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"caption": "First graders raise their hands on the first day of school at a Southern California elementary school in Aug., 2021. A persistent teacher shortage has forced many California school districts to hire teachers who aren’t fully credentialed or are teaching out of their subject areas.",
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"slug": "low-income-students-are-more-likely-to-be-in-classrooms-with-underqualified-teachers",
"title": "Low-Income Students Are More Likely to Be in Classrooms With Underqualified Teachers",
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"headTitle": "Low-Income Students Are More Likely to Be in Classrooms With Underqualified Teachers | KQED",
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"content": "\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"”800″\" height=\"”900″\" sandbox=\"”allow-scripts\" layout=\"”responsive”\" frameborder=\"”0″\" resizable=\"””\" src=\"%E2%80%9Dhttps://calmatters-teacher-credentials.netlify.app/%E2%80%9D\" class=\"”i-amphtml-layout-responsive\" i-amphtml-layout slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Kai Matthews, project director at UCLA’s Center for the Transformation of Schools\"]‘What does it mean if we keep sending less-prepared teachers to less-resourced schools?’[/pullquote]Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>[aside postID=news_11895538 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/11/Oak_Tech_008-1200x750-1-1020x638.jpeg']Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Saroja Warner, director for talent development and diversity at the research nonprofit WestEd\"]‘It’s sort of this perfect storm in high-poverty communities. Teachers are another thing they don’t have access to.’[/pullquote]Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A persistent teacher shortage has forced many California school districts to hire teachers who aren’t fully credentialed or are teaching out of their subject areas. More of those teachers are teaching classes at schools with high percentages of low-income students, undermining efforts to achieve academic parity with more affluent schools.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"”800″\" height=\"”900″\" sandbox=\"”allow-scripts\" layout=\"”responsive”\" frameborder=\"”0″\" resizable=\"””\" src=\"%E2%80%9Dhttps://calmatters-teacher-credentials.netlify.app/%E2%80%9D\" class=\"”i-amphtml-layout-responsive\" i-amphtml-layout slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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},
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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},
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"meta": {
"site": "radio",
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},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
"title": "Fresh Air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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