s no research that says manuscript or cursive is best for everyone at all times,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the main advantages of manuscript is that students encounter these letters in books. “Studies show that spending two years learning manuscript writing strengthens letter recognition and helps make writing automatic,” White explained.\u003c/p>\n\u003cp>On the other hand, cursive can be faster. “You don’t have to pick up your pencil every time,” White said. She also noted that students who learn to write and recognize cursive are better equipped to read \u003ca href=\"https://www.kqed.org/mindshift/64572/humanizing-history-by-learning-with-primary-sources\">historical documents and primary sources\u003c/a>, such as the Declaration of Independence or the Constitution. Some students struggle with cursive, while others find it a welcome alternative. “For older kids who never developed legible manuscript writing but recognize letters, cursive can feel like a fresh start,” she added.\u003c/p>\n\u003ch2>\u003cstrong>Developing automaticity\u003c/strong>\u003c/h2>\n\u003cp>Whether students learn manuscript or cursive, White stressed the importance of practicing until they \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9204270/\">no longer have to think about forming letters\u003c/a>, which is when automaticity is gained. “Handwriting is only functional if it’s automatic. That happens when students make each letter the same way every time,” she said. There are multiple correct ways to form letters, but consistency is key.\u003c/p>\n\u003cp>White compared it to learning to ride a bike. “You’re not thinking about where to put your feet or hands,” she said. “If you were learning to ride a bicycle, but every day it was a different bicycle and things were in a slightly different place, you’d still be falling off and skinning your knee.”\u003c/p>\n\u003cp>Teachers can help students of all ages by demonstrating letter formation on a large sheet of paper or a whiteboard while verbalizing the process using words like curve, slant, separate, cross, and connecting stroke. This multimodal approach helps students see and hear how letters are made. White also encourages students to verbalize the steps themselves while writing to reinforce the connection between movement and letter formation. “Once the movement is automatic, then they can concentrate on the other pieces,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Writing Words and Phrases\u003c/strong>\u003c/h2>\n\u003cp>Mastering individual letters is important, but White emphasized that students should quickly move on to writing words and phrases. “If students only memorize how to write separate letters, it doesn’t integrate with spelling and reading skills,” she said.\u003c/p>\n\u003cp>She recommended introducing a small group of letters and having students practice reading and writing words using them. White recommends teachers avoid asking students to spell words containing letters they haven’t learned to write. This approach helps students recognize orthographic patterns—common letter groupings in English. “If children are drawing each letter as a separate entity every time, they’re not going to get that benefit,” White said.\u003c/p>\n\u003cp>Although handwriting instruction may seem slow or outdated, White believes it empowers students. She recalled a student named Sasha who was excited to write his name on a birthday card for his father. When he wrote an “S” backwards, he wasn’t discouraged. Instead, he corrected himself with confidence. “He put his hand on his mom’s shoulder and said, ‘Mom, don’t worry. I made a mistake. I know how to fix it,’” White recounted.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4395556198\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> These days, it feels like everyone is looking for the next big innovation in education. Schools are adopting one-to-one technology programs, where every student has a tablet or laptop. New programs promise to solve every learning challenge you can think of. But in all of this excitement, are we forgetting the basics?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When was the last time you thought about writing by hand? If you’re an elementary school or TK teacher, the answer is probably all the time—maybe even in your sleep. But for many of us in a digital world, handwriting is becoming an afterthought.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That’s a big mistake, according to Dr. Nancy Cushen White, an educator and language therapist. She says handwriting isn’t just about writing letters—it’s a powerful tool for literacy learning. And just because adults don’t think much about writing by hand doesn’t mean kids don’t love it—or benefit from it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Stick around to hear more from Nancy about strategies for teaching handwriting and whether cursive is on its way out, Stay tuned!\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Nancy Cushen White has spent decades trying to figure out how to teach kids to read and process language in a way that sticks. But that journey started with real challenges—challenges that she didn’t even see coming at first.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> My first full year of teaching, I was assigned to an elementary school in San Francisco, and it was a General Ed fourth grade class, and there were 37 children.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Right away, she realized some skills were missing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There were a few kids who could read, but that was not the norm. That was the exception, and I didn’t know enough then to even realize what a serious problem I had on my hands. I just thought well I have credentials in three states. I’ll do everything I learned and I’ll take care of this problem.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I tried everything I’d been taught. It didn’t take very long, and it didn’t work very well. And so. That began my quest for finding something that would work.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> She discovered that handwriting is an essential part of learning language. Writing by hand strengthens letter recognition and supports memory and recall—especially when taught alongside reading and spelling.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> All language skills are connected. So handwriting isn’t in a separate part of the brain from reading or spelling. And obviously handwriting involves motor skills, but it’s much more than a motor skill. It’s very connected to language\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Students are typically taught two types of handwriting in school: manuscript, where letters are distinct and unconnected, and cursive, where letters flow together.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are so the advantages to manuscript one being the print or the manuscript is more like what they read in books. So when they are learning to write the letters, they’re learning to write the letters that they’re seeing in books that they’re reading.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are studies that show that students who have learned manuscript print letters, once they’ve learned to write those letters, if they see one of those letters in print, whether they’re writing it or not, the part of the brain that is that functions when they are writing is activated.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Cursive, on the other hand, has its own perks.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Cursive can be faster. You don’t have to pick up your pencil every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I don’t know if it’s because of what happened to them when they were trying to learn it in school, but there are people who really hate it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For those who struggled with cursive, there’s good news—it’s falling out of use. Some students today can’t read cursive at all. There is actually this joke that adults of a certain generation can use cursive to write secret messages to each other that kids can’t read. But jokes aside, there are real implications. While students who can’t read cursive are still literate, they might struggle to read historical documents like the U.S. Constitution or the Declaration of Independence.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is not proven that either manuscript or cursive writing is best. What does matter is that students get so much practice writing that they don’t have to think about forming letters. So, how can teachers ensure handwriting becomes second nature?\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> It’s going to become automatic if they make each letter the same way every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are many correct ways to form, both manuscript and cursive letters. Think of all the font. But children need to be taught one way that they practice automaticity. Then they don’t have to think about how to make the letter. That becomes automatic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When students write letters the same way many times, it becomes muscle memory.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were taking notes right now, you would be thinking about what I’m saying. You might be thinking about how to spell some words, but you wouldn’t be thinking about how to form the letters because it’s automatic. Your brain knows that. it’s like jumping on a bicycle and heading off. You’re not thinking where you’re putting your feet or where you’re putting your hands.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were learning to ride a bicycle but every day it was a different bicycle and things were in a slightly different place? You’d still be falling off and skinning your knee, or at least I would be, yeah.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> One of the best ways to teach handwriting is through modeling. Nancy talks about what she is doing as she writes a new letter. This makes it a multimodal learning experience for students because they are able to see her make the letter on a big piece of paper or a whiteboard and hear her talk about it. Take a lower case, cursive letter “L”\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Starts on the baseline, curves up two spaces, curves back slightly, and then slant down, crossing on the midline, down almost to the baseline and up for a connecting stroke, L. And then I might do that again. And then I ask another student in the class, tell me how to make an L.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> You want them to use those words to guide themselves as long as they need to and to have the same words. So curve, slant, separate, cross, connecting stroke, using the same words for all the letters.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> But it’s not memorizing it. It’s really connecting it to that movement. And then once the movement is automatic, then they can concentrate on the other pieces.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But simply copying letters over and over isn’t enough. Students need to write words, phrases, and sentences.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I think sometimes when it’s taught just as the motor skill, it misses that connection because it is a language skill.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In situations where a student gets tutoring just for handwriting and they learn all the letters, they can write all the letters, but they’re not using it functionally. They’re not writing words or phrases. So they’ve memorized something, but it’s not connected to something functional. And that’s a really important piece. And so most of the research supports teaching it as part of that literacy network.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In a lesson, teach it slowly in a sequence and then have children reading and writing the words with those letters. You don’t ask them to spell anything that they can’t write the letters for.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> As students learn to write the letters in the words they’re spelling, they begin to recognize common letter patterns and structures.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Today, kids are using computers earlier than ever, which means they may be missing out on handwriting’s cognitive benefits.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> When you’re typing, just pushing the keys, you’re not getting the kind of motor feedback. There’s not a unique sequence of movements for forming each letter when you’re hitting the key on the keyboard as when you’re writing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Because writing is so embodied, you are able to make memory associations with what you’re seeing and hearing. Yes, writing by hand is slower, but that’s actually a good thing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Because I have to think about what I’m gonna write because I don’t have time to write everything, I actually have to pay attention to the content. I have to decide what is the most important thing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Handwriting may not sound exciting, but kids love it. There’s something powerful about learning to write—even if it’s just your own name.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong>There was a little first grader and his name was Sasha. And his mom wrote us a note about halfway through, and she said his father’s birthday had occurred, and he was writing his name. And he wrote one of the Ss backwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> And he put his hand on his mom’s shoulder. He said, “mom, don’t worry. I made a mistake. I know how to fix it.” And he put around the backwards S, and he wrote a regular S the way he needed to, and he was perfectly fine. She said, if that had happened a month before that, he would have had a complete meltdown, and thrown the card on the floor, and that would have been the end of it. But just accepting, well, I’m gonna make a mistake every once in a while, but I know how to fix it. You just put brackets, that means I made a mistake, I know how to fix it, and you keep on going.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Nearly a half century ago, \u003ca href=\"https://www.jstor.org/stable/747260\">a landmark study\u003c/a> showed that teachers weren’t explicitly teaching reading comprehension. Once children learned how to read words, no one taught them how to make sense of the sentences and paragraphs. Some kids naturally got it. Some didn’t.\u003c/p>\n\u003cp>Since then, reading researchers have come up with many ideas to foster comprehension. Educators continue to debate how much to emphasize some ideas over others. Although the research on reading comprehension continues, there’s \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">relatively good evidence\u003c/a> for a collection of teaching approaches, from building vocabulary and background knowledge to leading classroom discussions and encouraging children to check for understanding as they read.\u003c/p>\n\u003cp>That should mean substantial progress toward fixing a problem identified decades ago. But a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2418582\">paper published in a 2025 issue\u003c/a> of the peer-reviewed journal Scientific Studies of Reading shows that hardly any of these evidence-based practices have filtered into the classroom.\u003c/p>\n\u003cp>“It’s a little bit discouraging,” said Philip Capin, an assistant professor of education at Harvard University’s Graduate School of Education. “There’s debates going on about strategies versus knowledge. But what we often see in classrooms is actually devoid of high-quality strategy instruction or knowledge-building instruction.”\u003c/p>\n\u003cp>Capin is referring to a host of comprehension strategies, such as checking yourself for understanding after reading a paragraph, identifying the author’s main point or summarizing what you have just read. Knowledge building, by contrast, is helpful because it’s easier to comprehend something you are reading if you can connect it to something you already know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Capin led an 11-member team that gathered 66 studies in which reading instruction was observed in real classrooms over the past 40 years. Most of the studies took place after 2000 and included observations of almost 1,800 teachers. The studies not only looked at reading or English language arts classes, but also science and social studies. In some of the studies, researchers recorded hours of instruction and analyzed transcripts.\u003c/p>\n\u003cp>These observations and recordings are just snapshots of what is happening in classrooms. Unfortunately, these observational studies can’t explain why teachers aren’t following the scientific evidence for reading comprehension, and Capin was unable to determine if comprehension instruction had improved most recently with new interest in the science of reading. But he shared a few insights.\u003c/p>\n\u003ch2>\u003cstrong>Little time spent on reading\u003c/strong>\u003c/h2>\n\u003cp>Teachers spend limited time reading texts with children. “The obvious problem is that it’s hard to support reading comprehension if students are not reading,” said Capin.\u003c/p>\n\u003cp>The dearth of reading was especially pronounced in science classes where teachers tended to prefer PowerPoint slides over texts. More time was spent on reading comprehension instruction in reading or English class, but it was still just 23 percent of instructional time. Still, that is a big improvement over the original 1978 study, which documented that only 1 percent of instructional time was spent on reading comprehension.\u003c/p>\n\u003cp>A \u003ca href=\"https://link.springer.com/article/10.1007/s11145-021-10177-y\">separate survey of middle school teachers\u003c/a> published in 2021 echoes these observational findings that very little reading is taking place in classrooms. Seventy percent of science teachers said they spent less than 6 minutes on texts a day, or less than 30 minutes a week. Only 50 percent of social studies teachers said they spent more time reading in classrooms.\u003c/p>\n\u003cp>“It’s possible that poor reading instruction may beget poor reading instruction,” said Capin. “Teachers frequently report that their students have difficulties reading grade-level texts.” So they avoid reading altogether.\u003c/p>\n\u003cp>It can seem like a catch-22. Teachers don’t devote more time to reading instruction because students have difficulty reading. But without more time reading, students cannot improve.\u003c/p>\n\u003ch2>\u003cstrong>More attention to decoding than comprehension\u003c/strong>\u003c/h2>\n\u003cp>Capin said his team found that reading instruction was more focused on word reading skills, what educators call “decoding.” Researchers noticed that teachers were also building students’ knowledge, especially in science and social studies classes. But this knowledge building was mostly divorced from engaging students in text comprehension.\u003c/p>\n\u003cp>“We took this approach that reading comprehension instruction is defined by reading and understanding text,” said Capin. That might sound obvious, but Capin said that some advocates of knowledge building criticized his analysis, arguing that knowledge building alone is beneficial for reading comprehension and it doesn’t matter if the teacher uses slides or actual texts.\u003c/p>\n\u003ch2>\u003cstrong>Low-level instruction\u003c/strong>\u003c/h2>\n\u003cp>Evidence-based reading instruction, as recommended in \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">teaching guides by the Institute of Education Sciences\u003c/a>, is rare, Capin said.\u003c/p>\n\u003cp>Instead, researchers observed “low-level” reading instruction in which a teacher asks a question and students respond with a one-word answer. Capin offered me an example.\u003c/p>\n\u003cp>Teacher: We just read about ancient Egypt. Who were the ancient Egyptian leaders?\u003cbr>\nClass: Pharaohs!\u003c/p>\n\u003cp>And the teacher moves on.\u003c/p>\n\u003cp>A more sophisticated approach might be to ask students about the goals of the pharaohs, or why ancient Egyptians built the tombs.\u003c/p>\n\u003cp>Teachers tended to confirm whether student responses were “right” or “wrong.” Capin said that only 18 percent of teacher responses elaborated on or developed students’ ideas.\u003c/p>\n\u003cp>Capin said teachers tended to lecture rather than encourage students to talk about what they understand or think. Teachers often read the text aloud, asked a question and then answered the question themselves when students didn’t answer it correctly. He said that leading a discussion might help students better understand the text.\u003c/p>\n\u003cp>Capin said teachers also often ask generic comprehension questions, such as “What is the main point?” without considering whether the questions are appropriate for the reading passage at hand. For example, in fiction, the author’s main point is not nearly as important as identifying the main characters and their goals. Even evidence-based ways of improving reading comprehension can be poorly executed.\u003c/p>\n\u003cp>Some teachers are leading reading discussions in their classrooms. Capin said he visited one such classroom a few weeks ago. But he thinks good comprehension instruction isn’t commonplace because it’s much harder than teaching foundational reading skills. Teachers have to fill in gaps in students’ skills and background knowledge so that everyone can engage. Teacher training programs don’t put enough emphasis on evidence-based methods, and researchers aren’t good at telling educators about these methods. Meanwhile, teachers face pressures to produce high test scores and low-level comprehension strategies can yield short-term results.\u003c/p>\n\u003cp>“I also don’t want to pretend that researchers know it all when it comes to reading comprehension instruction,” said Capin. “We are about 20 years behind in the science of reading comprehension instruction compared to foundational reading skills.”\u003c/p>\n\u003cp>Interest in the science of reading has been exploding around the country over the past five years, especially since a podcast, “\u003ca href=\"https://hechingerreport.org/sold-a-story/\">Sold a Story\u003c/a>,” highlighted the need for more phonics instruction. Hopefully, we won’t have to wait another 50 years for comprehension to get better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-reading-comprehension-classroom/\">\u003cem>reading comprehension\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nearly a half century ago, \u003ca href=\"https://www.jstor.org/stable/747260\">a landmark study\u003c/a> showed that teachers weren’t explicitly teaching reading comprehension. Once children learned how to read words, no one taught them how to make sense of the sentences and paragraphs. Some kids naturally got it. Some didn’t.\u003c/p>\n\u003cp>Since then, reading researchers have come up with many ideas to foster comprehension. Educators continue to debate how much to emphasize some ideas over others. Although the research on reading comprehension continues, there’s \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">relatively good evidence\u003c/a> for a collection of teaching approaches, from building vocabulary and background knowledge to leading classroom discussions and encouraging children to check for understanding as they read.\u003c/p>\n\u003cp>That should mean substantial progress toward fixing a problem identified decades ago. But a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2418582\">paper published in a 2025 issue\u003c/a> of the peer-reviewed journal Scientific Studies of Reading shows that hardly any of these evidence-based practices have filtered into the classroom.\u003c/p>\n\u003cp>“It’s a little bit discouraging,” said Philip Capin, an assistant professor of education at Harvard University’s Graduate School of Education. “There’s debates going on about strategies versus knowledge. But what we often see in classrooms is actually devoid of high-quality strategy instruction or knowledge-building instruction.”\u003c/p>\n\u003cp>Capin is referring to a host of comprehension strategies, such as checking yourself for understanding after reading a paragraph, identifying the author’s main point or summarizing what you have just read. Knowledge building, by contrast, is helpful because it’s easier to comprehend something you are reading if you can connect it to something you already know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Capin led an 11-member team that gathered 66 studies in which reading instruction was observed in real classrooms over the past 40 years. Most of the studies took place after 2000 and included observations of almost 1,800 teachers. The studies not only looked at reading or English language arts classes, but also science and social studies. In some of the studies, researchers recorded hours of instruction and analyzed transcripts.\u003c/p>\n\u003cp>These observations and recordings are just snapshots of what is happening in classrooms. Unfortunately, these observational studies can’t explain why teachers aren’t following the scientific evidence for reading comprehension, and Capin was unable to determine if comprehension instruction had improved most recently with new interest in the science of reading. But he shared a few insights.\u003c/p>\n\u003ch2>\u003cstrong>Little time spent on reading\u003c/strong>\u003c/h2>\n\u003cp>Teachers spend limited time reading texts with children. “The obvious problem is that it’s hard to support reading comprehension if students are not reading,” said Capin.\u003c/p>\n\u003cp>The dearth of reading was especially pronounced in science classes where teachers tended to prefer PowerPoint slides over texts. More time was spent on reading comprehension instruction in reading or English class, but it was still just 23 percent of instructional time. Still, that is a big improvement over the original 1978 study, which documented that only 1 percent of instructional time was spent on reading comprehension.\u003c/p>\n\u003cp>A \u003ca href=\"https://link.springer.com/article/10.1007/s11145-021-10177-y\">separate survey of middle school teachers\u003c/a> published in 2021 echoes these observational findings that very little reading is taking place in classrooms. Seventy percent of science teachers said they spent less than 6 minutes on texts a day, or less than 30 minutes a week. Only 50 percent of social studies teachers said they spent more time reading in classrooms.\u003c/p>\n\u003cp>“It’s possible that poor reading instruction may beget poor reading instruction,” said Capin. “Teachers frequently report that their students have difficulties reading grade-level texts.” So they avoid reading altogether.\u003c/p>\n\u003cp>It can seem like a catch-22. Teachers don’t devote more time to reading instruction because students have difficulty reading. But without more time reading, students cannot improve.\u003c/p>\n\u003ch2>\u003cstrong>More attention to decoding than comprehension\u003c/strong>\u003c/h2>\n\u003cp>Capin said his team found that reading instruction was more focused on word reading skills, what educators call “decoding.” Researchers noticed that teachers were also building students’ knowledge, especially in science and social studies classes. But this knowledge building was mostly divorced from engaging students in text comprehension.\u003c/p>\n\u003cp>“We took this approach that reading comprehension instruction is defined by reading and understanding text,” said Capin. That might sound obvious, but Capin said that some advocates of knowledge building criticized his analysis, arguing that knowledge building alone is beneficial for reading comprehension and it doesn’t matter if the teacher uses slides or actual texts.\u003c/p>\n\u003ch2>\u003cstrong>Low-level instruction\u003c/strong>\u003c/h2>\n\u003cp>Evidence-based reading instruction, as recommended in \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">teaching guides by the Institute of Education Sciences\u003c/a>, is rare, Capin said.\u003c/p>\n\u003cp>Instead, researchers observed “low-level” reading instruction in which a teacher asks a question and students respond with a one-word answer. Capin offered me an example.\u003c/p>\n\u003cp>Teacher: We just read about ancient Egypt. Who were the ancient Egyptian leaders?\u003cbr>\nClass: Pharaohs!\u003c/p>\n\u003cp>And the teacher moves on.\u003c/p>\n\u003cp>A more sophisticated approach might be to ask students about the goals of the pharaohs, or why ancient Egyptians built the tombs.\u003c/p>\n\u003cp>Teachers tended to confirm whether student responses were “right” or “wrong.” Capin said that only 18 percent of teacher responses elaborated on or developed students’ ideas.\u003c/p>\n\u003cp>Capin said teachers tended to lecture rather than encourage students to talk about what they understand or think. Teachers often read the text aloud, asked a question and then answered the question themselves when students didn’t answer it correctly. He said that leading a discussion might help students better understand the text.\u003c/p>\n\u003cp>Capin said teachers also often ask generic comprehension questions, such as “What is the main point?” without considering whether the questions are appropriate for the reading passage at hand. For example, in fiction, the author’s main point is not nearly as important as identifying the main characters and their goals. Even evidence-based ways of improving reading comprehension can be poorly executed.\u003c/p>\n\u003cp>Some teachers are leading reading discussions in their classrooms. Capin said he visited one such classroom a few weeks ago. But he thinks good comprehension instruction isn’t commonplace because it’s much harder than teaching foundational reading skills. Teachers have to fill in gaps in students’ skills and background knowledge so that everyone can engage. Teacher training programs don’t put enough emphasis on evidence-based methods, and researchers aren’t good at telling educators about these methods. Meanwhile, teachers face pressures to produce high test scores and low-level comprehension strategies can yield short-term results.\u003c/p>\n\u003cp>“I also don’t want to pretend that researchers know it all when it comes to reading comprehension instruction,” said Capin. “We are about 20 years behind in the science of reading comprehension instruction compared to foundational reading skills.”\u003c/p>\n\u003cp>Interest in the science of reading has been exploding around the country over the past five years, especially since a podcast, “\u003ca href=\"https://hechingerreport.org/sold-a-story/\">Sold a Story\u003c/a>,” highlighted the need for more phonics instruction. Hopefully, we won’t have to wait another 50 years for comprehension to get better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-reading-comprehension-classroom/\">\u003cem>reading comprehension\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=okwl3ZoTKUk\u003c/p>\n\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think educators who work towards identifying those concrete practices and then figuring out how … we fit them in based on the time we interface with students are going to see the [positive] outcomes,” said Cook.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/okwl3ZoTKUk'\n title='//www.youtube.com/embed/okwl3ZoTKUk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">ATLANTA — \u003c/span>\u003cspan style=\"font-weight: 400;\">Students gathered around a bright blue number board in Melissa Williams’ kindergarten class at the Westminster School, gazing at the bank of 100 blank squares, organized in rows and columns of 10. Their assignment was to pick a numbered tile and figure out where it should go on the board.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The task seems simple, but Williams’ goal was to bolster students’ “number sense” — a difficult-to-define skill, but one that is nevertheless essential for more advanced mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One student with a “42” tile carefully counted the squares in each row. “Ten!” he said. Counting each row by tens — 10, 20, 30 — he came to 40, then moved his finger to the next row and counted the next two to arrive at 42.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The fact that the student was able to count by tens and then add two, rather than counting each square up to 42, is an example of number sense. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65215\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65215\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03.jpg\" alt=\"Two children place numbers on a grid\" width=\"1920\" height=\"1180\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-1536x944.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student in Melissa Williams’ kindergarten class at the Westminster School in Atlanta, Georgia, uses an understanding of 10 to find where 69 goes in a 100-block square. \u003ccite>(Holly Korbey for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Other examples include understanding the size of numbers in relation to one another, finding missing numbers in a sequence, understanding that written numbers like “100” represent 100 items, and counting by ones, twos, fives and tens. Each of these skills is critical to understanding math, just like grasping the connection between letters and the sounds they represent is a must-have skill for fluent reading.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Number sense is so innate to many adults that they may not remember being taught such skills. It is crucial to mastering more complex math skills like manipulating fractions and decimals, or solving equations with unknown variables, experts say. \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2855153/\">\u003cspan style=\"font-weight: 400;\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that a flexible understanding of numbers is strongly correlated to later math achievement and the ability to solve problems presented in different ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Unlike the recent surge of evidence on science-based reading instruction, research and emphasis on number sense isn’t making its way into schools and classrooms in the same way. Students spend \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1100409.pdf\">\u003cspan style=\"font-weight: 400;\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on foundational numeracy compared with what they spend on reading; elementary teachers often receive \u003c/span>\u003ca href=\"https://www.nctq.org/review/standard/Elementary-Mathematics#footnote2\">\u003cspan style=\"font-weight: 400;\">less training\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in how to teach math effectively; and schools use \u003c/span>\u003ca href=\"https://www.the74million.org/article/reading-supports-abound-in-schools-but-effective-math-help-much-harder-to-find/\">\u003cspan style=\"font-weight: 400;\">fewer interventions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for students who need extra math support. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many American students struggle in math. According to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/\">\u003cspan style=\"font-weight: 400;\">2024 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, nearly 1 in 4 fourth graders and 39 percent of eighth graders scored “below basic,” the test’s lowest category. \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400;\">An analysis of state tests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that few states have recovered students from pandemic math losses, with disadvantaged students from low-income neighborhoods hit especially hard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For those struggling students — including those diagnosed with dyscalculia and related learning challenges — lack of number sense often plays a significant role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“For kids that have a fundamental weakness in mathematics, 80 percent or 90 percent of the time that’s going to be linked to a lack of understanding numbers,” said Ben Clarke, an early math researcher and department head of special education and clinical sciences at the University of Oregon. “If we want students to be able to access other pieces of mathematics that are really important, then they need to build this foundational understanding of numbers.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Doug Clements, the Kennedy endowed chair in early childhood learning at the University of Denver, said many American students struggle with seeing relationships between numbers. “Children who see 98 plus 99 and line them up vertically, draw a bar underneath with an addition sign, then sum the eight and the nine, carry the one and so forth — they are not showing relational thinking,” Clements said. “Children who immediately say, ‘That’s 200 take away three, so 197,’ are showing number sense.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65217\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65217\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01.jpg\" alt=\"Teacher checks a student's work\" width=\"1440\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-1152x1536.jpg 1152w\" sizes=\"auto, (max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade math teacher Catherine Schwartz helping a student use number sense for complicated subtraction at Nashville Classical Charter School in Nashville, Tennessee. \u003ccite>(Holly Korbey for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even in the early years of school, researchers can spot students who can make connections between numbers and use more sophisticated strategies to solve problems, just as there are some students who start school already reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Also as with reading, gaps between students are present on the first day of kindergarten. Students from low-income and disadvantaged backgrounds arrive at school with less math knowledge than high-income students. Boston College psychologist and early math researcher Elida Laski said research has found income-based differences in how families talk about math with children before they ever reach school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Lower-income families are more likely to think about math as narrow, it’s counting and numbers,” Laski said. “Whereas higher-income families tend to think about math as more conceptual and around in everyday life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These differences in thinking play out in how flexible students are with numbers in early elementary school. In \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1194594\">\u003cspan style=\"font-weight: 400;\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Laski and her team found that higher-income kindergarten and first grade students used more sophisticated problem-solving strategies than lower-income students, who more often relied on counting. The higher-income students also had more basic math facts committed to memory, like the answer to one plus two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The memory recall and relatively advanced strategies used by higher-income students produced more efficient problem-solving and more correct answers than counting did. Also, when students from high-income families produced a wrong answer, it was often less wrong than students who were relying on strategies like counting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Laski said many of the low-income students in the study struggled with addition because they didn’t have a firm understanding of how basic concepts of numbers work. For example, “When we’d ask, ‘What’s three plus four,’ we’d get answers like ‘34,’” Laski said. “Whatever ways they’re practicing arithmetic, they don’t have the conceptual basis to make sense of it. They didn’t have the number sense, really.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Laski said early childhood classrooms could be “far more direct” with students in teaching number sense, weaving it in explicitly when working on more concrete skills like addition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Clarke, the early math researcher at University of Oregon, agreed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our understanding has drastically grown in the last 20, 25 years about effective instructional approaches” to help students learn number sense, said Clarke. “If you are only going to get X number of minutes in kindergarten or first grade to support student development in mathematics, kids that are not responding to the core instruction — you have to be pretty focused on what you do and what you offer.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65216\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02.jpg\" alt=\"Wall with numbers pinned\" width=\"1920\" height=\"1461\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-800x609.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-1020x776.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-160x122.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-768x584.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-1536x1169.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Knowing which numbers are missing in sequence is a key piece of number sense, like these missing number cards in Melissa Williams’ kindergarten class at the Westminster School in Atlanta, Georgia. \u003ccite>(Holly Korbey at The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But elementary school teachers often aren’t trained well on the evidence base for best practices in teaching number sense. A \u003c/span>\u003ca href=\"https://www.nctq.org/review/standard/Elementary-Mathematics#footnote2\">\u003cspan style=\"font-weight: 400;\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from the National Council on Teacher Quality highlights that while teacher training programs have improved in the last decade, they still have a long way to go. By their standard, only 15 percent of undergraduate elementary education programs earned an A for adequately covering both math content and pedagogy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers aren’t often taught to look at math learning as a whole, a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/edlabs/regions/central/blog/math-developmental-progression.asp\">\u003cspan style=\"font-weight: 400;\">progression of skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that takes students through elementary math, beginning with learning to count and ending up in fractions and decimals — something that some instructional coaches say would help emphasize the importance of how early number sense connects to advanced math. Grade-level standards are the focus that can leave out the bigger picture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Both the \u003c/span>\u003ca href=\"https://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics\">\u003cspan style=\"font-weight: 400;\">Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and Clements, who served on the 2008 National Mathematics Advisory Panel and helped create a resource of \u003c/span>\u003ca href=\"https://www.learningtrajectories.org/math/learning-trajectories\">\u003cspan style=\"font-weight: 400;\">early math learning trajectories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, outline those skills progressions. But many teachers are unaware of them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Instructional coach and math consultant Neily Boyd, who is based in Nashville, Tennessee, said she often works with teachers on understanding how one skill builds on another in sequence, how skills are connected, using the progressions as a jumping-off point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When teachers have been trained on both the whole math concept and how the pieces progress from year to year, they’re able to teach their grade-level piece in a way that builds from the previous pieces and towards the future pieces,” she said. “Learning math becomes about widening and refining understandings you’ve already built, rather than a never-ending list of seemingly disconnected components.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young students also \u003c/span>\u003ca href=\"http://papers.ccpr.ucla.edu/index.php/pwp/article/view/CCPR-2009-009\">\u003cspan style=\"font-weight: 400;\">spend less time with numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which often only appear during “math time,” than they do with letters, reading and literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Often I’ll go into classrooms with literacy stuff all over the walls, but nothing in terms of number,” said Nancy Jordan, professor of learning sciences at the University of Delaware and author of “\u003c/span>\u003ca href=\"https://www.amazon.com/Number-Sense-Interventions-Nancy-Jordan/dp/1598572911\">\u003cspan style=\"font-weight: 400;\">Number Sense Interventions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” “In the early grades, there are so many ways to build number sense outside of instructional time as well — playing games, number lines in the classroom. Teachers can think of other ways to build these informal understandings of math and relate them to formal understanding.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On a recent fall day at Nashville Classical Charter School, in Nashville, Tennessee, fourth grade math teacher Catherine Schwartz was walking students through a complicated subtraction problem with big numbers: “Lyle has 2,302 dog treats, but he needs 13,400. How many more treats does Lyle need?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To solve it, students had to “subtract across zeros,” regrouping from one place value to the next. Subtraction’s standard algorithm is an important skill to learn, Schwartz said, but can’t be done well without strong number sense.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Number sense for older students has some of the same ideas of magnitude and relationships, Schwartz said, but the numbers get bigger. Students began the subtraction problem using 13 thousands and four hundreds to recognize the magnitude of the numbers in each place value, for example, but slowly simplified it into the classic stack-and-subtract method.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schwartz, who has taught for seven years, said at first she didn’t realize how big a role number sense played in calculations like subtraction with big numbers. ”Number sense or number flexibility, it’s never truly named” in the curriculum, Schwartz said. “We try to practice it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even something as simple as counting big numbers, including hundred thousands and millions, some educators say, can help develop number sense. Counting might seem simple, but for young children it’s foundational and essential. “These are really big ideas for little kids,” Jordan said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Contact the editor of this story, Christina Samuels, at 212-678-3635 or \u003c/span>\u003c/i>\u003ca href=\"mailto:samuels@hechingerreport.org\">\u003ci>\u003cspan style=\"font-weight: 400;\">samuels@hechingerreport.org\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/the-building-blocks-of-math-students-need-to-excel/\">\u003cem>number sense\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Fluency in understanding numbers and their relationships to one another is crucial in mastering more complex numbers later in school. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">ATLANTA — \u003c/span>\u003cspan style=\"font-weight: 400;\">Students gathered around a bright blue number board in Melissa Williams’ kindergarten class at the Westminster School, gazing at the bank of 100 blank squares, organized in rows and columns of 10. Their assignment was to pick a numbered tile and figure out where it should go on the board.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The task seems simple, but Williams’ goal was to bolster students’ “number sense” — a difficult-to-define skill, but one that is nevertheless essential for more advanced mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One student with a “42” tile carefully counted the squares in each row. “Ten!” he said. Counting each row by tens — 10, 20, 30 — he came to 40, then moved his finger to the next row and counted the next two to arrive at 42.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The fact that the student was able to count by tens and then add two, rather than counting each square up to 42, is an example of number sense. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65215\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65215\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03.jpg\" alt=\"Two children place numbers on a grid\" width=\"1920\" height=\"1180\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-03-1536x944.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student in Melissa Williams’ kindergarten class at the Westminster School in Atlanta, Georgia, uses an understanding of 10 to find where 69 goes in a 100-block square. \u003ccite>(Holly Korbey for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Other examples include understanding the size of numbers in relation to one another, finding missing numbers in a sequence, understanding that written numbers like “100” represent 100 items, and counting by ones, twos, fives and tens. Each of these skills is critical to understanding math, just like grasping the connection between letters and the sounds they represent is a must-have skill for fluent reading.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Number sense is so innate to many adults that they may not remember being taught such skills. It is crucial to mastering more complex math skills like manipulating fractions and decimals, or solving equations with unknown variables, experts say. \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2855153/\">\u003cspan style=\"font-weight: 400;\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that a flexible understanding of numbers is strongly correlated to later math achievement and the ability to solve problems presented in different ways.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Unlike the recent surge of evidence on science-based reading instruction, research and emphasis on number sense isn’t making its way into schools and classrooms in the same way. Students spend \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1100409.pdf\">\u003cspan style=\"font-weight: 400;\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on foundational numeracy compared with what they spend on reading; elementary teachers often receive \u003c/span>\u003ca href=\"https://www.nctq.org/review/standard/Elementary-Mathematics#footnote2\">\u003cspan style=\"font-weight: 400;\">less training\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in how to teach math effectively; and schools use \u003c/span>\u003ca href=\"https://www.the74million.org/article/reading-supports-abound-in-schools-but-effective-math-help-much-harder-to-find/\">\u003cspan style=\"font-weight: 400;\">fewer interventions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for students who need extra math support. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many American students struggle in math. According to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/\">\u003cspan style=\"font-weight: 400;\">2024 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, nearly 1 in 4 fourth graders and 39 percent of eighth graders scored “below basic,” the test’s lowest category. \u003c/span>\u003ca href=\"https://educationrecoveryscorecard.org/\">\u003cspan style=\"font-weight: 400;\">An analysis of state tests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that few states have recovered students from pandemic math losses, with disadvantaged students from low-income neighborhoods hit especially hard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For those struggling students — including those diagnosed with dyscalculia and related learning challenges — lack of number sense often plays a significant role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“For kids that have a fundamental weakness in mathematics, 80 percent or 90 percent of the time that’s going to be linked to a lack of understanding numbers,” said Ben Clarke, an early math researcher and department head of special education and clinical sciences at the University of Oregon. “If we want students to be able to access other pieces of mathematics that are really important, then they need to build this foundational understanding of numbers.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Doug Clements, the Kennedy endowed chair in early childhood learning at the University of Denver, said many American students struggle with seeing relationships between numbers. “Children who see 98 plus 99 and line them up vertically, draw a bar underneath with an addition sign, then sum the eight and the nine, carry the one and so forth — they are not showing relational thinking,” Clements said. “Children who immediately say, ‘That’s 200 take away three, so 197,’ are showing number sense.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65217\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65217\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01.jpg\" alt=\"Teacher checks a student's work\" width=\"1440\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-01-1152x1536.jpg 1152w\" sizes=\"auto, (max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade math teacher Catherine Schwartz helping a student use number sense for complicated subtraction at Nashville Classical Charter School in Nashville, Tennessee. \u003ccite>(Holly Korbey for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even in the early years of school, researchers can spot students who can make connections between numbers and use more sophisticated strategies to solve problems, just as there are some students who start school already reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Also as with reading, gaps between students are present on the first day of kindergarten. Students from low-income and disadvantaged backgrounds arrive at school with less math knowledge than high-income students. Boston College psychologist and early math researcher Elida Laski said research has found income-based differences in how families talk about math with children before they ever reach school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Lower-income families are more likely to think about math as narrow, it’s counting and numbers,” Laski said. “Whereas higher-income families tend to think about math as more conceptual and around in everyday life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These differences in thinking play out in how flexible students are with numbers in early elementary school. In \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1194594\">\u003cspan style=\"font-weight: 400;\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Laski and her team found that higher-income kindergarten and first grade students used more sophisticated problem-solving strategies than lower-income students, who more often relied on counting. The higher-income students also had more basic math facts committed to memory, like the answer to one plus two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The memory recall and relatively advanced strategies used by higher-income students produced more efficient problem-solving and more correct answers than counting did. Also, when students from high-income families produced a wrong answer, it was often less wrong than students who were relying on strategies like counting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Laski said many of the low-income students in the study struggled with addition because they didn’t have a firm understanding of how basic concepts of numbers work. For example, “When we’d ask, ‘What’s three plus four,’ we’d get answers like ‘34,’” Laski said. “Whatever ways they’re practicing arithmetic, they don’t have the conceptual basis to make sense of it. They didn’t have the number sense, really.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Laski said early childhood classrooms could be “far more direct” with students in teaching number sense, weaving it in explicitly when working on more concrete skills like addition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Clarke, the early math researcher at University of Oregon, agreed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Our understanding has drastically grown in the last 20, 25 years about effective instructional approaches” to help students learn number sense, said Clarke. “If you are only going to get X number of minutes in kindergarten or first grade to support student development in mathematics, kids that are not responding to the core instruction — you have to be pretty focused on what you do and what you offer.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_65216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65216\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02.jpg\" alt=\"Wall with numbers pinned\" width=\"1920\" height=\"1461\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-800x609.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-1020x776.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-160x122.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-768x584.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/02/korbey-numbersense-02-1536x1169.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Knowing which numbers are missing in sequence is a key piece of number sense, like these missing number cards in Melissa Williams’ kindergarten class at the Westminster School in Atlanta, Georgia. \u003ccite>(Holly Korbey at The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But elementary school teachers often aren’t trained well on the evidence base for best practices in teaching number sense. A \u003c/span>\u003ca href=\"https://www.nctq.org/review/standard/Elementary-Mathematics#footnote2\">\u003cspan style=\"font-weight: 400;\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from the National Council on Teacher Quality highlights that while teacher training programs have improved in the last decade, they still have a long way to go. By their standard, only 15 percent of undergraduate elementary education programs earned an A for adequately covering both math content and pedagogy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers aren’t often taught to look at math learning as a whole, a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/edlabs/regions/central/blog/math-developmental-progression.asp\">\u003cspan style=\"font-weight: 400;\">progression of skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> that takes students through elementary math, beginning with learning to count and ending up in fractions and decimals — something that some instructional coaches say would help emphasize the importance of how early number sense connects to advanced math. Grade-level standards are the focus that can leave out the bigger picture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Both the \u003c/span>\u003ca href=\"https://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics\">\u003cspan style=\"font-weight: 400;\">Common Core State Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and Clements, who served on the 2008 National Mathematics Advisory Panel and helped create a resource of \u003c/span>\u003ca href=\"https://www.learningtrajectories.org/math/learning-trajectories\">\u003cspan style=\"font-weight: 400;\">early math learning trajectories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, outline those skills progressions. But many teachers are unaware of them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Instructional coach and math consultant Neily Boyd, who is based in Nashville, Tennessee, said she often works with teachers on understanding how one skill builds on another in sequence, how skills are connected, using the progressions as a jumping-off point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When teachers have been trained on both the whole math concept and how the pieces progress from year to year, they’re able to teach their grade-level piece in a way that builds from the previous pieces and towards the future pieces,” she said. “Learning math becomes about widening and refining understandings you’ve already built, rather than a never-ending list of seemingly disconnected components.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young students also \u003c/span>\u003ca href=\"http://papers.ccpr.ucla.edu/index.php/pwp/article/view/CCPR-2009-009\">\u003cspan style=\"font-weight: 400;\">spend less time with numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which often only appear during “math time,” than they do with letters, reading and literacy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Often I’ll go into classrooms with literacy stuff all over the walls, but nothing in terms of number,” said Nancy Jordan, professor of learning sciences at the University of Delaware and author of “\u003c/span>\u003ca href=\"https://www.amazon.com/Number-Sense-Interventions-Nancy-Jordan/dp/1598572911\">\u003cspan style=\"font-weight: 400;\">Number Sense Interventions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” “In the early grades, there are so many ways to build number sense outside of instructional time as well — playing games, number lines in the classroom. Teachers can think of other ways to build these informal understandings of math and relate them to formal understanding.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On a recent fall day at Nashville Classical Charter School, in Nashville, Tennessee, fourth grade math teacher Catherine Schwartz was walking students through a complicated subtraction problem with big numbers: “Lyle has 2,302 dog treats, but he needs 13,400. How many more treats does Lyle need?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To solve it, students had to “subtract across zeros,” regrouping from one place value to the next. Subtraction’s standard algorithm is an important skill to learn, Schwartz said, but can’t be done well without strong number sense.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Number sense for older students has some of the same ideas of magnitude and relationships, Schwartz said, but the numbers get bigger. Students began the subtraction problem using 13 thousands and four hundreds to recognize the magnitude of the numbers in each place value, for example, but slowly simplified it into the classic stack-and-subtract method.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schwartz, who has taught for seven years, said at first she didn’t realize how big a role number sense played in calculations like subtraction with big numbers. ”Number sense or number flexibility, it’s never truly named” in the curriculum, Schwartz said. “We try to practice it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even something as simple as counting big numbers, including hundred thousands and millions, some educators say, can help develop number sense. Counting might seem simple, but for young children it’s foundational and essential. “These are really big ideas for little kids,” Jordan said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">Contact the editor of this story, Christina Samuels, at 212-678-3635 or \u003c/span>\u003c/i>\u003ca href=\"mailto:samuels@hechingerreport.org\">\u003ci>\u003cspan style=\"font-weight: 400;\">samuels@hechingerreport.org\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/the-building-blocks-of-math-students-need-to-excel/\">\u003cem>number sense\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "four-strategies-for-a-successful-second-semester",
"title": "Four Strategies for a Successful Second Semester ",
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"content": "\u003cp>\u003cem>Stay on top of articles like this one by subscribing to the weekly \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">MindShift email newsletter\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>By the first day of school, teachers have already spent the summer preparing for their students and everyone’s energized for a fresh start. The first few weeks of instruction are planned out, expectations are set and the focus is on building a strong classroom community.\u003c/p>\n\u003cp>But when starting the second semester stretch, the vibes are definitely different.\u003c/p>\n\u003cp>Most teachers are already familiar with their students, but learning gaps are starting to widen.\u003c/p>\n\u003cp>A lot of hard work goes into establishing classroom routines and expectations in the first half of the school year, so the second half can understandably lead teachers to stay the course and not think about changing things up to address those issues, according to Catlin Tucker, a former high school teacher and author of “\u003ca href=\"https://www.novakeducation.com/elevating-educational-design-with-udl\">Elevating Educational Design with AI\u003c/a>.” That familiarity can also decenter the earlier focus on relationship and community building in the second semester, even though it’s still essential, she said.\u003c/p>\n\u003ch2>\u003cstrong>A Good Time to ‘Start, Keep, Stop,’ and Reflect \u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://substack.com/@marcusluther\">Marcus Luther\u003c/a>, a high school English teacher, the start of the second semester is an opportunity to reset as a classroom community. This process includes a “start, keep, stop” survey for students, which asks them to identify classroom and instructional practices that they would like to make adjustments to. The survey is given at the end of the first semester and the recommendations are applied in the second semester.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-65145\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2.png\" alt=\"\" width=\"250\" height=\"265\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2.png 438w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2-160x169.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">Like Luther, many teachers might have new students in their classrooms in the spring semester. Luther kick-starts these classes with value setting activities and check-ins, much like he would do at the beginning of the year, “to make sure that we are building community intentionally in the second semester in the same way we did in the first semester,” he said.\u003c/p>\n\u003cp>The second semester brings a lot of potential challenges to teachers’ regularly scheduled programming because of standardized testing, graduation events and student burnout. To get ahead, Luther relies on data sheets containing information about student performance and skills which helps him anticipate their strengths and growth areas. His students keep tabs on their own progress too by having an ongoing log of reflections which they write down after every assessment.\u003c/p>\n\u003cfigure id=\"attachment_65147\" class=\"wp-caption alignnone\" style=\"max-width: 2270px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65147\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale.png\" alt=\"A self assessment that students complete at the bottom of their assignment, showing a scale of one to five.\" width=\"2270\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale.png 2270w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1536x865.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-2048x1153.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1920x1081.png 1920w\" sizes=\"auto, (max-width: 2270px) 100vw, 2270px\">\u003cfigcaption class=\"wp-caption-text\">A student self-reflection prompt \u003ccite>(Courtesy of Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students answer questions like: How do I feel about my process? How do I feel about my results?\u003c/p>\n\u003cp>This metacognitive practice offers students an opportunity to take ownership of their own learning and buys back time for teachers; student self-reflection means they are meeting Luther halfway so not all of the observations and strategies fall on the teacher.\u003c/p>\n\u003cp>“Not only am I aware of how students see themselves as learners going into second semester, they’re also aware and they can track their progress,” said Luther.\u003c/p>\n\u003ch2>\u003cstrong>Dealing with Interruptions \u003c/strong>\u003c/h2>\n\u003cp>“With lots of interruptions for [assessments], SAT/PSAT testing and breaks, it’s much more difficult to get into ‘a flow’,” according to Erin Connors, a high school U.S. history and social studies teacher.\u003c/p>\n\u003cp>Preparing students for standardized testing eats up a lot of valuable instructional time. Less time means narrowed flexibility to address varying student needs and widening learning gaps, said Luther. And although differentiated teaching practices are becoming the gold standard across K-12 education, actually following through on an effective personalized learning approach can seem more and more out of reach as the school year comes to a close.\u003c/p>\n\u003cp>According to Luther, it’s tempting to want to run out the clock during those last weeks and months of school.\u003c/p>\n\u003cp>“You’ve got so much going on…it can feel almost like you’re trying to keep the train on the tracks in the classroom, and there are all these tracks missing,” he said.\u003c/p>\n\u003cp>To combat a downward spiral, Luther prioritizes meeting his students where they are through built-in check-ins that take a few moments to set up and saves time when making sure that student needs are met.\u003c/p>\n\u003cp>On days when students are given extended time to work on a project or assessment, he throws a one-through-six scale on the board, and asks students to write down a number for him to see at their desks. A one indicates that they are 100 percent ready to work. A three might mean that they have a couple of questions and would like a check-in soon. A five or six means that they don’t know how to move forward and need immediate support. While students work independently Luther is able to meet one-on-one with each student prioritizing the fives and sixes first, and working his way down the scale.\u003c/p>\n\u003cfigure id=\"attachment_65146\" class=\"wp-caption alignnone\" style=\"max-width: 1964px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65146\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection.png\" alt=\"\" width=\"1964\" height=\"1294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection.png 1964w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-800x527.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1020x672.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-768x506.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1536x1012.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1920x1265.png 1920w\" sizes=\"auto, (max-width: 1964px) 100vw, 1964px\">\u003cfigcaption class=\"wp-caption-text\">A student writes a self-reflection in Marcus Luther’s class. \u003ccite>(Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Carving out the time and practices to support each student can feel like a heavy lift, but asking students to self-evaluate, and responding to them is a good starting point, said Luther.\u003c/p>\n\u003cp>Middle school teacher Sean Walsh also cites the importance of perspective-taking in the second semester.\u003c/p>\n\u003cp>“You stress their accomplishments and show them where they were at the beginning of the year and where they are now,” according to Walsh, which helps students work on their self-improvement and development with teacher guidance. “Each student needs to reflect on their accomplishments and to continue developing their growth mindset.”\u003c/p>\n\u003ch2>\u003cstrong>Instructional Practices That Buy Back Time \u003c/strong>\u003c/h2>\n\u003cp>“If teachers haven’t already started to experiment with more student-led strategies, [the second semester] is a wonderful time to be doing that,” said Tucker. A good old \u003ca href=\"https://catlintucker.com/2021/10/station-rotation-model/\">station rotation is useful for all K-12 classrooms\u003c/a> in order to deliver meaningful differentiated instruction, Tucker continued. Making only one of the stations teacher-led, while having both an online and an offline station, carves out built-in time for \u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">personalized instruction\u003c/a>.\u003c/p>\n\u003cp>Leaning into the social interactions that students crave can be a useful tool. Student-led instruction like station rotations allows “students to do the heavy cognitive lift and engage socially with each other and make meaning together in ways that should keep them more engaged,” Tucker said. And this saves teachers time and energy during the second semester.\u003c/p>\n\u003cp>“Believe it or not, now is the time to slow things down, embed review of the first semester in all new material, and remember to have some fun,” according to high school Spanish teacher Julie Hawkes.\u003c/p>\n\u003ch2>Focus on You and What You’re Excited About\u003c/h2>\n\u003cp>The second half is when the content gets harder, but more hands-on, according to Oliver Yang, who teaches high school chemistry.\u003c/p>\n\u003cp>“It’s also where we start to do more lab experiments and I am very excited to do actual chemical reactions with my students,” according to Yang. “The first half of the school year can be a bit boring with all the nomenclature and vocabulary students are learning.”\u003c/p>\n\u003cp>Like most teachers, Luther is very intentional with instructional planning during the second half of the school year. He focuses on the units that he’s most excited about and plans for them to take place during key moments of the semester. For example, one class is kicking off the second semester with a graphic novel unit, one of Luther’s favorites, and in another class they are starting off with a Shakespeare performance unit. Some of his favorite projects are intentionally done at the end of the semester to stir excitement and maintain focused learning during a time of the year when retaining student interest is historically difficult.\u003c/p>\n\u003cfigure id=\"attachment_65148\" class=\"wp-caption alignright\" style=\"max-width: 1528px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65148\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection.png\" alt=\"\" width=\"1528\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection.png 1528w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-800x134.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-1020x171.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-160x27.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-768x129.png 768w\" sizes=\"auto, (max-width: 1528px) 100vw, 1528px\">\u003cfigcaption class=\"wp-caption-text\">A student self-reflection. \u003ccite>(Courtesy of Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Channeling your own excitement as a teacher into authentic enthusiasm for subject matter can rub off on students, said Luther. “Planning intentionally, knowing that exhaustion is going to come, and I think also just trying to stay present,” is key to a successful second semester, he continued.\u003c/p>\n\u003cp>High school teacher Erin Connors focuses on fun assignments and SEL check-ins with students, and Yang relies on journal reflections and meditations year-round.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Even when going through difficult moments, like the forced reduction in his district last year that left his future as a teacher uncertain, Luther makes space for daily gratitude. Writing down one thing that he is grateful for at the end of every day keeps him grounded. “Finding what’s good and emphasizing that in the classroom,” pays off when the second semester gets tough, said Luther.\u003cbr>\n\u003cem>\u003cbr>\nStay on top of articles like this by subscribing to the weekly \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">MindShift email newsletter\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Teachers have summer to rest and prepare for the first day of school. The second half of the school year doesn't get as much preparation time and the year can be a slog. ",
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"title": "Four Strategies for a Successful Second Semester | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Stay on top of articles like this one by subscribing to the weekly \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">MindShift email newsletter\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>By the first day of school, teachers have already spent the summer preparing for their students and everyone’s energized for a fresh start. The first few weeks of instruction are planned out, expectations are set and the focus is on building a strong classroom community.\u003c/p>\n\u003cp>But when starting the second semester stretch, the vibes are definitely different.\u003c/p>\n\u003cp>Most teachers are already familiar with their students, but learning gaps are starting to widen.\u003c/p>\n\u003cp>A lot of hard work goes into establishing classroom routines and expectations in the first half of the school year, so the second half can understandably lead teachers to stay the course and not think about changing things up to address those issues, according to Catlin Tucker, a former high school teacher and author of “\u003ca href=\"https://www.novakeducation.com/elevating-educational-design-with-udl\">Elevating Educational Design with AI\u003c/a>.” That familiarity can also decenter the earlier focus on relationship and community building in the second semester, even though it’s still essential, she said.\u003c/p>\n\u003ch2>\u003cstrong>A Good Time to ‘Start, Keep, Stop,’ and Reflect \u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://substack.com/@marcusluther\">Marcus Luther\u003c/a>, a high school English teacher, the start of the second semester is an opportunity to reset as a classroom community. This process includes a “start, keep, stop” survey for students, which asks them to identify classroom and instructional practices that they would like to make adjustments to. The survey is given at the end of the first semester and the recommendations are applied in the second semester.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-65145\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2.png\" alt=\"\" width=\"250\" height=\"265\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2.png 438w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_Headshot2-160x169.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">Like Luther, many teachers might have new students in their classrooms in the spring semester. Luther kick-starts these classes with value setting activities and check-ins, much like he would do at the beginning of the year, “to make sure that we are building community intentionally in the second semester in the same way we did in the first semester,” he said.\u003c/p>\n\u003cp>The second semester brings a lot of potential challenges to teachers’ regularly scheduled programming because of standardized testing, graduation events and student burnout. To get ahead, Luther relies on data sheets containing information about student performance and skills which helps him anticipate their strengths and growth areas. His students keep tabs on their own progress too by having an ongoing log of reflections which they write down after every assessment.\u003c/p>\n\u003cfigure id=\"attachment_65147\" class=\"wp-caption alignnone\" style=\"max-width: 2270px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65147\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale.png\" alt=\"A self assessment that students complete at the bottom of their assignment, showing a scale of one to five.\" width=\"2270\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale.png 2270w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1536x865.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-2048x1153.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScale-1920x1081.png 1920w\" sizes=\"auto, (max-width: 2270px) 100vw, 2270px\">\u003cfigcaption class=\"wp-caption-text\">A student self-reflection prompt \u003ccite>(Courtesy of Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students answer questions like: How do I feel about my process? How do I feel about my results?\u003c/p>\n\u003cp>This metacognitive practice offers students an opportunity to take ownership of their own learning and buys back time for teachers; student self-reflection means they are meeting Luther halfway so not all of the observations and strategies fall on the teacher.\u003c/p>\n\u003cp>“Not only am I aware of how students see themselves as learners going into second semester, they’re also aware and they can track their progress,” said Luther.\u003c/p>\n\u003ch2>\u003cstrong>Dealing with Interruptions \u003c/strong>\u003c/h2>\n\u003cp>“With lots of interruptions for [assessments], SAT/PSAT testing and breaks, it’s much more difficult to get into ‘a flow’,” according to Erin Connors, a high school U.S. history and social studies teacher.\u003c/p>\n\u003cp>Preparing students for standardized testing eats up a lot of valuable instructional time. Less time means narrowed flexibility to address varying student needs and widening learning gaps, said Luther. And although differentiated teaching practices are becoming the gold standard across K-12 education, actually following through on an effective personalized learning approach can seem more and more out of reach as the school year comes to a close.\u003c/p>\n\u003cp>According to Luther, it’s tempting to want to run out the clock during those last weeks and months of school.\u003c/p>\n\u003cp>“You’ve got so much going on…it can feel almost like you’re trying to keep the train on the tracks in the classroom, and there are all these tracks missing,” he said.\u003c/p>\n\u003cp>To combat a downward spiral, Luther prioritizes meeting his students where they are through built-in check-ins that take a few moments to set up and saves time when making sure that student needs are met.\u003c/p>\n\u003cp>On days when students are given extended time to work on a project or assessment, he throws a one-through-six scale on the board, and asks students to write down a number for him to see at their desks. A one indicates that they are 100 percent ready to work. A three might mean that they have a couple of questions and would like a check-in soon. A five or six means that they don’t know how to move forward and need immediate support. While students work independently Luther is able to meet one-on-one with each student prioritizing the fives and sixes first, and working his way down the scale.\u003c/p>\n\u003cfigure id=\"attachment_65146\" class=\"wp-caption alignnone\" style=\"max-width: 1964px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65146\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection.png\" alt=\"\" width=\"1964\" height=\"1294\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection.png 1964w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-800x527.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1020x672.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-160x105.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-768x506.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1536x1012.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_HardCopyConfidenceScaleReflection-1920x1265.png 1920w\" sizes=\"auto, (max-width: 1964px) 100vw, 1964px\">\u003cfigcaption class=\"wp-caption-text\">A student writes a self-reflection in Marcus Luther’s class. \u003ccite>(Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Carving out the time and practices to support each student can feel like a heavy lift, but asking students to self-evaluate, and responding to them is a good starting point, said Luther.\u003c/p>\n\u003cp>Middle school teacher Sean Walsh also cites the importance of perspective-taking in the second semester.\u003c/p>\n\u003cp>“You stress their accomplishments and show them where they were at the beginning of the year and where they are now,” according to Walsh, which helps students work on their self-improvement and development with teacher guidance. “Each student needs to reflect on their accomplishments and to continue developing their growth mindset.”\u003c/p>\n\u003ch2>\u003cstrong>Instructional Practices That Buy Back Time \u003c/strong>\u003c/h2>\n\u003cp>“If teachers haven’t already started to experiment with more student-led strategies, [the second semester] is a wonderful time to be doing that,” said Tucker. A good old \u003ca href=\"https://catlintucker.com/2021/10/station-rotation-model/\">station rotation is useful for all K-12 classrooms\u003c/a> in order to deliver meaningful differentiated instruction, Tucker continued. Making only one of the stations teacher-led, while having both an online and an offline station, carves out built-in time for \u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">personalized instruction\u003c/a>.\u003c/p>\n\u003cp>Leaning into the social interactions that students crave can be a useful tool. Student-led instruction like station rotations allows “students to do the heavy cognitive lift and engage socially with each other and make meaning together in ways that should keep them more engaged,” Tucker said. And this saves teachers time and energy during the second semester.\u003c/p>\n\u003cp>“Believe it or not, now is the time to slow things down, embed review of the first semester in all new material, and remember to have some fun,” according to high school Spanish teacher Julie Hawkes.\u003c/p>\n\u003ch2>Focus on You and What You’re Excited About\u003c/h2>\n\u003cp>The second half is when the content gets harder, but more hands-on, according to Oliver Yang, who teaches high school chemistry.\u003c/p>\n\u003cp>“It’s also where we start to do more lab experiments and I am very excited to do actual chemical reactions with my students,” according to Yang. “The first half of the school year can be a bit boring with all the nomenclature and vocabulary students are learning.”\u003c/p>\n\u003cp>Like most teachers, Luther is very intentional with instructional planning during the second half of the school year. He focuses on the units that he’s most excited about and plans for them to take place during key moments of the semester. For example, one class is kicking off the second semester with a graphic novel unit, one of Luther’s favorites, and in another class they are starting off with a Shakespeare performance unit. Some of his favorite projects are intentionally done at the end of the semester to stir excitement and maintain focused learning during a time of the year when retaining student interest is historically difficult.\u003c/p>\n\u003cfigure id=\"attachment_65148\" class=\"wp-caption alignright\" style=\"max-width: 1528px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65148\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection.png\" alt=\"\" width=\"1528\" height=\"256\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection.png 1528w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-800x134.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-1020x171.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-160x27.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/01/Luther_DigitalConfidenceScaleReflection-768x129.png 768w\" sizes=\"auto, (max-width: 1528px) 100vw, 1528px\">\u003cfigcaption class=\"wp-caption-text\">A student self-reflection. \u003ccite>(Courtesy of Marcus Luther)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Channeling your own excitement as a teacher into authentic enthusiasm for subject matter can rub off on students, said Luther. “Planning intentionally, knowing that exhaustion is going to come, and I think also just trying to stay present,” is key to a successful second semester, he continued.\u003c/p>\n\u003cp>High school teacher Erin Connors focuses on fun assignments and SEL check-ins with students, and Yang relies on journal reflections and meditations year-round.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even when going through difficult moments, like the forced reduction in his district last year that left his future as a teacher uncertain, Luther makes space for daily gratitude. Writing down one thing that he is grateful for at the end of every day keeps him grounded. “Finding what’s good and emphasizing that in the classroom,” pays off when the second semester gets tough, said Luther.\u003cbr>\n\u003cem>\u003cbr>\nStay on top of articles like this by subscribing to the weekly \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">MindShift email newsletter\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "gamification-fatigue-try-game-based-learning",
"title": "Gamification Fatigue? Try Game-Based Learning",
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"content": "\u003cp>When classrooms went online in 2020 during the \u003ca href=\"https://www.kqed.org/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being\">pandemic, gamified learning opportunities\u003c/a> grew as a quick and easy way to evaluate the general learning that was happening from student to student. Gamified learning applies game-like elements, like point systems, badges or micro-credentialing to incentivize a learning activity. While these activities are easily accessible for teachers and students, there are drawbacks to gamified learning tools like multiple choice games.\u003c/p>\n\u003cp>“It doesn’t evaluate particularly meaningful forms of learning,” according to Antero Godina Garcia, an associate professor at Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>After so many years of gamification, teachers might also be feeling some fatigue with those tools, he said. Constant advertisements from ed-tech companies selling their gamified learning products can be dismissive of a teacher’s pedagogical expertise.\u003c/p>\n\u003cp>“It’s frustrating and exhausting,” he said, for educators who have not seen gamified tools make the classroom better or more manageable.\u003c/p>\n\u003cp>Popular gamified learning platforms like Kahoot are good at motivating students to complete quiz-like tasks, but aren’t necessarily pedagogically innovative, said Tanner Higgin, a senior educational technology researcher at WestEd.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. Because gamification is \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">extrinsically motivated\u003c/a>, students can tire quickly because the rewards become less and less appealing over time, he said.\u003c/p>\n\u003cp>“I think what teachers are ultimately after is seeing students driving their own learning, and really digging deep into subjects,” which is hard to do with gamified activities that promote quick rewards for simple task completion, said Higgin.\u003c/p>\n\u003cp>There is a rather large distinction between gamification and game-based learning in terms of outcome and execution. \u003ca href=\"https://www.kqed.org/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education\">Game-based learning\u003c/a> is useful for teachers and students when used to expand understanding, and gain creative, critical thinking, and communication skills, said Higgin. But, like most pedagogical practices, game-based learning requires a lot of preparation.\u003c/p>\n\u003cp>“Game-based learning works well for any content area or subject if, pedagogically, you’re focused on building skills and conceptual understanding of material,” he said.\u003c/p>\n\u003ch2>\u003cstrong>Game-based Learning in the Classroom\u003c/strong>\u003c/h2>\n\u003cp>Educational gaming platforms like \u003ca href=\"https://www.filamentgames.com/\">Filament Games\u003c/a> align content with learning objectives and require thinking skills, said Higgin. For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. Dillon went on to help design English Language Arts games, and the students at his current school have access to Minecraft: Education Edition.\u003c/p>\n\u003cp>Game-based learning doesn’t have to be digital. According to Higgin, teachers have found success utilizing existing board games. For example, the board game \u003ca href=\"https://www.kqed.org/mindshift/41614/what-do-sixth-graders-say-about-learning-with-games-it-works\">Settlers of Catan\u003c/a> is commonly used by math teachers to exercise applications of probability and decision making, said Higgin. He encouraged teachers to ask students about games that they are interested in and have access to, to drive game-based learning.\u003c/p>\n\u003cp>But game-based learning is easier said than done.\u003c/p>\n\u003cp>Dillon logged countless hours utilizing Minecraft before he was able to introduce it to a classroom with specific and effective learning goals attached. According to Garcia, teachers and schools need to be committed to the pedagogical approach in order to embrace game-based learning. “Game-based learning is about adapting existing games” often for the purpose of developing soft skills like collaboration, teamwork, and leadership, he said. Game-based learning can also serve as a means of content exposure through gameplay.\u003c/p>\n\u003cp>Garcia cautioned against game-based learning when a teacher hasn’t properly prepared. Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. Embracing a teacher’s own ability to play is important, said Garcia and suggested that teachers guide students through thinking meta-cognitively about gamification activities. Teachers can discuss with students some of the ways “these kinds of gaming systems are shaping the practices in [the] classrooms,” said Garcia. “When you allow kids to kind of see explicitly what schools are expecting of them, you get really powerful conversations where a lot is being learned that might not necessarily be the stated outcome of these gamification tools,” Garcia continued.\u003c/p>\n\u003cp>Although teachers and students might have varying opinions and responses to gamification and game-based learning, gamification can sometimes lack connection to the material being incentivized. If resources and time are limited, as they are with most teachers, there are ways to incorporate the principles of game-based learning without a complete overhaul of existing lessons and curricula.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“What teachers can do instead is look for ways to give students more meaningful [choices] over what they’re doing,” said Higgin. When teachers find “ways to connect students’ curiosity or unique interests to the content,” the pedagogical approach of game-based learning starts to emerge.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When classrooms went online in 2020 during the \u003ca href=\"https://www.kqed.org/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being\">pandemic, gamified learning opportunities\u003c/a> grew as a quick and easy way to evaluate the general learning that was happening from student to student. Gamified learning applies game-like elements, like point systems, badges or micro-credentialing to incentivize a learning activity. While these activities are easily accessible for teachers and students, there are drawbacks to gamified learning tools like multiple choice games.\u003c/p>\n\u003cp>“It doesn’t evaluate particularly meaningful forms of learning,” according to Antero Godina Garcia, an associate professor at Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>After so many years of gamification, teachers might also be feeling some fatigue with those tools, he said. Constant advertisements from ed-tech companies selling their gamified learning products can be dismissive of a teacher’s pedagogical expertise.\u003c/p>\n\u003cp>“It’s frustrating and exhausting,” he said, for educators who have not seen gamified tools make the classroom better or more manageable.\u003c/p>\n\u003cp>Popular gamified learning platforms like Kahoot are good at motivating students to complete quiz-like tasks, but aren’t necessarily pedagogically innovative, said Tanner Higgin, a senior educational technology researcher at WestEd.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. Because gamification is \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">extrinsically motivated\u003c/a>, students can tire quickly because the rewards become less and less appealing over time, he said.\u003c/p>\n\u003cp>“I think what teachers are ultimately after is seeing students driving their own learning, and really digging deep into subjects,” which is hard to do with gamified activities that promote quick rewards for simple task completion, said Higgin.\u003c/p>\n\u003cp>There is a rather large distinction between gamification and game-based learning in terms of outcome and execution. \u003ca href=\"https://www.kqed.org/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education\">Game-based learning\u003c/a> is useful for teachers and students when used to expand understanding, and gain creative, critical thinking, and communication skills, said Higgin. But, like most pedagogical practices, game-based learning requires a lot of preparation.\u003c/p>\n\u003cp>“Game-based learning works well for any content area or subject if, pedagogically, you’re focused on building skills and conceptual understanding of material,” he said.\u003c/p>\n\u003ch2>\u003cstrong>Game-based Learning in the Classroom\u003c/strong>\u003c/h2>\n\u003cp>Educational gaming platforms like \u003ca href=\"https://www.filamentgames.com/\">Filament Games\u003c/a> align content with learning objectives and require thinking skills, said Higgin. For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. Dillon went on to help design English Language Arts games, and the students at his current school have access to Minecraft: Education Edition.\u003c/p>\n\u003cp>Game-based learning doesn’t have to be digital. According to Higgin, teachers have found success utilizing existing board games. For example, the board game \u003ca href=\"https://www.kqed.org/mindshift/41614/what-do-sixth-graders-say-about-learning-with-games-it-works\">Settlers of Catan\u003c/a> is commonly used by math teachers to exercise applications of probability and decision making, said Higgin. He encouraged teachers to ask students about games that they are interested in and have access to, to drive game-based learning.\u003c/p>\n\u003cp>But game-based learning is easier said than done.\u003c/p>\n\u003cp>Dillon logged countless hours utilizing Minecraft before he was able to introduce it to a classroom with specific and effective learning goals attached. According to Garcia, teachers and schools need to be committed to the pedagogical approach in order to embrace game-based learning. “Game-based learning is about adapting existing games” often for the purpose of developing soft skills like collaboration, teamwork, and leadership, he said. Game-based learning can also serve as a means of content exposure through gameplay.\u003c/p>\n\u003cp>Garcia cautioned against game-based learning when a teacher hasn’t properly prepared. Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. Embracing a teacher’s own ability to play is important, said Garcia and suggested that teachers guide students through thinking meta-cognitively about gamification activities. Teachers can discuss with students some of the ways “these kinds of gaming systems are shaping the practices in [the] classrooms,” said Garcia. “When you allow kids to kind of see explicitly what schools are expecting of them, you get really powerful conversations where a lot is being learned that might not necessarily be the stated outcome of these gamification tools,” Garcia continued.\u003c/p>\n\u003cp>Although teachers and students might have varying opinions and responses to gamification and game-based learning, gamification can sometimes lack connection to the material being incentivized. If resources and time are limited, as they are with most teachers, there are ways to incorporate the principles of game-based learning without a complete overhaul of existing lessons and curricula.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“What teachers can do instead is look for ways to give students more meaningful [choices] over what they’re doing,” said Higgin. When teachers find “ways to connect students’ curiosity or unique interests to the content,” the pedagogical approach of game-based learning starts to emerge.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"science-friday": {
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"dateUpdated": "March 28, 2024",
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"timeUpdated": "6:54 PM",
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"dateUpdated": "March 27, 2024",
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"timeUpdated": "6:54 PM",
"dateUpdated": "March 27, 2024",
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"timeUpdated": "6:54 PM",
"dateUpdated": "March 27, 2024",
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"id": "5778",
"raceName": "State Assembly, District 18",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5779",
"raceName": "State Assembly, District 19",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5780",
"raceName": "State Assembly, District 20",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5781",
"raceName": "State Assembly, District 21",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5783",
"raceName": "State Assembly, District 23",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5784",
"raceName": "State Assembly, District 24",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5786",
"raceName": "State Assembly, District 25",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5787",
"raceName": "State Assembly, District 26",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5789",
"raceName": "State Assembly, District 28",
"raceDescription": "Top candidate wins seat."
},
{
"id": "6855",
"raceName": "SF Mayor",
"raceDescription": "Top candidate wins seat."
},
{
"id": "8514",
"raceName": "U.S. House of Representatives, District 10",
"raceDescription": "Top candidate wins seat."
},
{
"id": "8619",
"raceName": "U.S. Senate full term",
"raceDescription": "Top candidate wins seat."
},
{
"id": "82961",
"raceName": "U.S. Senate unexpired term",
"raceDescription": "Top candidate wins seat."
},
{
"id": "83019",
"raceName": "Oakland Mayor recall",
"raceDescription": "Passes with majority vote."
},
{
"id": "83020",
"raceName": "Alameda DA recall",
"raceDescription": "Passes with majority vote."
},
{
"id": "83060",
"raceName": "Proposition 2",
"raceDescription": "Passes with majority vote."
},
{
"id": "83061",
"raceName": "Proposition 3",
"raceDescription": "Passes with majority vote."
},
{
"id": "83062",
"raceName": "Proposition 4",
"raceDescription": "Passes with majority vote."
},
{
"id": "83063",
"raceName": "Proposition 5",
"raceDescription": "Passes with majority vote."
},
{
"id": "83064",
"raceName": "Proposition 6",
"raceDescription": "Passes with majority vote."
},
{
"id": "83065",
"raceName": "Proposition 32",
"raceDescription": "Passes with majority vote."
},
{
"id": "83066",
"raceName": "Proposition 33",
"raceDescription": "Passes with majority vote."
},
{
"id": "83067",
"raceName": "Proposition 34",
"raceDescription": "Passes with majority vote."
},
{
"id": "83068",
"raceName": "Proposition 35",
"raceDescription": "Passes with majority vote."
},
{
"id": "83069",
"raceName": "Proposition 36",
"raceDescription": "Passes with majority vote."
}
],
"AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea1": {
"id": "AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Chabot – Las Positas Community College District, Trustee Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27293,
"candidates": [
{
"candidateName": "Hector Garcia",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20349
},
{
"candidateName": "Luis Reynoso \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6944
}
]
},
"AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea4": {
"id": "AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Chabot - Las Positas Community College District, Trustee Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 38764,
"candidates": [
{
"candidateName": "Maria L Heredia ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 26185
},
{
"candidateName": "Joseph Grcar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12579
}
]
},
"AlamedaPeraltaCommunityCollegeDistrictTrusteeArea2": {
"id": "AlamedaPeraltaCommunityCollegeDistrictTrusteeArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "Peralta Community College District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 21710,
"candidates": [
{
"candidateName": "Paulina Gonzalez",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14082
},
{
"candidateName": "Sinead Geneva Anderson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7628
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea1": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 68,
"candidates": [
{
"candidateName": "Ralph Lee White",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36
},
{
"candidateName": "Shelly Stoll Swanson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 32
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea2": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 68,
"candidates": [
{
"candidateName": "Samuel Anderson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27
},
{
"candidateName": "Julie D. Kay",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
},
{
"candidateName": "Dan Wright",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea6": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 64,
"candidates": [
{
"candidateName": "Catalina Piña",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41
},
{
"candidateName": "Rosario Patrick",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
}
]
},
"AlamedaAlamedaUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaAlamedaUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda Unified School District Governing Board",
"raceDescription": "To three candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 76529,
"candidates": [
{
"candidateName": "Heather Little",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21985
},
{
"candidateName": "Meleah Hall",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21482
},
{
"candidateName": "Joyce Boyd",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11258
},
{
"candidateName": "Jennifer Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21804
}
]
},
"AlamedaCastroValleyUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "AlamedaCastroValleyUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Alameda",
"raceName": "Castro Valley Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4669,
"candidates": [
{
"candidateName": "John Chung",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1272
},
{
"candidateName": "Mike Kusiak",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3397
}
]
},
"AlamedaDublinUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaDublinUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Dublin Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5101,
"candidates": [
{
"candidateName": "Kristian Reyes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3067
},
{
"candidateName": "Ramnath “Ram” Shanbhogue",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2034
}
]
},
"AlamedaEmeryUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaEmeryUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Emery Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6089,
"candidates": [
{
"candidateName": "Elsie Joyce Lee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2651
},
{
"candidateName": "Brian Donahue",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 832
},
{
"candidateName": "Walter Pizarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 707
},
{
"candidateName": "John T. Van Geffen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1899
}
]
},
"AlamedaFremontUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaFremontUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13186,
"candidates": [
{
"candidateName": "Ganesh Balamitran",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6580
},
{
"candidateName": "Rinu Nair",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6606
}
]
},
"AlamedaHaywardUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaHaywardUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Hayward Unified School District Governing Board",
"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 117571,
"candidates": [
{
"candidateName": "Sophia Jauregui",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17198
},
{
"candidateName": "Luis Reynoso",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18567
},
{
"candidateName": "Sara Prada",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 19824
},
{
"candidateName": "Austin Bruckner Carrillo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18762
},
{
"candidateName": "Simon “Peter” Gutierrez Bufete",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21408
},
{
"candidateName": "Calyn Kelley",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12879
},
{
"candidateName": "Tom Wong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8933
}
]
},
"AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Lammersville Joint Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 76,
"candidates": [
{
"candidateName": "David A. Pombo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 60
},
{
"candidateName": "Surekha Shekar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16
}
]
},
"AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Livermore Valley Joint Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. Includes votes from Alameda and Contra Costa counties.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 65867,
"candidates": [
{
"candidateName": "Maggie Tufts",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14895
},
{
"candidateName": "Amanda Pepper",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4177
},
{
"candidateName": "Jean Paulsen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2536
},
{
"candidateName": "Tara Boyce",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13219
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15223
},
{
"candidateName": "Deena Kaplanis",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15817
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4547,
"candidates": [
{
"candidateName": "Midji Kuo-Rovetta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1214
},
{
"candidateName": "Patricio R. Urbi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2094
},
{
"candidateName": "Jatinder (JP) K. Sahi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1239
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4448,
"candidates": [
{
"candidateName": "Melanie Freeberg",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2928
},
{
"candidateName": "Michelle Parnala",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1520
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5229,
"candidates": [
{
"candidateName": "Lydia Idem",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1960
},
{
"candidateName": "Michael Gonzales",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3269
}
]
},
"AlamedaNewarkUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaNewarkUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Newark Unified School District Governing Board",
"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32762,
"candidates": [
{
"candidateName": "Aiden Hill",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7728
},
{
"candidateName": "Vikas Minglani",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3727
},
{
"candidateName": "Gabriel Anguiano Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7435
},
{
"candidateName": "Austin Block",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7622
},
{
"candidateName": "Phuong Nguyen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6250
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7101,
"candidates": [
{
"candidateName": "Donalyn Harris",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3142
},
{
"candidateName": "Kelly Mokashi",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3959
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6947,
"candidates": [
{
"candidateName": "Jen Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3309
},
{
"candidateName": "Charlie Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3638
}
]
},
"AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Alameda",
"raceName": "San Lorenzo Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3704,
"candidates": [
{
"candidateName": "Alicia Gonzalez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2363
},
{
"candidateName": "Penny Peck",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1341
}
]
},
"AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Sunol Glen Unified School District Governing Board",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 633,
"candidates": [
{
"candidateName": "Ryan Jergensen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 264
},
{
"candidateName": "Erin Choin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 369
}
]
},
"AlamedaBoardofSupervisorsDistrict5": {
"id": "AlamedaBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 141989,
"candidates": [
{
"candidateName": "John J. Bauters",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 70782
},
{
"candidateName": "Nikki Fortunato Bas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 71207
}
]
},
"AlamedaAlamedaCityCouncil": {
"id": "AlamedaAlamedaCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda City Council",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 61752,
"candidates": [
{
"candidateName": "Trish Herrera Spencer",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12086
},
{
"candidateName": "Thushan Amarasiriwardena",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13049
},
{
"candidateName": "Michele Pryor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16396
},
{
"candidateName": "Greg Boller",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14208
},
{
"candidateName": "Steve Slauson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6013
}
]
},
"AlamedaAlamedaAuditor": {
"id": "AlamedaAlamedaAuditor",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda Auditor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27772,
"candidates": [
{
"candidateName": "Kevin R. Kearney",
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},
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidateParty": "",
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{
"candidateName": "Carole Marasovic",
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"candidateName": "Xavier Johnson",
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{
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"candidateParty": "",
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{
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{
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},
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
"candidateName": "Shawn Costello",
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]
},
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"id": "AlamedaDublinCityCouncilArea1",
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"timeUpdated": "9:01 PM",
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{
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},
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"id": "AlamedaDublinCityCouncilArea3",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "John Morada",
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]
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"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Sam Gould",
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{
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{
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{
"candidateName": "Courtney Welch",
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{
"candidateName": "Matthew Solomon",
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]
},
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"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Vinnie Bacon",
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},
{
"candidateName": "Hiu Ng",
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},
{
"candidateName": "Raj Salwan",
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]
},
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"location": "Alameda",
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"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"candidateParty": "",
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{
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{
"candidateName": "Ranvir Sandhu",
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]
},
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"id": "AlamedaFremontCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
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"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Sterling Jefferson Engle",
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"candidateParty": "",
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},
{
"candidateName": "Chandra Wagh",
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"candidateParty": "",
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},
{
"candidateName": "Yajing Zhang",
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]
},
"AlamedaFremontCityCouncilDistrict6": {
"id": "AlamedaFremontCityCouncilDistrict6",
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Raymond Liu",
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"candidateParty": "",
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{
"candidateName": "Teresa Cox",
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]
},
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"id": "AlamedaHaywardCityCouncil",
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"location": "Alameda",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"candidateParty": "",
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},
{
"candidateName": "Daniel Goldstein",
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"candidateParty": "",
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},
{
"candidateName": "Angela Andrews",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Joe O. Ramos",
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"candidateParty": "",
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},
{
"candidateName": "Ray Bonilla Jr.",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Tom Ferreira",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Francisco Zermeño",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 33976,
"candidates": [
{
"candidateName": "John Marchand",
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"candidateParty": "",
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]
},
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"id": "AlamedaLivermoreCityCouncilDistrict3",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "David Farley",
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},
{
"candidateName": "Steven Dunbar",
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"candidateParty": "",
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},
{
"candidateName": "Jeff Kaskey",
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"candidateParty": "",
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]
},
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"id": "AlamedaLivermoreCityCouncilDistrict4",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Kristie Wang",
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{
"candidateName": "Thomas Soules",
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]
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"location": "Alameda",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Michael Hannon",
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{
"candidateName": "Jason Miguel",
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{
"candidateName": "Elisa Martinez",
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"candidateParty": "",
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]
},
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"location": "Alameda",
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"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
"candidateName": "Hitendra Gupta",
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{
"candidateName": "Jacinta Arteaga",
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"candidateParty": "",
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{
"candidateName": "Julie Del Catancio",
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{
"candidateName": "Vinod Kumar",
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]
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"raceType": "top1",
"timeUpdated": "9:01 PM",
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{
"candidateName": "Renu Malhotra",
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{
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"candidateName": "Lucia Gutierrez",
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},
{
"candidateName": "Phil Bloxom",
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"candidateParty": "",
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]
},
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"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"candidateParty": "",
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{
"candidateName": "James Green",
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{
"candidateName": "Lorrel Plimier",
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"candidateParty": "",
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{
"candidateName": "N. Sunny Bostrom-Fleming",
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]
},
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"timeUpdated": "9:01 PM",
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{
"candidateName": "Max Roman",
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"candidateParty": "",
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{
"candidateName": "Victoria Rosenbaum",
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{
"candidateName": "Susy Struble",
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]
},
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Jack Balch",
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"candidateParty": "",
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{
"candidateName": "Karla Brown",
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"candidateParty": "",
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]
},
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"location": "Alameda",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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},
{
"candidateName": "Valerie Arkin",
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"candidateParty": "",
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]
},
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"id": "AlamedaPleasantonCityCouncilDistrict4",
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"location": "Alameda",
"raceName": "Pleasanton City Council, District 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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},
{
"candidateName": "Matthew B. Gaidos",
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"candidateParty": "",
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]
},
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"id": "AlamedaUnionCityMayor",
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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},
{
"candidateName": "Marcus Bourlard",
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"candidateParty": "",
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{
"candidateName": "Gary Singh",
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"candidateParty": "",
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}
]
},
"AlamedaUnionCityCouncilDistrict1": {
"id": "AlamedaUnionCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Union City Council, District 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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},
{
"candidateName": "Erin Robertson",
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"candidateParty": "",
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},
{
"candidateName": "Lance Nishihira",
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"candidateParty": "",
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]
},
"AlamedaACTransitDistrictDirectorWard6": {
"id": "AlamedaACTransitDistrictDirectorWard6",
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"location": "Alameda",
"raceName": "AC Transit District Director, Ward 6",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 59520,
"candidates": [
{
"candidateName": "Jesse Lee Gunn",
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"candidateParty": "",
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},
{
"candidateName": "Shonda Goward",
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"candidateParty": "",
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},
{
"candidateName": "A. Curtis Silva",
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"candidateParty": "",
"voteCount": 30704
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]
},
"AlamedaAlamedaCountyWaterDistrictDirectorWard5": {
"id": "AlamedaAlamedaCountyWaterDistrictDirectorWard5",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda County Water District Director, Ward 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 21397,
"candidates": [
{
"candidateName": "Aziz Akbari",
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"candidateParty": "",
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},
{
"candidateName": "Raymond Ojeda",
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"candidateParty": "",
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]
},
"AlamedaBARTDirectorDistrict5": {
"id": "AlamedaBARTDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "San Francisco Bay Area Rapid Transit District Director, District 5",
"raceDescription": "Top candidate wins seat. Includes votes from Alameda and Contra Costa counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 154960,
"candidates": [
{
"candidateName": "Melissa Hernandez",
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"candidateParty": "",
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},
{
"candidateName": "Joseph Grcar",
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"candidateParty": "",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Joseph Grcar",
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{
"candidateName": "Daniel M. Akagi",
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{
"candidateName": "Kenneth Owen",
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{
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{
"candidateName": "Dave Sadoff",
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{
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{
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{
"candidateName": "Alex Spehr",
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"timeUpdated": "9:01 PM",
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{
"candidateName": "Richard De Vera",
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{
"candidateName": "Luana España",
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{
"candidateName": "Tim McMahon",
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{
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{
"candidateName": "Luis Reynoso",
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{
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{
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{
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{
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{
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{
"candidateName": "Moira “Mimi” Dean",
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{
"candidateName": "Bob Glaze",
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{
"candidateName": "Luis Reynoso",
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"candidateParty": "",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 26526,
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{
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"candidateIncumbent": false,
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "Alameda",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23822,
"candidates": [
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{
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8966,
"candidates": [
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"voteCount": 6322
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{
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"voteCount": 2644
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8856,
"candidates": [
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"candidateParty": "",
"voteCount": 4216
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{
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"location": "Alameda",
"raceName": "Measure S",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8274,
"candidates": [
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"candidateParty": "",
"voteCount": 5508
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{
"candidateName": "No",
"candidateIncumbent": false,
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"AlamedaMeasureT": {
"id": "AlamedaMeasureT",
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"location": "Alameda",
"raceName": "Measure T",
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"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8170,
"candidates": [
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
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"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
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"location": "Alameda",
"raceName": "Measure U",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7959,
"candidates": [
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{
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"candidateIncumbent": false,
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]
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"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8767,
"candidates": [
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{
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]
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"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51630,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
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{
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"candidateIncumbent": false,
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"AlamedaMeasureX": {
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"location": "Alameda",
"raceName": "Measure X",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 53242,
"candidates": [
{
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"candidateParty": "",
"voteCount": 41819
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52536,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39508
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{
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"candidateIncumbent": false,
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]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52929,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42280
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10649
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]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52282,
"candidates": [
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"candidateParty": "",
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},
{
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"candidateIncumbent": false,
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]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52882,
"candidates": [
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},
{
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"candidateIncumbent": false,
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]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51633,
"candidates": [
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{
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},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49700,
"candidates": [
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"candidateParty": "",
"voteCount": 30761
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18939
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52312,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23873
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28439
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31942
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20547
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52229,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16178
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36051
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51108,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22205
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28903
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25701,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13649
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12052
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25445,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19350
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6095
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 46707,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38826
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7881
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15814,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12721
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3093
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35275,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25125
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10150
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 159573,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112971
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46602
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 150503,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110317
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40186
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34880,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15983
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18897
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24809,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20249
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4560
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7969,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2072
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 393
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1490
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1864
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7865.9493,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1823.9955
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2037.9538
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7096,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1633
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1972
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 718
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6949.5470000000005,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1997.5386
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2569.0084
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2383
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52493,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19978
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19633
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11853
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 501
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 528
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49265,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25156
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24109
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6873,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4787
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2086
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6344,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1459
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3359
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6096,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8585,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1721
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5801
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8262,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6267
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7332,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4405
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2927
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 143599,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30485
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4835
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41871
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39258
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2794
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9695
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5629
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 127094,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72315
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54779
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29613,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2581
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22641
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4391
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29252,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24350
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4902
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 20561,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1600
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9871
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6222
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 609
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19506,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11437
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8069
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12299,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6482
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1930
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3887
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12059,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7120
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4939
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13089,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2063
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4428
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4132
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2466
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12106,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6303
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5803
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137594,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56752
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80842
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28794,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22409
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6385
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19777,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8847
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10930
}
]
},
"AlamedaOaklandSchoolDirectorDistrict5": {
"id": "AlamedaOaklandSchoolDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 5 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12041,
"candidates": [
{
"candidateName": "Sasha Ritzie-Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5578
},
{
"candidateName": "Patrice Berry",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6463
}
]
},
"AlamedaOaklandSchoolDirectorDistrict7": {
"id": "AlamedaOaklandSchoolDirectorDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 7 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12366,
"candidates": [
{
"candidateName": "Clifford Thompson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7776
},
{
"candidateName": "Domonic Ware",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4590
}
]
},
"AlamedaSanLeandroCityCouncilDistrict1": {
"id": "AlamedaSanLeandroCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22501,
"candidates": [
{
"candidateName": "Sbeydeh Viveros Walton",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22501
}
]
},
"AlamedaSanLeandroCityCouncilDistrict2": {
"id": "AlamedaSanLeandroCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28755,
"candidates": [
{
"candidateName": "Ed Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14150
},
{
"candidateName": "Bryan Azevedo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14605
}
]
},
"AlamedaSanLeandroCityCouncilDistrict4": {
"id": "AlamedaSanLeandroCityCouncilDistrict4",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 4 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22361,
"candidates": [
{
"candidateName": "Fred Simon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22361
}
]
},
"AlamedaSanLeandroCityCouncilDistrict6": {
"id": "AlamedaSanLeandroCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 6 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27155,
"candidates": [
{
"candidateName": "Robert Aguilar Bulatao",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10457
},
{
"candidateName": "Dylan Boldt",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16698
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea1": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 71155,
"candidates": [
{
"candidateName": "Anthony Edward Caro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28949
},
{
"candidateName": "Daniel Nathan-Heiss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42206
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea3": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 79805,
"candidates": [
{
"candidateName": "Yazmin Llamas",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 50322
},
{
"candidateName": "Vicki Gordon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29483
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard2": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard2",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 104994,
"candidates": [
{
"candidateName": "Diana J. Honig",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 77127
},
{
"candidateName": "Kofi Opong-Mensah",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27867
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard5": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard5",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 70073,
"candidates": [
{
"candidateName": "Debra Vinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25582
},
{
"candidateName": "Fernando Sandoval",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 44491
}
]
},
"CCAcalanesUnionHighSchoolDistrictGoverningBoard": {
"id": "CCAcalanesUnionHighSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Acalanes Union High School District Governing Board",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 94219,
"candidates": [
{
"candidateName": "Andrew Fontan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11782
},
{
"candidateName": "Sibyl Minighini",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10578
},
{
"candidateName": "Wendy Reicher",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 28513
},
{
"candidateName": "Paul Chopra",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23698
},
{
"candidateName": "Peter Catalano",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4987
},
{
"candidateName": "Stacey Schweppe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14661
}
]
},
"CCAntiochUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "CCAntiochUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Antioch Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 9022,
"candidates": [
{
"candidateName": "Scott Bergerhouse",
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"candidateParty": "",
"voteCount": 4191
},
{
"candidateName": "Dee Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4831
}
]
},
"CCAntiochUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "CCAntiochUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Antioch Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7986,
"candidates": [
{
"candidateName": "Gary Hack",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Olga Cobos-Smith",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4829
}
]
},
"CCLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "CCLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Livermore Valley Joint Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. Includes votes from Contra Costa and Alameda counties.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 65867,
"candidates": [
{
"candidateName": "Maggie Tufts",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Amanda Pepper",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Jean Paulsen",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Tara Boyce",
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"candidateParty": "",
"voteCount": 13219
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15223
},
{
"candidateName": "Deena Kaplanis",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15817
}
]
},
"CCMartinezUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "CCMartinezUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Martinez Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2828,
"candidates": [
{
"candidateName": "Carlos M. Melendez",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1331
},
{
"candidateName": "Logan Campbell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1497
}
]
},
"CCMtDiabloUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "CCMtDiabloUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Mt Diablo Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22647,
"candidates": [
{
"candidateName": "Thomas “Frugal” McDougall",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "May Jabeen Patel",
"candidateIncumbent": false,
"candidateParty": "",
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}
]
},
"CCSanRamonValleyUnifiedSchoolDistrictGoverningBoardArea2": {
"id": "CCSanRamonValleyUnifiedSchoolDistrictGoverningBoardArea2",
"type": "localRace",
"location": "Contra Costa",
"raceName": "San Ramon Valley Unified School District Governing Board, Area 2",
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{
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{
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{
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"timeUpdated": "7:39 PM",
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"timeUpdated": "7:39 PM",
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"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "Marin",
"raceName": "Marin Community College District Governing Board, Trustee Area 2",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "Marin",
"raceName": "Marin Community College District Governing Board, Trustee Area 7",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:57 PM",
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{
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"candidateParty": "",
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{
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"raceName": "Marin Municipal Water District Director, Division 5",
"raceDescription": "Top candidate wins seat.",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Larry L. Russell",
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{
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{
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"candidateIncumbent": false,
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"location": "Marin",
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"raceDescription": "Top candidate wins seat.",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
"candidateName": "Michael H. Joly",
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"MarinMeasureAA": {
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"location": "Marin",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
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"MarinMeasureB": {
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"location": "Marin",
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 66819,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 43939
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{
"candidateName": "No",
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"MarinMeasureC": {
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1120,
"candidates": [
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"candidateParty": "",
"voteCount": 807
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{
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6981,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4219
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2762
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},
"MarinMeasureG": {
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5885,
"candidates": [
{
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"candidateParty": "",
"voteCount": 4123
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1762
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]
},
"MarinMeasureH": {
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"location": "Marin",
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4403,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1763
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2640
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]
},
"MarinMeasureI": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure I",
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4733,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2991
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1742
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]
},
"MarinMeasureJ": {
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"location": "Marin",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4781,
"candidates": [
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{
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"candidateIncumbent": false,
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"voteCount": 1815
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]
},
"MarinMeasureK": {
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"location": "Marin",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7144,
"candidates": [
{
"candidateName": "Yes",
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"candidateParty": "",
"voteCount": 2710
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 4434
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]
},
"MarinMeasureL": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure L",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8565,
"candidates": [
{
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"candidateParty": "",
"voteCount": 6623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1942
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]
},
"MarinMeasureM": {
"id": "MarinMeasureM",
"type": "localRace",
"location": "Marin",
"raceName": "Measure M",
"raceDescription": "Novato. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 26157,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15151
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11006
}
]
},
"MarinMeasureN": {
"id": "MarinMeasureN",
"type": "localRace",
"location": "Marin",
"raceName": "Measure N",
"raceDescription": "San Anselmo. Rent increase limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7470,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2756
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4714
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]
},
"MarinMeasureO": {
"id": "MarinMeasureO",
"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
"raceDescription": "San Anselmo. Tenant benefits. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7560,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2556
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5004
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]
},
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"id": "MarinMeasureP",
"type": "localRace",
"location": "Marin",
"raceName": "Measure P",
"raceDescription": "San Rafael. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23788,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11413
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]
},
"MarinMeasureQ": {
"id": "MarinMeasureQ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure Q",
"raceDescription": "Stinson Beach Fire Protection District. Spending limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 332,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 309
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
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]
},
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"id": "MarinMeasureR",
"type": "localRace",
"location": "Marin",
"raceName": "Measure R",
"raceDescription": "Stinson Beach Fire Protection District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 335,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 61
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]
},
"NapaNapaCountyBoardofEducationTrusteeArea5": {
"id": "NapaNapaCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7504,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2163
},
{
"candidateName": "Gerald Parrott \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 5341
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]
},
"NapaSolanoCountyBoardofEducationTrusteeArea2": {
"id": "NapaSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28859,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10075
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5417
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13367
}
]
},
"NapaNapaValleyCollegeTrusteeArea6": {
"id": "NapaNapaValleyCollegeTrusteeArea6",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley College, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8021,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4839
},
{
"candidateName": "Scott Owens",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3182
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6552,
"candidates": [
{
"candidateName": "Lisa W. Chu",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4603
},
{
"candidateName": "Kevin “KDub” West",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1949
}
]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5964,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2087
},
{
"candidateName": "Eve Ryser",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3877
}
]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5273,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3094
},
{
"candidateName": "David T. Gracia",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2179
}
]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea7": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea7",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 7",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7113,
"candidates": [
{
"candidateName": "Marie Dennett",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3199
},
{
"candidateName": "Julianna Hart",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3914
}
]
},
"NapaFairfieldSuisunUnifiedSchoolDistrictTrusteeArea3": {
"id": "NapaFairfieldSuisunUnifiedSchoolDistrictTrusteeArea3",
"type": "localRace",
"location": "Napa",
"raceName": "Fairfield-Suisun Unified School District, Trustee Area 3",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano Counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7982,
"candidates": [
{
"candidateName": "Brigette Hunley",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4144
},
{
"candidateName": "Judi Honeychurch",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3838
}
]
},
"NapaAmericanCanyonMayor": {
"id": "NapaAmericanCanyonMayor",
"type": "localRace",
"location": "Napa",
"raceName": "American Canyon Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8998,
"candidates": [
{
"candidateName": "David Oro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4342
},
{
"candidateName": "Pierre Washington",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4656
}
]
},
"NapaAmericanCanyonCityCouncil": {
"id": "NapaAmericanCanyonCityCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "American Canyon City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13690,
"candidates": [
{
"candidateName": "Melissa Lamattina",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4312
},
{
"candidateName": "Elmer Andrei Manaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2796
},
{
"candidateName": "Davet Mohammed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3044
},
{
"candidateName": "Brando R. Cruz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3538
}
]
},
"NapaCalistogaMayor": {
"id": "NapaCalistogaMayor",
"type": "localRace",
"location": "Napa",
"raceName": "Calistoga Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1509,
"candidates": [
{
"candidateName": "Donald Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1509
}
]
},
"NapaCalistogaCityCouncil": {
"id": "NapaCalistogaCityCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "Calistoga City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2676,
"candidates": [
{
"candidateName": "Lisa Gift",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 843
},
{
"candidateName": "Marion Villalba",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 745
},
{
"candidateName": "Irais Lopez-Ortega",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1088
}
]
},
"NapaNapaMayor": {
"id": "NapaNapaMayor",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 33270,
"candidates": [
{
"candidateName": "Tuesday D. Allison",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Scott Sedgley",
"candidateIncumbent": true,
"candidateParty": "",
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}
]
},
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"type": "localRace",
"location": "Napa",
"raceName": "Napa City Council, District 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Beth Painter",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
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"id": "NapaNapaCityCouncilDistrict4",
"type": "localRace",
"location": "Napa",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Bernardo “Bernie” Narvaez",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
"NapaStHelenaMayor": {
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"type": "localRace",
"location": "Napa",
"raceName": "St Helena Mayor",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2662,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Billy Summers",
"candidateIncumbent": false,
"candidateParty": "",
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]
},
"NapaStHelenaCityCouncil": {
"id": "NapaStHelenaCityCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "St Helena City Council",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4172,
"candidates": [
{
"candidateName": "Michelle Deasy",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1580
},
{
"candidateName": "Hector R. Marroquin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1076
},
{
"candidateName": "Aaron Barak",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1516
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]
},
"NapaYountvilleTownCouncil": {
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"type": "localRace",
"location": "Napa",
"raceName": "Yountville Town Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2117,
"candidates": [
{
"candidateName": "Joe Tagliaboschi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 483
},
{
"candidateName": "Robert Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 234
},
{
"candidateName": "Pam Reeves",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 651
},
{
"candidateName": "Eric E. Knight",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 749
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]
},
"NapaMeasureBSchool": {
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"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Measure B",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 42267,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
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"voteCount": 23284
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18983
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]
},
"NapaMeasureU": {
"id": "NapaMeasureU",
"type": "localRace",
"location": "Napa",
"raceName": "Measure U",
"raceDescription": "Napa Valley Transportation Authority. Transporation sales tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 60783,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
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"voteCount": 44230
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16553
}
]
},
"NapaMeasureG": {
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"location": "Napa",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34724,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19961
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14763
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]
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"NapaMeasureA1": {
"id": "NapaMeasureA1",
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"location": "Napa",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2719,
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{
"candidateName": "Yes",
"candidateIncumbent": false,
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"voteCount": 1191
},
{
"candidateName": "No",
"candidateIncumbent": false,
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]
},
"NapaMeasureA2": {
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"location": "Napa",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2741,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
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{
"candidateName": "No",
"candidateIncumbent": false,
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},
"NapaMeasureBStHelena": {
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"location": "Napa",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2764,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
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"voteCount": 1366
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{
"candidateName": "No",
"candidateIncumbent": false,
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"SFBoardofEducation": {
"id": "SFBoardofEducation",
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"location": "San Francisco",
"raceName": "Board of Education",
"raceDescription": "Top four candidates win seat.",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1012778,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 45736
},
{
"candidateName": "Lefteris Eleftheriou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22285
},
{
"candidateName": "Jaime Huling",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 168659
},
{
"candidateName": "Ann Hsu",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 81044
},
{
"candidateName": "John Jersin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 122450
},
{
"candidateName": "Parag Gupta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 139340
},
{
"candidateName": "Matt Alexander",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 122698
},
{
"candidateName": "Supryia Marie Ray",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 127834
},
{
"candidateName": "Virginia Cheung",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 101017
},
{
"candidateName": "Min Chang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 48550
},
{
"candidateName": "Maddy Krantz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33165
}
]
},
"SFCommunityCollegeBoard": {
"id": "SFCommunityCollegeBoard",
"type": "localRace",
"location": "San Francisco",
"raceName": "Community College Board",
"raceDescription": "Top four candidates win seat.",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 823294,
"candidates": [
{
"candidateName": "Ruth Ferguson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 114132
},
{
"candidateName": "Leanna C. Louie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 50353
},
{
"candidateName": "Heather McCarty",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 162477
},
{
"candidateName": "Julio J. Ramos",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38741
},
{
"candidateName": "Aliya Chisti",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 149638
},
{
"candidateName": "Ben Kaplan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 49320
},
{
"candidateName": "Alan Wong",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 140951
},
{
"candidateName": "Luis Zamora",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 117682
}
]
},
"SFBARTBoardofDirectorsDistrict7": {
"id": "SFBARTBoardofDirectorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Bay Area Rapid Transit District Director, District 7",
"raceDescription": "Top two candidates win seat. Includes votes from San Francisco and Alameda County.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 161254,
"candidates": [
{
"candidateName": "Victor E. Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 92729
},
{
"candidateName": "Dana Lang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 68525
}
]
},
"SFBARTBoardofDirectorsDistrict9": {
"id": "SFBARTBoardofDirectorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Bay Area Rapid Transit District Director, District 9",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137871,
"candidates": [
{
"candidateName": "Edward Wright",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 86966
},
{
"candidateName": "Joe Sangirardi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 50905
}
]
},
"SFMeasureA": {
"id": "SFMeasureA",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure A",
"raceDescription": "San Francisco Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 377297,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 282968
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 94329
}
]
},
"SFMeasureB": {
"id": "SFMeasureB",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure B",
"raceDescription": "San Francisco. Community health and safety bond. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376637,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274187
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 102450
}
]
},
"SFMeasureC": {
"id": "SFMeasureC",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure C",
"raceDescription": "San Francisco. Inspector General position. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370366,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 225704
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 144662
}
]
},
"SFMeasureD": {
"id": "SFMeasureD",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure D",
"raceDescription": "San Francisco. Commissions and mayoral authority. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 366327,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 158723
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 207604
}
]
},
"SFMeasureE": {
"id": "SFMeasureE",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure E",
"raceDescription": "San Francisco. Commissions task force. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363854,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192540
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 171314
}
]
},
"SFMeasureF": {
"id": "SFMeasureF",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure F",
"raceDescription": "San Francisco. Police pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 361671,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 163835
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 197836
}
]
},
"SFMeasureG": {
"id": "SFMeasureG",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure G",
"raceDescription": "San Francisco. Affordable housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370824,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 217807
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 153017
}
]
},
"SFMeasureH": {
"id": "SFMeasureH",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure H",
"raceDescription": "San Francisco. Firefighter pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 365942,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192601
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 173341
}
]
},
"SFMeasureI": {
"id": "SFMeasureI",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure I",
"raceDescription": "San Francisco. Nurse and 911 operator pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363459,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 261318
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102141
}
]
},
"SFMeasureJ": {
"id": "SFMeasureJ",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure J",
"raceDescription": "San Francisco. City spending. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 362785,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 297972
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 64813
}
]
},
"SFMeasureK": {
"id": "SFMeasureK",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure K",
"raceDescription": "San Francisco. Permanently closing Upper Great Highway to private vehicles. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 206042
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 170447
}
]
},
"SFMeasureL": {
"id": "SFMeasureL",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure L",
"raceDescription": "San Francisco. Transportation network companies tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 369575,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 210375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 159200
}
]
},
"SFMeasureM": {
"id": "SFMeasureM",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure M",
"raceDescription": "San Francisco. Business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 342310,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 237930
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 104380
}
]
},
"SFMeasureN": {
"id": "SFMeasureN",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure N",
"raceDescription": "San Francisco. Student loan reimbursement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363432,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 187979
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 175453
}
]
},
"SFMeasureO": {
"id": "SFMeasureO",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure O",
"raceDescription": "San Francisco. Reproductive rights. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 373249,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 312914
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 60335
}
]
},
"SFMayorRound1": {
"id": "SFMayorRound1",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 390180,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95117
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72115
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1319
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2079
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2897
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102720
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89215
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 812
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11425
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1613
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 412
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8665
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 331477,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149113
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182364
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35478,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 899
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14755
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16670
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1810
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34299,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16499
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17800
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28758,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8489
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3753
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1565
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11272
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2800
}
]
},
"SFBoardofSupervisorsDistrict3FinalRound": {
"id": "SFBoardofSupervisorsDistrict3FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25568,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11512
},
{
"candidateName": "Moe Jamil (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Wendy Ha Chau (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Eduard Navarro (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14056
},
{
"candidateName": "Matthew Susk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict5": {
"id": "SFBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29698,
"candidates": [
{
"candidateName": "Autumn Hope Looijen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2606
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11840
},
{
"candidateName": "Scotty Jacobs",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2796
},
{
"candidateName": "Allen Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 444
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12012
}
]
},
"SFBoardofSupervisorsDistrict5FinalRound": {
"id": "SFBoardofSupervisorsDistrict5FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27818,
"candidates": [
{
"candidateName": "Autumn Hope Looijen (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14741
},
{
"candidateName": "Scotty Jacobs (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Allen Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13077
}
]
},
"SFBoardofSupervisorsDistrict7": {
"id": "SFBoardofSupervisorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 37318,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17532
},
{
"candidateName": "Stephen Martin-Pinto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5135
},
{
"candidateName": "Edward S. Yee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1244
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13407
}
]
},
"SFBoardofSupervisorsDistrict7FinalRound": {
"id": "SFBoardofSupervisorsDistrict7FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35412,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 18916
},
{
"candidateName": "Stephen Martin-Pinto (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Edward S. Yee (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16496
}
]
},
"SFBoardofSupervisorsDistrict9": {
"id": "SFBoardofSupervisorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32731,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13844
},
{
"candidateName": "Stephen Jon Torres",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1140
},
{
"candidateName": "Roberto Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6606
},
{
"candidateName": "Jaime Gutierrez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 931
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9042
},
{
"candidateName": "Julian Bermudez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 600
},
{
"candidateName": "H. Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 568
}
]
},
"SFBoardofSupervisorsDistrict9FinalRound": {
"id": "SFBoardofSupervisorsDistrict9FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29409,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17546
},
{
"candidateName": "Stephen Jon Torres (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Roberto Hernandez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jaime Gutierrez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11863
},
{
"candidateName": "Julian Bermudez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "H. Brown (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict11": {
"id": "SFBoardofSupervisorsDistrict11",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 First Round",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27928,
"candidates": [
{
"candidateName": "Oscar Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2896
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8675
},
{
"candidateName": "Roger Marenco",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 604
},
{
"candidateName": "Jose Morales",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 629
},
{
"candidateName": "Ernest “EJ” Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5441
},
{
"candidateName": "Adlah Chisti",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1434
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8249
}
]
},
"SFBoardofSupervisorsDistrict11FinalRound": {
"id": "SFBoardofSupervisorsDistrict11FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23804,
"candidates": [
{
"candidateName": "Oscar Flores (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11803
},
{
"candidateName": "Roger Marenco (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jose Morales (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ernest “EJ” Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Adlah Chisti (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12001
}
]
},
"SFCityAttorney": {
"id": "SFCityAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "City Attorney ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 329174,
"candidates": [
{
"candidateName": "David Chiu",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 272857
},
{
"candidateName": "Richard T. Woon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56317
}
]
},
"SFDistrictAttorney": {
"id": "SFDistrictAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "District Attorney",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 347374,
"candidates": [
{
"candidateName": "Brooke Jenkins ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 228999
},
{
"candidateName": "Ryan Khojasteh",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 118375
}
]
},
"SFSheriff": {
"id": "SFSheriff",
"type": "localRace",
"location": "San Francisco",
"raceName": "Sheriff ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 314864,
"candidates": [
{
"candidateName": "Michael Juan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 63768
},
{
"candidateName": "Paul Miyamoto",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 251096
}
]
},
"SFTreasurer": {
"id": "SFTreasurer",
"type": "localRace",
"location": "San Francisco",
"raceName": "Treasurer ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 300411,
"candidates": [
{
"candidateName": "José Cisneros",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 300411
}
]
},
"SMCountyBoardofEducationTrusteeArea4": {
"id": "SMCountyBoardofEducationTrusteeArea4",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 4",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 36397,
"candidates": [
{
"candidateName": "Priya Hays",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10568
},
{
"candidateName": "Chelsea Bonini",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 25829
}
]
},
"SMCountyBoardofEducationTrusteeArea5": {
"id": "SMCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 41938,
"candidates": [
{
"candidateName": "Maurice Goodman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14615
},
{
"candidateName": "Mike O’Neill",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27323
}
]
},
"SMCountyBoardofEducationTrusteeArea6": {
"id": "SMCountyBoardofEducationTrusteeArea6",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 39921,
"candidates": [
{
"candidateName": "Patricia Love",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28085
},
{
"candidateName": "Ester Adut",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11836
}
]
},
"SMSanMateoCountyCommunityCollegeDistrictGoverningBoardTrusteeArea1": {
"id": "SMSanMateoCountyCommunityCollegeDistrictGoverningBoardTrusteeArea1",
"type": "localRace",
"location": "San Mateo",
"raceName": "San Mateo County Community College District, Governing Board, Trustee Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 64091,
"candidates": [
{
"candidateName": "Keith Holden",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20270
},
{
"candidateName": "Lisa A. Petrides",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 43821
}
]
},
"SMCabrilloUnifiedSchoolDistrictGoverningBoardTrusteeAreaB": {
"id": "SMCabrilloUnifiedSchoolDistrictGoverningBoardTrusteeAreaB",
"type": "localRace",
"location": "San Mateo",
"raceName": "Cabrillo Unified School District, Governing Board, Trustee Area B",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2539,
"candidates": [
{
"candidateName": "Breanna Lafontaine",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"location": "San Mateo",
"raceName": "Measure J",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 10950,
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},
"SMMeasureEE": {
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"raceName": "Measure EE",
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"location": "San Mateo",
"raceName": "Measure S",
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7945,
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"candidateParty": "",
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"SMMeasureX": {
"id": "SMMeasureX",
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"location": "San Mateo",
"raceName": "Measure X",
"raceDescription": "San Bruno Park School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"location": "San Mateo",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"location": "San Mateo",
"raceName": "Measure JJ",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13252,
"candidates": [
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{
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19664,
"candidates": [
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"timeUpdated": "7:16 PM",
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 17380,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"candidateIncumbent": false,
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"location": "San Mateo",
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 42554,
"candidates": [
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24535,
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"location": "San Mateo",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"location": "San Mateo",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Campbell City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"candidates": [
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"candidateIncumbent": false,
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"candidateIncumbent": true,
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"SCCupertinoCityCouncil": {
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"location": "Santa Clara",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"candidateIncumbent": false,
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},
"SCMeasureB": {
"id": "SCMeasureB",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure B",
"raceDescription": "Morgan Hill. Mayoral term limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 20932,
"candidates": [
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"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11265
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9667
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},
"SCMeasureC": {
"id": "SCMeasureC",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure C",
"raceDescription": "Gilroy. Sales tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 22210,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13438
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8772
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},
"SCMeasureD": {
"id": "SCMeasureD",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure D",
"raceDescription": "Palo Alto. El Camino Park. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 30913,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22806
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8107
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},
"SCMeasureE": {
"id": "SCMeasureE",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure E",
"raceDescription": "Sunnyvale. Library bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 49763,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29503
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20260
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},
"SCMeasureF": {
"id": "SCMeasureF",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure F",
"raceDescription": "Sunnyvale. Inclusivity in governance. Passes with majority vote",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 47536,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17959
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29577
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},
"SCMeasureG": {
"id": "SCMeasureG",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure G",
"raceDescription": "Mountain View. Property transfer tax. Passes with majority vote",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 29492,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21330
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8162
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]
},
"SCMeasureI": {
"id": "SCMeasureI",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure I ",
"raceDescription": "Santa Clara. Infrastructure bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 40532,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28133
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12399
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},
"SCMeasureJ": {
"id": "SCMeasureJ",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure J",
"raceDescription": "Milpitas. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24432,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19582
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4850
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},
"SCMeasureK": {
"id": "SCMeasureK",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure K",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 18764,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13519
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5245
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},
"SCMeasureL": {
"id": "SCMeasureL",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure L",
"raceDescription": "San Benito High School District. School bond. Passes with 55% vote. Includes votes from Santa Clara County and San Benito County.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 23916,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11897
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12019
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},
"SCMeasureM": {
"id": "SCMeasureM",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure M",
"raceDescription": "San Benito High School District. School bond. Passes with 55% vote. Includes votes from Santa Clara County and San Benito County.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 23798,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12076
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{
"candidateName": "No",
"candidateIncumbent": false,
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},
"SCMeasureN": {
"id": "SCMeasureN",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure N",
"raceDescription": "East Side Union High School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 173551,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 126490
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 47061
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},
"SCMeasureP": {
"id": "SCMeasureP",
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"location": "Santa Clara",
"raceName": "Measure P ",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 90597,
"candidates": [
{
"candidateName": "Yes",
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"candidateParty": "",
"voteCount": 58648
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
"SCMeasureQ": {
"id": "SCMeasureQ",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Q",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24265,
"candidates": [
{
"candidateName": "Yes",
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"candidateParty": "",
"voteCount": 17303
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{
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"candidateIncumbent": false,
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},
"SCMeasureR": {
"id": "SCMeasureR",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure R",
"raceDescription": "San Jose Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 103124,
"candidates": [
{
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"candidateParty": "",
"voteCount": 66759
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{
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"candidateIncumbent": false,
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},
"SCMeasureS": {
"id": "SCMeasureS",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure S",
"raceDescription": "Mount Pleasant Elementary School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 7160,
"candidates": [
{
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"candidateParty": "",
"voteCount": 5018
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{
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"candidateIncumbent": false,
"candidateParty": "",
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"SCMeasureT": {
"id": "SCMeasureT",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure T",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 7158,
"candidates": [
{
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"candidateParty": "",
"voteCount": 5043
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{
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"candidateIncumbent": false,
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},
"SCMeasureU": {
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"location": "Santa Clara",
"raceName": "Measure U",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 18065,
"candidates": [
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"voteCount": 13953
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{
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"candidateIncumbent": false,
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"SCMeasureV": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure V",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 20980,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14799
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{
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"candidateIncumbent": false,
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"voteCount": 6181
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},
"SCMeasureW": {
"id": "SCMeasureW",
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"location": "Santa Clara",
"raceName": "Measure W",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24905,
"candidates": [
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"candidateParty": "",
"voteCount": 19283
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{
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"candidateIncumbent": false,
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"SCMeasureX": {
"id": "SCMeasureX",
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"location": "Santa Clara",
"raceName": "Measure X",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 40274,
"candidates": [
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"candidateParty": "",
"voteCount": 28008
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{
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"candidateIncumbent": false,
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"voteCount": 12266
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"SCMeasureY": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Y",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 28676,
"candidates": [
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"candidateParty": "",
"voteCount": 23566
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{
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"candidateIncumbent": false,
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"voteCount": 5110
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"SCMeasureZ": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Z",
"raceDescription": "Cupertino Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 55064,
"candidates": [
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"candidateParty": "",
"voteCount": 33626
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{
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"candidateIncumbent": false,
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"voteCount": 21438
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"SCMeasureAA": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure AA",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 25605,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19275
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{
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"candidateIncumbent": false,
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"voteCount": 6330
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},
"SCMeasureBB": {
"id": "SCMeasureBB",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure BB",
"raceDescription": "Cambrian School District. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 13215,
"candidates": [
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"voteCount": 10183
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{
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"candidateIncumbent": false,
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"voteCount": 3032
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"SCMeasureCC": {
"id": "SCMeasureCC",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure CC",
"raceDescription": "Los Gatos Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 16092,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10682
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{
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"candidateIncumbent": false,
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},
"SCMeasureEE": {
"id": "SCMeasureEE",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure EE",
"raceDescription": "Los Altos School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 23185,
"candidates": [
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"voteCount": 13032
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"candidateIncumbent": false,
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"SCMeasureGG": {
"id": "SCMeasureGG",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure GG",
"raceDescription": "Orchard School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 4170,
"candidates": [
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{
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"candidateIncumbent": false,
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"SCMeasureHH": {
"id": "SCMeasureHH",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure HH",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 361,
"candidates": [
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"candidateIncumbent": false,
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"id": "SolanoSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Solano",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Solano and Napa counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 28859,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10075
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5417
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
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},
"SolanoSolanoCommunityCollegeTrusteeArea3": {
"id": "SolanoSolanoCommunityCollegeTrusteeArea3",
"type": "localRace",
"location": "Solano",
"raceName": "Solano Community College, Trustee Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 24443,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Rosemary Thurston",
"candidateIncumbent": true,
"candidateParty": "",
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
"SolanoBeniciaUnifiedSchoolDistrictTrusteeArea3": {
"id": "SolanoBeniciaUnifiedSchoolDistrictTrusteeArea3",
"type": "localRace",
"location": "Solano",
"raceName": "Benicia Unified School District, Trustee Area 3",
"raceDescription": "Top candidate wins seat.",
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"raceType": "top1",
"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 3035,
"candidates": [
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"candidateIncumbent": false,
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
"SolanoDixonUnifiedSchoolDistrictAtLarge": {
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"location": "Solano",
"raceName": "Dixon Unified School District At-Large",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 15334,
"candidates": [
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{
"candidateName": "Regina Espinoza",
"candidateIncumbent": true,
"candidateParty": "",
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
{
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"candidateIncumbent": false,
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},
{
"candidateName": "Robert E. Sanchez Jr",
"candidateIncumbent": false,
"candidateParty": "",
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},
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"location": "Solano",
"raceName": "Fairfield-Suisun Unified School District, Trustee Area 1",
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"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 7182,
"candidates": [
{
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{
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"candidateIncumbent": true,
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"raceName": "Fairfield-Suisun Unified School District, Trustee Area 2",
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"raceType": "top1",
"timeUpdated": "7:01 PM",
"dateUpdated": "Dec 2, 2024",
"totalVotes": 6800,
"candidates": [
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"candidateIncumbent": true,
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{
"candidateName": "Suzanne Murphy",
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{
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{
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{
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]
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{
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{
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]
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]
},
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{
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{
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Mark P. Laskey",
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{
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{
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{
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{
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]
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{
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{
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{
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]
},
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{
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]
},
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{
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]
},
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"timeUpdated": "8:01 PM",
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{
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{
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]
},
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"timeUpdated": "8:01 PM",
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{
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{
"candidateName": "Stanton Kee Nethery III",
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]
},
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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},
{
"candidateName": "Jack Ding",
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]
},
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"raceType": "top1",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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