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"content": "\u003cp>California decided to crack open the door to higher education a little more for undocumented students through \u003ca href=\"https://www.csac.ca.gov/california-dream-act\" rel=\"noopener\" target=\"_blank\">the California DREAM Act\u003c/a>.\u003c/p>\n\u003cp>In \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X18800047\" rel=\"noopener\" target=\"_blank\">a new study of the impact of this 2013 policy\u003c/a>, education researcher Samantha Astudillo and I discovered that it helped put undocumented students on equal footing with students who are U.S. citizens in terms of how many credits they take each semester.\u003c/p>\n\u003cp>The policy – which takes its name from students known as “Dreamers” – offers the students state grant aid and community college fee waivers. This financial aid is valued at \u003ca href=\"http://californiacommunitycolleges.cccco.edu/Portals/0/Reports/2016-CCCCO-BOG-FeeWaiver-Report-final.pdf\" rel=\"noopener\" target=\"_blank\">US$550\u003c/a> a semester for community college students. Once California made the aid available to low-income undocumented students attending community college, those students completed about two more college credits in the first semester of enrollment than prior groups. That meant undocumented students completed an average of 7.5 credits, on par with U.S. citizen students who receive aid.\u003c/p>\n\u003cp>Our findings carry important implications for the estimated \u003ca href=\"https://edtrust.org/the-equity-line/let-young-dreamers-continue-dream/\" rel=\"noopener\" target=\"_blank\">65,000 undocumented students\u003c/a> who graduate from U.S. high schools each year. They also are relevant to states and advocates who are interested in expanding educational opportunity for members of this particular group, who often find themselves in legal limbo and with \u003ca href=\"https://theconversation.com/heres-how-undocumented-students-are-able-to-enroll-at-american-universities-69269\" rel=\"noopener\" target=\"_blank\">limited options\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Why the findings matter\u003c/strong>\u003cbr>\nThe significance of our findings might vary, of course, based on one’s political views or vantage point.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For instance, this finding could be important from an economic standpoint if you think it’s a good investment for undocumented students to go to college to get the kinds of credentials that enable them to earn a living and contribute to the workforce. For those who see \u003ca href=\"https://www.usatoday.com/story/news/politics/2018/12/18/tucker-carlsons-immigration-comments-lead-companies-pull-ads/2356151002/\" rel=\"noopener\" target=\"_blank\">immigrants as undesirables\u003c/a>, our study offers a counter-narrative – that many are just aspiring college students.\u003c/p>\n\u003cp>It should be noted that in-state resident tuition benefits for undocumented students have already lowered the cost of college for undocumented students in \u003ca href=\"https://epaa.asu.edu/ojs/article/view/2809\" rel=\"noopener\" target=\"_blank\">17 states\u003c/a>. These states include California and Texas, which have the \u003ca href=\"http://www.pewhispanic.org/interactives/unauthorized-immigrants/\" rel=\"noopener\" target=\"_blank\">largest\u003c/a> undocumented populations. Still, paying in-state tuition remains difficult for undocumented students from lower-income families. That is why the tuition and fee waivers may be needed to further expand opportunity.\u003c/p>\n\u003cp>\u003cstrong>A closer look\u003c/strong>\u003cbr>\nOur study examined the transcripts of more than 26,000 students entering a set of California community colleges between 2011 and 2014. We could identify students who were likely undocumented because the colleges we studied collected resident status information to determine financial aid awards. About 10 percent of the students in the data fell into this category. We base this on the fact that the students checked the “other visa” box instead of other options, such as U.S. citizen, permanent resident or international student visa, to indicate their status. Also, these students appeared in the local high school data.\u003c/p>\n\u003cp>We determined the impact of the California DREAM Act by comparing the outcomes of undocumented students to the outcomes of U.S. citizen students before and after the policy. Citizen students served as a “control” group since the policy change didn’t affect them.\u003c/p>\n\u003cp>Before the California DREAM Act, some undocumented students with higher GPAs than U.S. citizen students were not enrolling in college. The promise of aid made these high-achieving undocumented students more likely to enroll.\u003c/p>\n\u003cp>The promise of aid also apparently led undocumented high school students to improve their GPAs between 11th and 12th grade. For instance, Hispanic U.S. citizen students increased their GPA by 0.11 points between 11th to 12th grades. This figure held steady before and after the policy. But for undocumented Hispanic students, the average change grew from 0.08 before the policy to 0.11 points afterwards. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California decided to crack open the door to higher education a little more for undocumented students through \u003ca href=\"https://www.csac.ca.gov/california-dream-act\" rel=\"noopener\" target=\"_blank\">the California DREAM Act\u003c/a>.\u003c/p>\n\u003cp>In \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X18800047\" rel=\"noopener\" target=\"_blank\">a new study of the impact of this 2013 policy\u003c/a>, education researcher Samantha Astudillo and I discovered that it helped put undocumented students on equal footing with students who are U.S. citizens in terms of how many credits they take each semester.\u003c/p>\n\u003cp>The policy – which takes its name from students known as “Dreamers” – offers the students state grant aid and community college fee waivers. This financial aid is valued at \u003ca href=\"http://californiacommunitycolleges.cccco.edu/Portals/0/Reports/2016-CCCCO-BOG-FeeWaiver-Report-final.pdf\" rel=\"noopener\" target=\"_blank\">US$550\u003c/a> a semester for community college students. Once California made the aid available to low-income undocumented students attending community college, those students completed about two more college credits in the first semester of enrollment than prior groups. That meant undocumented students completed an average of 7.5 credits, on par with U.S. citizen students who receive aid.\u003c/p>\n\u003cp>Our findings carry important implications for the estimated \u003ca href=\"https://edtrust.org/the-equity-line/let-young-dreamers-continue-dream/\" rel=\"noopener\" target=\"_blank\">65,000 undocumented students\u003c/a> who graduate from U.S. high schools each year. They also are relevant to states and advocates who are interested in expanding educational opportunity for members of this particular group, who often find themselves in legal limbo and with \u003ca href=\"https://theconversation.com/heres-how-undocumented-students-are-able-to-enroll-at-american-universities-69269\" rel=\"noopener\" target=\"_blank\">limited options\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Why the findings matter\u003c/strong>\u003cbr>\nThe significance of our findings might vary, of course, based on one’s political views or vantage point.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For instance, this finding could be important from an economic standpoint if you think it’s a good investment for undocumented students to go to college to get the kinds of credentials that enable them to earn a living and contribute to the workforce. For those who see \u003ca href=\"https://www.usatoday.com/story/news/politics/2018/12/18/tucker-carlsons-immigration-comments-lead-companies-pull-ads/2356151002/\" rel=\"noopener\" target=\"_blank\">immigrants as undesirables\u003c/a>, our study offers a counter-narrative – that many are just aspiring college students.\u003c/p>\n\u003cp>It should be noted that in-state resident tuition benefits for undocumented students have already lowered the cost of college for undocumented students in \u003ca href=\"https://epaa.asu.edu/ojs/article/view/2809\" rel=\"noopener\" target=\"_blank\">17 states\u003c/a>. These states include California and Texas, which have the \u003ca href=\"http://www.pewhispanic.org/interactives/unauthorized-immigrants/\" rel=\"noopener\" target=\"_blank\">largest\u003c/a> undocumented populations. Still, paying in-state tuition remains difficult for undocumented students from lower-income families. That is why the tuition and fee waivers may be needed to further expand opportunity.\u003c/p>\n\u003cp>\u003cstrong>A closer look\u003c/strong>\u003cbr>\nOur study examined the transcripts of more than 26,000 students entering a set of California community colleges between 2011 and 2014. We could identify students who were likely undocumented because the colleges we studied collected resident status information to determine financial aid awards. About 10 percent of the students in the data fell into this category. We base this on the fact that the students checked the “other visa” box instead of other options, such as U.S. citizen, permanent resident or international student visa, to indicate their status. Also, these students appeared in the local high school data.\u003c/p>\n\u003cp>We determined the impact of the California DREAM Act by comparing the outcomes of undocumented students to the outcomes of U.S. citizen students before and after the policy. Citizen students served as a “control” group since the policy change didn’t affect them.\u003c/p>\n\u003cp>Before the California DREAM Act, some undocumented students with higher GPAs than U.S. citizen students were not enrolling in college. The promise of aid made these high-achieving undocumented students more likely to enroll.\u003c/p>\n\u003cp>The promise of aid also apparently led undocumented high school students to improve their GPAs between 11th and 12th grade. For instance, Hispanic U.S. citizen students increased their GPA by 0.11 points between 11th to 12th grades. This figure held steady before and after the policy. But for undocumented Hispanic students, the average change grew from 0.08 before the policy to 0.11 points afterwards. This suggests that undocumented students might have started to see college as more of a possibility and worked hard in class as a result.\u003c/p>\n\u003cp>\u003cstrong>The college try\u003c/strong>\u003cbr>\nI believe our findings suggest that states with in-state resident tuition policies should replicate the California DREAM Act.\u003c/p>\n\u003cp>If such a proposed policy draws opposition from critics who think state resources should not be given to undocumented immigrants, then perhaps free community college programs, or \u003ca href=\"https://theconversation.com/can-college-promise-programs-deliver-87850\" rel=\"noopener\" target=\"_blank\">“promise\" programs,\u003c/a> for local high school graduates may be a way to support all low-income students, \u003ca href=\"https://edtrust.org/resource/can-undocumented-students-access-free-college-programs/\" rel=\"noopener\" target=\"_blank\">provided they are accessible to undocumented students\u003c/a>.\u003c/p>\n\u003cp>At the very least, the results of this study show that undocumented students have dreams of completing college. Decreasing college costs through targeted financial aid policy such as the California DREAM Act can help to make more of those dreams a reality.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This was originally published in \u003ca href=\"https://theconversation.com/\" rel=\"noopener\" target=\"_blank\">The Conversation\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713574/judge-blocks-trump-policies-on-who-can-apply-for-asylum\" rel=\"noopener\" target=\"_blank\">Migrants Can Apply for Asylum — Even If They Entered Illegally, Judge Rules\u003c/a>\u003c/h2>\n\u003cp>The Trump administration's policy towards asylum seekers has been dealt its latest setback in the courts here in California. Immigrant advocates led by the ACLU made their case before a federal judge Wednesday.\u003cbr>\n\u003cem>Reporter: Lily Jamali\u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713863/migrant-kids-in-government-custody-could-be-released-to-families-more-quickly\" rel=\"noopener\" target=\"_blank\">Migrant Kids in Government Custody Could Be Released to Families More Quickly\u003c/a>\u003c/h2>\n\u003cp>A state watchdog for migrant children in government custody applauds the federal government's decision this week to stop a policy that was delaying the release of kids to their families in the U.S.\u003cbr>\n\u003cem>Reporter: Farida Jhabvala Romero\u003c/em>\u003c/p>\n\u003ch2>A Hail-Mary to Limit Access to Police Misconduct Records\u003c/h2>\n\u003cp>A last-minute, Hail Mary petition by law enforcement groups to the State Supreme Court is aimed at derailing access to police misconduct records under a new law set to take effect January 1.\u003cbr>\n\u003cem>Reporter: Alex Emslie\u003c/em>\u003c/p>\n\u003ch2>LA Teachers Union Announces Strike Date\u003c/h2>\n\u003cp>After two years of negotiations with school officials that have gone from bad to worse, the union representing teachers in the L.A. Unified School District says it’s ready to strike.\u003cbr>\n\u003cem>Reporter: Saul Gonzalez\u003c/em>\u003c/p>\n\u003ch2>NAACP Protests Facebook\u003c/h2>\n\u003cp>The NAACP is continuing its week-long “Log Out Of Facebook” campaign. Black American Facebook and Instagram users were among those most heavily targeted by Russian posts and ads, with provocative memes about police brutality and voter suppression, according to the latest Senate Intelligence Committee report.\u003cbr>\n\u003cem>Reporter: Tonya Mosley\u003c/em>\u003c/p>\n\u003ch2>California Congressman's Attempt to Help Yemen\u003c/h2>\n\u003cp>A California Congressman is trying to help fix a crisis thousands of miles away in Yemen where a civil war began in late 2014. The roots of the conflict involve a president in exile backed by Sunni Saudi Arabia, and a rebel group, the Houthis, founded by a member of the Shia minority. With two factions of Islam and U.S. involvement since the Obama administration, the conflict has created a famine that's shocked the world. There are early peace talks, and last week, the U.S. Senate voted to end military support to Saudi Arabia, but that's symbolic until January, when the Democratic House is sworn in.\u003cbr>\n\u003cem>Guest: Ro Khanna\u003c/em>\u003c/p>\n\u003ch2>California's Not Happy With a New Federal Report on School Safety\u003c/h2>\n\u003cp>California leaders from Nancy Pelosi to state school superintendent Tom Torlakson are taking issue with the findings of a new federal report on school safety. And so are California Students who spoke out, walked out, and lobbied lawmakers last year for tougher gun laws.\u003cbr>\n\u003cem>Reporter: Vanessa Rancano\u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713652/as-national-spotlight-turns-away-from-camp-fire-public-radio-station-rallies-for-its-community\" rel=\"noopener\" target=\"_blank\">As National Spotlight Turns Away From Camp Fire, Public Radio Station Rallies for Its Community\u003c/a>\u003c/h2>\n\u003cp>It’s been six weeks to the day since the Camp Fire started, and tonight, the show North State Public Radio launched to cover the fallout switches from daily to weekly. But there's still more than enough to talk about.\u003cbr>\n\u003cem>Reporter: Rachael Myrow\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713574/judge-blocks-trump-policies-on-who-can-apply-for-asylum\" rel=\"noopener\" target=\"_blank\">Migrants Can Apply for Asylum — Even If They Entered Illegally, Judge Rules\u003c/a>\u003c/h2>\n\u003cp>The Trump administration's policy towards asylum seekers has been dealt its latest setback in the courts here in California. Immigrant advocates led by the ACLU made their case before a federal judge Wednesday.\u003cbr>\n\u003cem>Reporter: Lily Jamali\u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713863/migrant-kids-in-government-custody-could-be-released-to-families-more-quickly\" rel=\"noopener\" target=\"_blank\">Migrant Kids in Government Custody Could Be Released to Families More Quickly\u003c/a>\u003c/h2>\n\u003cp>A state watchdog for migrant children in government custody applauds the federal government's decision this week to stop a policy that was delaying the release of kids to their families in the U.S.\u003cbr>\n\u003cem>Reporter: Farida Jhabvala Romero\u003c/em>\u003c/p>\n\u003ch2>A Hail-Mary to Limit Access to Police Misconduct Records\u003c/h2>\n\u003cp>A last-minute, Hail Mary petition by law enforcement groups to the State Supreme Court is aimed at derailing access to police misconduct records under a new law set to take effect January 1.\u003cbr>\n\u003cem>Reporter: Alex Emslie\u003c/em>\u003c/p>\n\u003ch2>LA Teachers Union Announces Strike Date\u003c/h2>\n\u003cp>After two years of negotiations with school officials that have gone from bad to worse, the union representing teachers in the L.A. Unified School District says it’s ready to strike.\u003cbr>\n\u003cem>Reporter: Saul Gonzalez\u003c/em>\u003c/p>\n\u003ch2>NAACP Protests Facebook\u003c/h2>\n\u003cp>The NAACP is continuing its week-long “Log Out Of Facebook” campaign. Black American Facebook and Instagram users were among those most heavily targeted by Russian posts and ads, with provocative memes about police brutality and voter suppression, according to the latest Senate Intelligence Committee report.\u003cbr>\n\u003cem>Reporter: Tonya Mosley\u003c/em>\u003c/p>\n\u003ch2>California Congressman's Attempt to Help Yemen\u003c/h2>\n\u003cp>A California Congressman is trying to help fix a crisis thousands of miles away in Yemen where a civil war began in late 2014. The roots of the conflict involve a president in exile backed by Sunni Saudi Arabia, and a rebel group, the Houthis, founded by a member of the Shia minority. With two factions of Islam and U.S. involvement since the Obama administration, the conflict has created a famine that's shocked the world. There are early peace talks, and last week, the U.S. Senate voted to end military support to Saudi Arabia, but that's symbolic until January, when the Democratic House is sworn in.\u003cbr>\n\u003cem>Guest: Ro Khanna\u003c/em>\u003c/p>\n\u003ch2>California's Not Happy With a New Federal Report on School Safety\u003c/h2>\n\u003cp>California leaders from Nancy Pelosi to state school superintendent Tom Torlakson are taking issue with the findings of a new federal report on school safety. And so are California Students who spoke out, walked out, and lobbied lawmakers last year for tougher gun laws.\u003cbr>\n\u003cem>Reporter: Vanessa Rancano\u003c/em>\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11713652/as-national-spotlight-turns-away-from-camp-fire-public-radio-station-rallies-for-its-community\" rel=\"noopener\" target=\"_blank\">As National Spotlight Turns Away From Camp Fire, Public Radio Station Rallies for Its Community\u003c/a>\u003c/h2>\n\u003cp>It’s been six weeks to the day since the Camp Fire started, and tonight, the show North State Public Radio launched to cover the fallout switches from daily to weekly. But there's still more than enough to talk about.\u003cbr>\n\u003cem>Reporter: Rachael Myrow\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can California Afford Gavin Newsom's Vision for Public Schools? A K-12 Primer for 2019",
"title": "Can California Afford Gavin Newsom's Vision for Public Schools? A K-12 Primer for 2019",
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"content": "\u003cp>Early childhood education. A top-tier national ranking for K-12 per-pupil spending. A data system that would track kids from nursery school through state university.\u003c/p>\n\u003cp>California’s Legislature won’t reconvene until 2019, but the Christmas wish list for public schools is already long and pricey. On the first day of session, Democratic lawmakers introduced two major education bills, calling for nearly $40 billion more in state spending on schools.\u003c/p>\n\u003cp>Gov.-elect Gavin Newsom publicly supports many of the same education initiatives being pushed by legislators. But he’s also \u003ca href=\"https://www.sacbee.com/latest-news/article222632860.html\">said\u003c/a> he plans to “live within our means” and follow Jerry Brown’s frugal example. Whether the economy—and the Democrats’ legislative mega-majority—will comply is an open question.\u003c/p>\n\u003cp>In any case, as California rings in a new administration, here’s a guide to some of the big-ticket education items lawmakers will likely debate next year.\u003c/p>\n\u003cp>\u003cstrong>Universal preschool\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>State leaders view increased spending on preschool and other early childhood programs as key to improving learning outcomes for disadvantaged students and as a powerful\u003ca href=\"http://www.cdss.ca.gov/Portals/9/CalWORKs/AB1520%20-%20Final%20Report.pdf?ver=2018-11-19-145600-677\"> anti-poverty program.\u003c/a>\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Stipek.pdf\">recent collection of studies\u003c/a> published by Stanford University, professor Deborah Stipek wrote that the state’s “large achievement gap is in part the result of a significant decline in the level of investment in its youngest children.”\u003c/p>\n\u003cp>The studies found that some students enter kindergarten already behind and never catch up to their peers.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11701044/how-proposition-13-transformed-neighborhood-public-schools-throughout-california\" target=\"_blank\" rel=\"noopener\">How Prop 13 Transformed Neighborhood Public Schools \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/10848857/schools-enjoy-rise-in-state-funding-but-pension-costs-and-recession-worries-loom-large\" target=\"_blank\" rel=\"noopener\">Schools Enjoy Funding Boost, But Long-Term Costs and Recession Worries Loom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11305666/will-new-funding-formula-move-schools-towards-education-equity\" target=\"_blank\" rel=\"noopener\">Will New Funding Formula Move Schools Toward Education Equity?\u003cbr>\n\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>Backstory: \u003c/strong>California has a subsidized preschool program. But there aren’t enough slots or resources to cover all eligible kids, and legislators and advocates want to better align standards so that more kids are better prepared for kindergarten.\u003c/p>\n\u003cp>Universal preschool and childcare would cost \u003ca href=\"https://www.sacbee.com/news/politics-government/capitol-alert/article216266060.html\">an estimated $8 billion\u003c/a>, and Senate and Assembly leaders say early childhood programs will be high on their agenda. Newsom, a father of four, said he wants to greatly expand access to preschool and childcare services.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>Assemblyman Kevin McCarty of Sacramento this month introduced \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB123\">Assembly Bill 123\u003c/a>, part of a package of bills that would more than double funding for the state’s preschool program.\u003c/p>\n\u003cp>McCarty said his plan would fund preschool for all eligible low-income 3- and 4-year-olds in California, as well as “middle-income families who are just outside the income limits.” He said families who don’t qualify for any financial assistance pay “UC Berkeley-type tuition costs” to send their kids to preschool or secure quality childcare services.\u003c/p>\n\u003cp>“We think the window has never been wider,” McCarty told reporters. “We have a governor-elect who’s very into this issue …There are challenges, there is a lot of competition (for funding), but I’ve never been more optimistic about this.”\u003c/p>\n\u003ch3>\u003cstrong>Per-pupil spending\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>In a state as diverse and large as California, the world’s fifth largest economy, public schools are both a powerful engine of social mobility and key to a skilled workforce. But analysts warn that school districts will be in dire distress if the state doesn’t help them deal with mounting financial pressures.\u003c/p>\n\u003cp>Declining enrollment, larger percentages of special needs students and \u003ca href=\"https://calmatters.org/articles/california-teacher-pension-debt/\">growing pension obligations\u003c/a> have put officials into cost-cutting mode in several districts. An April report by WestEd, a San Francisco-based nonprofit, \u003ca href=\"https://wested.org/wp-content/uploads/2018/05/resource-silent-recession-2.pdf\">described a “silent recession”\u003c/a> brewing within school districts as many begin to whittle down budgets because their fixed costs are outgrowing the money they have to pay for them.\u003c/p>\n\u003cp>Meanwhile, Stanford researchers have found that the state \u003ca href=\"http://gettingdowntofacts.com/sites/default/files/GDTFII_Report_Levin.pdf\">needs to spend $25.6 billion more\u003c/a>—a 38 percent increase—than it currently does for all California students to meet learning expectations.\u003c/p>\n\u003cp>Intense pressure is mounting to boost California’s per-pupil spending toward the top of the nation’s ladder, far beyond the billions of dollars Gov. Brown pumped into the state’s public schools after the recession. Many education advocates and school officials point out that that money merely restored funding that was cut during the downturn, and that California’s per-pupil spending, when adjusted by cost of living, \u003ca href=\"https://www.politifact.com/california/statements/2018/jan/17/delaine-eastin/does-california-rank-41st-student-spending-no-1-pr/\">ranks among the bottom tier of states\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Backstory: \u003c/strong>Under Brown’s Local Control Funding Formula, which distributes money partly based on a school’s concentration of disadvantaged students, schools have received gradual funding increases each year since 2013, to the tune of \u003ca href=\"http://www.ebudget.ca.gov/2018-19/pdf/Enacted/BudgetSummary/K-12Education.pdf\">more than $21 billion\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11710882\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/GettyImages-1058496338-e1544218878939.jpg\">\u003cimg class=\"size-medium wp-image-11710882\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/GettyImages-1058496338-800x538.jpg\" alt=\"\" width=\"800\" height=\"538\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gov.-elect Gavin Newsom speaks during election night event on November 6, 2018 in Los Angeles. \u003ccite>(Kevork Djansezian/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This year, the funding formula reached “full implementation,” meaning that the state hit the spending target it originally set for itself. While school officials and education advocates are pleased that Brown’s signature education reform met its goal two years ahead of schedule, schools are uncertain whether they’ll receive similar increases moving forward as their fixed costs keep rising. Reaching the original spending target, they say, was never intended to be the end point.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>Assemblyman Al Muratsuchi, a Democrat from Torrance, introduced AB 39 on the first day of the new session. Muratsuchi’s bill essentially sets a new target to raise school funding by $35 billion more per year, a 60 percent increase, though it doesn’t include a time frame for the goal.\u003c/p>\n\u003cp>“We’re hearing all kinds of new proposals for new programs,” Muratsuchi said. “But I want to make sure that we continue to make our top priority our ongoing (K-12) commitments.”\u003c/p>\n\u003cp>Muratsuchi introduced similar legislation last session that \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201720180AB2808\">had near unanimous support\u003c/a> in the Assembly and Senate before it stalled at the end of session. Muratsuchi believes Brown wanted to leave large-scale school spending commitments to the next governor.\u003c/p>\n\u003ch3>\u003cstrong>Data systems\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>Education leaders and researchers say tracking students through data would give them a more complete picture of whether reforms and efforts to improve student achievement are working as intended. Supporters of a “longitudinal” database, including Newsom, point out that California is among a handful of states that don’t already have such an infrastructure in place.\u003c/p>\n\u003cp>\u003cstrong>Backstory:\u003c/strong> Officials, advocates and researchers have long called for the state to create a system of databases that accurately and reliably tracks students’ outcomes from preschool all the way through college. So far it hasn’t happened. But the concept is aligned with Newsom’s vision of an educational system that tracks Californians “from cradle to career.” While acknowledging that the need to upgrade technology often gets lost in discussions about improving education, he has called it \"profoundly important.\"\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>State Senators Steve Glazer and Ben Allen have introduced \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB2\">Senate Bill 2\u003c/a>, which would create a statewide longitudinal student database by 2022. Glazer unsuccessfully proposed a similar measure last year; a Senate analysis found the concept needed more work.\u003c/p>\n\u003ch3>\u003cstrong>Funding reality\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters:\u003c/strong> Despite California’s hefty budget surplus, economists warn that another recession could be around the corner, and the state’s revenue picture is notoriously volatile. That led to traumatic budget cuts and teacher layoffs in the last downturn. But intense, pent-up demand for ambitious projects has also mounted in part due to Brown’s reluctance during his tenure to commit to ongoing spending on new programs.\u003c/p>\n\u003cp>\u003cstrong>Backstory:\u003c/strong> In his second stint as governor, Brown led the state out of a budget crisis and restored school funding to pre-recession levels. He repeatedly reminded legislators in speeches and veto letters to watch spending, warning that the state should be prepared for the next economic downturn.\u003c/p>\n\u003cp>Newsom has vowed to follow Brown’s lead, but also hopes to make his own mark. And with supermajorities in both chambers, Democrats will have unprecedented power in the Legislature this session, and could theoretically pass tax increases for education and other priorities without Republican support.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table:\u003c/strong> Education is already the biggest line item in the state’s budget, absorbing about 40 cents of every taxpayer dollar. Nonetheless, among education leaders and advocates, there is a broad support to raise school funding. Incoming state superintendent of public instruction Tony Thurmond, a former state Assemblyman, said he plans to push an eight-year proposal that would \u003ca href=\"https://calmatters.org/articles/tony-thurmond-wins-state-superintendent-of-schools-race/\">raise California’s per-pupil spending\u003c/a> from the bottom tier to near the top in state education spending rankings.\u003c/p>\n\u003cp>Advocacy groups representing local school boards and administrators launched a campaign this summer calling for “full and fair” funding that would bring California into the Top 10 — a jump of 31 spots, adjusted for cost of living — by 2025.\u003c/p>\n\u003cp>Allen, who chaired the Senate education committee this past session, said he favors preschool expansions that are “pedagogically sound and financially sustainable for the long term.” He expressed optimism about the state’s economy, though added that “it’d be a big mistake to assume that the current (budget) surplus is a long-term reality.”\u003c/p>\n\u003cp>“Unfortunately, the state of California has a history of establishing programs only to have to cut them back significantly in a time of downturn,” Allen said. “It doesn’t help any kids in the long term to (start) a program only to have to scale it back when the revenues start to drop.”\u003c/p>\n\u003cp>Looming over all of this is the prospect of a voter initiative on property taxes that would also have a major impact on school finance. The so-called “split roll” proposal, which recently \u003ca href=\"https://www.sacbee.com/news/politics-government/capitol-alert/article220077410.html\">qualified for the 2020 ballot\u003c/a>, would scale back Proposition 13, a decades-old law that grandfathered property tax rates for some Californians.\u003c/p>\n\u003cp>If successful, the measure would bring in an estimated $6 billion partly earmarked for schools.\u003c/p>\n\u003cp>Lawmakers could also take that issue up themselves, rather than leave the large and complex proposal up to voters to decide.\u003c/p>\n\u003cp>Wesley Smith, executive director for the Association of California School Administrators, said “school districts up and down the state are feeling the impact of a recession that’s not even here yet.”\u003c/p>\n\u003cp>“What we have to avoid with our new governor coming is that we don’t allow people to believe wrongly that public education finance is fixed. It’s not,” Smith said. “When you’re top 5 in the world in revenue generation, but you prioritize your kids in this country 41st out of 50, you haven’t fixed it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://calmatters.org\">\u003cem>CALmatters.org\u003c/em>\u003c/a>\u003cem> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Gov.-elect Gavin Newson and his Democratic allies in the Legislature have ambitious plans for statewide public education improvements.",
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"title": "Can California Afford Gavin Newsom's Vision for Public Schools? A K-12 Primer for 2019 | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Early childhood education. A top-tier national ranking for K-12 per-pupil spending. A data system that would track kids from nursery school through state university.\u003c/p>\n\u003cp>California’s Legislature won’t reconvene until 2019, but the Christmas wish list for public schools is already long and pricey. On the first day of session, Democratic lawmakers introduced two major education bills, calling for nearly $40 billion more in state spending on schools.\u003c/p>\n\u003cp>Gov.-elect Gavin Newsom publicly supports many of the same education initiatives being pushed by legislators. But he’s also \u003ca href=\"https://www.sacbee.com/latest-news/article222632860.html\">said\u003c/a> he plans to “live within our means” and follow Jerry Brown’s frugal example. Whether the economy—and the Democrats’ legislative mega-majority—will comply is an open question.\u003c/p>\n\u003cp>In any case, as California rings in a new administration, here’s a guide to some of the big-ticket education items lawmakers will likely debate next year.\u003c/p>\n\u003cp>\u003cstrong>Universal preschool\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>State leaders view increased spending on preschool and other early childhood programs as key to improving learning outcomes for disadvantaged students and as a powerful\u003ca href=\"http://www.cdss.ca.gov/Portals/9/CalWORKs/AB1520%20-%20Final%20Report.pdf?ver=2018-11-19-145600-677\"> anti-poverty program.\u003c/a>\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.gettingdowntofacts.com/sites/default/files/2018-09/GDTFII_Report_Stipek.pdf\">recent collection of studies\u003c/a> published by Stanford University, professor Deborah Stipek wrote that the state’s “large achievement gap is in part the result of a significant decline in the level of investment in its youngest children.”\u003c/p>\n\u003cp>The studies found that some students enter kindergarten already behind and never catch up to their peers.\u003c/p>\n\u003caside class=\"alignright\">\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11701044/how-proposition-13-transformed-neighborhood-public-schools-throughout-california\" target=\"_blank\" rel=\"noopener\">How Prop 13 Transformed Neighborhood Public Schools \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/10848857/schools-enjoy-rise-in-state-funding-but-pension-costs-and-recession-worries-loom-large\" target=\"_blank\" rel=\"noopener\">Schools Enjoy Funding Boost, But Long-Term Costs and Recession Worries Loom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11305666/will-new-funding-formula-move-schools-towards-education-equity\" target=\"_blank\" rel=\"noopener\">Will New Funding Formula Move Schools Toward Education Equity?\u003cbr>\n\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>Backstory: \u003c/strong>California has a subsidized preschool program. But there aren’t enough slots or resources to cover all eligible kids, and legislators and advocates want to better align standards so that more kids are better prepared for kindergarten.\u003c/p>\n\u003cp>Universal preschool and childcare would cost \u003ca href=\"https://www.sacbee.com/news/politics-government/capitol-alert/article216266060.html\">an estimated $8 billion\u003c/a>, and Senate and Assembly leaders say early childhood programs will be high on their agenda. Newsom, a father of four, said he wants to greatly expand access to preschool and childcare services.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>Assemblyman Kevin McCarty of Sacramento this month introduced \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB123\">Assembly Bill 123\u003c/a>, part of a package of bills that would more than double funding for the state’s preschool program.\u003c/p>\n\u003cp>McCarty said his plan would fund preschool for all eligible low-income 3- and 4-year-olds in California, as well as “middle-income families who are just outside the income limits.” He said families who don’t qualify for any financial assistance pay “UC Berkeley-type tuition costs” to send their kids to preschool or secure quality childcare services.\u003c/p>\n\u003cp>“We think the window has never been wider,” McCarty told reporters. “We have a governor-elect who’s very into this issue …There are challenges, there is a lot of competition (for funding), but I’ve never been more optimistic about this.”\u003c/p>\n\u003ch3>\u003cstrong>Per-pupil spending\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>In a state as diverse and large as California, the world’s fifth largest economy, public schools are both a powerful engine of social mobility and key to a skilled workforce. But analysts warn that school districts will be in dire distress if the state doesn’t help them deal with mounting financial pressures.\u003c/p>\n\u003cp>Declining enrollment, larger percentages of special needs students and \u003ca href=\"https://calmatters.org/articles/california-teacher-pension-debt/\">growing pension obligations\u003c/a> have put officials into cost-cutting mode in several districts. An April report by WestEd, a San Francisco-based nonprofit, \u003ca href=\"https://wested.org/wp-content/uploads/2018/05/resource-silent-recession-2.pdf\">described a “silent recession”\u003c/a> brewing within school districts as many begin to whittle down budgets because their fixed costs are outgrowing the money they have to pay for them.\u003c/p>\n\u003cp>Meanwhile, Stanford researchers have found that the state \u003ca href=\"http://gettingdowntofacts.com/sites/default/files/GDTFII_Report_Levin.pdf\">needs to spend $25.6 billion more\u003c/a>—a 38 percent increase—than it currently does for all California students to meet learning expectations.\u003c/p>\n\u003cp>Intense pressure is mounting to boost California’s per-pupil spending toward the top of the nation’s ladder, far beyond the billions of dollars Gov. Brown pumped into the state’s public schools after the recession. Many education advocates and school officials point out that that money merely restored funding that was cut during the downturn, and that California’s per-pupil spending, when adjusted by cost of living, \u003ca href=\"https://www.politifact.com/california/statements/2018/jan/17/delaine-eastin/does-california-rank-41st-student-spending-no-1-pr/\">ranks among the bottom tier of states\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Backstory: \u003c/strong>Under Brown’s Local Control Funding Formula, which distributes money partly based on a school’s concentration of disadvantaged students, schools have received gradual funding increases each year since 2013, to the tune of \u003ca href=\"http://www.ebudget.ca.gov/2018-19/pdf/Enacted/BudgetSummary/K-12Education.pdf\">more than $21 billion\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11710882\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/GettyImages-1058496338-e1544218878939.jpg\">\u003cimg class=\"size-medium wp-image-11710882\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/GettyImages-1058496338-800x538.jpg\" alt=\"\" width=\"800\" height=\"538\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gov.-elect Gavin Newsom speaks during election night event on November 6, 2018 in Los Angeles. \u003ccite>(Kevork Djansezian/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This year, the funding formula reached “full implementation,” meaning that the state hit the spending target it originally set for itself. While school officials and education advocates are pleased that Brown’s signature education reform met its goal two years ahead of schedule, schools are uncertain whether they’ll receive similar increases moving forward as their fixed costs keep rising. Reaching the original spending target, they say, was never intended to be the end point.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>Assemblyman Al Muratsuchi, a Democrat from Torrance, introduced AB 39 on the first day of the new session. Muratsuchi’s bill essentially sets a new target to raise school funding by $35 billion more per year, a 60 percent increase, though it doesn’t include a time frame for the goal.\u003c/p>\n\u003cp>“We’re hearing all kinds of new proposals for new programs,” Muratsuchi said. “But I want to make sure that we continue to make our top priority our ongoing (K-12) commitments.”\u003c/p>\n\u003cp>Muratsuchi introduced similar legislation last session that \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201720180AB2808\">had near unanimous support\u003c/a> in the Assembly and Senate before it stalled at the end of session. Muratsuchi believes Brown wanted to leave large-scale school spending commitments to the next governor.\u003c/p>\n\u003ch3>\u003cstrong>Data systems\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters: \u003c/strong>Education leaders and researchers say tracking students through data would give them a more complete picture of whether reforms and efforts to improve student achievement are working as intended. Supporters of a “longitudinal” database, including Newsom, point out that California is among a handful of states that don’t already have such an infrastructure in place.\u003c/p>\n\u003cp>\u003cstrong>Backstory:\u003c/strong> Officials, advocates and researchers have long called for the state to create a system of databases that accurately and reliably tracks students’ outcomes from preschool all the way through college. So far it hasn’t happened. But the concept is aligned with Newsom’s vision of an educational system that tracks Californians “from cradle to career.” While acknowledging that the need to upgrade technology often gets lost in discussions about improving education, he has called it \"profoundly important.\"\u003c/p>\n\u003cp>\u003cstrong>What’s on the table: \u003c/strong>State Senators Steve Glazer and Ben Allen have introduced \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB2\">Senate Bill 2\u003c/a>, which would create a statewide longitudinal student database by 2022. Glazer unsuccessfully proposed a similar measure last year; a Senate analysis found the concept needed more work.\u003c/p>\n\u003ch3>\u003cstrong>Funding reality\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Why it matters:\u003c/strong> Despite California’s hefty budget surplus, economists warn that another recession could be around the corner, and the state’s revenue picture is notoriously volatile. That led to traumatic budget cuts and teacher layoffs in the last downturn. But intense, pent-up demand for ambitious projects has also mounted in part due to Brown’s reluctance during his tenure to commit to ongoing spending on new programs.\u003c/p>\n\u003cp>\u003cstrong>Backstory:\u003c/strong> In his second stint as governor, Brown led the state out of a budget crisis and restored school funding to pre-recession levels. He repeatedly reminded legislators in speeches and veto letters to watch spending, warning that the state should be prepared for the next economic downturn.\u003c/p>\n\u003cp>Newsom has vowed to follow Brown’s lead, but also hopes to make his own mark. And with supermajorities in both chambers, Democrats will have unprecedented power in the Legislature this session, and could theoretically pass tax increases for education and other priorities without Republican support.\u003c/p>\n\u003cp>\u003cstrong>What’s on the table:\u003c/strong> Education is already the biggest line item in the state’s budget, absorbing about 40 cents of every taxpayer dollar. Nonetheless, among education leaders and advocates, there is a broad support to raise school funding. Incoming state superintendent of public instruction Tony Thurmond, a former state Assemblyman, said he plans to push an eight-year proposal that would \u003ca href=\"https://calmatters.org/articles/tony-thurmond-wins-state-superintendent-of-schools-race/\">raise California’s per-pupil spending\u003c/a> from the bottom tier to near the top in state education spending rankings.\u003c/p>\n\u003cp>Advocacy groups representing local school boards and administrators launched a campaign this summer calling for “full and fair” funding that would bring California into the Top 10 — a jump of 31 spots, adjusted for cost of living — by 2025.\u003c/p>\n\u003cp>Allen, who chaired the Senate education committee this past session, said he favors preschool expansions that are “pedagogically sound and financially sustainable for the long term.” He expressed optimism about the state’s economy, though added that “it’d be a big mistake to assume that the current (budget) surplus is a long-term reality.”\u003c/p>\n\u003cp>“Unfortunately, the state of California has a history of establishing programs only to have to cut them back significantly in a time of downturn,” Allen said. “It doesn’t help any kids in the long term to (start) a program only to have to scale it back when the revenues start to drop.”\u003c/p>\n\u003cp>Looming over all of this is the prospect of a voter initiative on property taxes that would also have a major impact on school finance. The so-called “split roll” proposal, which recently \u003ca href=\"https://www.sacbee.com/news/politics-government/capitol-alert/article220077410.html\">qualified for the 2020 ballot\u003c/a>, would scale back Proposition 13, a decades-old law that grandfathered property tax rates for some Californians.\u003c/p>\n\u003cp>If successful, the measure would bring in an estimated $6 billion partly earmarked for schools.\u003c/p>\n\u003cp>Lawmakers could also take that issue up themselves, rather than leave the large and complex proposal up to voters to decide.\u003c/p>\n\u003cp>Wesley Smith, executive director for the Association of California School Administrators, said “school districts up and down the state are feeling the impact of a recession that’s not even here yet.”\u003c/p>\n\u003cp>“What we have to avoid with our new governor coming is that we don’t allow people to believe wrongly that public education finance is fixed. It’s not,” Smith said. “When you’re top 5 in the world in revenue generation, but you prioritize your kids in this country 41st out of 50, you haven’t fixed it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "PHOTOS: East Oakland Students Cultivate Their Roots as They Learn to Garden",
"title": "PHOTOS: East Oakland Students Cultivate Their Roots as They Learn to Garden",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>It’s 3:30 p.m. on a Monday at Castlemont High School in East Oakland. Teenagers sporting backpacks and colorful sneakers spill out into the yard and the street. They laugh and yell in groups, chase friends down the sidewalk and stand in line to buy ice cream and chips from the vendors who wait for them each day. The vibrant, noisy scene is a sharp contrast to the otherwise quiet sidewalk of MacArthur Boulevard.\u003c/p>\n\u003cp>But not everyone is packing up to go home. At the end of the long driveway, past the colorful murals and speed bumps, a crew of about a dozen students from Castlemont High and Leadership Public Schools, a local charter school network, are getting ready to get their hands dirty. Literally.\u003c/p>\n\u003cp>The students are part of \u003ca href=\"https://lcsoakland.wordpress.com/\" target=\"_blank\" rel=\"noopener\">Love Cultivating Schoolyards\u003c/a>, a garden internship program that gives teens the opportunity to earn a stipend while learning about food cultivation and ecology. Organized by Oakland Leaf, a nonprofit that supports after-school programming for local students, the program employs more than 30 interns at six sites across Oakland.\u003c/p>\n\u003cfigure id=\"attachment_11711409\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711409\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-1200x802.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students prepare the soil in a garden outside Castlemont High School before planting new crops. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twice a week, students gather at the East Oakland garden to weed, plant, harvest and mix soil. They work on two different plots: the garden, run by Oakland Leaf, and the farm, primarily run by \u003ca href=\"https://www.phatbeetsproduce.org/\" target=\"_blank\" rel=\"noopener\">Phat Beets\u003c/a>, an Oakland-based youth farming and food justice program. Together, the two plots make up over an acre of land hidden behind school walls, where students work together to grow fresh produce and build community.\u003c/p>\n\u003cp>“There’s a dominant narrative of Oakland being a really dangerous place, where, you know, nothing really good happens,\" said LCS director Matthew Linzner. \"And here we are, working after school with our young folks, taking care of the green spaces on campus and helping beautify the school, helping provide more healthy food for the community.”\u003c/p>\n\u003cfigure id=\"attachment_11711410\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711410\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Program director Matthew Linzner explains each of the day's tasks before participants choose their jobs for the afternoon. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students chat in English and Spanish as they change their shoes and wait for Linzner to assign daily tasks. Each day, the group begins by passing around a shell filled with lit frankincense while the students answer a prompt meant to set the tone for the day and encourage conversation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most important thing is that people are comfortable. Comfortable to share, comfortable to explore, comfortable to take risks,” Linzner said.\u003c/p>\n\u003cp>The program welcomes students from every background, though it has a particularly high number of Latinx and newcomer participants.\u003c/p>\n\u003cp>For Alejandro Meteas, 16, gardening gives him the opportunity to relax and connect with other students. “We have to help those who are new and don’t know how to plant,” he said in Spanish.\u003c/p>\n\u003cp>According to Linzner, working in the garden gives many newcomer students a way to find community and stay connected to agricultural traditions back home.\u003c/p>\n\u003cfigure id=\"attachment_11711418\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711418\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-800x555.jpg\" alt=\"\" width=\"800\" height=\"555\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-800x555.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-1020x707.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-1200x832.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">As part of their opening activity, program participants pass an abalone shell with burning frankincense around a circle. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Learning to garden is also a way for many of the students to prepare for the future.\u003c/p>\n\u003cp>For 15-year-old Quynhri Pham Nguyen, working in the garden is a way to spend time outside while boosting her college resume. “I did this program to get some credit for college,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11711408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711408\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Adan Urvina, 18, transplants seedlings in the greenhouse. Urvina, who hopes to study marine biology, says he has always had an interest in animals and plants and uses the internship program as an opportunity to learn about growing seasons and help his mom in their garden at home. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11711411\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711411 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-800x522.jpg\" alt=\"\" width=\"800\" height=\"522\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-800x522.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-160x104.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-1020x665.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-1200x783.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Linzner holds a hose while his students work in the garden. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition to running the LCS internship, Linzner also teaches a gardening class through Castlemont’s Sustainable Urban Design Academy, a program geared toward helping students gain real-world skills and college credit before graduating from high school.\u003c/p>\n\u003cp>“Oakland Leaf and Phat Beets, we’re like partnering organizations with SUDA, which is the school-based program,\" he said. \"We’re trying to integrate everything.\"\u003c/p>\n\u003cfigure id=\"attachment_11711416\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711416\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Love Cultivating Schoolyards participants work with Oakland Eats to run a pop-up food stand behind Castlemont High School, where local residents can purchase one bunch of greens for a dollar, or take unlimited apples for free. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some students also see learning to garden as way to connect with their families.\u003c/p>\n\u003cp>Giovanna Mora, 14, said that learning about plants and gardening has allowed her to become closer to her father, a landscaper. “We used to not get along that much, so now we have something to agree on and talk about,” she said. “This knowledge can bring us together.”\u003c/p>\n\u003cp>Beyond skill-building, LCS aspires to instill fiscal responsibility and community engagement among its students. The interns earn a base pay of $500 per school year through incremental paychecks, and for each additional year they do the program they can earn a bit more.\u003c/p>\n\u003cp>“It benefits both me and the school garden,” said Giovanna. “If I’m not going to take care of it, who is?”\u003c/p>\n\u003cfigure id=\"attachment_11711415\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711415\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-800x531.jpg\" alt=\"\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-1200x796.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jimmy Martinez Aquino, 16, changes into old sneakers before beginning work. Many of the participants keep old pairs of shoes in the shed to avoid ruining the ones they wear to school. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11711413\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711413 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-800x505.jpg\" alt=\"\" width=\"800\" height=\"505\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-800x505.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-1020x643.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-1200x757.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Linzner sits with his students at the end of the day to discuss the day's work. The program always begins and ends with everyone sitting together in a circle. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This fall, Oakland Leaf began a partnership with Hope Collaborative, a local food-centered youth and community equity organization, to purchase and distribute the produce grown in the garden. According to Linzner, despite having a bounty of high-quality produce, LCS has often struggled to get the food out to the community.\u003c/p>\n\u003cp>He said that it was \"a really strange phenomenon where we had all this really high-quality produce and didn’t necessarily have a good way of getting it to the community.” Through the partnership, LCS began selling their produce at cost to local corner stores, as well as to Hope Collaborative’s own nutrition and cooking programs.\u003c/p>\n\u003cp>The corner store initiative wasn’t a complete success — the store they partnered with shut down — but they’ve since begun selling their produce to 7 Flavours Food For The Soul, a nearby restaurant.\u003c/p>\n\u003cp>“Our food is still being distributed in the community, which is ultimately the goal,” Linzner said.\u003c/p>\n\u003cfigure id=\"attachment_11711419\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711419\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students transplant newly sprouted seedlings into a planter. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The focus on food has trickled down to the students as well. Working in the garden and learning about new plants has helped Mariah Alvarez, 16, understand that food isn’t just something to make you feel full.\u003c/p>\n\u003cp>“It’s kind of like a medicine,\" she said, noting that the experience has made her “think differently through knowing what we put in our body.\"\u003c/p>\n\u003cfigure id=\"attachment_11711414\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711414\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-800x508.jpg\" alt=\"\" width=\"800\" height=\"508\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-800x508.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-1020x648.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-1200x762.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student pushes a wheelbarrow past the pool at Castlemont High School. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the end of each day, the students sit on benches in a circle with the sun setting behind them. Linzner makes announcements before closing with a game, chant or word of the day. The students then collect their backpacks, change back into their clean sneakers and walk together through campus.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The goal, Linzner said, is to build an “army of young folks, earth warriors, almost.” He’d like to see his students become a team “trying to create change in their community, more green space, more urban ecology, more native habitats, and reclaiming the brown and gray spaces in our city and in our communities.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s 3:30 p.m. on a Monday at Castlemont High School in East Oakland. Teenagers sporting backpacks and colorful sneakers spill out into the yard and the street. They laugh and yell in groups, chase friends down the sidewalk and stand in line to buy ice cream and chips from the vendors who wait for them each day. The vibrant, noisy scene is a sharp contrast to the otherwise quiet sidewalk of MacArthur Boulevard.\u003c/p>\n\u003cp>But not everyone is packing up to go home. At the end of the long driveway, past the colorful murals and speed bumps, a crew of about a dozen students from Castlemont High and Leadership Public Schools, a local charter school network, are getting ready to get their hands dirty. Literally.\u003c/p>\n\u003cp>The students are part of \u003ca href=\"https://lcsoakland.wordpress.com/\" target=\"_blank\" rel=\"noopener\">Love Cultivating Schoolyards\u003c/a>, a garden internship program that gives teens the opportunity to earn a stipend while learning about food cultivation and ecology. Organized by Oakland Leaf, a nonprofit that supports after-school programming for local students, the program employs more than 30 interns at six sites across Oakland.\u003c/p>\n\u003cfigure id=\"attachment_11711409\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711409\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut-1200x802.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34408_Castlemont_Selects_final_02-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students prepare the soil in a garden outside Castlemont High School before planting new crops. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twice a week, students gather at the East Oakland garden to weed, plant, harvest and mix soil. They work on two different plots: the garden, run by Oakland Leaf, and the farm, primarily run by \u003ca href=\"https://www.phatbeetsproduce.org/\" target=\"_blank\" rel=\"noopener\">Phat Beets\u003c/a>, an Oakland-based youth farming and food justice program. Together, the two plots make up over an acre of land hidden behind school walls, where students work together to grow fresh produce and build community.\u003c/p>\n\u003cp>“There’s a dominant narrative of Oakland being a really dangerous place, where, you know, nothing really good happens,\" said LCS director Matthew Linzner. \"And here we are, working after school with our young folks, taking care of the green spaces on campus and helping beautify the school, helping provide more healthy food for the community.”\u003c/p>\n\u003cfigure id=\"attachment_11711410\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711410\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34409_Castlemont_Selects_final_03-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Program director Matthew Linzner explains each of the day's tasks before participants choose their jobs for the afternoon. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students chat in English and Spanish as they change their shoes and wait for Linzner to assign daily tasks. Each day, the group begins by passing around a shell filled with lit frankincense while the students answer a prompt meant to set the tone for the day and encourage conversation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most important thing is that people are comfortable. Comfortable to share, comfortable to explore, comfortable to take risks,” Linzner said.\u003c/p>\n\u003cp>The program welcomes students from every background, though it has a particularly high number of Latinx and newcomer participants.\u003c/p>\n\u003cp>For Alejandro Meteas, 16, gardening gives him the opportunity to relax and connect with other students. “We have to help those who are new and don’t know how to plant,” he said in Spanish.\u003c/p>\n\u003cp>According to Linzner, working in the garden gives many newcomer students a way to find community and stay connected to agricultural traditions back home.\u003c/p>\n\u003cfigure id=\"attachment_11711418\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711418\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-800x555.jpg\" alt=\"\" width=\"800\" height=\"555\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-800x555.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-1020x707.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut-1200x832.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34415_Castlemont_Selects_final_09-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">As part of their opening activity, program participants pass an abalone shell with burning frankincense around a circle. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Learning to garden is also a way for many of the students to prepare for the future.\u003c/p>\n\u003cp>For 15-year-old Quynhri Pham Nguyen, working in the garden is a way to spend time outside while boosting her college resume. “I did this program to get some credit for college,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11711408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711408\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34407_Castlemont_Selects_final_01-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Adan Urvina, 18, transplants seedlings in the greenhouse. Urvina, who hopes to study marine biology, says he has always had an interest in animals and plants and uses the internship program as an opportunity to learn about growing seasons and help his mom in their garden at home. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11711411\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711411 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-800x522.jpg\" alt=\"\" width=\"800\" height=\"522\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-800x522.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-160x104.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-1020x665.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut-1200x783.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34410_Castlemont_Selects_final_04-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Linzner holds a hose while his students work in the garden. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In addition to running the LCS internship, Linzner also teaches a gardening class through Castlemont’s Sustainable Urban Design Academy, a program geared toward helping students gain real-world skills and college credit before graduating from high school.\u003c/p>\n\u003cp>“Oakland Leaf and Phat Beets, we’re like partnering organizations with SUDA, which is the school-based program,\" he said. \"We’re trying to integrate everything.\"\u003c/p>\n\u003cfigure id=\"attachment_11711416\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711416\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34414_Castlemont_Selects_final_08-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Love Cultivating Schoolyards participants work with Oakland Eats to run a pop-up food stand behind Castlemont High School, where local residents can purchase one bunch of greens for a dollar, or take unlimited apples for free. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some students also see learning to garden as way to connect with their families.\u003c/p>\n\u003cp>Giovanna Mora, 14, said that learning about plants and gardening has allowed her to become closer to her father, a landscaper. “We used to not get along that much, so now we have something to agree on and talk about,” she said. “This knowledge can bring us together.”\u003c/p>\n\u003cp>Beyond skill-building, LCS aspires to instill fiscal responsibility and community engagement among its students. The interns earn a base pay of $500 per school year through incremental paychecks, and for each additional year they do the program they can earn a bit more.\u003c/p>\n\u003cp>“It benefits both me and the school garden,” said Giovanna. “If I’m not going to take care of it, who is?”\u003c/p>\n\u003cfigure id=\"attachment_11711415\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711415\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-800x531.jpg\" alt=\"\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut-1200x796.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34413_Castlemont_Selects_final_07-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jimmy Martinez Aquino, 16, changes into old sneakers before beginning work. Many of the participants keep old pairs of shoes in the shed to avoid ruining the ones they wear to school. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11711413\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711413 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-800x505.jpg\" alt=\"\" width=\"800\" height=\"505\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-800x505.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-1020x643.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut-1200x757.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34411_Castlemont_Selects_final_05-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Linzner sits with his students at the end of the day to discuss the day's work. The program always begins and ends with everyone sitting together in a circle. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This fall, Oakland Leaf began a partnership with Hope Collaborative, a local food-centered youth and community equity organization, to purchase and distribute the produce grown in the garden. According to Linzner, despite having a bounty of high-quality produce, LCS has often struggled to get the food out to the community.\u003c/p>\n\u003cp>He said that it was \"a really strange phenomenon where we had all this really high-quality produce and didn’t necessarily have a good way of getting it to the community.” Through the partnership, LCS began selling their produce at cost to local corner stores, as well as to Hope Collaborative’s own nutrition and cooking programs.\u003c/p>\n\u003cp>The corner store initiative wasn’t a complete success — the store they partnered with shut down — but they’ve since begun selling their produce to 7 Flavours Food For The Soul, a nearby restaurant.\u003c/p>\n\u003cp>“Our food is still being distributed in the community, which is ultimately the goal,” Linzner said.\u003c/p>\n\u003cfigure id=\"attachment_11711419\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711419\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34416_Castlemont_Selects_final_10-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students transplant newly sprouted seedlings into a planter. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The focus on food has trickled down to the students as well. Working in the garden and learning about new plants has helped Mariah Alvarez, 16, understand that food isn’t just something to make you feel full.\u003c/p>\n\u003cp>“It’s kind of like a medicine,\" she said, noting that the experience has made her “think differently through knowing what we put in our body.\"\u003c/p>\n\u003cfigure id=\"attachment_11711414\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711414\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-800x508.jpg\" alt=\"\" width=\"800\" height=\"508\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-800x508.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-1020x648.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut-1200x762.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS34412_Castlemont_Selects_final_06-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student pushes a wheelbarrow past the pool at Castlemont High School. \u003ccite>(Anne Wernikoff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the end of each day, the students sit on benches in a circle with the sun setting behind them. Linzner makes announcements before closing with a game, chant or word of the day. The students then collect their backpacks, change back into their clean sneakers and walk together through campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The goal, Linzner said, is to build an “army of young folks, earth warriors, almost.” He’d like to see his students become a team “trying to create change in their community, more green space, more urban ecology, more native habitats, and reclaiming the brown and gray spaces in our city and in our communities.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "40-years-on-how-does-proposition-13-impact-the-california-dream",
"title": "40 Years on, How Does Proposition 13 Impact the California Dream?",
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"headTitle": "40 Years on, How Does Proposition 13 Impact the California Dream? | KQED",
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"content": "\u003cp>[dropcap]D[/dropcap]o you know how much your neighbor’s house cost? How about how much they pay in property taxes? We usually don’t pry into our neighbors’ lives and ask these questions, but as part of our special on California’s Proposition 13, that’s exactly what we did.\u003c/p>\n\u003cp>This year marks the 40th anniversary of Proposition 13, which essentially locks in a homeowner’s property tax to the year they bought their home — no matter how much their home increases in value.\u003c/p>\n\u003cp>To get a sense of Proposition 13’s impact on Californians, KQED Education Reporter Vanessa Rancaño looked at her own neighborhood in North Oakland, where she rents a home.\u003c/p>\n\u003cfigure id=\"attachment_11711712\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711712\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">KQED Education Reporter Vanessa Rancaño invited her North Oakland neighbors over to talk about the impact Proposition 13 has had on their lives. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a rainy day in late November, three of her neighbors and a fellow Oakland resident met in Rancaño’s living room for brunch and a conversation about how Proposition 13 affects each of them differently — even though they live just doors away from each other.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11700683/too-few-homes-is-proposition-13-to-blame-for-californias-housing-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Michelle Krasowski\u003c/strong>\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11711718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711718\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-800x533.jpg\" alt=\"Michelle Krasowski is a librarian who rents an apartment in North Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Michelle Krasowski is a librarian who rents an apartment in North Oakland. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"http://projects.scpr.org/prop-13/\">The California Dream: The Oakland Block That Proposition 13 Built\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"http://projects.scpr.org/prop-13/\">\u003cimg decoding=\"async\" src=\"https://u.s.kqed.net/2018/10/23/Prop13600.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003cp>Since 1978, Proposition 13 has played an outsized role in who can afford to live in California. Did it save the California Dream, or spoil it? To answer that question, we focused on a single block in a middle-class neighborhood in North Oakland.\u003c/p>\n\u003c/aside>\n\u003cp>Michelle Krasowski works as the Librarian Specialist in support of Adult Services for the Contra Costa County Library System. She has rented an apartment on the block for two years, and says she spends most of her paycheck on rent. She says she was shocked when she found out how her rent compares to what her landlord is paying in property taxes.\u003c/p>\n\u003cp>\u003cem>“I feel like he’s he’s getting a lot out of this and I’m getting a lot sucked out of me and my life. I’m here to serve the public and my community, I’m invested in improving people’s quality of life — especially for people like me who are government workers. I can’t negotiate a higher salary. I have a salary cap. There is no rent cap, there is no home sales cap. So in this particular climate I’ll never be able to own a home. And that’s really sad to me as somebody who really cares about the people around me.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ken Wilkins\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11711749\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711749\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-800x533.jpg\" alt=\"Ken Wilkens is retired. He bought his house in Oakland in 1976.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ken Wilkins is retired. He bought his house in Oakland in 1976. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 1976 (two years before Proposition 13 passed), Ken Wilkins bought his home for $18,500. That was $2,000 less than he paid for the car he drives now. Now, he pays only $1,800 in property taxes, which helps him stay in the neighborhood as a retired senior.\u003c/p>\n\u003cp>\u003cem>“I think I [voted for Proposition 13], but I really didn’t think it out really well. I think there should have been some other compromise like businesses should not have had that break at all. But I actually am happy to be under Proposition 13. [If Proposition 13 were theoretically repealed], I think I would move to Nebraska!”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11700810/similar-homes-different-taxes-is-proposition-13-fair-to-new-homeowners\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Jas Johl\u003c/strong>\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11711756\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711756\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-800x533.jpg\" alt=\"Jas Johl got a job in the tech industry so she could buy her house.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jas Johl got a job in the tech industry so she could buy her house. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jas Johl grew up in Sacramento and got a needs-based scholarship to attend UC Berkeley for college. She chose to work in the tech industry because she wanted to own a home in Oakland. She says she is more willing to pay her hefty property taxes ($13,000), because they go toward funding public education. Still, she says, it doesn’t seem right that so few people have the chance to be homeowners.\u003c/p>\n\u003cp>\u003cem>“My parents were immigrants, I grew up in a family of seven on a $35,000 income. And now I am a family of one with…I don’t know how many times that income. I do think I’m very lucky but I also feel like it shouldn’t be this hard. I like the job I have now. But I mean, would I be a teacher if being a teacher paid the same amount?”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Henry Gardner\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11711766\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711766\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-800x533.jpg\" alt=\"Henry Gardner was Oakland's Assistant City Manager in 1978 when Prop 13 passed.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Henry Gardner was Oakland’s Assistant City Manager in 1978 when Prop 13 passed. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Henry Gardner has lived in Oakland since 1971. He was Assistant City Manager when Proposition 13 passed and became City Manager three years later. He says as a homeowner, he benefits from Proposition 13 — even though he says it has hurt the city “tremendously.” Gardner is a strong advocate of a split roll tax, which would adjust property taxes more frequently. It will be on the ballot in 2020.\u003c/p>\n\u003cp>\u003cem>“[The] California dream is to expose our children to arts, to culture, to music, to have high-quality libraries, to have communities that are safe. Those are all California dreams. It’s not just ownership. It’s an opportunity to advance, and we have lost a lot of that. Not all of it’s due to Proposition 13, but a lot of it is.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "How has the controversial law - which essentially locks in a homeowner's property tax to the year they bought their home - affected four different Oakland residents? Reporter Vanessa Rancaño invited them over to find out.",
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"title": "40 Years on, How Does Proposition 13 Impact the California Dream? | KQED",
"description": "How has the controversial law - which essentially locks in a homeowner's property tax to the year they bought their home - affected four different Oakland residents? Reporter Vanessa Rancaño invited them over to find out.",
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"headline": "40 Years on, How Does Proposition 13 Impact the California Dream?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">D\u003c/span>\u003c/p>\u003cp>o you know how much your neighbor’s house cost? How about how much they pay in property taxes? We usually don’t pry into our neighbors’ lives and ask these questions, but as part of our special on California’s Proposition 13, that’s exactly what we did.\u003c/p>\n\u003cp>This year marks the 40th anniversary of Proposition 13, which essentially locks in a homeowner’s property tax to the year they bought their home — no matter how much their home increases in value.\u003c/p>\n\u003cp>To get a sense of Proposition 13’s impact on Californians, KQED Education Reporter Vanessa Rancaño looked at her own neighborhood in North Oakland, where she rents a home.\u003c/p>\n\u003cfigure id=\"attachment_11711712\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711712\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34431_TCR-120118_PROP13-_101-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">KQED Education Reporter Vanessa Rancaño invited her North Oakland neighbors over to talk about the impact Proposition 13 has had on their lives. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a rainy day in late November, three of her neighbors and a fellow Oakland resident met in Rancaño’s living room for brunch and a conversation about how Proposition 13 affects each of them differently — even though they live just doors away from each other.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11700683/too-few-homes-is-proposition-13-to-blame-for-californias-housing-shortage\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Michelle Krasowski\u003c/strong>\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11711718\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711718\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-800x533.jpg\" alt=\"Michelle Krasowski is a librarian who rents an apartment in North Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34435_TCR-120118_PROP13-_205-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Michelle Krasowski is a librarian who rents an apartment in North Oakland. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"http://projects.scpr.org/prop-13/\">The California Dream: The Oakland Block That Proposition 13 Built\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"http://projects.scpr.org/prop-13/\">\u003cimg decoding=\"async\" src=\"https://u.s.kqed.net/2018/10/23/Prop13600.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003cp>Since 1978, Proposition 13 has played an outsized role in who can afford to live in California. Did it save the California Dream, or spoil it? To answer that question, we focused on a single block in a middle-class neighborhood in North Oakland.\u003c/p>\n\u003c/aside>\n\u003cp>Michelle Krasowski works as the Librarian Specialist in support of Adult Services for the Contra Costa County Library System. She has rented an apartment on the block for two years, and says she spends most of her paycheck on rent. She says she was shocked when she found out how her rent compares to what her landlord is paying in property taxes.\u003c/p>\n\u003cp>\u003cem>“I feel like he’s he’s getting a lot out of this and I’m getting a lot sucked out of me and my life. I’m here to serve the public and my community, I’m invested in improving people’s quality of life — especially for people like me who are government workers. I can’t negotiate a higher salary. I have a salary cap. There is no rent cap, there is no home sales cap. So in this particular climate I’ll never be able to own a home. And that’s really sad to me as somebody who really cares about the people around me.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ken Wilkins\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11711749\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711749\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-800x533.jpg\" alt=\"Ken Wilkens is retired. He bought his house in Oakland in 1976.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34430_TCR-120118_PROP13-_147-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ken Wilkins is retired. He bought his house in Oakland in 1976. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 1976 (two years before Proposition 13 passed), Ken Wilkins bought his home for $18,500. That was $2,000 less than he paid for the car he drives now. Now, he pays only $1,800 in property taxes, which helps him stay in the neighborhood as a retired senior.\u003c/p>\n\u003cp>\u003cem>“I think I [voted for Proposition 13], but I really didn’t think it out really well. I think there should have been some other compromise like businesses should not have had that break at all. But I actually am happy to be under Proposition 13. [If Proposition 13 were theoretically repealed], I think I would move to Nebraska!”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11700810/similar-homes-different-taxes-is-proposition-13-fair-to-new-homeowners\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Jas Johl\u003c/strong>\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11711756\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711756\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-800x533.jpg\" alt=\"Jas Johl got a job in the tech industry so she could buy her house.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34432_TCR-120118_PROP13-_292-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jas Johl got a job in the tech industry so she could buy her house. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jas Johl grew up in Sacramento and got a needs-based scholarship to attend UC Berkeley for college. She chose to work in the tech industry because she wanted to own a home in Oakland. She says she is more willing to pay her hefty property taxes ($13,000), because they go toward funding public education. Still, she says, it doesn’t seem right that so few people have the chance to be homeowners.\u003c/p>\n\u003cp>\u003cem>“My parents were immigrants, I grew up in a family of seven on a $35,000 income. And now I am a family of one with…I don’t know how many times that income. I do think I’m very lucky but I also feel like it shouldn’t be this hard. I like the job I have now. But I mean, would I be a teacher if being a teacher paid the same amount?”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Henry Gardner\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11711766\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11711766\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-800x533.jpg\" alt=\"Henry Gardner was Oakland's Assistant City Manager in 1978 when Prop 13 passed.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/RS34433_TCR-120118_PROP13-_257-qut-1.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Henry Gardner was Oakland’s Assistant City Manager in 1978 when Prop 13 passed. \u003ccite>(Sean Havey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Henry Gardner has lived in Oakland since 1971. He was Assistant City Manager when Proposition 13 passed and became City Manager three years later. He says as a homeowner, he benefits from Proposition 13 — even though he says it has hurt the city “tremendously.” Gardner is a strong advocate of a split roll tax, which would adjust property taxes more frequently. It will be on the ballot in 2020.\u003c/p>\n\u003cp>\u003cem>“[The] California dream is to expose our children to arts, to culture, to music, to have high-quality libraries, to have communities that are safe. Those are all California dreams. It’s not just ownership. It’s an opportunity to advance, and we have lost a lot of that. Not all of it’s due to Proposition 13, but a lot of it is.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A new proposal that would give more black and Latino students in Oakland access to the city's top public schools is getting support from the district's head of enrollment.\u003c/p>\n\u003cp>The \"opportunity ticket\" proposal, raised at Wednesday's school board meeting, would amend enrollment policy to prioritize students currently attending schools that the district plans to close or consolidate, as part of its upcoming cost-saving consolidation plan.\u003c/p>\n\u003cp>At the meeting, 150 black and Latino parents packed into the room holding giant yellow tickets emblazoned with the word \"opportunity.\"\u003c/p>\n\u003cp>\"These schools have been failing black and brown families for at least 50 years,\" Lakisha Young, a parent who organized the group, told the board. \"So you need to figure it out for real! OK?\"\u003c/p>\n\u003cp>That ticket would allow kids in schools slated for closure to get into any school they want districtwide. And late in the meeting Wednesday, the board decided to officially consider the idea next month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The opportunity ticket is about finally saying ... that families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option,\" said Young, who heads \u003ca href=\"https://www.kqed.org/news/11700592/black-parents-say-its-up-to-them-to-fix-unequal-oakland-schools\">Oakland Reach\u003c/a>, the group that introduced the proposal.\u003c/p>\n\u003cp>It's a move that Charles Wilson, the OUSD's head of enrollment, sees as a way to create more equity in a district whose top schools still have a largely white student body.\u003c/p>\n\u003cp>\"Residential socioeconomic segregation is a problem all over this country,\" said Wilson, who attended the meeting. \"This is just the beginning of a series of changes that need to be taken.\"\u003c/p>\n\u003cp>Currently, priority for admission to OUSD schools goes first to siblings of current students, and then to applicants living in the neighborhood, with any remaining spots given to students from outside the area. But in the district's handful of coveted top-performing schools, there are rarely remaining spots.\u003c/p>\n\u003cp>Supporters of the \"opportunity ticket\" proposal say it could potentially help desegregate some of the district’s most elite public schools, located largely in wealthier, majority-white neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One percent of black kids in Oakland attend a school that's above the state average and making progress,\" Dirk Tillotson, with the \u003ca href=\"http://www.stateofblackeducation.com/\" target=\"_blank\" rel=\"noopener\">State of Black Education Oakland\u003c/a>, an advocacy group, told the school board. \"Two-thirds attend a school that is below the state average and going backwards. We do not have access to quality schools.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new proposal that would give more black and Latino students in Oakland access to the city's top public schools is getting support from the district's head of enrollment.\u003c/p>\n\u003cp>The \"opportunity ticket\" proposal, raised at Wednesday's school board meeting, would amend enrollment policy to prioritize students currently attending schools that the district plans to close or consolidate, as part of its upcoming cost-saving consolidation plan.\u003c/p>\n\u003cp>At the meeting, 150 black and Latino parents packed into the room holding giant yellow tickets emblazoned with the word \"opportunity.\"\u003c/p>\n\u003cp>\"These schools have been failing black and brown families for at least 50 years,\" Lakisha Young, a parent who organized the group, told the board. \"So you need to figure it out for real! OK?\"\u003c/p>\n\u003cp>That ticket would allow kids in schools slated for closure to get into any school they want districtwide. And late in the meeting Wednesday, the board decided to officially consider the idea next month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The opportunity ticket is about finally saying ... that families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option,\" said Young, who heads \u003ca href=\"https://www.kqed.org/news/11700592/black-parents-say-its-up-to-them-to-fix-unequal-oakland-schools\">Oakland Reach\u003c/a>, the group that introduced the proposal.\u003c/p>\n\u003cp>It's a move that Charles Wilson, the OUSD's head of enrollment, sees as a way to create more equity in a district whose top schools still have a largely white student body.\u003c/p>\n\u003cp>\"Residential socioeconomic segregation is a problem all over this country,\" said Wilson, who attended the meeting. \"This is just the beginning of a series of changes that need to be taken.\"\u003c/p>\n\u003cp>Currently, priority for admission to OUSD schools goes first to siblings of current students, and then to applicants living in the neighborhood, with any remaining spots given to students from outside the area. But in the district's handful of coveted top-performing schools, there are rarely remaining spots.\u003c/p>\n\u003cp>Supporters of the \"opportunity ticket\" proposal say it could potentially help desegregate some of the district’s most elite public schools, located largely in wealthier, majority-white neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One percent of black kids in Oakland attend a school that's above the state average and making progress,\" Dirk Tillotson, with the \u003ca href=\"http://www.stateofblackeducation.com/\" target=\"_blank\" rel=\"noopener\">State of Black Education Oakland\u003c/a>, an advocacy group, told the school board. \"Two-thirds attend a school that is below the state average and going backwards. We do not have access to quality schools.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "As Potential Closures Loom, Oakland Parents Want ‘Opportunity Ticket’ to Access Better Schools",
"title": "As Potential Closures Loom, Oakland Parents Want ‘Opportunity Ticket’ to Access Better Schools",
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"content": "\u003cp>A group of Oakland parents plan to go before the school board on Wednesday to lobby for what they are calling an opportunity ticket. The move comes in response to the Oakland Unified School District's \u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\" target=\"_blank\" rel=\"noopener\">looming plans\u003c/a> to close or merge schools to help stabilize its budget problems, long-term.\u003c/p>\n\u003cp>The idea, expected to be introduced by board member Jumoke Hinton Hodge, would amend current enrollment policy to create a priority \"ticket\" for parents whose children are in schools that the district will be closing or merging in its consolidation plans due out early next year.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The opportunity ticket is about finally saying ... if schools close ... the families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option.'\u003ccite>Lakisha Young, Oakland Reach\u003c/cite>\u003c/aside>\n\u003cp>District enrollment has continued to decline, and district officials say they can’t keep all 87 schools open. Their initial analysis projects five years from now there will be more than 10,000 empty seats. The district’s early estimate is that it needs 24 fewer schools.\u003c/p>\n\u003cp>A group of African-American and Latino parents wants a guarantee from the District that if it closes or merges their local school, affected students will be able to attend any district school they want, something that could potentially help desegregate some of the district’s most elite public schools located largely in wealthier neighborhoods.\u003c/p>\n\u003cp>Lakisha Young heads the group, called \u003ca href=\"https://www.kqed.org/news/11700592/black-parents-say-its-up-to-them-to-fix-unequal-oakland-schools\">Oakland Reach\u003c/a>, which is behind the idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"For so long in this city, there has been a large group of parents whose children have attended low-performing schools that even if they've had dreams for their children to go to college, those schools are not preparing them from college,\" said Young.\u003c/p>\n\u003cp>\"The opportunity ticket is about finally saying whatever the system does if schools close, merge, consolidate — whatever the word of the week is — the families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option,\" said Young.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\">With Oakland Schools on the Chopping Block, Community Looks to Organize\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0862-e1544493600107-1180x806.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>OUSD head of enrollment Charles Wilson said he has been at the table with his charter school counterpart, Luis Rodriguez from \u003ca href=\"https://enrolloak.org/whoweare/\">Enroll Oakland\u003c/a>, to consider revisions to the city-wide portfolio of schools that might allow for something like an opportunity ticket.\u003c/p>\n\u003cp>Wilson said they are trying to take into account current and future charters so they are less in competition with district-run schools. The district currently has no say over which students charters choose to admit. Though required by law to provide a free, public education to all students who apply, critics say charters cherry-pick better students because parents savvy enough to seek better educational opportunities for their kids are considered a self-selecting group who are more engaged and have the skills to navigate the system. Oakland charters typically enroll higher performing students and also \u003ca href=\"https://edsource.org/2017/oakland-charters-more-likely-to-enroll-higher-performing-students-than-district-schools/583582\">admit fewer students with disabilities\u003c/a>, compared with the rest of district-run schools.\u003c/p>\n\u003cp>\"This is a dynamic time,\" said Wilson. \"We should at least interrogate the idea of an opportunity ticket. Kids currently not being served by their home schools should have access to quality schools. The organizers have gotten a pretty darn diverse group together.\"\u003c/p>\n\u003cp>While it has not taken a formal position yet, two members of a group called \u003ca href=\"https://www.equityalliesforousd.org/\">Equity Allies\u003c/a> will be speaking in support of some of the core ideas behind the opportunity ticket at Wednesday's board meeting.\u003c/p>\n\u003cp>The group's members includes middle- and upper-middle class parents whose kids often attend the top schools in the district, where few slots are ever available to non-neighborhood children.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">Parents in Oakland's Worst Schools Want Out, See Open Enrollment as Their Chance\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-1180x938.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Equity Allies parents have been finding ways to share revenue raised by their local PTAs with schools that don’t have as many resources, as they try and look for ways to address inequities in the current system and their own schools.\u003c/p>\n\u003cp>Member Nilofer Ahsan, mother of a student at Edna Brewer Middle School, says if parents are serious about creating more equitable schools in Oakland, this opportunity ticket idea is a way to start. But she predicts some parents who have spent large sums of money to buy into an enrollment area with top schools may resist the idea that a child with an opportunity ticket could potentially displace a neighborhood child.\u003c/p>\n\u003cp>\"I would say I'm for the opportunity ticket. And yes, I think all hell will break loose. Like all hell broke loose when Crocker tried to change its boundaries,\" said Ahsan, referring to \u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">Crocker Highlands Elementary\u003c/a>.\u003c/p>\n\u003cp>\"That's the type of hell that, you know, these are the conversations we need to have. They are deep, they are painful. It's very difficult,\" Ahsan said. \"But those are the conversations we need to have if there's going to be any change. And then I think that larger step is making sure that there are really good schools that are a real draw for all, spread around the city.\"\u003c/p>\n\u003cp>School district spokesman John Sasaki said the district is currently looking at ways to ensure that students who attend a school that is closed or merged have an opportunity to go to a higher-performing school near them. But the idea of a priority \"ticket\" to any school in the district is not part of those discussions.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">Oakland Prides Itself on Being Diverse - Until It Comes Time to Send Kids to School\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">\u003cimg src=\"https://ww2.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia1920-1920x1280.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Concerns over how charters would play into this potential reallocation of students is raising concerns. This past summer, the district recently passed a two-page resolution called Community of Schools, supported by Go Public Schools among others, which directs the superintendent to unite charters and district-run schools more tightly under one umbrella.\u003c/p>\n\u003cp>Board member Shanthi Gonzales said she supports the idea of an opportunity ticket only if the choice is within district-run schools, not charters.\u003c/p>\n\u003cp>\"Part of the reason we have to close schools is because of the declining enrollment situation, which is mostly due to the large number of charter schools in Oakland,\" said Gonzales. \"So it doesn’t make sense for us to facilitate the exit of students for charter schools. That will only lead to the closure of additional schools.\"\u003c/p>\n\u003cp>Oakland Reach has been assisted by an organization called \u003ca href=\"https://gopublicschoolsoakland.org/2016/04/about-our-funding/\">Go Public Schools\u003c/a> that's funded in part by some of the country’s \u003ca href=\"https://www.usnews.com/news/best-states/washington/articles/2018-07-16/ap-analysis-billionaires-fuel-powerful-state-charter-groups\">largest charter supporters such as the Walton Foundation\u003c/a>.\u003c/p>\n\u003cp>Oakland Reach has vigorously defended its right to use any support it can get to help educate parents in failing district schools about their right to try and enroll in better schools, including charters. Young said her group just wants access to a quality school, be it charter or district run. She says there are no strings attached to anyone and she bristles at the idea that her group is beholden to any outside operators.\u003c/p>\n\u003cp>\"The idea of people pulling our strings is insulting. We're not holding anybody else’s water. It's patronizing to say we are not smart enough to choose the best schools for our kids,\" said Young. \u003ci>\"\u003c/i>I'm looking forward to bringing folks to the table and figuring out how to be thoughtful about this. But I've got a lot of fight in me and the Oakland Reach has a lot of fight in it. Because we don't have anything to lose.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article has been updated to clarify charter schools’ admission policies.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of Oakland parents plan to go before the school board on Wednesday to lobby for what they are calling an opportunity ticket. The move comes in response to the Oakland Unified School District's \u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\" target=\"_blank\" rel=\"noopener\">looming plans\u003c/a> to close or merge schools to help stabilize its budget problems, long-term.\u003c/p>\n\u003cp>The idea, expected to be introduced by board member Jumoke Hinton Hodge, would amend current enrollment policy to create a priority \"ticket\" for parents whose children are in schools that the district will be closing or merging in its consolidation plans due out early next year.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The opportunity ticket is about finally saying ... if schools close ... the families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option.'\u003ccite>Lakisha Young, Oakland Reach\u003c/cite>\u003c/aside>\n\u003cp>District enrollment has continued to decline, and district officials say they can’t keep all 87 schools open. Their initial analysis projects five years from now there will be more than 10,000 empty seats. The district’s early estimate is that it needs 24 fewer schools.\u003c/p>\n\u003cp>A group of African-American and Latino parents wants a guarantee from the District that if it closes or merges their local school, affected students will be able to attend any district school they want, something that could potentially help desegregate some of the district’s most elite public schools located largely in wealthier neighborhoods.\u003c/p>\n\u003cp>Lakisha Young heads the group, called \u003ca href=\"https://www.kqed.org/news/11700592/black-parents-say-its-up-to-them-to-fix-unequal-oakland-schools\">Oakland Reach\u003c/a>, which is behind the idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"For so long in this city, there has been a large group of parents whose children have attended low-performing schools that even if they've had dreams for their children to go to college, those schools are not preparing them from college,\" said Young.\u003c/p>\n\u003cp>\"The opportunity ticket is about finally saying whatever the system does if schools close, merge, consolidate — whatever the word of the week is — the families who are going to be most negatively impacted and who are most often left behind, that those families actually have an opportunity and a pathway to a higher, better-quality option,\" said Young.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\">With Oakland Schools on the Chopping Block, Community Looks to Organize\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11711497/with-oakland-schools-on-the-chopping-block-community-looks-to-organize\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0862-e1544493600107-1180x806.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>OUSD head of enrollment Charles Wilson said he has been at the table with his charter school counterpart, Luis Rodriguez from \u003ca href=\"https://enrolloak.org/whoweare/\">Enroll Oakland\u003c/a>, to consider revisions to the city-wide portfolio of schools that might allow for something like an opportunity ticket.\u003c/p>\n\u003cp>Wilson said they are trying to take into account current and future charters so they are less in competition with district-run schools. The district currently has no say over which students charters choose to admit. Though required by law to provide a free, public education to all students who apply, critics say charters cherry-pick better students because parents savvy enough to seek better educational opportunities for their kids are considered a self-selecting group who are more engaged and have the skills to navigate the system. Oakland charters typically enroll higher performing students and also \u003ca href=\"https://edsource.org/2017/oakland-charters-more-likely-to-enroll-higher-performing-students-than-district-schools/583582\">admit fewer students with disabilities\u003c/a>, compared with the rest of district-run schools.\u003c/p>\n\u003cp>\"This is a dynamic time,\" said Wilson. \"We should at least interrogate the idea of an opportunity ticket. Kids currently not being served by their home schools should have access to quality schools. The organizers have gotten a pretty darn diverse group together.\"\u003c/p>\n\u003cp>While it has not taken a formal position yet, two members of a group called \u003ca href=\"https://www.equityalliesforousd.org/\">Equity Allies\u003c/a> will be speaking in support of some of the core ideas behind the opportunity ticket at Wednesday's board meeting.\u003c/p>\n\u003cp>The group's members includes middle- and upper-middle class parents whose kids often attend the top schools in the district, where few slots are ever available to non-neighborhood children.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">Parents in Oakland's Worst Schools Want Out, See Open Enrollment as Their Chance\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-1180x938.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Equity Allies parents have been finding ways to share revenue raised by their local PTAs with schools that don’t have as many resources, as they try and look for ways to address inequities in the current system and their own schools.\u003c/p>\n\u003cp>Member Nilofer Ahsan, mother of a student at Edna Brewer Middle School, says if parents are serious about creating more equitable schools in Oakland, this opportunity ticket idea is a way to start. But she predicts some parents who have spent large sums of money to buy into an enrollment area with top schools may resist the idea that a child with an opportunity ticket could potentially displace a neighborhood child.\u003c/p>\n\u003cp>\"I would say I'm for the opportunity ticket. And yes, I think all hell will break loose. Like all hell broke loose when Crocker tried to change its boundaries,\" said Ahsan, referring to \u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">Crocker Highlands Elementary\u003c/a>.\u003c/p>\n\u003cp>\"That's the type of hell that, you know, these are the conversations we need to have. They are deep, they are painful. It's very difficult,\" Ahsan said. \"But those are the conversations we need to have if there's going to be any change. And then I think that larger step is making sure that there are really good schools that are a real draw for all, spread around the city.\"\u003c/p>\n\u003cp>School district spokesman John Sasaki said the district is currently looking at ways to ensure that students who attend a school that is closed or merged have an opportunity to go to a higher-performing school near them. But the idea of a priority \"ticket\" to any school in the district is not part of those discussions.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">Oakland Prides Itself on Being Diverse - Until It Comes Time to Send Kids to School\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11061802/oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school\">\u003cimg src=\"https://ww2.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia1920-1920x1280.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Concerns over how charters would play into this potential reallocation of students is raising concerns. This past summer, the district recently passed a two-page resolution called Community of Schools, supported by Go Public Schools among others, which directs the superintendent to unite charters and district-run schools more tightly under one umbrella.\u003c/p>\n\u003cp>Board member Shanthi Gonzales said she supports the idea of an opportunity ticket only if the choice is within district-run schools, not charters.\u003c/p>\n\u003cp>\"Part of the reason we have to close schools is because of the declining enrollment situation, which is mostly due to the large number of charter schools in Oakland,\" said Gonzales. \"So it doesn’t make sense for us to facilitate the exit of students for charter schools. That will only lead to the closure of additional schools.\"\u003c/p>\n\u003cp>Oakland Reach has been assisted by an organization called \u003ca href=\"https://gopublicschoolsoakland.org/2016/04/about-our-funding/\">Go Public Schools\u003c/a> that's funded in part by some of the country’s \u003ca href=\"https://www.usnews.com/news/best-states/washington/articles/2018-07-16/ap-analysis-billionaires-fuel-powerful-state-charter-groups\">largest charter supporters such as the Walton Foundation\u003c/a>.\u003c/p>\n\u003cp>Oakland Reach has vigorously defended its right to use any support it can get to help educate parents in failing district schools about their right to try and enroll in better schools, including charters. Young said her group just wants access to a quality school, be it charter or district run. She says there are no strings attached to anyone and she bristles at the idea that her group is beholden to any outside operators.\u003c/p>\n\u003cp>\"The idea of people pulling our strings is insulting. We're not holding anybody else’s water. It's patronizing to say we are not smart enough to choose the best schools for our kids,\" said Young. \u003ci>\"\u003c/i>I'm looking forward to bringing folks to the table and figuring out how to be thoughtful about this. But I've got a lot of fight in me and the Oakland Reach has a lot of fight in it. Because we don't have anything to lose.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article has been updated to clarify charter schools’ admission policies.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Prohibited From Speaking Quechua as Child, Peruvian Woman Now Professor of Quechua at Stanford",
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"content": "\u003cp>Growing up in the mountains of southern Peru, Marisol Necochea learned early on that being native is seen as inferior — and speaking Quechua is a sure sign of that.\u003c/p>\n\u003cp>Quechua, or Runa Simi — \"language of the people\" — is an indigenous language spoken throughout the Andean region of South America. Today, Quechua is still spoken by about 8 million people, primarily in Peru, Bolivia and Ecuador. Some say Quechua was born from the musical sounds of nature: thunder, running water, wind and bird calls.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Cuando nosotros éramos niños, no querían que aprendiéramos el quechua.\"\u003c/strong> When we were children, they didn’t want us to learn Quechua. \u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>The central Andes has been identified by linguists as a “hot spot” for language endangerment. However, the region also shows linguistically resilient areas, where indigenous peoples have maintained their languages and their cultures despite colonial attempts to eradicate them.\u003c/p>\n\u003cp>Although indigenous people still make up between 46 and 62 percent of the population in Peru and Bolivia, speakers of the ancient language of the Inca Empire are still discriminated against.\u003c/p>\n\u003cp>Because of the social stigma, many parents no longer teach their children indigenous languages out of a fear of discrimination and a desire to assimilate.\u003c/p>\n\u003cfigure id=\"attachment_11708898\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/IMG_8290-800x600.jpg\" alt=\"Marisol Necochea (L) sits with her parents, sister and brother-in-law in Santa Clara.\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11708898\">\u003cfigcaption class=\"wp-caption-text\">Marisol Necochea (L) sits with her parents, sister and brother-in-law in Santa Clara. \u003ccite>(Hope McKenney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is what happened to Marisol Necochea, who was born in the 1970s in the region of Apurímac, which means “where the gods speak.\" Her parents — a farmer and a shopkeeper — spoke Spanish and Quechua, but didn’t allow Necochea or her 10 siblings to learn Quechua.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>'No eran mis abuelos propios, sino que nosotros pensábamos que eran nuestros abuelitos, porque así los queríamos y así nos querían ellos también.' \u003c/strong>They weren’t my actual grandparents, but we thought they were our grandparents because we loved them like they were and they loved us as well.\u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>“When we were children, they didn’t want us to learn Quechua,” Necochea said, speaking to me in Spanish. “They didn’t want us to speak Quechua. They always told us, in many moments, don’t speak Quechua because you’re going to confuse your Spanish.”\u003c/p>\n\u003cp>Even in school, the children were physically punished if they were caught speaking the language. But against the wishes of her parents and teachers, Necochea learned the language from the elders in her small town.\u003c/p>\n\u003cp>“We learned Quechua from the grandparents in our town who came to help my mother. They spoke more Quechua than Spanish,” Necochea said, talking about the elder Peruvian women who helped take care of her and her siblings. “And they weren’t my actual grandparents, but we thought they were our grandparents because we loved them like they were and they loved us as well.”\u003c/p>\n\u003cp>Necochea moved to the Bay Area 17 years ago to join family members. She worked as a Spanish tutor and saleswoman until five years ago, when she became the Quechua language professor at Stanford University.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>'Gracias a dios aprendí el quechua, porque gracias a ese estoy ahora en Stanford enseñando a los alumnos de esta generación y me da mucha, mucha felicidad hacerlo eso.'\u003c/strong> Thank God I learned Quechua. It’s because of that that I am now at Stanford teaching students of this generation, and it makes me incredibly happy to do that.\u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>The language that opened this door for her is incredibly rich, Necochea said. It allows her to communicate certain feelings she can't express in Spanish or English, and it has a specific tense to talk about dreams and altered states.\u003c/p>\n\u003cp>“Thank God I learned Quechua. It’s because of that that I am now at Stanford teaching students of this generation, and it makes me incredibly happy to do that,\" she says.\u003c/p>\n\u003cp>Now, Necochea's parents visit every few years, and she openly speaks Quechua with them. They feel proud that their daughter is a professor at one of the most prestigious universities in the United States.\u003c/p>\n\u003cp>When Necochea and her parents say farewell to each other after these visits, they exchange a common Quechua send-off:\u003c/p>\n\u003cp>“Tupananchiskama. Hasta nuestro próximo encuentro. See you next time.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Growing up in the mountains of southern Peru, Marisol Necochea learned early on that being native is seen as inferior — and speaking Quechua is a sure sign of that.\u003c/p>\n\u003cp>Quechua, or Runa Simi — \"language of the people\" — is an indigenous language spoken throughout the Andean region of South America. Today, Quechua is still spoken by about 8 million people, primarily in Peru, Bolivia and Ecuador. Some say Quechua was born from the musical sounds of nature: thunder, running water, wind and bird calls.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Cuando nosotros éramos niños, no querían que aprendiéramos el quechua.\"\u003c/strong> When we were children, they didn’t want us to learn Quechua. \u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>The central Andes has been identified by linguists as a “hot spot” for language endangerment. However, the region also shows linguistically resilient areas, where indigenous peoples have maintained their languages and their cultures despite colonial attempts to eradicate them.\u003c/p>\n\u003cp>Although indigenous people still make up between 46 and 62 percent of the population in Peru and Bolivia, speakers of the ancient language of the Inca Empire are still discriminated against.\u003c/p>\n\u003cp>Because of the social stigma, many parents no longer teach their children indigenous languages out of a fear of discrimination and a desire to assimilate.\u003c/p>\n\u003cfigure id=\"attachment_11708898\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/IMG_8290-800x600.jpg\" alt=\"Marisol Necochea (L) sits with her parents, sister and brother-in-law in Santa Clara.\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11708898\">\u003cfigcaption class=\"wp-caption-text\">Marisol Necochea (L) sits with her parents, sister and brother-in-law in Santa Clara. \u003ccite>(Hope McKenney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is what happened to Marisol Necochea, who was born in the 1970s in the region of Apurímac, which means “where the gods speak.\" Her parents — a farmer and a shopkeeper — spoke Spanish and Quechua, but didn’t allow Necochea or her 10 siblings to learn Quechua.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>'No eran mis abuelos propios, sino que nosotros pensábamos que eran nuestros abuelitos, porque así los queríamos y así nos querían ellos también.' \u003c/strong>They weren’t my actual grandparents, but we thought they were our grandparents because we loved them like they were and they loved us as well.\u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>“When we were children, they didn’t want us to learn Quechua,” Necochea said, speaking to me in Spanish. “They didn’t want us to speak Quechua. They always told us, in many moments, don’t speak Quechua because you’re going to confuse your Spanish.”\u003c/p>\n\u003cp>Even in school, the children were physically punished if they were caught speaking the language. But against the wishes of her parents and teachers, Necochea learned the language from the elders in her small town.\u003c/p>\n\u003cp>“We learned Quechua from the grandparents in our town who came to help my mother. They spoke more Quechua than Spanish,” Necochea said, talking about the elder Peruvian women who helped take care of her and her siblings. “And they weren’t my actual grandparents, but we thought they were our grandparents because we loved them like they were and they loved us as well.”\u003c/p>\n\u003cp>Necochea moved to the Bay Area 17 years ago to join family members. She worked as a Spanish tutor and saleswoman until five years ago, when she became the Quechua language professor at Stanford University.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>'Gracias a dios aprendí el quechua, porque gracias a ese estoy ahora en Stanford enseñando a los alumnos de esta generación y me da mucha, mucha felicidad hacerlo eso.'\u003c/strong> Thank God I learned Quechua. It’s because of that that I am now at Stanford teaching students of this generation, and it makes me incredibly happy to do that.\u003ccite> Marisol Necochea\u003c/cite>\u003c/aside>\n\u003cp>The language that opened this door for her is incredibly rich, Necochea said. It allows her to communicate certain feelings she can't express in Spanish or English, and it has a specific tense to talk about dreams and altered states.\u003c/p>\n\u003cp>“Thank God I learned Quechua. It’s because of that that I am now at Stanford teaching students of this generation, and it makes me incredibly happy to do that,\" she says.\u003c/p>\n\u003cp>Now, Necochea's parents visit every few years, and she openly speaks Quechua with them. They feel proud that their daughter is a professor at one of the most prestigious universities in the United States.\u003c/p>\n\u003cp>When Necochea and her parents say farewell to each other after these visits, they exchange a common Quechua send-off:\u003c/p>\n\u003cp>“Tupananchiskama. Hasta nuestro próximo encuentro. See you next time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Oakland Schools on the Chopping Block, Community Looks to Organize",
"title": "With Oakland Schools on the Chopping Block, Community Looks to Organize",
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"content": "\u003cp>Oakland Unified School District is solidifying plans to close and consolidate schools. Specifics are expected early next year, but just the idea of school closures is alarming some parents, students and teachers who say they’re not about to let their school close without a fight.\u003c/p>\n\u003cp>Over the weekend, people gathered in downtown Oakland to begin plotting a community response to the looming closures.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">As Potential Closures Loom, Oakland Parents Want ‘Opportunity Ticket’ to Access Better Schools\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_3937-1180x885.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>“There’s only one way that we can stop this, and that’s organizing and making sure that we defend our schools,” local public education activist Mike Hutchinson told the crowd at Geoffrey’s Inner Circle. \u003c/p>\n\u003cp>“Once we organize one school site, we can’t stop there. We need to organize by neighborhood and citywide.\"\u003c/p>\n\u003cp>Hutchinson helped organize the event, which drew about 100 people. \u003c/p>\n\u003cp>\"Today was kind of two-fold,” he said, “to get information to folks so they can understand what the school board is planning to do, and hopefully that would inspire them to start fighting against those plans.\"\u003c/p>\n\u003cfigure id=\"attachment_11711500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711500\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0854-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Local public education activist Mike Hutchinson told the crowd to start organizing against the district's plan. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With enrollment down, OUSD officials say they can’t keep all 87 of their schools open. \u003c/p>\n\u003cp>Their \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=3727236&GUID=2F788976-5A80-4BBA-B940-0E878F99B445&Options=&Search=\" target=\"_blank\" rel=\"noopener\">initial analysis\u003c/a> projects that five years from now, there’ll be more than 10,000 empty seats. The district’s early estimate is that it needs 24 fewer schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>High school teacher Chris Jackson, who attended Sunday’s event, said morale in the district is already low after years of cuts. \u003c/p>\n\u003cp>“After we’ve made cut after cut, the final insult has been to close our schools down,\" Jackson said.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">Parents in Oakland's Worst Schools Want Out, See Open Enrollment as Their Chance\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-1180x938.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Jackson teaches at Castlemont High School in East Oakland, the region with the most schools, and where 17 of the 24 estimated closures would take place. He’s already worried about what that would mean for his students.\u003c/p>\n\u003cp>“A lot of our students can’t go to certain areas because of gang activity and because of their safety,” Jackson said. “We’re going to be forcing students to walk through these areas that are not safe for them. A lot of our students have huge transportation issues.”\u003c/p>\n\u003cp>When school started this year, Superintendent Kyla Johnson-Trammell admitted closing schools wasn’t going to be an easy task. \u003c/p>\n\u003cp>“No one likes having to change a school. Schools are part of a community,” she said. “They're hard, difficult conversations. They're emotional conversations. They're equity-charged conversations.”\u003c/p>\n\u003cfigure id=\"attachment_11711503\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711503 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0866-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">At Sunday's event, teachers said looming closures are contributing to their dissatisfaction and willingness to take a hardline stance as labor negotiations continue to falter. \u003ccite>(Vanessa Rancaño/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://edsource.org/2018/california-governor-signs-bill-that-could-yield-millions-for-oakland-and-inglewood-schools/602409\" target=\"_blank\" rel=\"noopener\">state bailout money\u003c/a> available to OUSD hinges on the district showing it’s taking steps to fix its finances. Closing schools is a key part of the district’s longterm plan.\u003c/p>\n\u003cp>But like others at the community meeting, Jackson and Hutchinson argued closures will disproportionately impact kids in Oakland’s flatlands.\u003c/p>\n\u003cp>Most of the schools closed or consolidated are expected to be elementary schools, plus a handful of middle schools and one high school.\u003c/p>\n\u003cp>The district is expected to provide more detail on the plan in February.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "With enrollment down, OUSD officials say they can’t keep all 87 of their schools open. The district’s early estimate is that it needs 24 fewer schools.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland Unified School District is solidifying plans to close and consolidate schools. Specifics are expected early next year, but just the idea of school closures is alarming some parents, students and teachers who say they’re not about to let their school close without a fight.\u003c/p>\n\u003cp>Over the weekend, people gathered in downtown Oakland to begin plotting a community response to the looming closures.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">As Potential Closures Loom, Oakland Parents Want ‘Opportunity Ticket’ to Access Better Schools\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_3937-1180x885.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>“There’s only one way that we can stop this, and that’s organizing and making sure that we defend our schools,” local public education activist Mike Hutchinson told the crowd at Geoffrey’s Inner Circle. \u003c/p>\n\u003cp>“Once we organize one school site, we can’t stop there. We need to organize by neighborhood and citywide.\"\u003c/p>\n\u003cp>Hutchinson helped organize the event, which drew about 100 people. \u003c/p>\n\u003cp>\"Today was kind of two-fold,” he said, “to get information to folks so they can understand what the school board is planning to do, and hopefully that would inspire them to start fighting against those plans.\"\u003c/p>\n\u003cfigure id=\"attachment_11711500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11711500\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0854-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0854.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Local public education activist Mike Hutchinson told the crowd to start organizing against the district's plan. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With enrollment down, OUSD officials say they can’t keep all 87 of their schools open. \u003c/p>\n\u003cp>Their \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=3727236&GUID=2F788976-5A80-4BBA-B940-0E878F99B445&Options=&Search=\" target=\"_blank\" rel=\"noopener\">initial analysis\u003c/a> projects that five years from now, there’ll be more than 10,000 empty seats. The district’s early estimate is that it needs 24 fewer schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>High school teacher Chris Jackson, who attended Sunday’s event, said morale in the district is already low after years of cuts. \u003c/p>\n\u003cp>“After we’ve made cut after cut, the final insult has been to close our schools down,\" Jackson said.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">Parents in Oakland's Worst Schools Want Out, See Open Enrollment as Their Chance\u003c/a>\u003c/h3>\n\u003cfigure>\u003ca href=\"https://www.kqed.org/news/11703765/parents-in-oaklands-worst-schools-want-out-see-open-enrollment-as-their-chance\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/11/Lakisha-Young-e1541535688680-1180x938.jpg\" alt=\"\">\u003c/a>\u003c/figure>\n\u003c/aside>\n\u003cp>Jackson teaches at Castlemont High School in East Oakland, the region with the most schools, and where 17 of the 24 estimated closures would take place. He’s already worried about what that would mean for his students.\u003c/p>\n\u003cp>“A lot of our students can’t go to certain areas because of gang activity and because of their safety,” Jackson said. “We’re going to be forcing students to walk through these areas that are not safe for them. A lot of our students have huge transportation issues.”\u003c/p>\n\u003cp>When school started this year, Superintendent Kyla Johnson-Trammell admitted closing schools wasn’t going to be an easy task. \u003c/p>\n\u003cp>“No one likes having to change a school. Schools are part of a community,” she said. “They're hard, difficult conversations. They're emotional conversations. They're equity-charged conversations.”\u003c/p>\n\u003cfigure id=\"attachment_11711503\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11711503 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/IMG_0866-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/IMG_0866.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">At Sunday's event, teachers said looming closures are contributing to their dissatisfaction and willingness to take a hardline stance as labor negotiations continue to falter. \u003ccite>(Vanessa Rancaño/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://edsource.org/2018/california-governor-signs-bill-that-could-yield-millions-for-oakland-and-inglewood-schools/602409\" target=\"_blank\" rel=\"noopener\">state bailout money\u003c/a> available to OUSD hinges on the district showing it’s taking steps to fix its finances. Closing schools is a key part of the district’s longterm plan.\u003c/p>\n\u003cp>But like others at the community meeting, Jackson and Hutchinson argued closures will disproportionately impact kids in Oakland’s flatlands.\u003c/p>\n\u003cp>Most of the schools closed or consolidated are expected to be elementary schools, plus a handful of middle schools and one high school.\u003c/p>\n\u003cp>The district is expected to provide more detail on the plan in February.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"disqusTitle": "One-Third of California's School Districts Are 'Struggling With Equity'",
"title": "One-Third of California's School Districts Are 'Struggling With Equity'",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>So many school districts are having such a hard time delivering the basics of an equal opportunity for an education that one in three statewide has been targeted for special assistance, according to a comprehensive state report card released by the California Department of Education Thursday.\u003c/p>\n\u003cp>The state identified 374 school districts out of roughly 1,000 that qualify for additional help — more than 60 percent more than last year, when the state issued its first set of ratings under the new “school dashboard” system.\u003c/p>\n\u003cp>School districts that qualify for the so-called State System of Support show such low scores or so little progress among student groups that they fall into a “red zone” on two or more educational indicators, from test scores to suspension rates and chronic absenteeism. Last year, the state identified 228 such districts, but critics questioned the numbers, noting that test scores pointed to a far more widespread need for assistance. Since then, the dashboard has been tweaked.\u003c/p>\n\u003cp>Carrie Hahnel, interim co-executive director of Education Trust-West, a nonprofit advocacy group focused on closing student achievement gaps, said that means that one-third of the state’s districts “are struggling with equity.”\u003c/p>\n\u003cp>“[This] should create a tremendous urgency for our newly elected state leaders and local leaders to start to do something dramatically different to support our students so that several years from now, far fewer schools are struggling to create opportunities for all students,” Hahnel said.\u003c/p>\n\u003cp>The California School Dashboard, intended to offer a more holistic assessment of public school performance, was created in part to help the state identify low-performing school districts and help them. It also replaces the state’s old standardized-test-based system as a way for communities to see how their schools are doing.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/3ti0SAu6LOtKSVeo3D3H?src=embed\" title=\"Copy: local bond bar chart\" width=\"800\" height=\"893\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To that end, this year’s dashboard — the first since it debuted last year — paints a somewhat chaotic picture, reflecting both the California school system's vast size and its vast mission. Like the aggregate data earlier this year on standardized test scores—which showed a majority of California students underperforming in basic subjects, and little or no progress in closing the achievement gap between affluent and underprivileged children—its color-coded charts are a call for action and dispiriting.\u003c/p>\n\u003cp>Only 40 percent of California’s public schools received “passing” marks in English language arts last year — and only 33 percent met the state’s targets in math. More than half of the state’s schools were in or near the “red’ zone on chronic absenteeism, and even supposed bright spots, such as graduation rates, were clouded by the state’s widespread use of online “credit recovery” courses and other techniques used by districts to deter dropouts, and perhaps artificially inflate the proportion of students who actually meet requirements to graduate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The dashboard itself also remains a somewhat controversial work in progress. On one hand, its trove of data on multiple barometers is far more three-dimensional than the old system. Schools no longer receive a single overall rating by the state, and the new system takes into account not only a school’s performance but whether it improved or declined from the prior year.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Challenges that once may have been hidden, such as how poverty, homelessness and disability affect student learning, are now in sharp focus.\" — Michael Kirst, president of the California State Board of Education\u003c/aside>\n\u003cp>But critics complain that it’s confusing, even with adjustments in this second year and the addition of new indicators to deepen the picture. The dashboard rates schools’ performance on an indicator using five different colors. Red is the lowest achieving mark, followed by orange, yellow, green and finally, blue, the highest rating. A school is considered to have a favorable mark if they are rated green or blue on an indicator, though the state’s rubric does not explicitly spell that out.\u003c/p>\n\u003cp>In fact, the state’s color labels in general have broad interpretations, to the point that it can be difficult to deduce the significance of a rating. For example, a school that has a middle-of-the-pack yellow rating in math could either have posted very high scores this year that significantly dropped compared to the year before, or achieved very low scores that significantly improved from the previous year.\u003c/p>\n\u003cp>And a green rating does not necessarily mean that a majority of a school’s students are meeting grade-level expectations. It doesn’t even mean that all of its various student sub-groups aren’t in the yellow, orange or red. That said, a CALmatters analysis of schools’ performance ratings found widespread room for improvement:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Chronic absenteeism:\u003c/strong> About 3,600 elementary schools across the state-—about 47 percent—received red and orange ratings on this indicator, meaning that more than 10 percent of their students missed 18 days or more out of the school year. Officials say this statistic is important because it helps indicate a student’s engagement and whether they’re likely to drop out of school.\u003c/li>\n\u003cli>\u003cstrong>School suspensions:\u003c/strong> More than 5,000 schools, or roughly 53 percent, received green or blue ratings in this indicator. About 30 percent were rated red or orange. While school officials are generally optimistic about the state’s direction in this category, many schools continue to have disparities in school suspensions that negatively impact black and Hispanic students.\u003c/li>\n\u003cli>\u003cstrong>Graduation rates:\u003c/strong> One of schools’ overall top-performing indicators, more than 1,000 high schools, or about 58 percent, were rated green or blue for their graduation rates. This backs the state’s record graduation rate touted by many school officials. But there’s the aforementioned credit recovery asterisk and ...\u003c/li>\n\u003c/ul>\n\u003cp>On college and career readiness, schools are faring worse. One of the new indicators on the dashboard measures how well California’s high schools prepare students for postsecondary careers. About 675 schools, or 38 percent, were rated green or blue in this category. The state gave nearly half, 47 percent, of high schools a red or orange rating.\u003c/p>\n\u003cp>And a closer look underscored the diversity of California, where more than 6.2 million students are enrolled in some of the most elite and most challenged public schools in the nation.\u003c/p>\n\u003cfigure id=\"attachment_11711328\" class=\"wp-caption alignright\" style=\"max-width: 346px\">\u003cimg class=\" wp-image-11711328\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/thurmond-800x533.jpg\" alt=\"\" width=\"346\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1920x1280.jpg 1920w\" sizes=\"(max-width: 346px) 100vw, 346px\">\u003cfigcaption class=\"wp-caption-text\">In Richmond, where state Superintendent Tony Thurmond was a school trustee, schools got mostly orange dashboard ratings. \u003ccite>(Courtesy of Thurmond's campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>West Contra Costa Unified, where 72 percent of students are socioeconomically disadvantaged and one-third are English language learners — and where California’s new Superintendent of Public Instruction Tony Thurmond was once on the school board — rated orange in reading and math and orange in student suspensions.\u003c/p>\n\u003cp>Meanwhile, in Kentfield Elementary, an affluent Marin County district of 1,200 kids whose residents include Gov.-elect Gavin Newsom, the dashboard scores were an upbeat mosaic of blues and greens. Only about 10 percent of Kentfield Elementary kids come from low-income households. Los Angeles Unified, the nation’s second-largest school district and California’s largest, ranked yellow in both reading and math, with a blue for its low suspension rate of 0.5 percent.\u003c/p>\n\u003cp>And at all three districts, their wildly different academic performance ratings notwithstanding, the rating for chronic absenteeism was a glaring orange. Michael Kirst, president of the California State Board of Education that developed the school accountability system, said in a statement that the dashboard “shows us which students have the greatest needs and which areas of our educational system need the most attention, which is exactly what it was designed to do.”\u003c/p>\n\u003cp>“Challenges that once may have been hidden, such as how poverty, homelessness and disability affect student learning, are now in sharp focus,” Kirst said. “Conversely, it also shows us which school districts are succeeding so they can serve as models for others as we build professional sharing networks throughout the state.” Hahnel of EdTrust-West said the new dashboard is “a big facelift” from its first version, but that “there are still issues with accessibility.”\u003c/p>\n\u003cp>“There’s a lot of data to explore, and that’s great,” Hahnel said, “but it’s not always intuitive and it does take some digging and deciphering to make sense of it all.”\u003c/p>\n\u003cfigure id=\"attachment_11711327\" class=\"wp-caption alignleft\" style=\"max-width: 355px\">\u003cimg class=\" wp-image-11711327\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS33119_NewsomMic-800x580.jpg\" alt=\"\" width=\"355\" height=\"257\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-800x580.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-1020x740.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-1200x871.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic.jpg 1905w\" sizes=\"(max-width: 355px) 100vw, 355px\">\u003cfigcaption class=\"wp-caption-text\">Gavin Newsom speaks in KQED's San Francisco studios on Oct. 8, 2018. In Newsom’s Marin County school district, dashboard scores were mostly exemplary blues\u003c/figcaption>\u003c/figure>\n\u003cp>And while this year’s dashboard measures more data than it did the year before, it’s drawn some criticism for what it’s left out. The dashboard now measures schools’ performance in addressing chronic absenteeism, but not at the high school level, where data is more likely to show higher rates of absences among older students.\u003c/p>\n\u003cp>Samantha Tran, senior managing director for education policy at Children Now, an Oakland-based nonprofit, nonpartisan advocacy group, said it’s “really unfortunate” thatthe dashboard lacks chronic absenteeism for high schools. The metric, Tran said, helps you find “kids who are not engaged fundamentally” in school and who would be less likely to graduate.\u003c/p>\n\u003cp>“You really should have it on the dashboard, color code it and make sure districts are looking at it,” Tran said. “(Chronic absenteeism) is one of those leading indicators where you can really turn around what’s happening for a kid, a whole subgroup of kids at a high school if you knew they weren’t coming and you were attentive to that.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://calmatters.org\">CALmatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The state identified 374 school districts that qualify for additional help - more than 60 percent more than last year, when the state first issued its new 'school dashboard' system.",
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"title": "One-Third of California's School Districts Are 'Struggling With Equity' | KQED",
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"nprByline": "\u003cstrong>\u003ca href=\"https://calmatters.org/articles/author/ricardo-cano/\">Ricardo Cano\u003c/a>\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>So many school districts are having such a hard time delivering the basics of an equal opportunity for an education that one in three statewide has been targeted for special assistance, according to a comprehensive state report card released by the California Department of Education Thursday.\u003c/p>\n\u003cp>The state identified 374 school districts out of roughly 1,000 that qualify for additional help — more than 60 percent more than last year, when the state issued its first set of ratings under the new “school dashboard” system.\u003c/p>\n\u003cp>School districts that qualify for the so-called State System of Support show such low scores or so little progress among student groups that they fall into a “red zone” on two or more educational indicators, from test scores to suspension rates and chronic absenteeism. Last year, the state identified 228 such districts, but critics questioned the numbers, noting that test scores pointed to a far more widespread need for assistance. Since then, the dashboard has been tweaked.\u003c/p>\n\u003cp>Carrie Hahnel, interim co-executive director of Education Trust-West, a nonprofit advocacy group focused on closing student achievement gaps, said that means that one-third of the state’s districts “are struggling with equity.”\u003c/p>\n\u003cp>“[This] should create a tremendous urgency for our newly elected state leaders and local leaders to start to do something dramatically different to support our students so that several years from now, far fewer schools are struggling to create opportunities for all students,” Hahnel said.\u003c/p>\n\u003cp>The California School Dashboard, intended to offer a more holistic assessment of public school performance, was created in part to help the state identify low-performing school districts and help them. It also replaces the state’s old standardized-test-based system as a way for communities to see how their schools are doing.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/3ti0SAu6LOtKSVeo3D3H?src=embed\" title=\"Copy: local bond bar chart\" width=\"800\" height=\"893\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>To that end, this year’s dashboard — the first since it debuted last year — paints a somewhat chaotic picture, reflecting both the California school system's vast size and its vast mission. Like the aggregate data earlier this year on standardized test scores—which showed a majority of California students underperforming in basic subjects, and little or no progress in closing the achievement gap between affluent and underprivileged children—its color-coded charts are a call for action and dispiriting.\u003c/p>\n\u003cp>Only 40 percent of California’s public schools received “passing” marks in English language arts last year — and only 33 percent met the state’s targets in math. More than half of the state’s schools were in or near the “red’ zone on chronic absenteeism, and even supposed bright spots, such as graduation rates, were clouded by the state’s widespread use of online “credit recovery” courses and other techniques used by districts to deter dropouts, and perhaps artificially inflate the proportion of students who actually meet requirements to graduate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The dashboard itself also remains a somewhat controversial work in progress. On one hand, its trove of data on multiple barometers is far more three-dimensional than the old system. Schools no longer receive a single overall rating by the state, and the new system takes into account not only a school’s performance but whether it improved or declined from the prior year.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Challenges that once may have been hidden, such as how poverty, homelessness and disability affect student learning, are now in sharp focus.\" — Michael Kirst, president of the California State Board of Education\u003c/aside>\n\u003cp>But critics complain that it’s confusing, even with adjustments in this second year and the addition of new indicators to deepen the picture. The dashboard rates schools’ performance on an indicator using five different colors. Red is the lowest achieving mark, followed by orange, yellow, green and finally, blue, the highest rating. A school is considered to have a favorable mark if they are rated green or blue on an indicator, though the state’s rubric does not explicitly spell that out.\u003c/p>\n\u003cp>In fact, the state’s color labels in general have broad interpretations, to the point that it can be difficult to deduce the significance of a rating. For example, a school that has a middle-of-the-pack yellow rating in math could either have posted very high scores this year that significantly dropped compared to the year before, or achieved very low scores that significantly improved from the previous year.\u003c/p>\n\u003cp>And a green rating does not necessarily mean that a majority of a school’s students are meeting grade-level expectations. It doesn’t even mean that all of its various student sub-groups aren’t in the yellow, orange or red. That said, a CALmatters analysis of schools’ performance ratings found widespread room for improvement:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Chronic absenteeism:\u003c/strong> About 3,600 elementary schools across the state-—about 47 percent—received red and orange ratings on this indicator, meaning that more than 10 percent of their students missed 18 days or more out of the school year. Officials say this statistic is important because it helps indicate a student’s engagement and whether they’re likely to drop out of school.\u003c/li>\n\u003cli>\u003cstrong>School suspensions:\u003c/strong> More than 5,000 schools, or roughly 53 percent, received green or blue ratings in this indicator. About 30 percent were rated red or orange. While school officials are generally optimistic about the state’s direction in this category, many schools continue to have disparities in school suspensions that negatively impact black and Hispanic students.\u003c/li>\n\u003cli>\u003cstrong>Graduation rates:\u003c/strong> One of schools’ overall top-performing indicators, more than 1,000 high schools, or about 58 percent, were rated green or blue for their graduation rates. This backs the state’s record graduation rate touted by many school officials. But there’s the aforementioned credit recovery asterisk and ...\u003c/li>\n\u003c/ul>\n\u003cp>On college and career readiness, schools are faring worse. One of the new indicators on the dashboard measures how well California’s high schools prepare students for postsecondary careers. About 675 schools, or 38 percent, were rated green or blue in this category. The state gave nearly half, 47 percent, of high schools a red or orange rating.\u003c/p>\n\u003cp>And a closer look underscored the diversity of California, where more than 6.2 million students are enrolled in some of the most elite and most challenged public schools in the nation.\u003c/p>\n\u003cfigure id=\"attachment_11711328\" class=\"wp-caption alignright\" style=\"max-width: 346px\">\u003cimg class=\" wp-image-11711328\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/thurmond-800x533.jpg\" alt=\"\" width=\"346\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/thurmond-1920x1280.jpg 1920w\" sizes=\"(max-width: 346px) 100vw, 346px\">\u003cfigcaption class=\"wp-caption-text\">In Richmond, where state Superintendent Tony Thurmond was a school trustee, schools got mostly orange dashboard ratings. \u003ccite>(Courtesy of Thurmond's campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>West Contra Costa Unified, where 72 percent of students are socioeconomically disadvantaged and one-third are English language learners — and where California’s new Superintendent of Public Instruction Tony Thurmond was once on the school board — rated orange in reading and math and orange in student suspensions.\u003c/p>\n\u003cp>Meanwhile, in Kentfield Elementary, an affluent Marin County district of 1,200 kids whose residents include Gov.-elect Gavin Newsom, the dashboard scores were an upbeat mosaic of blues and greens. Only about 10 percent of Kentfield Elementary kids come from low-income households. Los Angeles Unified, the nation’s second-largest school district and California’s largest, ranked yellow in both reading and math, with a blue for its low suspension rate of 0.5 percent.\u003c/p>\n\u003cp>And at all three districts, their wildly different academic performance ratings notwithstanding, the rating for chronic absenteeism was a glaring orange. Michael Kirst, president of the California State Board of Education that developed the school accountability system, said in a statement that the dashboard “shows us which students have the greatest needs and which areas of our educational system need the most attention, which is exactly what it was designed to do.”\u003c/p>\n\u003cp>“Challenges that once may have been hidden, such as how poverty, homelessness and disability affect student learning, are now in sharp focus,” Kirst said. “Conversely, it also shows us which school districts are succeeding so they can serve as models for others as we build professional sharing networks throughout the state.” Hahnel of EdTrust-West said the new dashboard is “a big facelift” from its first version, but that “there are still issues with accessibility.”\u003c/p>\n\u003cp>“There’s a lot of data to explore, and that’s great,” Hahnel said, “but it’s not always intuitive and it does take some digging and deciphering to make sense of it all.”\u003c/p>\n\u003cfigure id=\"attachment_11711327\" class=\"wp-caption alignleft\" style=\"max-width: 355px\">\u003cimg class=\" wp-image-11711327\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/RS33119_NewsomMic-800x580.jpg\" alt=\"\" width=\"355\" height=\"257\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-800x580.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-1020x740.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic-1200x871.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2018/12/RS33119_NewsomMic.jpg 1905w\" sizes=\"(max-width: 355px) 100vw, 355px\">\u003cfigcaption class=\"wp-caption-text\">Gavin Newsom speaks in KQED's San Francisco studios on Oct. 8, 2018. In Newsom’s Marin County school district, dashboard scores were mostly exemplary blues\u003c/figcaption>\u003c/figure>\n\u003cp>And while this year’s dashboard measures more data than it did the year before, it’s drawn some criticism for what it’s left out. The dashboard now measures schools’ performance in addressing chronic absenteeism, but not at the high school level, where data is more likely to show higher rates of absences among older students.\u003c/p>\n\u003cp>Samantha Tran, senior managing director for education policy at Children Now, an Oakland-based nonprofit, nonpartisan advocacy group, said it’s “really unfortunate” thatthe dashboard lacks chronic absenteeism for high schools. The metric, Tran said, helps you find “kids who are not engaged fundamentally” in school and who would be less likely to graduate.\u003c/p>\n\u003cp>“You really should have it on the dashboard, color code it and make sure districts are looking at it,” Tran said. “(Chronic absenteeism) is one of those leading indicators where you can really turn around what’s happening for a kid, a whole subgroup of kids at a high school if you knew they weren’t coming and you were attentive to that.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://calmatters.org\">CALmatters.org\u003c/a> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Oakland High School Teachers Hold One-Day 'Wildcat' Strike Over Wages",
"title": "Oakland High School Teachers Hold One-Day 'Wildcat' Strike Over Wages",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The vast majority of teachers from Oakland High School — at least 75 of the school's 90 educators — rallied outside City Hall on Monday as part of a one-day strike to protest what they say are low wages and the ineffective tactics of their union.\u003c/p>\n\u003cp>Oakland Unified School District teachers have been working without a contract since July. The main dispute is over wages. The district has offered a 5 percent raise over five years, but teachers want 12 percent over three years. They are also asking for smaller class sizes and more support services for students, including nurses, psychologists and counselors.\u003c/p>\n\u003cp>The so-called wildcat strike was not sanctioned by the Oakland Education Association, the teachers union. Teachers say the union’s tactics are top-down and ineffective.\u003c/p>\n\u003cp>\"Now is the time for this movement to happen, and the union is moving too slow,\" said Alex Webster Guiney, a special education teacher at the school, in advance of the strike. \"They need to be supporting the grass-roots movement of their members.\"\u003c/p>\n\u003cp>https://twitter.com/amyhollyfield/status/1072183268387184641\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the union does not support the strike, Oakland Education Association President Keith Brown said he supports the striking teachers' message, and that he understands the urgency of their demands.\u003c/p>\n\u003cp>\"We understand the frustration of our members at the district,\" said Brown. \"They're tired of the disrespect from the district, and they're tired of being the lowest-paid teachers in Alameda County.\"\u003c/p>\n\u003cp>According to science teacher Suzi LeBaron, at least 75 of Oakland High School's 90 teachers took part in Monday's work stoppage.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What we are doing today is a form of teaching. We are showing our students through our example what you can do when somebody is not treating you fairly.'\u003ccite>Suzi LeBaron, Oakland High science teacher\u003c/cite>\u003c/aside>\n\u003cp>\"I think this is the beginning of escalating action,\" LeBaron said. \"The school knows exactly what it looks like without us here. When we don't show up to do the thing that we love to do, it's a very concentrated impactful message.\"\u003c/p>\n\u003cp>In advance of the strike, Oakland High School Principal Matin Abdel said school would stay open. “We are prepared to create a safe and productive space for our students,” Abdel said.\u003c/p>\n\u003cp>The striking teachers told the district of their plans in advance. The school hired substitutes and consolidated classes throughout the day.\u003c/p>\n\u003cp>\"We did our due diligence,\" LeBaron said. \"We chose a date that we thought would cause the least interference in the students' semester. We gave fair warning to our principal. We've done everything we could do to make sure parents knew they had the choice to come join us, or keep their kids home from school, or send their kids to school to have a marginal school day.\"\u003c/p>\n\u003cp>LeBaron said she also talked to her students about the strike, and about what Oakland High teachers are fighting for.\u003c/p>\n\u003cp>\"I think every teacher here today has been very upfront with their students about where the exact issues are. My senior class and I looked at comparative salaries of the different districts around the area and they were horrified. What we are doing today is a form of teaching. We are showing our students through our example what you can do when somebody is not treating you fairly.\"\u003c/p>\n\u003cp>https://twitter.com/melissacolorado/status/1072212142961520640\u003c/p>\n\u003cp>LeBaron estimated that the striking Oakland High teachers were joined by at least two dozen educators from Oakland's Madison Park Academy and Fremont High School.\u003c/p>\n\u003cp>Teachers say the cost of living in Oakland has made it hard to live on a teacher’s salary, and OUSD teachers have some of the \u003ca href=\"https://edsource.org/2018/teacher-salaries-in-bay-area-counties-2016-17/599272\" target=\"_blank\" rel=\"noopener\">lowest wages\u003c/a> of teachers throughout the Bay Area.\u003c/p>\n\u003cp>“We should be paid enough to live in the communities that we teach in, and if we leave it hurts the students,” said Cole Margen, a history teacher.\u003c/p>\n\u003cp>Teachers said they hope to spark a movement and were inspired by the \u003ca href=\"https://www.npr.org/sections/ed/2018/04/25/602859780/teacher-walkouts-a-state-by-state-guide\" target=\"_blank\" rel=\"noopener\">statewide strikes\u003c/a> in West Virginia, Kentucky and Oklahoma earlier this year.\u003c/p>\n\u003cp>“Teachers have reached a point where they're very fed up,” said LeBaron. “We started off as kind of a school movement, and we're hearing from teachers all over the district who want to know what they can do.”\u003c/p>\n\u003cp>Many parents and students support the action, according to David Byrd, secretary of the Oakland High School PTA and the parent of a junior at the school.\u003c/p>\n\u003cp>\"Teachers have been open about what's planned,\" said Byrd, who also works as a music teacher at the school.\u003c/p>\n\u003cp>“Kids are asking me ‘How much do you guys make?’ They know it’s about the contract. They know when they have a good teacher and when they don't.\"\u003c/p>\n\u003cp>In an email to teachers on Friday, district officials said educators who call in sick as part of the stoppage might be subject to disciplinary action and a loss of pay.\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story identified educators joining Oakland High teachers as also coming from a Fremont school district. The educators in fact came from Oakland's Fremont High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>KQED's Vanessa Rancaño contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated.\u003c/em>\u003c/p>\n\n",
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"excerpt": "In an action unsanctioned by their union, teachers protested what they say are low wages and the ineffective tactics of their union. Oakland Unified teachers have been working without a contract since July.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The vast majority of teachers from Oakland High School — at least 75 of the school's 90 educators — rallied outside City Hall on Monday as part of a one-day strike to protest what they say are low wages and the ineffective tactics of their union.\u003c/p>\n\u003cp>Oakland Unified School District teachers have been working without a contract since July. The main dispute is over wages. The district has offered a 5 percent raise over five years, but teachers want 12 percent over three years. They are also asking for smaller class sizes and more support services for students, including nurses, psychologists and counselors.\u003c/p>\n\u003cp>The so-called wildcat strike was not sanctioned by the Oakland Education Association, the teachers union. Teachers say the union’s tactics are top-down and ineffective.\u003c/p>\n\u003cp>\"Now is the time for this movement to happen, and the union is moving too slow,\" said Alex Webster Guiney, a special education teacher at the school, in advance of the strike. \"They need to be supporting the grass-roots movement of their members.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the union does not support the strike, Oakland Education Association President Keith Brown said he supports the striking teachers' message, and that he understands the urgency of their demands.\u003c/p>\n\u003cp>\"We understand the frustration of our members at the district,\" said Brown. \"They're tired of the disrespect from the district, and they're tired of being the lowest-paid teachers in Alameda County.\"\u003c/p>\n\u003cp>According to science teacher Suzi LeBaron, at least 75 of Oakland High School's 90 teachers took part in Monday's work stoppage.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What we are doing today is a form of teaching. We are showing our students through our example what you can do when somebody is not treating you fairly.'\u003ccite>Suzi LeBaron, Oakland High science teacher\u003c/cite>\u003c/aside>\n\u003cp>\"I think this is the beginning of escalating action,\" LeBaron said. \"The school knows exactly what it looks like without us here. When we don't show up to do the thing that we love to do, it's a very concentrated impactful message.\"\u003c/p>\n\u003cp>In advance of the strike, Oakland High School Principal Matin Abdel said school would stay open. “We are prepared to create a safe and productive space for our students,” Abdel said.\u003c/p>\n\u003cp>The striking teachers told the district of their plans in advance. The school hired substitutes and consolidated classes throughout the day.\u003c/p>\n\u003cp>\"We did our due diligence,\" LeBaron said. \"We chose a date that we thought would cause the least interference in the students' semester. We gave fair warning to our principal. We've done everything we could do to make sure parents knew they had the choice to come join us, or keep their kids home from school, or send their kids to school to have a marginal school day.\"\u003c/p>\n\u003cp>LeBaron said she also talked to her students about the strike, and about what Oakland High teachers are fighting for.\u003c/p>\n\u003cp>\"I think every teacher here today has been very upfront with their students about where the exact issues are. My senior class and I looked at comparative salaries of the different districts around the area and they were horrified. What we are doing today is a form of teaching. We are showing our students through our example what you can do when somebody is not treating you fairly.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>LeBaron estimated that the striking Oakland High teachers were joined by at least two dozen educators from Oakland's Madison Park Academy and Fremont High School.\u003c/p>\n\u003cp>Teachers say the cost of living in Oakland has made it hard to live on a teacher’s salary, and OUSD teachers have some of the \u003ca href=\"https://edsource.org/2018/teacher-salaries-in-bay-area-counties-2016-17/599272\" target=\"_blank\" rel=\"noopener\">lowest wages\u003c/a> of teachers throughout the Bay Area.\u003c/p>\n\u003cp>“We should be paid enough to live in the communities that we teach in, and if we leave it hurts the students,” said Cole Margen, a history teacher.\u003c/p>\n\u003cp>Teachers said they hope to spark a movement and were inspired by the \u003ca href=\"https://www.npr.org/sections/ed/2018/04/25/602859780/teacher-walkouts-a-state-by-state-guide\" target=\"_blank\" rel=\"noopener\">statewide strikes\u003c/a> in West Virginia, Kentucky and Oklahoma earlier this year.\u003c/p>\n\u003cp>“Teachers have reached a point where they're very fed up,” said LeBaron. “We started off as kind of a school movement, and we're hearing from teachers all over the district who want to know what they can do.”\u003c/p>\n\u003cp>Many parents and students support the action, according to David Byrd, secretary of the Oakland High School PTA and the parent of a junior at the school.\u003c/p>\n\u003cp>\"Teachers have been open about what's planned,\" said Byrd, who also works as a music teacher at the school.\u003c/p>\n\u003cp>“Kids are asking me ‘How much do you guys make?’ They know it’s about the contract. They know when they have a good teacher and when they don't.\"\u003c/p>\n\u003cp>In an email to teachers on Friday, district officials said educators who call in sick as part of the stoppage might be subject to disciplinary action and a loss of pay.\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story identified educators joining Oakland High teachers as also coming from a Fremont school district. The educators in fact came from Oakland's Fremont High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>KQED's Vanessa Rancaño contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710115\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-800x514.jpg\" alt=\"Paradise Elementary by Mark Fiore\" width=\"800\" height=\"514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-800x514.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-160x103.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-1020x655.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-1200x771.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>About three months after students attended their first day of school for the 2018-2019 school year, Paradise Elementary School and most of the surrounding town burned down in the \u003ca href=\"https://www.kqed.org/news/tag/wildfires/\" target=\"_blank\" rel=\"noopener\">deadly Camp Fire\u003c/a>.\u003c/p>\n\u003cp>On Monday, after being out of school for nearly a month following the wildfire, students attended their first day at the new Paradise Elementary School in Oroville.\u003c/p>\n\u003cp>I was there, sketching and listening while KQED’s Michelle Wiley was \u003ca href=\"https://www.kqed.org/news/11709831/thousands-of-butte-county-students-return-to-school\" target=\"_blank\" rel=\"noopener\">reporting\u003c/a>.\u003c/p>\n\u003cp>Students ran into the arms of their waiting teachers.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710117\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/01run_revise001-800x375.jpg\" alt=\"Running by Mark Fiore\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/01run_revise001.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/01run_revise001-160x75.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Some students were driven to school by their parents, but most arrived on two school buses.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710119\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/02bus_revise001-800x606.jpg\" alt=\"Arriving by Mark Fiore\" width=\"800\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-240x182.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-375x284.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-520x394.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>The school entrance was decorated with signs of support for the displaced students.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710014\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/03rocks_fin02-800x435.jpg\" alt=\"Rocks by Mark Fiore\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-240x131.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-375x204.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-520x283.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>There were smiles, tears and hugs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11709990\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/04doorway_fin01-800x526.jpg\" alt=\"Doorway by Mark Fiore\" width=\"800\" height=\"526\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/04doorway_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/04doorway_fin01-160x105.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11709991\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/10hugs_fin01-800x718.jpg\" alt=\"Hugs by Mark Fiore\" width=\"800\" height=\"718\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/10hugs_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/10hugs_fin01-160x144.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Of the 500 elementary students enrolled in the Paradise Unified School District, only about half are returning to school.\u003c/p>\n\u003cp>Many families have moved out of town, looking for jobs and places to stay.\u003c/p>\n\u003cp>The remaining students have now been reunited with their teachers at what used to be Bird Street Elementary School in Oroville.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710010\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02-800x342.jpg\" alt=\"Bird Street by Mark Fiore\" width=\"800\" height=\"342\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02-160x68.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Children seemed to make the most of their new situation.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710007\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/06flash_fin02-800x417.jpg\" alt=\"Flash by Mark Fiore\" width=\"800\" height=\"417\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/06flash_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/06flash_fin02-160x83.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Teachers and staff welcomed students, while some parents had hushed conversations about the recent events.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710018\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/07welcome_fin01-800x807.jpg\" alt=\"Welcome Back by Mark Fiore\" width=\"800\" height=\"807\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-800x807.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-160x161.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1020x1029.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1190x1200.jpg 1190w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1920x1936.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710019\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-800x790.jpg\" alt=\"Cmon In by Mark Fiore\" width=\"800\" height=\"790\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-160x158.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Experts have told district officials that March and April will probably be the months that the true effects of the recent trauma will likely emerge in children and adults.\u003c/p>\n\u003cp>Parents were understandably reluctant to part with their children.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710021\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/09staying_fin01-800x582.jpg\" alt=\"Staying by Mark Fiore\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/09staying_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/09staying_fin01-160x116.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>When they weren’t welcoming students, the pain of Paradise Elementary School teachers and staff was evident.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710023\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/11hitme_fim01-800x840.jpg\" alt=\"Hit Me by mark Fiore\" width=\"800\" height=\"840\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-160x168.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-240x252.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-375x394.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-520x546.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Meanwhile, about 20 miles away at the Chico Mall, students from Paradise High School enrolled in their new virtual school.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710123\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/12dawn_revise001-800x615.jpg\" alt=\"Dawn and Bryce by Mark Fiore\" width=\"800\" height=\"615\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/12dawn_revise001.jpg 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"excerpt": "KQED cartoonist Mark Fiore was there when Paradise Elementary students were reunited with their teachers after the deadly Camp Fire. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710115\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-800x514.jpg\" alt=\"Paradise Elementary by Mark Fiore\" width=\"800\" height=\"514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-800x514.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-160x103.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-1020x655.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001-1200x771.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/paradise_title_color_revise001.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>About three months after students attended their first day of school for the 2018-2019 school year, Paradise Elementary School and most of the surrounding town burned down in the \u003ca href=\"https://www.kqed.org/news/tag/wildfires/\" target=\"_blank\" rel=\"noopener\">deadly Camp Fire\u003c/a>.\u003c/p>\n\u003cp>On Monday, after being out of school for nearly a month following the wildfire, students attended their first day at the new Paradise Elementary School in Oroville.\u003c/p>\n\u003cp>I was there, sketching and listening while KQED’s Michelle Wiley was \u003ca href=\"https://www.kqed.org/news/11709831/thousands-of-butte-county-students-return-to-school\" target=\"_blank\" rel=\"noopener\">reporting\u003c/a>.\u003c/p>\n\u003cp>Students ran into the arms of their waiting teachers.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710117\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/01run_revise001-800x375.jpg\" alt=\"Running by Mark Fiore\" width=\"800\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/01run_revise001.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/01run_revise001-160x75.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Some students were driven to school by their parents, but most arrived on two school buses.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710119\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/02bus_revise001-800x606.jpg\" alt=\"Arriving by Mark Fiore\" width=\"800\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-240x182.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-375x284.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/02bus_revise001-520x394.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>The school entrance was decorated with signs of support for the displaced students.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710014\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/03rocks_fin02-800x435.jpg\" alt=\"Rocks by Mark Fiore\" width=\"800\" height=\"435\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-240x131.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-375x204.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/03rocks_fin02-520x283.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>There were smiles, tears and hugs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11709990\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/04doorway_fin01-800x526.jpg\" alt=\"Doorway by Mark Fiore\" width=\"800\" height=\"526\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/04doorway_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/04doorway_fin01-160x105.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11709991\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/10hugs_fin01-800x718.jpg\" alt=\"Hugs by Mark Fiore\" width=\"800\" height=\"718\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/10hugs_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/10hugs_fin01-160x144.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Of the 500 elementary students enrolled in the Paradise Unified School District, only about half are returning to school.\u003c/p>\n\u003cp>Many families have moved out of town, looking for jobs and places to stay.\u003c/p>\n\u003cp>The remaining students have now been reunited with their teachers at what used to be Bird Street Elementary School in Oroville.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710010\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02-800x342.jpg\" alt=\"Bird Street by Mark Fiore\" width=\"800\" height=\"342\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/05birdstreet_fin02-160x68.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Children seemed to make the most of their new situation.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710007\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/06flash_fin02-800x417.jpg\" alt=\"Flash by Mark Fiore\" width=\"800\" height=\"417\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/06flash_fin02.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/06flash_fin02-160x83.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Teachers and staff welcomed students, while some parents had hushed conversations about the recent events.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710018\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/07welcome_fin01-800x807.jpg\" alt=\"Welcome Back by Mark Fiore\" width=\"800\" height=\"807\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-800x807.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-160x161.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1020x1029.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1190x1200.jpg 1190w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-1920x1936.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/07welcome_fin01-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710019\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-800x790.jpg\" alt=\"Cmon In by Mark Fiore\" width=\"800\" height=\"790\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-160x158.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/08cmonin_fin01-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Experts have told district officials that March and April will probably be the months that the true effects of the recent trauma will likely emerge in children and adults.\u003c/p>\n\u003cp>Parents were understandably reluctant to part with their children.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710021\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/09staying_fin01-800x582.jpg\" alt=\"Staying by Mark Fiore\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/09staying_fin01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/09staying_fin01-160x116.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>When they weren’t welcoming students, the pain of Paradise Elementary School teachers and staff was evident.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710023\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/11hitme_fim01-800x840.jpg\" alt=\"Hit Me by mark Fiore\" width=\"800\" height=\"840\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-160x168.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-240x252.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-375x394.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/11hitme_fim01-520x546.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp>Meanwhile, about 20 miles away at the Chico Mall, students from Paradise High School enrolled in their new virtual school.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-11710123\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/12/12dawn_revise001-800x615.jpg\" alt=\"Dawn and Bryce by Mark Fiore\" width=\"800\" height=\"615\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/12dawn_revise001.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/12/12dawn_revise001-160x123.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\" />\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003c/div>\u003c/p>",
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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},
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"order": 10
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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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"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"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": "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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"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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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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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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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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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"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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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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"
},
"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",
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