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"content": "\u003cp>A few months ago, Azfar Quddus’ 12-year-old son came home from his Ventura County school with a handout from his teacher.\u003c/p>\n\u003cp>“It had really horrible things written on it,” Quddus says.\u003c/p>\n\u003cp>Some of the information the teacher used in the Mesa Union School District social studies class mirrors information found on the website billionbibles.org. The site promotes a radical view of Christianity, saying Satan uses Muslims to kill Christians and that people should be afraid of Islam.\u003c/p>\n\u003cp>Students in the social studies class got material that purported to interpret Islamic law and the holy Quran.\u003c/p>\n\u003cp>“I told my son, ‘This is not what Islam is and what this sheet is saying has nothing to do with our religion,' ” Quddus says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“ 'That’s not what my friends think,' ” Quddus remembers his son saying. “ 'They think that’s what Islam is.' ”\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2018/01/MuslimBullyingRancano.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/CAIRPresserQuddus-1180x788.jpg\" Title=\"Ventura County Family Says Teacher Used Anti-Muslim Propaganda to Teach About Islam\" program=\"The California Report\"]\u003c/p>\n\u003cp>Islamic studies professors say the list the teacher gave students creates a deeply distorted picture of Islam, relying on strict interpretations of Quranic verse.\u003c/p>\n\u003cp>“It is clear that the Islam of this website is not recognizable to the lives of any modern Muslims,” says CSU Stanislaus Professor As’ad AbuKhalil.\u003c/p>\n\u003cp>“The fact that St. Thomas Aquinas believed that heresy should be punishable by death does not mean that Christians are still punished by death for heresy.”\u003c/p>\n\u003cp>The sheet of paper distributed by the Mesa Union teacher states that Sharia Law makes various offenses punishable by death, including the marriage of a non-Muslim man to a Muslim woman, and a woman or girl found guilty of adultery.\u003c/p>\n\u003cp>The sheet also indicates that Sharia Law gives Muslim men sexual rights over any woman or girl not wearing the hijab, and allows a man to marry an infant girl and consummate the marriage when she is nine-years-old.\u003c/p>\n\u003cp>When Quddus contacted his son’s principal to complain, he says he didn’t get an apology from anyone. Instead, he says, the school offered to take his son out of the class.\u003c/p>\n\u003cp>“My son has been out of the class for the last two months and he’s been sitting in the library for two hours because he can’t go back to the class and the teacher is still there, teaching whatever he wants to,” he says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"rgs6ulruJh3FKo4a4DMNy8PsXk6oN7Sy\"]\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cair.com/\" target=\"_blank\" rel=\"noopener\">Council on American-Islamic Relations\u003c/a> helped the Quddus family file a complaint with the Mesa Union School District, arguing the teacher’s actions violate state and federal anti-discrimination laws and violate the constitutional separation of church and state.\u003c/p>\n\u003cp>“There’s nothing that could be done with these materials in a public school that would not violate the First Amendment,” says Patricia Shnell, an attorney who worked with the family.\u003c/p>\n\u003cp>According to Shnell, the district denied any wrongdoing by the male teacher, and defended him in part by saying he didn’t remember where he got the materials.\u003c/p>\n\u003cp>The district superintendent declined to comment on the allegations, but in a statement said the district takes all complaints seriously and responds swiftly. He added that the district continues to seek a resolution of this matter.\u003c/p>\n\u003cp>The Quddus family and their lawyer want a resolution, too -- not just for the family's son, but for all the kids they say have been left with a warped view of Islam.\u003c/p>\n\u003cp>“This could kind of forever shape this community’s vision of who Muslims are and what Islam is,” Shnell says.\u003c/p>\n\u003cp>The family filed a complaint with the California Department of Education last week. They want an apology, and consequences for the teacher. And they want students to get a fair education about Islam.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.cair.com/losangeles/wp-content/uploads/2017/10/Bullying_Report_2017_Web_final.pdf\" target=\"_blank\" rel=\"noopener\">The latest survey results\u003c/a> from the California chapter of the Council on American-Islamic Relations show bullying and discrimination from teachers, administrators and other officials against Muslim students went up 18 percent from 2014 to 2016.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few months ago, Azfar Quddus’ 12-year-old son came home from his Ventura County school with a handout from his teacher.\u003c/p>\n\u003cp>“It had really horrible things written on it,” Quddus says.\u003c/p>\n\u003cp>Some of the information the teacher used in the Mesa Union School District social studies class mirrors information found on the website billionbibles.org. The site promotes a radical view of Christianity, saying Satan uses Muslims to kill Christians and that people should be afraid of Islam.\u003c/p>\n\u003cp>Students in the social studies class got material that purported to interpret Islamic law and the holy Quran.\u003c/p>\n\u003cp>“I told my son, ‘This is not what Islam is and what this sheet is saying has nothing to do with our religion,' ” Quddus says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“ 'That’s not what my friends think,' ” Quddus remembers his son saying. “ 'They think that’s what Islam is.' ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Islamic studies professors say the list the teacher gave students creates a deeply distorted picture of Islam, relying on strict interpretations of Quranic verse.\u003c/p>\n\u003cp>“It is clear that the Islam of this website is not recognizable to the lives of any modern Muslims,” says CSU Stanislaus Professor As’ad AbuKhalil.\u003c/p>\n\u003cp>“The fact that St. Thomas Aquinas believed that heresy should be punishable by death does not mean that Christians are still punished by death for heresy.”\u003c/p>\n\u003cp>The sheet of paper distributed by the Mesa Union teacher states that Sharia Law makes various offenses punishable by death, including the marriage of a non-Muslim man to a Muslim woman, and a woman or girl found guilty of adultery.\u003c/p>\n\u003cp>The sheet also indicates that Sharia Law gives Muslim men sexual rights over any woman or girl not wearing the hijab, and allows a man to marry an infant girl and consummate the marriage when she is nine-years-old.\u003c/p>\n\u003cp>When Quddus contacted his son’s principal to complain, he says he didn’t get an apology from anyone. Instead, he says, the school offered to take his son out of the class.\u003c/p>\n\u003cp>“My son has been out of the class for the last two months and he’s been sitting in the library for two hours because he can’t go back to the class and the teacher is still there, teaching whatever he wants to,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cair.com/\" target=\"_blank\" rel=\"noopener\">Council on American-Islamic Relations\u003c/a> helped the Quddus family file a complaint with the Mesa Union School District, arguing the teacher’s actions violate state and federal anti-discrimination laws and violate the constitutional separation of church and state.\u003c/p>\n\u003cp>“There’s nothing that could be done with these materials in a public school that would not violate the First Amendment,” says Patricia Shnell, an attorney who worked with the family.\u003c/p>\n\u003cp>According to Shnell, the district denied any wrongdoing by the male teacher, and defended him in part by saying he didn’t remember where he got the materials.\u003c/p>\n\u003cp>The district superintendent declined to comment on the allegations, but in a statement said the district takes all complaints seriously and responds swiftly. He added that the district continues to seek a resolution of this matter.\u003c/p>\n\u003cp>The Quddus family and their lawyer want a resolution, too -- not just for the family's son, but for all the kids they say have been left with a warped view of Islam.\u003c/p>\n\u003cp>“This could kind of forever shape this community’s vision of who Muslims are and what Islam is,” Shnell says.\u003c/p>\n\u003cp>The family filed a complaint with the California Department of Education last week. They want an apology, and consequences for the teacher. And they want students to get a fair education about Islam.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.cair.com/losangeles/wp-content/uploads/2017/10/Bullying_Report_2017_Web_final.pdf\" target=\"_blank\" rel=\"noopener\">The latest survey results\u003c/a> from the California chapter of the Council on American-Islamic Relations show bullying and discrimination from teachers, administrators and other officials against Muslim students went up 18 percent from 2014 to 2016.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>One in three Californians say they are \u003ca href=\"http://www.ppic.org/publication/californians-and-housing-affordability/\" target=\"_blank\" rel=\"noopener\">seriously considering leaving the state\u003c/a> because of high housing costs. And, for the past decade or so, California has been exporting more residents to other states than it imports.\u003c/p>\n\u003cp>But new census numbers show one group keeps coming: young college graduates.\u003c/p>\n\u003cp>The Public Policy Institute of California crunched the numbers and \u003ca href=\"http://www.ppic.org/blog/californias-brain-gain/\" target=\"_blank\" rel=\"noopener\">found\u003c/a> almost 140,000 college graduates moved to California from other states between 2011 and 2016. That's about half as many college degrees as the entire University of California system produced over the same period.\u003c/p>\n\u003cp>This pattern -- losing so many less educated residents and gaining so many college grads -- is unique in the nation, says \u003ca href=\"http://www.ppic.org/person/hans-johnson/\" target=\"_blank\" rel=\"noopener\">Hans Johnson\u003c/a>, who runs the \u003ca href=\"http://www.ppic.org/higher-education/\" target=\"_blank\" rel=\"noopener\">Higher Education Center\u003c/a> at the Public Policy Institute of California. But it's not necessarily a welcome distinction.\u003c/p>\n\u003cp>\"Certainly most people in California, and most young adults, do not acquire a college degree,\" he says. \"And for them, housing costs and work opportunities are such that many of them feel that they need to leave the state.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most of the grads moving to California are in their 20s, and many have degrees in engineering, economics and computer science. They’re coming because of the demand for highly skilled and educated workers.\u003c/p>\n\u003cp>Johnson says that even with the influx of grads from other states, there won’t be enough educated workers to meet California’s needs in the near future.\u003c/p>\n\u003cp>\"It’s still not a solution to our long-term needs to provide better education pathways for California residents, so they are able to take advantage of the state’s economy and in fact contribute to the state’s increasingly highly skilled economy,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The institute \u003ca href=\"http://www.ppic.org/publication/higher-education-in-california-addressing-californias-skills-gap/\" target=\"_blank\" rel=\"noopener\">projects\u003c/a> that by 2030 the state will still need another million college grads to meet workforce demands.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One in three Californians say they are \u003ca href=\"http://www.ppic.org/publication/californians-and-housing-affordability/\" target=\"_blank\" rel=\"noopener\">seriously considering leaving the state\u003c/a> because of high housing costs. And, for the past decade or so, California has been exporting more residents to other states than it imports.\u003c/p>\n\u003cp>But new census numbers show one group keeps coming: young college graduates.\u003c/p>\n\u003cp>The Public Policy Institute of California crunched the numbers and \u003ca href=\"http://www.ppic.org/blog/californias-brain-gain/\" target=\"_blank\" rel=\"noopener\">found\u003c/a> almost 140,000 college graduates moved to California from other states between 2011 and 2016. That's about half as many college degrees as the entire University of California system produced over the same period.\u003c/p>\n\u003cp>This pattern -- losing so many less educated residents and gaining so many college grads -- is unique in the nation, says \u003ca href=\"http://www.ppic.org/person/hans-johnson/\" target=\"_blank\" rel=\"noopener\">Hans Johnson\u003c/a>, who runs the \u003ca href=\"http://www.ppic.org/higher-education/\" target=\"_blank\" rel=\"noopener\">Higher Education Center\u003c/a> at the Public Policy Institute of California. But it's not necessarily a welcome distinction.\u003c/p>\n\u003cp>\"Certainly most people in California, and most young adults, do not acquire a college degree,\" he says. \"And for them, housing costs and work opportunities are such that many of them feel that they need to leave the state.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most of the grads moving to California are in their 20s, and many have degrees in engineering, economics and computer science. They’re coming because of the demand for highly skilled and educated workers.\u003c/p>\n\u003cp>Johnson says that even with the influx of grads from other states, there won’t be enough educated workers to meet California’s needs in the near future.\u003c/p>\n\u003cp>\"It’s still not a solution to our long-term needs to provide better education pathways for California residents, so they are able to take advantage of the state’s economy and in fact contribute to the state’s increasingly highly skilled economy,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The institute \u003ca href=\"http://www.ppic.org/publication/higher-education-in-california-addressing-californias-skills-gap/\" target=\"_blank\" rel=\"noopener\">projects\u003c/a> that by 2030 the state will still need another million college grads to meet workforce demands.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2",
"title": "How the San Francisco School Lottery Works, And How It Doesn't",
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"headTitle": "How the San Francisco School Lottery Works, And How It Doesn’t | KQED",
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"content": "\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[dropcap]L[/dropcap]aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>[baycuriousbug]\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>[baycuriouspodcastinfo]\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "How the San Francisco School Lottery Works, And How It Doesn't | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">L\u003c/span>\u003c/p>\u003cp>aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n What do you wonder about the Bay Area, its culture or people that you want KQED to investigate?\n \u003ca href=\"/news/series/baycurious\">Ask Bay Curious.\u003c/a>\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Sending your kid to public school in San Francisco isn’t a simple process. A kindergartener here could be assigned to any of the 72 elementary schools in the entire city. Parents do get to list their most-wanted schools, but there’s no guarantee where their kid will end up. It could be a 45 minute drive across town, or at a low performing school. It’s this uncertainty that drives parents crazy.\u003c/p>\n\u003cp>This week listener Carolyn Pan asked Bay Curious how the lottery system works, why the city does it this way, and if it's helping to make city schools more diverse. Listen to the episode above for the story.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sending your kid to public school in San Francisco isn’t a simple process. A kindergartener here could be assigned to any of the 72 elementary schools in the entire city. Parents do get to list their most-wanted schools, but there’s no guarantee where their kid will end up. It could be a 45 minute drive across town, or at a low performing school. It’s this uncertainty that drives parents crazy.\u003c/p>\n\u003cp>This week listener Carolyn Pan asked Bay Curious how the lottery system works, why the city does it this way, and if it's helping to make city schools more diverse. Listen to the episode above for the story.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "S.F.'s Kindergarten Lottery: Do Parents' Tricks Work?",
"headTitle": "S.F.’s Kindergarten Lottery: Do Parents’ Tricks Work? | KQED",
"content": "\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>If you’re living in San Francisco without kids, you may never have thought about the public schools before. But for parents, the San Francisco school lottery looms large. This complex and confusing process has driven parents out of the city. And some of those who stay have horror stories.\u003c/p>\n\u003cp>To get their child into a public kindergarten, parents enter a lottery that blends their choices with a mysterious algorithm designed to give every child the opportunity to attend the school of their choice. A kindergartner here could be assigned to any of the city’s 72 elementary schools.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>How the San Francisco School Lottery Works, And How It Doesn’t\u003c/h2>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/school-lottery.jpg\" alt=\"\" width=\"350\" height=\"223\">\u003c/p>\n\u003cp>San Francisco’s complicated school lottery system offers opportunity that isn’t always realized. \u003ca href=\"https://ww2.kqed.org/news/2018/01/11/how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2/\" target=\"_blank\" rel=\"noopener\">Read the story.\u003c/a>\u003c/p>\u003c/aside>\n\u003cp>Entering the lottery starts with a lot of handwringing: Parents have to rank their favorite schools and submit the list in person at the district office. With this much at stake, there are a lot of theories on how parents can build these lists to get their kids into their top-choice schools.\u003c/p>\n\u003cp>KQED News analyzed how those parental choices impacted school assignment and enrollment, using anonymized data provided by the San Francisco Unified School District.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You can \u003ca href=\"http://download.biglocalnews.org/20171103_KQED_KinderAssignmentData_201718.xlsx\" target=\"_blank\" rel=\"noopener\">download the data\u003c/a> yourself. Please let us know what you find at \u003ca href=\"mailto:baycurious@kqed.org\">baycurious@kqed.org\u003c/a>.\u003c/p>\n\u003ch3>The Good News: The Odds Are in Your Favor\u003c/h3>\n\u003cp>We found that the majority of students, 61 percent, enrolled in their first-choice school, 77 percent enrolled in one of their top five choices and 80 percent in one of their top 10 choices.\u003c/p>\n\u003cp>Many parents said that one of their big fears was being assigned a random school, one they didn’t list. However, only 3 percent of children received a random school in the first round of assignments.\u003c/p>\n\u003ch3>Gaming Techniques\u003c/h3>\n\u003cp>While 80 percent is a pretty good chance, it does mean that a fifth of students will not get one of their top 10 choices. There’s a lot of advice out there from parents, organizations and the school district on how to ensure your kid will get into the right school for you. We analyzed some of the most popular techniques to see how they stood up.\u003c/p>\n\u003cp>\u003cem>Note: Each school year is different, and the school district does sometimes tweak the algorithm based on school board policies. So these findings apply to students who applied for the 2017-2018 school year.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Listing a Lot of Schools\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of playground chatter, as well as online blogs, saying that listing a lot of schools is one way to success. The vast majority of people list 10 schools or less, about 75 percent.\u003c/p>\n\u003cp>However, some people listed far more schools than 10. Several even listed more schools than are available to attend, up to 92. But we found this system doesn’t necessarily improve the odds of enrolling in one of your top-choice schools.\u003c/p>\n\u003cp>We found that, of people who listed more than 10 schools, 39 percent received their first choice, 62 percent received one of their top five choices and 67 percent received one of their top 10 choices.\u003c/p>\n\u003cp>Laurel Gaddie’s son, Kelvin, goes to Sanchez Elementary School; her daughter will be entering the lottery this year. When applying to kindergarten for Kelvin, Gaddie listed a lot of schools based on advice from parent blogs.\u003c/p>\n\u003cp>“When I first looked at our list of 17 [schools] I thought, this is absurd, but hopefully it will result in us getting our top choice. It didn’t,” Gaddie says.\u003c/p>\n\u003cp>KQED asked the San Francisco Unified School District about our findings. However, it did not respond to our requests.\u003c/p>\n\u003cp>\u003cstrong>Listing the Same School Multiple Times\u003c/strong>\u003c/p>\n\u003cp>We also found that many parents listed the same school several times in their lottery applications. However, this technique did not appear to have any significant impact either way on how likely those students were to enroll in their top choices.\u003c/p>\n\u003cp>\u003cstrong>Listing Schools for Swapping\u003c/strong>\u003c/p>\n\u003cp>Before everyone receives their first-round school assignment, the algorithm “swaps” schools. Basically, the algorithm looks out across all the tentatively assigned students to see if any two could both receive a higher ranked choice if they swapped places. Then the algorithm transfers the two assignments, so Student A gets Student B’s assignment and vice versa. The district says \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\">10 percent of first-round assignments were affected\u003c/a> by the swapping mechanism in 2017-18.\u003c/p>\n\u003cp>This has led some parents to list schools that they think other parents may want in hopes that, during the swapping phase, they could get one of their higher choices.\u003c/p>\n\u003cp>“The strategy is, you fill out your top 10 schools and then you put all the other schools, even if of course you’re not going to go there,” said Jenny Williams, a parent who just went through the school assignment process. “You get the extra piece of paper and you put them all on there. Every school — which is ridiculous.”\u003c/p>\n\u003cp>Williams didn’t use this strategy, but she heard plenty about it from other parents as she went through the process.\u003c/p>\n\u003cp>KQED could not tell from the data provided whether this technique is effective. However, the school district is considering dropping the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand, and that it encourages families to list schools they don’t want as a strategy to get a choice,” says Orla O’Keeffe, executive director of policy and operations for the SFUSD.\u003c/p>\n\u003cp>\u003cstrong>Neighborhood Schools\u003c/strong>\u003c/p>\n\u003cp>One factor we know the algorithm considers is whether the child lives in the school’s attendance area. This has left parents wondering where they should rank the schools closest to them. The data we received does not show how requests are weighted by the system. However, a majority of students enrolled in schools out of their ZIP codes.\u003c/p>\n\u003cp>We did find that some ZIP codes seem harder to leave than others. Students in areas like the Outer Richmond are more likely to attend schools in their ZIP codes.\u003c/p>\n\u003ch3>Most Requested Schools\u003c/h3>\n\u003cp>The top 10 most requested schools, in order:\u003c/p>\n\u003cul>\n\u003cli>Clarendon Elementary School\u003c/li>\n\u003cli>West Portal Elementary School\u003c/li>\n\u003cli>Grattan Elementary School\u003c/li>\n\u003cli>Rooftop Elementary School\u003c/li>\n\u003cli>Lawton Alternative School\u003c/li>\n\u003cli>Sunset Elementary School\u003c/li>\n\u003cli>George Peabody Elementary School\u003c/li>\n\u003cli>Claire B. Lilienthal Elementary School\u003c/li>\n\u003cli>Alvarado Elementary School\u003c/li>\n\u003cli>Jefferson Elementary School\u003c/li>\n\u003c/ul>\n\u003ch3>School by School\u003c/h3>\n\u003cp>Below you can select different schools to see how they compare in terms of applicants and enrollees.\u003c/p>\n\u003cp>About 4,611 children entered the 2017-2018 San Francisco Unified School District kindergarten lottery. Parents can select multiple schools, and they made more than 45,000 unique choices. So, while some of the application numbers may seem incredibly high, keep in mind that there are a lot of applications, compared to enrollments.\u003c/p>\n\u003cp>Also, not every child who enters the lottery enrolls. While there are 4,611 students represented in the lottery, 4,043 had enrolled as of Nov. 3, 2017 in a San Francisco public school.\u003c/p>\n\u003cdiv class=\"callout noborder\">\n\u003cdiv class=\"tableauPlaceholder\" id=\"viz1515547115825\" style=\"position: relative\">\u003cnoscript>\u003ca href=\"#\">\u003cimg alt=\"San Francisco Kindergarten Lottery by School \" src=\"https://public.tableau.com/static/images/SF/SFKindergartenLottery/Story1/1_rss.png\" style=\"border: none\">\u003c/a>\u003c/noscript>\u003cobject class=\"tableauViz\" style=\"display:none;\">\u003cparam name=\"host_url\" value=\"https%3A%2F%2Fpublic.tableau.com%2F\">\u003cparam name=\"embed_code_version\" value=\"3\">\u003cparam name=\"site_root\" value=\"\">\u003cparam name=\"name\" value=\"SFKindergartenLottery/Story1\">\u003cparam name=\"tabs\" value=\"no\">\u003cparam name=\"toolbar\" value=\"yes\">\u003cparam name=\"static_image\" value=\"https://public.tableau.com/static/images/SF/SFKindergartenLottery/Story1/1.png\">\u003cparam name=\"animate_transition\" value=\"yes\">\u003cparam name=\"display_static_image\" value=\"yes\">\u003cparam name=\"display_spinner\" value=\"yes\">\u003cparam name=\"display_overlay\" value=\"yes\">\u003cparam name=\"display_count\" value=\"yes\">\u003cparam name=\"filter\" value=\"publish=yes\">\u003c/object>\u003c/div>\n\u003cp> \u003cscript type=\"text/javascript\"> var divElement = document.getElementById('viz1515547115825'); var vizElement = divElement.getElementsByTagName('object')[0]; vizElement.style.width='1016px';vizElement.style.height='991px'; var scriptElement = document.createElement('script'); scriptElement.src = 'https://public.tableau.com/javascripts/api/viz_v1.js'; vizElement.parentNode.insertBefore(scriptElement, vizElement); \u003c/script>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;\">Note: We removed duplicate entries from school requests for this graphic.\u003c/span>\n\u003c/p>\u003c/div>\n\u003cp>Methodology: See our work on \u003ca href=\"https://github.com/pickoffwhite/San-Francisco-Kindergarten-Lottery/blob/master/Code/kindergarten-lotto/San%20Francisco%20Kindergarten%20Lottery.ipynb\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Katrina Schwartz contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>If you’re living in San Francisco without kids, you may never have thought about the public schools before. But for parents, the San Francisco school lottery looms large. This complex and confusing process has driven parents out of the city. And some of those who stay have horror stories.\u003c/p>\n\u003cp>To get their child into a public kindergarten, parents enter a lottery that blends their choices with a mysterious algorithm designed to give every child the opportunity to attend the school of their choice. A kindergartner here could be assigned to any of the city’s 72 elementary schools.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>How the San Francisco School Lottery Works, And How It Doesn’t\u003c/h2>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/school-lottery.jpg\" alt=\"\" width=\"350\" height=\"223\">\u003c/p>\n\u003cp>San Francisco’s complicated school lottery system offers opportunity that isn’t always realized. \u003ca href=\"https://ww2.kqed.org/news/2018/01/11/how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2/\" target=\"_blank\" rel=\"noopener\">Read the story.\u003c/a>\u003c/p>\u003c/aside>\n\u003cp>Entering the lottery starts with a lot of handwringing: Parents have to rank their favorite schools and submit the list in person at the district office. With this much at stake, there are a lot of theories on how parents can build these lists to get their kids into their top-choice schools.\u003c/p>\n\u003cp>KQED News analyzed how those parental choices impacted school assignment and enrollment, using anonymized data provided by the San Francisco Unified School District.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can \u003ca href=\"http://download.biglocalnews.org/20171103_KQED_KinderAssignmentData_201718.xlsx\" target=\"_blank\" rel=\"noopener\">download the data\u003c/a> yourself. Please let us know what you find at \u003ca href=\"mailto:baycurious@kqed.org\">baycurious@kqed.org\u003c/a>.\u003c/p>\n\u003ch3>The Good News: The Odds Are in Your Favor\u003c/h3>\n\u003cp>We found that the majority of students, 61 percent, enrolled in their first-choice school, 77 percent enrolled in one of their top five choices and 80 percent in one of their top 10 choices.\u003c/p>\n\u003cp>Many parents said that one of their big fears was being assigned a random school, one they didn’t list. However, only 3 percent of children received a random school in the first round of assignments.\u003c/p>\n\u003ch3>Gaming Techniques\u003c/h3>\n\u003cp>While 80 percent is a pretty good chance, it does mean that a fifth of students will not get one of their top 10 choices. There’s a lot of advice out there from parents, organizations and the school district on how to ensure your kid will get into the right school for you. We analyzed some of the most popular techniques to see how they stood up.\u003c/p>\n\u003cp>\u003cem>Note: Each school year is different, and the school district does sometimes tweak the algorithm based on school board policies. So these findings apply to students who applied for the 2017-2018 school year.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Listing a Lot of Schools\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of playground chatter, as well as online blogs, saying that listing a lot of schools is one way to success. The vast majority of people list 10 schools or less, about 75 percent.\u003c/p>\n\u003cp>However, some people listed far more schools than 10. Several even listed more schools than are available to attend, up to 92. But we found this system doesn’t necessarily improve the odds of enrolling in one of your top-choice schools.\u003c/p>\n\u003cp>We found that, of people who listed more than 10 schools, 39 percent received their first choice, 62 percent received one of their top five choices and 67 percent received one of their top 10 choices.\u003c/p>\n\u003cp>Laurel Gaddie’s son, Kelvin, goes to Sanchez Elementary School; her daughter will be entering the lottery this year. When applying to kindergarten for Kelvin, Gaddie listed a lot of schools based on advice from parent blogs.\u003c/p>\n\u003cp>“When I first looked at our list of 17 [schools] I thought, this is absurd, but hopefully it will result in us getting our top choice. It didn’t,” Gaddie says.\u003c/p>\n\u003cp>KQED asked the San Francisco Unified School District about our findings. However, it did not respond to our requests.\u003c/p>\n\u003cp>\u003cstrong>Listing the Same School Multiple Times\u003c/strong>\u003c/p>\n\u003cp>We also found that many parents listed the same school several times in their lottery applications. However, this technique did not appear to have any significant impact either way on how likely those students were to enroll in their top choices.\u003c/p>\n\u003cp>\u003cstrong>Listing Schools for Swapping\u003c/strong>\u003c/p>\n\u003cp>Before everyone receives their first-round school assignment, the algorithm “swaps” schools. Basically, the algorithm looks out across all the tentatively assigned students to see if any two could both receive a higher ranked choice if they swapped places. Then the algorithm transfers the two assignments, so Student A gets Student B’s assignment and vice versa. The district says \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\">10 percent of first-round assignments were affected\u003c/a> by the swapping mechanism in 2017-18.\u003c/p>\n\u003cp>This has led some parents to list schools that they think other parents may want in hopes that, during the swapping phase, they could get one of their higher choices.\u003c/p>\n\u003cp>“The strategy is, you fill out your top 10 schools and then you put all the other schools, even if of course you’re not going to go there,” said Jenny Williams, a parent who just went through the school assignment process. “You get the extra piece of paper and you put them all on there. Every school — which is ridiculous.”\u003c/p>\n\u003cp>Williams didn’t use this strategy, but she heard plenty about it from other parents as she went through the process.\u003c/p>\n\u003cp>KQED could not tell from the data provided whether this technique is effective. However, the school district is considering dropping the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand, and that it encourages families to list schools they don’t want as a strategy to get a choice,” says Orla O’Keeffe, executive director of policy and operations for the SFUSD.\u003c/p>\n\u003cp>\u003cstrong>Neighborhood Schools\u003c/strong>\u003c/p>\n\u003cp>One factor we know the algorithm considers is whether the child lives in the school’s attendance area. This has left parents wondering where they should rank the schools closest to them. The data we received does not show how requests are weighted by the system. However, a majority of students enrolled in schools out of their ZIP codes.\u003c/p>\n\u003cp>We did find that some ZIP codes seem harder to leave than others. Students in areas like the Outer Richmond are more likely to attend schools in their ZIP codes.\u003c/p>\n\u003ch3>Most Requested Schools\u003c/h3>\n\u003cp>The top 10 most requested schools, in order:\u003c/p>\n\u003cul>\n\u003cli>Clarendon Elementary School\u003c/li>\n\u003cli>West Portal Elementary School\u003c/li>\n\u003cli>Grattan Elementary School\u003c/li>\n\u003cli>Rooftop Elementary School\u003c/li>\n\u003cli>Lawton Alternative School\u003c/li>\n\u003cli>Sunset Elementary School\u003c/li>\n\u003cli>George Peabody Elementary School\u003c/li>\n\u003cli>Claire B. Lilienthal Elementary School\u003c/li>\n\u003cli>Alvarado Elementary School\u003c/li>\n\u003cli>Jefferson Elementary School\u003c/li>\n\u003c/ul>\n\u003ch3>School by School\u003c/h3>\n\u003cp>Below you can select different schools to see how they compare in terms of applicants and enrollees.\u003c/p>\n\u003cp>About 4,611 children entered the 2017-2018 San Francisco Unified School District kindergarten lottery. Parents can select multiple schools, and they made more than 45,000 unique choices. So, while some of the application numbers may seem incredibly high, keep in mind that there are a lot of applications, compared to enrollments.\u003c/p>\n\u003cp>Also, not every child who enters the lottery enrolls. While there are 4,611 students represented in the lottery, 4,043 had enrolled as of Nov. 3, 2017 in a San Francisco public school.\u003c/p>\n\u003cdiv class=\"callout noborder\">\n\u003cdiv class=\"tableauPlaceholder\" id=\"viz1515547115825\" style=\"position: relative\">\u003cnoscript>\u003ca href=\"#\">\u003cimg alt=\"San Francisco Kindergarten Lottery by School \" src=\"https://public.tableau.com/static/images/SF/SFKindergartenLottery/Story1/1_rss.png\" style=\"border: none\">\u003c/a>\u003c/noscript>\u003cobject class=\"tableauViz\" style=\"display:none;\">\u003cparam name=\"host_url\" value=\"https%3A%2F%2Fpublic.tableau.com%2F\">\u003cparam name=\"embed_code_version\" value=\"3\">\u003cparam name=\"site_root\" value=\"\">\u003cparam name=\"name\" value=\"SFKindergartenLottery/Story1\">\u003cparam name=\"tabs\" value=\"no\">\u003cparam name=\"toolbar\" value=\"yes\">\u003cparam name=\"static_image\" value=\"https://public.tableau.com/static/images/SF/SFKindergartenLottery/Story1/1.png\">\u003cparam name=\"animate_transition\" value=\"yes\">\u003cparam name=\"display_static_image\" value=\"yes\">\u003cparam name=\"display_spinner\" value=\"yes\">\u003cparam name=\"display_overlay\" value=\"yes\">\u003cparam name=\"display_count\" value=\"yes\">\u003cparam name=\"filter\" value=\"publish=yes\">\u003c/object>\u003c/div>\n\u003cp> \u003cscript type=\"text/javascript\"> var divElement = document.getElementById('viz1515547115825'); var vizElement = divElement.getElementsByTagName('object')[0]; vizElement.style.width='1016px';vizElement.style.height='991px'; var scriptElement = document.createElement('script'); scriptElement.src = 'https://public.tableau.com/javascripts/api/viz_v1.js'; vizElement.parentNode.insertBefore(scriptElement, vizElement); \u003c/script>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;\">Note: We removed duplicate entries from school requests for this graphic.\u003c/span>\n\u003c/p>\u003c/div>\n\u003cp>Methodology: See our work on \u003ca href=\"https://github.com/pickoffwhite/San-Francisco-Kindergarten-Lottery/blob/master/Code/kindergarten-lotto/San%20Francisco%20Kindergarten%20Lottery.ipynb\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Katrina Schwartz contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Large Shareholders Ask Apple to Help Wean Digital-Addicted Youths",
"title": "Large Shareholders Ask Apple to Help Wean Digital-Addicted Youths",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Citing the popularity of Apple's phones and tablets among children and teenagers, two large investors say the company should do more to help parents protect their kids from the risks of digital addiction and the side effects of social media.\u003c/p>\n\u003cp>Together, California's teacher pension fund, or CalSTRS, and the Jana Partners investment group own more than $2 billion in Apple stock. In a letter to the tech giant's board, they're calling on Apple to give parents options beyond a \"binary\" system in which tools and functions are either freely available or closed off.\u003c/p>\n\u003cp>Warning against handing a child or teenager \"the same phone as a 40-year-old,\" the investors had these suggestions for Apple:\u003c/p>\n\u003cblockquote>\u003cp>\"For example, the initial setup menu could be expanded so that, just as users choose a language and time zone, parents can enter the age of the user and be given age-appropriate setup options based on the best available research including limiting screen time, restricting use to certain hours, reducing the available number of social media sites, setting up parental monitoring, and many other options.\"\u003c/p>\u003c/blockquote>\n\u003cp>Better controls, CalSTRS and Jana said, could help minimize \"unintentional negative consequences\" of overusing digital devices and spending too much time on social media. They urged Apple to apply its knack for innovation to help protect the physical and mental health of its youngest users.\u003c/p>\n\u003cp>[contextly_sidebar id=\"MCK6QauIuLkz04mJMRuleQv4IAD6Pj8Z\"]\u003c/p>\n\u003cp>\"The average American teenager who uses a smart phone receives her first phone at age 10 and spends over 4.5 hours a day on it (excluding texting and talking),\" the investors wrote, adding that \"78 percent of teens check their phones at least hourly and 50 percent report feeling 'addicted' to their phones.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To spread awareness of the issue, CalSTRS and Jana created a website, \u003ca href=\"https://thinkdifferentlyaboutkids.com\">Think Differently About Kids\u003c/a>.\u003c/p>\n\u003cp>Detailing some of the consequences of heavy smartphone use, the investors cited an inability to focus in class, along with a greater risk of depression and anxiety. Their letter to Apple also said researchers have found that \"U.S. teenagers who spend 3 hours a day or more on electronic devices are 35 percent more likely, and those who spend 5 hours or more are 71 percent more likely, to have a risk factor for suicide than those who spend less than 1 hour.\"\u003c/p>\n\u003cp>The letter cited work by Jean Twenge, a psychology professor at San Diego State University who has written a book called \u003cem>iGen\u003c/em>, about what she has called troubling trends in teens feeling isolated, depressed and helpless, as she told \u003ca href=\"http://www.kpbs.org/news/2017/aug/29/sdsu-professor-how-smartphones-have-changed-teens/\">member station KPBS\u003c/a> last year.\u003c/p>\n\u003cp>\"The happiest teens have phones but use them < 2 hrs/day,\" \u003ca href=\"https://twitter.com/jean_twenge/status/950133154597150721\">Twenge said in a tweet\u003c/a> welcoming the Apple investors' letter. She added, \"More parents would buy phones if they were easier to set up safely for kids. Win-win both ethically & financially.\"\u003c/p>\n\u003cfigure id=\"attachment_11640843\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11640843\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/KidWIphoneX-800x517.jpg\" alt=\"A child tries out an iPhone X at an Apple store in Japan.\" width=\"800\" height=\"517\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-800x517.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-1020x659.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-1180x762.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-960x620.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-520x336.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A child tries out an iPhone X at an Apple store in Japan. \u003ccite>(Tomohiro Ohsumi/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Acknowledging that social media companies try to make their apps and websites \"as addictive and time-consuming as possible,\" CalSTRS and Jana said Apple could boost both goodwill from parents and demand for its products if it did more to minimize the chances of harm and overuse.\u003c/p>\n\u003cp>The two investors said Apple should study how technology affects child development and report its findings, much as it would handle environmental and supply chain issues.\u003c/p>\n\u003cp>As smartphones and social media have become ubiquitous, they've also been identified as bringing a new suite of potential problems into play for those who overuse them.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/05/18/527799301/is-internet-addiction-real\">NPR's Shots blog\u003c/a> reported last year:\u003c/p>\n\u003cblockquote>\u003cp>\" 'Digital addictions,' whether to social media, video games, texting, shopping or pornography, are not official mental disorders listed in the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), and there's a debate among psychologists about whether that should change.\u003c/p>\n\u003cp>\".... Some people studying the condition compare the development of an Internet addiction to that of a gambling disorder (sometimes called gambling addiction), which \u003cem>is\u003c/em> included in the DSM-V. With gambling, even though most of the time when you're sitting in front of a slot machine you don't win, every once in a while you do. And that intermittent reward is what hooks people.\"\u003c/p>\u003c/blockquote>\n\u003cp>[contextly_sidebar id=\"dVVpgvOHcwuMfh7o8pLJDf9vAYrs1x4q\"]\u003c/p>\n\u003cp>Overuse of digital devices has prompted a debate over whether tablets and phones are the problem — or if the addiction is best ascribed to either the internet itself or to social media.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With their letter to Apple, CalSTRS and Jana said they are suggesting that an approach to all three of those areas could begin by focusing on just one of them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Large+Shareholders+Ask+Apple+To+Help+Wean+Digital-Addicted+Youths&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Citing the popularity of Apple's phones and tablets among children and teenagers, two large investors say the company should do more to help parents protect their kids from the risks of digital addiction and the side effects of social media.\u003c/p>\n\u003cp>Together, California's teacher pension fund, or CalSTRS, and the Jana Partners investment group own more than $2 billion in Apple stock. In a letter to the tech giant's board, they're calling on Apple to give parents options beyond a \"binary\" system in which tools and functions are either freely available or closed off.\u003c/p>\n\u003cp>Warning against handing a child or teenager \"the same phone as a 40-year-old,\" the investors had these suggestions for Apple:\u003c/p>\n\u003cblockquote>\u003cp>\"For example, the initial setup menu could be expanded so that, just as users choose a language and time zone, parents can enter the age of the user and be given age-appropriate setup options based on the best available research including limiting screen time, restricting use to certain hours, reducing the available number of social media sites, setting up parental monitoring, and many other options.\"\u003c/p>\u003c/blockquote>\n\u003cp>Better controls, CalSTRS and Jana said, could help minimize \"unintentional negative consequences\" of overusing digital devices and spending too much time on social media. They urged Apple to apply its knack for innovation to help protect the physical and mental health of its youngest users.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The average American teenager who uses a smart phone receives her first phone at age 10 and spends over 4.5 hours a day on it (excluding texting and talking),\" the investors wrote, adding that \"78 percent of teens check their phones at least hourly and 50 percent report feeling 'addicted' to their phones.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To spread awareness of the issue, CalSTRS and Jana created a website, \u003ca href=\"https://thinkdifferentlyaboutkids.com\">Think Differently About Kids\u003c/a>.\u003c/p>\n\u003cp>Detailing some of the consequences of heavy smartphone use, the investors cited an inability to focus in class, along with a greater risk of depression and anxiety. Their letter to Apple also said researchers have found that \"U.S. teenagers who spend 3 hours a day or more on electronic devices are 35 percent more likely, and those who spend 5 hours or more are 71 percent more likely, to have a risk factor for suicide than those who spend less than 1 hour.\"\u003c/p>\n\u003cp>The letter cited work by Jean Twenge, a psychology professor at San Diego State University who has written a book called \u003cem>iGen\u003c/em>, about what she has called troubling trends in teens feeling isolated, depressed and helpless, as she told \u003ca href=\"http://www.kpbs.org/news/2017/aug/29/sdsu-professor-how-smartphones-have-changed-teens/\">member station KPBS\u003c/a> last year.\u003c/p>\n\u003cp>\"The happiest teens have phones but use them < 2 hrs/day,\" \u003ca href=\"https://twitter.com/jean_twenge/status/950133154597150721\">Twenge said in a tweet\u003c/a> welcoming the Apple investors' letter. She added, \"More parents would buy phones if they were easier to set up safely for kids. Win-win both ethically & financially.\"\u003c/p>\n\u003cfigure id=\"attachment_11640843\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11640843\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/KidWIphoneX-800x517.jpg\" alt=\"A child tries out an iPhone X at an Apple store in Japan.\" width=\"800\" height=\"517\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-800x517.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-160x103.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-1020x659.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-1180x762.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-960x620.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-240x155.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-375x242.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/KidWIphoneX-520x336.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A child tries out an iPhone X at an Apple store in Japan. \u003ccite>(Tomohiro Ohsumi/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Acknowledging that social media companies try to make their apps and websites \"as addictive and time-consuming as possible,\" CalSTRS and Jana said Apple could boost both goodwill from parents and demand for its products if it did more to minimize the chances of harm and overuse.\u003c/p>\n\u003cp>The two investors said Apple should study how technology affects child development and report its findings, much as it would handle environmental and supply chain issues.\u003c/p>\n\u003cp>As smartphones and social media have become ubiquitous, they've also been identified as bringing a new suite of potential problems into play for those who overuse them.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/05/18/527799301/is-internet-addiction-real\">NPR's Shots blog\u003c/a> reported last year:\u003c/p>\n\u003cblockquote>\u003cp>\" 'Digital addictions,' whether to social media, video games, texting, shopping or pornography, are not official mental disorders listed in the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), and there's a debate among psychologists about whether that should change.\u003c/p>\n\u003cp>\".... Some people studying the condition compare the development of an Internet addiction to that of a gambling disorder (sometimes called gambling addiction), which \u003cem>is\u003c/em> included in the DSM-V. With gambling, even though most of the time when you're sitting in front of a slot machine you don't win, every once in a while you do. And that intermittent reward is what hooks people.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Overuse of digital devices has prompted a debate over whether tablets and phones are the problem — or if the addiction is best ascribed to either the internet itself or to social media.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With their letter to Apple, CalSTRS and Jana said they are suggesting that an approach to all three of those areas could begin by focusing on just one of them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Large+Shareholders+Ask+Apple+To+Help+Wean+Digital-Addicted+Youths&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A top financial official criticized for his handling of the Oakland Unified School District’s budget is resigning.\u003c/p>\n\u003cp>Senior business officer Vernon Hal leaves amid a deep deficit that led to $9 million in abrupt midyear cuts.\u003c/p>\n\u003cp>In a statement, OUSD Superintendent Kyla Johnson-Trammell praised Hal, who himself graduated from an Oakland high school, for his many years of service.\u003c/p>\n\u003cp>\"He worked for the District twice, starting the second time in 2008. In the years since, he helped steer the District back into local control, he helped us regain our bond rating and he helped refinance our bonds, saving Oakland taxpayers millions of dollars. For all that and much more, we are grateful,\" Johnson-Trammell wrote.\u003c/p>\n\u003cp>Oakland Board of Education member Jody London says Hal's was a big job and will leave a sizable vacancy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It does definitely leave a big void when someone who has that much institutional knowledge and history leaves; at the same time, these types of departures also present opportunities to rebuild and restructure,\" London says.\u003c/p>\n\u003cp>London stopped short of criticizing Hal for the district's current predicament, saying \"there's no one person or set of events responsible.\"\u003c/p>\n\u003cp>At a board meeting earlier this year, Che Phinnessee did not hesitate to point fingers at top officials, including Hal.\u003c/p>\n\u003cp>Phinnessee is a parent of a sixth-grader at Montera Middle School and a third-grader at REACH Academy. As the district grappled with millions in cuts to school administration and individual sites -- and eventually decided to go ahead with them -- she expressed frustration that Hal was absent.\u003c/p>\n\u003cp>\"The person in charge of OUSD finances is not even here. ... He's been a problem for so long, Vernon Hal,\" Phinnessee said.\u003c/p>\n\u003cp>Trish Gorham is president of the Oakland Education Association, the union representing Oakland teachers. She says Hal had been out of sight for months, as the crisis unfolded, and that his official resignation is part of the clean sweep that the district needs in order to recover.\u003c/p>\n\u003cp>\"If Superintendent Johnson-Trammell really wants to build and rebuild trust in the district,\" says Gorham, \"then she has to build that on a foundation that is not riddled with the past mistakes of bad judgment, and Vernon Hal was a part of that.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>An OUSD spokesman says the district hopes to hire for a new streamlined position soon.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It does definitely leave a big void when someone who has that much institutional knowledge and history leaves; at the same time, these types of departures also present opportunities to rebuild and restructure,\" London says.\u003c/p>\n\u003cp>London stopped short of criticizing Hal for the district's current predicament, saying \"there's no one person or set of events responsible.\"\u003c/p>\n\u003cp>At a board meeting earlier this year, Che Phinnessee did not hesitate to point fingers at top officials, including Hal.\u003c/p>\n\u003cp>Phinnessee is a parent of a sixth-grader at Montera Middle School and a third-grader at REACH Academy. As the district grappled with millions in cuts to school administration and individual sites -- and eventually decided to go ahead with them -- she expressed frustration that Hal was absent.\u003c/p>\n\u003cp>\"The person in charge of OUSD finances is not even here. ... He's been a problem for so long, Vernon Hal,\" Phinnessee said.\u003c/p>\n\u003cp>Trish Gorham is president of the Oakland Education Association, the union representing Oakland teachers. She says Hal had been out of sight for months, as the crisis unfolded, and that his official resignation is part of the clean sweep that the district needs in order to recover.\u003c/p>\n\u003cp>\"If Superintendent Johnson-Trammell really wants to build and rebuild trust in the district,\" says Gorham, \"then she has to build that on a foundation that is not riddled with the past mistakes of bad judgment, and Vernon Hal was a part of that.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>An OUSD spokesman says the district hopes to hire for a new streamlined position soon.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>East Palo Alto resident Christopher Boyd, 54, has a lot of job experience. His resume lists expertise in enterprise architecture and artificial intelligence — but for the last five years, he hasn’t been able to land a job.\u003c/p>\n\u003cp>“I find as a highly experienced person that is over the millennial age, my resume can’t even get past the screening process.”\u003c/p>\n\u003cp>Boyd estimates he has filled out thousands of online applications for tech jobs. As a resident of East Palo Alto, it feels demoralizing, he says, to drive by big tech campuses day after day.\u003c/p>\n\u003cp>“It’s more than frustrating. It has a significant toll on people. They begin to feel depressed, they begin to feel outdated.”\u003c/p>\n\u003cp>As Facebook is poised to expand its headquarters, the social media giant has begun asking residents like Boyd how the company could be a better neighbor. In addition to more affordable housing and less traffic, residents say they want a more transparent way to apply for jobs — and Facebook says it’s now doing something about that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Under a new portal on the Facebook Jobs website called \u003ca href=\"https://pages.beamery.com/facebook/page/communities\">Access\u003c/a>, residents from East Palo Alto, Belle Haven and North Fair Oaks can apply for jobs and hear directly from someone about whether they qualify to move on in the application process.\u003c/p>\n\u003cp>“It’s really having someone here in place that can allow for there to be additional attention paid to the resumes of local candidates,” says Juan Salazar, public policy manager for Facebook. “That’s having someone really advocate for those folks, like our recruiters and so forth, to get them placed.”\u003c/p>\n\u003cp>[contextly_sidebar id=”kdAME7pCXlDTfgXIygIj3Dql1fYnhsZA”]\u003c/p>\n\u003cp>If applicants meet hiring criteria, they will go through the process like everyone else. If they need more training, Facebook says it will share ways to gain those skills.\u003c/p>\n\u003cp>Access, Salazar says, is also a portal for contractors. Until now, one of the few ways candidates would learn about contracting jobs was through job fairs.\u003c/p>\n\u003cp>“I think for us, it’s meet them in the middle in terms of determining how is it that they can get connected to the tech economy.”\u003c/p>\n\u003cp>This isn’t the first time Peninsula residents have pushed for big tech companies to hire more locals.\u003c/p>\n\u003cp>Last spring, when Amazon moved into East Palo Alto, the retail giant said there weren’t enough high-skilled residents to fill what’s called the “first source” rule, which requires companies to hire 30 percent of their employees from within the city.\u003c/p>\n\u003cp>Residents protested, and Amazon and the developer made a concession by partnering with the nonprofit \u003ca href=\"http://www.jobtrainworks.org/about-us/\" target=\"_blank\" rel=\"noopener\">JobTrain\u003c/a>. The career counseling center now has an office on the Amazon campus, and provides job training, classes and resume building for community members.\u003c/p>\n\u003cp>[contextly_sidebar id=”0KRgsAOZfMBthnvKOmExsRcaDF7zQGtU”]\u003c/p>\n\u003cp>“This employment center was kind of the catalyst in really trying to make a good-faith effort to the community to provide some support for people that were looking for work,” says Art Taylor, chief program officer of JobTrain.\u003c/p>\n\u003cp>JobTrain is where Boyd learned about the option of going back to school to brush up his resume.\u003c/p>\n\u003cp>He’s now taking a web tech class taught through the nonprofit in conjunction with Salesforce.\u003c/p>\n\u003cp>“If somebody will take a look at our capabilities, we will get jobs,” says Boyd. “Just having the expectation of being treated the same, let’s say, as other millennial resumes that are crossing the desk of hiring managers. This would change life from darkness to a sunlit day with hope in it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In 10 months, Boyd will have a new certification — and renewed hope, he says, that this time around, someone on the other side of that online portal will give him a shot.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Under a new portal on the Facebook Jobs website called \u003ca href=\"https://pages.beamery.com/facebook/page/communities\">Access\u003c/a>, residents from East Palo Alto, Belle Haven and North Fair Oaks can apply for jobs and hear directly from someone about whether they qualify to move on in the application process.\u003c/p>\n\u003cp>“It’s really having someone here in place that can allow for there to be additional attention paid to the resumes of local candidates,” says Juan Salazar, public policy manager for Facebook. “That’s having someone really advocate for those folks, like our recruiters and so forth, to get them placed.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>If applicants meet hiring criteria, they will go through the process like everyone else. If they need more training, Facebook says it will share ways to gain those skills.\u003c/p>\n\u003cp>Access, Salazar says, is also a portal for contractors. Until now, one of the few ways candidates would learn about contracting jobs was through job fairs.\u003c/p>\n\u003cp>“I think for us, it’s meet them in the middle in terms of determining how is it that they can get connected to the tech economy.”\u003c/p>\n\u003cp>This isn’t the first time Peninsula residents have pushed for big tech companies to hire more locals.\u003c/p>\n\u003cp>Last spring, when Amazon moved into East Palo Alto, the retail giant said there weren’t enough high-skilled residents to fill what’s called the “first source” rule, which requires companies to hire 30 percent of their employees from within the city.\u003c/p>\n\u003cp>Residents protested, and Amazon and the developer made a concession by partnering with the nonprofit \u003ca href=\"http://www.jobtrainworks.org/about-us/\" target=\"_blank\" rel=\"noopener\">JobTrain\u003c/a>. The career counseling center now has an office on the Amazon campus, and provides job training, classes and resume building for community members.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“This employment center was kind of the catalyst in really trying to make a good-faith effort to the community to provide some support for people that were looking for work,” says Art Taylor, chief program officer of JobTrain.\u003c/p>\n\u003cp>JobTrain is where Boyd learned about the option of going back to school to brush up his resume.\u003c/p>\n\u003cp>He’s now taking a web tech class taught through the nonprofit in conjunction with Salesforce.\u003c/p>\n\u003cp>“If somebody will take a look at our capabilities, we will get jobs,” says Boyd. “Just having the expectation of being treated the same, let’s say, as other millennial resumes that are crossing the desk of hiring managers. This would change life from darkness to a sunlit day with hope in it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In 10 months, Boyd will have a new certification — and renewed hope, he says, that this time around, someone on the other side of that online portal will give him a shot.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "San Diego State Revives Aztec Language Course as Mascot Debate Continues",
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"headTitle": "San Diego State Revives Aztec Language Course as Mascot Debate Continues | KQED",
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"content": "\u003cp>San Diego State is reviving a course on the indigenous Aztec language, Nahuatl, next semester. The announcement comes as faculty and students revive a decade-long debate on campus about the appropriation of the Aztecs as a mascot.\u003c/p>\n\u003cp>“This is a reaction to respect, to notions of respect,” said \u003ca href=\"http://latinamericanstudies.sdsu.edu/\">Center for Latin American Studies\u003c/a> Director Ramona Pérez. “It’s a reaction to doing things right.”\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2017/12/AztecLanguageBurks.mp3\" Image=\"https://u.s.kqed.net/2017/12/20/NahuatlPhrase.png\" Title=\"As Faculty, Students Revive Mascot Debate, San Diego State Revives Aztec Language Course\" program=\"The California Report\"]\u003c/p>\n\u003cp>She said the university had offered a course on the language in the early 2000s, when concerns about the appropriateness of using a people to promote schools and their sports teams first flared up. The university retired the mascot’s more stylized costumes and strove for historical accuracy, adopting an educational ambassador and the Nahuatl class.\u003c/p>\n\u003cp>But the class faded away, along with the federal grant that funded it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s supported by the administration this time. Hopefully it’s not going to go away,” Pérez said. “It’s going to be a natural part of student life here on campus.”\u003c/p>\n\u003cp>[contextly_sidebar id=”FNVE1nRFNlljDCw36aH19bJEQG0ETDlt”]\u003c/p>\n\u003cp>For Vicki Calvario, who grew up speaking English at home in Logan Heights and Nahuatl during summers with her grandmother in Guerrero, Mexico, the importance of the course transcends campus politics.\u003c/p>\n\u003cp>She said indigenous cultures and languages have long been overshadowed by the mainstream, including in the predominantly Latino Logan Heights neighborhood.\u003c/p>\n\u003cp>“I was never thought of as being Mexican. It was always pointed out to me that I did not fit into that community because my skin color was very much darker than the rest of my Mexican peers,” Calvario said. “My Mexico and my Mexico reality was different than what they noted as Mexico.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=IzuItGhZ9tg\u003c/p>\n\u003cp>Calvario is now earning a master’s degree in anthropology and studying efforts to revive the Nahuatl language in Guerrero. She said learning a language offers important insight into the culture of those who speak it.\u003c/p>\n\u003cp>“It’s very motivating and encouraging to know that now more individuals are going to be becoming aware of the beauty and the splendor of this language that is not dead. It’s very much alive,” she said. “And hopefully this will be an entry into them learning about the other worlds that are in Mexico.”\u003c/p>\n\u003cp>Calvario offered an example of the kind of context language can provide — and of how Spanish colonialism has challenged preservation of Nahuatl. She read the following phrase from a book.\u003c/p>\n\u003cp>\u003cem>“Zazan tleino. Quatzocoltzin mictlan ommati.”\u003c/em>\u003c/p>\n\u003cp>“In English this is saying, ‘Up and down the well I got used to hell,’” Calvario said. “So \u003cem>mictlan\u003c/em> is referencing the underworld that is part of the Nahuatl world vision before colonialism and the influence of the Catholic religion. \u003cem>Mictlan\u003c/em> was just a place where people went after one ceased to be in the physical world. It was not a hell, it was just a place of rest.”\u003c/p>\n\u003cp>Calvario will assist students in the course, which is being livestreamed from the \u003ca href=\"http://www.uaz.edu.mx/\">University of Zacatecas\u003c/a>. The class is open to any student and members of the public through \u003ca href=\"https://www.ces.sdsu.edu/open-university-registration\">Open University\u003c/a>, but will be capped at 15 students. The university will add sections in subsequent semesters as it builds a full two-year program in the language.\u003c/p>\n\u003cp>The University of Utah, Stanford and UCLA also offer the course in this format.\u003c/p>\n\u003cp>[contextly_sidebar id=”CeuzNKRldqxzXyvXPxChnqflD0Hn9Niu”]\u003c/p>\n\u003cp>“It’s an amazing language. It’s an amazing worldview. And I think once people get into it, they’re going to find that what they learn not only in terms of language, but understanding a new way to be in the world, is really exciting,” Pérez said.\u003c/p>\n\u003cp>There is no estimate for the number of Nahuatl speakers in the United States, but Pérez said there is a need for Nahuatl interpreters across social service sectors. She added many of Mexico’s classical texts are in Nahuatl.\u003c/p>\n\u003cp>As for the Aztec mascot, its long-term future is unclear.\u003c/p>\n\u003cp>In a nonbinding action, the University Senate \u003ca href=\"http://www.sandiegouniontribune.com/sports/aztecs/sd-sp-aztec-warrior-mascot-resolution-1008-story.html\">voted to discontinue the mascot last month\u003c/a>, just seven months after a divided Associated Students \u003ca href=\"http://www.kpbs.org/news/2017/apr/20/san-diego-states-aztec-mascot-will-stay-now/\">voted in favor of the mascot\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both decisions are meant to advise the university’s president, and in the midst of a \u003ca href=\"http://www.kpbs.org/news/2017/oct/17/calexico-campus-weigh-search-next-sdsu-president/\">search for her replacement\u003c/a>, interim President Sally Roush is unlikely to make the call.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s supported by the administration this time. Hopefully it’s not going to go away,” Pérez said. “It’s going to be a natural part of student life here on campus.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For Vicki Calvario, who grew up speaking English at home in Logan Heights and Nahuatl during summers with her grandmother in Guerrero, Mexico, the importance of the course transcends campus politics.\u003c/p>\n\u003cp>She said indigenous cultures and languages have long been overshadowed by the mainstream, including in the predominantly Latino Logan Heights neighborhood.\u003c/p>\n\u003cp>“I was never thought of as being Mexican. It was always pointed out to me that I did not fit into that community because my skin color was very much darker than the rest of my Mexican peers,” Calvario said. “My Mexico and my Mexico reality was different than what they noted as Mexico.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/IzuItGhZ9tg'\n title='//www.youtube.com/embed/IzuItGhZ9tg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Calvario is now earning a master’s degree in anthropology and studying efforts to revive the Nahuatl language in Guerrero. She said learning a language offers important insight into the culture of those who speak it.\u003c/p>\n\u003cp>“It’s very motivating and encouraging to know that now more individuals are going to be becoming aware of the beauty and the splendor of this language that is not dead. It’s very much alive,” she said. “And hopefully this will be an entry into them learning about the other worlds that are in Mexico.”\u003c/p>\n\u003cp>Calvario offered an example of the kind of context language can provide — and of how Spanish colonialism has challenged preservation of Nahuatl. She read the following phrase from a book.\u003c/p>\n\u003cp>\u003cem>“Zazan tleino. Quatzocoltzin mictlan ommati.”\u003c/em>\u003c/p>\n\u003cp>“In English this is saying, ‘Up and down the well I got used to hell,’” Calvario said. “So \u003cem>mictlan\u003c/em> is referencing the underworld that is part of the Nahuatl world vision before colonialism and the influence of the Catholic religion. \u003cem>Mictlan\u003c/em> was just a place where people went after one ceased to be in the physical world. It was not a hell, it was just a place of rest.”\u003c/p>\n\u003cp>Calvario will assist students in the course, which is being livestreamed from the \u003ca href=\"http://www.uaz.edu.mx/\">University of Zacatecas\u003c/a>. The class is open to any student and members of the public through \u003ca href=\"https://www.ces.sdsu.edu/open-university-registration\">Open University\u003c/a>, but will be capped at 15 students. The university will add sections in subsequent semesters as it builds a full two-year program in the language.\u003c/p>\n\u003cp>The University of Utah, Stanford and UCLA also offer the course in this format.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s an amazing language. It’s an amazing worldview. And I think once people get into it, they’re going to find that what they learn not only in terms of language, but understanding a new way to be in the world, is really exciting,” Pérez said.\u003c/p>\n\u003cp>There is no estimate for the number of Nahuatl speakers in the United States, but Pérez said there is a need for Nahuatl interpreters across social service sectors. She added many of Mexico’s classical texts are in Nahuatl.\u003c/p>\n\u003cp>As for the Aztec mascot, its long-term future is unclear.\u003c/p>\n\u003cp>In a nonbinding action, the University Senate \u003ca href=\"http://www.sandiegouniontribune.com/sports/aztecs/sd-sp-aztec-warrior-mascot-resolution-1008-story.html\">voted to discontinue the mascot last month\u003c/a>, just seven months after a divided Associated Students \u003ca href=\"http://www.kpbs.org/news/2017/apr/20/san-diego-states-aztec-mascot-will-stay-now/\">voted in favor of the mascot\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both decisions are meant to advise the university’s president, and in the midst of a \u003ca href=\"http://www.kpbs.org/news/2017/oct/17/calexico-campus-weigh-search-next-sdsu-president/\">search for her replacement\u003c/a>, interim President Sally Roush is unlikely to make the call.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Betsy DeVos Won't Give Required Debt Relief to Defrauded Students, California Says",
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"content": "\u003cp>In his latest effort to take on the Trump administration, California Attorney General Xavier Becerra \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-takes-education-secretary-devos-court-withholding\" target=\"_blank\" rel=\"noopener\">claims the U.S. Department of Education is refusing to let students off the hook\u003c/a> for loans they're entitled to have forgiven.\u003c/p>\n\u003cp>The suit, filed Thursday in San Francisco, alleges the U.S. Department of Education under Betsy DeVos is refusing to process claims made by former \u003ca href=\"https://www.npr.org/sections/ed/2015/04/27/402560783/the-largest-for-profit-college-shutdown-in-history\" target=\"_blank\" rel=\"noopener\">Corinthian Colleges Inc.\u003c/a> students, who were defrauded by the for-profit schools and are therefore eligible for debt relief.\u003c/p>\n\u003cp>It marks the 23rd time California has sued the Trump administration.\u003c/p>\n\u003cp>“What Secretary DeVos is doing is unconscionable,” Becerra said in a statement. “After having their American Dreams stolen by a so-called higher education institution, Corinthian students are now being denied critical relief by a Secretary of Education hostile to their plight.\"\u003c/p>\n\u003cp>California was instrumental in establishing loan forgiveness for tens of thousands of students allegedly scammed by \u003ca href=\"https://ww2.kqed.org/news/2015/04/27/corinthian-colleges-shut-down-in-wake-of-federal-penalties/\" target=\"_blank\" rel=\"noopener\">now-defunct Corinthian Colleges\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"AQRjrGOZzyrViW9kpTh7skyLIZpRx94W\"]\u003c/p>\n\u003cp>When U.S. Sen. Kamala Harris was California's attorney general, she took Corinthian to court, claiming the schools preyed on poor students and made false promises about job prospects. Harris' office \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-kamala-d-harris-obtains-11-billion-judgment-against-predatory\" target=\"_blank\" rel=\"noopener\">won a $1.1 billion judgment\u003c/a> against the school operator.\u003c/p>\n\u003cp>\"For years, Corinthian profited off the backs of poor people,\" Harris said in a statement at the time. \"Now they have to pay. This judgment sends a clear message: there is a cost to this kind of predatory conduct.\"\u003c/p>\n\u003cp>After a \u003ca href=\"https://www.ed.gov/news/press-releases/department-education-and-attorney-general-kamala-harris-announce-findings-investigation-wyotech-and-everest-programs\" target=\"_blank\" rel=\"noopener\">joint investigation\u003c/a> with California's Department of Justice, President Obama's Department of Education \u003ca href=\"https://studentaid.ed.gov/sa/about/announcements/corinthian\" target=\"_blank\" rel=\"noopener\">told tens of thousands of former Corinthian students they were entitled to federal student loan relief\u003c/a> through a streamlined process.\u003c/p>\n\u003cp>According to the new suit, more than 50,000 relief claims filed by Corinthian students are pending, including 13,000 from Californians.\u003c/p>\n\u003cp>Under Xavier Becerra, California has sued DeVos' Education Department twice before, both times for issues related to for-profit colleges.\u003c/p>\n\u003cp>One suit claims DeVos has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-sues-department-education-illegally-delaying\" target=\"_blank\" rel=\"noopener\">delayed implementation of an Obama-era protection\u003c/a> that requires for-profit schools to prepare students for “gainful employment in a recognized occupation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The other alleges DeVos has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-sues-us-department-education-unlawfully-delaying\" target=\"_blank\" rel=\"noopener\">delayed the rollout of regulations\u003c/a> that require the Education Department to provide a streamlined loan forgiveness process to students who have been defrauded by for-profit universities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In his latest effort to take on the Trump administration, California Attorney General Xavier Becerra \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-takes-education-secretary-devos-court-withholding\" target=\"_blank\" rel=\"noopener\">claims the U.S. Department of Education is refusing to let students off the hook\u003c/a> for loans they're entitled to have forgiven.\u003c/p>\n\u003cp>The suit, filed Thursday in San Francisco, alleges the U.S. Department of Education under Betsy DeVos is refusing to process claims made by former \u003ca href=\"https://www.npr.org/sections/ed/2015/04/27/402560783/the-largest-for-profit-college-shutdown-in-history\" target=\"_blank\" rel=\"noopener\">Corinthian Colleges Inc.\u003c/a> students, who were defrauded by the for-profit schools and are therefore eligible for debt relief.\u003c/p>\n\u003cp>It marks the 23rd time California has sued the Trump administration.\u003c/p>\n\u003cp>“What Secretary DeVos is doing is unconscionable,” Becerra said in a statement. “After having their American Dreams stolen by a so-called higher education institution, Corinthian students are now being denied critical relief by a Secretary of Education hostile to their plight.\"\u003c/p>\n\u003cp>California was instrumental in establishing loan forgiveness for tens of thousands of students allegedly scammed by \u003ca href=\"https://ww2.kqed.org/news/2015/04/27/corinthian-colleges-shut-down-in-wake-of-federal-penalties/\" target=\"_blank\" rel=\"noopener\">now-defunct Corinthian Colleges\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When U.S. Sen. Kamala Harris was California's attorney general, she took Corinthian to court, claiming the schools preyed on poor students and made false promises about job prospects. Harris' office \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-kamala-d-harris-obtains-11-billion-judgment-against-predatory\" target=\"_blank\" rel=\"noopener\">won a $1.1 billion judgment\u003c/a> against the school operator.\u003c/p>\n\u003cp>\"For years, Corinthian profited off the backs of poor people,\" Harris said in a statement at the time. \"Now they have to pay. This judgment sends a clear message: there is a cost to this kind of predatory conduct.\"\u003c/p>\n\u003cp>After a \u003ca href=\"https://www.ed.gov/news/press-releases/department-education-and-attorney-general-kamala-harris-announce-findings-investigation-wyotech-and-everest-programs\" target=\"_blank\" rel=\"noopener\">joint investigation\u003c/a> with California's Department of Justice, President Obama's Department of Education \u003ca href=\"https://studentaid.ed.gov/sa/about/announcements/corinthian\" target=\"_blank\" rel=\"noopener\">told tens of thousands of former Corinthian students they were entitled to federal student loan relief\u003c/a> through a streamlined process.\u003c/p>\n\u003cp>According to the new suit, more than 50,000 relief claims filed by Corinthian students are pending, including 13,000 from Californians.\u003c/p>\n\u003cp>Under Xavier Becerra, California has sued DeVos' Education Department twice before, both times for issues related to for-profit colleges.\u003c/p>\n\u003cp>One suit claims DeVos has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-sues-department-education-illegally-delaying\" target=\"_blank\" rel=\"noopener\">delayed implementation of an Obama-era protection\u003c/a> that requires for-profit schools to prepare students for “gainful employment in a recognized occupation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The other alleges DeVos has \u003ca href=\"https://oag.ca.gov/news/press-releases/attorney-general-becerra-sues-us-department-education-unlawfully-delaying\" target=\"_blank\" rel=\"noopener\">delayed the rollout of regulations\u003c/a> that require the Education Department to provide a streamlined loan forgiveness process to students who have been defrauded by for-profit universities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Oakland Unified to Cut $9 Million Despite Protests From Students",
"title": "Oakland Unified to Cut $9 Million Despite Protests From Students",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The Oakland Unified School District is chopping $9 million from its budget in a move that will hit the district's more than 36,000 students midyear. The school board approved the budget cuts Wednesday night in a 6-1 vote, in an effort to correct years of overspending and a growing deficit.\u003c/p>\n\u003cp>School sites will shoulder $3.8 million in budget reductions, while the rest of the cuts will come from the district's central office as early as January. Dozens of support, management and administrative positions will be affected through reduced hours or layoffs.\u003c/p>\n\u003cp>During the long and raucous board meeting Wednesday night, hundreds of students, parents and teachers loudly objected to the cuts, saying schools are already struggling with a lack of basic resources.\u003c/p>\n\u003cp>Teachers regularly have to pay for classroom supplies out of their own pockets at Piedmont Elementary School, said OUSD parent Geneva Nicherie.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"It breaks my heart. My child’s school is so underfunded it’s disgusting,\" said Nicherie, after witnessing the board's vote with her son, Edward, a second-grader. \"It's going to get worse for our school.\"\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11637065\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11637065 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28562_IMG_1248-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Board president James Harris addresses opponents of budget cuts as Superintendent Kyla Johnson-Trammell looks on at La Escuelita Education Center in Oakland on Dec. 13, 2017. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland Unified is grappling with sharp increases in retirement costs and in special education, while state funding has flattened, said Superintendent Kyla Johnson-Trammell, a former OUSD teacher and administrator on her first year leading the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have inherited this fiscal challenge and I have a responsibility to right this ship,\" said Johnson-Trammell during a public meeting on the budget last month. \"I would like to say how deeply sorry I am for the current financial position we find ourselves in.\"\u003c/p>\n\u003cp>But the district, with a budget of nearly $800 million, also has struggled to spend within its means. Ineffective checks and balances and internal controls remain a key problem, according to several sources, including a state team that \u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2017/08/Oakland-USD-final-report.pdf\" target=\"_blank\" rel=\"noopener\">analyzed OUSD's finances\u003c/a>.\u003c/p>\n\u003cp>\"A lot of the frustration in the community, which is very well understood, is we need to do a better job of budget monitoring, budget planning, forecasting ... to address issues that have been in our district for a decade,\" said Johnson-Trammell during the Wednesday night meeting at La Escuelita Education Center.\u003c/p>\n\u003cp>Oakland Unified struggled with similar fiscal problems when it was taken over by the state in 2003 and administered by the California Department of Education for six years.\u003c/p>\n\u003cp>\"Severe financial difficulties forced the District into state receivership in exchange for a sizable state loan,\" \u003ca href=\"https://www.ousd.org/Page/16300\" target=\"_blank\" rel=\"noopener\">says\u003c/a> the OUSD website.\u003c/p>\n\u003cp>Oakland Unified is still paying interest on the $100 million bailout loan it took out then, and is required to host a state-assigned fiscal trustee until the district repays the loan in full.\u003c/p>\n\u003cfigure id=\"attachment_11637063\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11637063\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28561_IMG_1241-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bryan Gonzalez, 13, a student at Elmhurst Community Prep, leads chants of \"They say cut back, we say fight back!\" before school board directors in Oakland on Dec. 13, 2017. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents who witnessed that history are incensed the district has not resolved those problems -- even after being administered by the state.\u003c/p>\n\u003cp>\"These cuts are absolutely ridiculous,\" said OUSD mom Che Phinnessee, adding that her kids' schools don't have enough basics, such as paper and pens. \"It's a problem of mismanagement and there needs to be a total systems change. We do not need to be under state receivership again.\"\u003c/p>\n\u003cp>School board member Roseann Torres, who cast the only dissenting vote on the budget cuts, said the board didn’t have a dedicated group of directors taking a \"deep dive\" on the district's finances until recently.\u003c/p>\n\u003cp>\"There is my sense of responsibility and regret for not pushing harder,\" said Torres, who joined the board in 2013. \"But we didn’t have the structures like a budget committee that could push harder on staff and say 'What’s really going on? Why are we spending from categories inappropriately instead of spending within our means?' \"\u003c/p>\n\u003cp>Some of the district's overspending ran in the millions of dollars during the tenure of the last superintendent, Antwan Wilson, who \u003ca href=\"http://www.eastbaytimes.com/2016/11/22/oakland-school-chief-resigns-to-become-d-c-schools-chief-what-now/\">left the district earlier this year\u003c/a> to run the public schools in Washington, D.C.\u003c/p>\n\u003cp>For example, during fiscal year 2015-2016, the district budgeted $20 million for professional and consulting services, but spent a whopping $29.3 million. That same year, the district spent more than $10 million over its budgeted amount in classified supervisors and administrators, but significantly less for books and supplies.\u003c/p>\n\u003cp>Oakland Unified planned to spend $18 million on those materials, but spent only $12 million, according to district data.\u003c/p>\n\u003cp>The school board signed off on those expenses, and the state trustee at the time, Carlene Naylor, had veto power over financial decisions but didn't use it, said Carmelita Reyes, a principal at Oakland International High School.\u003c/p>\n\u003cp>\"There’s plenty of blame to go around,\" said Reyes, who is planning to cut about $84,000 from her school's budget. \"Antwan Wilson was absolutely irresponsible. The state trustee was asleep on the job. The school board didn’t have enough internal resources to make sure that what staff was telling them was timely, accurate and complete. And historically we’ve haven't had the budget controls we needed as an organization. And all these things came together at once.\"\u003c/p>\n\u003cfigure id=\"attachment_11637062\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11637062 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28566_IMG_1282-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Brenna Swan, 7, is helped by her mother, Kiera, to address the school board in Oakland on Dec. 13, 2017. Swan and dozens of other students, parents and teachers spoke up against budget cuts to schools. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last month, Johnson-Trammell asked principals like Reyes to prepare for cuts of a specific amount, depending on the number of students and grade span of each school.\u003c/p>\n\u003cp>While some schools decided to abstain from filling teacher positions and other vacancies, others are making do with fewer support staff, like custodians and instructional assistants. Classrooms are already feeling those effects, said Stephanie Hironaka, a math teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>\"\u003cspan style=\"font-weight: 400\">For us, it’s mainly canceling field trips, cutting supplies and subscriptions to some technology that we have to renew on an annual basis. Things that enhance the classroom experience are no longer going to be available,\" said Hironaka. \u003c/span>\u003c/p>\n\u003cp>Several students at the meeting said they felt like they were paying the price for past decisions by administrators and others who were supposed to manage and oversee the district's finances.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I feel like my education isn’t being valued,\" said Delaney Kreber-Mapp, 15, a student at Oakland Technical High School. \"I feel like there are so many other things that this district is putting ahead of my own education.\"\u003c/p>\n\n",
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"excerpt": "The school district, with a budget of nearly $800 million, has struggled to spend within its means and faces rising costs for retirement and special education. ",
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"title": "Oakland Unified to Cut $9 Million Despite Protests From Students | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District is chopping $9 million from its budget in a move that will hit the district's more than 36,000 students midyear. The school board approved the budget cuts Wednesday night in a 6-1 vote, in an effort to correct years of overspending and a growing deficit.\u003c/p>\n\u003cp>School sites will shoulder $3.8 million in budget reductions, while the rest of the cuts will come from the district's central office as early as January. Dozens of support, management and administrative positions will be affected through reduced hours or layoffs.\u003c/p>\n\u003cp>During the long and raucous board meeting Wednesday night, hundreds of students, parents and teachers loudly objected to the cuts, saying schools are already struggling with a lack of basic resources.\u003c/p>\n\u003cp>Teachers regularly have to pay for classroom supplies out of their own pockets at Piedmont Elementary School, said OUSD parent Geneva Nicherie.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"It breaks my heart. My child’s school is so underfunded it’s disgusting,\" said Nicherie, after witnessing the board's vote with her son, Edward, a second-grader. \"It's going to get worse for our school.\"\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11637065\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11637065 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28562_IMG_1248-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28562_IMG_1248-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Board president James Harris addresses opponents of budget cuts as Superintendent Kyla Johnson-Trammell looks on at La Escuelita Education Center in Oakland on Dec. 13, 2017. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oakland Unified is grappling with sharp increases in retirement costs and in special education, while state funding has flattened, said Superintendent Kyla Johnson-Trammell, a former OUSD teacher and administrator on her first year leading the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have inherited this fiscal challenge and I have a responsibility to right this ship,\" said Johnson-Trammell during a public meeting on the budget last month. \"I would like to say how deeply sorry I am for the current financial position we find ourselves in.\"\u003c/p>\n\u003cp>But the district, with a budget of nearly $800 million, also has struggled to spend within its means. Ineffective checks and balances and internal controls remain a key problem, according to several sources, including a state team that \u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2017/08/Oakland-USD-final-report.pdf\" target=\"_blank\" rel=\"noopener\">analyzed OUSD's finances\u003c/a>.\u003c/p>\n\u003cp>\"A lot of the frustration in the community, which is very well understood, is we need to do a better job of budget monitoring, budget planning, forecasting ... to address issues that have been in our district for a decade,\" said Johnson-Trammell during the Wednesday night meeting at La Escuelita Education Center.\u003c/p>\n\u003cp>Oakland Unified struggled with similar fiscal problems when it was taken over by the state in 2003 and administered by the California Department of Education for six years.\u003c/p>\n\u003cp>\"Severe financial difficulties forced the District into state receivership in exchange for a sizable state loan,\" \u003ca href=\"https://www.ousd.org/Page/16300\" target=\"_blank\" rel=\"noopener\">says\u003c/a> the OUSD website.\u003c/p>\n\u003cp>Oakland Unified is still paying interest on the $100 million bailout loan it took out then, and is required to host a state-assigned fiscal trustee until the district repays the loan in full.\u003c/p>\n\u003cfigure id=\"attachment_11637063\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11637063\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28561_IMG_1241-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28561_IMG_1241-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Bryan Gonzalez, 13, a student at Elmhurst Community Prep, leads chants of \"They say cut back, we say fight back!\" before school board directors in Oakland on Dec. 13, 2017. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents who witnessed that history are incensed the district has not resolved those problems -- even after being administered by the state.\u003c/p>\n\u003cp>\"These cuts are absolutely ridiculous,\" said OUSD mom Che Phinnessee, adding that her kids' schools don't have enough basics, such as paper and pens. \"It's a problem of mismanagement and there needs to be a total systems change. We do not need to be under state receivership again.\"\u003c/p>\n\u003cp>School board member Roseann Torres, who cast the only dissenting vote on the budget cuts, said the board didn’t have a dedicated group of directors taking a \"deep dive\" on the district's finances until recently.\u003c/p>\n\u003cp>\"There is my sense of responsibility and regret for not pushing harder,\" said Torres, who joined the board in 2013. \"But we didn’t have the structures like a budget committee that could push harder on staff and say 'What’s really going on? Why are we spending from categories inappropriately instead of spending within our means?' \"\u003c/p>\n\u003cp>Some of the district's overspending ran in the millions of dollars during the tenure of the last superintendent, Antwan Wilson, who \u003ca href=\"http://www.eastbaytimes.com/2016/11/22/oakland-school-chief-resigns-to-become-d-c-schools-chief-what-now/\">left the district earlier this year\u003c/a> to run the public schools in Washington, D.C.\u003c/p>\n\u003cp>For example, during fiscal year 2015-2016, the district budgeted $20 million for professional and consulting services, but spent a whopping $29.3 million. That same year, the district spent more than $10 million over its budgeted amount in classified supervisors and administrators, but significantly less for books and supplies.\u003c/p>\n\u003cp>Oakland Unified planned to spend $18 million on those materials, but spent only $12 million, according to district data.\u003c/p>\n\u003cp>The school board signed off on those expenses, and the state trustee at the time, Carlene Naylor, had veto power over financial decisions but didn't use it, said Carmelita Reyes, a principal at Oakland International High School.\u003c/p>\n\u003cp>\"There’s plenty of blame to go around,\" said Reyes, who is planning to cut about $84,000 from her school's budget. \"Antwan Wilson was absolutely irresponsible. The state trustee was asleep on the job. The school board didn’t have enough internal resources to make sure that what staff was telling them was timely, accurate and complete. And historically we’ve haven't had the budget controls we needed as an organization. And all these things came together at once.\"\u003c/p>\n\u003cfigure id=\"attachment_11637062\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11637062 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/RS28566_IMG_1282-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/12/RS28566_IMG_1282-qut-520x347.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Brenna Swan, 7, is helped by her mother, Kiera, to address the school board in Oakland on Dec. 13, 2017. Swan and dozens of other students, parents and teachers spoke up against budget cuts to schools. \u003ccite>(Farida Jhabvala Romero/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last month, Johnson-Trammell asked principals like Reyes to prepare for cuts of a specific amount, depending on the number of students and grade span of each school.\u003c/p>\n\u003cp>While some schools decided to abstain from filling teacher positions and other vacancies, others are making do with fewer support staff, like custodians and instructional assistants. Classrooms are already feeling those effects, said Stephanie Hironaka, a math teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>\"\u003cspan style=\"font-weight: 400\">For us, it’s mainly canceling field trips, cutting supplies and subscriptions to some technology that we have to renew on an annual basis. Things that enhance the classroom experience are no longer going to be available,\" said Hironaka. \u003c/span>\u003c/p>\n\u003cp>Several students at the meeting said they felt like they were paying the price for past decisions by administrators and others who were supposed to manage and oversee the district's finances.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I feel like my education isn’t being valued,\" said Delaney Kreber-Mapp, 15, a student at Oakland Technical High School. \"I feel like there are so many other things that this district is putting ahead of my own education.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "after-wildfires-destroyed-their-homes-students-find-healing-help-at-school",
"title": "After Wildfires Destroyed Their Homes, Students Find Healing Help at School",
"publishDate": 1513290650,
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"headTitle": "After Wildfires Destroyed Their Homes, Students Find Healing Help at School | KQED",
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"content": "\u003cp>With wildfires \u003ca href=\"https://ww2.kqed.org/news/2017/12/14/colossal-southern-california-fire-now-4th-largest-in-state-history/\" target=\"_blank\" rel=\"noopener\">still raging\u003c/a> across parts of Southern California, dozens of schools have been closed. Many will stay that way until the new year. That gives educators valuable time to think about what they can do, when school resumes, to help students who have been traumatized by these fires.\u003c/p>\n\u003cp>One answer can be found a few hundred miles north, in Santa Rosa. In late October, students there returned to class after three weeks away. A massive wildfire had swept through the city of 175,000 and the surrounding county, killing at least 22 people and destroying or damaging at least 5,500 structures.\u003c/p>\n\u003cp>[contextly_sidebar id=”X9s6qAuDuuRDhp4WjSfIXGWwmZfxkYhU”]\u003c/p>\n\u003cp>The \u003ca href=\"https://ww2.kqed.org/news/tag/tubbs-fire/\" target=\"_blank\" rel=\"noopener\">Tubbs Fire\u003c/a> took the homes of many students at Northwest Prep Charter School, a small secondary school in northwestern Santa Rosa. Given the trauma their community had just experienced, teachers knew they couldn’t dive right back into algebra.\u003c/p>\n\u003cp>On the first day back, all 75 students at Northwest Prep gathered in a community circle and spoke about the fire’s impact on their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I think every one of the students who lost a home spoke during that discussion, which we didn’t expect,” says Jessica Hadid, the language and communication teacher there.\u003c/p>\n\u003cp>One of those kids was 12-year-old Clark Howe. The seventh-grader remembers Oct. 9 clearly: He woke up to a chaotic scene around 1:30 a.m. His dad told him they needed to leave right away.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Nothing was left. Everybody lost something.’\u003c/aside>\n\u003cp>Clark grabbed some of his things and rounded up the family dogs. After picking up a neighbor who couldn’t drive, his family headed out onto the packed roads, full of other people evacuating their homes.\u003c/p>\n\u003cp>“We were all really nervous. There were just cars everywhere, people driving on the wrong side of the road, fires starting on lawns,” Clark says. “We were all just really scared for what could happen.”\u003c/p>\n\u003cp>He and his family made it to safety, but their home, located in Santa Rosa’s Coffey Park neighborhood, was completely destroyed. They lost some of their most prized possessions: a classic Mustang in the garage, some favorite stuffed animals left behind in Clark’s bedroom.\u003c/p>\n\u003cp>“Nothing was left,” Clark says. “Everybody lost something.”\u003c/p>\n\u003cfigure id=\"attachment_11637034\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11637034\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/CoffeyPark-800x507.jpg\" alt=\"An aerial view shows the devastation of the Coffey Park neighborhood after the Tubbs Fire swept through Santa Rosa.\" width=\"800\" height=\"507\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-800x507.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-160x101.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-1020x646.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-1180x747.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-960x608.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-240x152.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-375x238.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-520x329.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An aerial view shows the devastation of the Coffey Park neighborhood after the Tubbs Fire swept through Santa Rosa. \u003ccite>(Courtesy California National Guard)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before returning to school, Northwest Prep’s teaching staff received trauma-based training to help students cope with the aftermath of the fires. But the teachers also wanted to do something in the classroom.\u003c/p>\n\u003cp>“We realized we needed to do something, as a school, to help our students and really our whole community process what we’d all been through,” says Alyssa Dossat, a math teacher.\u003c/p>\n\u003cp>[contextly_sidebar id=”03oVDL7rz1YmZLhdOyE5KxVEgZzMGNla”]\u003c/p>\n\u003cp>When she was evacuated from her own home, Dossat took her kids to a museum. Her 7-year-old was looking at an exhibit about earthquakes that struck California in 1906 and 1989.\u003c/p>\n\u003cp>“She was reading it going, ‘Mom, who, who wrote this? Who are these quotes from?’ ” Dossat says. “I said, ‘They’re just from people, sweetie, that’s how it works. That’s how we record history that way.’ ”\u003c/p>\n\u003cp>In that moment, Dossat had an idea: This could be done in her school. An oral history assignment was born.\u003c/p>\n\u003cp>As part of the project, Northwest Prep students will use their smartphones and tablets to record stories from the Tubbs Fire and its impact on the Santa Rosa community. From there, students will curate and archive the firsthand accounts.\u003c/p>\n\u003cp>[contextly_sidebar id=”HK6RVMjpfOan8wSEsC3chFPbsFeNJHI7″]\u003c/p>\n\u003cp>The fire has brought the community together, says Adam Napoleon, a social systems teacher. He hopes the project will go beyond storytelling and provide a “sense of healing” to both the students and their interviewees.\u003c/p>\n\u003cp>“They can provide not only this historical record, but this emotional healing aspect that a lot of people in our community need right now,” he says.\u003c/p>\n\u003cp>After the fire, Clark was eager to get back to school and be with his friends — many of whom also lost their homes.\u003c/p>\n\u003cp>As he returned, he sometimes found it hard to talk about the fire and remember all that was lost. But, Clark says, it has also been really helpful to talk about it — and he can’t believe the support he has received from his community.\u003c/p>\n\u003cp>His family received many donations and has since been able to relocate to an apartment building. They plan to rebuild their home.\u003c/p>\n\u003cfigure id=\"attachment_11637036\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11637036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/CoffeyStrong-800x600.jpg\" alt=\"The Howe family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-1180x884.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-960x719.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Howe family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire. \u003ccite>(Courtesy of Michelle Howe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last weekend, Clark’s family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re not struggling very much anymore. We’re looking for some good holidays,” he says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=After+Wildfires+Destroyed+Their+Homes%2C+Students+Find+Healing+Help+At+School+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With wildfires \u003ca href=\"https://ww2.kqed.org/news/2017/12/14/colossal-southern-california-fire-now-4th-largest-in-state-history/\" target=\"_blank\" rel=\"noopener\">still raging\u003c/a> across parts of Southern California, dozens of schools have been closed. Many will stay that way until the new year. That gives educators valuable time to think about what they can do, when school resumes, to help students who have been traumatized by these fires.\u003c/p>\n\u003cp>One answer can be found a few hundred miles north, in Santa Rosa. In late October, students there returned to class after three weeks away. A massive wildfire had swept through the city of 175,000 and the surrounding county, killing at least 22 people and destroying or damaging at least 5,500 structures.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://ww2.kqed.org/news/tag/tubbs-fire/\" target=\"_blank\" rel=\"noopener\">Tubbs Fire\u003c/a> took the homes of many students at Northwest Prep Charter School, a small secondary school in northwestern Santa Rosa. Given the trauma their community had just experienced, teachers knew they couldn’t dive right back into algebra.\u003c/p>\n\u003cp>On the first day back, all 75 students at Northwest Prep gathered in a community circle and spoke about the fire’s impact on their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think every one of the students who lost a home spoke during that discussion, which we didn’t expect,” says Jessica Hadid, the language and communication teacher there.\u003c/p>\n\u003cp>One of those kids was 12-year-old Clark Howe. The seventh-grader remembers Oct. 9 clearly: He woke up to a chaotic scene around 1:30 a.m. His dad told him they needed to leave right away.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Nothing was left. Everybody lost something.’\u003c/aside>\n\u003cp>Clark grabbed some of his things and rounded up the family dogs. After picking up a neighbor who couldn’t drive, his family headed out onto the packed roads, full of other people evacuating their homes.\u003c/p>\n\u003cp>“We were all really nervous. There were just cars everywhere, people driving on the wrong side of the road, fires starting on lawns,” Clark says. “We were all just really scared for what could happen.”\u003c/p>\n\u003cp>He and his family made it to safety, but their home, located in Santa Rosa’s Coffey Park neighborhood, was completely destroyed. They lost some of their most prized possessions: a classic Mustang in the garage, some favorite stuffed animals left behind in Clark’s bedroom.\u003c/p>\n\u003cp>“Nothing was left,” Clark says. “Everybody lost something.”\u003c/p>\n\u003cfigure id=\"attachment_11637034\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11637034\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/CoffeyPark-800x507.jpg\" alt=\"An aerial view shows the devastation of the Coffey Park neighborhood after the Tubbs Fire swept through Santa Rosa.\" width=\"800\" height=\"507\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-800x507.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-160x101.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-1020x646.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-1180x747.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-960x608.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-240x152.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-375x238.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyPark-520x329.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An aerial view shows the devastation of the Coffey Park neighborhood after the Tubbs Fire swept through Santa Rosa. \u003ccite>(Courtesy California National Guard)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Before returning to school, Northwest Prep’s teaching staff received trauma-based training to help students cope with the aftermath of the fires. But the teachers also wanted to do something in the classroom.\u003c/p>\n\u003cp>“We realized we needed to do something, as a school, to help our students and really our whole community process what we’d all been through,” says Alyssa Dossat, a math teacher.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When she was evacuated from her own home, Dossat took her kids to a museum. Her 7-year-old was looking at an exhibit about earthquakes that struck California in 1906 and 1989.\u003c/p>\n\u003cp>“She was reading it going, ‘Mom, who, who wrote this? Who are these quotes from?’ ” Dossat says. “I said, ‘They’re just from people, sweetie, that’s how it works. That’s how we record history that way.’ ”\u003c/p>\n\u003cp>In that moment, Dossat had an idea: This could be done in her school. An oral history assignment was born.\u003c/p>\n\u003cp>As part of the project, Northwest Prep students will use their smartphones and tablets to record stories from the Tubbs Fire and its impact on the Santa Rosa community. From there, students will curate and archive the firsthand accounts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The fire has brought the community together, says Adam Napoleon, a social systems teacher. He hopes the project will go beyond storytelling and provide a “sense of healing” to both the students and their interviewees.\u003c/p>\n\u003cp>“They can provide not only this historical record, but this emotional healing aspect that a lot of people in our community need right now,” he says.\u003c/p>\n\u003cp>After the fire, Clark was eager to get back to school and be with his friends — many of whom also lost their homes.\u003c/p>\n\u003cp>As he returned, he sometimes found it hard to talk about the fire and remember all that was lost. But, Clark says, it has also been really helpful to talk about it — and he can’t believe the support he has received from his community.\u003c/p>\n\u003cp>His family received many donations and has since been able to relocate to an apartment building. They plan to rebuild their home.\u003c/p>\n\u003cfigure id=\"attachment_11637036\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11637036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/12/CoffeyStrong-800x600.jpg\" alt=\"The Howe family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-1180x884.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-960x719.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/12/CoffeyStrong.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Howe family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire. \u003ccite>(Courtesy of Michelle Howe)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last weekend, Clark’s family and neighbors returned to their old neighborhood to put Christmas decorations on one of the few trees left standing after the fire.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re not struggling very much anymore. We’re looking for some good holidays,” he says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=After+Wildfires+Destroyed+Their+Homes%2C+Students+Find+Healing+Help+At+School+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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"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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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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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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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
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"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",
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"link": "/radio/program/latino-usa",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"masters-of-scale": {
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"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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"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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}
},
"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",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
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