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It said it planned to “initiate” his termination.\u003c/p>\n\u003cp>According to the findings report, which was delivered to the school’s Title IX coordinator June 29, Mueller was previously found in violation of college harassment policies on two prior occasions since 2016.\u003c/p>\n\u003cp>In one case, the school found that Mueller “exercised extremely poor judgement and unprofessional conduct and placed the District at risk of serious liability by engaging in sexual relationships with students … and taking students to a store with sexually-based items” during an overnight field trip.\u003c/p>\n\u003cp>According to the findings report, which was delivered to the school’s Title IX coordinator on June 29 and reviewed by KQED, investigators found that the college had previously found Mueller to have violated its harassment policies on two prior occasions since 2016.\u003c/p>\n\u003cp>Mueller initially declined to comment on the details of the investigation but later provided a written statement disputing many of the allegations.\u003c/p>\n\u003cp>Following multiple requests to Mueller for comment, several current and former students contacted KQED to express support for the professor and describe positive experiences with him as an instructor and mentor.\u003c/p>\n\u003ch2>Mentorship and power\u003c/h2>\n\u003cp>Mueller told investigators that he noticed Papineau’s talent as a writer in his spring 2023 course and later invited her and several classmates to give a presentation on the environmental impact of grass lawns.\u003c/p>\n\u003cp>The two remained in touch through email, discussing environmental issues and Papineau’s move to Fairfax, the small North Bay town where Mueller lived. Mueller later told investigators their friendship developed in summer 2024.\u003c/p>\n\u003cp>Papineau said she initially viewed Mueller as a mentor. She began working on a website for the natural history program at his request and later spoke on his behalf at a local Board of Supervisors meeting. The two also began hiking together and communicating more frequently.\u003c/p>\n\u003cfigure id=\"attachment_12085022\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12085022\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was very excited thinking, ‘Wow, this professor who was such an inspiration to me seems to be offering me mentorship, which was like a dream come true,’” Papineau told KQED.\u003c/p>\n\u003cp>Papineau said the relationship became romantic during a hike in summer 2024 when Mueller kissed her. She said the relationship was consensual at first.\u003c/p>\n\u003cp>“I was a little conflicted about it because I was like, ‘He is my hero, and so if he wants something more, I have to at least give that a try,’” Papineau said.\u003c/p>\n\u003cp>The relationship changed after class resumed in fall 2024, Papineau said.\u003c/p>\n\u003cp>She enrolled in Mueller’s ecology class, the first of several classes she would take from him while they were romantically involved. At the time, College of Marin discouraged, but did not prohibit, relationships between instructors and students.[aside postID=news_12087201 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CollegeGraduationGetty.jpg']In November 2025, the Marin Community College District \u003ca href=\"https://policies.marin.edu/sites/default/files/AP3430-ProhibitionofHarassment.pdf\">revised its harassment policy\u003c/a> to prohibit most relationships between students and employees.\u003c/p>\n\u003cp>“Such relationships present an inherent imbalance of power and carry a significant risk of exploitation, compromising the integrity of the educational environment,” the policy states.\u003c/p>\n\u003cp>The college did not respond to questions about what prompted the change. Spokesperson Nicole Cruz said it was campus policy not to comment on specific student or employment matters.\u003c/p>\n\u003cp>“College of Marin is committed to providing an academic and work environment free of unlawful discrimination on the basis of sex, including sexual harassment under Title IX,” she said via email. “College of Marin has a robust and thorough process for investigating complaints of unlawful discrimination … Further, College of Marin strictly prohibits retaliation.”\u003c/p>\n\u003cp>Mueller told investigators that Papineau initiated most of their contact and frequently shared details about her personal life. At one point, he said she told him she’d broken up with her boyfriend and moved out of his residence, according to the investigators’ report.\u003c/p>\n\u003cp>In a statement, Mueller said: “In my 35 years of teaching, I have never, not once, asked a woman out on a date or accepted an invitation to go out on a date that was currently enrolled in one of my classes.” He said in two instances, in 2024 and 1998, women that he “was in well-established relationships with” wanted to take his classes and he could not prohibit them from enrolling.\u003c/p>\n\u003cp>Papineau was first Mueller’s student in the spring of 2023 and told Mueller in May 2024, before they began dating, that she planned to take his course that fall, according to emails viewed by KQED.\u003c/p>\n\u003ch2>A pattern of favoritism\u003c/h2>\n\u003cp>Before Papineau filed her complaint, other students said they had already come to view Mueller as a professor who rewarded favored students and marginalized others.\u003c/p>\n\u003cp>Lily Wales enrolled in Mueller’s environmental science course in fall 2024 during their first semester at College of Marin.\u003c/p>\n\u003cp>Mueller was “sort of legendary” on campus, according to Wales. But he was also known for being harsh with students, while singling out some — including Wales — as favorites.\u003c/p>\n\u003cp>“He would pull me aside after class and tell me how good I was doing and say that he had a lot of connections in the biology world,” Wales said.\u003c/p>\n\u003cfigure id=\"attachment_12088073\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088073\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller.jpg\" alt=\"\" width=\"640\" height=\"368\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller-160x92.jpg 160w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin biology professor Joe Mueller on a ridge overlooking Home Bay, part of Drake’s Estero on Jan. 10, 2024. \u003ccite>(Cy Musiker/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wales, who was 17 at the time, said Mueller complimented them, offered networking opportunities and invited them on hikes, which they declined.\u003c/p>\n\u003cp>At first, Wales said the attention was validating.\u003c/p>\n\u003cp>“I was pretty young, and so I was really naive,” Wales said. “I was like, ‘It’s so great that so early on there’s somebody in the field that really wants to help me.’”\u003c/p>\n\u003cp>Around midterms, however, they became uncomfortable with the attention.\u003c/p>\n\u003cp>When students were working on group projects, Wales said Mueller critiqued other groups while praising theirs without closely examining the work. Wales said they didn’t study well for the midterm exam and answered multiple questions incorrectly, but were awarded a perfect score.\u003c/p>\n\u003cp>“That was a moment where I was like, ‘I feel like there’s something going on and I don’t want it to get to a point of there being a relationship that’s being formed,’” they said.\u003c/p>\n\u003cp>Shortly after, Wales said they stopped attending Mueller’s class and had avoided taking any of his others throughout their time at College of Marin. Mueller reached out to Wales to express his concern after they had missed a few weeks of class, according to an email viewed by KQED.\u003c/p>\n\u003ch2>The cost of staying in good standing\u003c/h2>\n\u003cp>Walker Newell took about five classes with Mueller during his first few years at College of Marin. He alleges that the professor gave preferential treatment to young, pretty women, while treating others harshly.\u003c/p>\n\u003cp>“There’s definitely people who get weeded out of the classroom that essentially [are] people that Joe doesn’t want in the classroom,” Newell told KQED.\u003c/p>\n\u003cp>Newell recalled that Mueller would often pause mid-lecture to make comments about a student who had an accommodation allowing them to take notes on a laptop. According to Newell, Mueller suggested that the student’s typing distracted classmates and slowed the class.\u003c/p>\n\u003cfigure id=\"attachment_12085021\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12085021\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another former student and college employee, who requested anonymity out of fear of retaliation, similarly said Mueller was often uncooperative with accommodations and singled students out in class.\u003c/p>\n\u003cp>Mueller said that he tries to discourage students from typing notes and asks those who do to speak with him about the benefits of handwriting.\u003c/p>\n\u003cp>“I don’t disparage them; somebody might take it that way,” Mueller said.\u003c/p>\n\u003cp>Mueller described himself as a dedicated teacher and said he would never intentionally treat students unfairly.\u003c/p>\n\u003cp>Newell said Mueller liked to be seen as “all-knowing” and “grand.”\u003c/p>\n\u003cp>Initially, Newell said, he benefited from Mueller’s favor, and it felt good to be praised.\u003c/p>\n\u003cp>“When you’re on his side, it’s great. You get questions wrong on a test, and they get marked right,” Newell said. “But then, after a while, you just can’t see that happen to other people and just feel OK.”[aside postID=news_12084071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260518-SCU_Sutter-med-school-02-KQED.jpg']That dynamic, Newell said, created an environment in which students understood there were advantages to remaining in Mueller’s good graces.\u003c/p>\n\u003cp>Newell also described an incident during a two-week field course along the West Coast in 2022. According to Newell, Mueller offered to waive the cost of the trip if he helped transport equipment and assist with camp setup and breakdown.\u003c/p>\n\u003cp>When they returned, though, Newell alleges that Mueller charged him hundreds of dollars, saying that he owed him for the cost of the trip, minus a small hourly wage for his work.\u003c/p>\n\u003cp>Mueller said in an email that Newell had been unable to complete the work he promised to do, that the two reached a compromise and that Mueller paid half of the cost.\u003c/p>\n\u003cp>“He got a damn good deal because I cared,” Mueller said.\u003c/p>\n\u003cp>Newell said Mueller repeatedly singled out a middle-aged female student during the trip. After several students stopped at a coffee shop without permission, Newell said Mueller focused his criticism on the woman and berated her.\u003c/p>\n\u003cp>“She was bawling, and she was like, ‘I’m leaving,’” Newell said. “It was just hard to see a grown woman just full on crying and sobbing.”\u003c/p>\n\u003cp>Someone later reported Mueller’s conduct on the trip, and Newell said he was interviewed as part of an investigation. It remains unclear what conclusions the college reached or whether Mueller faced disciplinary action. College of Marin did not respond to questions about the investigation.\u003c/p>\n\u003ch2>When the relationship changed\u003c/h2>\n\u003cp>Between spring of 2024 and summer 2025, Papineau and Mueller exchanged dozens of emails reviewed by KQED.\u003c/p>\n\u003cp>Papineau wrote about kissing and being with Mueller, and said she had dreams of them marrying and living together with her daughters.\u003c/p>\n\u003cp>Papineau also expressed concerns about Mueller’s reactions to her interactions with male classmates and said she felt pressured to manage his emotions. She said that during his fall ecology class, she sat near the edge of the room and focused her attention almost exclusively on him because she worried about upsetting him.\u003c/p>\n\u003cfigure id=\"attachment_12088108\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088108 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babette Papineau stands for a portrait in her home in Fairfax, California, on Wednesday, May 27, 2026. Papineau is a student at the College of Marin and filed a Title IX complaint against her professor, Joe Mueller, after she said he coerced her into a relationship. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After she said she had learned that Mueller previously dated former students, Papineau wrote to him in an email that she “felt almost like I was an insect caught in [his] web.”\u003c/p>\n\u003cp>In another email, Mueller acknowledged previous relationships with former students.\u003c/p>\n\u003cp>“[W]hen I was first teaching, I didn’t realize how dating former students could lead to problems,” he wrote. “It was certainly not of a predatory nature, as back then I was very shy and only dated women that pursued me.”\u003c/p>\n\u003cp>Papineau said she threatened to end their relationship in fall 2024. She alleges that Mueller warned that doing so would jeopardize her future in the natural history program. Mueller teaches several courses required for the natural history certificate, including some that other instructors do not offer.\u003c/p>\n\u003cp>“The story became: ‘Think about your future, think about your career. If we are not together, you cannot carry on in this department,’” Papineau said.[aside postID=news_12084624 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/Screenshot-2026-05-21-at-10.21.25%E2%80%AFAM.jpeg']“Education, for me, it’s given me purpose. So the threat of that being taken away was absolutely not something I was OK with. And so I stayed in that with Joe [Mueller],” she said.\u003c/p>\n\u003cp>In emails, Mueller expressed frustration about the couple’s lack of physical intimacy and questioned whether Papineau’s feelings for him were fading. Papineau said that after she told Mueller she didn’t want to be intimate because of past trauma, he paid for therapy and expected updates about her sessions and whether she felt closer to being comfortable having sex with him.\u003c/p>\n\u003cp>He also sent what he called “everlasting love assignments” — quiz-style questionnaires about their relationship.\u003c/p>\n\u003cp>“If you could travel anywhere in the world with me, where would you go? What would we do? … Remember, due to the nature of the exercise, you must include love in at least one answer,” one of the quizzes stated.\u003c/p>\n\u003cp>“When we were together in physical presence, you could tell that I wasn’t comfortable,” Papineau said. “So part of my job was to make up for that in writing.”\u003c/p>\n\u003cp>Papineau said she became increasingly dependent on Mueller. He paid her for work on the book project and contributed more than $11,000 toward her rent, according to copies of checks reviewed by KQED. He also paid more than $2,000 toward therapy expenses, according to images of transaction records reviewed by KQED.\u003c/p>\n\u003cp>The two continued dating until spring 2025. Even after they broke up, they remained in contact and continued collaborating on a book project.\u003c/p>\n\u003cp>Papineau said she ultimately filed her Title IX complaint after learning that other students had similar experiences. What she initially viewed as mentorship had become the foundation of a complaint that raised broader questions about power, favoritism and influence within the college’s natural history program.\u003c/p>\n\u003ch2>Students who walked away\u003c/h2>\n\u003cp>In March 2025, Papineau confided in another professor in the geology department, who later confirmed the conversation to Title IX investigators.\u003c/p>\n\u003cp>According to the investigative report, the professor, who co-taught multiple classes with Mueller, said other students had raised concerns about Mueller’s fairness. The professor also recalled a female student asking in 2017 whether anyone else taught one of Mueller’s classes because she wanted to avoid taking a course with him.\u003c/p>\n\u003cp>For some students, avoiding Mueller was difficult.\u003c/p>\n\u003cfigure id=\"attachment_12085020\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12085020 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A directional sign at College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The difficult thing for a lot of students is that [Mueller] is the only teacher that teaches [environmental science] and, I think, three of his other classes,” Wales said. “If you need any of the classes that he teaches, there’s no other option.”\u003c/p>\n\u003cp>When Wales stopped attending Mueller’s class in fall 2024, they allege that they received an F that temporarily placed them on academic probation. They later petitioned to have the grade removed from their record. Wales said the four-year university they hope to transfer to does not require Mueller’s course — a factor in their decision to apply there.\u003c/p>\n\u003cp>Newell also altered his plans.\u003c/p>\n\u003cp>Instead of pursuing College of Marin’s natural history certificate, which required additional classes taught only by Mueller, he switched to biology.\u003c/p>\n\u003cp>Papineau changed her major to philosophy and said she no longer believed a future in natural history was feasible.\u003c/p>\n\u003cp>Taken together, the students described a program in which one professor’s influence extended beyond the classroom and shaped decisions about majors, certificates, careers and whether students remained in the field at all.\u003c/p>\n\u003cp>“I did meet people frequently who were like, ‘Be careful around Joe,’” Papineau said. “But I didn’t believe that for a long time until I saw it for myself.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Babette Papineau enrolled at \u003ca href=\"https://www.kqed.org/news/tag/marin-county\">College of Marin\u003c/a> in the spring of 2023, she hoped to become a naturalist.\u003c/p>\n\u003cp>The 34-year-old mother of two took an environmental science class with professor Joe Mueller and quickly came to see him as an environmental hero and an expert in the field she hoped to enter.\u003c/p>\n\u003cp>“I put him on a pedestal,” Papineau said.\u003c/p>\n\u003cp>In the summer of 2024, Papineau said she reached out to Mueller for guidance after deciding to pursue the college’s natural history certificate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Papineau and Mueller formed a professional and later, romantic relationship. They dated on and off until last summer, when Papineau filed a Title IX complaint against Mueller, alleging that he coerced her into a relationship and engaged in unwanted and inappropriate sexual conduct with her while she was his student and relied on him for mentorship.\u003c/p>\n\u003cp>Papineau’s complaint is one of several accounts that reveal a broader pattern in the college’s natural history program. Interviews with multiple current and former College of Marin students, along with Title IX investigative records reviewed by KQED, describe what former students said was a decadeslong pattern in which Mueller blurred professional boundaries with students, played favorites in class and intimidated students he disliked.\u003c/p>\n\u003cp>Students said Mueller used mentorship, favoritism and control over required coursework in ways that altered their education, shaped their career decisions and created fear inside the department.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>College of Marin commissioned workplace investigation law firm Van Dermyden Makus to conduct a third-party evidentiary review of Papineau’s complaint. After a closed-door hearing in May, a third-party consultant found sufficient evidence to support multiple violations of the school’s sexual harassment policy and one violation of its sexual assault policy, according to documents reviewed by KQED.\u003c/p>\n\u003cp>Mueller was placed on immediate leave on Thursday, according to a summary of remedies from the district. It said it planned to “initiate” his termination.\u003c/p>\n\u003cp>According to the findings report, which was delivered to the school’s Title IX coordinator June 29, Mueller was previously found in violation of college harassment policies on two prior occasions since 2016.\u003c/p>\n\u003cp>In one case, the school found that Mueller “exercised extremely poor judgement and unprofessional conduct and placed the District at risk of serious liability by engaging in sexual relationships with students … and taking students to a store with sexually-based items” during an overnight field trip.\u003c/p>\n\u003cp>According to the findings report, which was delivered to the school’s Title IX coordinator on June 29 and reviewed by KQED, investigators found that the college had previously found Mueller to have violated its harassment policies on two prior occasions since 2016.\u003c/p>\n\u003cp>Mueller initially declined to comment on the details of the investigation but later provided a written statement disputing many of the allegations.\u003c/p>\n\u003cp>Following multiple requests to Mueller for comment, several current and former students contacted KQED to express support for the professor and describe positive experiences with him as an instructor and mentor.\u003c/p>\n\u003ch2>Mentorship and power\u003c/h2>\n\u003cp>Mueller told investigators that he noticed Papineau’s talent as a writer in his spring 2023 course and later invited her and several classmates to give a presentation on the environmental impact of grass lawns.\u003c/p>\n\u003cp>The two remained in touch through email, discussing environmental issues and Papineau’s move to Fairfax, the small North Bay town where Mueller lived. Mueller later told investigators their friendship developed in summer 2024.\u003c/p>\n\u003cp>Papineau said she initially viewed Mueller as a mentor. She began working on a website for the natural history program at his request and later spoke on his behalf at a local Board of Supervisors meeting. The two also began hiking together and communicating more frequently.\u003c/p>\n\u003cfigure id=\"attachment_12085022\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12085022\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00111_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was very excited thinking, ‘Wow, this professor who was such an inspiration to me seems to be offering me mentorship, which was like a dream come true,’” Papineau told KQED.\u003c/p>\n\u003cp>Papineau said the relationship became romantic during a hike in summer 2024 when Mueller kissed her. She said the relationship was consensual at first.\u003c/p>\n\u003cp>“I was a little conflicted about it because I was like, ‘He is my hero, and so if he wants something more, I have to at least give that a try,’” Papineau said.\u003c/p>\n\u003cp>The relationship changed after class resumed in fall 2024, Papineau said.\u003c/p>\n\u003cp>She enrolled in Mueller’s ecology class, the first of several classes she would take from him while they were romantically involved. At the time, College of Marin discouraged, but did not prohibit, relationships between instructors and students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In November 2025, the Marin Community College District \u003ca href=\"https://policies.marin.edu/sites/default/files/AP3430-ProhibitionofHarassment.pdf\">revised its harassment policy\u003c/a> to prohibit most relationships between students and employees.\u003c/p>\n\u003cp>“Such relationships present an inherent imbalance of power and carry a significant risk of exploitation, compromising the integrity of the educational environment,” the policy states.\u003c/p>\n\u003cp>The college did not respond to questions about what prompted the change. Spokesperson Nicole Cruz said it was campus policy not to comment on specific student or employment matters.\u003c/p>\n\u003cp>“College of Marin is committed to providing an academic and work environment free of unlawful discrimination on the basis of sex, including sexual harassment under Title IX,” she said via email. “College of Marin has a robust and thorough process for investigating complaints of unlawful discrimination … Further, College of Marin strictly prohibits retaliation.”\u003c/p>\n\u003cp>Mueller told investigators that Papineau initiated most of their contact and frequently shared details about her personal life. At one point, he said she told him she’d broken up with her boyfriend and moved out of his residence, according to the investigators’ report.\u003c/p>\n\u003cp>In a statement, Mueller said: “In my 35 years of teaching, I have never, not once, asked a woman out on a date or accepted an invitation to go out on a date that was currently enrolled in one of my classes.” He said in two instances, in 2024 and 1998, women that he “was in well-established relationships with” wanted to take his classes and he could not prohibit them from enrolling.\u003c/p>\n\u003cp>Papineau was first Mueller’s student in the spring of 2023 and told Mueller in May 2024, before they began dating, that she planned to take his course that fall, according to emails viewed by KQED.\u003c/p>\n\u003ch2>A pattern of favoritism\u003c/h2>\n\u003cp>Before Papineau filed her complaint, other students said they had already come to view Mueller as a professor who rewarded favored students and marginalized others.\u003c/p>\n\u003cp>Lily Wales enrolled in Mueller’s environmental science course in fall 2024 during their first semester at College of Marin.\u003c/p>\n\u003cp>Mueller was “sort of legendary” on campus, according to Wales. But he was also known for being harsh with students, while singling out some — including Wales — as favorites.\u003c/p>\n\u003cp>“He would pull me aside after class and tell me how good I was doing and say that he had a lot of connections in the biology world,” Wales said.\u003c/p>\n\u003cfigure id=\"attachment_12088073\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088073\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller.jpg\" alt=\"\" width=\"640\" height=\"368\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/JoeMueller-160x92.jpg 160w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin biology professor Joe Mueller on a ridge overlooking Home Bay, part of Drake’s Estero on Jan. 10, 2024. \u003ccite>(Cy Musiker/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wales, who was 17 at the time, said Mueller complimented them, offered networking opportunities and invited them on hikes, which they declined.\u003c/p>\n\u003cp>At first, Wales said the attention was validating.\u003c/p>\n\u003cp>“I was pretty young, and so I was really naive,” Wales said. “I was like, ‘It’s so great that so early on there’s somebody in the field that really wants to help me.’”\u003c/p>\n\u003cp>Around midterms, however, they became uncomfortable with the attention.\u003c/p>\n\u003cp>When students were working on group projects, Wales said Mueller critiqued other groups while praising theirs without closely examining the work. Wales said they didn’t study well for the midterm exam and answered multiple questions incorrectly, but were awarded a perfect score.\u003c/p>\n\u003cp>“That was a moment where I was like, ‘I feel like there’s something going on and I don’t want it to get to a point of there being a relationship that’s being formed,’” they said.\u003c/p>\n\u003cp>Shortly after, Wales said they stopped attending Mueller’s class and had avoided taking any of his others throughout their time at College of Marin. Mueller reached out to Wales to express his concern after they had missed a few weeks of class, according to an email viewed by KQED.\u003c/p>\n\u003ch2>The cost of staying in good standing\u003c/h2>\n\u003cp>Walker Newell took about five classes with Mueller during his first few years at College of Marin. He alleges that the professor gave preferential treatment to young, pretty women, while treating others harshly.\u003c/p>\n\u003cp>“There’s definitely people who get weeded out of the classroom that essentially [are] people that Joe doesn’t want in the classroom,” Newell told KQED.\u003c/p>\n\u003cp>Newell recalled that Mueller would often pause mid-lecture to make comments about a student who had an accommodation allowing them to take notes on a laptop. According to Newell, Mueller suggested that the student’s typing distracted classmates and slowed the class.\u003c/p>\n\u003cfigure id=\"attachment_12085021\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12085021\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00067_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another former student and college employee, who requested anonymity out of fear of retaliation, similarly said Mueller was often uncooperative with accommodations and singled students out in class.\u003c/p>\n\u003cp>Mueller said that he tries to discourage students from typing notes and asks those who do to speak with him about the benefits of handwriting.\u003c/p>\n\u003cp>“I don’t disparage them; somebody might take it that way,” Mueller said.\u003c/p>\n\u003cp>Mueller described himself as a dedicated teacher and said he would never intentionally treat students unfairly.\u003c/p>\n\u003cp>Newell said Mueller liked to be seen as “all-knowing” and “grand.”\u003c/p>\n\u003cp>Initially, Newell said, he benefited from Mueller’s favor, and it felt good to be praised.\u003c/p>\n\u003cp>“When you’re on his side, it’s great. You get questions wrong on a test, and they get marked right,” Newell said. “But then, after a while, you just can’t see that happen to other people and just feel OK.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That dynamic, Newell said, created an environment in which students understood there were advantages to remaining in Mueller’s good graces.\u003c/p>\n\u003cp>Newell also described an incident during a two-week field course along the West Coast in 2022. According to Newell, Mueller offered to waive the cost of the trip if he helped transport equipment and assist with camp setup and breakdown.\u003c/p>\n\u003cp>When they returned, though, Newell alleges that Mueller charged him hundreds of dollars, saying that he owed him for the cost of the trip, minus a small hourly wage for his work.\u003c/p>\n\u003cp>Mueller said in an email that Newell had been unable to complete the work he promised to do, that the two reached a compromise and that Mueller paid half of the cost.\u003c/p>\n\u003cp>“He got a damn good deal because I cared,” Mueller said.\u003c/p>\n\u003cp>Newell said Mueller repeatedly singled out a middle-aged female student during the trip. After several students stopped at a coffee shop without permission, Newell said Mueller focused his criticism on the woman and berated her.\u003c/p>\n\u003cp>“She was bawling, and she was like, ‘I’m leaving,’” Newell said. “It was just hard to see a grown woman just full on crying and sobbing.”\u003c/p>\n\u003cp>Someone later reported Mueller’s conduct on the trip, and Newell said he was interviewed as part of an investigation. It remains unclear what conclusions the college reached or whether Mueller faced disciplinary action. College of Marin did not respond to questions about the investigation.\u003c/p>\n\u003ch2>When the relationship changed\u003c/h2>\n\u003cp>Between spring of 2024 and summer 2025, Papineau and Mueller exchanged dozens of emails reviewed by KQED.\u003c/p>\n\u003cp>Papineau wrote about kissing and being with Mueller, and said she had dreams of them marrying and living together with her daughters.\u003c/p>\n\u003cp>Papineau also expressed concerns about Mueller’s reactions to her interactions with male classmates and said she felt pressured to manage his emotions. She said that during his fall ecology class, she sat near the edge of the room and focused her attention almost exclusively on him because she worried about upsetting him.\u003c/p>\n\u003cfigure id=\"attachment_12088108\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088108 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/20260527-MarinCollegeProfessor-JY-05_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babette Papineau stands for a portrait in her home in Fairfax, California, on Wednesday, May 27, 2026. Papineau is a student at the College of Marin and filed a Title IX complaint against her professor, Joe Mueller, after she said he coerced her into a relationship. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After she said she had learned that Mueller previously dated former students, Papineau wrote to him in an email that she “felt almost like I was an insect caught in [his] web.”\u003c/p>\n\u003cp>In another email, Mueller acknowledged previous relationships with former students.\u003c/p>\n\u003cp>“[W]hen I was first teaching, I didn’t realize how dating former students could lead to problems,” he wrote. “It was certainly not of a predatory nature, as back then I was very shy and only dated women that pursued me.”\u003c/p>\n\u003cp>Papineau said she threatened to end their relationship in fall 2024. She alleges that Mueller warned that doing so would jeopardize her future in the natural history program. Mueller teaches several courses required for the natural history certificate, including some that other instructors do not offer.\u003c/p>\n\u003cp>“The story became: ‘Think about your future, think about your career. If we are not together, you cannot carry on in this department,’” Papineau said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Education, for me, it’s given me purpose. So the threat of that being taken away was absolutely not something I was OK with. And so I stayed in that with Joe [Mueller],” she said.\u003c/p>\n\u003cp>In emails, Mueller expressed frustration about the couple’s lack of physical intimacy and questioned whether Papineau’s feelings for him were fading. Papineau said that after she told Mueller she didn’t want to be intimate because of past trauma, he paid for therapy and expected updates about her sessions and whether she felt closer to being comfortable having sex with him.\u003c/p>\n\u003cp>He also sent what he called “everlasting love assignments” — quiz-style questionnaires about their relationship.\u003c/p>\n\u003cp>“If you could travel anywhere in the world with me, where would you go? What would we do? … Remember, due to the nature of the exercise, you must include love in at least one answer,” one of the quizzes stated.\u003c/p>\n\u003cp>“When we were together in physical presence, you could tell that I wasn’t comfortable,” Papineau said. “So part of my job was to make up for that in writing.”\u003c/p>\n\u003cp>Papineau said she became increasingly dependent on Mueller. He paid her for work on the book project and contributed more than $11,000 toward her rent, according to copies of checks reviewed by KQED. He also paid more than $2,000 toward therapy expenses, according to images of transaction records reviewed by KQED.\u003c/p>\n\u003cp>The two continued dating until spring 2025. Even after they broke up, they remained in contact and continued collaborating on a book project.\u003c/p>\n\u003cp>Papineau said she ultimately filed her Title IX complaint after learning that other students had similar experiences. What she initially viewed as mentorship had become the foundation of a complaint that raised broader questions about power, favoritism and influence within the college’s natural history program.\u003c/p>\n\u003ch2>Students who walked away\u003c/h2>\n\u003cp>In March 2025, Papineau confided in another professor in the geology department, who later confirmed the conversation to Title IX investigators.\u003c/p>\n\u003cp>According to the investigative report, the professor, who co-taught multiple classes with Mueller, said other students had raised concerns about Mueller’s fairness. The professor also recalled a female student asking in 2017 whether anyone else taught one of Mueller’s classes because she wanted to avoid taking a course with him.\u003c/p>\n\u003cp>For some students, avoiding Mueller was difficult.\u003c/p>\n\u003cfigure id=\"attachment_12085020\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12085020 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260522-MARINPROFESSOR00007_TV-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A directional sign at College of Marin in Kentfield on May 22, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The difficult thing for a lot of students is that [Mueller] is the only teacher that teaches [environmental science] and, I think, three of his other classes,” Wales said. “If you need any of the classes that he teaches, there’s no other option.”\u003c/p>\n\u003cp>When Wales stopped attending Mueller’s class in fall 2024, they allege that they received an F that temporarily placed them on academic probation. They later petitioned to have the grade removed from their record. Wales said the four-year university they hope to transfer to does not require Mueller’s course — a factor in their decision to apply there.\u003c/p>\n\u003cp>Newell also altered his plans.\u003c/p>\n\u003cp>Instead of pursuing College of Marin’s natural history certificate, which required additional classes taught only by Mueller, he switched to biology.\u003c/p>\n\u003cp>Papineau changed her major to philosophy and said she no longer believed a future in natural history was feasible.\u003c/p>\n\u003cp>Taken together, the students described a program in which one professor’s influence extended beyond the classroom and shaped decisions about majors, certificates, careers and whether students remained in the field at all.\u003c/p>\n\u003cp>“I did meet people frequently who were like, ‘Be careful around Joe,’” Papineau said. “But I didn’t believe that for a long time until I saw it for myself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "these-advocates-say-black-english-belongs-in-preschool-classrooms",
"title": "These Advocates Say Black English Belongs in Preschool Classrooms",
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"content": "\u003cp>Whether at home or at work as a policy strategist and university lecturer, Ashley Williams said she feels relaxed sliding between Black English and standard English.\u003c/p>\n\u003cp>She didn’t feel comfortable communicating this way growing up in South Los Angeles.\u003c/p>\n\u003cp>Williams said that when she was 3 or 4 years old, her grandmother would correct the way she pronounced words like “napkin” whenever she dropped the “p” sound. Her older sister and cousin also told her the way she spoke: “amongst our community wasn’t OK at the schoolhouse.”\u003c/p>\n\u003cp>Generations of Black children grew up learning that their home language wasn’t acceptable in school or the workplace. Many internalized the belief that Black English — sometimes referred to as African American Vernacular English, or AAVE, African American language or Ebonics — is bad English, loaded with slang and grammatical errors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But with that comes a lot of shame and embarrassment because you’re being constantly corrected when you’re still in a moment when you’re just learning language,” she said.\u003c/p>\n\u003cp>Williams wants to change that.\u003c/p>\n\u003cp>As co-founder of Black Californians United for Early Care & Education, she’s part of a movement to get preschool teachers and caregivers to \u003ca href=\"https://blackece.org/blackenglish/\">legitimize Black English\u003c/a> as a way to build children’s early literacy skills and honor their cultural identity.\u003c/p>\n\u003cp>The work is personal for Williams because she doesn’t want her 2-year-old son to experience what she went through as a child.\u003c/p>\n\u003cfigure id=\"attachment_12088575\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088575\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams, center, her wife Lauren Ford, right, and their son sit together during a portrait session at their home in Contra Costa County, California, on Friday, June 19, 2026. Williams, an educator and a co-founder of Black Californians United for Early Care and Education (BlackECE), works to create equity-minded policies in early childhood care for Black children like her own son. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t want my son to walk into any room and feel like his voice is not valued or his perspective can’t be heard because he’s not saying it in one way or the other,” she said.\u003c/p>\n\u003cp>Over the last year and a half, the advocacy group, also known as BlackECE, has offered professional development training to spread the word about the importance of supporting Black English speakers the same way they support dual language learners, children who are learning two or more languages simultaneously.\u003c/p>\n\u003cp>In California, most children under age 5 are dual language learners and the state’s Master Plan for Early Learning and Care, which was released by Gov. Gavin Newsom in 2020, recognizes \u003ca href=\"https://californiaforallkids.chhs.ca.gov/assets/pdfs/CA%20For%20All%20Kids%20-%20Master%20Plan%20Knowledge%20Brief%20-%20DLL.pdf\">the opportunity to develop bilingualism during the early years\u003c/a>, when children’s brains are developing rapidly. It calls on educators to affirm children’s home language even as they’re learning standard English in the classroom. The 10-year road map lays out specific recommendations, such as training the workforce to support dual language learners to foster bilingualism.\u003c/p>\n\u003cp>BlackECE, along with \u003ca href=\"https://earlyedgecalifornia.org/early-edge-policy-corner-advancing-language-justice-the-black-english-language-workgroup/\">other early childhood advocacy groups\u003c/a> and education experts, said those recommendations should also apply to children who speak Black English.[aside postID=news_12087644 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619_Juneteenth_GC-13.jpg']“We talk about multilinguals, but we don’t include Black children who may be African-American English speakers,” said Xigrid Soto-Boykin, an early childhood language expert at Arizona State University. “We completely miss this subgroup of children that could also benefit from their language backgrounds to be sustained, but also to be leveraged for their own learning.”\u003c/p>\n\u003cp>Training educators to recognize the legitimacy of Black English is important, she said, because although elements of the language have been \u003ca href=\"https://www.youtube.com/watch?v=dw0ifECyfPI\">embraced by young people\u003c/a> and popularized around the world, misperceptions persist.\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200623000856\">Soto-Boykin co-authored a 2023 study\u003c/a> that found that white early childhood educators who were familiar with Black English or received training to support children from linguistically and culturally diverse backgrounds were more likely to have positive views about the language. Those with less knowledge or training were more likely to believe that it hinders students’ achievement.\u003c/p>\n\u003cp>She said these beliefs can dramatically affect the lives of Black children.\u003c/p>\n\u003cp>“We see it in terms of referrals to special education; we see it in how sometimes teachers correct children and say, ‘We don’t speak like this here in the classroom,’” she said.\u003c/p>\n\u003cp>A national study found that Black children are \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30973798/#affiliation-1\">disproportionately diagnosed with speech and language impairments\u003c/a> in 14% of states.\u003c/p>\n\u003cp>Soto-Boykin’s study noted that veteran educators were more likely to have negative beliefs about Black English, possibly because they began their careers in the 1990s, around when the Oakland Unified School District’s Board of Education proposed using Ebonics to help Black students learn standard English. The idea sparked nationwide controversy, with critics disparaging the board for trying to dumb down education.\u003c/p>\n\u003cfigure id=\"attachment_12088576\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088576 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams and her son raise their hands up in the air after saying a prayer over food alongside his Williams’ grandmother, Sonja Pollard, and her aunt Sharron Allen, during a family Juneteenth celebration in Contra Costa County, California, on June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By contrast, early-career educators were more likely to have positive beliefs about Black English because they may have started their careers during the Black Lives Matter movement and have a greater awareness of the broader racial reckoning that followed.\u003c/p>\n\u003cp>“When the perception of how children speak sits at the intersection of Blackness, that perception is nine times out of 10 negative,” Williams said. “Like, you’re from the hood, you’re not speaking correctly, you’re uneducated.”\u003c/p>\n\u003cp>An awareness of Black English as a language is key, Williams said, “because then it allows that educator on the webinar to show up to work the next day and say, ‘There’s something here. … There’s a system behind the way that you speak as a Black child, and I want to learn more about how to support that and help you understand more standard English.’”\u003c/p>\n\u003cp>In webinars led by BlackECE, training begins with an explanation that Black English grew out of the English adopted by millions of people captured in Africa and forced into slavery in British colonial America, starting in 1619. Some linguists theorize that because enslaved people had to pick up the language of their captors quickly, they developed a more streamlined version of English. Over centuries of segregation, that speech evolved into a distinct language with its own rules of grammar, usage and pronunciation.\u003c/p>\n\u003cp>Some characteristics of Black English include double negation of verbs and the “habitual be,” to describe a repeated or ongoing action, as in “We be playin’ with Legos all the time.” Linguists say this use of “be” is systematic and more nuanced than standard English.\u003c/p>\n\u003cfigure id=\"attachment_12088577\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088577 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams holds her 2-year-old son as she and her family members fill their plates with food during a Juneteenth celebration at her home in Contra Costa County, California, on June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When children learn that their language is valid and beautiful and follows rules, I can’t even describe the pride they feel with that identity,” said \u003ca href=\"https://sc.edu/study/colleges_schools/education/faculty-staff/boutte_gloria.php\">Gloria Swindler Boutte\u003c/a>, an early childhood education professor at the University of South Carolina.\u003c/p>\n\u003cp>“It keeps children from thinking, ‘I have to speak this way at school and this way at home, so maybe there’s something wrong with the people at home and how they speak,’” she said.\u003c/p>\n\u003cp>Educators don’t have to try to speak Black English to affirm the language, she said. They could provide books that feature Black English or identify Black English when they hear children speak it and “expand their repertoire” with alternative words or expressions in standard English.\u003c/p>\n\u003cp>Soto-Boykin suggests creating a vocabulary wall that includes words in Black English and standard English, so that children can make meaning with all the languages they know. For example, educators could help children understand that other words to describe something good could be “awesome, great, dope or fire.”\u003c/p>\n\u003cp>Educators could also invite community members who speak Black English to visit the classroom and tell stories, she said.[aside postID=news_12070361 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/CaliforniaReparationsGetty.jpg']Aisha White, founder of a program at the University of Pittsburgh focused on \u003ca href=\"https://www.racepride.pitt.edu/about-pride/\">helping young Black children develop a positive racial identity\u003c/a>, said Black parents could also benefit from some training around Black English. She said that when she showed segments of a documentary called \u003ca href=\"https://www.talkingblackinamerica.org/\">\u003cem>Talking Black in America\u003c/em>\u003c/a> and held discussions with Black parents, many told her they would stop correcting the way their children speak.\u003c/p>\n\u003cp>“It was one of the most impactful projects because there were parents who came into the sessions with negative attitudes toward AAVE, and then decided they will not correct their children’s language anymore,” she said. “That is remarkable that parents would be willing to change their parenting behaviors based on what they learned.”\u003c/p>\n\u003cp>Williams said this kind of support doesn’t cost anything, but can strengthen educators’ relationships with Black children and their families. On the other hand, the tendency to correct the way they speak comes at a personal cost to the kids.\u003c/p>\n\u003cp>When she was in third grade, Williams won a scholarship to attend summer camp, where for the first time she was surrounded by mostly white kids. She remembers picking up on some of the ways her campmates talked and listening to Ace of Bass.\u003c/p>\n\u003cp>When she came home, she remembers her sister and cousin teasing her for “talking white.” In fourth grade, a teacher who was “adamant about proper English” punished the Black students in her class by making them repeatedly enunciate words like “what” and “why.”\u003c/p>\n\u003cp>“It made me feel so insecure, but at the same time that was the language that I needed to be considered in the gifted program in elementary school and be considered the student who always got to lead the Pledge of Allegiance,” she said.\u003c/p>\n\u003cp>Learning to code-switch and “talk white” in school helped her excel academically. Williams went on to study child development at San Francisco State University and earn a doctorate in education.\u003c/p>\n\u003cfigure id=\"attachment_12088579\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088579 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams records her wife Lauren Ford as they dance together during a family Juneteenth celebration at their home in Contra Costa County, California, on Friday, June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But having to code-switch to fit in could be tiresome and felt inauthentic.\u003c/p>\n\u003cp>“When I’m in spaces where I feel the need to code-switch, my imposter syndrome is through the roof. I’m already feeling like, ‘I don’t belong here, I shouldn’t belong here,’” she said. “It’s like my throat closes because I am overthinking so much about what I’m saying.”\u003c/p>\n\u003cp>As she learned more about Black English, Williams began to feel freer to speak a mix of Black English and standard English wherever she goes. The blending of two languages is called \u003ca href=\"https://wida.wisc.edu/news/guide-translanguaging-classroom\">translanguaging\u003c/a>, a concept increasingly recognized in education as a valuable teaching tool.\u003c/p>\n\u003cp>“Really at the heart of this, it’s about affirming our identity and our culture and our humanity and not having to perform as something you’re not just to be accepted in a room,” she said.\u003c/p>\n\u003cp>Beyond raising awareness, BlackECE wants to include Black English speakers in California policies mandating state-funded preschools and child care programs to identify dual language learners to better understand their needs and design curriculum to support them.\u003c/p>\n\u003cp>“We know that with being deemed multilingual learners, there’s resources, there’s supports, there’s teacher training,” Williams said. “And we’re saying, ‘Yes, and we belong in that conversation too.’”\u003c/p>\n\u003cp>***\u003c/p>\n\u003cp>\u003ci>Correction: An earlier version of this story incorrectly identified Xigrid Soto-Boykin as the director of the Children’s Equity Project at Arizona State University. She is a researcher and the director of language justice and learning equity at the Children’s Equity Project.\u003c/i>\u003c/p>\n\u003cp>***\u003c/p>\n\u003ch2>What Does Repair Look Like? Start Here\u003c/h2>\n\u003cp>What does reparations actually mean? Who is pursuing it? What policies are moving forward, and which remain symbolic? As conversations about repair grow across the country, understanding the facts has never been more important.\u003c/p>\n\u003cp>Subscribe to \u003ca href=\"https://airtable.com/appYRab8nOv1F5DoN/pag8qdExQMOokhv5S/form\">A Declaration of Repair\u003c/a>, a weekly newsletter from KQED that follows the people, policies and ideas shaping the reparations movement. Through reporting, accountability tracking and analysis, we help readers understand how past harms continue to shape the present — and explore what efforts to repair them look like today.\u003c/p>\n\u003cp>\u003ca href=\"https://airtable.com/appYRab8nOv1F5DoN/pag8qdExQMOokhv5S/form\">SUBSCRIBE HERE\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Generations of Black children grew up learning that their home language isn’t acceptable in school or the workplace. A movement is underway in California to change that.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whether at home or at work as a policy strategist and university lecturer, Ashley Williams said she feels relaxed sliding between Black English and standard English.\u003c/p>\n\u003cp>She didn’t feel comfortable communicating this way growing up in South Los Angeles.\u003c/p>\n\u003cp>Williams said that when she was 3 or 4 years old, her grandmother would correct the way she pronounced words like “napkin” whenever she dropped the “p” sound. Her older sister and cousin also told her the way she spoke: “amongst our community wasn’t OK at the schoolhouse.”\u003c/p>\n\u003cp>Generations of Black children grew up learning that their home language wasn’t acceptable in school or the workplace. Many internalized the belief that Black English — sometimes referred to as African American Vernacular English, or AAVE, African American language or Ebonics — is bad English, loaded with slang and grammatical errors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But with that comes a lot of shame and embarrassment because you’re being constantly corrected when you’re still in a moment when you’re just learning language,” she said.\u003c/p>\n\u003cp>Williams wants to change that.\u003c/p>\n\u003cp>As co-founder of Black Californians United for Early Care & Education, she’s part of a movement to get preschool teachers and caregivers to \u003ca href=\"https://blackece.org/blackenglish/\">legitimize Black English\u003c/a> as a way to build children’s early literacy skills and honor their cultural identity.\u003c/p>\n\u003cp>The work is personal for Williams because she doesn’t want her 2-year-old son to experience what she went through as a child.\u003c/p>\n\u003cfigure id=\"attachment_12088575\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088575\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-02-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams, center, her wife Lauren Ford, right, and their son sit together during a portrait session at their home in Contra Costa County, California, on Friday, June 19, 2026. Williams, an educator and a co-founder of Black Californians United for Early Care and Education (BlackECE), works to create equity-minded policies in early childhood care for Black children like her own son. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t want my son to walk into any room and feel like his voice is not valued or his perspective can’t be heard because he’s not saying it in one way or the other,” she said.\u003c/p>\n\u003cp>Over the last year and a half, the advocacy group, also known as BlackECE, has offered professional development training to spread the word about the importance of supporting Black English speakers the same way they support dual language learners, children who are learning two or more languages simultaneously.\u003c/p>\n\u003cp>In California, most children under age 5 are dual language learners and the state’s Master Plan for Early Learning and Care, which was released by Gov. Gavin Newsom in 2020, recognizes \u003ca href=\"https://californiaforallkids.chhs.ca.gov/assets/pdfs/CA%20For%20All%20Kids%20-%20Master%20Plan%20Knowledge%20Brief%20-%20DLL.pdf\">the opportunity to develop bilingualism during the early years\u003c/a>, when children’s brains are developing rapidly. It calls on educators to affirm children’s home language even as they’re learning standard English in the classroom. The 10-year road map lays out specific recommendations, such as training the workforce to support dual language learners to foster bilingualism.\u003c/p>\n\u003cp>BlackECE, along with \u003ca href=\"https://earlyedgecalifornia.org/early-edge-policy-corner-advancing-language-justice-the-black-english-language-workgroup/\">other early childhood advocacy groups\u003c/a> and education experts, said those recommendations should also apply to children who speak Black English.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We talk about multilinguals, but we don’t include Black children who may be African-American English speakers,” said Xigrid Soto-Boykin, an early childhood language expert at Arizona State University. “We completely miss this subgroup of children that could also benefit from their language backgrounds to be sustained, but also to be leveraged for their own learning.”\u003c/p>\n\u003cp>Training educators to recognize the legitimacy of Black English is important, she said, because although elements of the language have been \u003ca href=\"https://www.youtube.com/watch?v=dw0ifECyfPI\">embraced by young people\u003c/a> and popularized around the world, misperceptions persist.\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200623000856\">Soto-Boykin co-authored a 2023 study\u003c/a> that found that white early childhood educators who were familiar with Black English or received training to support children from linguistically and culturally diverse backgrounds were more likely to have positive views about the language. Those with less knowledge or training were more likely to believe that it hinders students’ achievement.\u003c/p>\n\u003cp>She said these beliefs can dramatically affect the lives of Black children.\u003c/p>\n\u003cp>“We see it in terms of referrals to special education; we see it in how sometimes teachers correct children and say, ‘We don’t speak like this here in the classroom,’” she said.\u003c/p>\n\u003cp>A national study found that Black children are \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/30973798/#affiliation-1\">disproportionately diagnosed with speech and language impairments\u003c/a> in 14% of states.\u003c/p>\n\u003cp>Soto-Boykin’s study noted that veteran educators were more likely to have negative beliefs about Black English, possibly because they began their careers in the 1990s, around when the Oakland Unified School District’s Board of Education proposed using Ebonics to help Black students learn standard English. The idea sparked nationwide controversy, with critics disparaging the board for trying to dumb down education.\u003c/p>\n\u003cfigure id=\"attachment_12088576\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088576 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-05-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams and her son raise their hands up in the air after saying a prayer over food alongside his Williams’ grandmother, Sonja Pollard, and her aunt Sharron Allen, during a family Juneteenth celebration in Contra Costa County, California, on June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By contrast, early-career educators were more likely to have positive beliefs about Black English because they may have started their careers during the Black Lives Matter movement and have a greater awareness of the broader racial reckoning that followed.\u003c/p>\n\u003cp>“When the perception of how children speak sits at the intersection of Blackness, that perception is nine times out of 10 negative,” Williams said. “Like, you’re from the hood, you’re not speaking correctly, you’re uneducated.”\u003c/p>\n\u003cp>An awareness of Black English as a language is key, Williams said, “because then it allows that educator on the webinar to show up to work the next day and say, ‘There’s something here. … There’s a system behind the way that you speak as a Black child, and I want to learn more about how to support that and help you understand more standard English.’”\u003c/p>\n\u003cp>In webinars led by BlackECE, training begins with an explanation that Black English grew out of the English adopted by millions of people captured in Africa and forced into slavery in British colonial America, starting in 1619. Some linguists theorize that because enslaved people had to pick up the language of their captors quickly, they developed a more streamlined version of English. Over centuries of segregation, that speech evolved into a distinct language with its own rules of grammar, usage and pronunciation.\u003c/p>\n\u003cp>Some characteristics of Black English include double negation of verbs and the “habitual be,” to describe a repeated or ongoing action, as in “We be playin’ with Legos all the time.” Linguists say this use of “be” is systematic and more nuanced than standard English.\u003c/p>\n\u003cfigure id=\"attachment_12088577\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088577 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-06-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams holds her 2-year-old son as she and her family members fill their plates with food during a Juneteenth celebration at her home in Contra Costa County, California, on June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When children learn that their language is valid and beautiful and follows rules, I can’t even describe the pride they feel with that identity,” said \u003ca href=\"https://sc.edu/study/colleges_schools/education/faculty-staff/boutte_gloria.php\">Gloria Swindler Boutte\u003c/a>, an early childhood education professor at the University of South Carolina.\u003c/p>\n\u003cp>“It keeps children from thinking, ‘I have to speak this way at school and this way at home, so maybe there’s something wrong with the people at home and how they speak,’” she said.\u003c/p>\n\u003cp>Educators don’t have to try to speak Black English to affirm the language, she said. They could provide books that feature Black English or identify Black English when they hear children speak it and “expand their repertoire” with alternative words or expressions in standard English.\u003c/p>\n\u003cp>Soto-Boykin suggests creating a vocabulary wall that includes words in Black English and standard English, so that children can make meaning with all the languages they know. For example, educators could help children understand that other words to describe something good could be “awesome, great, dope or fire.”\u003c/p>\n\u003cp>Educators could also invite community members who speak Black English to visit the classroom and tell stories, she said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Aisha White, founder of a program at the University of Pittsburgh focused on \u003ca href=\"https://www.racepride.pitt.edu/about-pride/\">helping young Black children develop a positive racial identity\u003c/a>, said Black parents could also benefit from some training around Black English. She said that when she showed segments of a documentary called \u003ca href=\"https://www.talkingblackinamerica.org/\">\u003cem>Talking Black in America\u003c/em>\u003c/a> and held discussions with Black parents, many told her they would stop correcting the way their children speak.\u003c/p>\n\u003cp>“It was one of the most impactful projects because there were parents who came into the sessions with negative attitudes toward AAVE, and then decided they will not correct their children’s language anymore,” she said. “That is remarkable that parents would be willing to change their parenting behaviors based on what they learned.”\u003c/p>\n\u003cp>Williams said this kind of support doesn’t cost anything, but can strengthen educators’ relationships with Black children and their families. On the other hand, the tendency to correct the way they speak comes at a personal cost to the kids.\u003c/p>\n\u003cp>When she was in third grade, Williams won a scholarship to attend summer camp, where for the first time she was surrounded by mostly white kids. She remembers picking up on some of the ways her campmates talked and listening to Ace of Bass.\u003c/p>\n\u003cp>When she came home, she remembers her sister and cousin teasing her for “talking white.” In fourth grade, a teacher who was “adamant about proper English” punished the Black students in her class by making them repeatedly enunciate words like “what” and “why.”\u003c/p>\n\u003cp>“It made me feel so insecure, but at the same time that was the language that I needed to be considered in the gifted program in elementary school and be considered the student who always got to lead the Pledge of Allegiance,” she said.\u003c/p>\n\u003cp>Learning to code-switch and “talk white” in school helped her excel academically. Williams went on to study child development at San Francisco State University and earn a doctorate in education.\u003c/p>\n\u003cfigure id=\"attachment_12088579\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12088579 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/20260619-BlackEnglish-JY-09-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ashley Williams records her wife Lauren Ford as they dance together during a family Juneteenth celebration at their home in Contra Costa County, California, on Friday, June 19, 2026. \u003ccite>(Juliana Yamada for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But having to code-switch to fit in could be tiresome and felt inauthentic.\u003c/p>\n\u003cp>“When I’m in spaces where I feel the need to code-switch, my imposter syndrome is through the roof. I’m already feeling like, ‘I don’t belong here, I shouldn’t belong here,’” she said. “It’s like my throat closes because I am overthinking so much about what I’m saying.”\u003c/p>\n\u003cp>As she learned more about Black English, Williams began to feel freer to speak a mix of Black English and standard English wherever she goes. The blending of two languages is called \u003ca href=\"https://wida.wisc.edu/news/guide-translanguaging-classroom\">translanguaging\u003c/a>, a concept increasingly recognized in education as a valuable teaching tool.\u003c/p>\n\u003cp>“Really at the heart of this, it’s about affirming our identity and our culture and our humanity and not having to perform as something you’re not just to be accepted in a room,” she said.\u003c/p>\n\u003cp>Beyond raising awareness, BlackECE wants to include Black English speakers in California policies mandating state-funded preschools and child care programs to identify dual language learners to better understand their needs and design curriculum to support them.\u003c/p>\n\u003cp>“We know that with being deemed multilingual learners, there’s resources, there’s supports, there’s teacher training,” Williams said. “And we’re saying, ‘Yes, and we belong in that conversation too.’”\u003c/p>\n\u003cp>***\u003c/p>\n\u003cp>\u003ci>Correction: An earlier version of this story incorrectly identified Xigrid Soto-Boykin as the director of the Children’s Equity Project at Arizona State University. She is a researcher and the director of language justice and learning equity at the Children’s Equity Project.\u003c/i>\u003c/p>\n\u003cp>***\u003c/p>\n\u003ch2>What Does Repair Look Like? Start Here\u003c/h2>\n\u003cp>What does reparations actually mean? Who is pursuing it? What policies are moving forward, and which remain symbolic? As conversations about repair grow across the country, understanding the facts has never been more important.\u003c/p>\n\u003cp>Subscribe to \u003ca href=\"https://airtable.com/appYRab8nOv1F5DoN/pag8qdExQMOokhv5S/form\">A Declaration of Repair\u003c/a>, a weekly newsletter from KQED that follows the people, policies and ideas shaping the reparations movement. Through reporting, accountability tracking and analysis, we help readers understand how past harms continue to shape the present — and explore what efforts to repair them look like today.\u003c/p>\n\u003cp>\u003ca href=\"https://airtable.com/appYRab8nOv1F5DoN/pag8qdExQMOokhv5S/form\">SUBSCRIBE HERE\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> will continue expanding subsidized childcare and make public school employees automatically eligible for state-funded preschools under a $352-billion budget signed by Gov. Gavin Newsom this week.\u003c/p>\n\u003cp>The budget for the 2026-27 fiscal year, which begins Wednesday, includes nearly $1.9 billion in funding to relieve the high cost of childcare for low-income families. Most of that funding will be allocated for childcare vouchers, and the state determined there’s enough existing funds to offer school employees access to the California State Preschool Program, which provides free early education in a variety of settings for families who earn \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2603.asp\">up to the state median income\u003c/a>.\u003c/p>\n\u003cp>Providers were disappointed by some elements of the budget that they said don’t reflect the actual cost of providing care, but parents who \u003ca href=\"https://www.kqed.org/news/12086244/california-parents-on-waitlist-for-subsidized-childcare-anxious-over-proposed-budget-cuts\">have been waiting for a subsidy to help with childcare\u003c/a> were encouraged by the news.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I can see a light in the tunnel,” said Carmen Perez, a Novato mom who has been waiting more than 18 months for an open slot for her toddler son. “I hope we can get off the waiting list. That would be awesome.”\u003c/p>\n\u003cp>The final budget marks a recent reversal for Newsom, who had vowed in 2021 to dramatically increase access to childcare and fund more than 200,000 slots. But after an early push of adding almost 130,000 placements, the state paused the expansion for three years.\u003c/p>\n\u003cp>The state was supposed to resume the rollout this fiscal year, but in May, Newsom instead proposed cutting 6,800 slots as part of his push to eliminate the state deficit. The Democratic-led legislature countered with a proposal to add 44,000 more before settling on the nearly 23,000 spaces.\u003c/p>\n\u003cfigure id=\"attachment_12089607\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089607\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most of that funding will be allocated for vouchers, which families typically use to pay for home-based childcare, with a smaller portion for spaces at childcare centers for children under the age of 3.\u003c/p>\n\u003cp>“Democratic lawmakers reminded the governor of his commitment to young children and families, and the governor somewhat reluctantly did agree to continue his own momentum to lift young kids,” said Bruce Fuller, an education policy professor at UC Berkeley.\u003c/p>\n\u003cp>Fuller and his colleagues at the university’s Equity and Excellence in Early Childhood alliance found that during the period California expanded access to transitional kindergarten for all 4-year-old children, \u003ca href=\"https://www.kqed.org/news/12082904/as-transitional-kindergarten-grows-hundreds-of-child-care-centers-close\">nearly 10% of community-based childcare programs and preschools shut their doors\u003c/a>. These private nonprofits struggled to maintain enrollment as 4-year-olds left for TK at public and charter schools.\u003c/p>\n\u003cp>Some of the shuttered programs relied on state funding to provide the California State Preschool Program. Money for their programs came from the general fund, which can fluctuate depending on the state’s fiscal outlook.[aside postID=news_12086244 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260531-CALIFORNIABUDGETCHILDCARE00510_TV-KQED.jpg']To help stabilize these programs, this year’s budget shifts all funding for the state’s preschool program into Proposition 98, a 1988 ballot measure that guarantees minimum spending on education from the state’s general fund.\u003c/p>\n\u003cp>The California School Board Association and the California Teachers Association opposed the move, saying it would weaken funding for TK-12 graders. Requests for comment from both groups about the final budget have not been returned.\u003c/p>\n\u003cp>Fuller called the compromise to make all public school employees, including those who work for county offices of education and community colleges, eligible for the California State Preschool Program “a pretty good deal.”\u003c/p>\n\u003cp>A single parent earning $100,000 per year or a family of four earning $136,000 per year qualifies for the program. It prioritizes the lowest-income families, as well as children in child protective services or who have exceptional needs. The new rule means that school districts and community college employees could benefit from free early care and education. The budget also extends paid pregnancy leave for them.\u003c/p>\n\u003cp>“Democratic lawmakers were able to put in place a sound policy to protect Pre-K dollars from downstream economic troubles,” Fuller said, adding that the compromise with the teachers’ union benefited both their own children and children around the state.\u003c/p>\n\u003cp>Newsom and lawmakers also agreed to simplify a couple of eligibility rules: Families who live within a high-poverty school district are eligible for the state-funded programs and children can stay enrolled even if their parents earn more money after meeting income requirements.\u003c/p>\n\u003cfigure id=\"attachment_12089615\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089615\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">The majority of students enrolled in the transitional kindergarten program at Kingsley Elementary School come from Spanish-speaking families. Teacher Ana Quintanilla helps them learn basic letters and words. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Childcare providers applauded additional funding for the slots but were frustrated that Newsom and lawmakers only offered a 2% cost-of-living adjustment for state-subsidized childcare and preschool workers — less than half of what TK-12th grader teachers will get in the new budget.\u003c/p>\n\u003cp>“We are disappointed that the increase in rates doesn’t match the documented need for providers or the cost-of-living increase offered to our peer educators,” said Max Arias, chief negotiator for Child Care Providers United, a union representing home-based childcare providers.\u003c/p>\n\u003cp>He also criticized the state for imposing more mandates for his members — to undergo emergency and disaster preparedness and response training — without accounting for their cost.\u003c/p>\n\u003cp>“Adding slots alone doesn’t stabilize the childcare system,” said Heather Cleary, CEO of Peninsula Family Service, which runs subsidized childcare programs in San Mateo County. “The bigger challenge is that providers are being asked to do more with funding that doesn’t match the cost of operating high-quality programs, and the budget doesn’t necessarily address this.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a> will continue expanding subsidized childcare and make public school employees automatically eligible for state-funded preschools under a $352-billion budget signed by Gov. Gavin Newsom this week.\u003c/p>\n\u003cp>The budget for the 2026-27 fiscal year, which begins Wednesday, includes nearly $1.9 billion in funding to relieve the high cost of childcare for low-income families. Most of that funding will be allocated for childcare vouchers, and the state determined there’s enough existing funds to offer school employees access to the California State Preschool Program, which provides free early education in a variety of settings for families who earn \u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2603.asp\">up to the state median income\u003c/a>.\u003c/p>\n\u003cp>Providers were disappointed by some elements of the budget that they said don’t reflect the actual cost of providing care, but parents who \u003ca href=\"https://www.kqed.org/news/12086244/california-parents-on-waitlist-for-subsidized-childcare-anxious-over-proposed-budget-cuts\">have been waiting for a subsidy to help with childcare\u003c/a> were encouraged by the news.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I can see a light in the tunnel,” said Carmen Perez, a Novato mom who has been waiting more than 18 months for an open slot for her toddler son. “I hope we can get off the waiting list. That would be awesome.”\u003c/p>\n\u003cp>The final budget marks a recent reversal for Newsom, who had vowed in 2021 to dramatically increase access to childcare and fund more than 200,000 slots. But after an early push of adding almost 130,000 placements, the state paused the expansion for three years.\u003c/p>\n\u003cp>The state was supposed to resume the rollout this fiscal year, but in May, Newsom instead proposed cutting 6,800 slots as part of his push to eliminate the state deficit. The Democratic-led legislature countered with a proposal to add 44,000 more before settling on the nearly 23,000 spaces.\u003c/p>\n\u003cfigure id=\"attachment_12089607\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089607\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/240215-PreschoolSuspension-37-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most of that funding will be allocated for vouchers, which families typically use to pay for home-based childcare, with a smaller portion for spaces at childcare centers for children under the age of 3.\u003c/p>\n\u003cp>“Democratic lawmakers reminded the governor of his commitment to young children and families, and the governor somewhat reluctantly did agree to continue his own momentum to lift young kids,” said Bruce Fuller, an education policy professor at UC Berkeley.\u003c/p>\n\u003cp>Fuller and his colleagues at the university’s Equity and Excellence in Early Childhood alliance found that during the period California expanded access to transitional kindergarten for all 4-year-old children, \u003ca href=\"https://www.kqed.org/news/12082904/as-transitional-kindergarten-grows-hundreds-of-child-care-centers-close\">nearly 10% of community-based childcare programs and preschools shut their doors\u003c/a>. These private nonprofits struggled to maintain enrollment as 4-year-olds left for TK at public and charter schools.\u003c/p>\n\u003cp>Some of the shuttered programs relied on state funding to provide the California State Preschool Program. Money for their programs came from the general fund, which can fluctuate depending on the state’s fiscal outlook.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>To help stabilize these programs, this year’s budget shifts all funding for the state’s preschool program into Proposition 98, a 1988 ballot measure that guarantees minimum spending on education from the state’s general fund.\u003c/p>\n\u003cp>The California School Board Association and the California Teachers Association opposed the move, saying it would weaken funding for TK-12 graders. Requests for comment from both groups about the final budget have not been returned.\u003c/p>\n\u003cp>Fuller called the compromise to make all public school employees, including those who work for county offices of education and community colleges, eligible for the California State Preschool Program “a pretty good deal.”\u003c/p>\n\u003cp>A single parent earning $100,000 per year or a family of four earning $136,000 per year qualifies for the program. It prioritizes the lowest-income families, as well as children in child protective services or who have exceptional needs. The new rule means that school districts and community college employees could benefit from free early care and education. The budget also extends paid pregnancy leave for them.\u003c/p>\n\u003cp>“Democratic lawmakers were able to put in place a sound policy to protect Pre-K dollars from downstream economic troubles,” Fuller said, adding that the compromise with the teachers’ union benefited both their own children and children around the state.\u003c/p>\n\u003cp>Newsom and lawmakers also agreed to simplify a couple of eligibility rules: Families who live within a high-poverty school district are eligible for the state-funded programs and children can stay enrolled even if their parents earn more money after meeting income requirements.\u003c/p>\n\u003cfigure id=\"attachment_12089615\" class=\"wp-caption aligncenter\" style=\"max-width: 1777px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12089615\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg\" alt=\"\" width=\"1777\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed.jpg 1777w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/07/IMG_6623_qed-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1777px) 100vw, 1777px\">\u003cfigcaption class=\"wp-caption-text\">The majority of students enrolled in the transitional kindergarten program at Kingsley Elementary School come from Spanish-speaking families. Teacher Ana Quintanilla helps them learn basic letters and words. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Childcare providers applauded additional funding for the slots but were frustrated that Newsom and lawmakers only offered a 2% cost-of-living adjustment for state-subsidized childcare and preschool workers — less than half of what TK-12th grader teachers will get in the new budget.\u003c/p>\n\u003cp>“We are disappointed that the increase in rates doesn’t match the documented need for providers or the cost-of-living increase offered to our peer educators,” said Max Arias, chief negotiator for Child Care Providers United, a union representing home-based childcare providers.\u003c/p>\n\u003cp>He also criticized the state for imposing more mandates for his members — to undergo emergency and disaster preparedness and response training — without accounting for their cost.\u003c/p>\n\u003cp>“Adding slots alone doesn’t stabilize the childcare system,” said Heather Cleary, CEO of Peninsula Family Service, which runs subsidized childcare programs in San Mateo County. “The bigger challenge is that providers are being asked to do more with funding that doesn’t match the cost of operating high-quality programs, and the budget doesn’t necessarily address this.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California’s Department of Education will soon be under the control of the governor’s office, drastically changing the role of the next state superintendent, who \u003ca href=\"https://www.kqed.org/news/12086044/conservative-activist-sonja-shaw-advances-in-state-superintendent-race\">will be elected in November\u003c/a>.\u003c/p>\n\u003cp>The change, pushed through \u003ca href=\"https://www.kqed.org/news/12069239/newsom-proposal-to-restructure-california-education-department-catches-state-superintendent-off-guard\">by Gov. Gavin Newsom\u003c/a> as part of negotiations over the state budget signed this week, makes major revisions to the state’s education governance system, stripping day-to-day management from the elected superintendent.\u003c/p>\n\u003cp>Instead, the governor’s office, via an appointed commissioner, will assume more power over the state’s public school system, which serves more than 6 million students from pre-kindergarten through 12th grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Supporters say the change will increase efficiency and accountability throughout the state’s school system, but opponents — including both candidates running for state superintendent of public instruction — argue that the governor bypassed voters to pass an unpopular reform that strips them of a voice in education.\u003c/p>\n\u003cp>“The people that have to deal with the Department of Education every day, that seek their guidance, that need their support — all of those groups strongly support this change,” said Ted Lempert, who heads the research and policy organization Children Now, which backed the proposal. “They’re the ones that are relying on the Department of Education on a daily basis.”\u003c/p>\n\u003cp>Newsom said the overhaul eliminates a “‘double-headed’ system” in which the Board of Education sets policy, but the superintendent is in charge of implementing it. Lempert agreed that setup “can be really problematic.”\u003c/p>\n\u003cfigure id=\"attachment_12083052\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12083052\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The interior of a classroom at Carquinez Garden School in Crockett on May 8, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are going to modernize the governance system by unifying the policy-making State Board with the Department of Education that implements those policies,” Newsom said in a statement about his proposal in February. “These critical reforms will bring greater accountability, clarity, and coherence to how we serve our students and schools.”\u003c/p>\n\u003cp>The California Teachers Association, which has a long record of launching its preferred candidates to the state superintendent’s office, criticized the change as “\u003ca href=\"https://www.facebook.com/WeAreCTA/posts/four-times-california-voters-have-rejected-attempts-to-strip-them-of-an-elected-/1481282244040424/\">undemocratic\u003c/a>.” President David Goldberg said removing the superintendent from a managerial role puts “one more roadblock to making the system more accountable to educators and students and families.”\u003c/p>\n\u003cp>Barrett Snider, an education lobbyist with Capitol Advisors, said California’s existing system gives the superintendent more power when they disagree with the governor’s office on legislative priorities.[aside postID=news_12088215 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2255523853.jpg']Though the superintendent doesn’t set policy, they have decided where to direct the department’s dollars, and how rules and programs are enforced in schools.\u003c/p>\n\u003cp>“That dynamic is now going to be completely upended, so the administration is going to have control over all aspects of running the state school system,” Snider told KQED.\u003c/p>\n\u003cp>Under the new structure, the state superintendent will act primarily as an independent advocate for public schools. Executive and administrative functions of the Department of Education will be transferred to the new education commissioner, replacing the state superintendent as the ex officio director of education beginning Jan. 15.\u003c/p>\n\u003cp>The superintendent will gain a vote on the state Board of Education, which will be expanded from 11 to 13 members, including two appointed by the Senate president pro tempore and the speaker of the Assembly. At the collegiate level, the superintendent will join California’s community college board and continue to act in existing roles as a California State University trustee and University of California regent.\u003c/p>\n\u003cp>The newly appointed education commissioner will be required to submit a report recommending further governance streamlining to the governor and Legislature by October 2027.\u003c/p>\n\u003cfigure id=\"attachment_12086385\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086385\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students read during class at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California is one of only a dozen states with a fractured education governance system, and state policy analysts have long argued that the leadership structure should be overhauled.\u003c/p>\n\u003cp>In December, a report by \u003ca href=\"https://edpolicyinca.org/sites/default/files/2025-11/r_myung-dec2025.pdf\">Policy Analysis of California Education\u003c/a> (PACE) found the state’s system “fragmented,” with unclear roles and division of authority. The governor’s new structure incorporates its proposals for redefining the superintendent’s responsibilities.\u003c/p>\n\u003cp>“The question ‘Who is responsible to whom, and for what?’ remains unresolved in California’s education governance system, resulting in blurred lines of responsibility and difficulty making systemic improvement,” the report reads.\u003c/p>\n\u003cp>Administrator organizations, including the Association of California School Administrators and California County Superintendents, also support the change.\u003c/p>\n\u003cp>Both candidates running for the elected superintendent’s seat have come out against the new governance structure. Republican Sonja Shaw, who serves as Chino Valley’s school board president, said the change is an “unprecedented, unconstitutional power grab” by Newsom.\u003c/p>\n\u003cp>“Voters elect their State Superintendent to serve as an independent voice for California education, not as a figurehead,” she said in a statement. “This bill strips that office of its core duties and hands them to a political appointee. It removes critical checks and balances, and tells parents their votes no longer matter.”\u003c/p>\n\u003cfigure id=\"attachment_12086196\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086196\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1.jpg\" alt=\"\" width=\"2000\" height=\"1372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1-1536x1054.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sonja Shaw, Chino Valley Unified School District Board President, speaks at the California Policy Center and PERK (Protection of the Educational Rights of Kids) event, “A Line in the Sand A Rally for Parental Rights,” at Rancho Madera Community Park in Simi Valley, California, on Sept. 26, 2023. \u003ccite>(Myung J. Chun/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Democratic candidate and San Diego school board president Richard Barrera said that changing the role of state superintendent has been proposed to voters and rejected multiple times.\u003c/p>\n\u003cp>“This end-around attempt to take away responsibility from the person that the voters are electing to improve our public schools is a bad idea,” he said.\u003c/p>\n\u003cp>Snider said he doesn’t think the changes will have a significant effect on the outcome of November’s election, but the winner will be forced to step into a role far different from the one they set out to run for.\u003c/p>\n\u003cp>“It is going to be an interesting new dynamic — both how does the next administration implement this change, and then how does the next state superintendent exercise what is now more limited authority … through a bully pulpit, if nothing else,” he said. “We’re in totally new territory.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s Department of Education will soon be under the control of the governor’s office, drastically changing the role of the next state superintendent, who \u003ca href=\"https://www.kqed.org/news/12086044/conservative-activist-sonja-shaw-advances-in-state-superintendent-race\">will be elected in November\u003c/a>.\u003c/p>\n\u003cp>The change, pushed through \u003ca href=\"https://www.kqed.org/news/12069239/newsom-proposal-to-restructure-california-education-department-catches-state-superintendent-off-guard\">by Gov. Gavin Newsom\u003c/a> as part of negotiations over the state budget signed this week, makes major revisions to the state’s education governance system, stripping day-to-day management from the elected superintendent.\u003c/p>\n\u003cp>Instead, the governor’s office, via an appointed commissioner, will assume more power over the state’s public school system, which serves more than 6 million students from pre-kindergarten through 12th grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Supporters say the change will increase efficiency and accountability throughout the state’s school system, but opponents — including both candidates running for state superintendent of public instruction — argue that the governor bypassed voters to pass an unpopular reform that strips them of a voice in education.\u003c/p>\n\u003cp>“The people that have to deal with the Department of Education every day, that seek their guidance, that need their support — all of those groups strongly support this change,” said Ted Lempert, who heads the research and policy organization Children Now, which backed the proposal. “They’re the ones that are relying on the Department of Education on a daily basis.”\u003c/p>\n\u003cp>Newsom said the overhaul eliminates a “‘double-headed’ system” in which the Board of Education sets policy, but the superintendent is in charge of implementing it. Lempert agreed that setup “can be really problematic.”\u003c/p>\n\u003cfigure id=\"attachment_12083052\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12083052\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/05/260508-EXPANSIONCONSEQUENCE-TV-05235-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The interior of a classroom at Carquinez Garden School in Crockett on May 8, 2026. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are going to modernize the governance system by unifying the policy-making State Board with the Department of Education that implements those policies,” Newsom said in a statement about his proposal in February. “These critical reforms will bring greater accountability, clarity, and coherence to how we serve our students and schools.”\u003c/p>\n\u003cp>The California Teachers Association, which has a long record of launching its preferred candidates to the state superintendent’s office, criticized the change as “\u003ca href=\"https://www.facebook.com/WeAreCTA/posts/four-times-california-voters-have-rejected-attempts-to-strip-them-of-an-elected-/1481282244040424/\">undemocratic\u003c/a>.” President David Goldberg said removing the superintendent from a managerial role puts “one more roadblock to making the system more accountable to educators and students and families.”\u003c/p>\n\u003cp>Barrett Snider, an education lobbyist with Capitol Advisors, said California’s existing system gives the superintendent more power when they disagree with the governor’s office on legislative priorities.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Though the superintendent doesn’t set policy, they have decided where to direct the department’s dollars, and how rules and programs are enforced in schools.\u003c/p>\n\u003cp>“That dynamic is now going to be completely upended, so the administration is going to have control over all aspects of running the state school system,” Snider told KQED.\u003c/p>\n\u003cp>Under the new structure, the state superintendent will act primarily as an independent advocate for public schools. Executive and administrative functions of the Department of Education will be transferred to the new education commissioner, replacing the state superintendent as the ex officio director of education beginning Jan. 15.\u003c/p>\n\u003cp>The superintendent will gain a vote on the state Board of Education, which will be expanded from 11 to 13 members, including two appointed by the Senate president pro tempore and the speaker of the Assembly. At the collegiate level, the superintendent will join California’s community college board and continue to act in existing roles as a California State University trustee and University of California regent.\u003c/p>\n\u003cp>The newly appointed education commissioner will be required to submit a report recommending further governance streamlining to the governor and Legislature by October 2027.\u003c/p>\n\u003cfigure id=\"attachment_12086385\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086385\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-11-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students read during class at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California is one of only a dozen states with a fractured education governance system, and state policy analysts have long argued that the leadership structure should be overhauled.\u003c/p>\n\u003cp>In December, a report by \u003ca href=\"https://edpolicyinca.org/sites/default/files/2025-11/r_myung-dec2025.pdf\">Policy Analysis of California Education\u003c/a> (PACE) found the state’s system “fragmented,” with unclear roles and division of authority. The governor’s new structure incorporates its proposals for redefining the superintendent’s responsibilities.\u003c/p>\n\u003cp>“The question ‘Who is responsible to whom, and for what?’ remains unresolved in California’s education governance system, resulting in blurred lines of responsibility and difficulty making systemic improvement,” the report reads.\u003c/p>\n\u003cp>Administrator organizations, including the Association of California School Administrators and California County Superintendents, also support the change.\u003c/p>\n\u003cp>Both candidates running for the elected superintendent’s seat have come out against the new governance structure. Republican Sonja Shaw, who serves as Chino Valley’s school board president, said the change is an “unprecedented, unconstitutional power grab” by Newsom.\u003c/p>\n\u003cp>“Voters elect their State Superintendent to serve as an independent voice for California education, not as a figurehead,” she said in a statement. “This bill strips that office of its core duties and hands them to a political appointee. It removes critical checks and balances, and tells parents their votes no longer matter.”\u003c/p>\n\u003cfigure id=\"attachment_12086196\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086196\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1.jpg\" alt=\"\" width=\"2000\" height=\"1372\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Sonja-Shaw-Getty-1-1536x1054.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sonja Shaw, Chino Valley Unified School District Board President, speaks at the California Policy Center and PERK (Protection of the Educational Rights of Kids) event, “A Line in the Sand A Rally for Parental Rights,” at Rancho Madera Community Park in Simi Valley, California, on Sept. 26, 2023. \u003ccite>(Myung J. Chun/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Democratic candidate and San Diego school board president Richard Barrera said that changing the role of state superintendent has been proposed to voters and rejected multiple times.\u003c/p>\n\u003cp>“This end-around attempt to take away responsibility from the person that the voters are electing to improve our public schools is a bad idea,” he said.\u003c/p>\n\u003cp>Snider said he doesn’t think the changes will have a significant effect on the outcome of November’s election, but the winner will be forced to step into a role far different from the one they set out to run for.\u003c/p>\n\u003cp>“It is going to be an interesting new dynamic — both how does the next administration implement this change, and then how does the next state superintendent exercise what is now more limited authority … through a bully pulpit, if nothing else,” he said. “We’re in totally new territory.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>At the end of the 2025-26 school year, fresh-faced kindergarteners at Sylvia Mendez Elementary School in \u003ca href=\"https://www.kqed.org/news/tag/berkeley-unified-school-district\">Berkeley \u003c/a>practiced reading using small story books. They sounded out aloud in Spanish, like a disorganized, but undeniably impressive, chorus.\u003c/p>\n\u003cp>“Lo..lo..\u003cem>la\u003c/em> manzana!” “Esta es mi casa.”\u003c/p>\n\u003cp>At their own pace, students decoded the words on the pages, pulling apart the sounds and common parts, and then stringing them back together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If you go around, everyone is reading,” their teacher, Rocio Guzman, said. Guzman has taught at the Berkeley Unified School District for 17 years, and most recently at this dual-language school.\u003c/p>\n\u003cp>“They are in kindergarten, and you see their writings, too. For me, it’s incredible.”\u003cem> \u003c/em>\u003c/p>\n\u003cp>It wasn’t always that way, she said.\u003c/p>\n\u003cp>“Before there was a big difference between who could read and who couldn’t,” she added.\u003c/p>\n\u003cfigure id=\"attachment_12086384\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086384\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, works with students during a reading session at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nearly a decade after a landmark class-action lawsuit accused BUSD of failing students with reading disabilities, the district is starting to see evidence that a sweeping overhaul of literacy instruction is taking root.\u003c/p>\n\u003cp>A final report delivered this month found that the change extends beyond curriculum — reforms from the legal settlement and shifting educational paradigms in the U.S. are becoming embedded in the district’s culture.\u003c/p>\n\u003cp>The changes stem from a 2017 lawsuit, when several district families alleged the district allowed their kids with reading disorders like dyslexia to fall through the cracks, causing lifelong harm. The plaintiffs argued that the district had failed to test kids for these learning differences — which, if identified and met with appropriate interventions in their early years, could allow them to progress alongside their peers and even excel.[aside postID=news_12086884 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MariaSuAP1.jpg']The district settled the suit in 2021, agreeing to a formidable \u003ca href=\"https://dredf.net/wp-content/uploads/2021/07/Class-Action-Settlement-Agreement.pdf\">list\u003c/a> of 35 action steps. BUSD embarked on a plan to improve literacy the following year, alongside three years of mandated oversight. This work coincided with a national reckoning on how to teach reading, which has become known as the “Reading Wars.”\u003c/p>\n\u003cp>The debate was \u003ca href=\"https://www.educationnext.org/what-made-sold-a-story-so-consequential-emily-hanford-interview/\">addressed\u003c/a> in \u003ca href=\"https://features.apmreports.org/sold-a-story/\">\u003cem>Sold a Story\u003c/em>\u003c/a>, a 2022 podcast by education journalist Emily Hanson. Her report described how many parents realized during COVID-19 lockdowns that phonics — analyzing a word by its parts and sounds —was no longer the instructional approach for their children.\u003c/p>\n\u003cp>Instead, schools encouraged kids to try to figure out words from context or pictures, a practice known as “cueing,” as part of a “balanced literacy” approach. This method \u003ca href=\"https://www.nytimes.com/2023/04/16/us/science-of-reading-literacy-parents.html\">focused more\u003c/a> on developing a love of books and ensuring students understood the meaning of stories. BUSD was among the practice’s most fervent adherents.\u003c/p>\n\u003cp>Following a \u003ca href=\"https://www.kqed.org/news/11973560/7-years-after-lawsuit-berkeley-schools-slow-to-adopt-effective-reading-curriculum\">protracted\u003c/a> legal dispute and other delays, BUSD joined districts \u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\">state- and \u003c/a>\u003ca href=\"https://www.lexialearning.com/blog/the-science-of-reading-vs-balanced-literacy\">nationwide \u003c/a>in reversing course on its approach to teaching literacy.\u003c/p>\n\u003cp>In its first three years of monitoring, the district adopted screenings and science-based interventions for struggling elementary and middle schoolers. During that time, the teachers were required to review their reading curricula to see if it was evidence-based. They concluded that it wasn’t and began the process of selecting a new approach.\u003c/p>\n\u003cfigure id=\"attachment_12086387\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086387\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students listen to teacher Rocio Guzman during class at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>BUSD eventually selected two new programs for all elementary school-aged kids: a functional phonics and morphology curriculum, and a Spanish-language equivalent — programs that experts say aren’t just the right way to teach kids with learning differences — but are great for all young learners.\u003c/p>\n\u003cp>In a final \u003ca href=\"https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030527&MID=74568&Tab=Agenda&enIID=a6yoZvV2BpFzPvKus5D1XQ%3D%3D\">report \u003c/a>delivered at the end of BUSD’s recent school year — its first using the new approach district-wide — Kim Gibbons, the district’s former literacy consultant and most recent settlement monitor, told the school board the “ shift” she observed “is one of the clearest indicators that improvement efforts have really started to become embedded within the district’s culture and systems.”\u003c/p>\n\u003cp>According to Gibbons’ analysis, the district’s youngest readers showed the largest gains: 79% of BUSD kindergarteners were reading at or above grade level by the spring, a 27% improvement from the fall. Of first graders, 86% finished on track, a 19-point jump over the year.\u003c/p>\n\u003cp>Still, according to the report, challenges remained. Nearly a quarter of second graders at one of two unnamed focus schools identified previously as lagging in adopting the new methods remained well below benchmarks.\u003c/p>\n\u003cp>And while Hispanic K-2 students showed strong growth alongside some benchmark improvement for African American students, longstanding achievement disparities persist between white and African American students, especially in older grades.\u003c/p>\n\u003cfigure id=\"attachment_12086381\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086381\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, teaches at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know we’re not done,” BUSD Literacy Coordinator Rose James said. “The data doesn’t look as good as we want it to look, and it never will. We’re going to keep going.”\u003c/p>\n\u003cp>Gibbons found that the district had met its legal obligation to the settlement, but some families still worry the district still isn’t ready to fly solo when it comes to literacy education.\u003c/p>\n\u003cp>Lindsay Nofelt, a Berkeley mom of a dyslexic child as well as a BUSD middle schooler, has tracked the district’s literacy transformation, creating a resource \u003ca href=\"https://www.readingforberkeley.org/\">website \u003c/a>for other families.\u003c/p>\n\u003cp>Nofelt said a monitor is still needed because she believes the report, which focused on grades K-5, hasn’t proven BUSD met the settlement goal of “ensuring fidelity of Literacy Improvement Program implementation” in upper grades.\u003c/p>\n\u003cp>“The settlement is not complete until middle school students have better instruction and support. They don’t read many books. It’s a roulette wheel based on what teacher you get,” Nofelt said.\u003c/p>\n\u003cp>\u003ca href=\"https://bse.berkeley.edu/george-ellis\">George Ellis\u003c/a>, director of the California Reading and Literature Project at UC Berkeley and BUSD’s former settlement monitor, disagreed. He said while the district has overhauled special education interventions for middle schools, structured literacy likely won’t be the focus of any future changes to overall middle school curriculum because it’s not age-appropriate.\u003c/p>\n\u003cp>Yet Ellis said he understands why some families are reluctant to lose a rare level of oversight.\u003c/p>\n\u003cfigure id=\"attachment_12086386\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086386\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, works with students during a reading session at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This was a very unique situation where you had outside monitors reporting on progress and compliance. You don’t see that in public schools,” Ellis said, “I think the monitoring piece was a wonderful addition and a very necessary piece. I think at the same time at some point it became a crutch for going around the systems that are already in place for holding the district accountable for improving student outcomes.”\u003c/p>\n\u003cp>That said, Ellis said he believes the data shows Berkeley administrators and many teachers have successfully internalized a culture of data-based decision-making. He said he expects that to carry forward into real student gains beginning next year.\u003c/p>\n\u003cp>Special education attorney Deborah Jacobson, who brought the original lawsuit, is optimistic, too.\u003c/p>\n\u003cp>“There were many times where I was like, crap, we didn’t have language in there that could enforce this, or that could do this, or that; we had some loosey-goosey language that was the result of years of exhaustion,” Jacobson said, “But in the end … the experts … really did see a culture shift. That was the goal.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If you go around, everyone is reading,” their teacher, Rocio Guzman, said. Guzman has taught at the Berkeley Unified School District for 17 years, and most recently at this dual-language school.\u003c/p>\n\u003cp>“They are in kindergarten, and you see their writings, too. For me, it’s incredible.”\u003cem> \u003c/em>\u003c/p>\n\u003cp>It wasn’t always that way, she said.\u003c/p>\n\u003cp>“Before there was a big difference between who could read and who couldn’t,” she added.\u003c/p>\n\u003cfigure id=\"attachment_12086384\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086384\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-06-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, works with students during a reading session at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nearly a decade after a landmark class-action lawsuit accused BUSD of failing students with reading disabilities, the district is starting to see evidence that a sweeping overhaul of literacy instruction is taking root.\u003c/p>\n\u003cp>A final report delivered this month found that the change extends beyond curriculum — reforms from the legal settlement and shifting educational paradigms in the U.S. are becoming embedded in the district’s culture.\u003c/p>\n\u003cp>The changes stem from a 2017 lawsuit, when several district families alleged the district allowed their kids with reading disorders like dyslexia to fall through the cracks, causing lifelong harm. The plaintiffs argued that the district had failed to test kids for these learning differences — which, if identified and met with appropriate interventions in their early years, could allow them to progress alongside their peers and even excel.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district settled the suit in 2021, agreeing to a formidable \u003ca href=\"https://dredf.net/wp-content/uploads/2021/07/Class-Action-Settlement-Agreement.pdf\">list\u003c/a> of 35 action steps. BUSD embarked on a plan to improve literacy the following year, alongside three years of mandated oversight. This work coincided with a national reckoning on how to teach reading, which has become known as the “Reading Wars.”\u003c/p>\n\u003cp>The debate was \u003ca href=\"https://www.educationnext.org/what-made-sold-a-story-so-consequential-emily-hanford-interview/\">addressed\u003c/a> in \u003ca href=\"https://features.apmreports.org/sold-a-story/\">\u003cem>Sold a Story\u003c/em>\u003c/a>, a 2022 podcast by education journalist Emily Hanson. Her report described how many parents realized during COVID-19 lockdowns that phonics — analyzing a word by its parts and sounds —was no longer the instructional approach for their children.\u003c/p>\n\u003cp>Instead, schools encouraged kids to try to figure out words from context or pictures, a practice known as “cueing,” as part of a “balanced literacy” approach. This method \u003ca href=\"https://www.nytimes.com/2023/04/16/us/science-of-reading-literacy-parents.html\">focused more\u003c/a> on developing a love of books and ensuring students understood the meaning of stories. BUSD was among the practice’s most fervent adherents.\u003c/p>\n\u003cp>Following a \u003ca href=\"https://www.kqed.org/news/11973560/7-years-after-lawsuit-berkeley-schools-slow-to-adopt-effective-reading-curriculum\">protracted\u003c/a> legal dispute and other delays, BUSD joined districts \u003ca href=\"https://edsource.org/2023/newsom-proposes-literacy-roadmap-but-will-remain-hands-off-on-how-districts-teach-reading/686621\">state- and \u003c/a>\u003ca href=\"https://www.lexialearning.com/blog/the-science-of-reading-vs-balanced-literacy\">nationwide \u003c/a>in reversing course on its approach to teaching literacy.\u003c/p>\n\u003cp>In its first three years of monitoring, the district adopted screenings and science-based interventions for struggling elementary and middle schoolers. During that time, the teachers were required to review their reading curricula to see if it was evidence-based. They concluded that it wasn’t and began the process of selecting a new approach.\u003c/p>\n\u003cfigure id=\"attachment_12086387\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086387\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-14-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students listen to teacher Rocio Guzman during class at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>BUSD eventually selected two new programs for all elementary school-aged kids: a functional phonics and morphology curriculum, and a Spanish-language equivalent — programs that experts say aren’t just the right way to teach kids with learning differences — but are great for all young learners.\u003c/p>\n\u003cp>In a final \u003ca href=\"https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=36030527&MID=74568&Tab=Agenda&enIID=a6yoZvV2BpFzPvKus5D1XQ%3D%3D\">report \u003c/a>delivered at the end of BUSD’s recent school year — its first using the new approach district-wide — Kim Gibbons, the district’s former literacy consultant and most recent settlement monitor, told the school board the “ shift” she observed “is one of the clearest indicators that improvement efforts have really started to become embedded within the district’s culture and systems.”\u003c/p>\n\u003cp>According to Gibbons’ analysis, the district’s youngest readers showed the largest gains: 79% of BUSD kindergarteners were reading at or above grade level by the spring, a 27% improvement from the fall. Of first graders, 86% finished on track, a 19-point jump over the year.\u003c/p>\n\u003cp>Still, according to the report, challenges remained. Nearly a quarter of second graders at one of two unnamed focus schools identified previously as lagging in adopting the new methods remained well below benchmarks.\u003c/p>\n\u003cp>And while Hispanic K-2 students showed strong growth alongside some benchmark improvement for African American students, longstanding achievement disparities persist between white and African American students, especially in older grades.\u003c/p>\n\u003cfigure id=\"attachment_12086381\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086381\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, teaches at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know we’re not done,” BUSD Literacy Coordinator Rose James said. “The data doesn’t look as good as we want it to look, and it never will. We’re going to keep going.”\u003c/p>\n\u003cp>Gibbons found that the district had met its legal obligation to the settlement, but some families still worry the district still isn’t ready to fly solo when it comes to literacy education.\u003c/p>\n\u003cp>Lindsay Nofelt, a Berkeley mom of a dyslexic child as well as a BUSD middle schooler, has tracked the district’s literacy transformation, creating a resource \u003ca href=\"https://www.readingforberkeley.org/\">website \u003c/a>for other families.\u003c/p>\n\u003cp>Nofelt said a monitor is still needed because she believes the report, which focused on grades K-5, hasn’t proven BUSD met the settlement goal of “ensuring fidelity of Literacy Improvement Program implementation” in upper grades.\u003c/p>\n\u003cp>“The settlement is not complete until middle school students have better instruction and support. They don’t read many books. It’s a roulette wheel based on what teacher you get,” Nofelt said.\u003c/p>\n\u003cp>\u003ca href=\"https://bse.berkeley.edu/george-ellis\">George Ellis\u003c/a>, director of the California Reading and Literature Project at UC Berkeley and BUSD’s former settlement monitor, disagreed. He said while the district has overhauled special education interventions for middle schools, structured literacy likely won’t be the focus of any future changes to overall middle school curriculum because it’s not age-appropriate.\u003c/p>\n\u003cp>Yet Ellis said he understands why some families are reluctant to lose a rare level of oversight.\u003c/p>\n\u003cfigure id=\"attachment_12086386\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12086386\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260603-BerkeleySchoolsLiteracy-12-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Rocio Guzman, a two-way immersion teacher, works with students during a reading session at Sylvia Mendez Elementary School in Berkeley on June 3, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This was a very unique situation where you had outside monitors reporting on progress and compliance. You don’t see that in public schools,” Ellis said, “I think the monitoring piece was a wonderful addition and a very necessary piece. I think at the same time at some point it became a crutch for going around the systems that are already in place for holding the district accountable for improving student outcomes.”\u003c/p>\n\u003cp>That said, Ellis said he believes the data shows Berkeley administrators and many teachers have successfully internalized a culture of data-based decision-making. He said he expects that to carry forward into real student gains beginning next year.\u003c/p>\n\u003cp>Special education attorney Deborah Jacobson, who brought the original lawsuit, is optimistic, too.\u003c/p>\n\u003cp>“There were many times where I was like, crap, we didn’t have language in there that could enforce this, or that could do this, or that; we had some loosey-goosey language that was the result of years of exhaustion,” Jacobson said, “But in the end … the experts … really did see a culture shift. That was the goal.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San José State University must reinstate \u003ca href=\"https://www.kqed.org/news/11988162/sjsu-professor-who-was-suspended-over-pro-palestinian-protests-speaks-out\">Sang Hea Kil\u003c/a>, a professor fired for actions related to pro-Palestinian activism, with full back pay after an arbitrator on Monday decided the school went too far with its sanctions.\u003c/p>\n\u003cp>The move ends a two-year institutional standoff and represents a significant win for Kil and her advocates.\u003c/p>\n\u003cp>Contrary to the recommendation of a faculty panel, SJSU fired Kil late last year, citing her involvement in three on-campus demonstrations spanning the spring of 2024, when \u003ca href=\"https://www.kqed.org/news/12007970/1-year-later-the-impact-of-oct-7-siege-of-gaza-on-life-in-the-bay-area\">student activism over the war in Gaza\u003c/a> gripped university campuses nationwide.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kil, the former faculty adviser for Students for Justice in Palestine, is one of the first tenured professors \u003ca href=\"https://www.theguardian.com/us-news/2025/dec/05/tenured-professor-fired-pro-palestinian-protests\">fired\u003c/a> from a public U.S. university over on-campus demonstrations in connection with the recent protests.\u003c/p>\n\u003cp>“I feel what happened to me was to silence any pro-Palestinian solidarity in academia and also in this nation,” Kil told KQED on Monday. “I fought as hard as I possibly can with the support and solidarity of my colleagues and social justice groups. We won, and it’s a victory for academic freedom on campus and pro-Palestine speech.”\u003c/p>\n\u003cp>The university declined to comment, citing “ongoing personnel matters.”\u003c/p>\n\u003cfigure id=\"attachment_12088416\" class=\"wp-caption alignright\" style=\"max-width: 1170px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED.jpg\" alt=\"\" width=\"1170\" height=\"1551\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED.jpg 1170w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED-160x212.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED-1159x1536.jpg 1159w\" sizes=\"auto, (max-width: 1170px) 100vw, 1170px\">\u003cfigcaption class=\"wp-caption-text\">Sang Hea Kil at a protest at SJSU in February 2024. \u003ccite>(Courtesy of Sang Hea Kil)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ultimately, the arbitrator stated that while the California State University system was able to meet the burden of proving that Kil engaged in unprofessional conduct, it could not prove a failure or refusal to perform her job duties as a professor.\u003c/p>\n\u003cp>Moreover, the third-party review concluded that dismissal was an “excessive and disproportionate” sanction.\u003c/p>\n\u003cp>“To determine a proportionate sanction for such misconduct, the surrounding circumstances, the harm that resulted, and the likelihood of recurrence must be considered,” arbitrator Howard Pearlman wrote.\u003c/p>\n\u003cp>According to faculty review documents and arbitration hearing records obtained by KQED, the case against Kil began in February 2024, when she planned to attend a public guest lecture by Jeffrey Blutinger, director of the Jewish Studies program at Cal State University Long Beach, on a two-state solution for Israelis and Palestinians.\u003c/p>\n\u003cp>Aware that some pro-Palestinian students were organizing to protest the event, university administrators, faculty organizers and campus police testified that they had moved the talk to a private classroom less than an hour before the event.\u003c/p>\n\u003cp>Kil testified that she and several dozen demonstrators who showed up at the library eventually learned of the new location and made their way to the classroom hallway, still unaware that the lecture was no longer public. She said when they were denied entry at the door, the group sat, chanted and stomped.\u003c/p>\n\u003cp>In April, school officials notified Kil that she was under investigation for allegedly violating school rules around professional responsibility and time, place and manner — policies that govern where and how sanctioned campus protests can take place.[aside postID=news_12087836 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_003-KQED.jpg']The following month, the university expanded its probe and placed Kil on paid administrative leave for “directing and encouraging” students to join encampments and violate university policies — which Kil and her representation disputed.\u003c/p>\n\u003cp>After more than a year of suspension, SJSU fired Kil, who then opted for her right to appeal via a panel of her peers to publicly review the university’s case against her — a rarely invoked step. The faculty panel recommended no further sanction beyond the yearlong suspension Kil had already completed.\u003c/p>\n\u003cp>In late 2025, the university upheld her termination anyway.\u003c/p>\n\u003cp>According to SJSU’s agreement with its faculty’s union, a five-day arbitration hearing would be Kil’s final chance to appeal her firing. During those March 2026 proceedings, CSU lawyers justified the dismissal by emphasizing the “totality” of her alleged unprofessional conduct and refusal to perform her duties as a professor during the spring events.\u003c/p>\n\u003cp>Top administrators argued that Kil’s “lack of remorse” indicated a lack of “rehabilitative potential” — something Pearlman told lawyers he “had a hard time believing” given her 17-year employment and clean record. In 2018, the Justice Studies professor \u003ca href=\"https://blogs.sjsu.edu/chhs/2018/10/25/2018-chhs-service-awards-recipients/#:~:text=This%20past%20year%2C%20Sang%20served,outreach%20to%20students%20and%20retention.\">earned\u003c/a> the College of Health and Human Sciences Department’s lifetime achievement award.\u003c/p>\n\u003cp>Kil, a self-described “scholar-activist,” and her union representatives alleged that university administrators bypassed standard disciplinary procedure and terminated her.\u003c/p>\n\u003cfigure id=\"attachment_12037915\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037915\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Tower Hall at San José State University on April 3, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her team also argued her punishment was unfair, given examples of other professors who’d received \u003ca href=\"https://calcoastnews.com/2025/06/cal-poly-san-luis-obispo-pro-palestinian-professor-suspended/\">lighter\u003c/a> discipline for more serious \u003ca href=\"https://apnews.com/d951a6c5af1d449f9244cecb68562b13\">conduct\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ucop.edu/systemwide-academic-congress/speakers/henry-reichman.html\">Henry Reichman\u003c/a>, California State University, East Bay professor emeritus and academic freedom expert, testified that the “worst thing [Kil] did was engage in noisemaking that was already happening.” He went on to offer a blistering rebuke of the school’s disregard for progressive discipline and tenure, which he said would have a chilling effect on academic freedom and free speech throughout the CSU system.\u003c/p>\n\u003cp>Though Kil said she’s excited to return to the classroom after two years away, she’s worried for her safety. She said she’s faced backlash, describing hateful graffiti threatening violence against Asians, Jews and Muslims scrawled on her office building.\u003c/p>\n\u003cp>“People who have been targeted for anti-genocide or pro-Palestine speech, once they’ve been fired, they’re blacklisted,” she said. “If they had won, I would never have gotten an academic job in the U.S.A. ever again.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kil, the former faculty adviser for Students for Justice in Palestine, is one of the first tenured professors \u003ca href=\"https://www.theguardian.com/us-news/2025/dec/05/tenured-professor-fired-pro-palestinian-protests\">fired\u003c/a> from a public U.S. university over on-campus demonstrations in connection with the recent protests.\u003c/p>\n\u003cp>“I feel what happened to me was to silence any pro-Palestinian solidarity in academia and also in this nation,” Kil told KQED on Monday. “I fought as hard as I possibly can with the support and solidarity of my colleagues and social justice groups. We won, and it’s a victory for academic freedom on campus and pro-Palestine speech.”\u003c/p>\n\u003cp>The university declined to comment, citing “ongoing personnel matters.”\u003c/p>\n\u003cfigure id=\"attachment_12088416\" class=\"wp-caption alignright\" style=\"max-width: 1170px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED.jpg\" alt=\"\" width=\"1170\" height=\"1551\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED.jpg 1170w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED-160x212.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/260622-SJSU-Gaza-02-KQED-1159x1536.jpg 1159w\" sizes=\"auto, (max-width: 1170px) 100vw, 1170px\">\u003cfigcaption class=\"wp-caption-text\">Sang Hea Kil at a protest at SJSU in February 2024. \u003ccite>(Courtesy of Sang Hea Kil)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ultimately, the arbitrator stated that while the California State University system was able to meet the burden of proving that Kil engaged in unprofessional conduct, it could not prove a failure or refusal to perform her job duties as a professor.\u003c/p>\n\u003cp>Moreover, the third-party review concluded that dismissal was an “excessive and disproportionate” sanction.\u003c/p>\n\u003cp>“To determine a proportionate sanction for such misconduct, the surrounding circumstances, the harm that resulted, and the likelihood of recurrence must be considered,” arbitrator Howard Pearlman wrote.\u003c/p>\n\u003cp>According to faculty review documents and arbitration hearing records obtained by KQED, the case against Kil began in February 2024, when she planned to attend a public guest lecture by Jeffrey Blutinger, director of the Jewish Studies program at Cal State University Long Beach, on a two-state solution for Israelis and Palestinians.\u003c/p>\n\u003cp>Aware that some pro-Palestinian students were organizing to protest the event, university administrators, faculty organizers and campus police testified that they had moved the talk to a private classroom less than an hour before the event.\u003c/p>\n\u003cp>Kil testified that she and several dozen demonstrators who showed up at the library eventually learned of the new location and made their way to the classroom hallway, still unaware that the lecture was no longer public. She said when they were denied entry at the door, the group sat, chanted and stomped.\u003c/p>\n\u003cp>In April, school officials notified Kil that she was under investigation for allegedly violating school rules around professional responsibility and time, place and manner — policies that govern where and how sanctioned campus protests can take place.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The following month, the university expanded its probe and placed Kil on paid administrative leave for “directing and encouraging” students to join encampments and violate university policies — which Kil and her representation disputed.\u003c/p>\n\u003cp>After more than a year of suspension, SJSU fired Kil, who then opted for her right to appeal via a panel of her peers to publicly review the university’s case against her — a rarely invoked step. The faculty panel recommended no further sanction beyond the yearlong suspension Kil had already completed.\u003c/p>\n\u003cp>In late 2025, the university upheld her termination anyway.\u003c/p>\n\u003cp>According to SJSU’s agreement with its faculty’s union, a five-day arbitration hearing would be Kil’s final chance to appeal her firing. During those March 2026 proceedings, CSU lawyers justified the dismissal by emphasizing the “totality” of her alleged unprofessional conduct and refusal to perform her duties as a professor during the spring events.\u003c/p>\n\u003cp>Top administrators argued that Kil’s “lack of remorse” indicated a lack of “rehabilitative potential” — something Pearlman told lawyers he “had a hard time believing” given her 17-year employment and clean record. In 2018, the Justice Studies professor \u003ca href=\"https://blogs.sjsu.edu/chhs/2018/10/25/2018-chhs-service-awards-recipients/#:~:text=This%20past%20year%2C%20Sang%20served,outreach%20to%20students%20and%20retention.\">earned\u003c/a> the College of Health and Human Sciences Department’s lifetime achievement award.\u003c/p>\n\u003cp>Kil, a self-described “scholar-activist,” and her union representatives alleged that university administrators bypassed standard disciplinary procedure and terminated her.\u003c/p>\n\u003cfigure id=\"attachment_12037915\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037915\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/20240403_SJSUFILE_GC-11-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Tower Hall at San José State University on April 3, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her team also argued her punishment was unfair, given examples of other professors who’d received \u003ca href=\"https://calcoastnews.com/2025/06/cal-poly-san-luis-obispo-pro-palestinian-professor-suspended/\">lighter\u003c/a> discipline for more serious \u003ca href=\"https://apnews.com/d951a6c5af1d449f9244cecb68562b13\">conduct\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ucop.edu/systemwide-academic-congress/speakers/henry-reichman.html\">Henry Reichman\u003c/a>, California State University, East Bay professor emeritus and academic freedom expert, testified that the “worst thing [Kil] did was engage in noisemaking that was already happening.” He went on to offer a blistering rebuke of the school’s disregard for progressive discipline and tenure, which he said would have a chilling effect on academic freedom and free speech throughout the CSU system.\u003c/p>\n\u003cp>Though Kil said she’s excited to return to the classroom after two years away, she’s worried for her safety. She said she’s faced backlash, describing hateful graffiti threatening violence against Asians, Jews and Muslims scrawled on her office building.\u003c/p>\n\u003cp>“People who have been targeted for anti-genocide or pro-Palestine speech, once they’ve been fired, they’re blacklisted,” she said. “If they had won, I would never have gotten an academic job in the U.S.A. ever again.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "california-gave-every-student-in-prison-a-laptop-how-community-colleges-are-using-them",
"title": "California Gave Every Student in Prison a Laptop. How Community Colleges Are Using Them",
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"headTitle": "California Gave Every Student in Prison a Laptop. How Community Colleges Are Using Them | KQED",
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"content": "\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cfigure>\u003c/figure>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Across \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>, every incarcerated individual taking a college course now has a tool those of us on the outside take for granted: a laptop.\u003c/p>\n\u003cp>In the past three years, the prison system spent $23.2 million to distribute 30,000 laptops to all incarcerated students.\u003c/p>\n\u003cp>Almost half of those went to the 13,000 inmates enrolled in community college, who are increasingly doing their coursework online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The growth of online learning marks a shift away from correspondence courses, where inmates receive assignments in physical packets, fill them out, and mail them back to colleges, with limited feedback.\u003c/p>\n\u003cp>While some community colleges still offer those types of courses, the laptops are starting to replace the packets.\u003c/p>\n\u003cp>Meanwhile, students and faculty alike debate whether online courses are as effective as in-person courses. Some teachers say online options reduce disruptions when students have to miss class due to court hearings or prison lockdowns.\u003c/p>\n\u003cfigure id=\"attachment_12088391\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088391\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Project Rebound study room at Cal State Northridge on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some students say they prefer in-person courses because they can build invaluable connections. In either mode of learning, inmates say using laptops helps them prepare for life on the outside.\u003c/p>\n\u003cp>“The more we understand about today’s world, the better we’ll be equipped to get out into the workforce as things continue to change,” incarcerated student Richard Moye said in an interview. “We don’t want to get left behind. … Tech literacy is of the utmost importance behind prison walls.”\u003c/p>\n\u003ch2>Online courses could increase enrollment\u003c/h2>\n\u003cp>In 2024, the state Legislative Analyst’s Office \u003ca href=\"https://lao.ca.gov/reports/2024/4913/CC-Programs-State-Prisons-070124.pdf\">recommended\u003c/a> improving the California Community Colleges’ prison education program, called Rising Scholars.\u003c/p>\n\u003cp>The Legislature’s spending and policy adviser recommended addressing limited classroom space by offering more online courses. The office also suggested Rising Scholars prioritize enrollment for students still pursuing their first degrees, to allow for greater student access.\u003c/p>\n\u003cp>Today, 104 of the 116 community colleges in the state partner with prisons to provide courses and degree programs. According to data tracked by the community colleges, over 21,000 courses took place in prisons during fall 2025.\u003c/p>\n\u003cfigure id=\"attachment_12088394\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088394\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Garret Eiferman, a graduate student, uses one of the computers inside the Project Rebound study room at Cal State Northridge on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty colleges offer courses in person, with a faculty member commuting to the prison to teach the course. The rest teach courses either online or, with diminishing frequency, via mail correspondence, according to the California Community Colleges Chancellor’s Office.\u003c/p>\n\u003cp>The true number of online versus mail correspondence courses taken by incarcerated community college students is unknown. While community colleges have the option to track courses using the data labels “correspondence” or “text one-way,” there is no consistency as far as which ones they use, according to the Chancellor’s Office.\u003c/p>\n\u003cp>In-person classes can be difficult to get into because of enrollment caps and limited classroom space. The average in-person course generally ranges from 18 to 40 students.[aside postID=news_12087201 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CollegeGraduationGetty.jpg']Many colleges enroll students on a first-come, first-served basis, enabling people on their second or third degree to “crowd out” those on their first degree, according to Orlando Sanchez Zavala, a policy analyst for the Legislative Analyst’s Office.\u003c/p>\n\u003cp>Sanchez Zavala said prioritizing enrollment for people pursuing their first degree would have the most impact on lowering recidivism rates.\u003c/p>\n\u003cp>Leaving prison with a degree can make parolees eligible for a wider range of jobs, and more prepared to enter the workforce, reducing their likelihood of reoffending.\u003c/p>\n\u003cp>According to the prison system’s recidivism report, during the 2018-2019 fiscal year, those who earned an associate’s degree while incarcerated had a 8.5% conviction rate in the three years after getting out, compared to a 41.9% conviction rate for all individuals released that same year.\u003c/p>\n\u003cp>Sanchez Zavala also suggested utilizing correspondence and online classes to open more courses with lower enrollment caps, allowing more incarcerated people to access community college.\u003c/p>\n\u003ch2>Incarcerated students face multiple barriers\u003c/h2>\n\u003cp>For in-person courses, a major challenge is finding classroom space in prisons. Though prisons have classrooms, they are also used for other programming and group meetings. Sometimes, classes take place in gyms or dining areas.\u003c/p>\n\u003cp>Joseph Bruno Martinez, 40, said he struggled to get into classes when he was incarcerated at high-security facilities, where institution-wide lockdowns sometimes interrupted learning.\u003c/p>\n\u003cp>Formerly incarcerated student Garret Eiferman, 56, said he found that prison correctional officers were not always amenable to helping incarcerated students complete degrees.\u003c/p>\n\u003cfigure id=\"attachment_12054782\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054782\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Guard towers outside Kern Valley State Prison on Nov. 15, 2022. \u003ccite>(Larry Valenzuela/CalMatters via CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He had to build relationships with officers so he could use the classrooms past 7 p.m., and, at times, even convince officers to allow his classmates to leave their buildings to attend class.\u003c/p>\n\u003cp>He cited other obstacles to his instruction as well, including out-of-date textbooks with the hard covers ripped off for safety reasons, little to no feedback on his correspondence coursework, and challenges balancing work and other prison programs with classes.\u003c/p>\n\u003cp>Though he didn’t take any online-only courses when he was in prison, Eiferman said he can see the benefits for students as they grapple with the obstacles he went through trying to take in-person courses.\u003c/p>\n\u003ch2>Online courses improve tech literacy\u003c/h2>\n\u003cp>The new laptops offer much to the inmates: education, enrichment, and — for those who will go free one day — future employment.\u003c/p>\n\u003cp>For Moye, online education is important for technology literacy. Moye, 44, has been incarcerated for 16 years and takes courses online and in-person through Solano Community College at California Medical Facility in Vacaville.\u003c/p>\n\u003cp>Moye said a lack of emphasis on tech literacy in prisons is a “disservice to this community” as jobs on the outside require applicants to be skilled at using computers and other tech. Online learning is closing this gap for incarcerated people.\u003c/p>\n\u003cfigure id=\"attachment_12088395\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088395\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Graduate student Garret Eiferman at Cal State Northridge campus on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students and teachers told CalMatters they now complete much of their coursework and grading through the online learning site Canvas, which is used across the state’s higher education systems for assigning and submitting work, as well as messaging between students and instructors.\u003c/p>\n\u003cp>Isela Ocegueda is the vice president of instruction at Coastline College and teaches an online English course to incarcerated students. She says using Canvas streamlines an incarcerated student’s transition from school on the inside to school on the outside. At her college, 80% of instruction is online.\u003c/p>\n\u003cp>Until 2023, Coastline College provided courses in prisons through mail-in correspondence. The college calls its new online format “Canvas-supported correspondence.” Ocegueda says the online format allows instructors to offer more creative assignments and thorough feedback. Her first assignment to her English class last semester was a journal entry, in which she asked students to introduce themselves and tell her how she can help them throughout the class.\u003c/p>\n\u003cp>The class final is a research paper, on which Ocegueda can give instant feedback and edits to students who can turn in multiple drafts, which was nearly impossible through snail-mail correspondence.\u003c/p>\n\u003cp>“Imagine just trying to receive essays in the mail and then make your corrections and then send them back,” Ocegueda said. “That was really hard to do in the mail version of correspondence. … Canvas-supported correspondence allows more for that writing process to actually happen.”\u003c/p>\n\u003ch2>Obstacles to online instruction\u003c/h2>\n\u003cp>While major improvements to Wi-Fi connectivity and research materials for inmate coursework have been made, there are still obstacles.\u003c/p>\n\u003cp>Wi-Fi access varies from prison to prison, and it can often take up to a week for students to get reading materials approved by prison librarians for them to access.\u003c/p>\n\u003cp>Students at Pelican Bay State Prison in Del Norte County and California Institution for Women in San Bernardino County say they can’t access Canvas in their cells due to a lack of Wi-Fi, while students at Folsom State Prison and San Quentin Rehabilitation Center say they are able to complete coursework from their cells, where the Wi-Fi is strong.\u003c/p>\n\u003cfigure id=\"attachment_11992341\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992341\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED.jpg\" alt=\"A watchtower at a prison, with prison walls and barbed wire in the foreground.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A watch tower at California State Prison, Sacramento, on April 13, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to a state prison system spokesperson, inmates have Wi-Fi access in the housing units at all but four state prisons. All prisons have Wi-Fi in education areas and classrooms, though signal strength may vary, according to the spokesperson.\u003c/p>\n\u003cp>Some students pursuing bachelor’s degrees in prisons \u003ca href=\"https://calmatters.org/education/higher-education/2025/08/prison-education/\">reported\u003c/a> to CalMatters last year ongoing challenges with Wi-Fi and limited access to research materials, with some wishing they could do a simple Google search for information.\u003c/p>\n\u003cp>Solano College English professor Ben Brookeshire’s main teaching challenge is delay in students accessing what he calls the “information space.” Some documents his students might need to explore on digital research libraries require approval from prison librarians.\u003c/p>\n\u003ch2>In-person courses boost engagement\u003c/h2>\n\u003cp>Eiferman, now a Cal State Northridge graduate student, did most of his in-prison coursework via correspondence courses from Palo Verde and Coastline colleges from 2009 to 2019.\u003c/p>\n\u003cp>Eiferman holds an associate in arts, an associate in science and a business certificate from his time incarcerated. He was also pursuing a U.S. history degree when he paroled in 2020.\u003c/p>\n\u003cp>“The bulk of my interaction with professors during the degree completion was very minimal. It’s distance learning, so that means it’s all done with an envelope and a stamp, and feedback was never a thing,” Eiferman said. “It was extremely challenging to transfer out here to the university, thinking that I knew stuff that I didn’t or stuff that I knew that needed to be retaught and relearned correctly.”\u003c/p>\n\u003cfigure id=\"attachment_12088396\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088396\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952.jpg\" alt=\"\" width=\"1980\" height=\"1320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">California State University, Northridge on Friday, Aug. 22, 2025. \u003ccite>(Myung J. Chun/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eiferman took his first in-person course through Bakersfield College at Golden State Community Correctional Facility, a medium-security prison in the southern San Joaquin Valley.\u003c/p>\n\u003cp>It was a math class, a subject he had always struggled with, but Eiferman said he had “aha moments” and was even able to help teach his fellow students. He said he took people “under his wings” to conduct “spirit building” and encourage them to stay in class.\u003c/p>\n\u003cp>Moye said in-person classes allow students to more clearly understand teachers’ expectations. They also offer group interaction, peer support, tutoring and collaboration on class assignments.\u003c/p>\n\u003cp>Data tracked by the community college system indicates a 77% success rate for internet-based and correspondence instruction, and an 85% success rate for in-person instruction, for incarcerated students in spring 2025.[aside postID=news_12086323 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/250923-ASPIRE-SAFETY-CONDITIONS-MD-02-KQED-1.jpg']“Success” means the student earned a C or higher, or a “pass” in non-letter graded courses. Incarcerated students have a success rate 10% higher than community college students overall in in-person courses.\u003c/p>\n\u003cp>“I’m a fan of in-person learning,” Moye said. “That’s my favorite style of learning, because to me, it resembles most what’s going on in society. If we’re trying to prepare incarcerated men and women for society, we have to have it look as much like society as possible.”\u003c/p>\n\u003cp>Brookeshire said he has seen his peers debate the merits of online versus in-person courses in the prisons. He said he knows online courses are inevitable, but he strictly teaches in person because it’s the best way for him to connect with students.\u003c/p>\n\u003cp>“I’m very passionate,” Brookshire said. “I really believe there’s magic in a classroom, and I really believe that face-to-face instruction is irreplaceable.”\u003c/p>\n\u003cp>\u003cem>Joe Garcia contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Ella Carter-Klauschie is a contributor with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2026/06/california-community-college-prisons-laptops-online-classes/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cfigure>\u003c/figure>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Across \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>, every incarcerated individual taking a college course now has a tool those of us on the outside take for granted: a laptop.\u003c/p>\n\u003cp>In the past three years, the prison system spent $23.2 million to distribute 30,000 laptops to all incarcerated students.\u003c/p>\n\u003cp>Almost half of those went to the 13,000 inmates enrolled in community college, who are increasingly doing their coursework online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The growth of online learning marks a shift away from correspondence courses, where inmates receive assignments in physical packets, fill them out, and mail them back to colleges, with limited feedback.\u003c/p>\n\u003cp>While some community colleges still offer those types of courses, the laptops are starting to replace the packets.\u003c/p>\n\u003cp>Meanwhile, students and faculty alike debate whether online courses are as effective as in-person courses. Some teachers say online options reduce disruptions when students have to miss class due to court hearings or prison lockdowns.\u003c/p>\n\u003cfigure id=\"attachment_12088391\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088391\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_13_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Project Rebound study room at Cal State Northridge on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some students say they prefer in-person courses because they can build invaluable connections. In either mode of learning, inmates say using laptops helps them prepare for life on the outside.\u003c/p>\n\u003cp>“The more we understand about today’s world, the better we’ll be equipped to get out into the workforce as things continue to change,” incarcerated student Richard Moye said in an interview. “We don’t want to get left behind. … Tech literacy is of the utmost importance behind prison walls.”\u003c/p>\n\u003ch2>Online courses could increase enrollment\u003c/h2>\n\u003cp>In 2024, the state Legislative Analyst’s Office \u003ca href=\"https://lao.ca.gov/reports/2024/4913/CC-Programs-State-Prisons-070124.pdf\">recommended\u003c/a> improving the California Community Colleges’ prison education program, called Rising Scholars.\u003c/p>\n\u003cp>The Legislature’s spending and policy adviser recommended addressing limited classroom space by offering more online courses. The office also suggested Rising Scholars prioritize enrollment for students still pursuing their first degrees, to allow for greater student access.\u003c/p>\n\u003cp>Today, 104 of the 116 community colleges in the state partner with prisons to provide courses and degree programs. According to data tracked by the community colleges, over 21,000 courses took place in prisons during fall 2025.\u003c/p>\n\u003cfigure id=\"attachment_12088394\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088394\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_18_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Garret Eiferman, a graduate student, uses one of the computers inside the Project Rebound study room at Cal State Northridge on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty colleges offer courses in person, with a faculty member commuting to the prison to teach the course. The rest teach courses either online or, with diminishing frequency, via mail correspondence, according to the California Community Colleges Chancellor’s Office.\u003c/p>\n\u003cp>The true number of online versus mail correspondence courses taken by incarcerated community college students is unknown. While community colleges have the option to track courses using the data labels “correspondence” or “text one-way,” there is no consistency as far as which ones they use, according to the Chancellor’s Office.\u003c/p>\n\u003cp>In-person classes can be difficult to get into because of enrollment caps and limited classroom space. The average in-person course generally ranges from 18 to 40 students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Many colleges enroll students on a first-come, first-served basis, enabling people on their second or third degree to “crowd out” those on their first degree, according to Orlando Sanchez Zavala, a policy analyst for the Legislative Analyst’s Office.\u003c/p>\n\u003cp>Sanchez Zavala said prioritizing enrollment for people pursuing their first degree would have the most impact on lowering recidivism rates.\u003c/p>\n\u003cp>Leaving prison with a degree can make parolees eligible for a wider range of jobs, and more prepared to enter the workforce, reducing their likelihood of reoffending.\u003c/p>\n\u003cp>According to the prison system’s recidivism report, during the 2018-2019 fiscal year, those who earned an associate’s degree while incarcerated had a 8.5% conviction rate in the three years after getting out, compared to a 41.9% conviction rate for all individuals released that same year.\u003c/p>\n\u003cp>Sanchez Zavala also suggested utilizing correspondence and online classes to open more courses with lower enrollment caps, allowing more incarcerated people to access community college.\u003c/p>\n\u003ch2>Incarcerated students face multiple barriers\u003c/h2>\n\u003cp>For in-person courses, a major challenge is finding classroom space in prisons. Though prisons have classrooms, they are also used for other programming and group meetings. Sometimes, classes take place in gyms or dining areas.\u003c/p>\n\u003cp>Joseph Bruno Martinez, 40, said he struggled to get into classes when he was incarcerated at high-security facilities, where institution-wide lockdowns sometimes interrupted learning.\u003c/p>\n\u003cp>Formerly incarcerated student Garret Eiferman, 56, said he found that prison correctional officers were not always amenable to helping incarcerated students complete degrees.\u003c/p>\n\u003cfigure id=\"attachment_12054782\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12054782\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/PrisonHeatCM1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Guard towers outside Kern Valley State Prison on Nov. 15, 2022. \u003ccite>(Larry Valenzuela/CalMatters via CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He had to build relationships with officers so he could use the classrooms past 7 p.m., and, at times, even convince officers to allow his classmates to leave their buildings to attend class.\u003c/p>\n\u003cp>He cited other obstacles to his instruction as well, including out-of-date textbooks with the hard covers ripped off for safety reasons, little to no feedback on his correspondence coursework, and challenges balancing work and other prison programs with classes.\u003c/p>\n\u003cp>Though he didn’t take any online-only courses when he was in prison, Eiferman said he can see the benefits for students as they grapple with the obstacles he went through trying to take in-person courses.\u003c/p>\n\u003ch2>Online courses improve tech literacy\u003c/h2>\n\u003cp>The new laptops offer much to the inmates: education, enrichment, and — for those who will go free one day — future employment.\u003c/p>\n\u003cp>For Moye, online education is important for technology literacy. Moye, 44, has been incarcerated for 16 years and takes courses online and in-person through Solano Community College at California Medical Facility in Vacaville.\u003c/p>\n\u003cp>Moye said a lack of emphasis on tech literacy in prisons is a “disservice to this community” as jobs on the outside require applicants to be skilled at using computers and other tech. Online learning is closing this gap for incarcerated people.\u003c/p>\n\u003cfigure id=\"attachment_12088395\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088395\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM.jpeg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM.jpeg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/052626_Project-Rebound_JAH_23_CM-1536x1024.jpeg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Graduate student Garret Eiferman at Cal State Northridge campus on May 26, 2026. \u003ccite>(Jules Hotz for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students and teachers told CalMatters they now complete much of their coursework and grading through the online learning site Canvas, which is used across the state’s higher education systems for assigning and submitting work, as well as messaging between students and instructors.\u003c/p>\n\u003cp>Isela Ocegueda is the vice president of instruction at Coastline College and teaches an online English course to incarcerated students. She says using Canvas streamlines an incarcerated student’s transition from school on the inside to school on the outside. At her college, 80% of instruction is online.\u003c/p>\n\u003cp>Until 2023, Coastline College provided courses in prisons through mail-in correspondence. The college calls its new online format “Canvas-supported correspondence.” Ocegueda says the online format allows instructors to offer more creative assignments and thorough feedback. Her first assignment to her English class last semester was a journal entry, in which she asked students to introduce themselves and tell her how she can help them throughout the class.\u003c/p>\n\u003cp>The class final is a research paper, on which Ocegueda can give instant feedback and edits to students who can turn in multiple drafts, which was nearly impossible through snail-mail correspondence.\u003c/p>\n\u003cp>“Imagine just trying to receive essays in the mail and then make your corrections and then send them back,” Ocegueda said. “That was really hard to do in the mail version of correspondence. … Canvas-supported correspondence allows more for that writing process to actually happen.”\u003c/p>\n\u003ch2>Obstacles to online instruction\u003c/h2>\n\u003cp>While major improvements to Wi-Fi connectivity and research materials for inmate coursework have been made, there are still obstacles.\u003c/p>\n\u003cp>Wi-Fi access varies from prison to prison, and it can often take up to a week for students to get reading materials approved by prison librarians for them to access.\u003c/p>\n\u003cp>Students at Pelican Bay State Prison in Del Norte County and California Institution for Women in San Bernardino County say they can’t access Canvas in their cells due to a lack of Wi-Fi, while students at Folsom State Prison and San Quentin Rehabilitation Center say they are able to complete coursework from their cells, where the Wi-Fi is strong.\u003c/p>\n\u003cfigure id=\"attachment_11992341\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11992341\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED.jpg\" alt=\"A watchtower at a prison, with prison walls and barbed wire in the foreground.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/006_KQED_NEWFOLSOMPRISONSACRAMENTO_04132023-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A watch tower at California State Prison, Sacramento, on April 13, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to a state prison system spokesperson, inmates have Wi-Fi access in the housing units at all but four state prisons. All prisons have Wi-Fi in education areas and classrooms, though signal strength may vary, according to the spokesperson.\u003c/p>\n\u003cp>Some students pursuing bachelor’s degrees in prisons \u003ca href=\"https://calmatters.org/education/higher-education/2025/08/prison-education/\">reported\u003c/a> to CalMatters last year ongoing challenges with Wi-Fi and limited access to research materials, with some wishing they could do a simple Google search for information.\u003c/p>\n\u003cp>Solano College English professor Ben Brookeshire’s main teaching challenge is delay in students accessing what he calls the “information space.” Some documents his students might need to explore on digital research libraries require approval from prison librarians.\u003c/p>\n\u003ch2>In-person courses boost engagement\u003c/h2>\n\u003cp>Eiferman, now a Cal State Northridge graduate student, did most of his in-prison coursework via correspondence courses from Palo Verde and Coastline colleges from 2009 to 2019.\u003c/p>\n\u003cp>Eiferman holds an associate in arts, an associate in science and a business certificate from his time incarcerated. He was also pursuing a U.S. history degree when he paroled in 2020.\u003c/p>\n\u003cp>“The bulk of my interaction with professors during the degree completion was very minimal. It’s distance learning, so that means it’s all done with an envelope and a stamp, and feedback was never a thing,” Eiferman said. “It was extremely challenging to transfer out here to the university, thinking that I knew stuff that I didn’t or stuff that I knew that needed to be retaught and relearned correctly.”\u003c/p>\n\u003cfigure id=\"attachment_12088396\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12088396\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952.jpg\" alt=\"\" width=\"1980\" height=\"1320\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GettyImages-2230923952-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">California State University, Northridge on Friday, Aug. 22, 2025. \u003ccite>(Myung J. Chun/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eiferman took his first in-person course through Bakersfield College at Golden State Community Correctional Facility, a medium-security prison in the southern San Joaquin Valley.\u003c/p>\n\u003cp>It was a math class, a subject he had always struggled with, but Eiferman said he had “aha moments” and was even able to help teach his fellow students. He said he took people “under his wings” to conduct “spirit building” and encourage them to stay in class.\u003c/p>\n\u003cp>Moye said in-person classes allow students to more clearly understand teachers’ expectations. They also offer group interaction, peer support, tutoring and collaboration on class assignments.\u003c/p>\n\u003cp>Data tracked by the community college system indicates a 77% success rate for internet-based and correspondence instruction, and an 85% success rate for in-person instruction, for incarcerated students in spring 2025.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Success” means the student earned a C or higher, or a “pass” in non-letter graded courses. Incarcerated students have a success rate 10% higher than community college students overall in in-person courses.\u003c/p>\n\u003cp>“I’m a fan of in-person learning,” Moye said. “That’s my favorite style of learning, because to me, it resembles most what’s going on in society. If we’re trying to prepare incarcerated men and women for society, we have to have it look as much like society as possible.”\u003c/p>\n\u003cp>Brookeshire said he has seen his peers debate the merits of online versus in-person courses in the prisons. He said he knows online courses are inevitable, but he strictly teaches in person because it’s the best way for him to connect with students.\u003c/p>\n\u003cp>“I’m very passionate,” Brookshire said. “I really believe there’s magic in a classroom, and I really believe that face-to-face instruction is irreplaceable.”\u003c/p>\n\u003cp>\u003cem>Joe Garcia contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Ella Carter-Klauschie is a contributor with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2026/06/california-community-college-prisons-laptops-online-classes/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>More than 100 members of the CSU Employees Union rallied at \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> on Tuesday, during an active bargaining session — demanding higher wages and job security on the heels of a newly delivered state budget.\u003c/p>\n\u003cp>The workers face a rare convergence: a sweeping set of labor negotiations playing out across the nation’s largest public university system, including a long-standing staff contract about to expire and a first-ever contract for student workers still unwritten.\u003c/p>\n\u003cp>During Tuesday’s rally, that fight spilled directly into the room where it’s being decided.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The workers marched upstairs at the J. Paul Leonard Library to chant outside the bargaining session, briefly disrupting the talks. They left behind whiteboards listing their demands for administrators to read on the way out, before marching around the library.\u003c/p>\n\u003cp>The standoff comes after years of financial whiplash across the CSU system, which has spent recent years closing budget deficits and bracing for steep cuts.\u003c/p>\n\u003cp>In 2024, it grappled with a $218 million operating deficit and warned of a projected $\u003ca href=\"https://www.kqed.org/news/11998761/california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs\">1 billion shortfall\u003c/a>, and in 2025, Gov. Gavin Newsom moved to cut \u003ca href=\"https://calmatters.org/education/higher-education/2025/02/cal-state-budget-3/\">hundreds of millions\u003c/a> from its ongoing funding.\u003c/p>\n\u003cfigure id=\"attachment_12087830\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087830\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A California State University Employees Union organizer speaks through a megaphone near the entrance to San Francisco State University during a rally on June 16, 2026. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Campuses responded by freezing hiring, leaving vacancies unfilled, consolidating classes and laying off workers. This year, the union said, the state budget finally delivered a record $264.8 million in new ongoing funding to the CSU, and workers argue that they have yet to see it reflected in their paychecks.\u003c/p>\n\u003cp>The union represents 36,000 staff and student workers across the CSU’s 22 campuses, and juggles several contracts at once. The central one covers staff in bargaining units that include healthcare, facilities, custodial, technical and administrative workers — and it expires June 30.\u003c/p>\n\u003cp>At the same time, student assistants who unionized in 2024 are bargaining for their first-ever contract, and roughly 1,000 workers employed by private service contractors on campus are also in first-contract talks.[aside postID=news_12086884 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MariaSuAP1.jpg']“I’m out here today because, like a lot of Americans, going to the grocery store feels like a luxury extravagance,” said Katie Murphy, chief steward for the union’s San Francisco State chapter and an academic office coordinator in the School of Social Work. “The pay structure we have currently does not support us having a living wage within this city and within the state of California.”\u003c/p>\n\u003cp>Murphy, a Daly City commuter, said some of her colleagues drive in from as far as Sacramento because they can’t afford to live near campus.\u003c/p>\n\u003cp>She framed Tuesday’s action as part of a deliberate strategy that the union called “getting strike ready” — escalating demonstrations meant to show management that the workers are serious, in hopes of preventing an actual walkout.\u003c/p>\n\u003cp>She said that the union has already forced CSU to change its bargaining plans on several occasions. “It’s great to know that we are having an effect and that the CSU knows our power.”\u003c/p>\n\u003cp>This strike would be the first for CSUEU, the CSU’s largest labor group. Murphy said that if no fair contract is reached, the union is prepared to walk out — and to stay out. “We are in it for the long haul,” she said.\u003c/p>\n\u003cp>“The State of California puts a premium on educating our next college graduates,” CSUEU President Catherine Hutchinson said in a statement. “Supporting the essential frontline staff who help students succeed must be a priority for CSU leadership.”\u003c/p>\n\u003cfigure id=\"attachment_12087831\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087831\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A union button reading “One Union, One Voice” is displayed on a California State University Employees Union shirt during a rally at San Francisco State University on June 16, 2026. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Murphy said the workers’ frustration stems from the CSU walking back a promise on a salary step structure — a system designed to reward years of service and make pay market-competitive — that the union had fought decades to win. She also pointed to raises for campus presidents and executives.\u003c/p>\n\u003cp>“They somehow have money to put into the pockets of people who are at the very top, but not put money in the pockets of people at the bottom for whom it would have the most impact,” she said.\u003c/p>\n\u003cp>For student assistants, the stakes are different, as they’re starting from scratch. Chloe Murray, a peer mentor at the library who earns minimum wage, said she had to take a second job just to afford living in San Francisco.\u003c/p>\n\u003cp>“We don’t have a contract right now, so it means that we don’t have any benefits,” Murray said, noting that while other units were given paid time off to attend the rally, she had to call out of work to be there. The students are pushing for $21 an hour, holiday pay and reduced parking fees.\u003c/p>\n\u003cp>“We help make this campus run, and we have to juggle our class work and working on the campus,” Murray said. “It makes it really difficult when we’re not getting paid very much, and they’re not giving us very many hours.”\u003c/p>\n\u003cp>Murray also pointed to rising tuition — a 6% increase each year under a plan adopted two years ago — despite department cuts and faculty layoffs. “We’re just getting a worse education for a higher cost,” she said.\u003c/p>\n\u003cp>In a statement, the CSU said it is bargaining in good faith “toward achieving an agreement that recognizes and supports the work of our staff in fulfilling CSU’s mission.” The university said that it respects the right to peaceful protest.\u003c/p>\n\u003cfigure id=\"attachment_12087828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Members of the California State University Employees Union march through the J. Paul Leonard Library during a rally at San Francisco State University on June 16, 2026. \u003ccite>(https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_003-KQED.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tuesday’s rally at San Francisco State at San Francisco State was the second action of its kind in the past month, and it follows a wave of labor unrest across California’s public education sector.\u003c/p>\n\u003cp>In late 2023, \u003ca href=\"https://www.kqed.org/news/11969109/hundreds-of-sf-state-faculty-ditch-class-in-1-day-strike-for-better-wages-working-conditions\">SF State faculty\u003c/a> staged a one-day strike, and earlier this year, \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-February-17-Statement-on-Teamsters-Local-2010-Strike.aspx\">Teamsters struck\u003c/a> within the CSU. This past spring, both \u003ca href=\"https://www.kqed.org/news/12066588/west-contra-costa-teachers-agree-to-end-strike-and-return-to-class-after-a-week\">West Contra Costa Unified School Distric\u003c/a>t and \u003ca href=\"https://www.kqed.org/news/12073306/sfusd-teachers-strike-no-end-in-sight-health-care-battle\">San Francisco Unified School District\u003c/a> reached tentative agreements with unions after strikes.\u003c/p>\n\u003cp>Murphy said those fights are a source of motivation.\u003c/p>\n\u003cp>“We’re always inspired and rallied by our union siblings, our union cousins across various sectors,” she said. “We are united, we’re coming together, and we’ve had enough.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 100 members of the CSU Employees Union rallied at \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> on Tuesday, during an active bargaining session — demanding higher wages and job security on the heels of a newly delivered state budget.\u003c/p>\n\u003cp>The workers face a rare convergence: a sweeping set of labor negotiations playing out across the nation’s largest public university system, including a long-standing staff contract about to expire and a first-ever contract for student workers still unwritten.\u003c/p>\n\u003cp>During Tuesday’s rally, that fight spilled directly into the room where it’s being decided.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The workers marched upstairs at the J. Paul Leonard Library to chant outside the bargaining session, briefly disrupting the talks. They left behind whiteboards listing their demands for administrators to read on the way out, before marching around the library.\u003c/p>\n\u003cp>The standoff comes after years of financial whiplash across the CSU system, which has spent recent years closing budget deficits and bracing for steep cuts.\u003c/p>\n\u003cp>In 2024, it grappled with a $218 million operating deficit and warned of a projected $\u003ca href=\"https://www.kqed.org/news/11998761/california-state-university-stares-down-a-1-billion-budget-gap-as-campuses-cut-costs\">1 billion shortfall\u003c/a>, and in 2025, Gov. Gavin Newsom moved to cut \u003ca href=\"https://calmatters.org/education/higher-education/2025/02/cal-state-budget-3/\">hundreds of millions\u003c/a> from its ongoing funding.\u003c/p>\n\u003cfigure id=\"attachment_12087830\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087830\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_016-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A California State University Employees Union organizer speaks through a megaphone near the entrance to San Francisco State University during a rally on June 16, 2026. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Campuses responded by freezing hiring, leaving vacancies unfilled, consolidating classes and laying off workers. This year, the union said, the state budget finally delivered a record $264.8 million in new ongoing funding to the CSU, and workers argue that they have yet to see it reflected in their paychecks.\u003c/p>\n\u003cp>The union represents 36,000 staff and student workers across the CSU’s 22 campuses, and juggles several contracts at once. The central one covers staff in bargaining units that include healthcare, facilities, custodial, technical and administrative workers — and it expires June 30.\u003c/p>\n\u003cp>At the same time, student assistants who unionized in 2024 are bargaining for their first-ever contract, and roughly 1,000 workers employed by private service contractors on campus are also in first-contract talks.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’m out here today because, like a lot of Americans, going to the grocery store feels like a luxury extravagance,” said Katie Murphy, chief steward for the union’s San Francisco State chapter and an academic office coordinator in the School of Social Work. “The pay structure we have currently does not support us having a living wage within this city and within the state of California.”\u003c/p>\n\u003cp>Murphy, a Daly City commuter, said some of her colleagues drive in from as far as Sacramento because they can’t afford to live near campus.\u003c/p>\n\u003cp>She framed Tuesday’s action as part of a deliberate strategy that the union called “getting strike ready” — escalating demonstrations meant to show management that the workers are serious, in hopes of preventing an actual walkout.\u003c/p>\n\u003cp>She said that the union has already forced CSU to change its bargaining plans on several occasions. “It’s great to know that we are having an effect and that the CSU knows our power.”\u003c/p>\n\u003cp>This strike would be the first for CSUEU, the CSU’s largest labor group. Murphy said that if no fair contract is reached, the union is prepared to walk out — and to stay out. “We are in it for the long haul,” she said.\u003c/p>\n\u003cp>“The State of California puts a premium on educating our next college graduates,” CSUEU President Catherine Hutchinson said in a statement. “Supporting the essential frontline staff who help students succeed must be a priority for CSU leadership.”\u003c/p>\n\u003cfigure id=\"attachment_12087831\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087831\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_018-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A union button reading “One Union, One Voice” is displayed on a California State University Employees Union shirt during a rally at San Francisco State University on June 16, 2026. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Murphy said the workers’ frustration stems from the CSU walking back a promise on a salary step structure — a system designed to reward years of service and make pay market-competitive — that the union had fought decades to win. She also pointed to raises for campus presidents and executives.\u003c/p>\n\u003cp>“They somehow have money to put into the pockets of people who are at the very top, but not put money in the pockets of people at the bottom for whom it would have the most impact,” she said.\u003c/p>\n\u003cp>For student assistants, the stakes are different, as they’re starting from scratch. Chloe Murray, a peer mentor at the library who earns minimum wage, said she had to take a second job just to afford living in San Francisco.\u003c/p>\n\u003cp>“We don’t have a contract right now, so it means that we don’t have any benefits,” Murray said, noting that while other units were given paid time off to attend the rally, she had to call out of work to be there. The students are pushing for $21 an hour, holiday pay and reduced parking fees.\u003c/p>\n\u003cp>“We help make this campus run, and we have to juggle our class work and working on the campus,” Murray said. “It makes it really difficult when we’re not getting paid very much, and they’re not giving us very many hours.”\u003c/p>\n\u003cp>Murray also pointed to rising tuition — a 6% increase each year under a plan adopted two years ago — despite department cuts and faculty layoffs. “We’re just getting a worse education for a higher cost,” she said.\u003c/p>\n\u003cp>In a statement, the CSU said it is bargaining in good faith “toward achieving an agreement that recognizes and supports the work of our staff in fulfilling CSU’s mission.” The university said that it respects the right to peaceful protest.\u003c/p>\n\u003cfigure id=\"attachment_12087828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_002-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Members of the California State University Employees Union march through the J. Paul Leonard Library during a rally at San Francisco State University on June 16, 2026. \u003ccite>(https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/061626CSU-Labor_GH_003-KQED.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tuesday’s rally at San Francisco State at San Francisco State was the second action of its kind in the past month, and it follows a wave of labor unrest across California’s public education sector.\u003c/p>\n\u003cp>In late 2023, \u003ca href=\"https://www.kqed.org/news/11969109/hundreds-of-sf-state-faculty-ditch-class-in-1-day-strike-for-better-wages-working-conditions\">SF State faculty\u003c/a> staged a one-day strike, and earlier this year, \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-February-17-Statement-on-Teamsters-Local-2010-Strike.aspx\">Teamsters struck\u003c/a> within the CSU. This past spring, both \u003ca href=\"https://www.kqed.org/news/12066588/west-contra-costa-teachers-agree-to-end-strike-and-return-to-class-after-a-week\">West Contra Costa Unified School Distric\u003c/a>t and \u003ca href=\"https://www.kqed.org/news/12073306/sfusd-teachers-strike-no-end-in-sight-health-care-battle\">San Francisco Unified School District\u003c/a> reached tentative agreements with unions after strikes.\u003c/p>\n\u003cp>Murphy said those fights are a source of motivation.\u003c/p>\n\u003cp>“We’re always inspired and rallied by our union siblings, our union cousins across various sectors,” she said. “We are united, we’re coming together, and we’ve had enough.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>As college graduates throw off their caps and move on to their next life chapter, one topic is surely on their minds: Has \u003ca href=\"https://www.kqed.org/news/tag/artificial-intelligence\">artificial intelligence\u003c/a> made their skills irrelevant? And what does an entry-level job even look like anymore?\u003c/p>\n\u003cp>Over the past month, graduates across the country have\u003ca href=\"https://www.npr.org/2026/05/20/nx-s1-5822419/ai-colleges-commencement-booing\"> booed and jeered\u003c/a> college commencement speakers at the very mention of AI.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s no surprise. Recent polling suggests the technology weighs heavily on the minds of \u003ca href=\"https://www.kqed.org/news/12079472/stanford-study-ai-experts-are-optimistic-about-ai-the-rest-of-us-not-so-much\">those already in the job market\u003c/a> and those who seek to \u003ca href=\"https://news.gallup.com/poll/704087/college-students-weigh-impact-majors-careers.aspx\">join it\u003c/a>.\u003c/p>\n\u003cp>Several college graduates from around the state spoke with \u003ca href=\"https://www.kqed.org/californiareportmagazine\">\u003cem>The California Report Magazine\u003c/em>\u003c/a> about how they’re navigating the unpredictable economy, and how AI factors into their job search. The testimonies below have been edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_12087236\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087236\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-scaled.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-1536x2048.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Gisselle Ulloa poses with her diploma from California State Polytechnic University, Pomona. Ulloa, who plans to be a teacher, said she witnessed the impact of AI on her middle-schoolers in the classroom. \u003ccite>(Courtesy of Gisselle Ulloa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Gisselle Ulloa\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> California State Polytechnic University, Pomona\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Liberal Studies\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation? \u003c/strong>\u003c/p>\n\u003cp>I plan to be a teacher in the near future.\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you? \u003c/strong>\u003c/p>\n\u003cp>As a recent graduate, it is intimidating to apply to jobs and fail to meet the criteria of artificial intelligence. There’ve been occasions where I feel … the employer is not even going to gaze at my resume. Of course, jobs don’t come easily, and you have to earn your position. But it’s really difficult to learn to satisfy an algorithm instead of a person.\u003c/p>\n\u003cp>With my experience tutoring, I saw the effects of AI, social media and electronics in the classroom.\u003c/p>\n\u003cp>I worked with middle schoolers last year. Seeing my students struggle to write paragraphs with a pencil or solve math problems [with] ChatGPT was discouraging. It put into perspective the amount of work needed from teachers and staff to get students to where they need to be.\u003c/p>\n\u003cp>Teachers can only do so much. As an aspiring educator, [AI] is a really pivotal tool, and I’m sure it works for bigger things, [like] social media and technology. But I fear it’s going to impact classrooms negatively in the years to come.\u003c/p>\n\u003ch2>Camalah Saleh\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> California State University, Fresno\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Political Science and Communication\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation?\u003c/strong>\u003c/p>\n\u003cp>I go to China at the end of August to earn a master’s in Global Affairs as a Schwarzman Scholar at Tsinghua University. My goal is to connect international affairs and global affairs to immigration because I want to be an immigration attorney and work on refugee and asylum cases.\u003c/p>\n\u003cfigure id=\"attachment_12087227\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087227\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Camalah Saleh smiles after graduating from California State University, Fresno. She said she initially tried to ignore ChatGPT but realized AI is not going anywhere. \u003ccite>(Courtesy of Camalah Saleh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How does AI affect you?\u003c/strong>\u003c/p>\n\u003cp>When ChatGPT first came out, everyone was talking about it, and I didn’t know what it was. I ignored it. I’m in a field where you need to critically write and be a critical thinker, and it can’t just do your work for you. Then, I realized [AI] is not going away.\u003c/p>\n\u003cp>I’ve looked at the way it’s going to impact my career. To see lawyers using it is really worrisome because … there’s a lot of ethical concerns.\u003c/p>\n\u003cp>But I need to pay attention to how it’s going to advance. And people need to be literate in AI so that they can analyze what is and is not made by AI.\u003c/p>\n\u003cfigure id=\"attachment_12087237\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087237\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-scaled.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-1536x2048.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Michelle Yang poses with her diploma at Oracle Park in San Francisco. She said the threat of AI taking over peoples’ jobs is “pretty scary.” \u003ccite>(Courtesy of Michelle Yang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Michelle Yang\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> San Francisco State University\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Marketing\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation? \u003c/strong>\u003c/p>\n\u003cp>I want to go into event [planning]. Hopefully, within the music industry.\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you?\u003c/strong>\u003c/p>\n\u003cp>With most jobs that include administration and planning, AI definitely has or could have the potential to take over certain skills.\u003c/p>\n\u003cp>But with events, it’s a very in-person, human interaction type of industry. So, that’s not something I’m worried about.\u003c/p>\n\u003cp>Graduating college right now, it’s pretty scary with this threat of AI taking over. We spent so much time in school figuring out what we want to do after college.\u003c/p>\n\u003cp>I can decide not to use AI within my life. But as society progresses, especially in San Francisco, AI [will] become more incorporated into society, [and] there might not be a choice.\u003c/p>\n\u003cp>\u003cem>Michelle Yang is a Live Events intern at KQED. \u003c/em>\u003c/p>\n\u003ch2>Amelia Zai\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> UCLA (incoming senior)\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Mechanical Engineering\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation?\u003c/strong>\u003c/p>\n\u003cp>I’ll probably start applying [for entry-level jobs] in the fall. I already know that even without AI, the job market is really difficult.\u003c/p>\n\u003cfigure id=\"attachment_12087221\" class=\"wp-caption alignleft\" style=\"max-width: 1280px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087221\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai.jpeg\" alt=\"\" width=\"1280\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai.jpeg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai-160x107.jpeg 160w\" sizes=\"auto, (max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Amelia Zai \u003ccite>(Courtesy of Amelia Zai)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How do you feel about AI?\u003c/strong>\u003c/p>\n\u003cp>I’m the president of the AI Robotics and Ethics Society at the University of California, Los Angeles. A lot of students here are aware of how AI is reshaping the world. They see it in the news; they’re seeing it in their classes; they use AI to help them understand assignments. I do that too.\u003c/p>\n\u003cp>During every discussion, it’s inevitable that the question of whether AI will replace roles in some field comes up. I think it’s less of a competition between AI and people, and more of a competition between people who use AI and people who don’t know how to use AI.\u003c/p>\n\u003cp>Because I know that AI is such a powerful tool, I’m trying to use that to my advantage and integrate it into my workflow to make myself a more efficient thinker. It’s the responsibility of universities to ensure that their graduates are competitive. And one way to achieve that goal is to integrate AI.\u003c/p>\n\u003ch2>Aaron Kim\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> UC Berkeley\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Political Science\u003c/p>\n\u003cp>\u003cstrong>Career path: \u003c/strong>\u003c/p>\n\u003cp>Labor/Union Organizing\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you? \u003c/strong>\u003c/p>\n\u003cp>Luckily, in terms of my personal career trajectory, it still feels pretty peripheral. I ended up doing a lot of stuff in the union/labor world, so AI affects me less. None of the jobs that I was looking for are AI-exposed as much.\u003c/p>\n\u003cp>A lot of the organizations I’m interested in are concerned with progressive issues and working people. How would you feel if your union rep is ChatGPT and tries to get you to sign union cards? That’s something AI can never take away. Because so much of organizing is based on building trust, human to human.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s no surprise. Recent polling suggests the technology weighs heavily on the minds of \u003ca href=\"https://www.kqed.org/news/12079472/stanford-study-ai-experts-are-optimistic-about-ai-the-rest-of-us-not-so-much\">those already in the job market\u003c/a> and those who seek to \u003ca href=\"https://news.gallup.com/poll/704087/college-students-weigh-impact-majors-careers.aspx\">join it\u003c/a>.\u003c/p>\n\u003cp>Several college graduates from around the state spoke with \u003ca href=\"https://www.kqed.org/californiareportmagazine\">\u003cem>The California Report Magazine\u003c/em>\u003c/a> about how they’re navigating the unpredictable economy, and how AI factors into their job search. The testimonies below have been edited for brevity and clarity.\u003c/p>\n\u003cfigure id=\"attachment_12087236\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087236\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-scaled.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/GisselleUlloa-1536x2048.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Gisselle Ulloa poses with her diploma from California State Polytechnic University, Pomona. Ulloa, who plans to be a teacher, said she witnessed the impact of AI on her middle-schoolers in the classroom. \u003ccite>(Courtesy of Gisselle Ulloa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Gisselle Ulloa\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> California State Polytechnic University, Pomona\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Liberal Studies\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation? \u003c/strong>\u003c/p>\n\u003cp>I plan to be a teacher in the near future.\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you? \u003c/strong>\u003c/p>\n\u003cp>As a recent graduate, it is intimidating to apply to jobs and fail to meet the criteria of artificial intelligence. There’ve been occasions where I feel … the employer is not even going to gaze at my resume. Of course, jobs don’t come easily, and you have to earn your position. But it’s really difficult to learn to satisfy an algorithm instead of a person.\u003c/p>\n\u003cp>With my experience tutoring, I saw the effects of AI, social media and electronics in the classroom.\u003c/p>\n\u003cp>I worked with middle schoolers last year. Seeing my students struggle to write paragraphs with a pencil or solve math problems [with] ChatGPT was discouraging. It put into perspective the amount of work needed from teachers and staff to get students to where they need to be.\u003c/p>\n\u003cp>Teachers can only do so much. As an aspiring educator, [AI] is a really pivotal tool, and I’m sure it works for bigger things, [like] social media and technology. But I fear it’s going to impact classrooms negatively in the years to come.\u003c/p>\n\u003ch2>Camalah Saleh\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> California State University, Fresno\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Political Science and Communication\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation?\u003c/strong>\u003c/p>\n\u003cp>I go to China at the end of August to earn a master’s in Global Affairs as a Schwarzman Scholar at Tsinghua University. My goal is to connect international affairs and global affairs to immigration because I want to be an immigration attorney and work on refugee and asylum cases.\u003c/p>\n\u003cfigure id=\"attachment_12087227\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087227\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/CamalahSaleh-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Camalah Saleh smiles after graduating from California State University, Fresno. She said she initially tried to ignore ChatGPT but realized AI is not going anywhere. \u003ccite>(Courtesy of Camalah Saleh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How does AI affect you?\u003c/strong>\u003c/p>\n\u003cp>When ChatGPT first came out, everyone was talking about it, and I didn’t know what it was. I ignored it. I’m in a field where you need to critically write and be a critical thinker, and it can’t just do your work for you. Then, I realized [AI] is not going away.\u003c/p>\n\u003cp>I’ve looked at the way it’s going to impact my career. To see lawyers using it is really worrisome because … there’s a lot of ethical concerns.\u003c/p>\n\u003cp>But I need to pay attention to how it’s going to advance. And people need to be literate in AI so that they can analyze what is and is not made by AI.\u003c/p>\n\u003cfigure id=\"attachment_12087237\" class=\"wp-caption alignleft\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087237\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-scaled.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/MichelleYang-1536x2048.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Michelle Yang poses with her diploma at Oracle Park in San Francisco. She said the threat of AI taking over peoples’ jobs is “pretty scary.” \u003ccite>(Courtesy of Michelle Yang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Michelle Yang\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> San Francisco State University\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Marketing\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation? \u003c/strong>\u003c/p>\n\u003cp>I want to go into event [planning]. Hopefully, within the music industry.\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you?\u003c/strong>\u003c/p>\n\u003cp>With most jobs that include administration and planning, AI definitely has or could have the potential to take over certain skills.\u003c/p>\n\u003cp>But with events, it’s a very in-person, human interaction type of industry. So, that’s not something I’m worried about.\u003c/p>\n\u003cp>Graduating college right now, it’s pretty scary with this threat of AI taking over. We spent so much time in school figuring out what we want to do after college.\u003c/p>\n\u003cp>I can decide not to use AI within my life. But as society progresses, especially in San Francisco, AI [will] become more incorporated into society, [and] there might not be a choice.\u003c/p>\n\u003cp>\u003cem>Michelle Yang is a Live Events intern at KQED. \u003c/em>\u003c/p>\n\u003ch2>Amelia Zai\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> UCLA (incoming senior)\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Mechanical Engineering\u003c/p>\n\u003cp>\u003cstrong>What are your plans after graduation?\u003c/strong>\u003c/p>\n\u003cp>I’ll probably start applying [for entry-level jobs] in the fall. I already know that even without AI, the job market is really difficult.\u003c/p>\n\u003cfigure id=\"attachment_12087221\" class=\"wp-caption alignleft\" style=\"max-width: 1280px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12087221\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai.jpeg\" alt=\"\" width=\"1280\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai.jpeg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/06/Amelia_Zai-160x107.jpeg 160w\" sizes=\"auto, (max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Amelia Zai \u003ccite>(Courtesy of Amelia Zai)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How do you feel about AI?\u003c/strong>\u003c/p>\n\u003cp>I’m the president of the AI Robotics and Ethics Society at the University of California, Los Angeles. A lot of students here are aware of how AI is reshaping the world. They see it in the news; they’re seeing it in their classes; they use AI to help them understand assignments. I do that too.\u003c/p>\n\u003cp>During every discussion, it’s inevitable that the question of whether AI will replace roles in some field comes up. I think it’s less of a competition between AI and people, and more of a competition between people who use AI and people who don’t know how to use AI.\u003c/p>\n\u003cp>Because I know that AI is such a powerful tool, I’m trying to use that to my advantage and integrate it into my workflow to make myself a more efficient thinker. It’s the responsibility of universities to ensure that their graduates are competitive. And one way to achieve that goal is to integrate AI.\u003c/p>\n\u003ch2>Aaron Kim\u003c/h2>\n\u003cp>\u003cstrong>School:\u003c/strong> UC Berkeley\u003c/p>\n\u003cp>\u003cstrong>Major:\u003c/strong> Political Science\u003c/p>\n\u003cp>\u003cstrong>Career path: \u003c/strong>\u003c/p>\n\u003cp>Labor/Union Organizing\u003c/p>\n\u003cp>\u003cstrong>How does AI affect you? \u003c/strong>\u003c/p>\n\u003cp>Luckily, in terms of my personal career trajectory, it still feels pretty peripheral. I ended up doing a lot of stuff in the union/labor world, so AI affects me less. None of the jobs that I was looking for are AI-exposed as much.\u003c/p>\n\u003cp>A lot of the organizations I’m interested in are concerned with progressive issues and working people. How would you feel if your union rep is ChatGPT and tries to get you to sign union cards? That’s something AI can never take away. Because so much of organizing is based on building trust, human to human.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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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"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.",
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"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": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"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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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"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": {
"id": "reveal",
"title": "Reveal",
"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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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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