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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/uc-berkeley\">UC Berkeley \u003c/a>will offer incoming freshmen two years of guaranteed housing next fall, marking a major expansion for the campus that’s long struggled to keep up with accommodations for students.\u003c/p>\n\u003cp>The university said it will also guarantee a year of campus housing for transfer students, thanks to two new housing projects set to open to students in 2027 and 2028, adding 2,700 beds.\u003c/p>\n\u003cp>“Two years of guaranteed housing for every incoming first-year student is transformative for our student experience,” Chancellor Rich Lyons said in a press release last week. “It gives students the foundation they need — a place to live, a community to be part of and the stability that supports their well-being, allowing them to fully engage in their education and in the life of this university.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>UC Berkeley has historically had the lowest rate of students in housing of the University of California campuses, hosting just 22% of its undergraduate population a decade ago, compared to an average of 38% systemwide.\u003c/p>\n\u003cp>The school only began to guarantee housing for freshmen during the 2023-2024 academic year, after a yearslong effort to expand campus housing supply, spearheaded by former Chancellor Carol Christ. One of the projects she helped get off the ground was Heumann House, the university’s 1,100-bed apartment-style housing project set to open next fall.\u003c/p>\n\u003cp>The development has been controversial on campus and has been decades in the making. It sits on the former site of People’s Park, where students and neighbors \u003ca href=\"https://www.kqed.org/news/11971915/peoples-park-fight-pits-housing-against-history\">fought the university’s efforts \u003c/a>to build housing since it acquired the land in the late 1960s.\u003c/p>\n\u003cfigure id=\"attachment_12078284\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12078284 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/UCBerkeleyPeoplesParkHousingGetty-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Storage containers surround the perimeter of People’s Park in Berkeley, California, on June 6, 2024. The California Supreme Court ruled in favor of UC Berkeley’s plans to develop the park into student housing. \u003ccite>(Brontë Wittpenn/San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The university had planned to develop student housing before running out of money. In 1969, residents planted trees and turned it into a park. When the university tried to reclaim the land, it sparked major protests and clashes between local police and park supporters.\u003c/p>\n\u003cp>For decades, the plot remained mostly undeveloped, serving as a gathering place for students and activists, and a long-standing homeless encampment before \u003ca href=\"https://www.kqed.org/news/11989237/uc-berkeley-can-start-building-on-peoples-park-california-supreme-court-rules\">a state Supreme Court ruling\u003c/a> cleared the way for the university to build. The campus \u003ca href=\"https://www.kqed.org/news/11998188/uc-berkeley-quietly-starts-construction-at-peoples-park-capping-decades-of-conflict\">quietly broke ground\u003c/a> on its new housing in 2024.\u003c/p>\n\u003cp>Heumann House, named for disability rights leader Judith Heumann, adds to the campus’s supply of apartment-style housing filled by many transfer students. In 2024, Berkeley opened Anchor House, which features around 800 beds in similar units. Together, the projects bring the campus’s housing capacity to 33% of its student population.\u003c/p>\n\u003cp>The Bancroft-Fulton Student Housing project, the other new development expected in 2028, will add another 1,600 dorm-style beds.[aside postID=news_12066766 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/251211-PEOPLES-PARK-RENDERINGS-01-KQED.jpg']Junior Ysabela Philip said she’s encouraged to see the campus offering more housing options, but is wary of the rapid expansion.\u003c/p>\n\u003cp>“We want there to be quality over quantity,” she said.\u003c/p>\n\u003cp>Philip said most students find it less expensive to live off campus, unless they receive financial aid that they are able to put toward housing expenses. She said she’s worried that the push to be able to house more of the student population could lead the school to put off renovations on older buildings, like her freshman dorm.\u003c/p>\n\u003cp>“The conditions we were living in the dorms were terrible,” she said. “My heater was broken. I couldn’t have hot water in my shower. There was mold.\u003c/p>\n\u003cp>“Instead of a two-year housing guarantee, [I] would have preferred to see existing housing being brought up to safer standards and higher standards,” she told KQED.\u003c/p>\n\u003cp>Berkeley officials say they “are committed to ensuring all of our campus housing options are safe, healthy and supportive spaces.”\u003c/p>\n\u003cp>The university has also proposed a tower up to 26 stories on the corner of Channing Way and Bowditch Street that would house up to 2,000 more students, and feature a new dining facility and “social and academic spaces.” It’s expected to go before the UC Board of Regents for approval next year.\u003c/p>\n\u003cp>“By providing stability from the moment students arrive, we can help them focus on what matters most: their academic journey and building connections at Berkeley,” Jo Mackness, associate vice chancellor for Residential and Student Service programs, said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Junior Ysabela Philip said she’s encouraged to see the campus offering more housing options, but is wary of the rapid expansion.\u003c/p>\n\u003cp>“We want there to be quality over quantity,” she said.\u003c/p>\n\u003cp>Philip said most students find it less expensive to live off campus, unless they receive financial aid that they are able to put toward housing expenses. She said she’s worried that the push to be able to house more of the student population could lead the school to put off renovations on older buildings, like her freshman dorm.\u003c/p>\n\u003cp>“The conditions we were living in the dorms were terrible,” she said. “My heater was broken. I couldn’t have hot water in my shower. There was mold.\u003c/p>\n\u003cp>“Instead of a two-year housing guarantee, [I] would have preferred to see existing housing being brought up to safer standards and higher standards,” she told KQED.\u003c/p>\n\u003cp>Berkeley officials say they “are committed to ensuring all of our campus housing options are safe, healthy and supportive spaces.”\u003c/p>\n\u003cp>The university has also proposed a tower up to 26 stories on the corner of Channing Way and Bowditch Street that would house up to 2,000 more students, and feature a new dining facility and “social and academic spaces.” It’s expected to go before the UC Board of Regents for approval next year.\u003c/p>\n\u003cp>“By providing stability from the moment students arrive, we can help them focus on what matters most: their academic journey and building connections at Berkeley,” Jo Mackness, associate vice chancellor for Residential and Student Service programs, said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Maria Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”[aside postID=news_12077789 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/049_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg']“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While shockwaves reverberated from sexual abuse allegations against \u003ca href=\"https://www.kqed.org/news/tag/cesar-chavez\">César Chavez\u003c/a> this month, Maria Rodriguez-Salazar, a San Francisco mariachi teacher, immediately thought of her students.\u003c/p>\n\u003cp>They were putting the finishing touches on the public school district’s annual mariachi showcase planned for that Friday, and a song that 100 of the high schoolers had spent months preparing, “Corrido de las Heladas,” referenced the late leader of California’s farmworker movement.\u003c/p>\n\u003cp>“One of the sentences says, ‘Come, dove, and say to César Chavez to stop shedding tears for us,’” Rodriguez-Salazar said. “When I was listening to the news on that Wednesday, I thought, ‘Uh-oh.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She and the program’s director quickly swapped his name for “campesinos,” which means “farmers,” and the show went on.\u003c/p>\n\u003cp>But in the aftermath of \u003cem>The New York Times’ \u003c/em>investigation revealing allegations that Chavez sexually abused two young girls in the 1970s and raped United Farm Workers co-founder Dolores Huerta in the 1960s, teachers across the state are grappling with how to address his \u003ca href=\"https://www.kqed.org/news/12077789/farmworker-advocates-grapple-with-legacy-changes-as-california-replaces-chavez-holiday\">widely studied and once-revered legacy\u003c/a>.\u003c/p>\n\u003ch2>Shifting lesson plans\u003c/h2>\n\u003cp>David Ko, a ninth-grade ethnic studies teacher at George Washington High School, said his students wanted to talk about the news immediately after the investigation was published on March 18.\u003c/p>\n\u003cp>“I had some students who, even before classes started, during passing period, asked me about it,” he said.\u003c/p>\n\u003cp>Every year, Ko teaches a lesson about Chavez just before his birthday on March 31, a state holiday that many students have had off school for years. In the past, he would ask his classes what they knew about César Chavez Day and teach them about Chavez’s roles in the Delano grape strike and the founding of the United Farm Workers labor union.\u003c/p>\n\u003cfigure id=\"attachment_12005220\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12005220 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/WashingtonHighSchoolGetty1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">George Washington High School on March 30, 2020, in San Francisco, California. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he said, that lesson plan will be more complicated.\u003c/p>\n\u003cp>Ahead of the holiday, which falls during the San Francisco Unified School District’s spring break, Ko last week gave a broad overview of the \u003cem>Times\u003c/em>’ investigation. He also pointed out that the state has already renamed its holiday to Farmworkers Day, and that cities and institutions are moving to swiftly \u003ca href=\"https://www.kqed.org/news/12077059/san-francisco-fought-to-name-a-major-street-after-cesar-chavez-will-it-be-renamed-again\">scrub his name\u003c/a> from streets, parks and more.\u003c/p>\n\u003cp>Chavez is prevalent in California’s curriculum frameworks and model lesson plans, and the state provides a long list of activities and resources for every grade level framed around César Chavez Day.\u003c/p>\n\u003cp>But Ko said he didn’t have to throw his existing curriculum out the window last week; he’s never portrayed Chavez as solely a \u003ca href=\"https://www.kqed.org/news/12077073/cesar-chavez-was-a-hero-to-farmworkers-now-they-confront-the-pain-of-alleged-abuse\">“hero” in the farmworker movement\u003c/a>.\u003c/p>\n\u003cp>“There’s people who have done remarkable, amazing accomplishments in advancing people’s rights, and also, even before the most recent allegations, it’s also possible for those same people to have harmful ideas,” Ko told KQED.\u003c/p>\n\u003ch2>A complex legacy\u003c/h2>\n\u003cp>For years, Ko’s classes have studied the more nuanced parts of \u003ca href=\"https://www.kqed.org/news/12077230/californias-political-reckoning-with-cesar-chavezs-legacy-after-allegations\">Chavez’s legacy\u003c/a>, such as his opposition to undocumented immigrants working on farms.\u003c/p>\n\u003cp>At least in San Francisco, many educators have shifted their focus away from Chavez when they cover the farmworker movement.\u003c/p>\n\u003cp>“Students are often taught, ‘This one great man who was so exceptional, did all these amazing things and they are the reason that these rights happened,’” ethnic studies teacher Samantha Aguirre said. “What they don’t always learn is that it was hundreds, tens of thousands of people behind them in the movement.”\u003c/p>\n\u003cfigure id=\"attachment_12076905\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076905\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/038_KQED_UnitedFarmWorkersMarch_08242022_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">United Farm Workers and their supporters march through Walnut Grove on Day 22 of a 24-day “March for the Governor’s Signature” on Wednesday, Aug. 24, 2022, to convince Gov. Gavin Newsom to sign Assembly Bill 2183, the Agricultural Labor Relations Voting Choice Act. The march started in the Central Valley and will conclude with a rally in Sacramento on Aug. 26, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She focuses on the lesser-known Filipino leaders of the movement, including Larry Itliong and Philip Vera Cruz, as well as the contributions of women like Huerta.\u003c/p>\n\u003cp>“The Filipino farmworkers formed AWOC [the Agricultural Workers Organizing Committee] and started staging resistance movements and protests before Latino groups,” she said. “If it wasn’t for those Filipino farmworkers, it wouldn’t have galvanized and they wouldn’t have worked together and helped the Latino farmworkers form the United Farm Workers.”\u003c/p>\n\u003cp>Now, Aguirre plans to include the allegations against Chavez as another part of the movement’s complex history.\u003c/p>\n\u003cp>“Hearing Dolores Huerta saying, ‘He assaulted me, but I felt like I couldn’t say anything because it would be bad for the movement,’ I think that is an important lesson,” Aguirre said. “It is important for students to know and be able to speak out when things are wrong.”\u003c/p>\n\u003ch2>How to address a delicate subject?\u003c/h2>\n\u003cp>Integrating the revelations into class won’t look the same for all grade levels.\u003c/p>\n\u003cp>Ko said that with his high schoolers, he pointed out that Chavez is accused of targeting young girls, but he referred his students to \u003cem>The New York Times\u003c/em> and other trusted news sources if they wanted to read specifics, to avoid sharing information that could be unnecessarily triggering.\u003c/p>\n\u003cp>When it comes to addressing the allegations with younger students, Aguirre said, “there are developmentally appropriate ways for teachers to acknowledge and to talk about it.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s fair to say something like, ‘A man that we learned about, who we celebrate and we learned about in history, we found out that he hurt people,’” she told KQED.\u003c/p>\n\u003cp>Whether the state will offer guidance for teachers to address the revelations isn’t yet known.\u003c/p>\n\u003cp>The California Department of Education’s history and social science framework suggests teaching about his legacy in fourth, ninth and 11th grades, along with the plans for César Chavez Day.\u003c/p>\n\u003cp>Last week, after the state Legislature passed a resolution to \u003ca href=\"https://www.kqed.org/news/12077691/california-lawmakers-pass-bill-to-rename-cesar-chavez-day-following-sexual-abuse-allegations\">rename the March 31 holiday\u003c/a> Farmworkers Day, the Department of Education put a pop-up advisory on its pages of Chavez curriculum and teaching materials, telling educators to “focus on the movement as a struggle that is greater than one man.” It also compiled a new page of teaching resources on the broader movement under a “Farmworkers Day” page.\u003c/p>\n\u003cp>But the department did not respond to requests for comment about whether it plans to alter or remove any of its model curriculum dedicated to Chavez, or add lessons about the new allegations.\u003c/p>\n\u003cp>In the meantime, Aguirre said it will be up to teachers to evolve with the history.\u003c/p>\n\u003cp>“New information came out, and it’s our responsibility as historians, as educators, to take that new information and change what we teach and we know,” she said. “You’re not erasing a history; it’s just history is maybe just more complicated.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.[aside postID=news_12077640 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-08-BL.jpg']The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San José’s school district will \u003ca href=\"https://www.kqed.org/news/12077640/alleging-discrimination-san-jose-parents-try-to-fight-school-closures\">shutter five elementary schools\u003c/a> and relocate another at the end of the year, despite pleas from parents and community members to halt the closure process.\u003c/p>\n\u003cp>The school board voted three to two late Thursday night in favor of the consolidation plan, which will close Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>School Board Vice President Brian Wheatley and trustee Nicole Gribstad voted against the plan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It would not be honest to suggest that a recommendation like this comes without loss. There is grief and change, especially when it touches schools and neighborhoods that people love,” Superintendent Nancy Albarrán said. “But there is also hope … the goal of this work is to create stronger, more stable, more resource school communities for students now and into the future.”\u003c/p>\n\u003cp>SJUSD staff said it would alert families who will be affected by the closures on Friday and finalize students’ new school assignments by May 1.\u003c/p>\n\u003cp>The closures come as districts across the Bay Area combat significant enrollment declines. San José Unified School District’s student population has shrunk 20% — a total of 6,000 students — since 2017.\u003c/p>\n\u003cfigure id=\"attachment_12077727\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077727\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-13-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gardner Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District staff said that SJUSD cannot continue to provide the necessary resources to fully staff and resource its current number of small campuses.\u003c/p>\n\u003cp>“As schools get smaller, it becomes harder to provide the level of programming, staffing stability, teacher collaboration, student supports and enrichment opportunities that our students deserve,” Albarrán said. “This is not about buildings alone. It is about whether we’re willing to act so that students have access to the kind of school experience we want every child in this district to have.”\u003c/p>\n\u003cp>In September, the district announced a plan to consider school closures, known as the “Schools of Tomorrow” initiative, and earlier this month, a committee made up of parents, staff and community volunteers recommended the plan that was ultimately approved by the board.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The committee identified the schools based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>But parents and educators packed into the district’s office for Thursday night’s meeting said the process has been rushed, and closures will cause stress and instability that harms their children.\u003c/p>\n\u003cp>Canoas Elementary teacher Dina Solnit told district leaders she’s worried about how her students will get to their new schools.\u003c/p>\n\u003cp>“Transportation is a real barrier for our families,” she said during Thursday’s meeting. “Many of our families live far from the proposed schools. If a student misses a bus, their only options may be an unsafe walk or missing school altogether.”\u003c/p>\n\u003cp>SJUSD has said it will provide students who live more than a mile and a half from their new school with transportation, but has only guaranteed that for the next year.\u003c/p>\n\u003cp>Another chief concern among parents is that the closures will disproportionately affect Latino and socio-economically disadvantaged students.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 70% of students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data. All five are Title I campuses.\u003c/p>\n\u003cp>“Parents are not just frustrated, they feel that their voices have not been heard, and that their concerns about the proposed school closures are not being taken seriously,” parent and teacher Tatiana Pineda said. “This lack of representation is especially pervasive among our Spanish-speaking parents, whose voices have been underrepresented and misrepresented in this process.”\u003c/p>\n\u003cp>Earlier this week, some filed a legal complaint with the school district, alleging that the closure plan violates state and federal anti-discrimination regulations.\u003c/p>\n\u003cfigure id=\"attachment_12077728\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-16-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During Thursday’s meeting, Silvia Scandar Mahan read a statement from her husband, San José Mayor Matt Mahan, calling on the district to consider the effect the plan would have on historically marginalized communities.\u003c/p>\n\u003cp>“I respectfully urge the board not to move forward with this Schools of Tomorrow proposal and instead work directly with parents and educators who are most affected by these decisions,” she read. “Please also do not neglect communities of color and low-income communities who have historically been left off of decision-making tables. Parents should be partners in shaping their schools, not an afterthought.”\u003c/p>\n\u003cp>The school district will have to investigate the parents’ discrimination claims and report their findings within 60 days. Depending on their conclusions, the parents could escalate the legal challenge to the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.[aside postID=news_12055955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/250909-BERRYESSAUNIONCLOSURES_03248_TV-KQED.jpg']According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The legal challenge comes ahead of a vote on the closure plan at a Thursday evening school board meeting. The South Bay district said enrollment has declined by 6,000 students since 2017. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-jose\">San José\u003c/a> parents are attempting to stop the city’s public school district from shuttering five campuses, alleging in a legal complaint that the plan would disproportionately impact low-income students and students of color.\u003c/p>\n\u003cp>Families filed the complaint with the San José Unified School District’s school board ahead of a vote on the closure plan on Thursday.\u003c/p>\n\u003cp>“This process has been discriminatory in its impact, misleading in how it has been presented to families, and procedurally deficient,” parent David Friedlander, who is leading the effort, said at a press conference on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Earlier this month, a committee of about 20 teachers, principals, parents and other community members recommended the board shutter Empire Gardens, Lowell, Gardner, Canoas and Terrell elementary schools and relocate Hammer Montessori to the Gardner campus at the end of the year.\u003c/p>\n\u003cp>It said the reorganization plan, dubbed “Schools of Tomorrow,” aims to address a 20% decline in enrollment — a loss of 6,000 students — since 2017. In that time, the number of elementary schools with fewer than 350 students has doubled from six to 12.\u003c/p>\n\u003cp>The committee’s recommendation said that shrinking enrollment could lead to reduced staffing, hurting programs like art and music at small schools, and increasing the need for combined grade classes at district schools.\u003c/p>\n\u003cfigure id=\"attachment_12077731\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077731\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-15-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lowell Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The Schools of Tomorrow process is a response to these challenges that will enable us to address declining enrollment in a positive, student-centered way,” SJUSD said on its website.\u003c/p>\n\u003cp>But parents say the plan to close schools has been rushed, and should be a “last resort.”\u003c/p>\n\u003cp>“We want our community to have input. We want to improve the programs that are in the schools. We want to do this in a thoughtful way,” Friedlander, a Hammer Montessori parent, told KQED.\u003c/p>\n\u003cp>They also said the final list of campuses that will close discriminates against students of color and low-income families.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to Maeve Naughton, a parent at Terrell Elementary, all five of the campuses that could shutter are Title I schools.\u003c/p>\n\u003cp>“Title I schools exist for one reason — to serve children living in poverty. Children who already carry burdens that most of us will never fully understand,” she said in a statement.\u003c/p>\n\u003cp>Friedlander said that up to nine school closures were initially considered, but “when they moved to fewer schools, it really shifted to targeting entirely Title I schools.”\u003c/p>\n\u003cp>“These schools are heavily Latino. They are also primarily socioeconomically disadvantaged students, foster youth, kids with special needs,” he told KQED.\u003c/p>\n\u003cp>Between 72% and 91% of the students at four of the schools recommended for closure identify as Hispanic or Latino, compared to about 55.2% of all SJUSD students, according to California Department of Education data.\u003c/p>\n\u003cp>“Those are way higher on that metric than the district average, and those are the schools targeted,” Friedlander continued.\u003c/p>\n\u003cp>The complaint alleges that this discrimination violates state and federal protections and that the closure process hasn’t included enough community input or an analysis examining the equity for affected students.\u003c/p>\n\u003cp>SJUSD did not immediately respond to a request for comment on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_12077729\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12077729\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260326-SJSchoolClosures-23-BL-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Empire Gardens Elementary School in San José on March 26, 2026. The school is among those proposed for closure as part of the San José Unified School District’s “Schools of Tomorrow” plan. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district said it identified the schools to close based on enrollment, targeting schools with fewer than 300 students, and took into account whether they had special education and bilingual programs. On its website, SJUSD said its “ideal” elementary school would have three classes per grade level, or four classes at schools with English immersion and bilingual programs.\u003c/p>\n\u003cp>The district will be required to conduct an investigation into the claims and report its findings within 60 days. Depending on its conclusion, the parents could appeal to the state department of education.\u003c/p>\n\u003cp>Friedlander said, in part, parents filed the complaint to get ahead of any decision the school board makes Thursday night. He said, depending on the outcome of the meeting, further legal challenges could follow.\u003c/p>\n\u003cp>“We are not going away. We are organized, we are filing through proper legal channels, and we expect answers,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "trump-administration-opens-investigation-into-race-in-admissions-at-stanford-medical-school",
"title": "Trump Administration Opens Investigation Into Race in Admissions at Stanford Medical School",
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"content": "\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>[aside postID=news_12077496 hero='https://ww2.kqed.org/app/uploads/sites/10/2019/02/GettyImages-450371283-1020x680.jpg']\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cp>The Trump administration has opened investigations into how race is considered in admissions at \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford University\u003c/a>, Ohio State and the University of California, San Diego, ratcheting up its pressure campaign against colleges and universities.\u003c/p>\n\u003cp>Harmeet Dhillon, the Justice Department’s assistant attorney general for civil rights, \u003ca href=\"https://x.com/AAGDhillon/status/2037236817376743455\">announced\u003c/a> the investigations Wednesday on X.\u003c/p>\n\u003cp>Through a series of investigations and executive actions, President Donald Trump has been ramping up scrutiny of universities he decries as overrun by liberal influence. His administration previously has targeted undergraduate admissions at selective colleges, demanding they collect data to show they are in line with a 2023 Supreme Court decision forbidding affirmative action in college admissions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The investigations were reported first by \u003ca href=\"https://www.nytimes.com/2026/03/26/us/politics/trump-medical-schools-civil-rights.html\">The New York Times\u003c/a>.\u003c/p>\n\u003cp>In a letter to Ohio State, Dhillon wrote that the Justice Department was seeking any documents related to “the use or lack of use of race” in evaluating applicants. She said they were also seeking all applicant-level admissions data and any reviews by the school of admissions trends or outcomes by race.\u003c/p>\n\u003cp>A separate, five-page document details the records the government is seeking. It includes data on standardized test scores, information collected or inferred on race and ethnicity, and admissions decisions for each applicant going back to the incoming class that started in 2019.\u003c/p>\n\u003cfigure id=\"attachment_12062228\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12062228\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/10/20251029_STANFORDFILE-_GH-3-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students walk and bike past the fountain outside Memorial Auditorium at Stanford University in Stanford on Oct. 29, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ohio State spokesperson Benjamin Johnson said the school is compliant with state and federal regulations and legal rulings regarding admissions. “We’ve received the attached letter and will respond appropriately,” he said.\u003c/p>\n\u003cp>UC San Diego said in a written statement that it was reviewing the notice from the Justice Department. “UC San Diego is committed to fair processes in all of our programs and activities, including admissions, consistent with federal and state anti-discrimination laws,” the university said in a written statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford School of Medicine spokesperson Cecilia Arradaza said it was reviewing the letter. “Stanford School of Medicine prohibits unlawful discrimination on the basis of race, color, national or ethnic origin, or any other characteristic protected by applicable law,” Arradaza said in a written statement.\u003c/p>\n\u003cp>The Justice Department confirmed to KQED that the initial focus of the investigation is admissions.\u003c/p>\n\u003cp>The Supreme Court ruling that banned the use of \u003ca href=\"https://apnews.com/article/supreme-court-affirmative-action-college-race-f83d6318017ec9b9029b12ee2256e744\">affirmative action in admissions\u003c/a> said colleges could still consider how race has shaped students’ lives if applicants share that information in their admissions essays. Trump has raised concerns that colleges and universities were using personal statements and other proxies to consider race, which he views as illegal discrimination.\u003c/p>\n\u003cp>Earlier this month, a coalition of 17 Democratic state attorneys general filed a lawsuit challenging a \u003ca href=\"https://apnews.com/article/trump-race-college-admissions-executive-order-9fe070750d31879b24800032a013659d\">Trump administration policy\u003c/a> that requires higher education institutions to collect data showing they aren’t considering race in admissions. A federal judge in Massachusetts is weighing their request to block the demand.\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Gaiser contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.[aside postID=news_12076468 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-14-BL-KQED.jpg']In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As more than half of \u003ca href=\"https://www.kqed.org/news/tag/california\">California\u003c/a>’s public school students continue to fall short of grade-level standards in both math and English language arts, local legislators and education officials are proposing new legislation aimed at closing what they say is a state “accountability gap” contributing to lagging achievement outcomes.\u003c/p>\n\u003cp>The California School Board Association, which plans to campaign in Sacramento on Tuesday for a four-bill package, said the state currently lacks a coherent plan to increase student success.\u003c/p>\n\u003cp>“While school districts and county offices of education are held solely responsible for closing achievement gaps, the state controls major policy and funding decisions, and its systems remain fragmented and inconsistent,” CSBA said in a statement. “Local leaders are expected to deliver positive student outcomes, but the state is not held accountable for whether its own policies, budgets and agencies are aligned to or effective in supporting local success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fewer than 40% of California’s public school students are proficient in math, and less than half meet English language arts standards, according to state data, which compiles annual test scores from students in grades three through eight, as well as juniors in high school. Among low-income students, foster youth and Black and Latino students, proficiency drops as low as 20%.\u003c/p>\n\u003cp>Troy Flint, a spokesperson for CSBA, said that to close those gaps, there needs to be greater state coordination.\u003c/p>\n\u003cp>“If I asked you today, what is the state plan for closing achievement gaps, you would be hard pressed to find that,” he told KQED. “The state of California has many programs and initiatives which are designed to address student achievement in some way, but they don’t have a cohesive, aligned plan that coordinates budgets, programs, implementation and support so that all agencies are rowing in the same direction.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While California has comprehensive reports of individual schools and school districts’ performance, Flint said there isn’t similar oversight of the state’s efforts to improve student outcomes.\u003c/p>\n\u003cp>The bills would create a number of accountability measures, including an annual dashboard recording the progress of state efforts aimed at closing achievement gaps and a commission that identifies and assesses where school districts and other local educational agencies are seeing gaps in state support.\u003c/p>\n\u003cp>They would also require the State Board of Education and Department of Education to commission a plan of goals and benchmarks for the state to support local districts, and make changes to the \u003ca href=\"https://www.cde.ca.gov/ds/sp/cl/\">system\u003c/a> used to track attendance and other student data quarterly.\u003c/p>\n\u003cp>“California has invested billions in education, yet families still see achievement gaps that have not meaningfully improved in decades. We have a lot of programs, but not always a clear way to see whether the state’s investments are truly helping students,” said Stockton-area Assemblymember Rhodesia Ransom, who authored the \u003ca href=\"https://legiscan.com/CA/text/AB2514/id/3381923\">bill\u003c/a> to create the achievement gap dashboard.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a statement, she said AB 2514 would bring about “transparency and alignment, so the state is working alongside our school districts, not simply asking them to solve this challenge on their own.”\u003c/p>\n\u003cp>Before the COVID-19 pandemic, which shuttered schools and disrupted learning, \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">just over half\u003c/a> of students were considered proficient or exceeding progress standards in English language arts based on annual state testing, while about 39.7% of students met or exceeded progress standards in math. Those numbers dropped after school closures and distance learning, to about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">47% and 33.4%\u003c/a> during the 2021-22 school year, respectively.\u003c/p>\n\u003cp>Over the last few years, student test rates have started to rebound slightly, but still lag behind pre-pandemic levels.\u003c/p>\n\u003cp>Experts are also concerned about long-term, and in some cases, \u003ca href=\"https://www.ppic.org/blog/recent-test-results-show-widening-gap-between-high-and-low-scoring-k-12-students/\">widening gaps\u003c/a> between the state’s highest and lowest performing students.\u003c/p>\n\u003cp>English language arts proficiency among Black students was \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">32.75%\u003c/a> last year, compared to \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">48.82% \u003c/a>overall. In Math, scores lagged about 17.24 percentage points behind overall scores, with 20.06% of students at or exceeding grade level standards.\u003c/p>\n\u003cp>Among Latino students, English and math figures were \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=78&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">38.8% and 25.74%\u003c/a>, respectively, while Asian students, who performed the highest, recorded \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=5&lstSubGroup=76&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">74.36% and 70%\u003c/a> proficiency.\u003c/p>\n\u003cfigure id=\"attachment_12067251\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12067251\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/12/250818-SFUSDFirstDay-24_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at Sanchez Elementary School in San Francisco arrive for their first day of the school year on Aug. 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Socioeconomically disadvantaged students also had about \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=3&lstSubGroup=31&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10% lower proficiency rates \u003c/a>in both subjects. Foster youth had a \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=17&lstSubGroup=240&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">larger gap\u003c/a>: just 22.46% were at or above grade level in English language arts, while 13.17% met or exceeded math standards. Slightly more than \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2025&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">10%\u003c/a> of English language learning students met or exceeded English and math expectations.\u003c/p>\n\u003cp>Flint said more affluent urban and suburban school districts also see higher achievement levels than rural areas.\u003c/p>\n\u003cp>The campaign to improve state oversight, Flint said, is about lifting overall student performance.\u003c/p>\n\u003cp>“The only way you’re going to do that really anywhere, but especially in a state with California’s demographics, is by targeting the achievement gap,” Flint told KQED. “We’re taking a broad perspective on this about how we can provide universally high education that reaches across all barriers and boundaries to support students … It’s about every student group that we can identify that’s struggling and uplifting them.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "san-francisco-kids-with-special-needs-get-delayed-and-unequal-access-to-services",
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"content": "\u003cp>Babies and toddlers with special needs are not getting the therapies they’re entitled to receive in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a timely way, if at all, according to a survey released Monday of more than 400 early child educators and providers.\u003c/p>\n\u003cp>The \u003ca href=\"https://felton.org/wp-content/uploads/2026/03/WHITE-PAPER_EII-Equity-Taskforce_11-2025.pdf\">report, from a task force made up of early childhood education advocates\u003c/a>, found the agencies responsible for delivering them are disconnected from one another. These challenges make it \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">especially hard for immigrant and low-income families\u003c/a> to access services aimed at supporting children’s language, physical and social-emotional development.\u003c/p>\n\u003cp>The report calls for building a system that better coordinates services — something the San Francisco Department of Early Childhood is looking into.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Babies and toddlers with special needs are not getting the therapies they’re entitled to receive in \u003ca href=\"https://www.kqed.org/news/tag/san-francisco\">San Francisco\u003c/a> in a timely way, if at all, according to a survey released Monday of more than 400 early child educators and providers.\u003c/p>\n\u003cp>The \u003ca href=\"https://felton.org/wp-content/uploads/2026/03/WHITE-PAPER_EII-Equity-Taskforce_11-2025.pdf\">report, from a task force made up of early childhood education advocates\u003c/a>, found the agencies responsible for delivering them are disconnected from one another. These challenges make it \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">especially hard for immigrant and low-income families\u003c/a> to access services aimed at supporting children’s language, physical and social-emotional development.\u003c/p>\n\u003cp>The report calls for building a system that better coordinates services — something the San Francisco Department of Early Childhood is looking into.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of programs are fragmented, and it’s up to us to start putting those pieces together,” said Ingrid Mezquita, director of the department.\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/crs-product/R43631\">Federal law guarantees\u003c/a> services like speech therapy, occupational therapy and physical therapy for children under the age of 3 who may have a disability. Experts say getting these services during the early years, when children’s brains are the most adaptable, can head off the need for special education services when they’re older. Any delay can have long-term consequences for their development.\u003c/p>\n\u003cfigure id=\"attachment_12076657\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12076657 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg\" alt=\"\" width=\"2000\" height=\"1126\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1536x865.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/Yolanda-WIlson-2-kids_qed-1-1200x675.jpg 1200w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Babies and toddlers with special needs in San Francisco are not receiving therapies they’re entitled to in a timely way — if at all — according to a new survey of more than 400 early childhood educators and providers. \u003ccite>(Andrew Stelzer for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And yet we see time and time again, particularly for children in certain zip codes, children of certain races, children who speak certain languages, that they are waiting long periods of time or never being connected to the services,” said Heidi Lamar, program director for Compass Family Services’ Children Center, and coleader of the task force.\u003c/p>\n\u003cp>Usually, caregivers or pediatricians who observe a developmental concern refer families to the Golden Gate Regional Center, a nonprofit responsible for getting children assessed, determining their eligibility and arranging early intervention services. The services are funded by a blend of state and federal grants.\u003c/p>\n\u003cp>If a child needs therapies after turning 3, their families must go to the San Francisco Unified School District to request continuing services.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But early childhood educators and providers reported in the survey that limited coordination and communications between these systems and underfunding of the services often result in delayed and unequal access to the therapies.\u003c/p>\n\u003cp>The report noted that Black and Latinx students, and children with special needs, scored the lowest in SFUSD’s kindergarten readiness evaluations.\u003c/p>\n\u003cp>Karla Ramos said her daughter, who has Down syndrome, lost access to therapies after turning three last Fall and had to wait months to restart them through the school district.\u003c/p>\n\u003cp>“Imagine a child who’s already struggling — she’s still in diapers, and she just learned to walk in October — still maneuvering and learning a lot of things,” Ramos said. “I felt that it’s a great disservice for children with needs.”\u003c/p>\n\u003cp>Some child care programs have taken it upon themselves to hire in-house early intervention specialists, but have a hard time recruiting and retaining them.\u003c/p>\n\u003cp>Mezquita said the city is also looking into “building the capacity” at early learning programs to provide the services to children.\u003c/p>\n\u003cfigure id=\"attachment_12076655\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076655\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260130-sfchildcareaccess00146_TV_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Victoria Golobordko walks a child at Daycare Bumblebee in San Francisco on Jan. 30, 2026. San Francisco is expanding access to child care by offering 50% discounts to middle- and upper-middle-income earners in an effort to tackle affordability issues in one of the most expensive cities in the country. Daycare Bumblebee is trying to get approval to enter the city’s Early Learning For All system. \u003ccite>(Tâm Vũ/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Besides calling for better coordination between child care providers, the school district, regional centers and health care providers, the task force also urged the city to fund the “true cost” of supporting children with disabilities, including smaller class sizes staffed with specialists.\u003c/p>\n\u003cp>Lamar said most of the people involved in caring for or providing early intervention services want to make improvements.\u003c/p>\n\u003cp>“There’s interest, there’s motivation, there is care,” she said. “There are also some feelings of being daunted by the huge workload it’s going to take to really make sure that no child is falling through the cracks.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In Kristi Fowler’s \u003ca href=\"https://www.kqed.org/news/tag/transitional-kindergarten\">transitional kindergarten\u003c/a> classroom, 4-year-olds learn math by counting steps as they jump and by sorting objects by shape or color.\u003c/p>\n\u003cp>They can skip-count by 10s to get up to 100 and recognize patterns in a numerical sequence.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>I used to think that TK [students] were just babies, and they can’t do that kind of stuff,” Fowler said. “They can, and they love it, and they’re excited to do it, and they’re really good at it.”\u003c/p>\n\u003cp>Getting these students to learn through play is one goal at Yokayo Elementary School, where Fowler works, in the North Coast city of Ukiah. Another is to ensure the skills they gain in TK will last throughout elementary school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district is one of dozens in California hoping to maximize the benefits of transitional kindergarten, which this year became \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">free and available for all 4-year-olds across the state\u003c/a>. Gov. Gavin Newsom called the \u003ca href=\"https://calbudgetcenter.org/resources/how-california-is-expanding-transitional-kindergarten/\">$15 billion rollout\u003c/a> “a huge opportunity to invest in our kids and their future” and narrow the \u003ca href=\"https://www.ap.org/news-highlights/spotlights/2026/kindergarten-readiness-varies-widely-by-income-new-data-shows-cities-are-stepping-in-to-help/\">gap in kindergarten readiness\u003c/a> — such as the ability to socialize, pay attention and regulate emotions — between kids from lower-income and higher-income families.\u003c/p>\n\u003cp>But the enthusiasm for TK is tempered by concerns that the investment won’t pay off if the program’s benefits fade over time. Studies have shown that children who attend preschool start kindergarten with a measurable advantage over classmates who didn’t participate, but those gains seem to disappear by roughly the third grade. In Tennessee, a multi-year study found that 4-year-olds who attended a public pre-kindergarten program fared worse academically by the time they reached sixth grade than those who didn’t participate.\u003c/p>\n\u003cfigure id=\"attachment_12076149\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076149\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students work on a math question in their second grade class with teacher Yadira DeLuna at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-legislature-newsom-transitional-kindergarten-budget-research\">doesn’t have a plan to evaluate\u003c/a> the effectiveness of universal TK. And while the California Department of Education has guidelines on \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">what students should learn, \u003c/a>there is no mandated curriculum — leaving TK programs potentially vulnerable to repeating the pitfalls in Tennessee’s program.\u003c/p>\n\u003cp>Some districts are seeking out best practices to avoid the same fate.\u003c/p>\n\u003cp>At Ukiah Unified, a high-poverty school district where a large percentage of its 5,800 students are in foster care or are English learners from Spanish-speaking households, administrators are determined to ensure the TK students are set up for success later on. They’re supporting an initiative at Yokayo Elementary, where teachers emphasize learning math skills in TK and building on what students know as they move to the next grade.\u003c/p>\n\u003cp>The school is focusing on math because more than 60% of California students \u003ca href=\"https://edsource.org/2025/california-students-struggle-math-english/742613#:~:text=%E2%80%9CProficient%20is%20a%20pretty%20high,and%20transparency%20from%20the%20state.\">are not proficient in the subject\u003c/a>, and studies show that students’ early math skills predict their academic achievement in middle and even high school.[aside postID=news_12052609 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/240520-TKParentsDilemma-32-BL_qed.jpg']“If they don’t get that foundation, then it’s a house of cards,” said Deborah Stipek, an expert on early childhood and elementary education at Stanford’s Graduate School of Education. “And as they make an effort to learn more advanced math, it falls apart because they don’t really have that basic understanding.”\u003c/p>\n\u003cp>When students are forced to reach too high when they start a new grade, they can feel lost and frustrated. If they repeat something they already know, they can lose interest in learning, Stipek said.\u003c/p>\n\u003cp>At Yokayo, teachers from TK to third grade get together to align their curriculum and standards to ensure students make academic progress from one grade to the next.\u003c/p>\n\u003cp>It’s a type of collaboration that might seem intuitive, but that runs counter to the way schools are typically organized. Teachers usually talk to their colleagues from the same grade level and follow pre-designed lesson plans.\u003c/p>\n\u003cp>Steven Kellner, director of district leadership and state policy for the nonprofit California Education Partners, said that creates a “herky-jerky” learning experience for students.\u003c/p>\n\u003cp>“‘Kindergarten’s this way and first grade’s that way,’ and they have nothing to do with each other,” he said of districts’ typical approach. “Transitional kindergarten is great, but if it’s not connected to the other grades, it’s not super helpful.”\u003c/p>\n\u003cp>Ed Partners, which is dedicated to improving student outcomes in under-resourced districts, is helping dozens of school districts across the state develop what it calls “preschool through third grade coherence.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The nonprofit pairs \u003ca href=\"https://centerx.gseis.ucla.edu/math-project/\">university experts\u003c/a> with teams of teachers, principals and school district leaders to share math teaching strategies that work across the early elementary school years. The teams receive ongoing coaching to improve the way they teach math, based on how much progress students make between the beginning and end of each school year. Stipek is an advisor to the nonprofit.\u003c/p>\n\u003cp>Yokayo Elementary is in the third year of implementing this strategy. In Fowler’s classroom, for example, students play a game called “How many ways?” where they’re asked to represent the number 4 and share their reasoning with classmates. Some students drew four dots or four hearts, while others wrote their names four times on the whiteboard.\u003c/p>\n\u003cp>By the time they get to second grade, in teacher Yadira De Luna’s classroom, they’ll perform the same task but with increasing difficulty. One recent morning, she asked her students to show multiple ways to represent the number 175. Some drew 175 circles or bars, while others filled their sheet of paper with as many addition or subtraction formulas they could think of that end in 175.\u003c/p>\n\u003cp>This exercise lets students see that there is more than one way to get to the right answer. It also encourages them to articulate their reasoning in front of their peers.\u003c/p>\n\u003cfigure id=\"attachment_12076151\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076151\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dana Milani speaks with second grade students about a math question in their class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By allowing them to play with numbers and to look at patterns and to see what they look like in the real world, that’s where you’re going to get that love of math,” said Dana Milani, the school’s principal.\u003c/p>\n\u003cp>Milani spent 15 years teaching fifth grade at Yokayo Elementary before switching to administration. She said having transitional kindergarten at her school has made her appreciate the opportunity to nurture young children’s love of learning, while being careful not to stifle it.\u003c/p>\n\u003cp>“We’re not making [math lessons] too long, we’re not having them get to where they’re like, ‘Ugh, do we have to do math again?’” she said. “It’s this really fun time where they get to use problem-solving skills. When you’re 4, problem-solving is a big deal, and if they can figure out how to problem-solve socially, they can do it academically.”\u003c/p>\n\u003cp>Researchers say engaging in math activities early on teaches young kids cognitive skills (like memorizing and organizing) that can be applied to other areas of life.\u003c/p>\n\u003cfigure id=\"attachment_12076150\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076150\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students work on a math question in their second grade class with teacher Yadira DeLuna at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recently, \u003ca href=\"https://edsource.org/2026/clarifying-transitional-kindergartens-curriculum-keeps-kids-playing/751419\">the state proposed redefining transitional kindergarten\u003c/a> in official documents to clarify that, instead of using a “modified kindergarten curriculum,” TK instruction should prioritize play as a form of learning. The California Department of Education also encourages school districts to align \u003ca href=\"https://www.cde.ca.gov/ci/gs/p3/#:~:text=Successful%20P%2D3%20alignment%20requires%20cross%2Dsector,families%2C%20and%20continuity%20of%20pathways.\">preschool to third grade\u003c/a> teachings.\u003c/p>\n\u003cp>But with no standard statewide curriculum, Stipek said she’s heard a variety of stories about what goes on in TK classrooms — from a “drill and kill” approach, where “all the kids do is sit and do worksheets” to the “incredibly wonderful, playful learning that’s going on.”\u003c/p>\n\u003cp>She said one reason Tennessee’s Pre-K program failed kids was that it rigidly focused on knowing letters and numbers, instead of exploring learning through interaction and play.\u003c/p>\n\u003cp>An evaluation of the fully expanded program would help California state leaders and educators figure out how to fine-tune TK, Stipek said. So far, the Legislature has not committed funding for a study.[aside postID=news_11989955 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/240520-TKPARENTSDILEMMA-07-BL-KQED-1020x680.jpg']In the meantime, the Ukiah Unified School District plans to track its students’ progress from this first year of universal TK, and Ed Partners will evaluate the districts that implemented preschool through third grade alignment.\u003c/p>\n\u003cp>The district’s superintendent, Deborah Kubin, said so far, TK seems to be working. Ukiah Unified used its state funding to add a new building and playground just for 4-year-olds on Yokayo’s sprawling campus. Each of the two spacious classrooms has a teacher and a teacher’s aide, and classes are capped at no more than 20 students to ensure the kids get the attention that they need.\u003c/p>\n\u003cp>Students who attended the program when the district began offering it scored 7% higher on their third grade assessments last year than students who didn’t go to TK.\u003c/p>\n\u003cp>Launching the program “definitely has been a challenge, but as we’re seeing in our results, the students are doing better,” Kubin said.\u003c/p>\n\u003cp>Parent Katie Sims said at the beginning of the school year, her son, Sawyer, had a hard time transitioning from a small day care to Fowler’s classroom.\u003c/p>\n\u003cp>“But once he settled in, he did have a great experience with the teachers,” Sims said. “He absolutely loves going to school now.”\u003c/p>\n\u003cp>TK wasn’t an option when her older son, who’s in seventh grade, began his educational journey.\u003c/p>\n\u003cp>“My youngest son is going to have an easier transition into kindergarten and actual academics, versus my older son, who just got kind of thrown in and didn’t know what to expect,” Sims said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Kristi Fowler’s \u003ca href=\"https://www.kqed.org/news/tag/transitional-kindergarten\">transitional kindergarten\u003c/a> classroom, 4-year-olds learn math by counting steps as they jump and by sorting objects by shape or color.\u003c/p>\n\u003cp>They can skip-count by 10s to get up to 100 and recognize patterns in a numerical sequence.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>I used to think that TK [students] were just babies, and they can’t do that kind of stuff,” Fowler said. “They can, and they love it, and they’re excited to do it, and they’re really good at it.”\u003c/p>\n\u003cp>Getting these students to learn through play is one goal at Yokayo Elementary School, where Fowler works, in the North Coast city of Ukiah. Another is to ensure the skills they gain in TK will last throughout elementary school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district is one of dozens in California hoping to maximize the benefits of transitional kindergarten, which this year became \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">free and available for all 4-year-olds across the state\u003c/a>. Gov. Gavin Newsom called the \u003ca href=\"https://calbudgetcenter.org/resources/how-california-is-expanding-transitional-kindergarten/\">$15 billion rollout\u003c/a> “a huge opportunity to invest in our kids and their future” and narrow the \u003ca href=\"https://www.ap.org/news-highlights/spotlights/2026/kindergarten-readiness-varies-widely-by-income-new-data-shows-cities-are-stepping-in-to-help/\">gap in kindergarten readiness\u003c/a> — such as the ability to socialize, pay attention and regulate emotions — between kids from lower-income and higher-income families.\u003c/p>\n\u003cp>But the enthusiasm for TK is tempered by concerns that the investment won’t pay off if the program’s benefits fade over time. Studies have shown that children who attend preschool start kindergarten with a measurable advantage over classmates who didn’t participate, but those gains seem to disappear by roughly the third grade. In Tennessee, a multi-year study found that 4-year-olds who attended a public pre-kindergarten program fared worse academically by the time they reached sixth grade than those who didn’t participate.\u003c/p>\n\u003cfigure id=\"attachment_12076149\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076149\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-04-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students work on a math question in their second grade class with teacher Yadira DeLuna at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California \u003ca href=\"https://laist.com/news/education/early-childhood-education-pre-k/california-legislature-newsom-transitional-kindergarten-budget-research\">doesn’t have a plan to evaluate\u003c/a> the effectiveness of universal TK. And while the California Department of Education has guidelines on \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/psfoundations.asp\">what students should learn, \u003c/a>there is no mandated curriculum — leaving TK programs potentially vulnerable to repeating the pitfalls in Tennessee’s program.\u003c/p>\n\u003cp>Some districts are seeking out best practices to avoid the same fate.\u003c/p>\n\u003cp>At Ukiah Unified, a high-poverty school district where a large percentage of its 5,800 students are in foster care or are English learners from Spanish-speaking households, administrators are determined to ensure the TK students are set up for success later on. They’re supporting an initiative at Yokayo Elementary, where teachers emphasize learning math skills in TK and building on what students know as they move to the next grade.\u003c/p>\n\u003cp>The school is focusing on math because more than 60% of California students \u003ca href=\"https://edsource.org/2025/california-students-struggle-math-english/742613#:~:text=%E2%80%9CProficient%20is%20a%20pretty%20high,and%20transparency%20from%20the%20state.\">are not proficient in the subject\u003c/a>, and studies show that students’ early math skills predict their academic achievement in middle and even high school.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“If they don’t get that foundation, then it’s a house of cards,” said Deborah Stipek, an expert on early childhood and elementary education at Stanford’s Graduate School of Education. “And as they make an effort to learn more advanced math, it falls apart because they don’t really have that basic understanding.”\u003c/p>\n\u003cp>When students are forced to reach too high when they start a new grade, they can feel lost and frustrated. If they repeat something they already know, they can lose interest in learning, Stipek said.\u003c/p>\n\u003cp>At Yokayo, teachers from TK to third grade get together to align their curriculum and standards to ensure students make academic progress from one grade to the next.\u003c/p>\n\u003cp>It’s a type of collaboration that might seem intuitive, but that runs counter to the way schools are typically organized. Teachers usually talk to their colleagues from the same grade level and follow pre-designed lesson plans.\u003c/p>\n\u003cp>Steven Kellner, director of district leadership and state policy for the nonprofit California Education Partners, said that creates a “herky-jerky” learning experience for students.\u003c/p>\n\u003cp>“‘Kindergarten’s this way and first grade’s that way,’ and they have nothing to do with each other,” he said of districts’ typical approach. “Transitional kindergarten is great, but if it’s not connected to the other grades, it’s not super helpful.”\u003c/p>\n\u003cp>Ed Partners, which is dedicated to improving student outcomes in under-resourced districts, is helping dozens of school districts across the state develop what it calls “preschool through third grade coherence.”\u003c/p>\n\u003cfigure id=\"attachment_12076152\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076152\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-13-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students run during gym class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The nonprofit pairs \u003ca href=\"https://centerx.gseis.ucla.edu/math-project/\">university experts\u003c/a> with teams of teachers, principals and school district leaders to share math teaching strategies that work across the early elementary school years. The teams receive ongoing coaching to improve the way they teach math, based on how much progress students make between the beginning and end of each school year. Stipek is an advisor to the nonprofit.\u003c/p>\n\u003cp>Yokayo Elementary is in the third year of implementing this strategy. In Fowler’s classroom, for example, students play a game called “How many ways?” where they’re asked to represent the number 4 and share their reasoning with classmates. Some students drew four dots or four hearts, while others wrote their names four times on the whiteboard.\u003c/p>\n\u003cp>By the time they get to second grade, in teacher Yadira De Luna’s classroom, they’ll perform the same task but with increasing difficulty. One recent morning, she asked her students to show multiple ways to represent the number 175. Some drew 175 circles or bars, while others filled their sheet of paper with as many addition or subtraction formulas they could think of that end in 175.\u003c/p>\n\u003cp>This exercise lets students see that there is more than one way to get to the right answer. It also encourages them to articulate their reasoning in front of their peers.\u003c/p>\n\u003cfigure id=\"attachment_12076151\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076151\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-10-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Principal Dana Milani speaks with second grade students about a math question in their class at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By allowing them to play with numbers and to look at patterns and to see what they look like in the real world, that’s where you’re going to get that love of math,” said Dana Milani, the school’s principal.\u003c/p>\n\u003cp>Milani spent 15 years teaching fifth grade at Yokayo Elementary before switching to administration. She said having transitional kindergarten at her school has made her appreciate the opportunity to nurture young children’s love of learning, while being careful not to stifle it.\u003c/p>\n\u003cp>“We’re not making [math lessons] too long, we’re not having them get to where they’re like, ‘Ugh, do we have to do math again?’” she said. “It’s this really fun time where they get to use problem-solving skills. When you’re 4, problem-solving is a big deal, and if they can figure out how to problem-solve socially, they can do it academically.”\u003c/p>\n\u003cp>Researchers say engaging in math activities early on teaches young kids cognitive skills (like memorizing and organizing) that can be applied to other areas of life.\u003c/p>\n\u003cfigure id=\"attachment_12076150\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12076150\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2026/03/260106-PREVENTINGPRESCHOOLFADEOUT-05-BL-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students work on a math question in their second grade class with teacher Yadira DeLuna at Yokayo Elementary School in Ukiah on Jan. 6, 2026. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recently, \u003ca href=\"https://edsource.org/2026/clarifying-transitional-kindergartens-curriculum-keeps-kids-playing/751419\">the state proposed redefining transitional kindergarten\u003c/a> in official documents to clarify that, instead of using a “modified kindergarten curriculum,” TK instruction should prioritize play as a form of learning. The California Department of Education also encourages school districts to align \u003ca href=\"https://www.cde.ca.gov/ci/gs/p3/#:~:text=Successful%20P%2D3%20alignment%20requires%20cross%2Dsector,families%2C%20and%20continuity%20of%20pathways.\">preschool to third grade\u003c/a> teachings.\u003c/p>\n\u003cp>But with no standard statewide curriculum, Stipek said she’s heard a variety of stories about what goes on in TK classrooms — from a “drill and kill” approach, where “all the kids do is sit and do worksheets” to the “incredibly wonderful, playful learning that’s going on.”\u003c/p>\n\u003cp>She said one reason Tennessee’s Pre-K program failed kids was that it rigidly focused on knowing letters and numbers, instead of exploring learning through interaction and play.\u003c/p>\n\u003cp>An evaluation of the fully expanded program would help California state leaders and educators figure out how to fine-tune TK, Stipek said. So far, the Legislature has not committed funding for a study.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In the meantime, the Ukiah Unified School District plans to track its students’ progress from this first year of universal TK, and Ed Partners will evaluate the districts that implemented preschool through third grade alignment.\u003c/p>\n\u003cp>The district’s superintendent, Deborah Kubin, said so far, TK seems to be working. Ukiah Unified used its state funding to add a new building and playground just for 4-year-olds on Yokayo’s sprawling campus. Each of the two spacious classrooms has a teacher and a teacher’s aide, and classes are capped at no more than 20 students to ensure the kids get the attention that they need.\u003c/p>\n\u003cp>Students who attended the program when the district began offering it scored 7% higher on their third grade assessments last year than students who didn’t go to TK.\u003c/p>\n\u003cp>Launching the program “definitely has been a challenge, but as we’re seeing in our results, the students are doing better,” Kubin said.\u003c/p>\n\u003cp>Parent Katie Sims said at the beginning of the school year, her son, Sawyer, had a hard time transitioning from a small day care to Fowler’s classroom.\u003c/p>\n\u003cp>“But once he settled in, he did have a great experience with the teachers,” Sims said. “He absolutely loves going to school now.”\u003c/p>\n\u003cp>TK wasn’t an option when her older son, who’s in seventh grade, began his educational journey.\u003c/p>\n\u003cp>“My youngest son is going to have an easier transition into kindergarten and actual academics, versus my older son, who just got kind of thrown in and didn’t know what to expect,” Sims said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-teachers-tread-lightly-for-americas-250th-as-they-navigate-competing-narratives",
"title": "California Teachers ‘Tread Lightly’ for America’s 250th as They Navigate Competing Narratives",
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"headTitle": "California Teachers ‘Tread Lightly’ for America’s 250th as They Navigate Competing Narratives | 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\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>The \u003ca href=\"https://www.kqed.org/politics\">national political climate\u003c/a> may be polarized and combative, but California is taking steps to ensure K-12 students learn to have respectful debates, get involved in their communities and understand their rights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The State Board of Education is poised on March 11 to add civics to the \u003ca href=\"https://www.caschooldashboard.org\">California School Dashboard\u003c/a>, the primary accountability tool for the state’s public K-12 schools.\u003c/p>\n\u003cp>The aim is to encourage more students to excel in their government classes, show a strong understanding of the Constitution and the foundations of democracy, and get involved in civics-related extracurricular or community activities.\u003c/p>\n\u003cfigure id=\"attachment_12047499\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12047499\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The U.S. Department of Education on April 29, 2025 in Washington, D.C. \u003ccite>(Pete Kiehart for The Washington Post via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition, the state is \u003ca href=\"https://www.celebrate.ca.gov\">promoting a wide range of civics\u003c/a> activities commemorating the 250th anniversary of the United States and the 175th anniversary of California becoming a state.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office has convened a group of experts to come up with lessons, events, field trips and other activities for students and communities. The idea is to inspire students to get involved, become regular voters or even run for public office.\u003c/p>\n\u003ch2>‘Something that has to be taught’\u003c/h2>\n\u003cp>The moves couldn’t come at a better time, advocates said.\u003c/p>\n\u003cp>“The issue is urgent. There’s a lot of concern right now about the state of democracy and the role of schools,” said Michael Matsuda, former superintendent of Anaheim Union High School District. He’s long been a champion of civics education. “Who’s responsible for making sure the next generation upholds democracy? It’s not in the air — it’s something that has to be taught, and schools have to teach it.”\u003c/p>\n\u003cfigure id=\"attachment_11982448\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982448\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut.jpg\" alt=\"A yellow school bus on the road near an RV.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A school bus passes an RV on Educational Park Drive near Independence High School in San José on April 9, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For decades, civics education has been sidelined in California schools, largely due to the intense focus on reading and math brought forth by the No Child Left Behind initiative in the early 2000s.\u003c/p>\n\u003cp>Even though it’s \u003ca href=\"https://www.cde.ca.gov/ci/hs/cf/documents/hssframeworkwhole.pdf\">woven throughout\u003c/a> the state’s History-Social Science Framework, civics is not included on standardized tests and only required for one semester senior year. Some schools and individual teachers have strong, vibrant programs, but many don’t.\u003c/p>\n\u003cp>To boost civics education, Gov. Jerry Brown \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB24\">signed a bill\u003c/a> in 2017 creating the Seal of Civic Engagement, similar to the state’s Seal of Biliteracy, recognizing students who excel in the subject. Students who earn the seal receive a gold seal on their diploma or transcript.\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_11795070\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11795070\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/01/THE-EYE-e1772668642917.jpg\" alt=\"\" width=\"2000\" height=\"1500\">\u003cfigcaption class=\"wp-caption-text\">Jerry Brown as governor of California in the 1970’s. \u003ccite>(Courtesy of the Office of Governor Edmund G. Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The program got off to \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/civics-education/\">a slow start\u003c/a>, as researchers found that lower-income students and those in politically “purple” areas typically had fewer options for a robust civics education.\u003c/p>\n\u003cp>In politically mixed communities, teachers were reluctant to discuss current events or bring up controversial topics for fear of parent pushback. And low-income schools were less likely to have student governments, student newspapers, field trips to the Capitol or other activities that enhance civic learning.\u003c/p>\n\u003cp>In the first year of the program, just 1% of high school graduates earned a seal and only 103 high schools — out of 1,200 — offered it. But the numbers have been climbing. Last year, more than 23,000 students earned a seal, representing just under half of all high schools.\u003c/p>\n\u003ch2>Boosting accountability\u003c/h2>\n\u003cp>Under the proposed dashboard changes, civics will be part of schools’ accountability measurement for the first time. Schools will receive credit under the “college and career” metric depending on the success of their Seal of Civic Engagement program.\u003c/p>\n\u003cp>But it won’t be obvious to the public: civics will be part of a larger stew of metrics that include the number of students who complete a career pathway or finish the courses required for admission to California’s public universities.\u003c/p>\n\u003cfigure id=\"attachment_12058103\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12058103\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sather Tower at UC Berkeley in Berkeley on Sept. 29, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it’s a step forward for a subject that some say rarely gets the attention it deserves.\u003c/p>\n\u003cp>“Civic engagement is an important skill for any adult in a democracy,” said Elizabeth Sanders, spokesperson for the state Department of Education. “(By boosting the Seal of Civic Engagement) we can engage in an important conversation about what it means to prepare our young adults for full, empowered participation in our communities and society.”\u003c/p>\n\u003ch2>Competing curricula\u003c/h2>\n\u003cp>Meanwhile, at the federal level, policy shifts have led to some confusion as to what constitutes civics, what patriotism is, and what the foundational principles of the country are.\u003c/p>\n\u003cp>Civics education has traditionally been nonpartisan, but the Trump administration has steered funding and curriculum-creation to right-leaning advocacy groups while \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-cuts-over-600-million-divisive-teacher-training-grants\">eliminating funding\u003c/a> for long-established organizations it deemed “divisive.”\u003c/p>\n\u003cfigure id=\"attachment_12048527\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12048527\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/GettyImages-2206133236-scaled-e1773253186922.jpg\" alt=\"\" width=\"2000\" height=\"1382\">\u003cfigcaption class=\"wp-caption-text\">President Donald Trump holding up a signed executive order poses with U.S. Education Secretary Linda McMahon at the White House on March 20, 2025 in Washington, DC. Trump on March 20 signed an executive order to formally begin the process of dismantling the Education Department, saying that his administration is returning education back to the states. \u003ccite>(Chen Mengtong via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Along the same lines, the U.S. Department of Education in September convened a coalition of about 50 conservative groups to come up with patriotic ways for schools to commemorate the country’s 250th anniversary.\u003c/p>\n\u003cp>The group is led by the America First Policy Institute, which pushes schools to \u003ca href=\"https://agenda.americafirstpolicy.com/education/advocate-for-teaching-the-truth-about-americas-history\">minimize the role of slavery and racism\u003c/a> when teaching U.S. history. Other groups in the coalition promote religion in public schools and want restrictions on the rights of transgender students.\u003c/p>\n\u003cp>The effort draws largely from the \u003ca href=\"https://freedom250.org\">Freedom 250\u003c/a>, one of two federally created organizations to commemorate the country’s semiquincentennial. Freedom 250, backed by the White House, offers a conservative take on American history, with a focus on God and the values set forth in the Declaration of Independence.[aside postID=news_12075913 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2026/01/GETTYIMAGES-2179630055-KQED.jpg']The other federal organization, \u003ca href=\"https://america250.org\">America250\u003c/a>, is a nonpartisan group created by Congress. Less political than Freedom 250, America 250 encourages students and others to visit American landmarks, volunteer in their communities and contribute videos documenting their own “American story.”\u003c/p>\n\u003cp>California is weighing in with its own website and lesson ideas. Newsom invited a group of experts to create a California version, wrapping in the state’s 175th anniversary.\u003c/p>\n\u003cp>So far, the \u003ca href=\"https://www.celebrate.ca.gov\">175 Years of California Dreaming\u003c/a> website includes a summary of the state’s history, videos focusing on different regions of the state, ways to volunteer, and text about what California has meant to the country and world.\u003c/p>\n\u003cp>Eventually it will include lessons and activities for classrooms and community resources, Marissa Saldivar, assistant deputy director for communications in the governor’s office, said.\u003c/p>\n\u003cp>The multiple America at 250 curricula only make life harder for civics teachers, who are already “treading lightly” in the current era of hyper-polarization, said Michelle Herczog, former history and social science coordinator for the Los Angeles County Office of Education and former president of the National Council for Social Studies.\u003c/p>\n\u003cfigure id=\"attachment_12032461\" class=\"wp-caption aligncenter\" style=\"max-width: 1800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12032461\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8.jpg\" alt=\"\" width=\"1800\" height=\"1173\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-800x521.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-1020x665.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-1536x1001.jpg 1536w\" sizes=\"auto, (max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">The federal student loan portfolio — which manages about $1.6 trillion in loans for roughly 43 million borrowers — is currently overseen by the Education Department’s office of Federal Student Aid. \u003ccite>(Mario Tama/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“How do you talk about the elephant in the room without mentioning the elephant?” said Herczog, referring to the Trump administration. “It requires a very special skill set for teachers to stay out of the political fray.”\u003c/p>\n\u003cp>Ideally, she said, students can learn about the promise of the Constitution and then ask themselves if the founders’ goals have actually been realized, and where should the country go from here.\u003c/p>\n\u003cp>“Do we really have liberty and justice for all? Do all Americans really have the right to life, liberty and the pursuit of happiness?” she said. “How can we keep the fight going? I want them to commit to that.”\u003c/p>\n\u003ch2>Giving students a voice\u003c/h2>\n\u003cp>Civics teachers interviewed by CalMatters said they were sidestepping the America 250 hoopla and focusing instead on the ideas they’ve always taught: why the Constitution matters, how to think critically about policies and ideas, why it’s important to vote and how to get involved in their communities. There simply isn’t enough time in a one-semester class to delve deeply into new curriculum, some said.\u003c/p>\n\u003cp>At Cypress High School in Anaheim, government teacher Teresa Shimogawa has her students examine a problem in their community and explore solutions. Students also participate in \u003ca href=\"https://www.instagram.com/p/DVM21s2j4ND/\">Social Justice Day\u003c/a>, a science-fair type of event where they give speeches, do art projects and create exhibits inspired by policies they’re interested in.\u003c/p>\n\u003cfigure id=\"attachment_12019077\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019077\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Posters on the wall in the classroom of government and economics teacher, Judy Smith, at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. All California high school students are required to take civics, but how it is taught varies widely throughout the state. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t focus too much on what Congress did this week, or what the president said. It’s too depressing, and kids feel hopeless,” Shimogawa said. “Instead, I try to make them feel like they have a voice, and give them the tools to advocate for good.”\u003c/p>\n\u003cp>Amber Bradley, who teaches government at River City High School in West Sacramento, said that regardless of the dueling America-at-250 curricula, it’s a stressful time to be a civics teacher.\u003c/p>\n\u003cp>“Being a civics teacher right now is complicated,” Bradley said. “We teach kids about their rights, but then they see the federal government ignore those rights. It’s discouraging for everyone.”\u003c/p>\n\u003cp>Like Shimogawa, Bradley gives her students plenty of hands-on projects that allow them to feel empowered. And she tries to keep her classroom nonpartisan, so students feel comfortable expressing their opinions and ideas — no matter what they are.\u003c/p>\n\u003cp>“It’s an overwhelming time for them and me,” Bradley said. “But I know my kids will make a difference. They’re going to change things for the better.”\u003c/p>\n\u003ch2>Free speech and open inquiry\u003c/h2>\n\u003cp>At Futures High School in Rio Linda, a charter high school north of Sacramento, students said they want civics class to be a place where they can ask questions about current events and express their opinions freely, without feeling attacked or embarrassed. They also want to learn what their rights are, how the legal system works and how they can protect them.\u003c/p>\n\u003cp>More than half the students at Futures are immigrants, with most coming from Russia and Ukraine. Nikita Artemov, a senior who immigrated from Russia, said that he highly values free speech and wants to hear other students’ viewpoints, not just in civics but in all classes.\u003c/p>\n\u003cfigure id=\"attachment_10901015\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-10901015\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall.jpg\" alt='A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District.' width=\"1920\" height=\"1134\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-400x236.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-800x473.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-1180x697.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-960x567.jpg 960w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A handball court is decorated with school pride at Oak Ridge Elementary, one of seven “priority schools” in the Sacramento Unified School District. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want teachers to encourage discussion between students, promote an open environment,” said Artemov, who along with his classmates attended a civics education conference in Sacramento recently. “I want to hear students from different countries with different perspectives.”\u003c/p>\n\u003cp>His classmate Zinat Nabizada, an immigrant from Afghanistan, agreed.\u003c/p>\n\u003cp>“Just hearing someone else’s opinion is a really big thing,” she said. “If people want to ask a question or say what they think, they should be able to.”\u003c/p>\n\u003ch2>A personal quest\u003c/h2>\n\u003cp>Matsuda, the former Anaheim superintendent, now devotes himself full time to promoting civics education. For him, it’s a personal passion: his parents, U.S. citizens of Japanese ancestry, were interned during World War II.\u003c/p>\n\u003cp>He sees similar threats to civil liberties happening now in the U.S., making civics education all the more important at this point in history.\u003c/p>\n\u003cfigure id=\"attachment_12053670\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053670\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Event attendees march toward Rosie the Riveter/WWII Home Front National Historical Park carrying an upside-down American flag and protest signs on Aug. 25, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students need to learn about real-world problems, who is responsible, and how to use democratic systems to address those problems, he said.\u003c/p>\n\u003cp>“The Constitution is being challenged almost every day. It’s easy to talk about democracy, but what does it mean on the ground?” Matsuda said. “We need to teach civics in a way that is non-partisan and not imposing adult opinions. If that doesn’t happen, our country will become more divisive than ever. This is absolutely vital for the next 250 years.”\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/k-12-education/2026/03/high-school-civics-california/\">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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"title": "California Teachers ‘Tread Lightly’ for America’s 250th as They Navigate Competing Narratives | KQED",
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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\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>The \u003ca href=\"https://www.kqed.org/politics\">national political climate\u003c/a> may be polarized and combative, but California is taking steps to ensure K-12 students learn to have respectful debates, get involved in their communities and understand their rights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The State Board of Education is poised on March 11 to add civics to the \u003ca href=\"https://www.caschooldashboard.org\">California School Dashboard\u003c/a>, the primary accountability tool for the state’s public K-12 schools.\u003c/p>\n\u003cp>The aim is to encourage more students to excel in their government classes, show a strong understanding of the Constitution and the foundations of democracy, and get involved in civics-related extracurricular or community activities.\u003c/p>\n\u003cfigure id=\"attachment_12047499\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12047499\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/DepartofEducation-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The U.S. Department of Education on April 29, 2025 in Washington, D.C. \u003ccite>(Pete Kiehart for The Washington Post via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition, the state is \u003ca href=\"https://www.celebrate.ca.gov\">promoting a wide range of civics\u003c/a> activities commemorating the 250th anniversary of the United States and the 175th anniversary of California becoming a state.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office has convened a group of experts to come up with lessons, events, field trips and other activities for students and communities. The idea is to inspire students to get involved, become regular voters or even run for public office.\u003c/p>\n\u003ch2>‘Something that has to be taught’\u003c/h2>\n\u003cp>The moves couldn’t come at a better time, advocates said.\u003c/p>\n\u003cp>“The issue is urgent. There’s a lot of concern right now about the state of democracy and the role of schools,” said Michael Matsuda, former superintendent of Anaheim Union High School District. He’s long been a champion of civics education. “Who’s responsible for making sure the next generation upholds democracy? It’s not in the air — it’s something that has to be taught, and schools have to teach it.”\u003c/p>\n\u003cfigure id=\"attachment_11982448\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982448\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut.jpg\" alt=\"A yellow school bus on the road near an RV.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240409-SJEncampmentBan-020-BL_qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A school bus passes an RV on Educational Park Drive near Independence High School in San José on April 9, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For decades, civics education has been sidelined in California schools, largely due to the intense focus on reading and math brought forth by the No Child Left Behind initiative in the early 2000s.\u003c/p>\n\u003cp>Even though it’s \u003ca href=\"https://www.cde.ca.gov/ci/hs/cf/documents/hssframeworkwhole.pdf\">woven throughout\u003c/a> the state’s History-Social Science Framework, civics is not included on standardized tests and only required for one semester senior year. Some schools and individual teachers have strong, vibrant programs, but many don’t.\u003c/p>\n\u003cp>To boost civics education, Gov. Jerry Brown \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB24\">signed a bill\u003c/a> in 2017 creating the Seal of Civic Engagement, similar to the state’s Seal of Biliteracy, recognizing students who excel in the subject. Students who earn the seal receive a gold seal on their diploma or transcript.\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_11795070\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11795070\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/01/THE-EYE-e1772668642917.jpg\" alt=\"\" width=\"2000\" height=\"1500\">\u003cfigcaption class=\"wp-caption-text\">Jerry Brown as governor of California in the 1970’s. \u003ccite>(Courtesy of the Office of Governor Edmund G. Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The program got off to \u003ca href=\"https://calmatters.org/education/k-12-education/2024/12/civics-education/\">a slow start\u003c/a>, as researchers found that lower-income students and those in politically “purple” areas typically had fewer options for a robust civics education.\u003c/p>\n\u003cp>In politically mixed communities, teachers were reluctant to discuss current events or bring up controversial topics for fear of parent pushback. And low-income schools were less likely to have student governments, student newspapers, field trips to the Capitol or other activities that enhance civic learning.\u003c/p>\n\u003cp>In the first year of the program, just 1% of high school graduates earned a seal and only 103 high schools — out of 1,200 — offered it. But the numbers have been climbing. Last year, more than 23,000 students earned a seal, representing just under half of all high schools.\u003c/p>\n\u003ch2>Boosting accountability\u003c/h2>\n\u003cp>Under the proposed dashboard changes, civics will be part of schools’ accountability measurement for the first time. Schools will receive credit under the “college and career” metric depending on the success of their Seal of Civic Engagement program.\u003c/p>\n\u003cp>But it won’t be obvious to the public: civics will be part of a larger stew of metrics that include the number of students who complete a career pathway or finish the courses required for admission to California’s public universities.\u003c/p>\n\u003cfigure id=\"attachment_12058103\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12058103\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/09/20250929_UCBERKELEY_GC-11-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sather Tower at UC Berkeley in Berkeley on Sept. 29, 2025. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, it’s a step forward for a subject that some say rarely gets the attention it deserves.\u003c/p>\n\u003cp>“Civic engagement is an important skill for any adult in a democracy,” said Elizabeth Sanders, spokesperson for the state Department of Education. “(By boosting the Seal of Civic Engagement) we can engage in an important conversation about what it means to prepare our young adults for full, empowered participation in our communities and society.”\u003c/p>\n\u003ch2>Competing curricula\u003c/h2>\n\u003cp>Meanwhile, at the federal level, policy shifts have led to some confusion as to what constitutes civics, what patriotism is, and what the foundational principles of the country are.\u003c/p>\n\u003cp>Civics education has traditionally been nonpartisan, but the Trump administration has steered funding and curriculum-creation to right-leaning advocacy groups while \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-cuts-over-600-million-divisive-teacher-training-grants\">eliminating funding\u003c/a> for long-established organizations it deemed “divisive.”\u003c/p>\n\u003cfigure id=\"attachment_12048527\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12048527\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/GettyImages-2206133236-scaled-e1773253186922.jpg\" alt=\"\" width=\"2000\" height=\"1382\">\u003cfigcaption class=\"wp-caption-text\">President Donald Trump holding up a signed executive order poses with U.S. Education Secretary Linda McMahon at the White House on March 20, 2025 in Washington, DC. Trump on March 20 signed an executive order to formally begin the process of dismantling the Education Department, saying that his administration is returning education back to the states. \u003ccite>(Chen Mengtong via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Along the same lines, the U.S. Department of Education in September convened a coalition of about 50 conservative groups to come up with patriotic ways for schools to commemorate the country’s 250th anniversary.\u003c/p>\n\u003cp>The group is led by the America First Policy Institute, which pushes schools to \u003ca href=\"https://agenda.americafirstpolicy.com/education/advocate-for-teaching-the-truth-about-americas-history\">minimize the role of slavery and racism\u003c/a> when teaching U.S. history. Other groups in the coalition promote religion in public schools and want restrictions on the rights of transgender students.\u003c/p>\n\u003cp>The effort draws largely from the \u003ca href=\"https://freedom250.org\">Freedom 250\u003c/a>, one of two federally created organizations to commemorate the country’s semiquincentennial. Freedom 250, backed by the White House, offers a conservative take on American history, with a focus on God and the values set forth in the Declaration of Independence.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The other federal organization, \u003ca href=\"https://america250.org\">America250\u003c/a>, is a nonpartisan group created by Congress. Less political than Freedom 250, America 250 encourages students and others to visit American landmarks, volunteer in their communities and contribute videos documenting their own “American story.”\u003c/p>\n\u003cp>California is weighing in with its own website and lesson ideas. Newsom invited a group of experts to create a California version, wrapping in the state’s 175th anniversary.\u003c/p>\n\u003cp>So far, the \u003ca href=\"https://www.celebrate.ca.gov\">175 Years of California Dreaming\u003c/a> website includes a summary of the state’s history, videos focusing on different regions of the state, ways to volunteer, and text about what California has meant to the country and world.\u003c/p>\n\u003cp>Eventually it will include lessons and activities for classrooms and community resources, Marissa Saldivar, assistant deputy director for communications in the governor’s office, said.\u003c/p>\n\u003cp>The multiple America at 250 curricula only make life harder for civics teachers, who are already “treading lightly” in the current era of hyper-polarization, said Michelle Herczog, former history and social science coordinator for the Los Angeles County Office of Education and former president of the National Council for Social Studies.\u003c/p>\n\u003cfigure id=\"attachment_12032461\" class=\"wp-caption aligncenter\" style=\"max-width: 1800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12032461\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8.jpg\" alt=\"\" width=\"1800\" height=\"1173\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-800x521.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-1020x665.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-160x104.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/npr.brightspotcdn-copy-8-1536x1001.jpg 1536w\" sizes=\"auto, (max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">The federal student loan portfolio — which manages about $1.6 trillion in loans for roughly 43 million borrowers — is currently overseen by the Education Department’s office of Federal Student Aid. \u003ccite>(Mario Tama/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“How do you talk about the elephant in the room without mentioning the elephant?” said Herczog, referring to the Trump administration. “It requires a very special skill set for teachers to stay out of the political fray.”\u003c/p>\n\u003cp>Ideally, she said, students can learn about the promise of the Constitution and then ask themselves if the founders’ goals have actually been realized, and where should the country go from here.\u003c/p>\n\u003cp>“Do we really have liberty and justice for all? Do all Americans really have the right to life, liberty and the pursuit of happiness?” she said. “How can we keep the fight going? I want them to commit to that.”\u003c/p>\n\u003ch2>Giving students a voice\u003c/h2>\n\u003cp>Civics teachers interviewed by CalMatters said they were sidestepping the America 250 hoopla and focusing instead on the ideas they’ve always taught: why the Constitution matters, how to think critically about policies and ideas, why it’s important to vote and how to get involved in their communities. There simply isn’t enough time in a one-semester class to delve deeply into new curriculum, some said.\u003c/p>\n\u003cp>At Cypress High School in Anaheim, government teacher Teresa Shimogawa has her students examine a problem in their community and explore solutions. Students also participate in \u003ca href=\"https://www.instagram.com/p/DVM21s2j4ND/\">Social Justice Day\u003c/a>, a science-fair type of event where they give speeches, do art projects and create exhibits inspired by policies they’re interested in.\u003c/p>\n\u003cfigure id=\"attachment_12019077\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12019077\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/120324_CivicsClass_FM_CM_1-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Posters on the wall in the classroom of government and economics teacher, Judy Smith, at San Lorenzo High School in San Lorenzo on Dec. 3, 2024. All California high school students are required to take civics, but how it is taught varies widely throughout the state. \u003ccite>(Florence Middleton for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I don’t focus too much on what Congress did this week, or what the president said. It’s too depressing, and kids feel hopeless,” Shimogawa said. “Instead, I try to make them feel like they have a voice, and give them the tools to advocate for good.”\u003c/p>\n\u003cp>Amber Bradley, who teaches government at River City High School in West Sacramento, said that regardless of the dueling America-at-250 curricula, it’s a stressful time to be a civics teacher.\u003c/p>\n\u003cp>“Being a civics teacher right now is complicated,” Bradley said. “We teach kids about their rights, but then they see the federal government ignore those rights. It’s discouraging for everyone.”\u003c/p>\n\u003cp>Like Shimogawa, Bradley gives her students plenty of hands-on projects that allow them to feel empowered. And she tries to keep her classroom nonpartisan, so students feel comfortable expressing their opinions and ideas — no matter what they are.\u003c/p>\n\u003cp>“It’s an overwhelming time for them and me,” Bradley said. “But I know my kids will make a difference. They’re going to change things for the better.”\u003c/p>\n\u003ch2>Free speech and open inquiry\u003c/h2>\n\u003cp>At Futures High School in Rio Linda, a charter high school north of Sacramento, students said they want civics class to be a place where they can ask questions about current events and express their opinions freely, without feeling attacked or embarrassed. They also want to learn what their rights are, how the legal system works and how they can protect them.\u003c/p>\n\u003cp>More than half the students at Futures are immigrants, with most coming from Russia and Ukraine. Nikita Artemov, a senior who immigrated from Russia, said that he highly values free speech and wants to hear other students’ viewpoints, not just in civics but in all classes.\u003c/p>\n\u003cfigure id=\"attachment_10901015\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-10901015\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall.jpg\" alt='A handball court is decorated with school pride at Oak Ridge Elementary, one of seven \"priority schools\" in the Sacramento Unified School District.' width=\"1920\" height=\"1134\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-400x236.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-800x473.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-1180x697.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/03/HandballWall-960x567.jpg 960w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A handball court is decorated with school pride at Oak Ridge Elementary, one of seven “priority schools” in the Sacramento Unified School District. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want teachers to encourage discussion between students, promote an open environment,” said Artemov, who along with his classmates attended a civics education conference in Sacramento recently. “I want to hear students from different countries with different perspectives.”\u003c/p>\n\u003cp>His classmate Zinat Nabizada, an immigrant from Afghanistan, agreed.\u003c/p>\n\u003cp>“Just hearing someone else’s opinion is a really big thing,” she said. “If people want to ask a question or say what they think, they should be able to.”\u003c/p>\n\u003ch2>A personal quest\u003c/h2>\n\u003cp>Matsuda, the former Anaheim superintendent, now devotes himself full time to promoting civics education. For him, it’s a personal passion: his parents, U.S. citizens of Japanese ancestry, were interned during World War II.\u003c/p>\n\u003cp>He sees similar threats to civil liberties happening now in the U.S., making civics education all the more important at this point in history.\u003c/p>\n\u003cfigure id=\"attachment_12053670\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12053670\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/08/250825_ROSIE-THE-RIVETER-PROTEST-_-0008_GH-KQED-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Event attendees march toward Rosie the Riveter/WWII Home Front National Historical Park carrying an upside-down American flag and protest signs on Aug. 25, 2025. \u003ccite>(Gustavo Hernandez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students need to learn about real-world problems, who is responsible, and how to use democratic systems to address those problems, he said.\u003c/p>\n\u003cp>“The Constitution is being challenged almost every day. It’s easy to talk about democracy, but what does it mean on the ground?” Matsuda said. “We need to teach civics in a way that is non-partisan and not imposing adult opinions. If that doesn’t happen, our country will become more divisive than ever. This is absolutely vital for the next 250 years.”\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/k-12-education/2026/03/high-school-civics-california/\">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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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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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