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"content": "\u003cp>Late last fall, KQED reporters profiled three college students navigating class, work and finances. Also on their to-do list? Finding a place to sleep at night. These students were all homeless.\u003c/p>\n\u003cp>For them, not having a home meant crashing on friends’ couches, sleeping in cars, working overnight jobs or staying in shelters.\u003c/p>\n\u003cp>To hear, read and see more about their lives six months ago, you can \u003ca href=\"https://ww2.kqed.org/news/series/homelessu/\" target=\"_blank\" rel=\"noopener noreferrer\">find their stories here\u003c/a>.\u003c/p>\n\u003cp>What’s happened since then? We caught up with all three students and found that for each of them, things have changed.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/06/TCRMag20170630.mp3\" Image=\"https://u.s.kqed.net/2017/06/30/BrittanyCrop2.jpg\" Title=\"These Students Were Homeless 6 Months Ago. Where Are They Now?\" program=\"The California Report\"]\u003c/p>\n\u003ch3>Brittany Jones\u003c/h3>\n\u003cp>Brittany Jones is a 25-year-old student who attends Laney College, a community college in downtown Oakland.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Brittany wasn’t interested in going to college when she was younger, but she came around to the idea later on. She found that working the jobs available to her — overnight security, stocking grocery shelves, retail — wasn’t advancing her life the way she had hoped. Brittany realized she liked being a student, and when she didn’t have a home, going to school was the most normal, consistent activity in her life. She would take one class a semester.\u003c/p>\n\u003cp>[contextly_sidebar id=”cUS4K7AtoOmIeIOo7AbK8H4cOoBW5YCn”]\u003c/p>\n\u003cp>Both Brittany’s parents died when she was a child. Her father was shot and killed when she was a baby. Brittany lived a few more years with her mother until she died of what Brittany suspects was a drug overdose, but she’s never gotten the full story.\u003c/p>\n\u003cp>After her mother’s death, Brittany became a foster kid. She spent her childhood moving between foster families, relatives and group homes. When she turned 19, she aged out of the foster care system. Since then, Brittany went in and out of homelessness.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"800\" height=\"450\" src=\"https://www.youtube.com/embed/o_Aek4zk2OQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When Brittany didn’t have a place of her own, she slept on the floors and couches of friends’ and families’ apartments, caught sleep on public transportation and, as a last resort, stayed up all night at 24-hour restaurants.\u003c/p>\n\u003cp>Throughout this routine, she hid the fact that she didn’t have a home. She did this through the stylish clothes she bought at thrift stores, avoiding making new friends and saying she had an apartment in Oakland or Richmond.\u003c/p>\n\u003cp>We followed Brittany for eight months, from October 2016 until May 2017. Below are images of her life over this time, changed dramatically by an outpouring of support from some of our listeners.\u003c/p>\n\u003ch3>November 2016\u003c/h3>\n\u003cp>In the fall of 2016, Brittany was homeless. She’d spend her time on public transit, at school or work if she had a job, with friends or family members, or at a Storage Mart where she rented a unit.\u003c/p>\n\u003cp>Click on the below photos and read the captions to learn more about her life back then:\u003c/p>\n\u003cp>[gallery size=\"large\" type=\"rectangular\" ids=\"11535960,11535957,11535961,11539317,11539261,11539534\"]\u003c/p>\n\u003ch3>December 2016\u003c/h3>\n\u003cp>After hiding the fact that she was homeless for months, Brittany’s story \u003ca href=\"https://ww2.kqed.org/news/2016/12/08/homelessu-a-college-students-life-without-shelter/\" target=\"_blank\" rel=\"noopener noreferrer\">aired on KQED in December\u003c/a>.\u003c/p>\n\u003cp>Immediately, there was a huge response. Old foster families reached out to have Brittany over for a meal, teachers thanked her for sharing her story and KQED audience members created streams of support. One listener created a fundraising website, which raised over $5,000 for Brittany, and a generous family from Oakland offered to help find an apartment for Brittany. Their plan was to pay the rent for at least a year.\u003c/p>\n\u003cp>Just two weeks after Brittany’s story aired, she got the keys to her new studio apartment, just a short walk from Laney College.\u003c/p>\n\u003cp>The photos below were taken the day she moved into her apartment:\u003c/p>\n\u003cp>[gallery size=\"large\" type=\"rectangular\" ids=\"11536417,11536420,11539619,11539542,11536418\"]\u003c/p>\n\u003ch3>May 2017\u003c/h3>\n\u003cp>With the foundation of an apartment and donations and emotional support from strangers, family and friends, Brittany took on a load of three courses at Laney College in the spring semester. She’s found she loves being a student, loves working on her English and math skills and grappling with new concepts.\u003c/p>\n\u003cp>Now that Brittany has a space of her own, she’s been able to better get to know herself, and be a more typical young adult in her 20s.\u003c/p>\n\u003cp>[contextly_sidebar id=”k96GHcQ7jrtHLSae1Sju1G5qVINcA0P6″]\u003c/p>\n\u003cp>She’s opening herself up to new experiences like meditation, and enjoying the things she was too exhausted to do before, like going out dancing with friends. Having an apartment has also created the mental space for Brittany to begin processing the challenges of her childhood and her time without shelter.\u003c/p>\n\u003cp>There are still big questions in Brittany’s life. How long will it take to finish school? Will the degree be all Brittany hopes for? What about housing? Brittany isn’t actually sure how long the family from Oakland is planning to pay her rent. It’s a hard conversation to have.\u003c/p>\n\u003cp>Click on the photos and captions below for a view of Brittany’s life recently:\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"large\" ids=\"11539620,11539598,11539621,11539623,11539618,11539617\"]\u003c/p>\n\u003cp>Since these last photos were taken, Brittany completed her semester at Laney College and passed all of her classes. She volunteered to speak at an end-of-school celebration, and has scheduled a time to talk about next steps with the family who helps her rent an apartment.\u003c/p>\n\u003ch3>Ebony Ortega\u003c/h3>\n\u003cp>When we first met her, Ebony Ortega was a full-time student at San Francisco State University. She worked at Starbucks to put herself through school. She spent her nights sleeping on friends’ couches or in her car.\u003c/p>\n\u003cp>Ebony’s plan was to graduate this spring, but she failed two of her classes and received an incomplete in another. Now she’s on academic probation.\u003c/p>\n\u003cp>“It’s a tough pill to swallow,” Ebony says. “You feel like you can handle so much. But at the end of the day, it’s not enough. Whatever is in you is not enough.”\u003c/p>\n\u003cp>But it’s not all bad news for Ebony.\u003c/p>\n\u003cfigure id=\"attachment_11211331\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11211331\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-520x347.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ebony Ortega, a college student at San Francisco State University experiencing housing insecurity, studies on her computer during her work breaks. Ortega currently works at a Starbucks in San Francisco. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After our original story aired, our listeners organized a Go Fund Me account for Ebony, which raised around $2,800. She’s using the funds to help pay her bills and not have to work so many Starbucks shifts.\u003c/p>\n\u003cp>She’s also found a permanent place to live. Her 21-year-old sister moved from Palmdale, and the two now share a $600/month room in an East Oakland apartment they share with a large family.\u003c/p>\n\u003cp>“She knows how to put me in check,” Ebony says of her sister. “She’s like my little big sister because she’s two years younger than me, but she acts like an older sister.”\u003c/p>\n\u003cp>Armed with a stable place to live, Ebony has dived into her coursework with a renewed sense of purpose. She needs to retake at least five classes so she can boost her GPA and get off academic probation. This time next year, she hopes to graduate.\u003c/p>\n\u003ch3>James de la Nueve\u003c/h3>\n\u003cp>Last December, James was attending Santa Monica College, trying to restart his life after getting kicked out of his last school. That’s not his real name. He came up with a new name to signal his new beginning, a new James. And he was determined to get it right this time, despite being homeless.\u003c/p>\n\u003cp>[contextly_sidebar id=”Qt7y7wnSQePpnR1tAEFt7OHBET73Ycfz”]\u003c/p>\n\u003cp>“Every day is a constant reminder like the world is just hammering at you. You don’t have a place to stay,” he said. “It’s like you’re in class and it’s the only thing you’re thinking about. It’s hard to focus on the chalkboard.”\u003c/p>\n\u003cp>When we met him, James was \u003ca href=\"https://ww2.kqed.org/news/2016/12/09/homeless-u-first-shelter-just-for-college-students-opens-its-doors/\" target=\"_blank\" rel=\"noopener noreferrer\">living in a shelter\u003c/a> specifically for college students, run by other college students. But he was going to have to move out by the end of the spring semester, and the deadline was paralyzing.\u003c/p>\n\u003cp>James started skipping class. He got in trouble with shelter staff. After our special aired last year, James stopped returning emails, then shut down his email address altogether. The shelter said he had “transitioned out,” which most likely means James did not survive his last disciplinary warning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We looked for James, but then stopped. James had failed at his fresh start, he failed at becoming the new James. We figured it’s best to leave him alone to give him a chance to try again.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Late last fall, KQED reporters profiled three college students navigating class, work and finances. Also on their to-do list? Finding a place to sleep at night. These students were all homeless.\u003c/p>\n\u003cp>For them, not having a home meant crashing on friends’ couches, sleeping in cars, working overnight jobs or staying in shelters.\u003c/p>\n\u003cp>To hear, read and see more about their lives six months ago, you can \u003ca href=\"https://ww2.kqed.org/news/series/homelessu/\" target=\"_blank\" rel=\"noopener noreferrer\">find their stories here\u003c/a>.\u003c/p>\n\u003cp>What’s happened since then? We caught up with all three students and found that for each of them, things have changed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Brittany Jones\u003c/h3>\n\u003cp>Brittany Jones is a 25-year-old student who attends Laney College, a community college in downtown Oakland.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Brittany wasn’t interested in going to college when she was younger, but she came around to the idea later on. She found that working the jobs available to her — overnight security, stocking grocery shelves, retail — wasn’t advancing her life the way she had hoped. Brittany realized she liked being a student, and when she didn’t have a home, going to school was the most normal, consistent activity in her life. She would take one class a semester.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Both Brittany’s parents died when she was a child. Her father was shot and killed when she was a baby. Brittany lived a few more years with her mother until she died of what Brittany suspects was a drug overdose, but she’s never gotten the full story.\u003c/p>\n\u003cp>After her mother’s death, Brittany became a foster kid. She spent her childhood moving between foster families, relatives and group homes. When she turned 19, she aged out of the foster care system. Since then, Brittany went in and out of homelessness.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"800\" height=\"450\" src=\"https://www.youtube.com/embed/o_Aek4zk2OQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When Brittany didn’t have a place of her own, she slept on the floors and couches of friends’ and families’ apartments, caught sleep on public transportation and, as a last resort, stayed up all night at 24-hour restaurants.\u003c/p>\n\u003cp>Throughout this routine, she hid the fact that she didn’t have a home. She did this through the stylish clothes she bought at thrift stores, avoiding making new friends and saying she had an apartment in Oakland or Richmond.\u003c/p>\n\u003cp>We followed Brittany for eight months, from October 2016 until May 2017. Below are images of her life over this time, changed dramatically by an outpouring of support from some of our listeners.\u003c/p>\n\u003ch3>November 2016\u003c/h3>\n\u003cp>In the fall of 2016, Brittany was homeless. She’d spend her time on public transit, at school or work if she had a job, with friends or family members, or at a Storage Mart where she rented a unit.\u003c/p>\n\u003cp>Click on the below photos and read the captions to learn more about her life back then:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>December 2016\u003c/h3>\n\u003cp>After hiding the fact that she was homeless for months, Brittany’s story \u003ca href=\"https://ww2.kqed.org/news/2016/12/08/homelessu-a-college-students-life-without-shelter/\" target=\"_blank\" rel=\"noopener noreferrer\">aired on KQED in December\u003c/a>.\u003c/p>\n\u003cp>Immediately, there was a huge response. Old foster families reached out to have Brittany over for a meal, teachers thanked her for sharing her story and KQED audience members created streams of support. One listener created a fundraising website, which raised over $5,000 for Brittany, and a generous family from Oakland offered to help find an apartment for Brittany. Their plan was to pay the rent for at least a year.\u003c/p>\n\u003cp>Just two weeks after Brittany’s story aired, she got the keys to her new studio apartment, just a short walk from Laney College.\u003c/p>\n\u003cp>The photos below were taken the day she moved into her apartment:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>May 2017\u003c/h3>\n\u003cp>With the foundation of an apartment and donations and emotional support from strangers, family and friends, Brittany took on a load of three courses at Laney College in the spring semester. She’s found she loves being a student, loves working on her English and math skills and grappling with new concepts.\u003c/p>\n\u003cp>Now that Brittany has a space of her own, she’s been able to better get to know herself, and be a more typical young adult in her 20s.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She’s opening herself up to new experiences like meditation, and enjoying the things she was too exhausted to do before, like going out dancing with friends. Having an apartment has also created the mental space for Brittany to begin processing the challenges of her childhood and her time without shelter.\u003c/p>\n\u003cp>There are still big questions in Brittany’s life. How long will it take to finish school? Will the degree be all Brittany hopes for? What about housing? Brittany isn’t actually sure how long the family from Oakland is planning to pay her rent. It’s a hard conversation to have.\u003c/p>\n\u003cp>Click on the photos and captions below for a view of Brittany’s life recently:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since these last photos were taken, Brittany completed her semester at Laney College and passed all of her classes. She volunteered to speak at an end-of-school celebration, and has scheduled a time to talk about next steps with the family who helps her rent an apartment.\u003c/p>\n\u003ch3>Ebony Ortega\u003c/h3>\n\u003cp>When we first met her, Ebony Ortega was a full-time student at San Francisco State University. She worked at Starbucks to put herself through school. She spent her nights sleeping on friends’ couches or in her car.\u003c/p>\n\u003cp>Ebony’s plan was to graduate this spring, but she failed two of her classes and received an incomplete in another. Now she’s on academic probation.\u003c/p>\n\u003cp>“It’s a tough pill to swallow,” Ebony says. “You feel like you can handle so much. But at the end of the day, it’s not enough. Whatever is in you is not enough.”\u003c/p>\n\u003cp>But it’s not all bad news for Ebony.\u003c/p>\n\u003cfigure id=\"attachment_11211331\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11211331\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/12/RS23167_161201_EbonyOrtega_bhs02-qut-520x347.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ebony Ortega, a college student at San Francisco State University experiencing housing insecurity, studies on her computer during her work breaks. Ortega currently works at a Starbucks in San Francisco. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After our original story aired, our listeners organized a Go Fund Me account for Ebony, which raised around $2,800. She’s using the funds to help pay her bills and not have to work so many Starbucks shifts.\u003c/p>\n\u003cp>She’s also found a permanent place to live. Her 21-year-old sister moved from Palmdale, and the two now share a $600/month room in an East Oakland apartment they share with a large family.\u003c/p>\n\u003cp>“She knows how to put me in check,” Ebony says of her sister. “She’s like my little big sister because she’s two years younger than me, but she acts like an older sister.”\u003c/p>\n\u003cp>Armed with a stable place to live, Ebony has dived into her coursework with a renewed sense of purpose. She needs to retake at least five classes so she can boost her GPA and get off academic probation. This time next year, she hopes to graduate.\u003c/p>\n\u003ch3>James de la Nueve\u003c/h3>\n\u003cp>Last December, James was attending Santa Monica College, trying to restart his life after getting kicked out of his last school. That’s not his real name. He came up with a new name to signal his new beginning, a new James. And he was determined to get it right this time, despite being homeless.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Every day is a constant reminder like the world is just hammering at you. You don’t have a place to stay,” he said. “It’s like you’re in class and it’s the only thing you’re thinking about. It’s hard to focus on the chalkboard.”\u003c/p>\n\u003cp>When we met him, James was \u003ca href=\"https://ww2.kqed.org/news/2016/12/09/homeless-u-first-shelter-just-for-college-students-opens-its-doors/\" target=\"_blank\" rel=\"noopener noreferrer\">living in a shelter\u003c/a> specifically for college students, run by other college students. But he was going to have to move out by the end of the spring semester, and the deadline was paralyzing.\u003c/p>\n\u003cp>James started skipping class. He got in trouble with shelter staff. After our special aired last year, James stopped returning emails, then shut down his email address altogether. The shelter said he had “transitioned out,” which most likely means James did not survive his last disciplinary warning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Is California’s Investment in Needy Students Paying Off? Few Signs Indicate Achievement Gap Is Closing",
"title": "Is California’s Investment in Needy Students Paying Off? Few Signs Indicate Achievement Gap Is Closing",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>[dropcap]C[/dropcap]alifornia’s new system for funding public education has pumped tens of billions of extra dollars into struggling schools, but there’s little evidence yet that the investment is helping the most disadvantaged students.\u003c/p>\n\u003cp>A CALmatters analysis of the biggest districts with the greatest clusters of needy children found limited success with the policy’s \u003ca href=\"http://www.sbsun.com/general-news/20130612/brown-plan-gives-big-money-to-close-education-gap\" target=\"_blank\">goal\u003c/a>: to close the achievement gap between these students and their more privileged peers. Instead, results in most of those places show the gap is growing.\u003c/p>\n\u003cp>The test scores echo a broader and growing concern about the four-year-old Local Control Funding Formula from civil rights groups, \u003ca href=\"https://calmatters.org/articles/needy-california-kids-still-fewer-education-choices/\" target=\"_blank\">researchers\u003c/a> and legislators. They also raise concerns about whether the $31 billion invested so far in foster youth, kids learning English and students from low-income families has been well spent.\u003c/p>\n\u003cp>That concern has created a high-stakes confrontation with Gov. Jerry Brown, the formula’s architect, because his goal of shifting more responsibility to the local level means the state does not track basic information such as how much grant money each district gets for needy students or how it’s allocated.\u003c/p>\n\u003cp>“The state has spent tens of billions of dollars trying to lift poor kids and not one penny evaluating whether any of it is working,” said Bruce Fuller, an education policy professor at UC Berkeley. \"That's outrageous.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Brown, who once championed the new system as “\u003ca href=\"https://www.gov.ca.gov/news.php?id=18123\" target=\"_blank\">revolutionary\u003c/a>,” declined to grant an interview. Last month, speaking at a Capitol news conference, the governor defended the state’s limited role in monitoring the formula’s impact.\u003c/p>\n\u003cp>“We want the activists, the parents, the teachers to go to their local boards and put pressure on them. They can drive their own cars, park in the local parking lots and argue there,” he said, later adding “but if there is something that we need to handle, we will.”\u003c/p>\n\u003cfigure id=\"attachment_11524632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11524632 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/PrincipalSelfie-800x533.jpg\" alt=\"Madison Elementary School Principal Lisa Gonzales-Solomon snaps a selfie with her students one morning before class in Santa Ana. The district is one of 15 CALmatters studied to understand how well the state’s new school funding formula is working.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madison Elementary School Principal Lisa Gonzales-Solomon snaps a selfie with her students one morning before class in Santa Ana. The district is one of 15 CALmatters studied to understand how well the state’s new school funding formula is working. \u003ccite>(Iris Schneider/CALmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[dropcap]T[/dropcap]wo years after the state adopted the new funding formula, it created new tests to measure student performance. Experts say it’s too early to draw sweeping conclusions from the new test scores in 2015 and 2016, but they’re troubled that the early results show little improvement for the neediest students and, in many cases, a widening achievement gap.\u003c/p>\n\u003cp>The CALmatters examination of the 15 largest \u003ca href=\"https://calmatters.org/articles/school-funding-data-table/\" target=\"_blank\">school systems\u003c/a> where nine out of 10 kids qualify for extra funding shows that serious problems remain. Large majorities of students in these districts, which are mostly in Southern California, still fail state tests. And although test scores are improving, the growth lags behind progress made by students not targeted by the new policy.\u003c/p>\n\u003cp>According to the analysis:\u003c/p>\n\u003cul>\n\u003cli>Almost all of the districts saw the gap between their low-income students’ proficiency in math and that of others across the state stay the same or grow larger. In reading, more than half the districts failed to nudge the gap.\u003c/li>\n\u003cli>English-learners enrolled in these school systems are even worse off. Gaps between their test scores and those of fluent students grew in both subjects. A few districts even saw those students’ passing rates decline.\u003c/li>\n\u003cli>Districts that responded to questions about their academic results touted improvements in raw “scale scores” that haven’t yet translated into higher levels of proficiency. But achievement gaps are growing in most of these places even when growth in raw scores is examined.\u003c/li>\n\u003c/ul>\n\u003cp>Santa Ana Deputy Superintendent David Haglund stressed the obstacles his students face: Many are Central American immigrants who arrive speaking no English, and often live with other families in crowded bungalows -- doing homework on the floor or in a garage.\u003c/p>\n\u003caside class=\"pullquote alignright\">'However we cut it, the funding higher poverty districts have received hasn’t translated into better opportunities for kids in lower-income schools.'\u003ccite>Carrie Hahnel, Education Trust-West\u003c/cite>\u003c/aside>\n\u003cp>“Are we happy with the results? It’s a crazy question,” he said. “No, we always want to do better. We can do better. But we have to be reasonable and rational about our students’ environment.”\u003c/p>\n\u003cp>Disadvantaged students may not be improving more because some key changes haven’t occurred.\u003c/p>\n\u003cp>UC Berkeley researchers Bruce Fuller and JoonHo Lee \u003ca href=\"https://gse.berkeley.edu/sites/default/files/users/bruce-fuller/CASchoolFinance_Lee_Fuller_June2017_workingpaper.pdf\" target=\"_blank\">examined\u003c/a> whether the policy led more needy students to take courses required to attend California’s public universities. Although some districts saw progress, it wasn’t evident in places with the most needy kids.\u003c/p>\n\u003cp>Another statewide \u003ca href=\"https://west.edtrust.org/resource/the-steep-road-to-resource-equity-in-california-education/\" target=\"_blank\">study\u003c/a> published by the nonprofit civil rights group Education Trust-West found that even under the new formula, low-income students still have far less access to support staff -- including counselors, nurses and psychologists -- and to key courses, such as calculus, physics and music.\u003c/p>\n\u003cp>“However we cut it, the funding higher poverty districts have received hasn’t translated into better opportunities for kids in lower-income schools,” study author Carrie Hahnel said.\u003c/p>\n\u003cp>When Brown overhauled school funding four years ago, he was responding to concerns that had been building for decades. Low-income students’ test scores had long lagged about 30 percentage points behind their peers. In addition, the state’s old “categorical” system for distributing money to public schools had for years frustrated advocates of all stripes.\u003c/p>\n\u003cp>Brown’s plan awards districts funding based on a formula and gives them more flexibility to determine how it’s spent. Since 2013, the state has distributed about $31 billion in grant funding for disadvantaged kids, according to estimates by the nonpartisan Legislative Analyst’s Office.\u003c/p>\n\u003cp>[NeedyKidsCash]\u003c/p>\n\u003cp>Once Brown, legislative leaders and key supporters settled on the formula’s framework, they turned their attention to rules for transparency and accountability. But the parties involved in those talks couldn’t reach agreement. So with a deadline looming to finalize the deal, they punted and left it up to the State Board of Education to craft the rules through regulation.\u003c/p>\n\u003cp>Democratic Assemblymembers Phil Ting of San Francisco and Shirley Weber of San Diego have been fighting for fiscal transparency alongside advocates for disadvantaged kids ever since. In 2014, the two lawmakers added a provision to the state budget that would have required each district to report the values of their supplemental and concentration grants separately.\u003c/p>\n\u003cp>But the Brown administration insisted that be deleted from the budget before lawmakers had a chance to vote on it.\u003c/p>\n\u003cp>The following year, Ting and Weber tried again, and Brown blocked their efforts a second time. He would only agree to impose more stringent fiscal reporting requirements in 2020, two years after he leaves office, when he says the Local Control Funding Formula will be fully phased in.\u003c/p>\n\u003cfigure id=\"attachment_11524720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Weber-800x533.jpg\" alt=\"Democratic Assemblywoman Shirley Weber of San Diego is one of the most powerful members of the Assembly Education Committee. She has been fighting for greater fiscal transparency since California adopted a new school funding system four years ago.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11524720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Democratic Assemblywoman Shirley Weber of San Diego is one of the most powerful members of the Assembly Education Committee. She has been fighting for greater fiscal transparency since California adopted a new school funding system four years ago. \u003ccite>(Steve Yeater/CALmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The policy called on state educators to intervene in any school district that failed to meet expectations in three out of four years. But the clock for possible state interventions wasn’t started until this year. In the meantime, the State Board of Education requires districts to file an annual Local Control and Accountability Plan with their county office of education, which will begin identifying failing school districts and offering assistance next school year.\u003c/p>\n\u003cp>“Are the extra resources reaching the populations we’re trying to help?” asked Ting, who chairs the Assembly Budget Committee. “Right now, we don’t know.”\u003cbr>\nThe governor declined to answer any questions about his opposition to collecting spending figures now. State Board of Education President Michael Kirst said in a statement that it’s too early to fairly assess the formula’s performance, and that schools need more time to adapt to new tests and curricula.\u003c/p>\n\u003cp>“Drawing any kind of hard and fast conclusion about the success or failure of California’s massive shifts in the public education landscape based on only two years of test data would be irresponsible,” Kirst said.\u003c/p>\n\u003cp>Plus, the state just unveiled its new “dashboard,” which contains performance metrics for each of its more than 1,000 districts. It displays suspension rates, graduation rates, parent engagement, and scores from a new test, Smarter Balanced, that the state began in 2015 to evaluate student achievement.\u003c/p>\n\u003cp>But the dashboard lacks information about the money districts have received under the new policy.\u003c/p>\n\u003cp>Weber has been pushing legislation that would require the state to track and publish, broken down by type, the amount of federal state and local money given to each of California’s more than 10,000 public schools. Late last month, Assembly Bill 1321 cleared the state Assembly with unanimous support.\u003c/p>\n\u003cp>“There’s a lockdown on information,” said Weber, a former school board president. “It’s a major problem. And if the governor doesn’t solve this problem, we may have to dismantle this policy.”\u003c/p>\n\u003cfigure id=\"attachment_11524717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/WorkingWStudents-800x499.jpg\" alt=\"Teacher Dennise Carter works with a small group of students at Kendrick Elementary School in Bakersfield’s Greenfield Union School District. The district used some of the money it received for needy students under the state’s new school funding system to hire veteran teachers like Carter as academic coaches.\" width=\"800\" height=\"499\" class=\"size-medium wp-image-11524717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-1020x636.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-1180x736.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-960x599.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-240x150.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-375x234.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-520x324.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dennise Carter works with a small group of students at Kendrick Elementary School in Bakersfield’s Greenfield Union School District. The district used some of the money it received for needy students under the state’s new school funding system to hire veteran teachers like Carter as academic coaches. \u003ccite>(Henry Barrios/The Californian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[dropcap]N[/dropcap]one of the districts CALmatters \u003ca href=\"https://calmatters.org/articles/open-reporting-school-funding-california/\">studied\u003c/a> has tracked its own spending as carefully as Greenfield Union in Bakersfield. It publishes a detailed, annual list of its investments in poor kids, foster youth and English learners.\u003c/p>\n\u003cp>Previously, the district’s finance and teaching teams hardly spoke and almost never collaborated, said Lori Aragon, assistant superintendent of curriculum. “The budget used to determine our needs,” she said. “Now, our needs determine the budget.” And for the first time, parents are helping the district identify those needs by sharing feedback at popular community meetings.\u003c/p>\n\u003cp>The strategy seems to be working.\u003c/p>\n\u003cp>Greenfield Union’s share of low-income students passing standardized reading and math tests grew by 9 and 7 percentage points, respectively—among the biggest gains of any district CALmatters analyzed, and well above the state’s average increase.\u003c/p>\n\u003cp>But as California’s booming economy slows and districts face rising pension and health care costs, the formula’s ability to drive change will weaken, meaning the state may have already seen the best of what it has to offer disadvantaged kids.\u003c/p>\n\u003cp>“That’s what has me concerned,” said researcher Hahnel. “The results we’ve seen so far aren’t commensurate with the investment we’ve made. Yes, change takes time, but that assumes we’re keeping our foot on the gas. Right now, it looks like we’re about to pull away.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is an abridged version of the complete story, which is available at \u003c/em>\u003ca href=\"https://calmatters.org/\" target=\"_blank\">\u003cem>CALmatters.org\u003c/em>\u003c/a>\u003cem>—a public interest journalism venture committed to explaining how California’s state Capitol works and why it matters. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">C\u003c/span>\u003c/p>\u003cp>alifornia’s new system for funding public education has pumped tens of billions of extra dollars into struggling schools, but there’s little evidence yet that the investment is helping the most disadvantaged students.\u003c/p>\n\u003cp>A CALmatters analysis of the biggest districts with the greatest clusters of needy children found limited success with the policy’s \u003ca href=\"http://www.sbsun.com/general-news/20130612/brown-plan-gives-big-money-to-close-education-gap\" target=\"_blank\">goal\u003c/a>: to close the achievement gap between these students and their more privileged peers. Instead, results in most of those places show the gap is growing.\u003c/p>\n\u003cp>The test scores echo a broader and growing concern about the four-year-old Local Control Funding Formula from civil rights groups, \u003ca href=\"https://calmatters.org/articles/needy-california-kids-still-fewer-education-choices/\" target=\"_blank\">researchers\u003c/a> and legislators. They also raise concerns about whether the $31 billion invested so far in foster youth, kids learning English and students from low-income families has been well spent.\u003c/p>\n\u003cp>That concern has created a high-stakes confrontation with Gov. Jerry Brown, the formula’s architect, because his goal of shifting more responsibility to the local level means the state does not track basic information such as how much grant money each district gets for needy students or how it’s allocated.\u003c/p>\n\u003cp>“The state has spent tens of billions of dollars trying to lift poor kids and not one penny evaluating whether any of it is working,” said Bruce Fuller, an education policy professor at UC Berkeley. \"That's outrageous.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Brown, who once championed the new system as “\u003ca href=\"https://www.gov.ca.gov/news.php?id=18123\" target=\"_blank\">revolutionary\u003c/a>,” declined to grant an interview. Last month, speaking at a Capitol news conference, the governor defended the state’s limited role in monitoring the formula’s impact.\u003c/p>\n\u003cp>“We want the activists, the parents, the teachers to go to their local boards and put pressure on them. They can drive their own cars, park in the local parking lots and argue there,” he said, later adding “but if there is something that we need to handle, we will.”\u003c/p>\n\u003cfigure id=\"attachment_11524632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11524632 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/PrincipalSelfie-800x533.jpg\" alt=\"Madison Elementary School Principal Lisa Gonzales-Solomon snaps a selfie with her students one morning before class in Santa Ana. The district is one of 15 CALmatters studied to understand how well the state’s new school funding formula is working.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/PrincipalSelfie-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madison Elementary School Principal Lisa Gonzales-Solomon snaps a selfie with her students one morning before class in Santa Ana. The district is one of 15 CALmatters studied to understand how well the state’s new school funding formula is working. \u003ccite>(Iris Schneider/CALmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">T\u003c/span>\u003c/p>\u003cp>wo years after the state adopted the new funding formula, it created new tests to measure student performance. Experts say it’s too early to draw sweeping conclusions from the new test scores in 2015 and 2016, but they’re troubled that the early results show little improvement for the neediest students and, in many cases, a widening achievement gap.\u003c/p>\n\u003cp>The CALmatters examination of the 15 largest \u003ca href=\"https://calmatters.org/articles/school-funding-data-table/\" target=\"_blank\">school systems\u003c/a> where nine out of 10 kids qualify for extra funding shows that serious problems remain. Large majorities of students in these districts, which are mostly in Southern California, still fail state tests. And although test scores are improving, the growth lags behind progress made by students not targeted by the new policy.\u003c/p>\n\u003cp>According to the analysis:\u003c/p>\n\u003cul>\n\u003cli>Almost all of the districts saw the gap between their low-income students’ proficiency in math and that of others across the state stay the same or grow larger. In reading, more than half the districts failed to nudge the gap.\u003c/li>\n\u003cli>English-learners enrolled in these school systems are even worse off. Gaps between their test scores and those of fluent students grew in both subjects. A few districts even saw those students’ passing rates decline.\u003c/li>\n\u003cli>Districts that responded to questions about their academic results touted improvements in raw “scale scores” that haven’t yet translated into higher levels of proficiency. But achievement gaps are growing in most of these places even when growth in raw scores is examined.\u003c/li>\n\u003c/ul>\n\u003cp>Santa Ana Deputy Superintendent David Haglund stressed the obstacles his students face: Many are Central American immigrants who arrive speaking no English, and often live with other families in crowded bungalows -- doing homework on the floor or in a garage.\u003c/p>\n\u003caside class=\"pullquote alignright\">'However we cut it, the funding higher poverty districts have received hasn’t translated into better opportunities for kids in lower-income schools.'\u003ccite>Carrie Hahnel, Education Trust-West\u003c/cite>\u003c/aside>\n\u003cp>“Are we happy with the results? It’s a crazy question,” he said. “No, we always want to do better. We can do better. But we have to be reasonable and rational about our students’ environment.”\u003c/p>\n\u003cp>Disadvantaged students may not be improving more because some key changes haven’t occurred.\u003c/p>\n\u003cp>UC Berkeley researchers Bruce Fuller and JoonHo Lee \u003ca href=\"https://gse.berkeley.edu/sites/default/files/users/bruce-fuller/CASchoolFinance_Lee_Fuller_June2017_workingpaper.pdf\" target=\"_blank\">examined\u003c/a> whether the policy led more needy students to take courses required to attend California’s public universities. Although some districts saw progress, it wasn’t evident in places with the most needy kids.\u003c/p>\n\u003cp>Another statewide \u003ca href=\"https://west.edtrust.org/resource/the-steep-road-to-resource-equity-in-california-education/\" target=\"_blank\">study\u003c/a> published by the nonprofit civil rights group Education Trust-West found that even under the new formula, low-income students still have far less access to support staff -- including counselors, nurses and psychologists -- and to key courses, such as calculus, physics and music.\u003c/p>\n\u003cp>“However we cut it, the funding higher poverty districts have received hasn’t translated into better opportunities for kids in lower-income schools,” study author Carrie Hahnel said.\u003c/p>\n\u003cp>When Brown overhauled school funding four years ago, he was responding to concerns that had been building for decades. Low-income students’ test scores had long lagged about 30 percentage points behind their peers. In addition, the state’s old “categorical” system for distributing money to public schools had for years frustrated advocates of all stripes.\u003c/p>\n\u003cp>Brown’s plan awards districts funding based on a formula and gives them more flexibility to determine how it’s spent. Since 2013, the state has distributed about $31 billion in grant funding for disadvantaged kids, according to estimates by the nonpartisan Legislative Analyst’s Office.\u003c/p>\n\u003cp>[NeedyKidsCash]\u003c/p>\n\u003cp>Once Brown, legislative leaders and key supporters settled on the formula’s framework, they turned their attention to rules for transparency and accountability. But the parties involved in those talks couldn’t reach agreement. So with a deadline looming to finalize the deal, they punted and left it up to the State Board of Education to craft the rules through regulation.\u003c/p>\n\u003cp>Democratic Assemblymembers Phil Ting of San Francisco and Shirley Weber of San Diego have been fighting for fiscal transparency alongside advocates for disadvantaged kids ever since. In 2014, the two lawmakers added a provision to the state budget that would have required each district to report the values of their supplemental and concentration grants separately.\u003c/p>\n\u003cp>But the Brown administration insisted that be deleted from the budget before lawmakers had a chance to vote on it.\u003c/p>\n\u003cp>The following year, Ting and Weber tried again, and Brown blocked their efforts a second time. He would only agree to impose more stringent fiscal reporting requirements in 2020, two years after he leaves office, when he says the Local Control Funding Formula will be fully phased in.\u003c/p>\n\u003cfigure id=\"attachment_11524720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Weber-800x533.jpg\" alt=\"Democratic Assemblywoman Shirley Weber of San Diego is one of the most powerful members of the Assembly Education Committee. She has been fighting for greater fiscal transparency since California adopted a new school funding system four years ago.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11524720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Weber-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Democratic Assemblywoman Shirley Weber of San Diego is one of the most powerful members of the Assembly Education Committee. She has been fighting for greater fiscal transparency since California adopted a new school funding system four years ago. \u003ccite>(Steve Yeater/CALmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The policy called on state educators to intervene in any school district that failed to meet expectations in three out of four years. But the clock for possible state interventions wasn’t started until this year. In the meantime, the State Board of Education requires districts to file an annual Local Control and Accountability Plan with their county office of education, which will begin identifying failing school districts and offering assistance next school year.\u003c/p>\n\u003cp>“Are the extra resources reaching the populations we’re trying to help?” asked Ting, who chairs the Assembly Budget Committee. “Right now, we don’t know.”\u003cbr>\nThe governor declined to answer any questions about his opposition to collecting spending figures now. State Board of Education President Michael Kirst said in a statement that it’s too early to fairly assess the formula’s performance, and that schools need more time to adapt to new tests and curricula.\u003c/p>\n\u003cp>“Drawing any kind of hard and fast conclusion about the success or failure of California’s massive shifts in the public education landscape based on only two years of test data would be irresponsible,” Kirst said.\u003c/p>\n\u003cp>Plus, the state just unveiled its new “dashboard,” which contains performance metrics for each of its more than 1,000 districts. It displays suspension rates, graduation rates, parent engagement, and scores from a new test, Smarter Balanced, that the state began in 2015 to evaluate student achievement.\u003c/p>\n\u003cp>But the dashboard lacks information about the money districts have received under the new policy.\u003c/p>\n\u003cp>Weber has been pushing legislation that would require the state to track and publish, broken down by type, the amount of federal state and local money given to each of California’s more than 10,000 public schools. Late last month, Assembly Bill 1321 cleared the state Assembly with unanimous support.\u003c/p>\n\u003cp>“There’s a lockdown on information,” said Weber, a former school board president. “It’s a major problem. And if the governor doesn’t solve this problem, we may have to dismantle this policy.”\u003c/p>\n\u003cfigure id=\"attachment_11524717\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/WorkingWStudents-800x499.jpg\" alt=\"Teacher Dennise Carter works with a small group of students at Kendrick Elementary School in Bakersfield’s Greenfield Union School District. The district used some of the money it received for needy students under the state’s new school funding system to hire veteran teachers like Carter as academic coaches.\" width=\"800\" height=\"499\" class=\"size-medium wp-image-11524717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-1020x636.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-1180x736.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-960x599.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-240x150.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-375x234.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/WorkingWStudents-520x324.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dennise Carter works with a small group of students at Kendrick Elementary School in Bakersfield’s Greenfield Union School District. The district used some of the money it received for needy students under the state’s new school funding system to hire veteran teachers like Carter as academic coaches. \u003ccite>(Henry Barrios/The Californian)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">N\u003c/span>\u003c/p>\u003cp>one of the districts CALmatters \u003ca href=\"https://calmatters.org/articles/open-reporting-school-funding-california/\">studied\u003c/a> has tracked its own spending as carefully as Greenfield Union in Bakersfield. It publishes a detailed, annual list of its investments in poor kids, foster youth and English learners.\u003c/p>\n\u003cp>Previously, the district’s finance and teaching teams hardly spoke and almost never collaborated, said Lori Aragon, assistant superintendent of curriculum. “The budget used to determine our needs,” she said. “Now, our needs determine the budget.” And for the first time, parents are helping the district identify those needs by sharing feedback at popular community meetings.\u003c/p>\n\u003cp>The strategy seems to be working.\u003c/p>\n\u003cp>Greenfield Union’s share of low-income students passing standardized reading and math tests grew by 9 and 7 percentage points, respectively—among the biggest gains of any district CALmatters analyzed, and well above the state’s average increase.\u003c/p>\n\u003cp>But as California’s booming economy slows and districts face rising pension and health care costs, the formula’s ability to drive change will weaken, meaning the state may have already seen the best of what it has to offer disadvantaged kids.\u003c/p>\n\u003cp>“That’s what has me concerned,” said researcher Hahnel. “The results we’ve seen so far aren’t commensurate with the investment we’ve made. Yes, change takes time, but that assumes we’re keeping our foot on the gas. Right now, it looks like we’re about to pull away.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is an abridged version of the complete story, which is available at \u003c/em>\u003ca href=\"https://calmatters.org/\" target=\"_blank\">\u003cem>CALmatters.org\u003c/em>\u003c/a>\u003cem>—a public interest journalism venture committed to explaining how California’s state Capitol works and why it matters. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Some Students, Getting an Education Means Crossing the Border",
"title": "For Some Students, Getting an Education Means Crossing the Border",
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"content": "\u003cp>The land border crossing between Tijuana and San Ysidro is one of the busiest in the world. Every day 25,000 people cross the border on foot. Among the crowd are students whose families live in Tijuana. Each morning their families commute many hours to bring the children to school in the U.S.\u003c/p>\n\u003cp>Juan and his mom, Maria, wake up at 5:30 a.m. each day to make the trek from their home in Tijuana to Juan's high school in San Ysidro. Some mornings, crossing the border can take up to an hour and half.\u003c/p>\n\u003cp>\"It's been kind of, it's been a lot,\" Juan says. \"Every day crossing it's like, the time management, it's finishing homework on time. It's a lot.\"\u003c/p>\n\u003cp>But Juan's mom says it's worth the sacrifice.\u003c/p>\n\u003cp>\"He has more of a future here in the United States,\" Maria says. \"The school is much better here than in Tijuana. It's a lot of work. A lot for him and for me. We wake up very early, wait in line, but it's worth it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Juan and Maria asked not to be identified by their last name because families caught living outside the district can be fined the cost of their education.\u003c/p>\n\u003cp>Teachers in San Ysidro say as many as 1,000 students cross the border every morning to go to school.\u003c/p>\n\u003cfigure id=\"attachment_11520720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/borderstudents_001a_custom-487e7833873fc1e0e649bc53281d00355e08e1c0-800x533.jpg\" alt=\"Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11520720\">\u003cfigcaption class=\"wp-caption-text\">Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day. \u003ccite>(Jonathan Levinson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By 5:30 a.m. on a typical day at the border crossing, a steady stream of cars continues to pull up to the Mexico side of the border and drop off kids. They all make their way through the fence and up the ramp to cross the border into the U.S. to go to school. The kids are of all ages. High school students come in groups of three, four and five, and younger kids walk with their parents.\u003c/p>\n\u003cp>On the other side of the border, some students get on the bus, and others take off on skateboards and bikes.\u003c/p>\n\u003cp>Many of the younger children will walk just a few blocks to Willow Elementary School where Nancy Alvarado has taught 5th grade since 2000.\u003c/p>\n\u003cp>\"In many cases, those are the kids who are here every day with their little backpacks on, their hair done, their breakfast eaten, and they get up at the crack of dawn,\" Alvarado says. \"Any parent who makes that sacrifice obviously wants their children in school.\"\u003c/p>\n\u003cp>Alvarado says there are two primary reasons families move to Tijuana.\u003c/p>\n\u003cp>[contextly_sidebar id=\"mozjCntZO3vRfhKPzzD0wHnFOgIheq0J\"]\u003c/p>\n\u003cp>One is the cost of living in southern California. The San Ysidro School District has a staggering 33 percent student homelessness rate, the highest in the country.\u003c/p>\n\u003cp>In other cases, if parents of kids who are U.S. citizens find themselves forcibly removed from the U.S., many parents still want their children to have a U.S. education.\u003c/p>\n\u003cp>\"We have kids arrive mid-year because someone got deported, and that's every year,\" Alvarado says. \"We have kids who arrive in, like, April.\"\u003c/p>\n\u003cp>She says they ask the students questions like, \" 'Where were you before? Bakersfield. And what brings you here? Ah, my dad was deported.' That's every year.\"\u003c/p>\n\u003cp>All but one of Alvarado's 30 students are Hispanic and many commute from Mexico. She says she can see that her students are visibly stressed by having to cross the border every day, especially now with the heightened rhetoric about illegal immigration.\u003c/p>\n\u003cp>\"They hear the rhetoric of 'build the wall' and imagine the Berlin Wall,\" Alvarado says. \"My kids are very aware of it.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.npr.org/player/embed/533118558/533327622\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Public school budgets are determined by attendance and funded through property taxes. In order to enroll, families must prove residency.\u003c/p>\n\u003cp>No one from the school district responded to a request for comment on whether families or kids traveling daily from Tijuana were skirting the rules. But Jason Wells, the executive director of the San Ysidro Chamber of Commerce says the community has faith in its system.\u003c/p>\n\u003cp>\"As a community we trust in our school district and what they do as far as their handling of residency confirmation,\" Wells says. \"I wouldn't say that the community sees children coming from Mexico as a tax burden. This community is very supportive of people regardless of their immigration status.\"\u003c/p>\n\u003cp>When Maria registered Juan for school last year, the two still lived in the district.\u003c/p>\n\u003cp>\"We lived here in San Diego, but here the rent is very expensive,\" she says. \"So, I decided to go to Tijuana.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3CI1FiF104s2AbDuX8p4RO0SUKuRLpUz\"]\u003c/p>\n\u003cp>But before next school year, they will have to find another way to prove residency.\u003c/p>\n\u003cp>\"I'm scared. Next year, they'll ask for a lot of papers,\" Maria says. \"I'll ask for an address from one of my family members. I'll ask for a favor and maybe he'll stay here with them. It will be harder for me because we're used to being together, but, well, he has to.\"\u003c/p>\n\u003cp>Alvarado is quick to point out that most of the families who cross the border would likely be homeless if they stayed in San Ysidro, and wouldn't be paying property taxes anyway.\u003c/p>\n\u003cp>\"Those kids are American citizens,\" she says. \"They have a right to live here. That they don't live here now doesn't mean they won't live here someday.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With that being the case, she says it's in the community's and the country's best interest to see that these students get an education. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Students%2C+Getting+An+Education+Means+Crossing+The+Border&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Hundreds of kids are U.S. citizens, but live in Mexico. Every day they walk across the border to go to school in California.",
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"headline": "For Some Students, Getting an Education Means Crossing the Border",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The land border crossing between Tijuana and San Ysidro is one of the busiest in the world. Every day 25,000 people cross the border on foot. Among the crowd are students whose families live in Tijuana. Each morning their families commute many hours to bring the children to school in the U.S.\u003c/p>\n\u003cp>Juan and his mom, Maria, wake up at 5:30 a.m. each day to make the trek from their home in Tijuana to Juan's high school in San Ysidro. Some mornings, crossing the border can take up to an hour and half.\u003c/p>\n\u003cp>\"It's been kind of, it's been a lot,\" Juan says. \"Every day crossing it's like, the time management, it's finishing homework on time. It's a lot.\"\u003c/p>\n\u003cp>But Juan's mom says it's worth the sacrifice.\u003c/p>\n\u003cp>\"He has more of a future here in the United States,\" Maria says. \"The school is much better here than in Tijuana. It's a lot of work. A lot for him and for me. We wake up very early, wait in line, but it's worth it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Juan and Maria asked not to be identified by their last name because families caught living outside the district can be fined the cost of their education.\u003c/p>\n\u003cp>Teachers in San Ysidro say as many as 1,000 students cross the border every morning to go to school.\u003c/p>\n\u003cfigure id=\"attachment_11520720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/borderstudents_001a_custom-487e7833873fc1e0e649bc53281d00355e08e1c0-800x533.jpg\" alt=\"Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11520720\">\u003cfigcaption class=\"wp-caption-text\">Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day. \u003ccite>(Jonathan Levinson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By 5:30 a.m. on a typical day at the border crossing, a steady stream of cars continues to pull up to the Mexico side of the border and drop off kids. They all make their way through the fence and up the ramp to cross the border into the U.S. to go to school. The kids are of all ages. High school students come in groups of three, four and five, and younger kids walk with their parents.\u003c/p>\n\u003cp>On the other side of the border, some students get on the bus, and others take off on skateboards and bikes.\u003c/p>\n\u003cp>Many of the younger children will walk just a few blocks to Willow Elementary School where Nancy Alvarado has taught 5th grade since 2000.\u003c/p>\n\u003cp>\"In many cases, those are the kids who are here every day with their little backpacks on, their hair done, their breakfast eaten, and they get up at the crack of dawn,\" Alvarado says. \"Any parent who makes that sacrifice obviously wants their children in school.\"\u003c/p>\n\u003cp>Alvarado says there are two primary reasons families move to Tijuana.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One is the cost of living in southern California. The San Ysidro School District has a staggering 33 percent student homelessness rate, the highest in the country.\u003c/p>\n\u003cp>In other cases, if parents of kids who are U.S. citizens find themselves forcibly removed from the U.S., many parents still want their children to have a U.S. education.\u003c/p>\n\u003cp>\"We have kids arrive mid-year because someone got deported, and that's every year,\" Alvarado says. \"We have kids who arrive in, like, April.\"\u003c/p>\n\u003cp>She says they ask the students questions like, \" 'Where were you before? Bakersfield. And what brings you here? Ah, my dad was deported.' That's every year.\"\u003c/p>\n\u003cp>All but one of Alvarado's 30 students are Hispanic and many commute from Mexico. She says she can see that her students are visibly stressed by having to cross the border every day, especially now with the heightened rhetoric about illegal immigration.\u003c/p>\n\u003cp>\"They hear the rhetoric of 'build the wall' and imagine the Berlin Wall,\" Alvarado says. \"My kids are very aware of it.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.npr.org/player/embed/533118558/533327622\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Public school budgets are determined by attendance and funded through property taxes. In order to enroll, families must prove residency.\u003c/p>\n\u003cp>No one from the school district responded to a request for comment on whether families or kids traveling daily from Tijuana were skirting the rules. But Jason Wells, the executive director of the San Ysidro Chamber of Commerce says the community has faith in its system.\u003c/p>\n\u003cp>\"As a community we trust in our school district and what they do as far as their handling of residency confirmation,\" Wells says. \"I wouldn't say that the community sees children coming from Mexico as a tax burden. This community is very supportive of people regardless of their immigration status.\"\u003c/p>\n\u003cp>When Maria registered Juan for school last year, the two still lived in the district.\u003c/p>\n\u003cp>\"We lived here in San Diego, but here the rent is very expensive,\" she says. \"So, I decided to go to Tijuana.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But before next school year, they will have to find another way to prove residency.\u003c/p>\n\u003cp>\"I'm scared. Next year, they'll ask for a lot of papers,\" Maria says. \"I'll ask for an address from one of my family members. I'll ask for a favor and maybe he'll stay here with them. It will be harder for me because we're used to being together, but, well, he has to.\"\u003c/p>\n\u003cp>Alvarado is quick to point out that most of the families who cross the border would likely be homeless if they stayed in San Ysidro, and wouldn't be paying property taxes anyway.\u003c/p>\n\u003cp>\"Those kids are American citizens,\" she says. \"They have a right to live here. That they don't live here now doesn't mean they won't live here someday.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With that being the case, she says it's in the community's and the country's best interest to see that these students get an education. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Students%2C+Getting+An+Education+Means+Crossing+The+Border&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Why One Napa School Is Opting Out of Online Learning",
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"content": "\u003cp>Nestled among rows of wine grapes, Stone Bridge School is a K-8 independent charter school in Napa County. On a recent afternoon, 28 first-graders sang during their main lesson. They can sing, paint, dance and sew. But what they don’t do — and are discouraged from — is use computers.\u003c/p>\n\u003cp>Bill Bindewald, principal at the Waldorf-inspired Stone Bridge School, says their philosophy around technology isn’t a no-tech approach, but a slow-tech one. He says they place an emphasis on hands-on learning.\u003c/p>\n\u003cp>But the school hasn’t gone cold turkey. By the time students reach sixth, seventh and eighth grade, they start doing reports and the state’s standardized tests online. The school has also developed a cyberethics curriculum to learn things like finding truthful sources online.\u003c/p>\n\u003cp>But if you walk into a Stone Bridge classroom, you won’t find any gadgets or screens.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It helps the student connect to the physical world in a way that the internet simply can’t.’\u003ccite>Greg Greeson, woodworking instructor\u003c/cite>\u003c/aside>\n\u003cp>First-grade teacher Michele Conyers sees the slow-tech benefits firsthand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s so many other things they can be learning,” she says, “Just even learning to play. It’s not just about collecting facts, but about experiencing things or being with others and learning how to get along together to play a game of basketball or the strange games they come up with sometimes.”\u003c/p>\n\u003cp>Conyers thinks it’s better to learn from a human being in the younger years. And more fun. During the morning I spent at the school, I found students doing a range of engaging activities, from making tunics with needle and thread to crafting spoons with wood.\u003c/p>\n\u003cfigure id=\"attachment_11359092\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359092 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-800x533.jpg\" alt=\"First grade teacher Michele Conyers teaches watercolor painting to her class at the Waldorf-inspired Stone Bridge School in Napa.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">First-grade teacher Michele Conyers teaches watercolor painting to her class at the Waldorf-inspired Stone Bridge School in Napa. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greg Greeson, the school’s woodworking instructor, thinks the school’s internet-free philosophy is vitally important.\u003c/p>\n\u003cp>“It helps the student connect to the physical world in a way that the internet simply can’t,” he says. “Sometimes all they will do is sand stuff. That’s the hard part. Understanding that it takes work to get the job done, it’s not a button push or a swipe.”\u003c/p>\n\u003cp>Pushes and swipes aside, are these schools placing kids at a digital disadvantage?\u003c/p>\n\u003cp>Conyers says that question comes up all the time.\u003c/p>\n\u003cp>“Usually one of the parents asks, ‘How do you move over to high school with all the computer use?’ ” But studies suggest that the Waldorf learning curriculum works, leading to \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/00224545.1971.9922475?journalCode=vsoc20\" target=\"_blank\" rel=\"noopener noreferrer\">greater creativity\u003c/a> and \u003ca href=\"http://www.journeyschool.net/wp-content/uploads/Waldorf_Graduates_Gerwin_Mitchell.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. \u003ca href=\"https://cie.asu.edu/ojs/index.php/cieatasu/article/view/807\" target=\"_blank\" rel=\"noopener noreferrer\">One study\u003c/a> found eighth-grade test scores to be competitive with peer-alike public schools.\u003c/p>\n\u003cfigure id=\"attachment_11359093\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11359093\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-800x533.jpg\" alt=\"First grader Ryan Halstead holds the paintings he is working on in his watercolor class at Stone Bridge School in Napa, CA.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">First-grader Ryan Halstead holds the paintings he is working on in his watercolor class at Stone Bridge School in Napa. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We don’t see them shortchanged in anyway,” says principal Bindewald. He asks graduates if the transition to a digital world is difficult, and he finds most of them learned computer skills at home. He points to Stone Bridge graduates who are in technical fields such as engineering or graphic design. “Very few of them talk about any real difficulty making the transition,” he says.\u003c/p>\n\u003cp>While most Waldorf schools are private and expensive, Stone Bridge is public and tuition-free, making the slow-tech option more accessible. Bindewald says Stone Bridge is one of about 25 public Waldorf schools in the state, and about 60 nationwide.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Technology will make a good school better, but won’t make a bad school good.’\u003ccite>Mark Warschauer, UC Irvine\u003c/cite>\u003c/aside>\n\u003cp>To find out what parents think about all of this, I followed first-grader Ryan Halstead home. I found him and his father, Anthony Halstead, sewing a pillow on Ryan’s new sewing machine. But his brother, Nicolas, sat next to him typing out code. He attends a bilingual school called Napa Valley Language Academy and is currently learning an MIT coding program called Scratch.\u003c/p>\n\u003cp>“Mostly in fifth grade now, I learn on the computer and Ryan is knitting and sewing, so it’s different in ways that we learn things,” says Nicolas. “I know that Ryan is eventually going to learn what I’m learning.”\u003c/p>\n\u003cfigure id=\"attachment_11359106\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359106 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Edit-2-800x533.jpg\" alt=\"Ryan and Nicolas Halstead work on their homework after school in Napa, CA. Ryan is sewing, while his brother is learning to code.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1180x786.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-520x347.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nicolas Halstead (L) and his brother, Ryan, (R) work on their homework after school in Napa. Ryan is sewing, while Nicolas is learning to write code. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Halstead let Ryan choose which school to attend.\u003c/p>\n\u003cp>“We said, ‘Do you wanna go to school with your big brother or do you wanna go to a school where you wanna learn how to sew?’ ” he says. “His interests were different and we wanted him to go to a school that would foster those differences.”\u003c/p>\n\u003cp>Halstead made it clear that it was a philosophical and financial decision they were able to make. But for many low-income students, internet access is not an option. Principal Leo Gonzalez at the Robert Louis Stevenson Middle School in East L.A. says many of the parents can’t afford the price of connecting.\u003c/p>\n\u003cp>“The problem is how the extension goes from school to home and what access our children have as far as doing assignments,” he says. For Gonzalez, many of his students’ families are more concerned about setting the table and paying rent. The internet isn’t going to be a priority if it costs $25 to $30, he says.\u003c/p>\n\u003cfigure id=\"attachment_11359107\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359107 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-800x533.jpg\" alt=\"Student classrooms still use blackboards and chalk at the Stone Bridge School, a Waldorf-inspired school in Napa, CA. \" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students still use blackboards and chalk at the Stone Bridge School, which follows the Waldorf model for hands-on teaching. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Just as Conyers sees the benefits of Waldorf’s hands-on learning, Gonzalez sees the benefits of technology. Once he introduced Chromebooks downloaded with digital programs such as \u003ca href=\"http://www.mobymax.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Moby Max\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.achieve3000.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Achieve 3000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, state standardized test results shot through the roof. In some cases, his students doubled or tripled their scores in math and English. “That’s astronomical,” he says, “That’s huge.” \u003c/span>\u003c/p>\n\u003cp>He was able to do this through the \u003ca href=\"http://www.school2home.org/full-2014-15-evaluation-report\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">School2Home \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">program with funds from the California Emerging Technology Fund.\u003c/span>\u003c/p>\n\u003cp>Mark Warschauer, a professor in the Education Department at UC Irvine, thinks computers are important but only if you use them correctly.\u003c/p>\n\u003cp>“Technology will make a good school better, but won’t make a bad school good,” he says.\u003c/p>\n\u003cp>Warschauer sees the need to develop instructional strategies in and out of school to keep students engaged in positive ways. “If we’re seriously thinking about children developing the scientific skills, the social science research skills, the writing and editing skills they need,” he says, “you can’t really do it without computers and the internet.”\u003c/p>\n\u003cp>A \u003ca href=\"http://www.cetfund.org/files/CETF_Annual_Survey_2016.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2016 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the California Emerging Technology Fund found 84 percent of parents interviewed use the internet to help their kids with homework. And among low-income adults that number is 80 percent. Tamara Straus, director of communications at the fund, says the best way to expand home internet access is to fund organizations that provide outreach for low-cost options.\u003c/span>\u003c/p>\n\u003cp>State lawmakers are currently reviewing AB 1665, which aims to provide high-speed internet to 98 percent of Californians, focusing on low-income and rural areas. Advocates say this will improve academic achievement for schoolkids who don’t have internet access at home.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If the bill passes, we will see more homes with internet service in low-income areas — and more kids with access to it. Except those, of course, going to Waldorf.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nestled among rows of wine grapes, Stone Bridge School is a K-8 independent charter school in Napa County. On a recent afternoon, 28 first-graders sang during their main lesson. They can sing, paint, dance and sew. But what they don’t do — and are discouraged from — is use computers.\u003c/p>\n\u003cp>Bill Bindewald, principal at the Waldorf-inspired Stone Bridge School, says their philosophy around technology isn’t a no-tech approach, but a slow-tech one. He says they place an emphasis on hands-on learning.\u003c/p>\n\u003cp>But the school hasn’t gone cold turkey. By the time students reach sixth, seventh and eighth grade, they start doing reports and the state’s standardized tests online. The school has also developed a cyberethics curriculum to learn things like finding truthful sources online.\u003c/p>\n\u003cp>But if you walk into a Stone Bridge classroom, you won’t find any gadgets or screens.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It helps the student connect to the physical world in a way that the internet simply can’t.’\u003ccite>Greg Greeson, woodworking instructor\u003c/cite>\u003c/aside>\n\u003cp>First-grade teacher Michele Conyers sees the slow-tech benefits firsthand.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s so many other things they can be learning,” she says, “Just even learning to play. It’s not just about collecting facts, but about experiencing things or being with others and learning how to get along together to play a game of basketball or the strange games they come up with sometimes.”\u003c/p>\n\u003cp>Conyers thinks it’s better to learn from a human being in the younger years. And more fun. During the morning I spent at the school, I found students doing a range of engaging activities, from making tunics with needle and thread to crafting spoons with wood.\u003c/p>\n\u003cfigure id=\"attachment_11359092\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359092 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-800x533.jpg\" alt=\"First grade teacher Michele Conyers teaches watercolor painting to her class at the Waldorf-inspired Stone Bridge School in Napa.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24529_Internet.School-6-1-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">First-grade teacher Michele Conyers teaches watercolor painting to her class at the Waldorf-inspired Stone Bridge School in Napa. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greg Greeson, the school’s woodworking instructor, thinks the school’s internet-free philosophy is vitally important.\u003c/p>\n\u003cp>“It helps the student connect to the physical world in a way that the internet simply can’t,” he says. “Sometimes all they will do is sand stuff. That’s the hard part. Understanding that it takes work to get the job done, it’s not a button push or a swipe.”\u003c/p>\n\u003cp>Pushes and swipes aside, are these schools placing kids at a digital disadvantage?\u003c/p>\n\u003cp>Conyers says that question comes up all the time.\u003c/p>\n\u003cp>“Usually one of the parents asks, ‘How do you move over to high school with all the computer use?’ ” But studies suggest that the Waldorf learning curriculum works, leading to \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/00224545.1971.9922475?journalCode=vsoc20\" target=\"_blank\" rel=\"noopener noreferrer\">greater creativity\u003c/a> and \u003ca href=\"http://www.journeyschool.net/wp-content/uploads/Waldorf_Graduates_Gerwin_Mitchell.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. \u003ca href=\"https://cie.asu.edu/ojs/index.php/cieatasu/article/view/807\" target=\"_blank\" rel=\"noopener noreferrer\">One study\u003c/a> found eighth-grade test scores to be competitive with peer-alike public schools.\u003c/p>\n\u003cfigure id=\"attachment_11359093\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11359093\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-800x533.jpg\" alt=\"First grader Ryan Halstead holds the paintings he is working on in his watercolor class at Stone Bridge School in Napa, CA.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24527_Internet.School-15-copy-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">First-grader Ryan Halstead holds the paintings he is working on in his watercolor class at Stone Bridge School in Napa. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We don’t see them shortchanged in anyway,” says principal Bindewald. He asks graduates if the transition to a digital world is difficult, and he finds most of them learned computer skills at home. He points to Stone Bridge graduates who are in technical fields such as engineering or graphic design. “Very few of them talk about any real difficulty making the transition,” he says.\u003c/p>\n\u003cp>While most Waldorf schools are private and expensive, Stone Bridge is public and tuition-free, making the slow-tech option more accessible. Bindewald says Stone Bridge is one of about 25 public Waldorf schools in the state, and about 60 nationwide.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Technology will make a good school better, but won’t make a bad school good.’\u003ccite>Mark Warschauer, UC Irvine\u003c/cite>\u003c/aside>\n\u003cp>To find out what parents think about all of this, I followed first-grader Ryan Halstead home. I found him and his father, Anthony Halstead, sewing a pillow on Ryan’s new sewing machine. But his brother, Nicolas, sat next to him typing out code. He attends a bilingual school called Napa Valley Language Academy and is currently learning an MIT coding program called Scratch.\u003c/p>\n\u003cp>“Mostly in fifth grade now, I learn on the computer and Ryan is knitting and sewing, so it’s different in ways that we learn things,” says Nicolas. “I know that Ryan is eventually going to learn what I’m learning.”\u003c/p>\n\u003cfigure id=\"attachment_11359106\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359106 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Edit-2-800x533.jpg\" alt=\"Ryan and Nicolas Halstead work on their homework after school in Napa, CA. Ryan is sewing, while his brother is learning to code.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-1180x786.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2-520x347.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Edit-2.jpg 2000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nicolas Halstead (L) and his brother, Ryan, (R) work on their homework after school in Napa. Ryan is sewing, while Nicolas is learning to write code. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Halstead let Ryan choose which school to attend.\u003c/p>\n\u003cp>“We said, ‘Do you wanna go to school with your big brother or do you wanna go to a school where you wanna learn how to sew?’ ” he says. “His interests were different and we wanted him to go to a school that would foster those differences.”\u003c/p>\n\u003cp>Halstead made it clear that it was a philosophical and financial decision they were able to make. But for many low-income students, internet access is not an option. Principal Leo Gonzalez at the Robert Louis Stevenson Middle School in East L.A. says many of the parents can’t afford the price of connecting.\u003c/p>\n\u003cp>“The problem is how the extension goes from school to home and what access our children have as far as doing assignments,” he says. For Gonzalez, many of his students’ families are more concerned about setting the table and paying rent. The internet isn’t going to be a priority if it costs $25 to $30, he says.\u003c/p>\n\u003cfigure id=\"attachment_11359107\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11359107 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-800x533.jpg\" alt=\"Student classrooms still use blackboards and chalk at the Stone Bridge School, a Waldorf-inspired school in Napa, CA. \" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/RS24513_Internet.School-8-copy-1-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students still use blackboards and chalk at the Stone Bridge School, which follows the Waldorf model for hands-on teaching. \u003ccite>(Sarah Craig/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Just as Conyers sees the benefits of Waldorf’s hands-on learning, Gonzalez sees the benefits of technology. Once he introduced Chromebooks downloaded with digital programs such as \u003ca href=\"http://www.mobymax.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Moby Max\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.achieve3000.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Achieve 3000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, state standardized test results shot through the roof. In some cases, his students doubled or tripled their scores in math and English. “That’s astronomical,” he says, “That’s huge.” \u003c/span>\u003c/p>\n\u003cp>He was able to do this through the \u003ca href=\"http://www.school2home.org/full-2014-15-evaluation-report\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">School2Home \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">program with funds from the California Emerging Technology Fund.\u003c/span>\u003c/p>\n\u003cp>Mark Warschauer, a professor in the Education Department at UC Irvine, thinks computers are important but only if you use them correctly.\u003c/p>\n\u003cp>“Technology will make a good school better, but won’t make a bad school good,” he says.\u003c/p>\n\u003cp>Warschauer sees the need to develop instructional strategies in and out of school to keep students engaged in positive ways. “If we’re seriously thinking about children developing the scientific skills, the social science research skills, the writing and editing skills they need,” he says, “you can’t really do it without computers and the internet.”\u003c/p>\n\u003cp>A \u003ca href=\"http://www.cetfund.org/files/CETF_Annual_Survey_2016.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2016 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the California Emerging Technology Fund found 84 percent of parents interviewed use the internet to help their kids with homework. And among low-income adults that number is 80 percent. Tamara Straus, director of communications at the fund, says the best way to expand home internet access is to fund organizations that provide outreach for low-cost options.\u003c/span>\u003c/p>\n\u003cp>State lawmakers are currently reviewing AB 1665, which aims to provide high-speed internet to 98 percent of Californians, focusing on low-income and rural areas. Advocates say this will improve academic achievement for schoolkids who don’t have internet access at home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Tahoe Kids Learn How to Grow Kale in the Snow",
"headTitle": "Tahoe Kids Learn How to Grow Kale in the Snow | KQED",
"content": "\u003cp>It may have been a record snow year in the Sierra, but that hasn’t stopped locals from growing their own produce. In addition to the usual covered garden beds, some ambitious Tahoe gardeners have opted for a more engineered option: the Sierra Growing Dome.\u003c/p>\n\u003cp>Designed in partnership with the \u003ca href=\"http://www.tahoefoodhub.org\" target=\"_blank\" rel=\"noopener noreferrer\">Tahoe Food Hub\u003c/a> and manufactured by Colorado-based \u003ca href=\"http://geodesic-greenhouse-kits.com\" target=\"_blank\" rel=\"noopener noreferrer\">Growing Spaces\u003c/a>, the dome comes in a variety of sizes and has been engineered to withstand heavy snow loads. The geodesic greenhouses look a bit like glass golf balls and require no external heat source, which makes them fairly economical to operate. Instead of heating and cooling equipment, the domes’ temperatures are moderated via the sun, a large tank of water and some ingenious vents that keep things cool in the summer and warm in the winter.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Most kids don’t know where food comes from.’\u003ccite>Denise Pillsbury, second-grade teacher at Sierra House Elementary\u003c/cite>\u003c/aside>\n\u003cp>At around $25,000, the domes run the risk of being a luxury that only wealthy foodies can afford for individual use.\u003c/p>\n\u003cp>The dome at the Tahoe Food Hub, however, also serves as the organization’s \u003ca href=\"http://www.tahoefoodhub.org/grow-local/sierra-agroecology-cen/\" target=\"_blank\" rel=\"noopener noreferrer\">agroecology center\u003c/a>, where experts share a variety of tips for growing food in alpine climates. The food hub connects local farmers with restaurants, schools and hospitals in the region in an effort to reduce food miles. Executive director Susie Sutphin said she hopes some local cities and organizations might consider taking on a dome. “It would make a lot of sense for some of the ski resorts up here. They’d be able to grow some of their own produce, which would reduce the amount of stuff they need to have trucked in and would also provide really fresh ingredients for their restaurants,” she said. “I could see one of the towns maybe putting one up, too, and they’re great for schools.”\u003c/p>\n\u003cfigure id=\"attachment_11502114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11502114\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-520x293.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Produce can grow in the Tahoe Food Hub’s dome no matter what the weather outside is like. \u003ccite>(Amy Westervelt/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In fact, one local school, \u003ca href=\"http://sierrahouse.ltusd.org\" target=\"_blank\" rel=\"noopener noreferrer\">Sierra House Elementary\u003c/a> in South Lake Tahoe, raised enough via donations and grants to buy not one but two domes, and start an ambitious gardening program that provides fresh produce twice per week to its students, two-thirds of whom are on the free and reduced lunch program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A big reason for supporting the domes was we thought it would not only improve the kids’ diets, but would also provide a benefit to the broader community if they were going home and encouraging their parents to buy more vegetables,” said Ryan Galles, principal of Sierra House.\u003c/p>\n\u003cp>It was actually parent Michelle McLean who got the program off the ground after touring the Tahoe Food Hub’s dome in Truckee. She has now helped the school raise enough to add a pollinator garden, garden-pegged curricula, a garden mural in the cafeteria and even a job for herself coordinating it all.\u003c/p>\n\u003cp>[contextly_sidebar id=”MFcneayQaXjvswI0AYSnahIN5quRwTlA”]\u003c/p>\n\u003cp>Twice each week, the kids go out to the domes and learn everything from basic gardening to more advanced biology and engineering. Once per week, they line up for a salad bar stocked by the domes, and you’ve never seen so many 6-year-olds this excited about salad.\u003c/p>\n\u003cp>“You can really tell the difference between the students who have had the domes all along and the ones who were older when we got them,” said McLean. “The younger ones make much healthier choices.”\u003c/p>\n\u003cp>The teachers love the domes, too, and use them as a teaching aid for everything from science to vocabulary. Second-grade teacher Denise Pillsbury said the treks out to the domes help her kids get their wiggles out during the day, and that the program is improving their diets. “Most kids don’t know where food comes from, so they’re getting a much better understanding of it, helping to plant and weed, and then enjoy the food they grow,” she said.\u003c/p>\n\u003cp>And principal Galles’ goal of reaching the broader community has been achieved, too. Hector Ochoa, the\u003ca href=\"http://fsnep.ucdavis.edu/\" target=\"_blank\" rel=\"noopener noreferrer\"> UC CalFresh Nutrition\u003c/a> educator for Lake Tahoe, said he’s seen how kids are influencing their parents’ shopping and cooking decisions.Ochoa’s been fielding lots of requests at the Family Resource Center for tips on what to do with kale, and has been coordinating cooking classes filled with advice on how to make fresh produce stretch. “Sometimes it is more expensive, so we work with people to figure out how they can use every part of the vegetable, how they might be able to cook and freeze things,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The kids, though, just think it’s fun. They love to visit the fish in the aquaponic pond that sits in a corner of one of the domes; they like to eat everything from strawberry to mint to kale salad; and they’re noticeably chilled out after getting a little dose of nature in the middle of their school day — even when it’s snowing out.\u003c/p>\n\n",
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"excerpt": "It could be snowing out, but a new kind of growing dome is letting people grow food year-round. And school kids love it.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It may have been a record snow year in the Sierra, but that hasn’t stopped locals from growing their own produce. In addition to the usual covered garden beds, some ambitious Tahoe gardeners have opted for a more engineered option: the Sierra Growing Dome.\u003c/p>\n\u003cp>Designed in partnership with the \u003ca href=\"http://www.tahoefoodhub.org\" target=\"_blank\" rel=\"noopener noreferrer\">Tahoe Food Hub\u003c/a> and manufactured by Colorado-based \u003ca href=\"http://geodesic-greenhouse-kits.com\" target=\"_blank\" rel=\"noopener noreferrer\">Growing Spaces\u003c/a>, the dome comes in a variety of sizes and has been engineered to withstand heavy snow loads. The geodesic greenhouses look a bit like glass golf balls and require no external heat source, which makes them fairly economical to operate. Instead of heating and cooling equipment, the domes’ temperatures are moderated via the sun, a large tank of water and some ingenious vents that keep things cool in the summer and warm in the winter.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Most kids don’t know where food comes from.’\u003ccite>Denise Pillsbury, second-grade teacher at Sierra House Elementary\u003c/cite>\u003c/aside>\n\u003cp>At around $25,000, the domes run the risk of being a luxury that only wealthy foodies can afford for individual use.\u003c/p>\n\u003cp>The dome at the Tahoe Food Hub, however, also serves as the organization’s \u003ca href=\"http://www.tahoefoodhub.org/grow-local/sierra-agroecology-cen/\" target=\"_blank\" rel=\"noopener noreferrer\">agroecology center\u003c/a>, where experts share a variety of tips for growing food in alpine climates. The food hub connects local farmers with restaurants, schools and hospitals in the region in an effort to reduce food miles. Executive director Susie Sutphin said she hopes some local cities and organizations might consider taking on a dome. “It would make a lot of sense for some of the ski resorts up here. They’d be able to grow some of their own produce, which would reduce the amount of stuff they need to have trucked in and would also provide really fresh ingredients for their restaurants,” she said. “I could see one of the towns maybe putting one up, too, and they’re great for schools.”\u003c/p>\n\u003cfigure id=\"attachment_11502114\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11502114\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/06/TahoeFoodHub_SnowDome-520x293.png 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Produce can grow in the Tahoe Food Hub’s dome no matter what the weather outside is like. \u003ccite>(Amy Westervelt/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In fact, one local school, \u003ca href=\"http://sierrahouse.ltusd.org\" target=\"_blank\" rel=\"noopener noreferrer\">Sierra House Elementary\u003c/a> in South Lake Tahoe, raised enough via donations and grants to buy not one but two domes, and start an ambitious gardening program that provides fresh produce twice per week to its students, two-thirds of whom are on the free and reduced lunch program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A big reason for supporting the domes was we thought it would not only improve the kids’ diets, but would also provide a benefit to the broader community if they were going home and encouraging their parents to buy more vegetables,” said Ryan Galles, principal of Sierra House.\u003c/p>\n\u003cp>It was actually parent Michelle McLean who got the program off the ground after touring the Tahoe Food Hub’s dome in Truckee. She has now helped the school raise enough to add a pollinator garden, garden-pegged curricula, a garden mural in the cafeteria and even a job for herself coordinating it all.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Twice each week, the kids go out to the domes and learn everything from basic gardening to more advanced biology and engineering. Once per week, they line up for a salad bar stocked by the domes, and you’ve never seen so many 6-year-olds this excited about salad.\u003c/p>\n\u003cp>“You can really tell the difference between the students who have had the domes all along and the ones who were older when we got them,” said McLean. “The younger ones make much healthier choices.”\u003c/p>\n\u003cp>The teachers love the domes, too, and use them as a teaching aid for everything from science to vocabulary. Second-grade teacher Denise Pillsbury said the treks out to the domes help her kids get their wiggles out during the day, and that the program is improving their diets. “Most kids don’t know where food comes from, so they’re getting a much better understanding of it, helping to plant and weed, and then enjoy the food they grow,” she said.\u003c/p>\n\u003cp>And principal Galles’ goal of reaching the broader community has been achieved, too. Hector Ochoa, the\u003ca href=\"http://fsnep.ucdavis.edu/\" target=\"_blank\" rel=\"noopener noreferrer\"> UC CalFresh Nutrition\u003c/a> educator for Lake Tahoe, said he’s seen how kids are influencing their parents’ shopping and cooking decisions.Ochoa’s been fielding lots of requests at the Family Resource Center for tips on what to do with kale, and has been coordinating cooking classes filled with advice on how to make fresh produce stretch. “Sometimes it is more expensive, so we work with people to figure out how they can use every part of the vegetable, how they might be able to cook and freeze things,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The kids, though, just think it’s fun. They love to visit the fish in the aquaponic pond that sits in a corner of one of the domes; they like to eat everything from strawberry to mint to kale salad; and they’re noticeably chilled out after getting a little dose of nature in the middle of their school day — even when it’s snowing out.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Youth Program Lets Teens Take the Reins of State Government",
"title": "Youth Program Lets Teens Take the Reins of State Government",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>In a legislative session in the California Assembly chambers, speakers weigh the pros and cons of amending California's Paid Family Leave Act. They propose extending disability compensation for new parents or people caring for a sick relative to 12 weeks, instead of the current six.\u003c/p>\n\u003cp>From the viewing gallery above the mint-green-and-gold room, the business attire-clad group look and speak like typical legislators. But you didn't vote for them, and most aren't old enough yet to vote themselves.\u003c/p>\n\u003cp>[audio src=\"http:www.kqed.org/.stream/anon/radio//2017/06/20170609btcrmag.mp3\" title=\"Youth Program Lets Teens Take the Reins of State Government\" program=\"The California Report Magazine\" image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/pageassemblyedited.jpg\"]\u003c/p>\n\u003cp>They're high school students who have come from all over the state as delegates to the 69th annual \u003ca href=\"https://calymca.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California YMCA Youth & Government \u003c/a>Conference, referred to often as Y&G. The program teaches teens about the processes of state government by letting them build one and run it over a four-day weekend, out of the actual state Capitol building and the nearby convention center. This year there are nearly 3,500 students, or delegates, attending.\u003c/p>\n\u003cp>Each morning of the four-day conference, the students get up early, wait in long lines for a Starbucks cuppa', and scan the thick schedule book to figure out in which room they'll spend the next few hours.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Delegates willing to put in the leg work can campaign and run for elected positions like speaker of the Assembly, chief justice, and that most prized seat of leadership: youth governor. Some assume traditional legislative roles in the Senate and Assembly, or as members of the judiciary. Others act as political party leaders or members of the press corps.\u003c/p>\n\u003cfigure id=\"attachment_11500046\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnededited.jpg\">\u003cimg class=\"size-full wp-image-11500046\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnededited.jpg\" alt=\"\" width=\"1920\" height=\"1074\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-800x448.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-1020x571.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-1180x660.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-960x537.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-520x291.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A poster encourages delegates to leave notes about what they've learned at the Youth & Government Conference. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jared Savage is a lobbyist this year. It's his fifth, and \"unfortunately,\" he says, final conference. He flags down delegates to sign an initiative to provide 20-minute nap periods to students to help them focus and recharge. It's an idea that's \u003ca href=\"http://www.npr.org/sections/health-shots/2017/05/15/527952956/stressed-out-high-schoolers-advised-to-take-a-nap-pod\" target=\"_blank\" rel=\"noopener noreferrer\">already catching on\u003c/a>.\u003c/p>\n\u003cp>A graduating senior, he heard about Y&G through a different program in the Weingart Urban YMCA in South L.A. He joined for the same reason many delegates expressed: He wants to have a say in how he's governed.\u003c/p>\n\u003cp>\"If we really want to live in a society that we can love and appreciate,\" says Jared, \"we have to be the ones that help create the rules.\"\u003c/p>\n\u003cp>[gallery size=\"large\" type=\"rectangular\" ids=\"11497291,11497290,11497293,11497295,11497368,11497304\"]\u003c/p>\n\u003cp>Jared turned 18 before the 2016 election. \"Getting to vote for the first, I wish, female president was really exciting,\" he says. Even though the results weren't what he wanted, he's proud to have voiced his opinion. That's something he's learned to do in part because of Youth & Government.\u003c/p>\n\u003cp>\"As far as our political climate, of course the tone has changed. But no one has been afraid to speak their mind,\" he says. \"And that's really awesome, because that's been consistent from when I started the program.\"\u003c/p>\n\u003cp>The focus on teaching the teens how to develop, debate and give voice to what they believe in is, in essence, what the program is all about. That leads organizers to set up some more creative program areas that don't have real-life counterparts.\u003c/p>\n\u003cp>One of those is the Constitutional Convention, nicknamed \"Con Con.\" Here a group of about 250 delegates set out to boldly establish the brand-new state of California. They can push the limits of their imagination with any idea they can come up with — from hiding the appearance of testifying witnesses to prevent racial bias, to scrapping the idea of paper money in favor of a barter system.\u003c/p>\n\u003cp>Then for each of the hundreds of proposals, two speakers for and two against debate the merits. With handmade signs bearing their names, other delegates question them. These exchanges can get really passionate.\u003c/p>\n\u003cp>https://youtu.be/FSLhRicPMoA\u003c/p>\n\u003cp>In one session, a delegate proposes that California provide comprehensive sex education to all high school students. In this case, the pro speakers clarify, that means including information about LGBT students' experiences.\u003c/p>\n\u003cp>The floor opens to questions and a delegate says, \"I would just like to point out that people are taught straight sex in school as a means of reproduction, not recreation. So, like, I don't see how other kinds would be necessary.\"\u003c/p>\n\u003cp>The crowd buzzes a bit and Charlotte Emerson, a speaker in favor of the proposal, lets out a quick, strained sigh. Someone calls out for \"decorum.\" Then, collecting herself, Charlotte responds.\u003c/p>\n\u003cfigure id=\"attachment_11500041\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg\">\u003cimg class=\"size-full wp-image-11500041\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg\" alt=\"\" width=\"1920\" height=\"1574\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-160x131.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-800x656.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-1020x836.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-1180x967.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-960x787.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-240x197.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-375x307.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-520x426.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Charlotte Emerson at the conference. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"You can't just say that, like, sex is just for reproduction. It's something that people do and we need to accept that in our school systems.\"\u003c/p>\n\u003cp>Nearly half the people in the room raise both hands and start fluttering their fingers while she speaks. This is known as \"\u003ca href=\"https://media.tenor.com/images/689d0016467e6a6d62e5b172505cea67/tenor.gif\" target=\"_blank\" rel=\"noopener noreferrer\">spirit fingers\u003c/a>,\" and it's a way the delegates demonstrate support for what a speaker is saying without interrupting. Spirit fingers are everywhere at the Youth & Government Conference, which took place the last week of February.\u003c/p>\n\u003cp>Charlotte has been in the program for four years, and is the president of her South Pasadena YMCA delegation. She says she became interested in politics after running for a statewide office her freshman year.\u003c/p>\n\u003cp>\"Coming home, reading the news, being informed. It's exciting to be informed,\" she says. \"I thinks that's a large part of it for a lot of people.\"\u003c/p>\n\u003cp>[gallery type=\"rectangular\" ids=\"11500042,11500053,11500052,11500050,11500048,11500045\"]\u003c/p>\n\u003cp>Though the majority of sessions are entirely delegate-run, there are some 400 advisers and program directors here to offer support if needed. Many, like Tim Brice, are former delegates themselves. He runs the Con Con program. Brice has been involved with the program since 1984, when he was a sophomore in high school.\u003c/p>\n\u003cp>\"I've taken one or two years off in that time,\" he says, but \"I've been volunteering since 1989.\"\u003c/p>\n\u003cp>For the student participants and adult volunteers, the Youth & Government program is more than just an extracurricular activity. For some, the experience shapes the trajectory of their lives.\u003c/p>\n\u003cfigure id=\"attachment_11500047\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg\">\u003cimg class=\"size-full wp-image-11500047\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg\" alt=\"\" width=\"1920\" height=\"1474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-1020x783.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-1180x906.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-960x737.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-240x184.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-375x288.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-520x399.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A note left on the \"In Sacramento I Learned ...\" board. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Sunday night, the final evening of the conference, the thousands of attendees fill one giant hall in the convention center for the governor's banquet. It's at this dinner that each delegation delivers its votes, convention-style, for the next youth governor.\u003c/p>\n\u003cp>When the outgoing governor tearfully calls for a motion to end the conference, the \"nays\" are a resounding majority. The conference must end anyway. Friends hug each other; graduating seniors cry and reminisce.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In a few months, preparations will begin for next year. Many will come back to Sacramento as delegates, some in a few years as advisers. And maybe, in the future, a few will return to the Capitol as elected officials.\u003c/p>\n\n",
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"excerpt": "Nearly 3,500 students, or 'delegates,' convened in Sacramento to form their own model government and debate political proposals.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a legislative session in the California Assembly chambers, speakers weigh the pros and cons of amending California's Paid Family Leave Act. They propose extending disability compensation for new parents or people caring for a sick relative to 12 weeks, instead of the current six.\u003c/p>\n\u003cp>From the viewing gallery above the mint-green-and-gold room, the business attire-clad group look and speak like typical legislators. But you didn't vote for them, and most aren't old enough yet to vote themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They're high school students who have come from all over the state as delegates to the 69th annual \u003ca href=\"https://calymca.org/\" target=\"_blank\" rel=\"noopener noreferrer\">California YMCA Youth & Government \u003c/a>Conference, referred to often as Y&G. The program teaches teens about the processes of state government by letting them build one and run it over a four-day weekend, out of the actual state Capitol building and the nearby convention center. This year there are nearly 3,500 students, or delegates, attending.\u003c/p>\n\u003cp>Each morning of the four-day conference, the students get up early, wait in long lines for a Starbucks cuppa', and scan the thick schedule book to figure out in which room they'll spend the next few hours.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Delegates willing to put in the leg work can campaign and run for elected positions like speaker of the Assembly, chief justice, and that most prized seat of leadership: youth governor. Some assume traditional legislative roles in the Senate and Assembly, or as members of the judiciary. Others act as political party leaders or members of the press corps.\u003c/p>\n\u003cfigure id=\"attachment_11500046\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnededited.jpg\">\u003cimg class=\"size-full wp-image-11500046\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnededited.jpg\" alt=\"\" width=\"1920\" height=\"1074\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-800x448.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-1020x571.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-1180x660.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-960x537.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnededited-520x291.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A poster encourages delegates to leave notes about what they've learned at the Youth & Government Conference. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jared Savage is a lobbyist this year. It's his fifth, and \"unfortunately,\" he says, final conference. He flags down delegates to sign an initiative to provide 20-minute nap periods to students to help them focus and recharge. It's an idea that's \u003ca href=\"http://www.npr.org/sections/health-shots/2017/05/15/527952956/stressed-out-high-schoolers-advised-to-take-a-nap-pod\" target=\"_blank\" rel=\"noopener noreferrer\">already catching on\u003c/a>.\u003c/p>\n\u003cp>A graduating senior, he heard about Y&G through a different program in the Weingart Urban YMCA in South L.A. He joined for the same reason many delegates expressed: He wants to have a say in how he's governed.\u003c/p>\n\u003cp>\"If we really want to live in a society that we can love and appreciate,\" says Jared, \"we have to be the ones that help create the rules.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jared turned 18 before the 2016 election. \"Getting to vote for the first, I wish, female president was really exciting,\" he says. Even though the results weren't what he wanted, he's proud to have voiced his opinion. That's something he's learned to do in part because of Youth & Government.\u003c/p>\n\u003cp>\"As far as our political climate, of course the tone has changed. But no one has been afraid to speak their mind,\" he says. \"And that's really awesome, because that's been consistent from when I started the program.\"\u003c/p>\n\u003cp>The focus on teaching the teens how to develop, debate and give voice to what they believe in is, in essence, what the program is all about. That leads organizers to set up some more creative program areas that don't have real-life counterparts.\u003c/p>\n\u003cp>One of those is the Constitutional Convention, nicknamed \"Con Con.\" Here a group of about 250 delegates set out to boldly establish the brand-new state of California. They can push the limits of their imagination with any idea they can come up with — from hiding the appearance of testifying witnesses to prevent racial bias, to scrapping the idea of paper money in favor of a barter system.\u003c/p>\n\u003cp>Then for each of the hundreds of proposals, two speakers for and two against debate the merits. With handmade signs bearing their names, other delegates question them. These exchanges can get really passionate.\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/FSLhRicPMoA'\n title='//www.youtube.com/embed/FSLhRicPMoA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>In one session, a delegate proposes that California provide comprehensive sex education to all high school students. In this case, the pro speakers clarify, that means including information about LGBT students' experiences.\u003c/p>\n\u003cp>The floor opens to questions and a delegate says, \"I would just like to point out that people are taught straight sex in school as a means of reproduction, not recreation. So, like, I don't see how other kinds would be necessary.\"\u003c/p>\n\u003cp>The crowd buzzes a bit and Charlotte Emerson, a speaker in favor of the proposal, lets out a quick, strained sigh. Someone calls out for \"decorum.\" Then, collecting herself, Charlotte responds.\u003c/p>\n\u003cfigure id=\"attachment_11500041\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg\">\u003cimg class=\"size-full wp-image-11500041\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg\" alt=\"\" width=\"1920\" height=\"1574\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-160x131.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-800x656.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-1020x836.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-1180x967.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-960x787.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-240x197.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-375x307.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/CharlotteCloseupedited-1-520x426.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Charlotte Emerson at the conference. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"You can't just say that, like, sex is just for reproduction. It's something that people do and we need to accept that in our school systems.\"\u003c/p>\n\u003cp>Nearly half the people in the room raise both hands and start fluttering their fingers while she speaks. This is known as \"\u003ca href=\"https://media.tenor.com/images/689d0016467e6a6d62e5b172505cea67/tenor.gif\" target=\"_blank\" rel=\"noopener noreferrer\">spirit fingers\u003c/a>,\" and it's a way the delegates demonstrate support for what a speaker is saying without interrupting. Spirit fingers are everywhere at the Youth & Government Conference, which took place the last week of February.\u003c/p>\n\u003cp>Charlotte has been in the program for four years, and is the president of her South Pasadena YMCA delegation. She says she became interested in politics after running for a statewide office her freshman year.\u003c/p>\n\u003cp>\"Coming home, reading the news, being informed. It's exciting to be informed,\" she says. \"I thinks that's a large part of it for a lot of people.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though the majority of sessions are entirely delegate-run, there are some 400 advisers and program directors here to offer support if needed. Many, like Tim Brice, are former delegates themselves. He runs the Con Con program. Brice has been involved with the program since 1984, when he was a sophomore in high school.\u003c/p>\n\u003cp>\"I've taken one or two years off in that time,\" he says, but \"I've been volunteering since 1989.\"\u003c/p>\n\u003cp>For the student participants and adult volunteers, the Youth & Government program is more than just an extracurricular activity. For some, the experience shapes the trajectory of their lives.\u003c/p>\n\u003cfigure id=\"attachment_11500047\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg\">\u003cimg class=\"size-full wp-image-11500047\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg\" alt=\"\" width=\"1920\" height=\"1474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-1020x783.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-1180x906.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-960x737.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-240x184.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-375x288.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/05/ilearnedpotentialedited-520x399.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A note left on the \"In Sacramento I Learned ...\" board. \u003ccite>(Amanda Font/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Sunday night, the final evening of the conference, the thousands of attendees fill one giant hall in the convention center for the governor's banquet. It's at this dinner that each delegation delivers its votes, convention-style, for the next youth governor.\u003c/p>\n\u003cp>When the outgoing governor tearfully calls for a motion to end the conference, the \"nays\" are a resounding majority. The conference must end anyway. Friends hug each other; graduating seniors cry and reminisce.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a few months, preparations will begin for next year. Many will come back to Sacramento as delegates, some in a few years as advisers. And maybe, in the future, a few will return to the Capitol as elected officials.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>James Comey Testifies\u003c/strong>\u003c/p>\n\u003cp>In dramatic testimony that lasted close to three hours, former FBI Director James Comey accused President Trump and his administration of firing him over the Russia investigation and then misleading the public about the reasons for the dismissal.\u003c/p>\n\u003cp>Guests:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Melinda Haag\u003c/strong>, former S. Attorney for the Northern District of California\u003c/li>\n\u003cli>\u003cstrong>Sean T. Walsh\u003c/strong>, Republican political analyst and partner at Wilson Walsh Consulting\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Judge Thelton Henderson\u003c/strong>\u003c/p>\n\u003cp>As a young lawyer, U.S. District Court Senior Judge Thelton Henderson worked on voting rights in Birmingham, Alabama. Since his appointment to the judiciary by President Jimmy Carter in 1980, he’s ruled on high-profile and controversial cases, from dolphin-safe tuna to prison health care. Now after 37 years of service, Judge Henderson reflects on what he wants to be best remembered for.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Gubernatorial Candidate Delaine Eastin\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Democrat Delaine Eastin, who served eight years as California’s top education official, tells Scott Shafer why she wants to be governor of California in 2018.\u003c/p>\n\n",
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"disqusTitle": "Diary: What It's Like to Lobby Sacramento as a 14-Year-Old",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jeremiah Castillo, 14, recently visited the state Capitol for the first time to lobby his elected representatives as part of a youth advocacy summit. Jeremiah wanted to talk about something that’s really important to him: preventing kids from getting profiled as gang members. He kept an audio diary chronicling his trip for The California Report Magazine’s special show on Youth and Politics.\u003c/span>\u003c/i>\u003c/p>\n\u003cfigure id=\"attachment_11501765\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501765\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/jeremiah1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah and other youth advocates in the office of Assemblywoman Cristina Garcia, getting ready to tell their stories. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 1\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My name is Jeremiah Castillo. I'm 14 and I live in Merced with my mom and sister, Victoria. She’s 4.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My sister was only a few months old when my dad was arrested for evading the police. He \u003c/span>\u003cspan style=\"font-weight: 400\">had been arrested before because the police thought he had a gun. When he got \u003c/span>\u003cspan style=\"font-weight: 400\">sent to Merced County Jail, kids at my school started making fun of me and \u003c/span>\u003cspan style=\"font-weight: 400\">picking on me because he got arrested. I began to have anxiety attacks and \u003c/span>\u003cspan style=\"font-weight: 400\">that's when school started really getting hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently interviewed my dad in jail for an\u003c/span>\u003ca href=\"http://www.wecedyouth.org/2017/04/qa-hes-still-super-hero-interview-incarcerated-father/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> article I wrote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for \u003ca href=\"http://www.wecedyouth.org\" target=\"_blank\" rel=\"noopener noreferrer\">We’Ced\u003c/a>, Merced’s youth voice. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This weekend I will be taking a bus to Sacramento for a youth advocacy summit. It’s \u003c/span>\u003cspan style=\"font-weight: 400\">called \u003c/span>\u003ca href=\"http://freeourdreams.us/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Free Our Dreams.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> About 200 young people from all over California will \u003c/span>\u003cspan style=\"font-weight: 400\">come together to learn how to advocate for ourselves and talk to our \u003c/span>\u003cspan style=\"font-weight: 400\">elected officials. The one thing I want my elected officials to hear is how hard \u003c/span>\u003cspan style=\"font-weight: 400\">it is for kids like me who are unfairly treated and targeted in school because \u003c/span>\u003cspan style=\"font-weight: 400\">people think we’re gang members, even though I've always avoided gangs \u003c/span>\u003cspan style=\"font-weight: 400\">and stayed out of trouble. I don't even dress like a gang member.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11501766\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501766\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Jeremiah8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah with his sister, Victoria, and his mom, also named Victoria. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 2\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got picked up in Merced by a bus with people from Fresno on it. The bus ride wasn’t \u003c/span>\u003cspan style=\"font-weight: 400\">too long. I met a couple of new people and listened to my music. When we got to \u003c/span>\u003cspan style=\"font-weight: 400\">the hotel I checked into my room and met my roommate, Max.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that we went to dinner and that’s when I realized how many people are here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m home-schooled, so I’m not used to meeting new people, so I’m trying to get out of \u003c/span>\u003cspan style=\"font-weight: 400\">my comfort zone and meet new people. I had to, because the first meeting was \u003c/span>\u003cspan style=\"font-weight: 400\">full of games to get us to meet people we don’t know.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Day 3\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today was a full schedule. I went to three workshops and learned how a bill becomes a \u003c/span>\u003cspan style=\"font-weight: 400\">law. We also broke into teams to prep for our visits. We kept practicing our \u003c/span>\u003cspan style=\"font-weight: 400\">stories with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After dinner, we practiced for our march and rally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also had a party with spoken word performers and art-making. One of the performers \u003c/span>\u003cspan style=\"font-weight: 400\">was named King and his last poem was so good. It reminded me of how tough it \u003c/span>\u003cspan style=\"font-weight: 400\">was to grow up in my neighborhood and stay out of trouble. It really touched me \u003c/span>\u003cspan style=\"font-weight: 400\">that he went through something similar in Sacramento that I went through in \u003c/span>\u003cspan style=\"font-weight: 400\">Merced.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11501767\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501767\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Jeremiah7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah with his 4-year-old sister, Victoria. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 4\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We met up at the Capitol Park before telling our stories to legislators. I felt \u003c/span>\u003cspan style=\"font-weight: 400\">lightweight, nervous, but I felt fully prepared. I memorized what I was going to say.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">When we went to talk to our representative, \u003c/span>\u003ca href=\"https://a21.asmdc.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Adam Gray\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the staffer we had an appointment with was out of office and no one seemed to know\u003c/span> we were coming.\u003c/p>\n\u003cp style=\"text-align: left\">Soon, another staff member came to meet with us and welcomed us back into Rep. Gray’s\u003cspan style=\"font-weight: 400\"> office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all introduced ourselves and then I told my story: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I’m 14 years old and I'm here to speak on behalf of my father, Richard Castillo, who is incarcerated in the Merced County jail. And I know that he's on the Cal Gangs database and I'm afraid that I’m on the list as well. Because last year in 7th grade I felt I was targeted by my vice principal, who was an ex-police officer, who was giving me detentions for raising my hand or dropping my pencil or asking a question or using the restroom. Basic stuff. And a detention turned into a referral and then into a home suspension. So I want to ask for Assembly member Gray to support AB 90 and SB 607.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB90\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">AB 90\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a bill that would stop the Cal Gangs database, which keeps track of gang members and potential gang members for police. But I think [it] leads to [the] profiling of young people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This second bill,\u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB607\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> SB 607,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would end suspensions for willful defiance. I think teachers use willful defiance to describe certain behavior they don't like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I told all of this to the staff member, and the other kids I'm with told their stories, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staff member told us he was proud of us and that stories like ours change people’s hearts and that’s what changes policy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I felt really proud of my group. But then he told us that the Assembly member has not looked into any of the bills I have talked about. And he told us that when it comes to public safety, they've already got some other priorities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before we left Sacramento, we tried another way to have our voices heard. We had a youth rally on the Capitol’s lawn\u003c/span> \u003cspan style=\"font-weight: 400\">for a safer California, a California where all young people are safe even if they're undocumented, LGBTQ, or if their dad is in jail.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel a little energized and calm at the same time. I have energy built up. I’m going to go back to Merced and I’m just going to let it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m going to keep on pushing on. Have my voice be heard. Making a better change for the other youth out there that haven’t spoken out. I am their voice. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Jeremiah Castillo is a youth activist and a writer for \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.wecedyouth.org\">We’Ced Youth Media,\u003c/a> a project of New America Media's \u003ca href=\"http://youthwire.org/\">YouthWire\u003c/a>. \u003c/span>\u003cspan style=\"font-weight: 400\"> We’Ced equips young people with media skills in order to amplify their personal stories and the stories of their communities. \u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jeremiah Castillo, 14, recently visited the state Capitol for the first time to lobby his elected representatives as part of a youth advocacy summit. Jeremiah wanted to talk about something that’s really important to him: preventing kids from getting profiled as gang members. He kept an audio diary chronicling his trip for The California Report Magazine’s special show on Youth and Politics.\u003c/span>\u003c/i>\u003c/p>\n\u003cfigure id=\"attachment_11501765\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501765\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/jeremiah1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/jeremiah1-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah and other youth advocates in the office of Assemblywoman Cristina Garcia, getting ready to tell their stories. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 1\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My name is Jeremiah Castillo. I'm 14 and I live in Merced with my mom and sister, Victoria. She’s 4.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My sister was only a few months old when my dad was arrested for evading the police. He \u003c/span>\u003cspan style=\"font-weight: 400\">had been arrested before because the police thought he had a gun. When he got \u003c/span>\u003cspan style=\"font-weight: 400\">sent to Merced County Jail, kids at my school started making fun of me and \u003c/span>\u003cspan style=\"font-weight: 400\">picking on me because he got arrested. I began to have anxiety attacks and \u003c/span>\u003cspan style=\"font-weight: 400\">that's when school started really getting hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I recently interviewed my dad in jail for an\u003c/span>\u003ca href=\"http://www.wecedyouth.org/2017/04/qa-hes-still-super-hero-interview-incarcerated-father/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> article I wrote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for \u003ca href=\"http://www.wecedyouth.org\" target=\"_blank\" rel=\"noopener noreferrer\">We’Ced\u003c/a>, Merced’s youth voice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This weekend I will be taking a bus to Sacramento for a youth advocacy summit. It’s \u003c/span>\u003cspan style=\"font-weight: 400\">called \u003c/span>\u003ca href=\"http://freeourdreams.us/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Free Our Dreams.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> About 200 young people from all over California will \u003c/span>\u003cspan style=\"font-weight: 400\">come together to learn how to advocate for ourselves and talk to our \u003c/span>\u003cspan style=\"font-weight: 400\">elected officials. The one thing I want my elected officials to hear is how hard \u003c/span>\u003cspan style=\"font-weight: 400\">it is for kids like me who are unfairly treated and targeted in school because \u003c/span>\u003cspan style=\"font-weight: 400\">people think we’re gang members, even though I've always avoided gangs \u003c/span>\u003cspan style=\"font-weight: 400\">and stayed out of trouble. I don't even dress like a gang member.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11501766\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501766\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Jeremiah8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah8-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah with his sister, Victoria, and his mom, also named Victoria. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 2\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got picked up in Merced by a bus with people from Fresno on it. The bus ride wasn’t \u003c/span>\u003cspan style=\"font-weight: 400\">too long. I met a couple of new people and listened to my music. When we got to \u003c/span>\u003cspan style=\"font-weight: 400\">the hotel I checked into my room and met my roommate, Max.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that we went to dinner and that’s when I realized how many people are here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m home-schooled, so I’m not used to meeting new people, so I’m trying to get out of \u003c/span>\u003cspan style=\"font-weight: 400\">my comfort zone and meet new people. I had to, because the first meeting was \u003c/span>\u003cspan style=\"font-weight: 400\">full of games to get us to meet people we don’t know.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Day 3\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today was a full schedule. I went to three workshops and learned how a bill becomes a \u003c/span>\u003cspan style=\"font-weight: 400\">law. We also broke into teams to prep for our visits. We kept practicing our \u003c/span>\u003cspan style=\"font-weight: 400\">stories with each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After dinner, we practiced for our march and rally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We also had a party with spoken word performers and art-making. One of the performers \u003c/span>\u003cspan style=\"font-weight: 400\">was named King and his last poem was so good. It reminded me of how tough it \u003c/span>\u003cspan style=\"font-weight: 400\">was to grow up in my neighborhood and stay out of trouble. It really touched me \u003c/span>\u003cspan style=\"font-weight: 400\">that he went through something similar in Sacramento that I went through in \u003c/span>\u003cspan style=\"font-weight: 400\">Merced.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11501767\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11501767\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/Jeremiah7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/Jeremiah7-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeremiah with his 4-year-old sister, Victoria. \u003ccite>(Tim Haydock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Day 4\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We met up at the Capitol Park before telling our stories to legislators. I felt \u003c/span>\u003cspan style=\"font-weight: 400\">lightweight, nervous, but I felt fully prepared. I memorized what I was going to say.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">When we went to talk to our representative, \u003c/span>\u003ca href=\"https://a21.asmdc.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Adam Gray\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the staffer we had an appointment with was out of office and no one seemed to know\u003c/span> we were coming.\u003c/p>\n\u003cp style=\"text-align: left\">Soon, another staff member came to meet with us and welcomed us back into Rep. Gray’s\u003cspan style=\"font-weight: 400\"> office. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all introduced ourselves and then I told my story: \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">I’m 14 years old and I'm here to speak on behalf of my father, Richard Castillo, who is incarcerated in the Merced County jail. And I know that he's on the Cal Gangs database and I'm afraid that I’m on the list as well. Because last year in 7th grade I felt I was targeted by my vice principal, who was an ex-police officer, who was giving me detentions for raising my hand or dropping my pencil or asking a question or using the restroom. Basic stuff. And a detention turned into a referral and then into a home suspension. So I want to ask for Assembly member Gray to support AB 90 and SB 607.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB90\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">AB 90\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a bill that would stop the Cal Gangs database, which keeps track of gang members and potential gang members for police. But I think [it] leads to [the] profiling of young people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This second bill,\u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB607\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> SB 607,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would end suspensions for willful defiance. I think teachers use willful defiance to describe certain behavior they don't like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I told all of this to the staff member, and the other kids I'm with told their stories, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staff member told us he was proud of us and that stories like ours change people’s hearts and that’s what changes policy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I felt really proud of my group. But then he told us that the Assembly member has not looked into any of the bills I have talked about. And he told us that when it comes to public safety, they've already got some other priorities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before we left Sacramento, we tried another way to have our voices heard. We had a youth rally on the Capitol’s lawn\u003c/span> \u003cspan style=\"font-weight: 400\">for a safer California, a California where all young people are safe even if they're undocumented, LGBTQ, or if their dad is in jail.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel a little energized and calm at the same time. I have energy built up. I’m going to go back to Merced and I’m just going to let it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m going to keep on pushing on. Have my voice be heard. Making a better change for the other youth out there that haven’t spoken out. I am their voice. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Jeremiah Castillo is a youth activist and a writer for \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.wecedyouth.org\">We’Ced Youth Media,\u003c/a> a project of New America Media's \u003ca href=\"http://youthwire.org/\">YouthWire\u003c/a>. \u003c/span>\u003cspan style=\"font-weight: 400\"> We’Ced equips young people with media skills in order to amplify their personal stories and the stories of their communities. \u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Data Show Boys Consistently Score Lower on Reading Tests, But There's No Clear Explanation",
"title": "Data Show Boys Consistently Score Lower on Reading Tests, But There's No Clear Explanation",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Three of four African-American boys in California classrooms failed to meet reading and writing standards on the most recent round of testing, according to data obtained from the state Department of Education and analyzed by CALmatters.\u003c/p>\n\u003cp>More than half of black boys scored in the lowest category on the English portion of the test, trailing their female counterparts. The disparity reflects a stubbornly persistent gender gap in reading and writing scores that stretches across ethnic groups.\u003c/p>\n\u003cp>Posted below, the data provide a unique glimpse of how gender interacts with race and class in mastery of basic reading, writing and listening skills tested on state exams. While California publishes \u003ca href=\"http://caaspp.cde.ca.gov/sb2016/Search\">separate figures\u003c/a> on the performance of various ethnic and economic groups, it does not make public a more detailed breakdown of how boys and girls are performing within those groups. State officials say they do not sort the data that way because of complexity, cost and time constraints.\u003c/p>\n\u003cp>[AfAmBoys1]\u003c/p>\n\u003cp>Unlike in math, where \u003ca href=\"https://calmatters.org/articles/california-students-heres-one-test-score-gap-that-isnt-closing/\">girls have caught up to boys\u003c/a> in California and elsewhere, female students in general maintain a sizable lead over their male classmates in the language arts. While \u003ca href=\"http://www.women.ca.gov/STEM.aspx\">initiatives\u003c/a> to encourage girls to learn math and science have received considerable publicity, the gender reading gap is viewed less as a problem warranting action.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I wouldn’t put this in the same category of severity or concern as other achievement gaps,” said Tom Loveless, an education researcher for the Brookings Institution, a public policy think tank in Washington, D.C. “But there needs to be greater awareness of this.”\u003c/p>\n\u003cp>The gap spans all grade levels. Boys in high school score better than those in grade school, but girls outperform them by consistent margins at every age. And a higher family income does not appear to even things out.\u003c/p>\n\u003cp>The gap is not unique to California. In states that administer the same standardized exam as California, girls outscore boys by similar margins. In international reading comprehension exams, girls best boys in nearly every country and at nearly every age.\u003c/p>\n\u003cp>The phenomenon is nevertheless worrisome because it may compound other educational disparities California has attempted to close for decades, without success.\u003c/p>\n\u003cp>“If boys don’t read as well as girls, and if that persists all the way through K-12, it means when you reach certain thresholds like college, it places the males at a disadvantage,” says Loveless. “The ability to read well has a lot to do with the ability to get into college and the ability to do well while you’re in college.”\u003c/p>\n\u003ch3>What explains the poor scores? And why doesn’t the state provide more detailed data?\u003c/h3>\n\u003cp>Certainly scores aren’t the only educational area in which black boys trail their peers. African-American boys are more likely to be suspended and drop out of school than other demographic groups, in California and elsewhere.\u003c/p>\n\u003cp>But the reading data is sobering. As early as fourth grade, for example, nearly 80 percent of black boys failed to meet state reading standards. Of all ethnic groups for which the state collects data, black boys trailed black girls by the widest margin.\u003c/p>\n\u003cp>[AfAmBoys2]\u003c/p>\n\u003cp>“Part of this may be structural, in having texts that aren’t relevant to the experiences and legacy of African-American boys,” said Chris Chatmon, founding executive director of the African-American Male Achievement program at the Oakland Unified School District. “When a lot of the curriculum you have access to isn’t familiar, or doesn’t acknowledge your past or your present, you have a tendency not to be engaged with it or want to read it.”\u003c/p>\n\u003cp>While the state makes it relatively easy for parents to look up the test scores of African-Americans at local schools, the data is not broken down by gender. So it may be difficult to identify schools where black boys are performing well, as well as schools that are struggling.\u003c/p>\n\u003cp>“The state should report this data,” Ryan Smith, executive director of the education reform advocacy group Ed Trust-West, said via email. “One of the consistent things we find in our research is that schools and districts closing gaps for students of color tend to do more with data, not less.”\u003c/p>\n\u003cp>The data limitation is not unique to California—detail is lacking in many other states’ public-facing test results. A spokeswoman for the California Department of Education said producing more detailed data is under consideration, but “schools and districts already have the capacity to create student results by all kinds of cross-tabulations.”\u003c/p>\n\u003cp>[AfAmBoys3]\u003c/p>\n\u003ch3>Are girls inherently better readers? Isn’t that what they used to say about boys being better at math? What does the research say?\u003c/h3>\n\u003cp>Education researchers have multiple theories about why girls routinely outperform boys on reading and writing tasks.\u003c/p>\n\u003cp>Loveless explains three main schools of thought. One longstanding explanation—that some hidden biological difference in development makes girls inherently better readers and writers—still has support in some quarters.\u003c/p>\n\u003cp>“That there is something about the male and female brains–that we’re just hardwired differently—if that’s really true, …at that point it’s doubtful we’re really going to be able to fix it,” he says.\u003c/p>\n\u003cp>However, the supposition that “hardwiring” made boys superior in math and science has appeared to fade over time, as girls in California and elsewhere have matched boys on standardized tests.\u003c/p>\n\u003cp>A second explanation holds that cultural norms involving masculinity and reading may be at play—that it’s not considered manly to read and write or even excel academically. Several studies have shown that boys increasingly see school as a female pursuit and that various cultural cues depict reading and writing as feminine activity.\u003c/p>\n\u003cp>But the consistency of the gender gap internationally and over time casts doubt on that explanation. In cultures as varied as Finland’s and Japan’s, girls still score better on standardized tests.\u003c/p>\n\u003cp>Finally, many point to how schools are structured—a lack of sufficient recess to allow high-energy boys to blow off steam, reading materials unrelated to male interests and a predominantly female teaching workforce. But Loveless cautions that those arguments stem less from empirical research and more from old-fashioned stereotypes.\u003c/p>\n\u003cp>And again the gap persists in foreign education systems, many of which are radically different from ours. In addition, international and state reading tests are routinely tested for gender bias.\u003c/p>\n\u003cp>That leaves researchers like Loveless without a conclusive answer.\u003c/p>\n\u003cp>For its part, the California Department of Education is noncommittal on whether the gender reading gap is worthy of the administration’s attention. Differences between boys and girls still pale in comparison to differences found by race, ethnicity and class.\u003c/p>\n\u003cp>“There have often been gender gaps in performance,” a department spokesman said by email. “These gaps show up in different ways depending on what is being measured.…Some gender gaps are more noticeable within certain race/ethnicities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Click the link below to download the data yourself. The workbook includes test results for boys and girls, broken down by ethnicity, economic status and grade, for the English portion of the 2016 Smarter Balanced exam. For definitions of specific terms, please consult the Department of Education’s \u003ca href=\"http://caaspp.cde.ca.gov/sb2016/UnderstandingCAASPPReports\" target=\"_blank\" rel=\"noopener noreferrer\">guide to interpreting exam scores\u003c/a>.\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/wp-content/uploads/Data_for_Posting.xlsx?x35230\" target=\"_blank\" rel=\"noopener noreferrer\">Download the data\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Three of four African-American boys in California classrooms failed to meet reading and writing standards on the most recent round of testing, according to data obtained from the state Department of Education and analyzed by CALmatters.\u003c/p>\n\u003cp>More than half of black boys scored in the lowest category on the English portion of the test, trailing their female counterparts. The disparity reflects a stubbornly persistent gender gap in reading and writing scores that stretches across ethnic groups.\u003c/p>\n\u003cp>Posted below, the data provide a unique glimpse of how gender interacts with race and class in mastery of basic reading, writing and listening skills tested on state exams. While California publishes \u003ca href=\"http://caaspp.cde.ca.gov/sb2016/Search\">separate figures\u003c/a> on the performance of various ethnic and economic groups, it does not make public a more detailed breakdown of how boys and girls are performing within those groups. State officials say they do not sort the data that way because of complexity, cost and time constraints.\u003c/p>\n\u003cp>[AfAmBoys1]\u003c/p>\n\u003cp>Unlike in math, where \u003ca href=\"https://calmatters.org/articles/california-students-heres-one-test-score-gap-that-isnt-closing/\">girls have caught up to boys\u003c/a> in California and elsewhere, female students in general maintain a sizable lead over their male classmates in the language arts. While \u003ca href=\"http://www.women.ca.gov/STEM.aspx\">initiatives\u003c/a> to encourage girls to learn math and science have received considerable publicity, the gender reading gap is viewed less as a problem warranting action.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I wouldn’t put this in the same category of severity or concern as other achievement gaps,” said Tom Loveless, an education researcher for the Brookings Institution, a public policy think tank in Washington, D.C. “But there needs to be greater awareness of this.”\u003c/p>\n\u003cp>The gap spans all grade levels. Boys in high school score better than those in grade school, but girls outperform them by consistent margins at every age. And a higher family income does not appear to even things out.\u003c/p>\n\u003cp>The gap is not unique to California. In states that administer the same standardized exam as California, girls outscore boys by similar margins. In international reading comprehension exams, girls best boys in nearly every country and at nearly every age.\u003c/p>\n\u003cp>The phenomenon is nevertheless worrisome because it may compound other educational disparities California has attempted to close for decades, without success.\u003c/p>\n\u003cp>“If boys don’t read as well as girls, and if that persists all the way through K-12, it means when you reach certain thresholds like college, it places the males at a disadvantage,” says Loveless. “The ability to read well has a lot to do with the ability to get into college and the ability to do well while you’re in college.”\u003c/p>\n\u003ch3>What explains the poor scores? And why doesn’t the state provide more detailed data?\u003c/h3>\n\u003cp>Certainly scores aren’t the only educational area in which black boys trail their peers. African-American boys are more likely to be suspended and drop out of school than other demographic groups, in California and elsewhere.\u003c/p>\n\u003cp>But the reading data is sobering. As early as fourth grade, for example, nearly 80 percent of black boys failed to meet state reading standards. Of all ethnic groups for which the state collects data, black boys trailed black girls by the widest margin.\u003c/p>\n\u003cp>[AfAmBoys2]\u003c/p>\n\u003cp>“Part of this may be structural, in having texts that aren’t relevant to the experiences and legacy of African-American boys,” said Chris Chatmon, founding executive director of the African-American Male Achievement program at the Oakland Unified School District. “When a lot of the curriculum you have access to isn’t familiar, or doesn’t acknowledge your past or your present, you have a tendency not to be engaged with it or want to read it.”\u003c/p>\n\u003cp>While the state makes it relatively easy for parents to look up the test scores of African-Americans at local schools, the data is not broken down by gender. So it may be difficult to identify schools where black boys are performing well, as well as schools that are struggling.\u003c/p>\n\u003cp>“The state should report this data,” Ryan Smith, executive director of the education reform advocacy group Ed Trust-West, said via email. “One of the consistent things we find in our research is that schools and districts closing gaps for students of color tend to do more with data, not less.”\u003c/p>\n\u003cp>The data limitation is not unique to California—detail is lacking in many other states’ public-facing test results. A spokeswoman for the California Department of Education said producing more detailed data is under consideration, but “schools and districts already have the capacity to create student results by all kinds of cross-tabulations.”\u003c/p>\n\u003cp>[AfAmBoys3]\u003c/p>\n\u003ch3>Are girls inherently better readers? Isn’t that what they used to say about boys being better at math? What does the research say?\u003c/h3>\n\u003cp>Education researchers have multiple theories about why girls routinely outperform boys on reading and writing tasks.\u003c/p>\n\u003cp>Loveless explains three main schools of thought. One longstanding explanation—that some hidden biological difference in development makes girls inherently better readers and writers—still has support in some quarters.\u003c/p>\n\u003cp>“That there is something about the male and female brains–that we’re just hardwired differently—if that’s really true, …at that point it’s doubtful we’re really going to be able to fix it,” he says.\u003c/p>\n\u003cp>However, the supposition that “hardwiring” made boys superior in math and science has appeared to fade over time, as girls in California and elsewhere have matched boys on standardized tests.\u003c/p>\n\u003cp>A second explanation holds that cultural norms involving masculinity and reading may be at play—that it’s not considered manly to read and write or even excel academically. Several studies have shown that boys increasingly see school as a female pursuit and that various cultural cues depict reading and writing as feminine activity.\u003c/p>\n\u003cp>But the consistency of the gender gap internationally and over time casts doubt on that explanation. In cultures as varied as Finland’s and Japan’s, girls still score better on standardized tests.\u003c/p>\n\u003cp>Finally, many point to how schools are structured—a lack of sufficient recess to allow high-energy boys to blow off steam, reading materials unrelated to male interests and a predominantly female teaching workforce. But Loveless cautions that those arguments stem less from empirical research and more from old-fashioned stereotypes.\u003c/p>\n\u003cp>And again the gap persists in foreign education systems, many of which are radically different from ours. In addition, international and state reading tests are routinely tested for gender bias.\u003c/p>\n\u003cp>That leaves researchers like Loveless without a conclusive answer.\u003c/p>\n\u003cp>For its part, the California Department of Education is noncommittal on whether the gender reading gap is worthy of the administration’s attention. Differences between boys and girls still pale in comparison to differences found by race, ethnicity and class.\u003c/p>\n\u003cp>“There have often been gender gaps in performance,” a department spokesman said by email. “These gaps show up in different ways depending on what is being measured.…Some gender gaps are more noticeable within certain race/ethnicities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Click the link below to download the data yourself. The workbook includes test results for boys and girls, broken down by ethnicity, economic status and grade, for the English portion of the 2016 Smarter Balanced exam. For definitions of specific terms, please consult the Department of Education’s \u003ca href=\"http://caaspp.cde.ca.gov/sb2016/UnderstandingCAASPPReports\" target=\"_blank\" rel=\"noopener noreferrer\">guide to interpreting exam scores\u003c/a>.\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Without Funds, a Scramble to Assist Syrian Refugee Migration to Fresno",
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"content": "\u003cp>When Kathleen Chavoor-Bergen learned there were Syrians in Fresno, she immediately volunteered to help out. She’s Armenian-American, so she understands something about war and displacement. Her own grandparents survived the Armenian genocide by fleeing to Aleppo, Syria.\u003c/p>\n\u003cp>“If it wasn’t for Aleppo, I wouldn’t be here today,” says Chavoor-Bergen.\u003c/p>\n\u003cp>She’s translated that gratitude into befriending several Syrian refugee families in Fresno. “It’s really the least I can do. They [Syrians in Aleppo] opened their arms to my family, and now I’m opening my arms to theirs.”\u003c/p>\n\u003cp>Chavoor-Bergen is also educating the community. She educates public school counselors about the recent migration of Syrian refugees to Fresno. She wants the counselors to understand that more than half of displaced Syrians are children, most under the age of 12. Many of them are now enrolled in Fresno schools — some have been wounded, burned or have witnessed violence.\u003c/p>\n\u003cp>[contextly_sidebar id=”yxMMQW1TUkVyzN8En1rmwTVtsyTfoXNe”]\u003c/p>\n\u003cp>“They’ve endured the destruction of their homes and communities, survived forced displacement. Part of the complexity of their trauma is that it went from their home maybe in Aleppo to the [refugee] camps and the extreme vetting process,” Chavoor-Bergen says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And on to resettlement areas like San Diego, Sacramento and Turlock. Now, some of those families are deciding on their own to move to Fresno. Housing is cheaper here, and there’s a large and welcoming Arab-American community.\u003c/p>\n\u003cp>But Fresno is not a resettlement city — meaning it receives no federal funding to help refugees start over — so volunteers and advocacy groups are scrambling to keep up.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcr/2017/05/2017-05-31c-tcr.mp3\" Image=\"https://u.s.kqed.net/2017/06/02/RefugeeKidforPlayer.jpg\" Title=\"Without Federal Funds, a Scramble to Assist Syrian Refugee Migration to Fresno\" program=\"The California Report\"]\u003c/p>\n\u003cp>Take Layla Darwish. She has a part-time job with \u003ca href=\"https://www.firminc.org/\">Fresno Interdenominational Refugee Ministries (FIRM)\u003c/a> to help Syrians interpret their new landscape. But for Darwish, part time means \u003ci>all\u003c/i> her waking hours.\u003c/p>\n\u003cp>On her own, Darwish started a tutoring program where volunteers help kids with homework.\u003c/p>\n\u003cp>She looks up from the sidewalk and greets a Syrian woman yelling down to her from her second-floor apartment. Darwish just saw her yesterday, but the woman clearly misses her.\u003c/p>\n\u003cp>“She said, ‘I haven’t seen you in a long time,’ ” says Darwish, translating. “So that’s quite common. A lot of them are kind of territorial. They want you to spend more time with them.”\u003c/p>\n\u003cp>In this 16-unit apartment complex, there are 41 children, and on any given day, you can hear them laughing and yelling and chasing each other in the courtyard.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Working with Syrians has taken a huge amount of our capacity. The dollars are very challenging, and it’s also because it’s a polarizing issue. I’ve spoken at places that blatantly do not agree with the work we’re doing.’\u003ccite>FIRM Executive Director Zack Darrah\u003c/cite>\u003c/aside>\n\u003cp>Ray Harris, 22, is a member of the only family here that’s not Syrian. He says he likes his neighbors.\u003c/p>\n\u003cp>“They show a lot of love, man. They bring you food and everything,” he says. He adds that he uses \u003ca href=\"https://translate.google.com/\">Google translate \u003c/a>to communicate with them.\u003c/p>\n\u003cp>Next door to Harris, Mohammed Bachan tells Darwish that life is better for refugees here in America. He has five kids, and he now works as a mechanic — in Syria he had a car dealership.\u003c/p>\n\u003cp>When he and his family first moved to Fresno, they were scared.\u003c/p>\n\u003cp>“Because they didn’t know where to start,’ Darwish says. “In the beginning there was a local mosque that helped them just network with people. And then once FIRM came in, we started taking them to the DMV to get their permits, their driving lessons.”\u003c/p>\n\u003cp>A few decades ago, this neighborhood was teeming with Hmong refugees. The rents are still cheap, about $450 for a two-bedroom unit. But it isn’t always safe.\u003c/p>\n\u003cp>“There have been a number of attacks from the neighborhood gangs, anywhere from throwing stones to knives. The police have been called lately,” she says. “One of my colleagues was patrolling the neighborhood until 12 at night. They just want to live here in peace.”\u003c/p>\n\u003cp>[contextly_sidebar id=”9NX2GpzxchqOeLAT7GCWS5d0wKAWMgcg”]\u003c/p>\n\u003cp>FIRM Executive Director Zack Darrah says he’s partnering with local Islamic cultural centers, churches and advocacy groups to help Syrians find better housing, cars and jobs. About 200 Syrians have migrated to Fresno, most in the past year, and Darrah expects more.\u003c/p>\n\u003cp>“I’ve gotten calls from Indiana, from Florida, from Texas, San Diego and San Jose,” he says.\u003c/p>\n\u003cp>Fresno is used to having refugees: Hmong and other groups make up about 10 percent of the city’s population. But helping refugees is tricky without resettlement funds, says Darrah.\u003c/p>\n\u003cp>“Working with Syrians has taken just a huge amount of our capacity. The dollars are very challenging, and it’s also because it’s a polarizing issue. I’ve spoken at places that blatantly do not agree with the work we’re doing,” he says. “I’ve spoken to churches that do not agree with what we’re doing as a Christian organization. [[They say]] ‘why are we working with Muslims and why are we serving these other folks and why are they even here’?”\u003c/p>\n\u003cfigure id=\"attachment_11489252\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11489252\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/05/Wasan-800x1087.jpg\" alt=\"Interpreter Wasan Abu-Baker is guided by her own immigrant experience in helping Syrian refugees.\" width=\"800\" height=\"1087\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-800x1087.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-1020x1386.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-1180x1603.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-960x1305.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-240x326.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-375x510.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-520x707.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Interpreter Wasan Abu-Baker is guided by her own immigrant experience in helping Syrian refugees. \u003ccite>(Courtesy Wasan Abu-Baker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And these families have already been through so much trauma, he says. They are starting from scratch, finding jobs, learning English, enrolling their kids in schools.\u003c/p>\n\u003cp>And on top of that, some of them have experienced extreme prejudice.\u003c/p>\n\u003cp>“We want to protect them, make them feel safe,” says Darrah. “But we have to be clear with families that not everyone does. These are unfortunate conversations to have with refugees who have just left a horrendous situation. Many have lost family and suffered terribly, and they come here to us and we have to talk with them about taking safety precautions!”\u003c/p>\n\u003cp>Fortunately, FIRM did get a county grant to hire three part-time employees to interpret for and assist Syrian refugees. Wasan Abu-Baker is one of those interpreters. But she was helping Syrians long before she was hired by FIRM, taking them to medical appointments, the mosque and the grocery store.\u003c/p>\n\u003cp>She, too, left a war-torn place to come to the United States from Palestine after marrying an American citizen. And now, she not only works for FIRM but she’s also doing a community engagement project as a fellow for the Tamejavi Cultural Organizing Fellowship Program at the \u003ca href=\"http://www.tamejavi.org/pvi.php\">Pan Valley Institute\u003c/a>. The goal is to learn about her Muslim community in Fresno and empower the community through leadership, cultural organizing and art.\u003c/p>\n\u003cp>She says the project has opened her eyes to the many gifts Syrian refugees and asylum seekers have to offer. “I found out we have a lot of hidden artists in our community,” she says. “But we need to share that with other communities so they know what we have as Muslims here.”\u003c/p>\n\u003cp>Recently, as part of her project, she brought a Syrian interior designer who does elaborate paintings on ceramics to a crafts store to pick out some paints and paintbrushes. The artist was surprised by the number of choices available.\u003c/p>\n\u003cp>“In our country, only once choice,” she tells Abu-Baker. “I know!” Abu-Baker says. “This is what I learn. This country, a lot of choices.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Choices that Abu-Baker hopes will make the lives of Syrian refugees easier in Fresno.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Kathleen Chavoor-Bergen learned there were Syrians in Fresno, she immediately volunteered to help out. She’s Armenian-American, so she understands something about war and displacement. Her own grandparents survived the Armenian genocide by fleeing to Aleppo, Syria.\u003c/p>\n\u003cp>“If it wasn’t for Aleppo, I wouldn’t be here today,” says Chavoor-Bergen.\u003c/p>\n\u003cp>She’s translated that gratitude into befriending several Syrian refugee families in Fresno. “It’s really the least I can do. They [Syrians in Aleppo] opened their arms to my family, and now I’m opening my arms to theirs.”\u003c/p>\n\u003cp>Chavoor-Bergen is also educating the community. She educates public school counselors about the recent migration of Syrian refugees to Fresno. She wants the counselors to understand that more than half of displaced Syrians are children, most under the age of 12. Many of them are now enrolled in Fresno schools — some have been wounded, burned or have witnessed violence.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“They’ve endured the destruction of their homes and communities, survived forced displacement. Part of the complexity of their trauma is that it went from their home maybe in Aleppo to the [refugee] camps and the extreme vetting process,” Chavoor-Bergen says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take Layla Darwish. She has a part-time job with \u003ca href=\"https://www.firminc.org/\">Fresno Interdenominational Refugee Ministries (FIRM)\u003c/a> to help Syrians interpret their new landscape. But for Darwish, part time means \u003ci>all\u003c/i> her waking hours.\u003c/p>\n\u003cp>On her own, Darwish started a tutoring program where volunteers help kids with homework.\u003c/p>\n\u003cp>She looks up from the sidewalk and greets a Syrian woman yelling down to her from her second-floor apartment. Darwish just saw her yesterday, but the woman clearly misses her.\u003c/p>\n\u003cp>“She said, ‘I haven’t seen you in a long time,’ ” says Darwish, translating. “So that’s quite common. A lot of them are kind of territorial. They want you to spend more time with them.”\u003c/p>\n\u003cp>In this 16-unit apartment complex, there are 41 children, and on any given day, you can hear them laughing and yelling and chasing each other in the courtyard.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘Working with Syrians has taken a huge amount of our capacity. The dollars are very challenging, and it’s also because it’s a polarizing issue. I’ve spoken at places that blatantly do not agree with the work we’re doing.’\u003ccite>FIRM Executive Director Zack Darrah\u003c/cite>\u003c/aside>\n\u003cp>Ray Harris, 22, is a member of the only family here that’s not Syrian. He says he likes his neighbors.\u003c/p>\n\u003cp>“They show a lot of love, man. They bring you food and everything,” he says. He adds that he uses \u003ca href=\"https://translate.google.com/\">Google translate \u003c/a>to communicate with them.\u003c/p>\n\u003cp>Next door to Harris, Mohammed Bachan tells Darwish that life is better for refugees here in America. He has five kids, and he now works as a mechanic — in Syria he had a car dealership.\u003c/p>\n\u003cp>When he and his family first moved to Fresno, they were scared.\u003c/p>\n\u003cp>“Because they didn’t know where to start,’ Darwish says. “In the beginning there was a local mosque that helped them just network with people. And then once FIRM came in, we started taking them to the DMV to get their permits, their driving lessons.”\u003c/p>\n\u003cp>A few decades ago, this neighborhood was teeming with Hmong refugees. The rents are still cheap, about $450 for a two-bedroom unit. But it isn’t always safe.\u003c/p>\n\u003cp>“There have been a number of attacks from the neighborhood gangs, anywhere from throwing stones to knives. The police have been called lately,” she says. “One of my colleagues was patrolling the neighborhood until 12 at night. They just want to live here in peace.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>FIRM Executive Director Zack Darrah says he’s partnering with local Islamic cultural centers, churches and advocacy groups to help Syrians find better housing, cars and jobs. About 200 Syrians have migrated to Fresno, most in the past year, and Darrah expects more.\u003c/p>\n\u003cp>“I’ve gotten calls from Indiana, from Florida, from Texas, San Diego and San Jose,” he says.\u003c/p>\n\u003cp>Fresno is used to having refugees: Hmong and other groups make up about 10 percent of the city’s population. But helping refugees is tricky without resettlement funds, says Darrah.\u003c/p>\n\u003cp>“Working with Syrians has taken just a huge amount of our capacity. The dollars are very challenging, and it’s also because it’s a polarizing issue. I’ve spoken at places that blatantly do not agree with the work we’re doing,” he says. “I’ve spoken to churches that do not agree with what we’re doing as a Christian organization. [[They say]] ‘why are we working with Muslims and why are we serving these other folks and why are they even here’?”\u003c/p>\n\u003cfigure id=\"attachment_11489252\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11489252\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/05/Wasan-800x1087.jpg\" alt=\"Interpreter Wasan Abu-Baker is guided by her own immigrant experience in helping Syrian refugees.\" width=\"800\" height=\"1087\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-800x1087.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-1020x1386.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-1180x1603.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-960x1305.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-240x326.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-375x510.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/05/Wasan-520x707.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Interpreter Wasan Abu-Baker is guided by her own immigrant experience in helping Syrian refugees. \u003ccite>(Courtesy Wasan Abu-Baker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And these families have already been through so much trauma, he says. They are starting from scratch, finding jobs, learning English, enrolling their kids in schools.\u003c/p>\n\u003cp>And on top of that, some of them have experienced extreme prejudice.\u003c/p>\n\u003cp>“We want to protect them, make them feel safe,” says Darrah. “But we have to be clear with families that not everyone does. These are unfortunate conversations to have with refugees who have just left a horrendous situation. Many have lost family and suffered terribly, and they come here to us and we have to talk with them about taking safety precautions!”\u003c/p>\n\u003cp>Fortunately, FIRM did get a county grant to hire three part-time employees to interpret for and assist Syrian refugees. Wasan Abu-Baker is one of those interpreters. But she was helping Syrians long before she was hired by FIRM, taking them to medical appointments, the mosque and the grocery store.\u003c/p>\n\u003cp>She, too, left a war-torn place to come to the United States from Palestine after marrying an American citizen. And now, she not only works for FIRM but she’s also doing a community engagement project as a fellow for the Tamejavi Cultural Organizing Fellowship Program at the \u003ca href=\"http://www.tamejavi.org/pvi.php\">Pan Valley Institute\u003c/a>. The goal is to learn about her Muslim community in Fresno and empower the community through leadership, cultural organizing and art.\u003c/p>\n\u003cp>She says the project has opened her eyes to the many gifts Syrian refugees and asylum seekers have to offer. “I found out we have a lot of hidden artists in our community,” she says. “But we need to share that with other communities so they know what we have as Muslims here.”\u003c/p>\n\u003cp>Recently, as part of her project, she brought a Syrian interior designer who does elaborate paintings on ceramics to a crafts store to pick out some paints and paintbrushes. The artist was surprised by the number of choices available.\u003c/p>\n\u003cp>“In our country, only once choice,” she tells Abu-Baker. “I know!” Abu-Baker says. “This is what I learn. This country, a lot of choices.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Choices that Abu-Baker hopes will make the lives of Syrian refugees easier in Fresno.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "PHOTOS: Fresno Girl Wins Scripps National Spelling Bee",
"title": "PHOTOS: Fresno Girl Wins Scripps National Spelling Bee",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>\"Marocain.\"\u003c/p>\n\u003cp>It \u003cem>could \u003c/em>just be the word for a dress fabric of ribbed crepe, made of silk or wool or both.\u003c/p>\n\u003cp>But it's not.\u003c/p>\n\u003cp>It's the word that broke an intense streak of ties -- the word that brought 12-year-old Ananya Vinay from Fresno, California, the youngest finalist at the Scripps National Spelling Bee in Oxon Hill, Maryland, to victory.\u003c/p>\n\u003cp>\"It was kind of intense,\" Vinay \u003ca href=\"http://spellingbee.com/blog/#!/some-words-our-winner?nid=1419\">said\u003c/a> in an interview after beating eighth-grader Rohan Rajeev from Oklahoma. Vinay and Rajeev competed in 21 rounds before Rohan stumbled on the word \"marram.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Vinay took home $40,000 in cash, a $2,500 savings bond and, of course, a collection of reference books.\u003c/p>\n\u003cp>Vinay's philosophy is a simple one: \"If you try your best, you're a winner.\"\u003c/p>\n\u003cp>In case you were wondering what her favorite word was, try spelling this one: spizzerinctum. Definition: ambition to succeed.\u003c/p>\n\u003cp>“It motivates me,” she said. “I hope I get a word I know and I just keep going.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The road to the spelling championship is full of highs and lows. Here are more photos from the Scripps National Spelling Bee in Oxon Hill, Maryland.\u003c/p>\n\u003cfigure id=\"attachment_11490708\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490708\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691352680-1020x795.jpg\" alt=\"\" width=\"640\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1020x795.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-160x125.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-800x623.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1920x1496.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1180x919.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-960x748.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-240x187.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-375x292.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-520x405.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rohan Rajeev, 14, waits to hear if Ananya Vinay of Fresno, California, spells \"marocain\" correctly to win the 2017 Scripps National Spelling Bee. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490663\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490663\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691349380-1020x755.jpg\" alt=\"\" width=\"640\" height=\"474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1020x755.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-160x119.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-800x593.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1920x1422.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1180x874.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-960x711.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-240x178.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-375x278.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-520x385.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ananya Vinay of Fresno, California, with her trophy. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490662\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490662\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691201248-1020x740.jpg\" alt=\"\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1020x740.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-800x581.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1920x1393.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1180x856.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-960x697.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-240x174.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-375x272.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-520x377.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Samhita Sandhya Kumar of Gold River, California, reacts after spelling her word correctly during the final round of the 2017 Scripps National Spelling Bee. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490661\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490661\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690973242-1020x679.jpg\" alt=\"\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1920x1278.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-520x346.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Grace Jones (L) of New Carlisle, Indiana, and Asha Chauhan (R) of Elmwood Park, New Jersey, wait on stage during round three of the 2017 Scripps National Spelling Bee. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490660\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490660\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690950736-1020x695.jpg\" alt=\"\" width=\"640\" height=\"436\">\u003cfigcaption class=\"wp-caption-text\">Ben Lenger of Niwot, Colorado, yawns as he waits on stage during round two. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490659\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690924026-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A parent takes pictures of competitors on stage. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"excerpt": "'Marocain' could just be the word for a dress fabric of ribbed crepe, made of silk or wool or both, but it's not -- it's the word that broke a streak of ties.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Marocain.\"\u003c/p>\n\u003cp>It \u003cem>could \u003c/em>just be the word for a dress fabric of ribbed crepe, made of silk or wool or both.\u003c/p>\n\u003cp>But it's not.\u003c/p>\n\u003cp>It's the word that broke an intense streak of ties -- the word that brought 12-year-old Ananya Vinay from Fresno, California, the youngest finalist at the Scripps National Spelling Bee in Oxon Hill, Maryland, to victory.\u003c/p>\n\u003cp>\"It was kind of intense,\" Vinay \u003ca href=\"http://spellingbee.com/blog/#!/some-words-our-winner?nid=1419\">said\u003c/a> in an interview after beating eighth-grader Rohan Rajeev from Oklahoma. Vinay and Rajeev competed in 21 rounds before Rohan stumbled on the word \"marram.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Vinay took home $40,000 in cash, a $2,500 savings bond and, of course, a collection of reference books.\u003c/p>\n\u003cp>Vinay's philosophy is a simple one: \"If you try your best, you're a winner.\"\u003c/p>\n\u003cp>In case you were wondering what her favorite word was, try spelling this one: spizzerinctum. Definition: ambition to succeed.\u003c/p>\n\u003cp>“It motivates me,” she said. “I hope I get a word I know and I just keep going.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The road to the spelling championship is full of highs and lows. Here are more photos from the Scripps National Spelling Bee in Oxon Hill, Maryland.\u003c/p>\n\u003cfigure id=\"attachment_11490708\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490708\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691352680-1020x795.jpg\" alt=\"\" width=\"640\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1020x795.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-160x125.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-800x623.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1920x1496.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-1180x919.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-960x748.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-240x187.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-375x292.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691352680-520x405.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rohan Rajeev, 14, waits to hear if Ananya Vinay of Fresno, California, spells \"marocain\" correctly to win the 2017 Scripps National Spelling Bee. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490663\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490663\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691349380-1020x755.jpg\" alt=\"\" width=\"640\" height=\"474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1020x755.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-160x119.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-800x593.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1920x1422.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-1180x874.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-960x711.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-240x178.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-375x278.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691349380-520x385.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ananya Vinay of Fresno, California, with her trophy. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490662\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490662\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-691201248-1020x740.jpg\" alt=\"\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1020x740.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-160x116.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-800x581.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1920x1393.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-1180x856.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-960x697.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-240x174.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-375x272.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-691201248-520x377.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Samhita Sandhya Kumar of Gold River, California, reacts after spelling her word correctly during the final round of the 2017 Scripps National Spelling Bee. \u003ccite>(Mark Wilson/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490661\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490661\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690973242-1020x679.jpg\" alt=\"\" width=\"640\" height=\"426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1920x1278.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-960x639.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690973242-520x346.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Grace Jones (L) of New Carlisle, Indiana, and Asha Chauhan (R) of Elmwood Park, New Jersey, wait on stage during round three of the 2017 Scripps National Spelling Bee. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490660\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490660\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690950736-1020x695.jpg\" alt=\"\" width=\"640\" height=\"436\">\u003cfigcaption class=\"wp-caption-text\">Ben Lenger of Niwot, Colorado, yawns as he waits on stage during round two. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_11490659\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11490659\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/GettyImages-690924026-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/06/GettyImages-690924026-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A parent takes pictures of competitors on stage. \u003ccite>(Alex Wong/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"title": "The Trump Effect on Colleges? Fewer International Students Applying",
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"content": "\u003cp>\u003ci>This story is part of our series “\u003ca href=\"https://ww2.kqed.org/news/tag/trump-ed/\" target=\"_blank\" rel=\"noopener\">Trump Ed\u003c/a>,” exploring how President Trump’s proposed federal education policies could impact California schools. The series was produced in collaboration with reporters from \u003ca href=\"http://www.kpbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KPBS\u003c/a>, \u003ca href=\"http://www.scpr.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KPCC\u003c/a> and \u003ca href=\"https://calmatters.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CALmatters\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>Admissions officials at Cal State Long Beach were struck recently when they got their latest batch of applications on April 1.\u003c/p>\n\u003cp>While there was a slight increase in the number of undergraduate applications received, the decline in graduate applications from some countries was in the double digits: 42 percent drop from India, 9 percent drop from China and a 24 percent drop from Iran.\u003c/p>\n\u003cp>“Certainly that number is significant, and we didn’t anticipate that large of a drop in those applications for graduate studies,” said Terrence Graham, the campus’s executive director of International Programs.\u003c/p>\n\u003cp>[contextly_sidebar id=”2NqWOgOwUWg1S13hNMm3jiGnYWGf753U”]\u003c/p>\n\u003cp>California State University Fullerton and UC Riverside are seeing similar drops, also from some of the same countries. The University of California \u003ca href=\"http://www.ucop.edu/institutional-research-academic-planning/_files/factsheets/2017/fall-2017-applications-table2.1-v2.pdf\">saw a drop systemwide\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Graham says his staff heard from applicants wanting to know about violence toward foreigners and about White House policies that could make it harder for them to get a job in the U.S. after graduation.\u003c/p>\n\u003cp>“We did get emails from concerned students from India saying, ‘Should I finish my application? Is there any point in me planning to come?'” Graham said. “We have heard from students from Iran[…] concerns certainly there with a lot of the rhetoric about [President Trump’s travel ban].”\u003c/p>\n\u003cp>The application decline could be an early warning to higher education institutions about enrollment declines that could dampen the amount of tuition they collect each year. Many international students enroll in engineering and business majors. College administrators say these American industries could be weakened as colleges graduate fewer professionals.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘The workforce will be impacted [because] we have relied on foreign-born American-educated graduates in industry and in the faculty ranks in the academy.’\u003ccite>Forouzan Golshani, dean of the College of Engineering, Cal State Long Beach\u003c/cite>\u003c/aside>\n\u003cp>Seventy percent of the graduate students in engineering at Cal State Long Beach are international students. Some of them echo the concerns heard by university staff.\u003c/p>\n\u003cp>Manoj Sampangi Ram — a native of Bangalore, India — is in the first year of the engineering master’s program that teaches students how to design and manufacture parts for industries such as aerospace. In the fall he talked to friends in India who wanted to follow in his footsteps at an American university.\u003c/p>\n\u003cp>“When Trump won they all backed out. Because his rules are very strict, H-1B for students,” Sampangi Ram said.\u003c/p>\n\u003cp>He’s talking about the visa that allows foreigners to stay and work in the U.S. for a limited amount of time. President Trump has pledged to enact limits on the H-1B visa, and that worries Sampangi Ram.\u003c/p>\n\u003cp>[contextly_sidebar id=”KF8SIyRMjI2iMXINUdUmnzz4XAmKLXVT”]\u003c/p>\n\u003cp>The application drop at Cal State Long Beach appears to also be happening at campuses in different parts of the nation.\u003c/p>\n\u003cp>In April, the American Association of Collegiate Registrars and Admissions Officers released results of \u003ca href=\"http://www.aacrao.org/docs/default-source/TrendTopic/Immigration/final-report.pdf?sfvrsn=0\">a survey of 294 college admission officials.\u003c/a>\u003c/p>\n\u003cp>Nearly 40 percent of the institutions represented in the survey reported a drop in applications from international students. According to the report, there are more than 100,000 students from the Middle East enrolled in U.S. higher education, while nearly half a million students from China and India study here.\u003c/p>\n\u003cp>According to the survey, students who want to study in U.S. universities said they’re concerned that U.S. embassies and consulates will deny them student visas and that the U.S. is becoming less welcoming to foreigners. They also worry the U.S. government will modify visas to restrict travel and employment.\u003c/p>\n\u003cp>The results, the association said, are early warnings of potential declines rather than definitive proof that fewer students from abroad will enroll in U.S. universities.\u003c/p>\n\u003cp>[contextly_sidebar id=”RficXbjs0VeVRdiHVBPo6xtfdUoLZASx”]\u003c/p>\n\u003cp>At Cal State Long Beach, officials said a drop in foreign student enrollment could reduce class offerings and mean fewer graduates in careers that are key to the U.S. economy.\u003c/p>\n\u003cp>“The workforce will be impacted much more significantly,” said Forouzan Golshani, dean of the College of Engineering. “The reason is that we have relied on foreign-born American-educated graduates in industry and in the faculty ranks in the academy.”\u003c/p>\n\u003cp>That’s because, he said, so few American-born public school students pursue advanced degrees in science, technology, engineering and math.\u003c/p>\n\u003cp>If foreign applications continue to drop, Golshani said, American public schools will need to do a better job getting students interested in science, technology, engineering and math careers.\u003c/p>\n\u003cp>Cal State Long Beach’s international student office has decided to take action on a couple of fronts. They’ve \u003ca href=\"https://www.youtube.com/watch?v=FlCZPm-4_Hc\">created videos\u003c/a> to send overseas applicants the message that Southern California is a tolerant place where they are welcome.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=FlCZPm-4_Hc\u003c/p>\n\u003cp>This campus has nearly 2,000 students from abroad earning a degree, one of the highest number among all 23 Cal State universities. International students pay about double in tuition and fees compared to a California resident.\u003c/p>\n\u003cp>To counter the expected drop in international student enrollment, Cal State Long Beach is sending recruiters to places they rarely go.\u003c/p>\n\u003cp>“Latin America, for example, looking at Africa, looking at some other regions that we might not have been putting as many resources into so that we’re less susceptible to those political ups and downs that are part of this business,” said executive director Terrence Graham.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But even in those countries, he said, his staff will likely get similar questions about whether it’s safe to study in the U.S. and whether government policies will allow them to stay and work after graduation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story is part of our series “\u003ca href=\"https://ww2.kqed.org/news/tag/trump-ed/\" target=\"_blank\" rel=\"noopener\">Trump Ed\u003c/a>,” exploring how President Trump’s proposed federal education policies could impact California schools. The series was produced in collaboration with reporters from \u003ca href=\"http://www.kpbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KPBS\u003c/a>, \u003ca href=\"http://www.scpr.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KPCC\u003c/a> and \u003ca href=\"https://calmatters.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CALmatters\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>Admissions officials at Cal State Long Beach were struck recently when they got their latest batch of applications on April 1.\u003c/p>\n\u003cp>While there was a slight increase in the number of undergraduate applications received, the decline in graduate applications from some countries was in the double digits: 42 percent drop from India, 9 percent drop from China and a 24 percent drop from Iran.\u003c/p>\n\u003cp>“Certainly that number is significant, and we didn’t anticipate that large of a drop in those applications for graduate studies,” said Terrence Graham, the campus’s executive director of International Programs.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>California State University Fullerton and UC Riverside are seeing similar drops, also from some of the same countries. The University of California \u003ca href=\"http://www.ucop.edu/institutional-research-academic-planning/_files/factsheets/2017/fall-2017-applications-table2.1-v2.pdf\">saw a drop systemwide\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Graham says his staff heard from applicants wanting to know about violence toward foreigners and about White House policies that could make it harder for them to get a job in the U.S. after graduation.\u003c/p>\n\u003cp>“We did get emails from concerned students from India saying, ‘Should I finish my application? Is there any point in me planning to come?'” Graham said. “We have heard from students from Iran[…] concerns certainly there with a lot of the rhetoric about [President Trump’s travel ban].”\u003c/p>\n\u003cp>The application decline could be an early warning to higher education institutions about enrollment declines that could dampen the amount of tuition they collect each year. Many international students enroll in engineering and business majors. College administrators say these American industries could be weakened as colleges graduate fewer professionals.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘The workforce will be impacted [because] we have relied on foreign-born American-educated graduates in industry and in the faculty ranks in the academy.’\u003ccite>Forouzan Golshani, dean of the College of Engineering, Cal State Long Beach\u003c/cite>\u003c/aside>\n\u003cp>Seventy percent of the graduate students in engineering at Cal State Long Beach are international students. Some of them echo the concerns heard by university staff.\u003c/p>\n\u003cp>Manoj Sampangi Ram — a native of Bangalore, India — is in the first year of the engineering master’s program that teaches students how to design and manufacture parts for industries such as aerospace. In the fall he talked to friends in India who wanted to follow in his footsteps at an American university.\u003c/p>\n\u003cp>“When Trump won they all backed out. Because his rules are very strict, H-1B for students,” Sampangi Ram said.\u003c/p>\n\u003cp>He’s talking about the visa that allows foreigners to stay and work in the U.S. for a limited amount of time. President Trump has pledged to enact limits on the H-1B visa, and that worries Sampangi Ram.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The application drop at Cal State Long Beach appears to also be happening at campuses in different parts of the nation.\u003c/p>\n\u003cp>In April, the American Association of Collegiate Registrars and Admissions Officers released results of \u003ca href=\"http://www.aacrao.org/docs/default-source/TrendTopic/Immigration/final-report.pdf?sfvrsn=0\">a survey of 294 college admission officials.\u003c/a>\u003c/p>\n\u003cp>Nearly 40 percent of the institutions represented in the survey reported a drop in applications from international students. According to the report, there are more than 100,000 students from the Middle East enrolled in U.S. higher education, while nearly half a million students from China and India study here.\u003c/p>\n\u003cp>According to the survey, students who want to study in U.S. universities said they’re concerned that U.S. embassies and consulates will deny them student visas and that the U.S. is becoming less welcoming to foreigners. They also worry the U.S. government will modify visas to restrict travel and employment.\u003c/p>\n\u003cp>The results, the association said, are early warnings of potential declines rather than definitive proof that fewer students from abroad will enroll in U.S. universities.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At Cal State Long Beach, officials said a drop in foreign student enrollment could reduce class offerings and mean fewer graduates in careers that are key to the U.S. economy.\u003c/p>\n\u003cp>“The workforce will be impacted much more significantly,” said Forouzan Golshani, dean of the College of Engineering. “The reason is that we have relied on foreign-born American-educated graduates in industry and in the faculty ranks in the academy.”\u003c/p>\n\u003cp>That’s because, he said, so few American-born public school students pursue advanced degrees in science, technology, engineering and math.\u003c/p>\n\u003cp>If foreign applications continue to drop, Golshani said, American public schools will need to do a better job getting students interested in science, technology, engineering and math careers.\u003c/p>\n\u003cp>Cal State Long Beach’s international student office has decided to take action on a couple of fronts. They’ve \u003ca href=\"https://www.youtube.com/watch?v=FlCZPm-4_Hc\">created videos\u003c/a> to send overseas applicants the message that Southern California is a tolerant place where they are welcome.\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/FlCZPm-4_Hc'\n title='//www.youtube.com/embed/FlCZPm-4_Hc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>This campus has nearly 2,000 students from abroad earning a degree, one of the highest number among all 23 Cal State universities. International students pay about double in tuition and fees compared to a California resident.\u003c/p>\n\u003cp>To counter the expected drop in international student enrollment, Cal State Long Beach is sending recruiters to places they rarely go.\u003c/p>\n\u003cp>“Latin America, for example, looking at Africa, looking at some other regions that we might not have been putting as many resources into so that we’re less susceptible to those political ups and downs that are part of this business,” said executive director Terrence Graham.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But even in those countries, he said, his staff will likely get similar questions about whether it’s safe to study in the U.S. and whether government policies will allow them to stay and work after graduation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"tagline": "True-life supernatural stories",
"info": "",
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