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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The lawsuit demands unstated damages, compensation for attorney fees, a trial by jury and an injunction against Berkeley officials from \"restricting the exercise of political expression on the UC Berkeley campus.\"\u003c/p>\n\u003cp>UC Berkeley spokesman Dan Mogulof said the university's attorneys were reviewing the complaint but were confident that \"we are on very solid legal grounds.\" The university and its police department say they have credible intelligence of security concerns if the event goes ahead Thursday, and they have to balance their need to allow free speech with the need to ensure campus security.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The constitution permits the university to take such steps to protect public safety while facilitating expressive activities, and that is exactly what we are doing,\" Mogulof said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Since California’s constitution was passed in 1879, a strict separation between church and state has been enshrined in state law. That includes a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=CONS§ionNum=SEC.%208.&article=IX\">clear ban\u003c/a> on spending public money “for support of any sectarian or denominational school,” or on “any school not under the exclusive control of the officers of the public schools.”\u003c/p>\n\u003cp>That could come under fire this week, when the U.S. Supreme Court hears arguments Wednesday in a case that challenges a state’s ban on funding a religious school.\u003c/p>\n\u003cp>In \u003cem>Trinity Lutheran Church v. Comer\u003c/em>, the court will decide whether the state of Missouri violated the rights of a church in Columbia, Missouri, when it denied the church funds to upgrade its preschool playground, even though the project qualified for state aid. The church lost in the 8th U.S. Circuit Court of Appeals and now it’s up to the Supreme Court.\u003c/p>\n\u003cp>The court’s new conservative majority could rule specifically on the playground fund and find that a new rubber surface is simply not a religious expenditure. Or they could rule more broadly on Blaine Amendments, the constitutional provisions in Missouri, California, and dozens of other states that block funding to religiously affiliated schools.\u003c/p>\n\u003cp>“If the court writes a broad opinion striking down such restrictions, it will have a dramatic effect in California,” said UC Irvine School of Law Dean Erwin Chemerinsky.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are Blaine Amendments? \u003c/strong>\u003c/p>\n\u003cp>Thirty-eight states have versions of the law that could come under fire in \u003cem>Trinity Lutheran. \u003c/em>Many were passed with hints of (or, at times, open) hostility toward Catholics in general and a suspicion of private Catholic schools in particular. California courts have consistently upheld the state’s Blaine Amendment, even \u003ca href=\"http://law.justia.com/cases/california/court-of-appeal/3d/79/661.html\">blocking funding \u003c/a>to non-religious entities like the Stanford School of Medicine.\u003c/p>\n\u003cp>Defenders of the laws argue that they provide important protections that should extend even to areas as secular as playgrounds.\u003c/p>\n\u003cp>“The reason why the state has the ability to make this choice is it can decide that it does not want to entangle itself with decisions about how churches use their money,” said Daniel Mach, director of the Program on Freedom of Religion and Belief with the ACLU, which \u003ca href=\"http://www.scotusblog.com/wp-content/uploads/2016/07/15-577_amicus_resp_aclu.pdf\">supports Missouri\u003c/a> in the case.\u003c/p>\n\u003cp>\u003cstrong>Opening the Door for Vouchers? \u003c/strong>\u003c/p>\n\u003cp>For many legal experts, a wide ruling in the \u003cem>Trinity Lutheran \u003c/em>case would raise another issue: school vouchers. If the court strikes down Blaine Amendments generally, it could make it legal for California to grant students a voucher (or money) to use at the school of their choice. Currently, a voucher program would require a state constitutional amendment.\u003c/p>\n\u003cp>Even if a ruling at the Supreme Court level makes California’s ban on religious school funding unconstitutional, there is little indication that a voucher program would be well received in the state. It’s doubtful Gov. Jerry Brown and the Democratic Legislature would advocate for the shift, and California voters have twice voted down a private school voucher initiative. The last time the issue was on the ballot in 2000, voters \u003ca href=\"https://ballotpedia.org/California_Proposition_38,_School_Vouchers_(2000)\">rejected the school choice initiative\u003c/a> by a 71 percent to 29 percent margin.\u003c/p>\n\u003cp>But many legal experts believe the addition of Neil Gorsuch to the nation’s highest court could at least chip away at the legal protection behind one of California’s original statutes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the areas where Neil Gorsuch as a federal court of appeals judge was most often on the conservative side was on religion questions,” said Chemerinsky. “He very much was siding with religion, in terms of there being able to be more aid from government, siding with religion in terms of their challenges based on free exercise.”\u003c/span>\u003c/p>\n\u003cp>Supporters of the Lutheran Church argue that the strict church-state wall discriminates against religious schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It is burdensome on allowing parents to choose how they want their children educated,” said Meriem Hubbard, a senior attorney with the Pacific Legal Foundation, which filed \u003ca href=\"http://www.scotusblog.com/wp-content/uploads/2016/04/TrinityLutheranMeritsAmicusPLF.pdf\">an amicus brief\u003c/a> on behalf of Trinity Lutheran. She says a ruling against Missouri “could open a lot of opportunities for parents to send their children to the school of their choice.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since California’s constitution was passed in 1879, a strict separation between church and state has been enshrined in state law. That includes a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=CONS§ionNum=SEC.%208.&article=IX\">clear ban\u003c/a> on spending public money “for support of any sectarian or denominational school,” or on “any school not under the exclusive control of the officers of the public schools.”\u003c/p>\n\u003cp>That could come under fire this week, when the U.S. Supreme Court hears arguments Wednesday in a case that challenges a state’s ban on funding a religious school.\u003c/p>\n\u003cp>In \u003cem>Trinity Lutheran Church v. Comer\u003c/em>, the court will decide whether the state of Missouri violated the rights of a church in Columbia, Missouri, when it denied the church funds to upgrade its preschool playground, even though the project qualified for state aid. The church lost in the 8th U.S. Circuit Court of Appeals and now it’s up to the Supreme Court.\u003c/p>\n\u003cp>The court’s new conservative majority could rule specifically on the playground fund and find that a new rubber surface is simply not a religious expenditure. Or they could rule more broadly on Blaine Amendments, the constitutional provisions in Missouri, California, and dozens of other states that block funding to religiously affiliated schools.\u003c/p>\n\u003cp>“If the court writes a broad opinion striking down such restrictions, it will have a dramatic effect in California,” said UC Irvine School of Law Dean Erwin Chemerinsky.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are Blaine Amendments? \u003c/strong>\u003c/p>\n\u003cp>Thirty-eight states have versions of the law that could come under fire in \u003cem>Trinity Lutheran. \u003c/em>Many were passed with hints of (or, at times, open) hostility toward Catholics in general and a suspicion of private Catholic schools in particular. California courts have consistently upheld the state’s Blaine Amendment, even \u003ca href=\"http://law.justia.com/cases/california/court-of-appeal/3d/79/661.html\">blocking funding \u003c/a>to non-religious entities like the Stanford School of Medicine.\u003c/p>\n\u003cp>Defenders of the laws argue that they provide important protections that should extend even to areas as secular as playgrounds.\u003c/p>\n\u003cp>“The reason why the state has the ability to make this choice is it can decide that it does not want to entangle itself with decisions about how churches use their money,” said Daniel Mach, director of the Program on Freedom of Religion and Belief with the ACLU, which \u003ca href=\"http://www.scotusblog.com/wp-content/uploads/2016/07/15-577_amicus_resp_aclu.pdf\">supports Missouri\u003c/a> in the case.\u003c/p>\n\u003cp>\u003cstrong>Opening the Door for Vouchers? \u003c/strong>\u003c/p>\n\u003cp>For many legal experts, a wide ruling in the \u003cem>Trinity Lutheran \u003c/em>case would raise another issue: school vouchers. If the court strikes down Blaine Amendments generally, it could make it legal for California to grant students a voucher (or money) to use at the school of their choice. Currently, a voucher program would require a state constitutional amendment.\u003c/p>\n\u003cp>Even if a ruling at the Supreme Court level makes California’s ban on religious school funding unconstitutional, there is little indication that a voucher program would be well received in the state. It’s doubtful Gov. Jerry Brown and the Democratic Legislature would advocate for the shift, and California voters have twice voted down a private school voucher initiative. The last time the issue was on the ballot in 2000, voters \u003ca href=\"https://ballotpedia.org/California_Proposition_38,_School_Vouchers_(2000)\">rejected the school choice initiative\u003c/a> by a 71 percent to 29 percent margin.\u003c/p>\n\u003cp>But many legal experts believe the addition of Neil Gorsuch to the nation’s highest court could at least chip away at the legal protection behind one of California’s original statutes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the areas where Neil Gorsuch as a federal court of appeals judge was most often on the conservative side was on religion questions,” said Chemerinsky. “He very much was siding with religion, in terms of there being able to be more aid from government, siding with religion in terms of their challenges based on free exercise.”\u003c/span>\u003c/p>\n\u003cp>Supporters of the Lutheran Church argue that the strict church-state wall discriminates against religious schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It is burdensome on allowing parents to choose how they want their children educated,” said Meriem Hubbard, a senior attorney with the Pacific Legal Foundation, which filed \u003ca href=\"http://www.scotusblog.com/wp-content/uploads/2016/04/TrinityLutheranMeritsAmicusPLF.pdf\">an amicus brief\u003c/a> on behalf of Trinity Lutheran. She says a ruling against Missouri “could open a lot of opportunities for parents to send their children to the school of their choice.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In front of a crowd of cheering students at \u003ca href=\"http://whs.wjusd.org/\" target=\"_blank\">Woodland High School\u003c/a> north of Sacramento, \u003ca href=\"http://www.cde.ca.gov/eo/\" target=\"_blank\">state Schools Superintendent Tom Torlakson\u003c/a> delivered the good news:\u003c/p>\n\u003cp>California’s high school \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr17/yr17rel27.asp\">graduation rate is at an all-time high.\u003c/a>\u003c/p>\n\u003cp>Data released on Tuesday show 83 percent of high school seniors are now graduating -- up nearly 10 percent since 2010.\u003c/p>\n\u003cp>This is the seventh consecutive year the state's graduation rate has increased.\u003c/p>\n\u003cp>\"You can be proud,\" Torlakson told Woodland High students. \"We're going to keep going up.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The most important finding based on the latest state graduation data? More at-risk students are also finishing school.\u003c/p>\n\u003cp>State education officials credit California’s \u003ca href=\"http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp\" target=\"_blank\">Local Control Funding Formula\u003c/a>, implemented four years ago.\u003c/p>\n\u003cp>Under the funding system, the state has been pumping additional revenue into school districts with large numbers of low-income students, English learners and foster youth.\u003c/p>\n\u003cp>District officials also have the power to spend that money on programs they believe work for their students -- from tutoring to career technical education programs.\u003c/p>\n\u003cp>“We don’t micromanage and tell districts how to spend the money, but we have done a lot to concentrate state resources where needs are greatest,\" Torlakson said.\u003c/p>\n\u003cp>At Woodland High, the additional state revenue is paying for more Advanced Placement courses, tutoring and intervention programs.\u003c/p>\n\u003cp>A new team of counselors also help students academically and emotionally.\u003c/p>\n\u003cp>\"If you need help, you go to them and they’ll move their schedule around to help you,” says Woodland High School senior Cassidy Shriner.\u003c/p>\n\u003cp>Many Bay Area schools have adopted similar programs.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/news-and-calendars/files/4%2011%2017%20SFUSD%20graduation%20rates%20continue%20to%20rise.pdf\" target=\"_blank\">San Francisco Unified\u003c/a>, the graduation rate increased slightly to 86 percent.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sjusd.org/\" target=\"_blank\">San Jose Unified’s\u003c/a> grad rate hovers at 87 percent, and the district continues to graduate many more Latinos and English learners.\u003c/p>\n\u003cp>But it’s not a completely rosy picture for California.\u003c/p>\n\u003cp>School districts like \u003ca href=\"http://www.ousd.org/Page/1\" target=\"_blank\">Oakland Unified\u003c/a> are making gains, but overall graduation rates are still far too low.\u003c/p>\n\u003cp>Persistent achievement gaps also remain among black and Latino students and their white and Asian counterparts.\u003c/p>\n\u003cp>Federal education officials are auditing the accuracy of the state’s graduation rates -- but the California Department of Education says it stands by its calculations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In addition, critics say the graduation rate increase is partly because the state has suspended its high-stakes exit exam, which means seniors no longer have to pass that test in order to graduate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In front of a crowd of cheering students at \u003ca href=\"http://whs.wjusd.org/\" target=\"_blank\">Woodland High School\u003c/a> north of Sacramento, \u003ca href=\"http://www.cde.ca.gov/eo/\" target=\"_blank\">state Schools Superintendent Tom Torlakson\u003c/a> delivered the good news:\u003c/p>\n\u003cp>California’s high school \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr17/yr17rel27.asp\">graduation rate is at an all-time high.\u003c/a>\u003c/p>\n\u003cp>Data released on Tuesday show 83 percent of high school seniors are now graduating -- up nearly 10 percent since 2010.\u003c/p>\n\u003cp>This is the seventh consecutive year the state's graduation rate has increased.\u003c/p>\n\u003cp>\"You can be proud,\" Torlakson told Woodland High students. \"We're going to keep going up.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The most important finding based on the latest state graduation data? More at-risk students are also finishing school.\u003c/p>\n\u003cp>State education officials credit California’s \u003ca href=\"http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp\" target=\"_blank\">Local Control Funding Formula\u003c/a>, implemented four years ago.\u003c/p>\n\u003cp>Under the funding system, the state has been pumping additional revenue into school districts with large numbers of low-income students, English learners and foster youth.\u003c/p>\n\u003cp>District officials also have the power to spend that money on programs they believe work for their students -- from tutoring to career technical education programs.\u003c/p>\n\u003cp>“We don’t micromanage and tell districts how to spend the money, but we have done a lot to concentrate state resources where needs are greatest,\" Torlakson said.\u003c/p>\n\u003cp>At Woodland High, the additional state revenue is paying for more Advanced Placement courses, tutoring and intervention programs.\u003c/p>\n\u003cp>A new team of counselors also help students academically and emotionally.\u003c/p>\n\u003cp>\"If you need help, you go to them and they’ll move their schedule around to help you,” says Woodland High School senior Cassidy Shriner.\u003c/p>\n\u003cp>Many Bay Area schools have adopted similar programs.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/news-and-calendars/files/4%2011%2017%20SFUSD%20graduation%20rates%20continue%20to%20rise.pdf\" target=\"_blank\">San Francisco Unified\u003c/a>, the graduation rate increased slightly to 86 percent.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sjusd.org/\" target=\"_blank\">San Jose Unified’s\u003c/a> grad rate hovers at 87 percent, and the district continues to graduate many more Latinos and English learners.\u003c/p>\n\u003cp>But it’s not a completely rosy picture for California.\u003c/p>\n\u003cp>School districts like \u003ca href=\"http://www.ousd.org/Page/1\" target=\"_blank\">Oakland Unified\u003c/a> are making gains, but overall graduation rates are still far too low.\u003c/p>\n\u003cp>Persistent achievement gaps also remain among black and Latino students and their white and Asian counterparts.\u003c/p>\n\u003cp>Federal education officials are auditing the accuracy of the state’s graduation rates -- but the California Department of Education says it stands by its calculations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In addition, critics say the graduation rate increase is partly because the state has suspended its high-stakes exit exam, which means seniors no longer have to pass that test in order to graduate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "San Bernardino School Closed Following Murder-Suicide",
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"content": "\u003cp>SAN BERNARDINO — Students dove under desks when a man walked into his estranged wife's elementary school classroom and \u003ca href=\"https://ww2.kqed.org/news/2017/04/10/4-people-shot-at-san-bernardino-elementary-school/\" target=\"_blank\">opened fire without saying a word\u003c/a>, killing her and an 8-year-old student and wounding a 9-year-old before fatally shooting himself, authorities said.\u003c/p>\n\u003cp>Some six weeks earlier, 53-year-old Cedric Anderson was a newlywed, calling his wife Karen Smith, also 53, an \"angel\" in one of many social media posts professing his love.\u003c/p>\n\u003cp>San Bernardino police have said nothing of what might have motivated Anderson to open fire in the special education classroom at North Park Elementary School on Monday.\u003c/p>\n\u003cp>[contextly_sidebar id=\"UdyO9kWFnmdQARTopzALRJuwLIZdEvLH\"]\u003c/p>\n\u003cp>\"No one has come forward to say they saw this coming,\" Police Chief Jarrod Burguan said, though Anderson had a history of weapons, domestic violence and possible drug charges that predated the brief marriage.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School district officials said classes at North Park would be canceled for at least Tuesday and Wednesday. Counselors were made available at a nearby middle school for students, family and staff.\u003c/p>\n\u003cp>The shooting came 15 months after a terror attack in San Bernardino that killed 14 people and wounded 22 others at a meeting of county employees. Husband-and-wife shooters Syed Rizwan Farook and Tashfeen Malik were later killed in a gunbattle with authorities.\u003c/p>\n\u003cp>Nine-year-old Marissa Perez said she got under a table as soon as she saw the gunman enter her classroom Monday.\u003c/p>\n\u003cp>\"She keeps telling me, 'My teacher got shot, my friend got shot,' \" her mother, Elizabeth Barajas, said as she clutched her daughter's blood-stained sweatshirt.\u003c/p>\n\u003cp>Marissa said the shooter didn't speak as he began shooting. One of her friends was hit, she added, pointing to her abdomen.\u003c/p>\n\u003cfigure id=\"attachment_11403529\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11403529 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/SBKids-800x502.jpg\" alt=\"A police officer leads North Park elementary school students to be reunited with their parents following the shooting on Monday, April 10, 2017.\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-800x502.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-1020x640.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-1180x740.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-960x602.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A police officer leads North Park Elementary School students to be reunited with their parents following the shooting on Monday, April 10, 2017. \u003ccite>(ROBYN BECK/AFP/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>What appears to be Anderson's Facebook page features many public declarations of love for Smith between statements of religious devotion before his last public post on March 15.\u003c/p>\n\u003cp>\"She knows when to ignore me,\" Anderson said with a laugh in a short video posted Feb. 27. \"Well, it makes a happy marriage.\"\u003c/p>\n\u003cp>Anderson had posted that he \"loved being married to Karen Smith-Anderson!\" and shared a photo of the two of them on March 4 during what he described as a date night.\u003c/p>\n\u003cp>The page also had several photos of his wedding to Smith and their honeymoon among the scenic red rocks of Sedona, Arizona.\u003c/p>\n\u003cp>But Smith left him about a month and a half after their late-January marriage, police and family members said.\u003c/p>\n\u003cp>Smith's mother, Irma Sykes, said her daughter had been friends with Anderson for about four years before they got married.\u003c/p>\n\u003cp>\"She thought she had a wonderful husband, but she found out he was not wonderful at all,\" Sykes told the Los Angeles Times. \"He had other motives,\" Sykes said. \"She left him and that's where the trouble began. She broke up with him and he came out with a different personality. She decided she needed to leave him.\" She did not elaborate further.\u003c/p>\n\u003cp>Sykes said her daughter was a dedicated teacher who took up the profession about 10 years ago, after her four children grew up.\u003c/p>\n\u003cp>School staffers knew Anderson, who followed the proper protocol and got into the school through the front office by saying he had to drop something off for Smith, school district officials said.\u003c/p>\n\u003cp>Smith was his target and the two boys were hit as he was firing at her, the police chief said. Anderson emptied and reloaded the gun before turning it on himself.\u003c/p>\n\u003cp>There were 15 students in the special needs classroom ranging from first to fourth grade, along with two adult aides, Burguan said.\u003c/p>\n\u003cp>Eight-year-old Jonathan Martinez was airlifted to a hospital, where he was declared dead. A 9-year-old boy, whose name was not released, remained hospitalized Monday night.\u003c/p>\n\u003cp>The 600 other students at the school were bused to safety at California State University's San Bernardino campus, several miles away, after many walked off campus hand in hand, escorted by police.\u003c/p>\n\u003cfigure id=\"attachment_11402306\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11402306\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/Reunited-800x533.jpg\" alt=\"North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017, in San Bernardino. \u003ccite>(David McNew/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Panicked parents had to wait hours before being reunited with them at a nearby high school.\u003c/p>\n\u003cp>Holly Penalber, whose 9-year-old son and 7-year-old daughter attend the school, called it \"every parent's worst nightmare.\" She said the long wait was \"frustrating but also understandable.\"\u003c/p>\n\u003cp>Once a major rail hub and citrus producer, the city of 216,000 people filed for bankruptcy in 2012 after struggling to pay its employees despite steep cuts to the budget. It was hit hard by the great recession, seeing rises in unemployment and violent crime.\u003c/p>\n\u003cp>An overflow crowd gathered at sunset at Our Lady of the Assumption Church in San Bernardino to mourn and pray for the victims and survivors of Monday's shooting. One man wore a shirt that read \"stop the violence in SB.\"\u003c/p>\n\u003cp>\"Sometimes all we can do is cry. And today is the day for that,\" Bishop Gerald R. Barnes told the gathering. \"We'll get up again. We'll move on. We'll become stronger. But today is the day to cry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Associated Press writers Amanda Lee Myers, Brian Melley, John Rogers and Andrew Dalton contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>SAN BERNARDINO — Students dove under desks when a man walked into his estranged wife's elementary school classroom and \u003ca href=\"https://ww2.kqed.org/news/2017/04/10/4-people-shot-at-san-bernardino-elementary-school/\" target=\"_blank\">opened fire without saying a word\u003c/a>, killing her and an 8-year-old student and wounding a 9-year-old before fatally shooting himself, authorities said.\u003c/p>\n\u003cp>Some six weeks earlier, 53-year-old Cedric Anderson was a newlywed, calling his wife Karen Smith, also 53, an \"angel\" in one of many social media posts professing his love.\u003c/p>\n\u003cp>San Bernardino police have said nothing of what might have motivated Anderson to open fire in the special education classroom at North Park Elementary School on Monday.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"No one has come forward to say they saw this coming,\" Police Chief Jarrod Burguan said, though Anderson had a history of weapons, domestic violence and possible drug charges that predated the brief marriage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School district officials said classes at North Park would be canceled for at least Tuesday and Wednesday. Counselors were made available at a nearby middle school for students, family and staff.\u003c/p>\n\u003cp>The shooting came 15 months after a terror attack in San Bernardino that killed 14 people and wounded 22 others at a meeting of county employees. Husband-and-wife shooters Syed Rizwan Farook and Tashfeen Malik were later killed in a gunbattle with authorities.\u003c/p>\n\u003cp>Nine-year-old Marissa Perez said she got under a table as soon as she saw the gunman enter her classroom Monday.\u003c/p>\n\u003cp>\"She keeps telling me, 'My teacher got shot, my friend got shot,' \" her mother, Elizabeth Barajas, said as she clutched her daughter's blood-stained sweatshirt.\u003c/p>\n\u003cp>Marissa said the shooter didn't speak as he began shooting. One of her friends was hit, she added, pointing to her abdomen.\u003c/p>\n\u003cfigure id=\"attachment_11403529\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11403529 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/SBKids-800x502.jpg\" alt=\"A police officer leads North Park elementary school students to be reunited with their parents following the shooting on Monday, April 10, 2017.\" width=\"800\" height=\"502\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-800x502.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-1020x640.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-1180x740.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-960x602.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-240x151.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-375x235.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/SBKids-520x326.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A police officer leads North Park Elementary School students to be reunited with their parents following the shooting on Monday, April 10, 2017. \u003ccite>(ROBYN BECK/AFP/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>What appears to be Anderson's Facebook page features many public declarations of love for Smith between statements of religious devotion before his last public post on March 15.\u003c/p>\n\u003cp>\"She knows when to ignore me,\" Anderson said with a laugh in a short video posted Feb. 27. \"Well, it makes a happy marriage.\"\u003c/p>\n\u003cp>Anderson had posted that he \"loved being married to Karen Smith-Anderson!\" and shared a photo of the two of them on March 4 during what he described as a date night.\u003c/p>\n\u003cp>The page also had several photos of his wedding to Smith and their honeymoon among the scenic red rocks of Sedona, Arizona.\u003c/p>\n\u003cp>But Smith left him about a month and a half after their late-January marriage, police and family members said.\u003c/p>\n\u003cp>Smith's mother, Irma Sykes, said her daughter had been friends with Anderson for about four years before they got married.\u003c/p>\n\u003cp>\"She thought she had a wonderful husband, but she found out he was not wonderful at all,\" Sykes told the Los Angeles Times. \"He had other motives,\" Sykes said. \"She left him and that's where the trouble began. She broke up with him and he came out with a different personality. She decided she needed to leave him.\" She did not elaborate further.\u003c/p>\n\u003cp>Sykes said her daughter was a dedicated teacher who took up the profession about 10 years ago, after her four children grew up.\u003c/p>\n\u003cp>School staffers knew Anderson, who followed the proper protocol and got into the school through the front office by saying he had to drop something off for Smith, school district officials said.\u003c/p>\n\u003cp>Smith was his target and the two boys were hit as he was firing at her, the police chief said. Anderson emptied and reloaded the gun before turning it on himself.\u003c/p>\n\u003cp>There were 15 students in the special needs classroom ranging from first to fourth grade, along with two adult aides, Burguan said.\u003c/p>\n\u003cp>Eight-year-old Jonathan Martinez was airlifted to a hospital, where he was declared dead. A 9-year-old boy, whose name was not released, remained hospitalized Monday night.\u003c/p>\n\u003cp>The 600 other students at the school were bused to safety at California State University's San Bernardino campus, several miles away, after many walked off campus hand in hand, escorted by police.\u003c/p>\n\u003cfigure id=\"attachment_11402306\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11402306\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/Reunited-800x533.jpg\" alt=\"North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017, in San Bernardino. \u003ccite>(David McNew/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Panicked parents had to wait hours before being reunited with them at a nearby high school.\u003c/p>\n\u003cp>Holly Penalber, whose 9-year-old son and 7-year-old daughter attend the school, called it \"every parent's worst nightmare.\" She said the long wait was \"frustrating but also understandable.\"\u003c/p>\n\u003cp>Once a major rail hub and citrus producer, the city of 216,000 people filed for bankruptcy in 2012 after struggling to pay its employees despite steep cuts to the budget. It was hit hard by the great recession, seeing rises in unemployment and violent crime.\u003c/p>\n\u003cp>An overflow crowd gathered at sunset at Our Lady of the Assumption Church in San Bernardino to mourn and pray for the victims and survivors of Monday's shooting. One man wore a shirt that read \"stop the violence in SB.\"\u003c/p>\n\u003cp>\"Sometimes all we can do is cry. And today is the day for that,\" Bishop Gerald R. Barnes told the gathering. \"We'll get up again. We'll move on. We'll become stronger. But today is the day to cry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Associated Press writers Amanda Lee Myers, Brian Melley, John Rogers and Andrew Dalton contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "3 Dead, 1 Injured in Shooting at San Bernardino Elementary School",
"title": "3 Dead, 1 Injured in Shooting at San Bernardino Elementary School",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>SAN BERNARDINO — A husband opened fire on his estranged wife Monday in a San Bernardino elementary school classroom, killing her and a student in a murder-suicide that spread panic across a city still recovering emotionally from a terrorist attack at a community center just 15 months ago.\u003c/p>\n\u003cp>The shooter also died, and a second student was critically wounded at North Park School.\u003c/p>\n\u003cp>\"The children we do not believe were targeted,\" police Capt. Ron Maass told reporters.\u003c/p>\n\u003cp>The gunman was identified as 53-year-old Cedric Anderson, of Riverside, who shot his estranged wife, Elaine Smith, also 53. She was a teacher in the special-needs classroom for students in first through fourth grades.\u003c/p>\n\u003cp>Police say the couple had been estranged for at least a month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The San Bernardino Police Dept. released images of both the victim and her estranged husband.\u003c/p>\n\u003cp>https://twitter.com/SanBernardinoPD/status/851574080251740162\u003c/p>\n\u003cp>https://twitter.com/SanBernardinoPD/status/851573807164702720\u003c/p>\n\u003cp>Anderson said nothing as he began firing a large-caliber revolver, according to police. Both of the children who were hit were standing behind Smith. An 8-year-old later died. The other student was hospitalized in stable condition.\u003c/p>\n\u003cp>The gunman had a history of weapons, domestic violence and possible drug charges that predated the marriage, which lasted only a few months, authorities said.\u003c/p>\n\u003cp>The boy who died was identified as Jonathan Martinez. Authorities did not name the other boy who was wounded.\u003c/p>\n\u003cp>The 600 other students at the school were bused to safety at California State University's San Bernardino campus, several miles away. Television news footage showed students, escorted by police officers, walking off campus hand-in-hand.\u003c/p>\n\u003cp>https://twitter.com/CBSNews/status/851502791797428224\u003c/p>\n\u003cp>As word of the shooting spread, panicked parents raced to the school, some in tears, some praying as they anxiously sought information about their children. They were told to go to a nearby high school where they would be reunited.\u003c/p>\n\u003cp>Four hours later, the children began to arrive at the high school, getting hugs from emotional parents. As the students got off the buses, many of them carrying glow sticks they had been given to pass the time with, police officers applauded and high-fived them.\u003c/p>\n\u003cp>When the buses first pulled away, some parents ran alongside, waving and trying to recognize their children inside. Many said their children were too young to have cellphones. Others said the phones rang unanswered.\u003c/p>\n\u003cp>Among those waiting anxiously at the high school for her 9-year-old granddaughter's return was Alberta Terrell, who said she cried with relief when she was told that a family friend saw the girl getting safely onto a bus.\u003c/p>\n\u003cp>\"I was really elated. But I won't be truly happy until I see her and can give her a big hug,\" Terrell said as she sat in the bleachers near Cajon High School's baseball diamond.\u003c/p>\n\u003cp>\"It's frustrating for us as parents but also understandable,\" Holly Penalber said of the long wait, which most parents seemed resigned to.\u003c/p>\n\u003cp>Penalber's 9-year-old son and 7-year-old daughter attend the school. She called Monday's shootings \"every parent's worst nightmare.\"\u003c/p>\n\u003cfigure id=\"attachment_11402306\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/Reunited-800x533.jpg\" alt=\"North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11402306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino. \u003ccite>(David McNew/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>San Bernardino, a city of 216,000 people about 60 miles east of Los Angeles, was the site of a December 2015 terror attack that killed 14 people and wounded 22 others at a meeting of San Bernardino County employees. Husband-and-wife shooters Syed Rizwan Farook and Tashfeen Malik were later killed in a gunbattle with authorities.\u003c/p>\n\u003cp>Monday's shooting was the latest tragedy for a city that has struggled in recent years with more than its share of them. Once a major rail hub and citrus producer, San Bernardino filed for bankruptcy in 2012 after struggling to pay its employees despite steep cuts to the budget.\u003c/p>\n\u003cp>An outlying suburb of Los Angeles, it was hit hard when the Great Recession sent housing prices tumbling. As the city struggled with economic problems that forced layoffs of police and other government workers, violent crimes, particularly homicide, began to rise.\u003c/p>\n\u003cp>In the past year, however, the city seemed to be making a recovery. Police Chief Jarrod Burguan, who won national praise for the way his department responded to the 2015 shootings, announced last year he was hiring additional officers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A man killed his estranged wife, himself and another 8-year-old student in a murder-suicide shooting inside a classroom at the North Park School.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>SAN BERNARDINO — A husband opened fire on his estranged wife Monday in a San Bernardino elementary school classroom, killing her and a student in a murder-suicide that spread panic across a city still recovering emotionally from a terrorist attack at a community center just 15 months ago.\u003c/p>\n\u003cp>The shooter also died, and a second student was critically wounded at North Park School.\u003c/p>\n\u003cp>\"The children we do not believe were targeted,\" police Capt. Ron Maass told reporters.\u003c/p>\n\u003cp>The gunman was identified as 53-year-old Cedric Anderson, of Riverside, who shot his estranged wife, Elaine Smith, also 53. She was a teacher in the special-needs classroom for students in first through fourth grades.\u003c/p>\n\u003cp>Police say the couple had been estranged for at least a month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The San Bernardino Police Dept. released images of both the victim and her estranged husband.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Anderson said nothing as he began firing a large-caliber revolver, according to police. Both of the children who were hit were standing behind Smith. An 8-year-old later died. The other student was hospitalized in stable condition.\u003c/p>\n\u003cp>The gunman had a history of weapons, domestic violence and possible drug charges that predated the marriage, which lasted only a few months, authorities said.\u003c/p>\n\u003cp>The boy who died was identified as Jonathan Martinez. Authorities did not name the other boy who was wounded.\u003c/p>\n\u003cp>The 600 other students at the school were bused to safety at California State University's San Bernardino campus, several miles away. Television news footage showed students, escorted by police officers, walking off campus hand-in-hand.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>As word of the shooting spread, panicked parents raced to the school, some in tears, some praying as they anxiously sought information about their children. They were told to go to a nearby high school where they would be reunited.\u003c/p>\n\u003cp>Four hours later, the children began to arrive at the high school, getting hugs from emotional parents. As the students got off the buses, many of them carrying glow sticks they had been given to pass the time with, police officers applauded and high-fived them.\u003c/p>\n\u003cp>When the buses first pulled away, some parents ran alongside, waving and trying to recognize their children inside. Many said their children were too young to have cellphones. Others said the phones rang unanswered.\u003c/p>\n\u003cp>Among those waiting anxiously at the high school for her 9-year-old granddaughter's return was Alberta Terrell, who said she cried with relief when she was told that a family friend saw the girl getting safely onto a bus.\u003c/p>\n\u003cp>\"I was really elated. But I won't be truly happy until I see her and can give her a big hug,\" Terrell said as she sat in the bleachers near Cajon High School's baseball diamond.\u003c/p>\n\u003cp>\"It's frustrating for us as parents but also understandable,\" Holly Penalber said of the long wait, which most parents seemed resigned to.\u003c/p>\n\u003cp>Penalber's 9-year-old son and 7-year-old daughter attend the school. She called Monday's shootings \"every parent's worst nightmare.\"\u003c/p>\n\u003cfigure id=\"attachment_11402306\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/Reunited-800x533.jpg\" alt=\"North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11402306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/Reunited-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">North Park Elementary School students and parents are reunited after a shooting at their school on April 10, 2017 in San Bernardino. \u003ccite>(David McNew/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>San Bernardino, a city of 216,000 people about 60 miles east of Los Angeles, was the site of a December 2015 terror attack that killed 14 people and wounded 22 others at a meeting of San Bernardino County employees. Husband-and-wife shooters Syed Rizwan Farook and Tashfeen Malik were later killed in a gunbattle with authorities.\u003c/p>\n\u003cp>Monday's shooting was the latest tragedy for a city that has struggled in recent years with more than its share of them. Once a major rail hub and citrus producer, San Bernardino filed for bankruptcy in 2012 after struggling to pay its employees despite steep cuts to the budget.\u003c/p>\n\u003cp>An outlying suburb of Los Angeles, it was hit hard when the Great Recession sent housing prices tumbling. As the city struggled with economic problems that forced layoffs of police and other government workers, violent crimes, particularly homicide, began to rise.\u003c/p>\n\u003cp>In the past year, however, the city seemed to be making a recovery. Police Chief Jarrod Burguan, who won national praise for the way his department responded to the 2015 shootings, announced last year he was hiring additional officers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Deported Students Find Challenges at School in Tijuana",
"title": "Deported Students Find Challenges at School in Tijuana",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>As President Trump moves to fulfill his campaign promise to deport millions of immigrants who are in the country illegally, they'll most likely include Mexicans whose children were born in the U.S. Over half a million of these kids are already in Mexico.\u003c/p>\n\u003cp>Researchers call them \u003cem>los invisibles,\u003c/em> the invisible ones, because they often end up in an educational limbo of sorts. Most don't read or write in Spanish, so they're held back. Many get discouraged and stop going to school. In some cases schools even refuse to enroll them.\u003c/p>\n\u003cp>In the border city of Tijuana, however, there's a model program designed to help these children.\u003c/p>\n\u003cfigure id=\"attachment_11391663\" class=\"wp-caption aligncenter\" style=\"max-width: 2397px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg\">\u003cimg class=\"size-full wp-image-11391663\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg\" alt=\"Some of the concerns the new students wrote.\" width=\"2397\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg 2397w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-520x347.jpg 520w\" sizes=\"(max-width: 2397px) 100vw, 2397px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Some of the concerns the new students wrote. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At 20 de Noviembre Elementary, for example, roughly one-tenth of the school's 700 students were born in the U.S. Administrators and teachers here have embraced kids like Anthony David Martinez, a skinny 9-year-old who recently arrived from Barstow, California. That's where he was born.\u003c/p>\n\u003cp>Anthony could have stayed in California because he's a U.S. citizen, but his parents are not. They were forced to return to Mexico and didn't want to split up the family.\u003c/p>\n\u003cfigure id=\"attachment_11391737\" class=\"wp-caption alignright\" style=\"max-width: 500px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg\">\u003cimg class=\"size-full wp-image-11391737\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg\" alt=\"A family waits before a class for new student arrivals to Mexico at the Tijuana Education Department in Tijuana, Mexico.\" width=\"500\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg 500w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-240x154.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-375x240.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family waits before a class for new student arrivals to Mexico at the Tijuana Education Department in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I was like, 'Oh no, I'm going to have to make new friends, new school, new everything,' \" says Anthony. \"But now I'm happy here.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Anthony's fourth-grade teacher says his Spanish is \"a work in progress,\" but he has learned how to read and write in Spanish fairly quickly. It wasn't easy switching from English to Spanish in class or when doing his homework, says Anthony. He's still not used to saying the name of his school in English — 20 November. \"It's kind of weird,\" he chuckles.\u003c/p>\n\u003cp>At 20 de Noviembre, children like Anthony are not segregated or put in some corner of the school. They're paired with native Spanish speakers and they get lots of one-on-one tutoring to build their vocabulary and grammar in Spanish. To keep them from feeling frustrated or isolated, they're allowed to mingle with other English-speaking kids during the day so it's not uncommon to hear English at recess or lunch. There's no stigma to speaking English because it's a highly prized skill in Mexican schools.\u003c/p>\n\u003cfigure id=\"attachment_11391738\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg\">\u003cimg class=\"size-full wp-image-11391738\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg\" alt=\"Recent arrivals sit in class at the Eucario Zavala Secondario 63 school in Tijuana, Mexico.\" width=\"1300\" height=\"854\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-1180x775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-960x631.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-240x158.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-375x246.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-520x342.jpg 520w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recent arrivals sit in class at the Eucario Zavala Secondario 63 school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers say this is the model for how schools should treat and teach the half million U.S.-born students who have enrolled throughout Mexico. It has become more urgent because their numbers are growing, says Amparo Lopez, a state coordinator with Baja California's Department of Education.\u003c/p>\n\u003cp>This school year alone, she says, more than 12,000 students from all parts of the U.S. enrolled in schools across the state. That's on top of the 58,000 who were already here. Only the border state of Chihuahua has received more.\u003c/p>\n\u003cp>Lopez says the surge began in 2006 with a sharp increase in deportations, followed by even bigger increases during the Obama administration. And it wasn't just because people were being deported. Many Mexican immigrants working illegally in the U.S. returned on their own because they lost their job during the recession.\u003c/p>\n\u003cfigure id=\"attachment_11391736\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg\">\u003cimg class=\"size-full wp-image-11391736\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg\" alt=\"Students engage in a class project at the Escuela 20 Noviembre school in Tijuana, Mexico.\" width=\"700\" height=\"459\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-240x157.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-375x246.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-520x341.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students engage in a class project at the Escuela 20 Noviembre school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Today, many of these families are struggling in Mexico, and their kids are feeling the stress in school. In Tijuana, school officials have been quick to identify those who need the most help. Recent arrivals are invited to meet with tutors and counselors at the school district's offices at least once a week.\u003c/p>\n\u003cp>It has been especially helpful for kids like 13-year-old Julian Sanchez. He's a U.S. citizen born in Los Angeles. His mom and dad had crossed into the U.S. illegally before he was born. They were recently deported and Julian had no choice but to come to Tijuana with them. He does not speak Spanish.\u003c/p>\n\u003cp>\"I don't know, like, how to read it or write it,\" says Julian. His mother, Araceli Sanchez, says she tries to help him with his schoolwork in Spanish, but he's still struggling to learn the language.\u003c/p>\n\u003cfigure id=\"attachment_11391661\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410.jpg\">\u003cimg class=\"size-large wp-image-11391661\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1020x680.jpg\" alt=\"Students raise their hands at the Escuela 20 Noviembre school in Tijuana, Mexico.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students raise their hands at the Escuela 20 Noviembre school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"At least here,\" she says, \"with the help of tutors he's learning more words and proper grammar.\"\u003c/p>\n\u003cp>But counselors say these kids need a lot more than that. Their self-esteem is really low when they arrive. Most are deeply sad about leaving their homes in the U.S., and schools don't always know how to help them.\u003c/p>\n\u003cp>Which brings us back to 9-year-old Anthony and 20 de Noviembre Elementary in Tijuana. Anthony is thriving because he gets so much academic and emotional support. It's the reason his Spanish has improved so quickly.\u003c/p>\n\u003cp>But there's something else about Anthony. He seems to be learning a lot about himself and the world he left behind in California.\u003c/p>\n\u003cp>\"I was never white when I was in Barstow,\" he says. \"I was always brown.\"\u003c/p>\n\u003cfigure id=\"attachment_11391735\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg\">\u003cimg class=\"size-full wp-image-11391735\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg\" alt=\"Students play during recess at the Eucario Zavala Secondario 63 school in Tijuana.\" width=\"1300\" height=\"829\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-800x510.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-1020x650.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-1180x752.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-960x612.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-240x153.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-375x239.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-520x332.jpg 520w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students play during recess at the Eucario Zavala Secondario 63 school in Tijuana. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he adds, \"I see myself more Mexican. I belong in Mexico. This is my home.\"\u003c/p>\n\u003cp>Anthony isn't sure when he'll return to the U.S., but says he wants to, some day, because it's home, too. He is, after all, a U.S. citizen by birth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2017 \u003ca href=\"http://www.npr.org/\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As President Trump moves to fulfill his campaign promise to deport millions of immigrants who are in the country illegally, they'll most likely include Mexicans whose children were born in the U.S. Over half a million of these kids are already in Mexico.\u003c/p>\n\u003cp>Researchers call them \u003cem>los invisibles,\u003c/em> the invisible ones, because they often end up in an educational limbo of sorts. Most don't read or write in Spanish, so they're held back. Many get discouraged and stop going to school. In some cases schools even refuse to enroll them.\u003c/p>\n\u003cp>In the border city of Tijuana, however, there's a model program designed to help these children.\u003c/p>\n\u003cfigure id=\"attachment_11391663\" class=\"wp-caption aligncenter\" style=\"max-width: 2397px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg\">\u003cimg class=\"size-full wp-image-11391663\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg\" alt=\"Some of the concerns the new students wrote.\" width=\"2397\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f.jpg 2397w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_001_slide-157fcfbb52cba43d4134ffea95f75f18c4389e6f-520x347.jpg 520w\" sizes=\"(max-width: 2397px) 100vw, 2397px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Some of the concerns the new students wrote. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At 20 de Noviembre Elementary, for example, roughly one-tenth of the school's 700 students were born in the U.S. Administrators and teachers here have embraced kids like Anthony David Martinez, a skinny 9-year-old who recently arrived from Barstow, California. That's where he was born.\u003c/p>\n\u003cp>Anthony could have stayed in California because he's a U.S. citizen, but his parents are not. They were forced to return to Mexico and didn't want to split up the family.\u003c/p>\n\u003cfigure id=\"attachment_11391737\" class=\"wp-caption alignright\" style=\"max-width: 500px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg\">\u003cimg class=\"size-full wp-image-11391737\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg\" alt=\"A family waits before a class for new student arrivals to Mexico at the Tijuana Education Department in Tijuana, Mexico.\" width=\"500\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85.jpg 500w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-240x154.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_022_custom-b8c45141f1a8353ed773bde9fdc097827b6ddc54-s500-c85-375x240.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family waits before a class for new student arrivals to Mexico at the Tijuana Education Department in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I was like, 'Oh no, I'm going to have to make new friends, new school, new everything,' \" says Anthony. \"But now I'm happy here.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anthony's fourth-grade teacher says his Spanish is \"a work in progress,\" but he has learned how to read and write in Spanish fairly quickly. It wasn't easy switching from English to Spanish in class or when doing his homework, says Anthony. He's still not used to saying the name of his school in English — 20 November. \"It's kind of weird,\" he chuckles.\u003c/p>\n\u003cp>At 20 de Noviembre, children like Anthony are not segregated or put in some corner of the school. They're paired with native Spanish speakers and they get lots of one-on-one tutoring to build their vocabulary and grammar in Spanish. To keep them from feeling frustrated or isolated, they're allowed to mingle with other English-speaking kids during the day so it's not uncommon to hear English at recess or lunch. There's no stigma to speaking English because it's a highly prized skill in Mexican schools.\u003c/p>\n\u003cfigure id=\"attachment_11391738\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg\">\u003cimg class=\"size-full wp-image-11391738\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg\" alt=\"Recent arrivals sit in class at the Eucario Zavala Secondario 63 school in Tijuana, Mexico.\" width=\"1300\" height=\"854\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-1180x775.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-960x631.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-240x158.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-375x246.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_023_custom-82e7beae1fe9a5b81c3229781903c0b7dd785c05-s1300-c85-520x342.jpg 520w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recent arrivals sit in class at the Eucario Zavala Secondario 63 school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers say this is the model for how schools should treat and teach the half million U.S.-born students who have enrolled throughout Mexico. It has become more urgent because their numbers are growing, says Amparo Lopez, a state coordinator with Baja California's Department of Education.\u003c/p>\n\u003cp>This school year alone, she says, more than 12,000 students from all parts of the U.S. enrolled in schools across the state. That's on top of the 58,000 who were already here. Only the border state of Chihuahua has received more.\u003c/p>\n\u003cp>Lopez says the surge began in 2006 with a sharp increase in deportations, followed by even bigger increases during the Obama administration. And it wasn't just because people were being deported. Many Mexican immigrants working illegally in the U.S. returned on their own because they lost their job during the recession.\u003c/p>\n\u003cfigure id=\"attachment_11391736\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg\">\u003cimg class=\"size-full wp-image-11391736\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg\" alt=\"Students engage in a class project at the Escuela 20 Noviembre school in Tijuana, Mexico.\" width=\"700\" height=\"459\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-240x157.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-375x246.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_012_custom-e23e026391228f3db9bb58b3cb2c1ee98d2c98c7-s700-c85-520x341.jpg 520w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students engage in a class project at the Escuela 20 Noviembre school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Today, many of these families are struggling in Mexico, and their kids are feeling the stress in school. In Tijuana, school officials have been quick to identify those who need the most help. Recent arrivals are invited to meet with tutors and counselors at the school district's offices at least once a week.\u003c/p>\n\u003cp>It has been especially helpful for kids like 13-year-old Julian Sanchez. He's a U.S. citizen born in Los Angeles. His mom and dad had crossed into the U.S. illegally before he was born. They were recently deported and Julian had no choice but to come to Tijuana with them. He does not speak Spanish.\u003c/p>\n\u003cp>\"I don't know, like, how to read it or write it,\" says Julian. His mother, Araceli Sanchez, says she tries to help him with his schoolwork in Spanish, but he's still struggling to learn the language.\u003c/p>\n\u003cfigure id=\"attachment_11391661\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410.jpg\">\u003cimg class=\"size-large wp-image-11391661\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1020x680.jpg\" alt=\"Students raise their hands at the Escuela 20 Noviembre school in Tijuana, Mexico.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_026_slide-21b698db0083fe004a32fc4a589d43d7782b5410-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students raise their hands at the Escuela 20 Noviembre school in Tijuana, Mexico. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"At least here,\" she says, \"with the help of tutors he's learning more words and proper grammar.\"\u003c/p>\n\u003cp>But counselors say these kids need a lot more than that. Their self-esteem is really low when they arrive. Most are deeply sad about leaving their homes in the U.S., and schools don't always know how to help them.\u003c/p>\n\u003cp>Which brings us back to 9-year-old Anthony and 20 de Noviembre Elementary in Tijuana. Anthony is thriving because he gets so much academic and emotional support. It's the reason his Spanish has improved so quickly.\u003c/p>\n\u003cp>But there's something else about Anthony. He seems to be learning a lot about himself and the world he left behind in California.\u003c/p>\n\u003cp>\"I was never white when I was in Barstow,\" he says. \"I was always brown.\"\u003c/p>\n\u003cfigure id=\"attachment_11391735\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg\">\u003cimg class=\"size-full wp-image-11391735\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg\" alt=\"Students play during recess at the Eucario Zavala Secondario 63 school in Tijuana.\" width=\"1300\" height=\"829\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85.jpg 1300w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-160x102.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-800x510.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-1020x650.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-1180x752.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-960x612.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-240x153.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-375x239.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/04/mexischool_005_custom-3609b820697e63c1e4dc735e3ec57877d571ff61-s1300-c85-520x332.jpg 520w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students play during recess at the Eucario Zavala Secondario 63 school in Tijuana. \u003ccite>(Sandy Huffaker/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, he adds, \"I see myself more Mexican. I belong in Mexico. This is my home.\"\u003c/p>\n\u003cp>Anthony isn't sure when he'll return to the U.S., but says he wants to, some day, because it's home, too. He is, after all, a U.S. citizen by birth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2017 \u003ca href=\"http://www.npr.org/\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A new study shows international students applied to the University of California last year in far fewer numbers than they did over the 12 previous years, and the decline coincides with the election of President Trump.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2opCtg1\" target=\"_blank\" rel=\"noopener\">The San Francisco Chronicle reports\u003c/a> the dip follows more than a decade in which the number of international applications rose by an average of 21 percent a year, according to \u003ca href=\"http://www.aacrao.org/docs/default-source/TrendTopic/Immigration/intl-survey-results-released.pdf?sfvrsn=0\" target=\"_blank\" rel=\"noopener\">the study by the American Association of Collegiate Registrars and Admissions\u003c/a>.\u003c/p>\n\u003cp>UC’s application deadline for fall 2017 admissions was Nov. 30 and Trump was elected Nov. 8.\u003c/p>\n\u003cp>Applications from Mexico plunged by 30 percent. And countries with large populations of Muslims sent in 10 percent fewer applications.\u003c/p>\n\u003cp>The newspaper reports that the last time foreign undergraduates shied away from UC, the United States had just led a multinational invasion of Iraq. The war coincided with a plunge in international interest in UC campuses and other American universities in 2004 and 2005. Similar enrollment decreases were not seen even in the wake of post-9/11 security crackdowns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This new survey of 261 colleges and universities shows that nearly 40 percent of those schools reported a drop in international applications of at least 2 percent, with the greatest decrease from countries in the Middle East.\u003c/p>\n\u003cp>“The perception is that this administration wants to keep these students out,” said Melanie Gottlieb, the association’s deputy director.\u003c/p>\n\u003cp>Admissions officers reported that would-be applicants expressed concerns about “negative rhetoric around the Muslim faith, and immigration changes — even before the (aborted) travel ban” from Muslim-majority countries, Gottlieb said.\u003c/p>\n\u003cp>The U.S. Education Department did not immediately respond to email and phone messages left Monday seeking comment.\u003c/p>\n\u003cp>While some campuses saw drops in international applications, there were increases at seven UC campuses.\u003c/p>\n\u003cp>UC Davis, for example, saw a 3 percent increase for next fall, although that compared with 21 percent for last fall.\u003c/p>\n\u003cp>“The UC brand remains very strong” among international students, said Stephen Handel, the university’s associate vice president for undergraduate admissions, who said he wasn’t sure why international applications dipped this year.\u003c/p>\n\u003cp>“It’s really hard to tell at this point,” he said. “Of course, the national dialogue (about immigration) is out there. Students around the world read the newspaper. But there are other things in play.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He said \u003ca href=\"https://ww2.kqed.org/news/2017/01/05/uc-system-proposes-first-tuition-increase-in-6-years/\" target=\"_blank\" rel=\"noopener\">price might also be a factor\u003c/a>. UC recently increased the fee out-of-state residents pay by 5 percent, raising annual tuition to $41,964 beginning this summer.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new study shows international students applied to the University of California last year in far fewer numbers than they did over the 12 previous years, and the decline coincides with the election of President Trump.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/2opCtg1\" target=\"_blank\" rel=\"noopener\">The San Francisco Chronicle reports\u003c/a> the dip follows more than a decade in which the number of international applications rose by an average of 21 percent a year, according to \u003ca href=\"http://www.aacrao.org/docs/default-source/TrendTopic/Immigration/intl-survey-results-released.pdf?sfvrsn=0\" target=\"_blank\" rel=\"noopener\">the study by the American Association of Collegiate Registrars and Admissions\u003c/a>.\u003c/p>\n\u003cp>UC’s application deadline for fall 2017 admissions was Nov. 30 and Trump was elected Nov. 8.\u003c/p>\n\u003cp>Applications from Mexico plunged by 30 percent. And countries with large populations of Muslims sent in 10 percent fewer applications.\u003c/p>\n\u003cp>The newspaper reports that the last time foreign undergraduates shied away from UC, the United States had just led a multinational invasion of Iraq. The war coincided with a plunge in international interest in UC campuses and other American universities in 2004 and 2005. Similar enrollment decreases were not seen even in the wake of post-9/11 security crackdowns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This new survey of 261 colleges and universities shows that nearly 40 percent of those schools reported a drop in international applications of at least 2 percent, with the greatest decrease from countries in the Middle East.\u003c/p>\n\u003cp>“The perception is that this administration wants to keep these students out,” said Melanie Gottlieb, the association’s deputy director.\u003c/p>\n\u003cp>Admissions officers reported that would-be applicants expressed concerns about “negative rhetoric around the Muslim faith, and immigration changes — even before the (aborted) travel ban” from Muslim-majority countries, Gottlieb said.\u003c/p>\n\u003cp>The U.S. Education Department did not immediately respond to email and phone messages left Monday seeking comment.\u003c/p>\n\u003cp>While some campuses saw drops in international applications, there were increases at seven UC campuses.\u003c/p>\n\u003cp>UC Davis, for example, saw a 3 percent increase for next fall, although that compared with 21 percent for last fall.\u003c/p>\n\u003cp>“The UC brand remains very strong” among international students, said Stephen Handel, the university’s associate vice president for undergraduate admissions, who said he wasn’t sure why international applications dipped this year.\u003c/p>\n\u003cp>“It’s really hard to tell at this point,” he said. “Of course, the national dialogue (about immigration) is out there. Students around the world read the newspaper. But there are other things in play.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He said \u003ca href=\"https://ww2.kqed.org/news/2017/01/05/uc-system-proposes-first-tuition-increase-in-6-years/\" target=\"_blank\" rel=\"noopener\">price might also be a factor\u003c/a>. UC recently increased the fee out-of-state residents pay by 5 percent, raising annual tuition to $41,964 beginning this summer.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Elizabeth Villanueva is a Spanish teacher at\u003ca href=\"http://lutherburbank.scusd.edu/\"> Luther Burbank High School \u003c/a>in Sacramento. She grew up in Mexico and is now a U.S. citizen.\u003c/p>\n\u003cp>But her mother crossed the border illegally, which is why this teacher identifies with so many of her students who come from undocumented families.\u003c/p>\n\u003cp>“They are me, and I am them,” says Villanueva. “I see myself in them. That’s why I want to provide more as a teacher.”\u003c/p>\n\u003cfigure id=\"attachment_11389805\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/teacher.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11389805\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/teacher-800x742.jpg\" alt=\"Elizabeth Villanueva speaks to her Spanish class at Luther Burbank High School in Sacramento.\" width=\"800\" height=\"742\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-800x742.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-160x148.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-375x348.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-520x482.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher.jpg 952w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Elizabeth Villanueva speaks to her Spanish class at Luther Burbank High School in Sacramento. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the past several years, Villanueva has been helping undocumented families find resources and connect with immigration attorneys.\u003c/p>\n\u003cp>After President Trump took office and threatened to ramp up deportations, she says her network of immigration attorneys didn’t offer much hope.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I realized I had to create a safe place for students in my own classroom so they can be themselves, open up, and be who they are,” she says.\u003c/p>\n\u003cp>That’s why Villanueva and many other teachers were thankful when \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Sacramento Unified\u003c/a> declared itself a\u003ca href=\"http://www.scusd.edu/safe-haven-district\" target=\"_blank\"> “safe haven”\u003c/a> in December.\u003c/p>\n\u003cp>The distinction means Sacramento public schools will not cooperate with \u003ca href=\"https://www.ice.gov/\" target=\"_blank\">U.S. Immigration and Customs Enforcement\u003c/a>, also known as ICE.\u003c/p>\n\u003cp>Nearly 60 other California school districts have made a similar pledge — an action that has been supported and encouraged by \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr16/yr16rel87.asp\" target=\"_blank\">State Schools Superintendent Tom Torlakson.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11385510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11385510\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Sign-1-1-800x600.jpg\" alt=\"The Sacramento Unified School Districts has declared itself a 'safe haven' for its immigrant families. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-520x390.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Sacramento Unified School Districts has declared itself a ‘safe haven’ for its immigrant families. \u003ccite>(Ana Tintocalis/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers and principals, however, know they can only do so much. Many parents worry about what might happen before or after the school bell rings.\u003c/p>\n\u003cp>“In a perfect world, we would be able to surround all of our students and families in a bubble,” says \u003ca href=\"http://www.scusd.edu/board-member/jessie-ryan\" target=\"_blank\">Jessie Ryan\u003c/a>, Sacramento Unified’s school board vice president, who spearheaded the district’s safe haven campaign. “But we only have control over our space and the confines of our school day.”\u003c/p>\n\u003cp>Because there are limitations, Sacramento Unified — and districts across the state — are now having some very uncomfortable conversations about the worst-case scenario: How schools can support children whose families are deported.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.latimes.com/local/lanow/la-me-immigration-school-20170303-story.html\" target=\"_blank\">recent high-profile case\u003c/a> in Los Angeles underscores that reality, when ICE arrested an undocumented father taking his daughter to school.\u003c/p>\n\u003cp>At a contentious town hall forum in Sacramento,\u003ca href=\"https://www.ice.gov/leadership\" target=\"_blank\"> ICE Acting Director Tom Homan\u003c/a> maintained the agency’s top priority is still deporting undocumented immigrants with criminal histories.\u003c/p>\n\u003cp>ICE has a policy of avoiding\u003ca href=\"https://www.ice.gov/ero/enforcement/sensitive-loc\"> “sensitive locations”\u003c/a> like schools, churches and hospitals. However, ICE agents can still legally go on a campus if they have orders to arrest someone.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘I don’t want children not going to school.’\u003ccite>ICE acting director Tom Homan\u003c/cite>\u003c/aside>\n\u003cp>Homan realizes some families are keeping kids at home out of fear.\u003c/p>\n\u003cp>“I don’t want children not going to school,” Homan told the angry crowd. “I understand immigration enforcement is a very emotional topic … but we’re law enforcement officers that take a solemn oath to enforce the laws of this country.”\u003c/p>\n\u003cp>Organizations like the \u003ca href=\"https://www.acluca.org/\" target=\"_blank\">American Civil Liberties Union of California\u003c/a> say schools have more power than they think.\u003c/p>\n\u003cp>For example, if federal immigration agents do step on campus, they must have a warrant to pull a student or parent from school. They also must have a subpoena if they want student information.\u003c/p>\n\u003cfigure id=\"attachment_11385511\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11385511\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-800x600.jpg\" alt=\"More than 300 people recently attended a rowdy town hall forum in Sacramento where the acting director of U.S. Immigration and Customs Enforcement was criticized for his agency's operations. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-520x390.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">More than 300 people recently attended a rowdy town hall forum in Sacramento, where the acting director of U.S. Immigration and Customs Enforcement was criticized for his agency’s operations. \u003ccite>(Ana Tintocalis/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even then, school leaders can challenge those legal documents.\u003c/p>\n\u003cp>“Schools have an obligation to their students,” says Sylvia Torres-Guillen, director of education policy with the ACLU of Southern California. “Parents should not feel there is any danger in sending their children to school, because there are rules federal enforcement officials must follow before doing anything potentially harmful.”\u003c/p>\n\u003cp>The ACLU is now pushing school districts to adopt policies that spell out what schools can and cannot do.\u003c/p>\n\u003cp>Just last week, civil rights lawyers\u003ca href=\"http://www.scpr.org/news/2017/03/28/70262/here-s-how-some-california-school-districts-collec/\" target=\"_blank\"> identified 75 California school districts\u003c/a> that were collecting information about the legal status of their students — something that is prohibited under law.\u003c/p>\n\u003cp>For its part, Sacramento Unified is doing what it can to ease fears.\u003c/p>\n\u003cp>Lawn signs and banners with the slogan “Safe Haven: ALL are welcome here” now greet visitors at every Sacramento campus. School buses also have window stickers. And \u003ca href=\"https://unitedwedream.org/thank-deportation-defense-card-handy-phone/\">pocket-size pamphlets\u003c/a> have been sent home spelling out the rights of immigrant families.\u003c/p>\n\u003cp>School officials are holding confidential meetings with parents to encourage them to send their children to school.\u003c/p>\n\u003cp>Felix, a 15-year-old student, says he now feels safer on campus.\u003c/p>\n\u003cp>He was born here but other family members are undocumented.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Even if something bad were to happen, I know I can come here and my teachers would support me and help me through it,” he says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elizabeth Villanueva is a Spanish teacher at\u003ca href=\"http://lutherburbank.scusd.edu/\"> Luther Burbank High School \u003c/a>in Sacramento. She grew up in Mexico and is now a U.S. citizen.\u003c/p>\n\u003cp>But her mother crossed the border illegally, which is why this teacher identifies with so many of her students who come from undocumented families.\u003c/p>\n\u003cp>“They are me, and I am them,” says Villanueva. “I see myself in them. That’s why I want to provide more as a teacher.”\u003c/p>\n\u003cfigure id=\"attachment_11389805\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/teacher.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11389805\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/04/teacher-800x742.jpg\" alt=\"Elizabeth Villanueva speaks to her Spanish class at Luther Burbank High School in Sacramento.\" width=\"800\" height=\"742\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-800x742.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-160x148.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-240x223.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-375x348.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher-520x482.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/04/teacher.jpg 952w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Elizabeth Villanueva speaks to her Spanish class at Luther Burbank High School in Sacramento. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For the past several years, Villanueva has been helping undocumented families find resources and connect with immigration attorneys.\u003c/p>\n\u003cp>After President Trump took office and threatened to ramp up deportations, she says her network of immigration attorneys didn’t offer much hope.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I realized I had to create a safe place for students in my own classroom so they can be themselves, open up, and be who they are,” she says.\u003c/p>\n\u003cp>That’s why Villanueva and many other teachers were thankful when \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Sacramento Unified\u003c/a> declared itself a\u003ca href=\"http://www.scusd.edu/safe-haven-district\" target=\"_blank\"> “safe haven”\u003c/a> in December.\u003c/p>\n\u003cp>The distinction means Sacramento public schools will not cooperate with \u003ca href=\"https://www.ice.gov/\" target=\"_blank\">U.S. Immigration and Customs Enforcement\u003c/a>, also known as ICE.\u003c/p>\n\u003cp>Nearly 60 other California school districts have made a similar pledge — an action that has been supported and encouraged by \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr16/yr16rel87.asp\" target=\"_blank\">State Schools Superintendent Tom Torlakson.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11385510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11385510\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Sign-1-1-800x600.jpg\" alt=\"The Sacramento Unified School Districts has declared itself a 'safe haven' for its immigrant families. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Sign-1-1-520x390.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Sacramento Unified School Districts has declared itself a ‘safe haven’ for its immigrant families. \u003ccite>(Ana Tintocalis/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers and principals, however, know they can only do so much. Many parents worry about what might happen before or after the school bell rings.\u003c/p>\n\u003cp>“In a perfect world, we would be able to surround all of our students and families in a bubble,” says \u003ca href=\"http://www.scusd.edu/board-member/jessie-ryan\" target=\"_blank\">Jessie Ryan\u003c/a>, Sacramento Unified’s school board vice president, who spearheaded the district’s safe haven campaign. “But we only have control over our space and the confines of our school day.”\u003c/p>\n\u003cp>Because there are limitations, Sacramento Unified — and districts across the state — are now having some very uncomfortable conversations about the worst-case scenario: How schools can support children whose families are deported.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.latimes.com/local/lanow/la-me-immigration-school-20170303-story.html\" target=\"_blank\">recent high-profile case\u003c/a> in Los Angeles underscores that reality, when ICE arrested an undocumented father taking his daughter to school.\u003c/p>\n\u003cp>At a contentious town hall forum in Sacramento,\u003ca href=\"https://www.ice.gov/leadership\" target=\"_blank\"> ICE Acting Director Tom Homan\u003c/a> maintained the agency’s top priority is still deporting undocumented immigrants with criminal histories.\u003c/p>\n\u003cp>ICE has a policy of avoiding\u003ca href=\"https://www.ice.gov/ero/enforcement/sensitive-loc\"> “sensitive locations”\u003c/a> like schools, churches and hospitals. However, ICE agents can still legally go on a campus if they have orders to arrest someone.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘I don’t want children not going to school.’\u003ccite>ICE acting director Tom Homan\u003c/cite>\u003c/aside>\n\u003cp>Homan realizes some families are keeping kids at home out of fear.\u003c/p>\n\u003cp>“I don’t want children not going to school,” Homan told the angry crowd. “I understand immigration enforcement is a very emotional topic … but we’re law enforcement officers that take a solemn oath to enforce the laws of this country.”\u003c/p>\n\u003cp>Organizations like the \u003ca href=\"https://www.acluca.org/\" target=\"_blank\">American Civil Liberties Union of California\u003c/a> say schools have more power than they think.\u003c/p>\n\u003cp>For example, if federal immigration agents do step on campus, they must have a warrant to pull a student or parent from school. They also must have a subpoena if they want student information.\u003c/p>\n\u003cfigure id=\"attachment_11385511\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11385511\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-800x600.jpg\" alt=\"More than 300 people recently attended a rowdy town hall forum in Sacramento where the acting director of U.S. Immigration and Customs Enforcement was criticized for his agency's operations. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/Safe-Haven-9-520x390.jpg 520w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">More than 300 people recently attended a rowdy town hall forum in Sacramento, where the acting director of U.S. Immigration and Customs Enforcement was criticized for his agency’s operations. \u003ccite>(Ana Tintocalis/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even then, school leaders can challenge those legal documents.\u003c/p>\n\u003cp>“Schools have an obligation to their students,” says Sylvia Torres-Guillen, director of education policy with the ACLU of Southern California. “Parents should not feel there is any danger in sending their children to school, because there are rules federal enforcement officials must follow before doing anything potentially harmful.”\u003c/p>\n\u003cp>The ACLU is now pushing school districts to adopt policies that spell out what schools can and cannot do.\u003c/p>\n\u003cp>Just last week, civil rights lawyers\u003ca href=\"http://www.scpr.org/news/2017/03/28/70262/here-s-how-some-california-school-districts-collec/\" target=\"_blank\"> identified 75 California school districts\u003c/a> that were collecting information about the legal status of their students — something that is prohibited under law.\u003c/p>\n\u003cp>For its part, Sacramento Unified is doing what it can to ease fears.\u003c/p>\n\u003cp>Lawn signs and banners with the slogan “Safe Haven: ALL are welcome here” now greet visitors at every Sacramento campus. School buses also have window stickers. And \u003ca href=\"https://unitedwedream.org/thank-deportation-defense-card-handy-phone/\">pocket-size pamphlets\u003c/a> have been sent home spelling out the rights of immigrant families.\u003c/p>\n\u003cp>School officials are holding confidential meetings with parents to encourage them to send their children to school.\u003c/p>\n\u003cp>Felix, a 15-year-old student, says he now feels safer on campus.\u003c/p>\n\u003cp>He was born here but other family members are undocumented.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Even if something bad were to happen, I know I can come here and my teachers would support me and help me through it,” he says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Blogger Tania Lombrozo is an academic -- and a mom. Here, she gives a window into what that's like day to day. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>6 a.m\u003c/strong>. I'm yanked from sleep by the little one calling from her room. \"Mommy! Is it time to wake up yet? Can I get up now? Pleeeeeeaaaase?\" The answer is \"no,\" but I get up anyway.\u003c/p>\n\u003cp>\u003cstrong>7 a.m\u003c/strong>. The little one wants oatmeal. The big one wants cereal. I just want coffee. I feed the kids, unload the dishwasher, assemble lunches and backpacks and sweaters and water bottles, brush teeth and hair. I am an octopus, all limbs in motion. \u003cem>Is that letter of reference due today?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>8 a.m\u003c/strong>. My husband is taking the children to school; I go for a short run. \u003cem>Did my older daughter remember to take her violin to school? Did we forget the sunscreen (again)?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>9 a.m\u003c/strong>. I'm finally in my office, a glorious hour of uninterrupted work time ahead. My glorious hour is quickly lost to email. Questions from students, questions from colleagues, questions from strangers, forms that need signatures and additions and approvals. The letter of reference is \u003cem>not\u003c/em> due today\u003cem>. But what about that grant report?\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>10 a.m\u003c/strong>. I'm in a committee meeting. We're doing something terribly important, but I've forgotten what it is. \u003cem>I should review my lecture slides. \u003c/em>We make a little progress. \u003cem>Did I RSVP for the birthday party on Saturday? \u003c/em>I agree to write up part of a report.\u003cem> I need to buy a good present for a 6-year-old.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>11 a.m\u003c/strong>. I'm meeting with a Ph.D. student. And then another. I eat a hasty lunch while we talk. We review ongoing projects, we rejoice over beautiful data, we puzzle over surprises. \u003cem>This is fun\u003c/em>. We analyze data and design new experiments. \u003cem>Did I print out that paper I need to review? Did I reschedule the pediatric dentist? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>12 p.m\u003c/strong>. I'm teaching, lecturing, guiding, discussing. From the front of the class I can pretend rapt attention, a sea of engaged learners. (From the back I would see the screens on social media, the barely concealed smartphones.)\u003c/p>\n\u003cp>\u003cstrong>1 p.m\u003c/strong>. Still teaching. I finish my lecture. I finish discussion. The class is dismissed. My phone vibrates. \u003cem>Panic\u003c/em>. Not one of the kids' schools. \u003cem>Relief\u003c/em>. I let it go to voicemail.\u003c/p>\n\u003cp>\u003cstrong>2 p.m\u003c/strong>. Office hours for my undergraduate lecture course. I settle into some writing. I'm interrupted by an earnest student with a page full of questions. I remember why the relevant experiment is so cool, I explain with poetic mastery, with passion, with unmatched clarity. My eloquence is breathtaking, the scribbles on the whiteboard are a thing of beauty. The student is unmoved, remains confused. \u003cem>I like this student\u003c/em>. The second student is grumpy and indignant -- upset about a grade. The grade is appropriate. \u003cem>I do not like this student.\u003c/em> There is no third student. The grant report is \u003cem>not\u003c/em> due today. \u003cem>But what about the fellowship application? \u003c/em>I answer some emails.\u003cem> Was the little one supposed to take a favorite book to school today, or is that tomorrow? \u003c/em>I add the committee report to my to-do list.\u003c/p>\n\u003cp>\u003cstrong>3 p.m\u003c/strong>. I'm meeting with a postdoctoral researcher in my lab. We discuss the peer reviews we've just received for a paper we submitted to an academic journal. Reviewer 1 is lovely; Reviewer 2 is sensible; Reviewer 3 is insane. (It's usually Reviewer 2 who is insane.) We devise a strategy to revise the paper, we check in on the other 2,000 projects we're trying to complete, we run out of time. \u003cem>I need to check the kids again for lice. Do we have a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>4 p.m\u003c/strong>. I ignore my escalating email and return to the paper I'm writing. Forty-five splendid minutes speed by; it's time to pick up the kids. I didn't write the fellowship application. It's due tomorrow. \u003cem>Did we figure out a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>5 p.m\u003c/strong>. I retrieve two bouncy kids, joyful until they start bickering in the back seat of the car. \u003cem>I forgot to respond to that email.\u003c/em> They can't agree on a song to sing. \u003cem>I didn't post next week's readings to the course website.\u003c/em> Now they're best friends, enchanted by the wild turkeys we just spotted. We all sing \"Old MacDonald Had a Farm,\" the kids take turns choosing farm animals. \u003cem>I've figured out the right way to run that experiment — I should email my student tonight. \u003c/em>We arrive home. \u003cem>Is tonight a bath night?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>6 p.m\u003c/strong>. My husband has cooked Mexican food. I eat bites between filling water cups, asking questions, advocating beans and broccoli. \u003cem>I should book my flight for that conference.\u003c/em> We talk about our days. \u003cem>Is it a bath night? \u003c/em>We negotiate dessert. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>7 p.m\u003c/strong>. It is a bath night. \u003cem>I'm ready to go to sleep. \u003c/em>We dry wet kids, find pajamas, brush, cuddle, read, sing, coax into bed. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>8 p.m\u003c/strong>. The kids are wakeful in bed. We find bunny; the little one is in raptures. We find teddy; the older one is appeased. I keep my ears to the ground as we collect laundry, clear dishes, prep lunches, clean floors, find the little one's favorite book to take to school tomorrow. \u003cem>Can I sleep yet? \u003c/em>The little one needs to pee; her sister wants more water.\u003c/p>\n\u003cp>\u003cstrong>9 p.m\u003c/strong>. The kids are finally asleep. I email my student the experiment idea. I book my conference travel. I open the document with the paper I'm working on. \u003cem>Can I sleep yet\u003c/em>? I close it again. \u003cem>We didn't check the kids for lice. \u003c/em>I update my to-do list. \u003cem>I need to write that committee report. \u003c/em>I get ready for bed.\u003c/p>\n\u003cp>\u003cstrong>10 p.m\u003c/strong>. In bed, I read fiction to clear my mind. \u003cem>Can I sleep yet? \u003c/em>I turn out the lights. \u003cem>I need to RSVP for that party. \u003c/em>I try to go to sleep. \u003cem>I need to write that report\u003c/em>. I sleep.\u003c/p>\n\u003cp>\u003cstrong>2 a.m\u003c/strong>. The little one is yelling. \u003cem>Do I have to get out of bed? \u003c/em>She's wriggled out of her blankets. I cover her and rub her back. \u003cem>Can I sleep yet? \u003c/em>She goes back to sleep.\u003c/p>\n\u003cp>\u003cstrong>5 a.m\u003c/strong>. That periodic thumping noise is the 6-year-old practicing handstands against the wall of her room. \u003cem>Really? \u003c/em>I send her back to bed.\u003c/p>\n\u003cp>\u003cstrong>6 a.m\u003c/strong>. I'm yanked from sleep by the little one calling from her room. \"Mommy! Is it time to wake up yet?\" \u003cem>We need to remember that book for school\u003c/em>. I struggle out of bed.\u003cem> Is the fellowship application due today? \u003c/em>A new day begins.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at UC Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\">@TaniaLombrozo\u003c/a>\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=A+Day+In+The+Life+Of+An+Academic+Mom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>10 a.m\u003c/strong>. I'm in a committee meeting. We're doing something terribly important, but I've forgotten what it is. \u003cem>I should review my lecture slides. \u003c/em>We make a little progress. \u003cem>Did I RSVP for the birthday party on Saturday? \u003c/em>I agree to write up part of a report.\u003cem> I need to buy a good present for a 6-year-old.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>11 a.m\u003c/strong>. I'm meeting with a Ph.D. student. And then another. I eat a hasty lunch while we talk. We review ongoing projects, we rejoice over beautiful data, we puzzle over surprises. \u003cem>This is fun\u003c/em>. We analyze data and design new experiments. \u003cem>Did I print out that paper I need to review? Did I reschedule the pediatric dentist? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>12 p.m\u003c/strong>. I'm teaching, lecturing, guiding, discussing. From the front of the class I can pretend rapt attention, a sea of engaged learners. (From the back I would see the screens on social media, the barely concealed smartphones.)\u003c/p>\n\u003cp>\u003cstrong>1 p.m\u003c/strong>. Still teaching. I finish my lecture. I finish discussion. The class is dismissed. My phone vibrates. \u003cem>Panic\u003c/em>. Not one of the kids' schools. \u003cem>Relief\u003c/em>. I let it go to voicemail.\u003c/p>\n\u003cp>\u003cstrong>2 p.m\u003c/strong>. Office hours for my undergraduate lecture course. I settle into some writing. I'm interrupted by an earnest student with a page full of questions. I remember why the relevant experiment is so cool, I explain with poetic mastery, with passion, with unmatched clarity. My eloquence is breathtaking, the scribbles on the whiteboard are a thing of beauty. The student is unmoved, remains confused. \u003cem>I like this student\u003c/em>. The second student is grumpy and indignant -- upset about a grade. The grade is appropriate. \u003cem>I do not like this student.\u003c/em> There is no third student. The grant report is \u003cem>not\u003c/em> due today. \u003cem>But what about the fellowship application? \u003c/em>I answer some emails.\u003cem> Was the little one supposed to take a favorite book to school today, or is that tomorrow? \u003c/em>I add the committee report to my to-do list.\u003c/p>\n\u003cp>\u003cstrong>3 p.m\u003c/strong>. I'm meeting with a postdoctoral researcher in my lab. We discuss the peer reviews we've just received for a paper we submitted to an academic journal. Reviewer 1 is lovely; Reviewer 2 is sensible; Reviewer 3 is insane. (It's usually Reviewer 2 who is insane.) We devise a strategy to revise the paper, we check in on the other 2,000 projects we're trying to complete, we run out of time. \u003cem>I need to check the kids again for lice. Do we have a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>4 p.m\u003c/strong>. I ignore my escalating email and return to the paper I'm writing. Forty-five splendid minutes speed by; it's time to pick up the kids. I didn't write the fellowship application. It's due tomorrow. \u003cem>Did we figure out a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>5 p.m\u003c/strong>. I retrieve two bouncy kids, joyful until they start bickering in the back seat of the car. \u003cem>I forgot to respond to that email.\u003c/em> They can't agree on a song to sing. \u003cem>I didn't post next week's readings to the course website.\u003c/em> Now they're best friends, enchanted by the wild turkeys we just spotted. We all sing \"Old MacDonald Had a Farm,\" the kids take turns choosing farm animals. \u003cem>I've figured out the right way to run that experiment — I should email my student tonight. \u003c/em>We arrive home. \u003cem>Is tonight a bath night?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>6 p.m\u003c/strong>. My husband has cooked Mexican food. I eat bites between filling water cups, asking questions, advocating beans and broccoli. \u003cem>I should book my flight for that conference.\u003c/em> We talk about our days. \u003cem>Is it a bath night? \u003c/em>We negotiate dessert. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>7 p.m\u003c/strong>. It is a bath night. \u003cem>I'm ready to go to sleep. \u003c/em>We dry wet kids, find pajamas, brush, cuddle, read, sing, coax into bed. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>8 p.m\u003c/strong>. The kids are wakeful in bed. We find bunny; the little one is in raptures. We find teddy; the older one is appeased. I keep my ears to the ground as we collect laundry, clear dishes, prep lunches, clean floors, find the little one's favorite book to take to school tomorrow. \u003cem>Can I sleep yet? \u003c/em>The little one needs to pee; her sister wants more water.\u003c/p>\n\u003cp>\u003cstrong>9 p.m\u003c/strong>. The kids are finally asleep. I email my student the experiment idea. I book my conference travel. I open the document with the paper I'm working on. \u003cem>Can I sleep yet\u003c/em>? I close it again. \u003cem>We didn't check the kids for lice. \u003c/em>I update my to-do list. \u003cem>I need to write that committee report. \u003c/em>I get ready for bed.\u003c/p>\n\u003cp>\u003cstrong>10 p.m\u003c/strong>. In bed, I read fiction to clear my mind. \u003cem>Can I sleep yet? \u003c/em>I turn out the lights. \u003cem>I need to RSVP for that party. \u003c/em>I try to go to sleep. \u003cem>I need to write that report\u003c/em>. I sleep.\u003c/p>\n\u003cp>\u003cstrong>2 a.m\u003c/strong>. The little one is yelling. \u003cem>Do I have to get out of bed? \u003c/em>She's wriggled out of her blankets. I cover her and rub her back. \u003cem>Can I sleep yet? \u003c/em>She goes back to sleep.\u003c/p>\n\u003cp>\u003cstrong>5 a.m\u003c/strong>. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at UC Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\">@TaniaLombrozo\u003c/a>\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=A+Day+In+The+Life+Of+An+Academic+Mom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Two Immigrant Stories, Two Vastly Different Views on Immigration",
"title": "Two Immigrant Stories, Two Vastly Different Views on Immigration",
"headTitle": "Start the Conversation | The California Report | KQED News",
"content": "\u003cp>\u003cem>For a new series we’re calling \u003cem>\u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\" target=\"_blank\">Start the Conversation\u003c/a>\u003c/em>, we listen in on pairs of Californians who have very different opinions on issues, but who also want to find common ground.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates — and we hope they’re a way to try to bridge some of the big divides between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>Iliana Perez and Mario Herrera both have firsthand experience with the U.S. immigration system.\u003c/p>\n\u003cp>Perez was born in Hidalgo, Mexico, about 50 miles north of Mexico City. She came to the United States with her parents and younger brother in 1995 when she was eight years old.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9YEUGLkYrg43CGPSW444M4hmGeoTsSpG\"]\u003c/p>\n\u003cp>They came on tourist visas, but when the visa expired, Perez and her family stayed, joining the ranks of undocumented immigrants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since then she has become a Dreamer -- one of the hundreds of thousands of people who were brought to this country illegally as children and are now protected under Deferred Action for Childhood Arrivals (DACA).\u003c/p>\n\u003cp>She's used that protection to its fullest -- she has a master's in economics, is working on a PhD in education policy and does immigration and advocacy work.\u003c/p>\n\u003cp>\"My entire life has been all about finding ways to earn a living and to get access to higher education within the confinements of being undocumented,\" Perez says.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/03/2017-03-31c-tcrmag.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Mario-and-Iliana-STC-800x600.jpg\" Title=\"Two Immigrant Stories, Two Views on Immigration\" program=\"The California Report\"]\u003c/p>\n\u003cp>Herrera was born in Corona, California, not long after his mother immigrated legally from Mexico. He says she spent 15 years trying to become a citizen.\u003c/p>\n\u003cp>\"I got to see my mom spend thousands of dollars on immigration lawyers that don't really do anything other than set out the paperwork and take your money,\" Herrera says. \"It's a broken system.\"\u003c/p>\n\u003cp>He spent six years in the Marine Corps before going to school in Riverside. He then found his way into local Republican politics as an elected member of the Republican Party Central Committee and consulting with various Republican legislators.\u003c/p>\n\u003cp>After initially backing Marco Rubio for the Republican presidential nomination, he became a staunch Trump supporter, serving as delegate to the Republican National Convention and attending the inauguration.\u003c/p>\n\u003cp>Herrera and Perez have very different views on U.S. immigration policy, but they agreed to sit down and talk with each other about their thoughts as part of our \"Start the Conversation\" series.\u003c/p>\n\u003cp>Here are some highlights from that conversation:\u003c/p>\n\u003cp>\u003cstrong>On how to solve the immigration issue:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I would like to see more border security implemented, I would like to see a vetting process take place, and I would like to see somewhat of a merit system be put in place -- a system that expedites the current immigration system because the reason that people are coming in the shadows is because we have such a messed up immigration process where people would rather come in the shadows rather than fill out the paperwork. So I do think that we need to reform our entire immigration system to make it easier to become a citizen.\u003c/p>\n\u003cp>Perez: I try to think of a more global perspective in terms of immigration where we need to be able to work with different countries in terms of also helping with economic development. ... Even a vetting process or anything like that will not work because immigration will just continue to occur whether it's undocumented or documented individuals. It's a global perspective that we all need to be thinking about\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On the perception of undocumented immigrants:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Perez: I think it's this idea that we're stealing a job. I've heard this even from my own family members. My brother and I are the only undocumented individuals in the family, and we're the only ones that ended up going to college where all my other cousins who were born here and who had the financial resources to go to college didn't. They always thought that I took a space from them.\u003c/p>\n\u003cp>Herrera: I have members of my family that are undocumented. In my opinion, just because I'm related to them doesn't make their situation any better. I still think they should have gone through a specific process. ... I really do think Iliana is by far the biggest exception I've ever seen. You're very articulate, you're very intelligent. You are definitely an exception. I'm confident that if anybody had a perception of illegal immigrants if they were to meet you that you would not be the person they would think [of].\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On President Trump:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I don't think it's a secret here that I'm a staunch Trump supporter. I went to the inauguration. I was a delegate for the RNC. I guess you could say I drank the Kool-Aid. ... In his speeches, he talks about the criminal aspect of illegal immigration, but then afterwards he starts going onto 'We need to make it easier to become a citizen so people don't come into the shadows.' You never hear that in the media, and I think that's kind of what's helped create this polarizing climate that we have.\u003c/p>\n\u003cp>Perez: One of the most infuriating things regardless of political parties is the fact that Trump continues to create this idea of illegal immigrants just being these horrible individuals. I think that the media also contributes to disseminating the stereotypes about individuals, and it divides societies. That's how we get to a point where human rights just are not considered.\u003c/p>\u003c/blockquote>\n\n",
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"excerpt": "Mario Herrera is a Trump supporter. Iliana Perez is an undocumented immigrant. They have hugely divergent views on immigration, but they sat down for a civil conversation.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>For a new series we’re calling \u003cem>\u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\" target=\"_blank\">Start the Conversation\u003c/a>\u003c/em>, we listen in on pairs of Californians who have very different opinions on issues, but who also want to find common ground.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates — and we hope they’re a way to try to bridge some of the big divides between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>Iliana Perez and Mario Herrera both have firsthand experience with the U.S. immigration system.\u003c/p>\n\u003cp>Perez was born in Hidalgo, Mexico, about 50 miles north of Mexico City. She came to the United States with her parents and younger brother in 1995 when she was eight years old.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>They came on tourist visas, but when the visa expired, Perez and her family stayed, joining the ranks of undocumented immigrants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since then she has become a Dreamer -- one of the hundreds of thousands of people who were brought to this country illegally as children and are now protected under Deferred Action for Childhood Arrivals (DACA).\u003c/p>\n\u003cp>She's used that protection to its fullest -- she has a master's in economics, is working on a PhD in education policy and does immigration and advocacy work.\u003c/p>\n\u003cp>\"My entire life has been all about finding ways to earn a living and to get access to higher education within the confinements of being undocumented,\" Perez says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Herrera was born in Corona, California, not long after his mother immigrated legally from Mexico. He says she spent 15 years trying to become a citizen.\u003c/p>\n\u003cp>\"I got to see my mom spend thousands of dollars on immigration lawyers that don't really do anything other than set out the paperwork and take your money,\" Herrera says. \"It's a broken system.\"\u003c/p>\n\u003cp>He spent six years in the Marine Corps before going to school in Riverside. He then found his way into local Republican politics as an elected member of the Republican Party Central Committee and consulting with various Republican legislators.\u003c/p>\n\u003cp>After initially backing Marco Rubio for the Republican presidential nomination, he became a staunch Trump supporter, serving as delegate to the Republican National Convention and attending the inauguration.\u003c/p>\n\u003cp>Herrera and Perez have very different views on U.S. immigration policy, but they agreed to sit down and talk with each other about their thoughts as part of our \"Start the Conversation\" series.\u003c/p>\n\u003cp>Here are some highlights from that conversation:\u003c/p>\n\u003cp>\u003cstrong>On how to solve the immigration issue:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I would like to see more border security implemented, I would like to see a vetting process take place, and I would like to see somewhat of a merit system be put in place -- a system that expedites the current immigration system because the reason that people are coming in the shadows is because we have such a messed up immigration process where people would rather come in the shadows rather than fill out the paperwork. So I do think that we need to reform our entire immigration system to make it easier to become a citizen.\u003c/p>\n\u003cp>Perez: I try to think of a more global perspective in terms of immigration where we need to be able to work with different countries in terms of also helping with economic development. ... Even a vetting process or anything like that will not work because immigration will just continue to occur whether it's undocumented or documented individuals. It's a global perspective that we all need to be thinking about\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On the perception of undocumented immigrants:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Perez: I think it's this idea that we're stealing a job. I've heard this even from my own family members. My brother and I are the only undocumented individuals in the family, and we're the only ones that ended up going to college where all my other cousins who were born here and who had the financial resources to go to college didn't. They always thought that I took a space from them.\u003c/p>\n\u003cp>Herrera: I have members of my family that are undocumented. In my opinion, just because I'm related to them doesn't make their situation any better. I still think they should have gone through a specific process. ... I really do think Iliana is by far the biggest exception I've ever seen. You're very articulate, you're very intelligent. You are definitely an exception. I'm confident that if anybody had a perception of illegal immigrants if they were to meet you that you would not be the person they would think [of].\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On President Trump:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I don't think it's a secret here that I'm a staunch Trump supporter. I went to the inauguration. I was a delegate for the RNC. I guess you could say I drank the Kool-Aid. ... In his speeches, he talks about the criminal aspect of illegal immigration, but then afterwards he starts going onto 'We need to make it easier to become a citizen so people don't come into the shadows.' You never hear that in the media, and I think that's kind of what's helped create this polarizing climate that we have.\u003c/p>\n\u003cp>Perez: One of the most infuriating things regardless of political parties is the fact that Trump continues to create this idea of illegal immigrants just being these horrible individuals. I think that the media also contributes to disseminating the stereotypes about individuals, and it divides societies. That's how we get to a point where human rights just are not considered.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Long Road to College From the 'At-Risk' List in High School",
"title": "The Long Road to College From the 'At-Risk' List in High School",
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"content": "\u003cp>Floyd Maxey stares at the computer screen currently flickering with all the evidence of his high school career's rocky start: a B in one class, D's in three others -- and an F.\u003c/p>\n\u003cp>Sitting next to him in the computer lab, his mentor clicks into the page detailing the high school freshman's current D in algebra. \"How's Ms. Ruiz's class been going?\" asks the mentor, 23-year-old Eleanor Kim.\u003c/p>\n\u003cp>\"Ms. Eleanor, I don't like that class,\" Floyd groans. \"It's hard up in there.\" \u003c/p>\n\u003cp>\"You should be asking for help,\" replies Kim, an AmeriCorps member for an education-focused service organization called City Year. This school year, Kim has worked as a mentor and tutor to Floyd and 10 other freshman at the South L.A. charter high school he attends, Locke College Preparatory Academy.\u003c/p>\n\u003cp>\"I don't get it the way [my math teacher] explains it,\" Floyd replies. Kim offers a few suggestions, including simply asking Ms. Ruiz for help after school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"She needs to know,\" Kim advises Floyd, \"that you want to improve.\"\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/03/2017-03-31b-tcrmag.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/FloydMaxey-800x555.jpg\" Title=\"The Long Road to College From the 'At-Risk' List in High School\" program=\"The California Report\"]\u003c/p>\n\u003cp>In recent weeks, Floyd has taken huge steps to improve from what was a disastrous first semester of high school, when Floyd would skip school for days or even weeks at a time. His grades last semester were even worse.\u003c/p>\n\u003cp>Still, Floyd -- who says he's hoped to attend college since he was 8 years old -- knows his current grades aren't guaranteed to get him there. At University of California or California State University campuses, students need at least C's to qualify for admission.\u003c/p>\n\u003cp>And University of Oregon education professor David Conley, who has studied the transition from high school to college since the 1990s, says decent grades and regular attendance are only preliminary steps toward higher education. It's the next steps that are often the hardest for ninth graders, especially for low-income students or students of color. (Most students at Floyd's school receive free or reduced lunch; practically all are Asian or Latino.)\u003c/p>\n\u003cp>Conley says, in surveys, between 80 and 90 percent of entering ninth graders report hoping to achieve at least a bachelors degree.\u003c/p>\n\u003cp>By the time they graduate, students from middle- and upper-middle-class backgrounds tend to report even higher aspirations: \"In other words, by the end of high school they don’t just want to go to college, they want to go to grad school,\" Conley says.\u003c/p>\n\u003cp>Low-income students and students from underrepresented minority groups report the opposite trend.\u003c/p>\n\u003cp>\"Over the four years of high school, their aspirations go down. By the end of high school, they’re talking about maybe community college or just going to work or going into the military. So you’ve got this divergence of aspirations occurring over a four-year period.\"\u003c/p>\n\u003cp>The difference has to do with all the next steps Floyd will have to complete in order to get to college: figuring out why he wants to attend college and what he wants to study, finding the right school to attend, arranging financial aid and perhaps taking an entrance exam like the SAT or ACT.\u003c/p>\n\u003cp>But economically privileged students tend to have adult help and life experience necessary to tackle those challenges. Less-privileged students, Conley says, tend to get less help, leaving some discouraged or unsure of how to pay for college.\u003c/p>\n\u003cp>But Floyd says he's ready to do \"what he's gotta do,\" as he puts it, to get his grades up and get to college.\u003c/p>\n\u003cp>\"I've been tired of being in trouble -- getting bad grades and stuff like that,\" says Floyd. \"It's like God just talked to me, touched me, or something -- just told me to go to school.\"\u003c/p>\n\u003ch2>Football Helps With Focus\u003c/h2>\n\u003cp>Floyd's college aspirations are rooted in one desire: to play professional football.\u003c/p>\n\u003cp>\"Football's my life,\" he says. \"It’s something I want to do for the rest of my life.\"\u003c/p>\n\u003cp>\"He’s wanted to play football ever since he was a kid in elementary school,\" says John Maxey, Floyd's father.\u003c/p>\n\u003cp>Back in his early years, Floyd dreamed of donning pads for the University of Southern California. Now he dreams of playing for other schools with storied football programs: the University of Oregon or Clemson University, in South Carolina.\u003c/p>\n\u003cp>Floyd played on Locke's junior varsity football team last year, and hopes to make the varsity squad next year. \"I think it focuses him,\" his father says.\u003c/p>\n\u003cp>On some level, Floyd has always known playing college football would require actually getting into college. But when he entered high school, daunted by harder classes, he decided to start \"ditching\" school.\u003c/p>\n\u003cp>\"Right there, I was, like, forget school,\" Floyd says, explaining his thinking. \"Forget college and stuff. Like, I can’t do this no more. I can’t be nobody that I’m not. I’m not that type of person. School’s just not for me.\"\u003c/p>\n\u003cp>Floyd says it wasn't just the difficulty of the courses that prompted him to miss so much school. People in his neighborhood, just west of the 110 Freeway from Watts, would cajole him into skipping school.\u003c/p>\n\u003cp>Meanwhile, John Maxey, who's 79 years old and retired, began to notice the absences piling up. Floyd offered his excuses, but John would get on his son's case about hanging out with people he felt would lead Floyd astray.\u003c/p>\n\u003cp>Finally, on a day Floyd was skipping class, his father saw Floyd walking down the street going to get something to eat.\u003c/p>\n\u003cp>\"My dad saw me in his car,\" Floyd says, \"and I was like, like, 'Dang, I really got caught.'\"\u003c/p>\n\u003cp>\"I told him to get his butt out of there and get to school,\" his father remembers.\u003c/p>\n\u003cp>Floyd says, in that moment, something clicked.\u003c/p>\n\u003cp>\"I want my dad to be proud of me,\" he says. \"I want to be like my sister and go to college.\"\u003c/p>\n\u003ch2>From 'Focus List' to Turnaround\u003c/h2>\n\u003cp>City Year's assessments had identified Floyd as a candidate for extra help months before he was ready to accept it.\u003c/p>\n\u003cp>Floyd's sporadic attendance, tendency to goof off in class and his academic performance in core subjects like reading and math landed him on what's known as the \"focus list.\" That designation means that, while Floyd wasn't severely off-track during his first semester, he was still far enough behind in school that he required extra attention. (City Year believes students with high levels of need require the instruction of credentialed educators.)\u003c/p>\n\u003cp>Eleanor Kim is one of 288 AmeriCorps members working in 28 L.A. schools through City Year. In the fall, mentors like Kim selected between eight and 12 \"focus list\" students with whom they'd work closely throughout the year. Across L.A. this year, City Year volunteers are helping more than 2,800 \"focus list\" students and interacting with more than 12,000 students in classrooms or after school programs.\u003c/p>\n\u003cp>Kim says Floyd's math teacher initially suggested she take him on as a mentee -- but like his teachers, Kim didn't see much of him during his first semester. Like Floyd's father, she too found him once on the sidewalks near the school at a time he should've been in class.\u003c/p>\n\u003cp>But Kim says she sees Floyd much more often -- not only in the literacy class where she works with him daily, but in City Year's after school tutoring program.\u003c/p>\n\u003cp>At their report card conference, Kim asks why Floyd is having such a hard time focusing in math.\u003c/p>\n\u003cp>\"I always talk\" with friends in the class, Floyd says -- an unhelpful distraction, he admits. \"And then the work be hard, so I don’t got nothing to do but talk.\"\u003c/p>\n\u003cp>This was a main reason why Floyd began skipping school in the first place -- he folded when classes got hard. Eleanor pushes him to tough it out.\u003c/p>\n\u003cp>\"You’re going to make a commitment to improve,\" Kim tells him.\u003c/p>\n\u003cp>But before she concludes, she adds some good news. Floyd may still have D's, but in several classes, his grade is so close to a C that he could likely improve by asking teachers about making up missing assignments or retaking tests he'd flunked.\u003c/p>\n\u003cp>\"Those are so close to a C,\" Kim says, surveying his report card.\u003c/p>\n\u003cp>John Maxey says he still feels Floyd has a long way to go. If he had to grade his son's current effort to improve his performance in school, Maxey says he'd give Floyd a D. He's still concerned about the company Floyd keeps outside of school.\u003c/p>\n\u003cp>\"If he doesn't change, he's not going to make it\" to college, Maxey says.\u003c/p>\n\u003cp>Overall, Kim, a UCLA graduate who hopes to attend medical school next year, says she's impressed by Floyd's turnaround so far -- and has high hopes.\u003c/p>\n\u003cp>“In my mind, I’m convinced he’s going to graduate from high school,\" Kim says. \"I want him to have that same kind of mentality and mindset.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When we’re talking,\" she added, \"it’s ‘We will get you to college, so what are the steps that we can take to get you there?’”\u003c/p>\n\n",
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"nprByline": "\u003cstrong>\u003ca href=\"http://www.scpr.org/about/people/staff/kyle-stokes\">Kyle Stokes\u003c/a>\u003c/strong>\u003cbr>\u003ca href=\"http://www.scpr.org/\">KPCC\u003c/a>\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Floyd Maxey stares at the computer screen currently flickering with all the evidence of his high school career's rocky start: a B in one class, D's in three others -- and an F.\u003c/p>\n\u003cp>Sitting next to him in the computer lab, his mentor clicks into the page detailing the high school freshman's current D in algebra. \"How's Ms. Ruiz's class been going?\" asks the mentor, 23-year-old Eleanor Kim.\u003c/p>\n\u003cp>\"Ms. Eleanor, I don't like that class,\" Floyd groans. \"It's hard up in there.\" \u003c/p>\n\u003cp>\"You should be asking for help,\" replies Kim, an AmeriCorps member for an education-focused service organization called City Year. This school year, Kim has worked as a mentor and tutor to Floyd and 10 other freshman at the South L.A. charter high school he attends, Locke College Preparatory Academy.\u003c/p>\n\u003cp>\"I don't get it the way [my math teacher] explains it,\" Floyd replies. Kim offers a few suggestions, including simply asking Ms. Ruiz for help after school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"She needs to know,\" Kim advises Floyd, \"that you want to improve.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In recent weeks, Floyd has taken huge steps to improve from what was a disastrous first semester of high school, when Floyd would skip school for days or even weeks at a time. His grades last semester were even worse.\u003c/p>\n\u003cp>Still, Floyd -- who says he's hoped to attend college since he was 8 years old -- knows his current grades aren't guaranteed to get him there. At University of California or California State University campuses, students need at least C's to qualify for admission.\u003c/p>\n\u003cp>And University of Oregon education professor David Conley, who has studied the transition from high school to college since the 1990s, says decent grades and regular attendance are only preliminary steps toward higher education. It's the next steps that are often the hardest for ninth graders, especially for low-income students or students of color. (Most students at Floyd's school receive free or reduced lunch; practically all are Asian or Latino.)\u003c/p>\n\u003cp>Conley says, in surveys, between 80 and 90 percent of entering ninth graders report hoping to achieve at least a bachelors degree.\u003c/p>\n\u003cp>By the time they graduate, students from middle- and upper-middle-class backgrounds tend to report even higher aspirations: \"In other words, by the end of high school they don’t just want to go to college, they want to go to grad school,\" Conley says.\u003c/p>\n\u003cp>Low-income students and students from underrepresented minority groups report the opposite trend.\u003c/p>\n\u003cp>\"Over the four years of high school, their aspirations go down. By the end of high school, they’re talking about maybe community college or just going to work or going into the military. So you’ve got this divergence of aspirations occurring over a four-year period.\"\u003c/p>\n\u003cp>The difference has to do with all the next steps Floyd will have to complete in order to get to college: figuring out why he wants to attend college and what he wants to study, finding the right school to attend, arranging financial aid and perhaps taking an entrance exam like the SAT or ACT.\u003c/p>\n\u003cp>But economically privileged students tend to have adult help and life experience necessary to tackle those challenges. Less-privileged students, Conley says, tend to get less help, leaving some discouraged or unsure of how to pay for college.\u003c/p>\n\u003cp>But Floyd says he's ready to do \"what he's gotta do,\" as he puts it, to get his grades up and get to college.\u003c/p>\n\u003cp>\"I've been tired of being in trouble -- getting bad grades and stuff like that,\" says Floyd. \"It's like God just talked to me, touched me, or something -- just told me to go to school.\"\u003c/p>\n\u003ch2>Football Helps With Focus\u003c/h2>\n\u003cp>Floyd's college aspirations are rooted in one desire: to play professional football.\u003c/p>\n\u003cp>\"Football's my life,\" he says. \"It’s something I want to do for the rest of my life.\"\u003c/p>\n\u003cp>\"He’s wanted to play football ever since he was a kid in elementary school,\" says John Maxey, Floyd's father.\u003c/p>\n\u003cp>Back in his early years, Floyd dreamed of donning pads for the University of Southern California. Now he dreams of playing for other schools with storied football programs: the University of Oregon or Clemson University, in South Carolina.\u003c/p>\n\u003cp>Floyd played on Locke's junior varsity football team last year, and hopes to make the varsity squad next year. \"I think it focuses him,\" his father says.\u003c/p>\n\u003cp>On some level, Floyd has always known playing college football would require actually getting into college. But when he entered high school, daunted by harder classes, he decided to start \"ditching\" school.\u003c/p>\n\u003cp>\"Right there, I was, like, forget school,\" Floyd says, explaining his thinking. \"Forget college and stuff. Like, I can’t do this no more. I can’t be nobody that I’m not. I’m not that type of person. School’s just not for me.\"\u003c/p>\n\u003cp>Floyd says it wasn't just the difficulty of the courses that prompted him to miss so much school. People in his neighborhood, just west of the 110 Freeway from Watts, would cajole him into skipping school.\u003c/p>\n\u003cp>Meanwhile, John Maxey, who's 79 years old and retired, began to notice the absences piling up. Floyd offered his excuses, but John would get on his son's case about hanging out with people he felt would lead Floyd astray.\u003c/p>\n\u003cp>Finally, on a day Floyd was skipping class, his father saw Floyd walking down the street going to get something to eat.\u003c/p>\n\u003cp>\"My dad saw me in his car,\" Floyd says, \"and I was like, like, 'Dang, I really got caught.'\"\u003c/p>\n\u003cp>\"I told him to get his butt out of there and get to school,\" his father remembers.\u003c/p>\n\u003cp>Floyd says, in that moment, something clicked.\u003c/p>\n\u003cp>\"I want my dad to be proud of me,\" he says. \"I want to be like my sister and go to college.\"\u003c/p>\n\u003ch2>From 'Focus List' to Turnaround\u003c/h2>\n\u003cp>City Year's assessments had identified Floyd as a candidate for extra help months before he was ready to accept it.\u003c/p>\n\u003cp>Floyd's sporadic attendance, tendency to goof off in class and his academic performance in core subjects like reading and math landed him on what's known as the \"focus list.\" That designation means that, while Floyd wasn't severely off-track during his first semester, he was still far enough behind in school that he required extra attention. (City Year believes students with high levels of need require the instruction of credentialed educators.)\u003c/p>\n\u003cp>Eleanor Kim is one of 288 AmeriCorps members working in 28 L.A. schools through City Year. In the fall, mentors like Kim selected between eight and 12 \"focus list\" students with whom they'd work closely throughout the year. Across L.A. this year, City Year volunteers are helping more than 2,800 \"focus list\" students and interacting with more than 12,000 students in classrooms or after school programs.\u003c/p>\n\u003cp>Kim says Floyd's math teacher initially suggested she take him on as a mentee -- but like his teachers, Kim didn't see much of him during his first semester. Like Floyd's father, she too found him once on the sidewalks near the school at a time he should've been in class.\u003c/p>\n\u003cp>But Kim says she sees Floyd much more often -- not only in the literacy class where she works with him daily, but in City Year's after school tutoring program.\u003c/p>\n\u003cp>At their report card conference, Kim asks why Floyd is having such a hard time focusing in math.\u003c/p>\n\u003cp>\"I always talk\" with friends in the class, Floyd says -- an unhelpful distraction, he admits. \"And then the work be hard, so I don’t got nothing to do but talk.\"\u003c/p>\n\u003cp>This was a main reason why Floyd began skipping school in the first place -- he folded when classes got hard. Eleanor pushes him to tough it out.\u003c/p>\n\u003cp>\"You’re going to make a commitment to improve,\" Kim tells him.\u003c/p>\n\u003cp>But before she concludes, she adds some good news. Floyd may still have D's, but in several classes, his grade is so close to a C that he could likely improve by asking teachers about making up missing assignments or retaking tests he'd flunked.\u003c/p>\n\u003cp>\"Those are so close to a C,\" Kim says, surveying his report card.\u003c/p>\n\u003cp>John Maxey says he still feels Floyd has a long way to go. If he had to grade his son's current effort to improve his performance in school, Maxey says he'd give Floyd a D. He's still concerned about the company Floyd keeps outside of school.\u003c/p>\n\u003cp>\"If he doesn't change, he's not going to make it\" to college, Maxey says.\u003c/p>\n\u003cp>Overall, Kim, a UCLA graduate who hopes to attend medical school next year, says she's impressed by Floyd's turnaround so far -- and has high hopes.\u003c/p>\n\u003cp>“In my mind, I’m convinced he’s going to graduate from high school,\" Kim says. \"I want him to have that same kind of mentality and mindset.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When we’re talking,\" she added, \"it’s ‘We will get you to college, so what are the steps that we can take to get you there?’”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Howard University is opening Howard West at Google, an effort to pave the way to tech careers for more African-American computer science students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, 25 students from the \u003ca href=\"https://www2.howard.edu/\">historically black university\u003c/a>, which is based in Washington, D.C., will train at the tech giant’s headquarters in Mountain View. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google, like the tech industry overall, is making slow progress toward hiring black engineers. Last fall, Google released its latest employee \u003ca href=\"https://www.google.com/diversity/\">diversity report\u003c/a>, detailing the gender and ethnicity of everyone it hired in 2015. While the number of black employees went up, they still represent only 2 percent of Google’s workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Google said it fell short of its diversity goal. With Howard West, Google believes it can meet that goal faster, said \u003ca href=\"https://www.linkedin.com/in/bonitacstewart\">Bonita Stewart\u003c/a>, the company’s vice president of global partnerships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have the opportunity to be able to build a qualified pipeline of talent across the black community,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pipeline, or the pipeline problem, is an idea commonly held in Silicon Valley that there just aren’t enough blacks, Latinos and women with computer programming skills to fill jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build that pipeline, Howard West will bring 25 of its students to Google’s headquarters this summer. They’ll be mentored by Google engineers and get regular classroom instruction from Howard professors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard and Google plan to train 750 students over five years and will open the program to students from all historically black colleges and universities, or HBCUs. \u003ca href=\"https://www2.howard.edu/about/president\">Wayne Frederick\u003c/a>, Howard’s president, said the instruction is important.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But I think just as important will be exposure to the culture here,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Frederick heard from alums working in the industry, who said they felt Howard prepared them technically but not culturally to work in Silicon Valley. There’s the management style, which values collaboration over hierarchy, the importance of networking and how to dress.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">So, for instance, I’m dressed in a suit and tie, and I haven’t seen anybody else in a suit and a tie,” he joked. “So that’s one example to just being exposed to that culture.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11371496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11371496 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg\" alt=\"Bonita Stewart (L) is the Vice President of Global partnerships at Google. Wayne Frederick (R) is the president of Howard University.\" width=\"800\" height=\"1316\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-160x263.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1020x1678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1180x1942.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-960x1580.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-240x395.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-375x617.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-520x856.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita.jpg 1199w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bonita Stewart (L) is the vice president of global partnerships at Google. Wayne Frederick (R) is the president of Howard University. \u003ccite>(Google)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.code2040.org/christian-simamora/\">Christian Simamora\u003c/a>, of \u003ca href=\"http://www.code2040.org/\">Code2040\u003c/a>, a nonprofit dedicated to increasing the number of blacks and Latinos in the tech sector, applauds the opening of Howard West, but he’s concerned that the narrative will become “there’s a pipeline problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would hire more black engineers if we could find them,” Simamora said, mimicking a common refrain from tech companies. “The fact of the matter is \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html\">the talent is there\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said about 18 percent of computer science majors in the U.S. identify as black or Latino, but they represent only 5 percent of the technology workforce. He said the problem is with recruitment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Many of the top tech companies aren’t even recruiting at the HBCUs — Howard, \u003ca href=\"http://www.spelman.edu/\">Spelman\u003c/a>. All these schools have CS programs,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why aren’t big tech companies recruiting at HBCUs?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t speak for those companies,” he said. “But what I find interesting is that tech disrupts; tech hiring does not disrupt. It does not question what came before it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said many tech companies continue to focus their recruitment efforts at a few schools, like Stanford, Harvard and MIT. Considering that, Simamora said the opening of Howard West at Google is disruptive and might force \u003c/span>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003cspan style=\"font-weight: 400\"> tech industry to start acting differently.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Howard University is opening Howard West at Google, an effort to pave the way to tech careers for more African-American computer science students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, 25 students from the \u003ca href=\"https://www2.howard.edu/\">historically black university\u003c/a>, which is based in Washington, D.C., will train at the tech giant’s headquarters in Mountain View. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google, like the tech industry overall, is making slow progress toward hiring black engineers. Last fall, Google released its latest employee \u003ca href=\"https://www.google.com/diversity/\">diversity report\u003c/a>, detailing the gender and ethnicity of everyone it hired in 2015. While the number of black employees went up, they still represent only 2 percent of Google’s workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Google said it fell short of its diversity goal. With Howard West, Google believes it can meet that goal faster, said \u003ca href=\"https://www.linkedin.com/in/bonitacstewart\">Bonita Stewart\u003c/a>, the company’s vice president of global partnerships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have the opportunity to be able to build a qualified pipeline of talent across the black community,” she said. \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\">The pipeline, or the pipeline problem, is an idea commonly held in Silicon Valley that there just aren’t enough blacks, Latinos and women with computer programming skills to fill jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build that pipeline, Howard West will bring 25 of its students to Google’s headquarters this summer. They’ll be mentored by Google engineers and get regular classroom instruction from Howard professors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard and Google plan to train 750 students over five years and will open the program to students from all historically black colleges and universities, or HBCUs. \u003ca href=\"https://www2.howard.edu/about/president\">Wayne Frederick\u003c/a>, Howard’s president, said the instruction is important.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But I think just as important will be exposure to the culture here,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Frederick heard from alums working in the industry, who said they felt Howard prepared them technically but not culturally to work in Silicon Valley. There’s the management style, which values collaboration over hierarchy, the importance of networking and how to dress.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">So, for instance, I’m dressed in a suit and tie, and I haven’t seen anybody else in a suit and a tie,” he joked. “So that’s one example to just being exposed to that culture.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11371496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11371496 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg\" alt=\"Bonita Stewart (L) is the Vice President of Global partnerships at Google. Wayne Frederick (R) is the president of Howard University.\" width=\"800\" height=\"1316\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-160x263.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1020x1678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1180x1942.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-960x1580.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-240x395.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-375x617.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-520x856.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita.jpg 1199w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bonita Stewart (L) is the vice president of global partnerships at Google. Wayne Frederick (R) is the president of Howard University. \u003ccite>(Google)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.code2040.org/christian-simamora/\">Christian Simamora\u003c/a>, of \u003ca href=\"http://www.code2040.org/\">Code2040\u003c/a>, a nonprofit dedicated to increasing the number of blacks and Latinos in the tech sector, applauds the opening of Howard West, but he’s concerned that the narrative will become “there’s a pipeline problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would hire more black engineers if we could find them,” Simamora said, mimicking a common refrain from tech companies. “The fact of the matter is \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html\">the talent is there\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said about 18 percent of computer science majors in the U.S. identify as black or Latino, but they represent only 5 percent of the technology workforce. He said the problem is with recruitment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Many of the top tech companies aren’t even recruiting at the HBCUs — Howard, \u003ca href=\"http://www.spelman.edu/\">Spelman\u003c/a>. All these schools have CS programs,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why aren’t big tech companies recruiting at HBCUs?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t speak for those companies,” he said. “But what I find interesting is that tech disrupts; tech hiring does not disrupt. It does not question what came before it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said many tech companies continue to focus their recruitment efforts at a few schools, like Stanford, Harvard and MIT. Considering that, Simamora said the opening of Howard West at Google is disruptive and might force \u003c/span>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003cspan style=\"font-weight: 400\"> tech industry to start acting differently.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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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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},
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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