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"bio": "Michael Krasny was the former host of the program, Forum. He was with ABC in both radio and television and migrated to public broadcasting in 1993. He was a Professor of English at San Francisco State University and also taught at Stanford, the University of San Francisco and the University of California, as well as in the Fulbright International Institutes. A veteran interviewer for the nationally broadcast City Arts and Lectures, he is the author of a number of books, including “Off Mike: A Memoir of Talk Radio and Literary Life” (Stanford University Press) “Spiritual Envy” (New World); “Sound Ideas” (with M.E. Sokolik/ McGraw-Hill); “Let There Be Laughter” (Harper-Collins) as well as the twenty-four lecture series in DVD, audio and book, “Short Story Masterpieces” (The Teaching Company). He has interviewed many of the world’s leading political, cultural, literary, science and technology figures, as well as major figures from the world of entertainment. He is the recipient of many awards and honors including the S.Y. Agnon Medal for Intellectual Achievement; The Eugene Block Award for Human Rights Journalism; the James Madison Freedom of Information Award; the Excellence in Journalism Award from the National Lesbian and Gay Journalists Association; Career Achievement Award from the Society of Professional Journalists and an award from the Radio and Television News Directors Association. He holds a B.A. (cum laude) and M.A. from Ohio University and a PhD from the University of Wisconsin.",
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"content": "\u003cp>Two years ago, William McNeil lost his retail job at Sears and was looking to improve his life. Around the same time, he got a bunch of emails promising a path to a new career from ITT Technical Institute, the for-profit college chain.\u003c/p>\n\u003cp>So, McNeil, who’s 57, signed up online to get more information about the school and got several calls from an ITT recruiter. Desperate to get back on track, he decided it was worth the $20,000 in government-backed loans to pursue an associate’s degree in networking technology at the school.\u003c/p>\n\u003cp>“I liked computers and I figured it was something that’s going to be around a while, and only get more intense,” he says.\u003c/p>\n\u003cp>At the campus in Norwood, Massachusetts, outside of Boston, he earned a 3.5 grade-point average and says he felt confident that, with a degree, he’d be able to find work.\u003c/p>\n\u003cp>“Everything was looking good and I was just about to start my final quarter,” he says. “I would’ve graduated with my associate’s degree in December, and there went the rug out from under my feet.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That was last month, when ITT shut down all of its 137 locations. Two of those locations were in the Bay Area, one in Concord and the other in Oakland. The federal government cut off student aid because the school’s accreditor found it had lied about its graduation and job-placement figures.\u003c/p>\n\u003cp>Nearly 40,000 students, including McNeil, were left scrambling, wondering if their time and money spent at ITT Tech would pay off at all, anywhere.\u003c/p>\n\u003cp>Since then, community and nonprofit private schools across the country have been holding open houses to recruit former ITT students.\u003c/p>\n\u003cp>McNeil is trying to convince admissions officers at the Ben Franklin Institute of Technology, a nonprofit two-year college in Boston, to give him credit for coursework he’s already done at ITT.\u003c/p>\n\u003cp>As McNeil, and thousands of other former ITT students can probably tell you, that’s not easy.\u003c/p>\n\u003cp>“We’re sitting down with each individual student, one by one, to make sure that they are ready because we don’t want to put them in a class that they’re not ready for,” says Marvin Loiseau, Ben Franklin’s admissions director.\u003c/p>\n\u003cp>He and McNeil go through each course, making a plan for the next year. “Why should they be penalized because their school closed down?” Loiseau asks.\u003c/p>\n\u003cp>This is an issue, and not just for former ITT Tech students. It can be difficult to transfer credits between two-year and four-year schools, for-profit and nonprofit colleges across the country. And, for many low-income students, the path to graduation isn’t clear.\u003c/p>\n\u003cp>“They don’t typically go to one institution and stay there on a residential campus for four years and graduate,” Bill Moses of the Kresge Foundation says. “They take longer, they often go to more than one institution, they go to very different kinds of institutions.”\u003c/p>\n\u003cp>So one idea, Moses says, is for colleges, states and accreditors to rethink how they measure and transfer credits.\u003c/p>\n\u003cp>“Could you have statewide, or at least metro-area wide, articulation agreements so it’s easier for lower-income students — particularly the students who go to ITT and other for-profits — to transfer?”\u003c/p>\n\u003cp>Giving students credit for what they know, rather than time spent in the classroom, Moses says, would solve many of today’s college credit problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The U.S. Education Department is backing that idea. For now, former ITT students who can’t transfer their credits are eligible for debt relief, but that would mean starting from square one.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 WGBH Radio. To see more, visit \u003ca href=\"http://www.wgbhnews.org\">WGBH Radio\u003c/a>.\u003cimg decoding=\"async\" src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where+Are+The+40%2C000+Students+ITT+Tech+Left+Behind+When+It+Closed%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two years ago, William McNeil lost his retail job at Sears and was looking to improve his life. Around the same time, he got a bunch of emails promising a path to a new career from ITT Technical Institute, the for-profit college chain.\u003c/p>\n\u003cp>So, McNeil, who’s 57, signed up online to get more information about the school and got several calls from an ITT recruiter. Desperate to get back on track, he decided it was worth the $20,000 in government-backed loans to pursue an associate’s degree in networking technology at the school.\u003c/p>\n\u003cp>“I liked computers and I figured it was something that’s going to be around a while, and only get more intense,” he says.\u003c/p>\n\u003cp>At the campus in Norwood, Massachusetts, outside of Boston, he earned a 3.5 grade-point average and says he felt confident that, with a degree, he’d be able to find work.\u003c/p>\n\u003cp>“Everything was looking good and I was just about to start my final quarter,” he says. “I would’ve graduated with my associate’s degree in December, and there went the rug out from under my feet.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That was last month, when ITT shut down all of its 137 locations. Two of those locations were in the Bay Area, one in Concord and the other in Oakland. The federal government cut off student aid because the school’s accreditor found it had lied about its graduation and job-placement figures.\u003c/p>\n\u003cp>Nearly 40,000 students, including McNeil, were left scrambling, wondering if their time and money spent at ITT Tech would pay off at all, anywhere.\u003c/p>\n\u003cp>Since then, community and nonprofit private schools across the country have been holding open houses to recruit former ITT students.\u003c/p>\n\u003cp>McNeil is trying to convince admissions officers at the Ben Franklin Institute of Technology, a nonprofit two-year college in Boston, to give him credit for coursework he’s already done at ITT.\u003c/p>\n\u003cp>As McNeil, and thousands of other former ITT students can probably tell you, that’s not easy.\u003c/p>\n\u003cp>“We’re sitting down with each individual student, one by one, to make sure that they are ready because we don’t want to put them in a class that they’re not ready for,” says Marvin Loiseau, Ben Franklin’s admissions director.\u003c/p>\n\u003cp>He and McNeil go through each course, making a plan for the next year. “Why should they be penalized because their school closed down?” Loiseau asks.\u003c/p>\n\u003cp>This is an issue, and not just for former ITT Tech students. It can be difficult to transfer credits between two-year and four-year schools, for-profit and nonprofit colleges across the country. And, for many low-income students, the path to graduation isn’t clear.\u003c/p>\n\u003cp>“They don’t typically go to one institution and stay there on a residential campus for four years and graduate,” Bill Moses of the Kresge Foundation says. “They take longer, they often go to more than one institution, they go to very different kinds of institutions.”\u003c/p>\n\u003cp>So one idea, Moses says, is for colleges, states and accreditors to rethink how they measure and transfer credits.\u003c/p>\n\u003cp>“Could you have statewide, or at least metro-area wide, articulation agreements so it’s easier for lower-income students — particularly the students who go to ITT and other for-profits — to transfer?”\u003c/p>\n\u003cp>Giving students credit for what they know, rather than time spent in the classroom, Moses says, would solve many of today’s college credit problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The U.S. Education Department is backing that idea. For now, former ITT students who can’t transfer their credits are eligible for debt relief, but that would mean starting from square one.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 WGBH Radio. To see more, visit \u003ca href=\"http://www.wgbhnews.org\">WGBH Radio\u003c/a>.\u003cimg decoding=\"async\" src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where+Are+The+40%2C000+Students+ITT+Tech+Left+Behind+When+It+Closed%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Evolution of California’s ‘College Promise,’ as Told Through 4 Students",
"title": "The Evolution of California’s ‘College Promise,’ as Told Through 4 Students",
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"content": "\u003cp>Does higher education in California still unlock economic opportunities for young people? I explored that question by looking at the cost of a college degree through the lives of four students at very different points in California's history.\u003c/p>\n\u003ch2>The 1950s -- The early years\u003c/h2>\n\u003cp>\u003cb>Student: Darline Miller, UC Berkeley \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114859\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg\" alt=\"Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. “The atmosphere was electric,” she recalls. “There was nothing arduous about the college application process. There was no competition… you could just get in.”\" width=\"800\" height=\"923\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-400x461.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-1180x1361.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-960x1108.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. \u003ccite>(Courtesy Darline Miller)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Darline Miller attended \u003ca href=\"http://www.berkeley.edu/\">UC Berkeley\u003c/a> after high school during the 1950s, when student fees were at an all-time low. Students paid an $84 “incidental fee” each year. Tuition for nonresidents was $300 per year.\u003c/p>\n\u003cp>During this time, the undergraduate population was mostly white. Many students were also World War II veterans going to college on the\u003ca href=\"http://www.benefits.va.gov/gibill/history.asp\"> GI Bill\u003c/a>, a law that offered financial aid and a range of other services.\u003c/p>\n\u003cp>“The atmosphere was electric,” Miller, now 87, recalls. “There was nothing arduous about the college application process. There was no competition … you could just get in.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coming from Olympia, Washington, Miller remembers hopping on the local city bus to simply observe all the interesting people and places on Berkeley streets. She rented an apartment six blocks from campus for $35 per month.\u003c/p>\n\u003cp>Miller attended UC Berkeley for two years but she left school to start a family, like many women during this era. She later returned to college, got her degree, and became an educator.\u003c/p>\n\u003ch2>The 1960s -- California’s bold experiment\u003c/h2>\n\u003cp>\u003cb>Student: John Tintocalis, California State University, Los Angeles\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114954\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114954\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/JohnT800-800x1194.jpg\" alt=\"John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s.\" width=\"800\" height=\"1194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800-400x597.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s. \u003ccite>(Courtesy Ana Tintocalis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Tintocalis was born and raised in Concord, New Hampshire, but moved to California during the 1960s to take advantage of what he called a “golden opportunity” in higher education.\u003c/p>\n\u003cp>During this decade, California embarked on a bold new experiment under \u003ca href=\"http://www.ucop.edu/acadinit/mastplan/MasterPlan1960.pdf\">the Master Plan for Higher Education\u003c/a>, a groundbreaking law that established a three-tiered higher education system consisting of \u003ca href=\"http://universityofcalifornia.edu/\">UC\u003c/a>, \u003ca href=\"https://www2.calstate.edu/\">CSU\u003c/a> and\u003ca href=\"http://www.cccco.edu/\"> community colleges\u003c/a>.\u003c/p>\n\u003cp>The belief was that all young people -- regardless of their academic level or family income -- should have a chance to get a college degree at little or no cost.\u003c/p>\n\u003cp>Tintocalis was part of a wave of young baby boomers living in other states who heard about this college promise and settled in California.\u003c/p>\n\u003cp>While there was more diversity on CSU campuses, most of the student population continued to be white.\u003c/p>\n\u003cp>Tintocalis attended \u003ca href=\"https://www.calstatela.edu/\">CSU Los Angeles, \u003c/a>which -- like most CSU campuses at the time -- required residents to pay roughly $300-$500 in tuition. The system remains fairly affordable relative to comparable institutions in other states.\u003c/p>\n\u003cp>Tintocalis graduated with little debt and a degree in education. He worked as a public school teacher for more than 30 years in Palmdale, a desert community in northeast L.A. County. He passed away in 2012.\u003c/p>\n\u003cp>“He was very proud of what he accomplished,” says Rosa Tintocalis, John’s wife. “He would say, ‘Quality education is not just for private schools. You can have a tremendous education in state-run schools.’ ”\u003c/p>\n\u003ch2>2010-2016 -- Drowning in debt\u003c/h2>\n\u003cp>\u003cb>Student: Guillermo Rogel, UC Berkeley\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114966\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11114966 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guermillo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt.\" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-1180x774.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-960x630.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guillermo Rogel, 22, is from Riverside and graduated from \u003ca href=\"https://www.ucsc.edu/\">UC Santa Cruz\u003c/a> in June 2016. He represents the new face of higher education in the Golden State.\u003c/p>\n\u003cp>Latino students now make up more than 20 percent of the undergraduate population at UC -- the biggest demographic shift the system has experienced. More than 72 percent of these students are the first in their families to go to college and come from low-income families.\u003c/p>\n\u003cp>Beginning in 2010, however, UC tuition and fees experienced a dramatic and relentless upward climb, more than tripling, reaching over $12,000 per year at UC and over $6,000 per year at CSU.\u003c/p>\n\u003cp>For low-income students, UC created the \u003ca href=\"http://admission.universityofcalifornia.edu/paying-for-uc/glossary/blue-and-gold/\">Blue and Gold Opportunity Plan\u003c/a>, which covers tuition as long as their families make less than $80,000 per year.\u003c/p>\n\u003cp>Rogel qualified for this financial aid program, but he's still $45,000 in debt. Rogel says expensive student housing and everyday costs like food and school supplies forced him to rack up the debt.\u003c/p>\n\u003cp>\"I’m always hoping that Congress is going to do something at the federal level that would abolish all of student debt,” Rogel says. “It’s definitely scary to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life.”\u003c/p>\n\u003cp>Rogel now works as a student organizer for Washington state’s university system.\u003c/p>\n\u003ch2>2016 and beyond -- Free tuition for all?\u003c/h2>\n\u003cp>\u003cb>Student: Melissa Salcedo, UC Irvine\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114781\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114781\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg\" alt=\"Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-1180x796.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-960x648.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. \u003ccite>(Sarah Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Melissa Salcedo, 18, will attend \u003ca href=\"https://uci.edu/\">UC Irvine\u003c/a> this fall as a college freshman. The San Diego native comes from a large Mexican-American family, with four brothers and one sister. Salcedo is the youngest and the first in her family to attend UC. She plans to major in creative writing.\u003c/p>\n\u003cp>Salcedo, however, is attending UC at a time when the system continues to be overwhelmed -- changing demographics, soaring housing prices, more student demand and less state support for public universities are to blame.\u003c/p>\n\u003cp>Thanks to a special budget agreement between Gov. Jerry Brown and UC, tuition has remained stable over the past several years, with average tuition and fees costing $13,000 a year for undergraduates. In exchange for no tuition increases, the state is giving UC more state funding as long as the system enrolls more California residents.\u003c/p>\n\u003cp>[contextly_sidebar id=\"MqR9s5Zs7TrMorOT96gWVtHKwJ70iGj5\"]\u003c/p>\n\u003cp>Salcedo is also a recipient of UC’s Blue and Gold Opportunity financial aid program. But her mother, Becky Salcedo, says the family is still struggling to pay escalating student fees.\u003c/p>\n\u003cp>“Melissa knows we would do whatever we can to help her go through because this is what she wants,” Becky Salcedo says. “So yes, dollar signs are going through your head. You’re thinking about what else is coming our way.”\u003c/p>\n\u003cp>Efforts to institute a \"debt free college education\" have become the focal point for many lawmakers, including presidential candidate Hillary Clinton. But some question whether that can realistically be accomplished.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. However, UC tuition remains substantially lower than that of most private institutions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Does higher education in California still unlock economic opportunities for young people? I explored that question by looking at the cost of a college degree through the lives of four students at very different points in California's history.\u003c/p>\n\u003ch2>The 1950s -- The early years\u003c/h2>\n\u003cp>\u003cb>Student: Darline Miller, UC Berkeley \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114859\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg\" alt=\"Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. “The atmosphere was electric,” she recalls. “There was nothing arduous about the college application process. There was no competition… you could just get in.”\" width=\"800\" height=\"923\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-400x461.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-1180x1361.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-960x1108.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. \u003ccite>(Courtesy Darline Miller)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Darline Miller attended \u003ca href=\"http://www.berkeley.edu/\">UC Berkeley\u003c/a> after high school during the 1950s, when student fees were at an all-time low. Students paid an $84 “incidental fee” each year. Tuition for nonresidents was $300 per year.\u003c/p>\n\u003cp>During this time, the undergraduate population was mostly white. Many students were also World War II veterans going to college on the\u003ca href=\"http://www.benefits.va.gov/gibill/history.asp\"> GI Bill\u003c/a>, a law that offered financial aid and a range of other services.\u003c/p>\n\u003cp>“The atmosphere was electric,” Miller, now 87, recalls. “There was nothing arduous about the college application process. There was no competition … you could just get in.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coming from Olympia, Washington, Miller remembers hopping on the local city bus to simply observe all the interesting people and places on Berkeley streets. She rented an apartment six blocks from campus for $35 per month.\u003c/p>\n\u003cp>Miller attended UC Berkeley for two years but she left school to start a family, like many women during this era. She later returned to college, got her degree, and became an educator.\u003c/p>\n\u003ch2>The 1960s -- California’s bold experiment\u003c/h2>\n\u003cp>\u003cb>Student: John Tintocalis, California State University, Los Angeles\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114954\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114954\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/JohnT800-800x1194.jpg\" alt=\"John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s.\" width=\"800\" height=\"1194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800-400x597.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s. \u003ccite>(Courtesy Ana Tintocalis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Tintocalis was born and raised in Concord, New Hampshire, but moved to California during the 1960s to take advantage of what he called a “golden opportunity” in higher education.\u003c/p>\n\u003cp>During this decade, California embarked on a bold new experiment under \u003ca href=\"http://www.ucop.edu/acadinit/mastplan/MasterPlan1960.pdf\">the Master Plan for Higher Education\u003c/a>, a groundbreaking law that established a three-tiered higher education system consisting of \u003ca href=\"http://universityofcalifornia.edu/\">UC\u003c/a>, \u003ca href=\"https://www2.calstate.edu/\">CSU\u003c/a> and\u003ca href=\"http://www.cccco.edu/\"> community colleges\u003c/a>.\u003c/p>\n\u003cp>The belief was that all young people -- regardless of their academic level or family income -- should have a chance to get a college degree at little or no cost.\u003c/p>\n\u003cp>Tintocalis was part of a wave of young baby boomers living in other states who heard about this college promise and settled in California.\u003c/p>\n\u003cp>While there was more diversity on CSU campuses, most of the student population continued to be white.\u003c/p>\n\u003cp>Tintocalis attended \u003ca href=\"https://www.calstatela.edu/\">CSU Los Angeles, \u003c/a>which -- like most CSU campuses at the time -- required residents to pay roughly $300-$500 in tuition. The system remains fairly affordable relative to comparable institutions in other states.\u003c/p>\n\u003cp>Tintocalis graduated with little debt and a degree in education. He worked as a public school teacher for more than 30 years in Palmdale, a desert community in northeast L.A. County. He passed away in 2012.\u003c/p>\n\u003cp>“He was very proud of what he accomplished,” says Rosa Tintocalis, John’s wife. “He would say, ‘Quality education is not just for private schools. You can have a tremendous education in state-run schools.’ ”\u003c/p>\n\u003ch2>2010-2016 -- Drowning in debt\u003c/h2>\n\u003cp>\u003cb>Student: Guillermo Rogel, UC Berkeley\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114966\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11114966 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guermillo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt.\" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-1180x774.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-960x630.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guillermo Rogel, 22, is from Riverside and graduated from \u003ca href=\"https://www.ucsc.edu/\">UC Santa Cruz\u003c/a> in June 2016. He represents the new face of higher education in the Golden State.\u003c/p>\n\u003cp>Latino students now make up more than 20 percent of the undergraduate population at UC -- the biggest demographic shift the system has experienced. More than 72 percent of these students are the first in their families to go to college and come from low-income families.\u003c/p>\n\u003cp>Beginning in 2010, however, UC tuition and fees experienced a dramatic and relentless upward climb, more than tripling, reaching over $12,000 per year at UC and over $6,000 per year at CSU.\u003c/p>\n\u003cp>For low-income students, UC created the \u003ca href=\"http://admission.universityofcalifornia.edu/paying-for-uc/glossary/blue-and-gold/\">Blue and Gold Opportunity Plan\u003c/a>, which covers tuition as long as their families make less than $80,000 per year.\u003c/p>\n\u003cp>Rogel qualified for this financial aid program, but he's still $45,000 in debt. Rogel says expensive student housing and everyday costs like food and school supplies forced him to rack up the debt.\u003c/p>\n\u003cp>\"I’m always hoping that Congress is going to do something at the federal level that would abolish all of student debt,” Rogel says. “It’s definitely scary to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life.”\u003c/p>\n\u003cp>Rogel now works as a student organizer for Washington state’s university system.\u003c/p>\n\u003ch2>2016 and beyond -- Free tuition for all?\u003c/h2>\n\u003cp>\u003cb>Student: Melissa Salcedo, UC Irvine\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114781\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114781\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg\" alt=\"Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-1180x796.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-960x648.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. \u003ccite>(Sarah Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Melissa Salcedo, 18, will attend \u003ca href=\"https://uci.edu/\">UC Irvine\u003c/a> this fall as a college freshman. The San Diego native comes from a large Mexican-American family, with four brothers and one sister. Salcedo is the youngest and the first in her family to attend UC. She plans to major in creative writing.\u003c/p>\n\u003cp>Salcedo, however, is attending UC at a time when the system continues to be overwhelmed -- changing demographics, soaring housing prices, more student demand and less state support for public universities are to blame.\u003c/p>\n\u003cp>Thanks to a special budget agreement between Gov. Jerry Brown and UC, tuition has remained stable over the past several years, with average tuition and fees costing $13,000 a year for undergraduates. In exchange for no tuition increases, the state is giving UC more state funding as long as the system enrolls more California residents.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Salcedo is also a recipient of UC’s Blue and Gold Opportunity financial aid program. But her mother, Becky Salcedo, says the family is still struggling to pay escalating student fees.\u003c/p>\n\u003cp>“Melissa knows we would do whatever we can to help her go through because this is what she wants,” Becky Salcedo says. “So yes, dollar signs are going through your head. You’re thinking about what else is coming our way.”\u003c/p>\n\u003cp>Efforts to institute a \"debt free college education\" have become the focal point for many lawmakers, including presidential candidate Hillary Clinton. But some question whether that can realistically be accomplished.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There’s something empowering but terrifying about handing my microphone over to a 17-year-old to do a radio interview for me. Will she ask the questions I would? Will she remember to press \"record\"?\u003c/p>\n\u003cp>I decided to trust youth reporter \u003ca href=\"http://coachellaunincorporated.org/?s=karla+martinez\">Karla Martinez \u003c/a>with my mic recently, as we spent the day boarding slow-moving buses winding their way through the rural desert near the Salton Sea.\u003c/p>\n\u003cp>Karla writes for \u003ca href=\"http://coachellaunincorporated.org/\" target=\"_blank\">Coachella Unincorporated\u003c/a>, a youth-run magazine documenting life in the rural Eastern Coachella Valley. She and 21-year-old photographer \u003ca href=\"http://coachellaunincorporated.org/?s=Bryan+Mendez\">Bryan Mendez \u003c/a>have been \u003ca href=\"http://coachellaunincorporated.org/?s=transportation\">reporting on the challenges\u003c/a> young people here encounter when it comes to transportation. So if we’re going to talk to teenagers riding a public bus, why not have them talk to one of their peers?\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/285516619\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>As we boarded the bus, Karla said, \"Transportation does have a lot to do with the opportunities you’re afforded. It kind of limits you -- can I get to the next stop? Can I get to the next goal of my life?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Karla understands this well. When she was a baby, her own mom -- then a 16-year-old herself -- lugged her on the bus to public high school, sometimes walking 15 minutes in the heat to get to the bus stop. As Karla grew up, her mom vowed never to have her daughter rely on the public bus, because it comes so infrequently and takes so long to get places. Karla’s mom drives her most places.\u003c/p>\n\u003cfigure id=\"attachment_11111000\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11111000 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyLibrary.jpg\" alt=\"Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air conditioned space. Her family can’t afford internet at home.\" width=\"1920\" height=\"1157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-400x241.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-1180x711.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-960x579.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air-conditioned space. Her family can’t afford internet at home. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But 16-year-old Rosy Mendez’s mom doesn’t drive, and her dad leaves early to work in the fields. She has no other choice but to take the public bus to a library to get her homework done. Her family doesn’t have internet access, and her high school’s library closes early. The bus comes only once an hour, so if she misses it, she has to wait in the searing heat for the next one. Here’s an excerpt of Karla's interview with her:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>How does it feel to have to get on the bus and go to where you need to after a long day?\u003c/b>\u003c/p>\n\u003cp>\u003cb>ROSY MENDEZ\u003c/b>: It’s exhausting, because I have to go all the way over there, wait a couple hours, get home, eat, then be able to do all of my homework if I don’t have time to finish it. And then I end up going to bed around 10, 11. It’s exhausting.\u003c/p>\n\u003cp>\u003cb>In what ways do you feel like the service could be improved for all these young people who use the bus?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: They could improve on the way that they manage the schedule so there are more buses. For me, every hour is better than having to wait three.\u003c/p>\n\u003cp>\u003cb>How do you feel like the public transportation in the East Valley kind of decides what the future is for the youth in terms of economic opportunity, getting a job, going to school?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: Well, if the bus comes only once an hour or every three hours, it’s difficult to get to school or a job, or your work. It's just very stressful to fix your schedule and modify it to fit the bus schedule. If you aren’t early to where you need to go, you could get fired, or miss important things from school.\u003c/p>\n\u003cp>\u003cb>When you’re on the bus, when you’re zoning out and listening to music, what goes through your mind?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: I’m usually just thinking about my work, how am I going to get it done?\u003c/p>\u003c/blockquote>\n\u003cp>In the middle of their interview, the transmission overheats and the bus stalls. It starts back up again, but then has to stop for a long train at a railroad crossing and take a detour because of construction. All of that means it takes nearly 45 minutes to go just 5 miles.\u003c/p>\n\u003cp>But Rosy is determined to make the bus journey, because she says doing her homework at the library is the only way for her to succeed in school.\u003c/p>\n\u003cp>\"I just want to do engineering, 'cuz I know in my culture, women don’t really do that kind of stuff, so I kind of want to break that barrier,” Rosy tells Karla. “My plan is to be able to go to College of the Desert, the local community college, and then transfer to San Diego State University.\"\u003c/p>\n\u003cfigure id=\"attachment_11110998\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11110998 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyImprov.jpg\" alt='Rosy Mendez in her improv class at Desert Mirage High School. “I love photography and drama,” she says. “But my dream is to become an engineer.\"' width=\"1920\" height=\"1236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-800x515.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-1180x760.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-960x618.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez in her improv class at Desert Mirage High School. 'I love photography and drama,' she says. 'But my dream is to become an engineer.' \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Rosy says she’s lucky that her school is on a line where the bus stops once an hour. Some buses come only once every three hours. And some bus stops have no benches, no shade, while summer temperatures here can sizzle past 120 degrees.\u003c/p>\n\u003cp>We finally get to the library, where Rosy takes out her ruler, pencil and the iPad she’s borrowing from school, to get going on her homework. I ask her what motivates her to take all these extra steps to succeed in school, to find things like internet, air conditioning, a quiet place to work. Things so many young people in California just take for granted.\u003c/p>\n\u003cp>\"I just want to help out my family, get a good job once I graduate and get my degree,” says Rosy. \"They’re the ones who keep me going.\"\u003c/p>\n\u003cp>At the end of a long day riding the bus, I ask Karla what she learned.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We met people who, no matter what time they have to wake up, no matter what sacrifices they have to make, they’re going to get that bus, and they’re gonna go where they need to go,” she tells me. \"Nothing’s impossible. The impossible doesn’t exist here for people who are low on resources.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s something empowering but terrifying about handing my microphone over to a 17-year-old to do a radio interview for me. Will she ask the questions I would? Will she remember to press \"record\"?\u003c/p>\n\u003cp>I decided to trust youth reporter \u003ca href=\"http://coachellaunincorporated.org/?s=karla+martinez\">Karla Martinez \u003c/a>with my mic recently, as we spent the day boarding slow-moving buses winding their way through the rural desert near the Salton Sea.\u003c/p>\n\u003cp>Karla writes for \u003ca href=\"http://coachellaunincorporated.org/\" target=\"_blank\">Coachella Unincorporated\u003c/a>, a youth-run magazine documenting life in the rural Eastern Coachella Valley. She and 21-year-old photographer \u003ca href=\"http://coachellaunincorporated.org/?s=Bryan+Mendez\">Bryan Mendez \u003c/a>have been \u003ca href=\"http://coachellaunincorporated.org/?s=transportation\">reporting on the challenges\u003c/a> young people here encounter when it comes to transportation. So if we’re going to talk to teenagers riding a public bus, why not have them talk to one of their peers?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/285516619&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/285516619'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As we boarded the bus, Karla said, \"Transportation does have a lot to do with the opportunities you’re afforded. It kind of limits you -- can I get to the next stop? Can I get to the next goal of my life?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Karla understands this well. When she was a baby, her own mom -- then a 16-year-old herself -- lugged her on the bus to public high school, sometimes walking 15 minutes in the heat to get to the bus stop. As Karla grew up, her mom vowed never to have her daughter rely on the public bus, because it comes so infrequently and takes so long to get places. Karla’s mom drives her most places.\u003c/p>\n\u003cfigure id=\"attachment_11111000\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11111000 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyLibrary.jpg\" alt=\"Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air conditioned space. Her family can’t afford internet at home.\" width=\"1920\" height=\"1157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-400x241.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-1180x711.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-960x579.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air-conditioned space. Her family can’t afford internet at home. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But 16-year-old Rosy Mendez’s mom doesn’t drive, and her dad leaves early to work in the fields. She has no other choice but to take the public bus to a library to get her homework done. Her family doesn’t have internet access, and her high school’s library closes early. The bus comes only once an hour, so if she misses it, she has to wait in the searing heat for the next one. Here’s an excerpt of Karla's interview with her:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>How does it feel to have to get on the bus and go to where you need to after a long day?\u003c/b>\u003c/p>\n\u003cp>\u003cb>ROSY MENDEZ\u003c/b>: It’s exhausting, because I have to go all the way over there, wait a couple hours, get home, eat, then be able to do all of my homework if I don’t have time to finish it. And then I end up going to bed around 10, 11. It’s exhausting.\u003c/p>\n\u003cp>\u003cb>In what ways do you feel like the service could be improved for all these young people who use the bus?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: They could improve on the way that they manage the schedule so there are more buses. For me, every hour is better than having to wait three.\u003c/p>\n\u003cp>\u003cb>How do you feel like the public transportation in the East Valley kind of decides what the future is for the youth in terms of economic opportunity, getting a job, going to school?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: Well, if the bus comes only once an hour or every three hours, it’s difficult to get to school or a job, or your work. It's just very stressful to fix your schedule and modify it to fit the bus schedule. If you aren’t early to where you need to go, you could get fired, or miss important things from school.\u003c/p>\n\u003cp>\u003cb>When you’re on the bus, when you’re zoning out and listening to music, what goes through your mind?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: I’m usually just thinking about my work, how am I going to get it done?\u003c/p>\u003c/blockquote>\n\u003cp>In the middle of their interview, the transmission overheats and the bus stalls. It starts back up again, but then has to stop for a long train at a railroad crossing and take a detour because of construction. All of that means it takes nearly 45 minutes to go just 5 miles.\u003c/p>\n\u003cp>But Rosy is determined to make the bus journey, because she says doing her homework at the library is the only way for her to succeed in school.\u003c/p>\n\u003cp>\"I just want to do engineering, 'cuz I know in my culture, women don’t really do that kind of stuff, so I kind of want to break that barrier,” Rosy tells Karla. “My plan is to be able to go to College of the Desert, the local community college, and then transfer to San Diego State University.\"\u003c/p>\n\u003cfigure id=\"attachment_11110998\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11110998 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyImprov.jpg\" alt='Rosy Mendez in her improv class at Desert Mirage High School. “I love photography and drama,” she says. “But my dream is to become an engineer.\"' width=\"1920\" height=\"1236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-800x515.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-1180x760.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-960x618.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez in her improv class at Desert Mirage High School. 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"content": "\u003cp>Ron Thomas is a third-generation graduate of the Chowchilla High School Redskins, class of ’87. His son is a senior there now and a member of the last Chowchilla High School football team that will be called the Redskins.\u003c/p>\n\u003cp>Chowchilla is one of four high schools in California that has a Redskins mascot. But by January 2017, there won’t be any. Last year, Gov. Jerry Brown signed the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB30\">California Racial Mascots Act\u003c/a> banning the name Redskins from high school football teams by the end of this year.\u003c/p>\n\u003cp>The law doesn’t sit well with Thomas and many other people from the small Central Valley town of Chowchilla, about 40 miles north of Fresno.\u003c/p>\n\u003cp>“People around Chowchilla, we’re still salt of the earth, man of the dirt, hard-working people, and it’s like we really don’t like Sacramento coming in and messing with our way of life,” Thomas says.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/284982626″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>He says the town’s identity is tied to the Redskins name, so much so that the town isn’t ready to give it up entirely. To honor the high school’s centennial celebration, the Chowchilla City Council recently introduced a plan to put up honorary “Redskin Way” street signs on the road that goes by the school. The original Humboldt Avenue street signs would also remain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is a way to maintain our heritage without losing who Chowchilla is,” says Thomas, who runs a screen-printing business that sells sports clothing with the Redskins logo.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It doesn’t honor Native Americans. … It’s offensive and disgusting.’\u003ccite>Dahkota Kicking Bear Brown\u003c/cite>\u003c/aside>\n\u003cp>Thomas says he is one-eighth Native American. “I’m a card-carrying member of the Miwok nation out of Mariposa,” he says. The term Redskins doesn’t offend him, he says. He says it honors the Native Americans who lived here many years ago.\u003c/p>\n\u003cp>But Dahkota Kicking Bear Brown, a student activist at Stanford University and founder of the nonprofit Native Education Raising Dedicated Students, or \u003ca href=\"http://www.nativenerds.org/contact--history.html\">NERDS\u003c/a>, disagrees.\u003c/p>\n\u003cp>“It doesn’t honor Native Americans,” he says. “It’s offensive and disgusting.” The term Redskins originated when bounty hunters got paid for the scalps of Native Americans, he says.\u003c/p>\n\u003cp>He says the town shouldn’t use the word anywhere. “The term is a derogatory term. It’s defined as a racial slur,” he says. “This word for a lot of native people brings back really bad memories.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>City Council members declined to comment on the signs. The council is expected to take a final vote this week on whether to make the signs.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ron Thomas is a third-generation graduate of the Chowchilla High School Redskins, class of ’87. His son is a senior there now and a member of the last Chowchilla High School football team that will be called the Redskins.\u003c/p>\n\u003cp>Chowchilla is one of four high schools in California that has a Redskins mascot. But by January 2017, there won’t be any. Last year, Gov. Jerry Brown signed the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB30\">California Racial Mascots Act\u003c/a> banning the name Redskins from high school football teams by the end of this year.\u003c/p>\n\u003cp>The law doesn’t sit well with Thomas and many other people from the small Central Valley town of Chowchilla, about 40 miles north of Fresno.\u003c/p>\n\u003cp>“People around Chowchilla, we’re still salt of the earth, man of the dirt, hard-working people, and it’s like we really don’t like Sacramento coming in and messing with our way of life,” Thomas says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/284982626″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/284982626″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says the town’s identity is tied to the Redskins name, so much so that the town isn’t ready to give it up entirely. To honor the high school’s centennial celebration, the Chowchilla City Council recently introduced a plan to put up honorary “Redskin Way” street signs on the road that goes by the school. The original Humboldt Avenue street signs would also remain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a way to maintain our heritage without losing who Chowchilla is,” says Thomas, who runs a screen-printing business that sells sports clothing with the Redskins logo.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It doesn’t honor Native Americans. … It’s offensive and disgusting.’\u003ccite>Dahkota Kicking Bear Brown\u003c/cite>\u003c/aside>\n\u003cp>Thomas says he is one-eighth Native American. “I’m a card-carrying member of the Miwok nation out of Mariposa,” he says. The term Redskins doesn’t offend him, he says. He says it honors the Native Americans who lived here many years ago.\u003c/p>\n\u003cp>But Dahkota Kicking Bear Brown, a student activist at Stanford University and founder of the nonprofit Native Education Raising Dedicated Students, or \u003ca href=\"http://www.nativenerds.org/contact--history.html\">NERDS\u003c/a>, disagrees.\u003c/p>\n\u003cp>“It doesn’t honor Native Americans,” he says. “It’s offensive and disgusting.” The term Redskins originated when bounty hunters got paid for the scalps of Native Americans, he says.\u003c/p>\n\u003cp>He says the town shouldn’t use the word anywhere. “The term is a derogatory term. It’s defined as a racial slur,” he says. “This word for a lot of native people brings back really bad memories.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>City Council members declined to comment on the signs. The council is expected to take a final vote this week on whether to make the signs.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Update: UC Berkeley Reinstates Palestine History Class After Outcry",
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"content": "\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Despite budget cuts, a \u003ca href=\"https://ww2.kqed.org/forum/2016/07/12/one-in-five-uc-students-struggles-to-pay-for-food-study-finds/\">squeeze for resources\u003c/a> and a new, arguably \u003ca href=\"https://ww2.kqed.org/news/2016/06/14/big-change-to-uc-application-essay-requirements-stresses-students-out/\">more stressful\u003c/a> application process systemwide, six University of California campuses made the Top 10 on U.S News & World Report's \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/top-public\">list\u003c/a> of the nation's best public universities.\u003c/p>\n\u003cp>UC Berkeley ranked No. 1 for the 15th year in a row, followed by UCLA at No. 2, UC Santa Barbara at No. 8 and UC Irvine at No. 9. UC San Diego and UC Davis tied for the No. 10 spot with the University of Illinois Urbana-Champaign and the University of Wisconsin-Madison.\u003c/p>\n\u003cp>In \u003ca href=\"http://universityofcalifornia.edu/news/6-uc-campuses-named-among-nation-s-top-10-public-universities\">a newsletter\u003c/a> on the University of California website, UC President Janet Napolitano said the rankings were a reflection of the quality of a UC education.\u003c/p>\n\u003cp>“That six of our campuses are in the top 10 reflects the commitment to excellence found among our students, faculty and staff systemwide. These rankings capture what we already know -- UC students obtain a world-class education at a great value,” said Napolitano in the newsletter.\u003c/p>\n\u003cp>But the UC system was not without problems this past year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In March, the California state auditor found the UC system undermined in-state students by tripling the number of admitted nonresident students who are less qualified but who pay more in tuition. This came as concern over funding for the system, which serves\u003cstrong> \u003c/strong>more than 238,000 students and more than 190,000 faculty and staff, became the subject of \u003ca href=\"http://ww2.kqed.org/news/2014/11/20/gov-brown-and-uc-president-napolitano-very-different-views-of-ucs-future/\">disagreement\u003c/a> between Gov. Jerry Brown and Napolitano.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H65IzngiltzjmbCWP54AkGCwinrwdj3s\"]\u003c/p>\n\u003cp>Budgets are also a concern for students on an individual level. A report released in July found that one in five UC students said they experienced food insecurity in the past year due to limited resources.\u003c/p>\n\u003cp>At the No. 1-ranked public school, Chancellor Nicholas B. Dirks \u003ca href=\"http://chancellor.berkeley.edu/announcement-comprehensive-planning-and-analysis-process\">announced \u003c/a>in February that a $150 million deficit -- which accounts for about 6 percent of UC Berkeley's $2.4 billion budget -- posed a threat to the school's long-term stability.\u003c/p>\n\u003cp>Dirks \u003ca href=\"http://ww2.kqed.org/news/2016/08/16/uc-berkeley-chancellor-announces-resignation/\" target=\"_blank\">recently resigned\u003c/a> his position after a three-year tenure marked by widespread criticism of his administration's handling of a series of high-profile sexual harassment cases.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>U.S. News & World Report's rankings, \u003ca href=\"http://www.usnews.com/education/best-colleges/articles/how-us-news-calculated-the-rankings\">based on indicators\u003c/a> such as graduation rates, first-year student retention and the strength of the faculty, are \u003ca href=\"http://www.npr.org/2011/08/31/140086119/famous-college-ranking-lists-failing-america\">not without criticism\u003c/a>. The report also no longer comfortably monopolizes the world of college rankings. Washington Monthly, Forbes, CNN Money and even the Department of Education now \u003ca href=\"http://www.scpr.org/news/2016/09/13/64607/which-college-rankings-should-you-heed-npr-rates-t/\">release their own \u003c/a>rankings and reviews.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite budget cuts, a \u003ca href=\"https://ww2.kqed.org/forum/2016/07/12/one-in-five-uc-students-struggles-to-pay-for-food-study-finds/\">squeeze for resources\u003c/a> and a new, arguably \u003ca href=\"https://ww2.kqed.org/news/2016/06/14/big-change-to-uc-application-essay-requirements-stresses-students-out/\">more stressful\u003c/a> application process systemwide, six University of California campuses made the Top 10 on U.S News & World Report's \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/top-public\">list\u003c/a> of the nation's best public universities.\u003c/p>\n\u003cp>UC Berkeley ranked No. 1 for the 15th year in a row, followed by UCLA at No. 2, UC Santa Barbara at No. 8 and UC Irvine at No. 9. UC San Diego and UC Davis tied for the No. 10 spot with the University of Illinois Urbana-Champaign and the University of Wisconsin-Madison.\u003c/p>\n\u003cp>In \u003ca href=\"http://universityofcalifornia.edu/news/6-uc-campuses-named-among-nation-s-top-10-public-universities\">a newsletter\u003c/a> on the University of California website, UC President Janet Napolitano said the rankings were a reflection of the quality of a UC education.\u003c/p>\n\u003cp>“That six of our campuses are in the top 10 reflects the commitment to excellence found among our students, faculty and staff systemwide. These rankings capture what we already know -- UC students obtain a world-class education at a great value,” said Napolitano in the newsletter.\u003c/p>\n\u003cp>But the UC system was not without problems this past year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In March, the California state auditor found the UC system undermined in-state students by tripling the number of admitted nonresident students who are less qualified but who pay more in tuition. This came as concern over funding for the system, which serves\u003cstrong> \u003c/strong>more than 238,000 students and more than 190,000 faculty and staff, became the subject of \u003ca href=\"http://ww2.kqed.org/news/2014/11/20/gov-brown-and-uc-president-napolitano-very-different-views-of-ucs-future/\">disagreement\u003c/a> between Gov. Jerry Brown and Napolitano.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Budgets are also a concern for students on an individual level. A report released in July found that one in five UC students said they experienced food insecurity in the past year due to limited resources.\u003c/p>\n\u003cp>At the No. 1-ranked public school, Chancellor Nicholas B. Dirks \u003ca href=\"http://chancellor.berkeley.edu/announcement-comprehensive-planning-and-analysis-process\">announced \u003c/a>in February that a $150 million deficit -- which accounts for about 6 percent of UC Berkeley's $2.4 billion budget -- posed a threat to the school's long-term stability.\u003c/p>\n\u003cp>Dirks \u003ca href=\"http://ww2.kqed.org/news/2016/08/16/uc-berkeley-chancellor-announces-resignation/\" target=\"_blank\">recently resigned\u003c/a> his position after a three-year tenure marked by widespread criticism of his administration's handling of a series of high-profile sexual harassment cases.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>U.S. News & World Report's rankings, \u003ca href=\"http://www.usnews.com/education/best-colleges/articles/how-us-news-calculated-the-rankings\">based on indicators\u003c/a> such as graduation rates, first-year student retention and the strength of the faculty, are \u003ca href=\"http://www.npr.org/2011/08/31/140086119/famous-college-ranking-lists-failing-america\">not without criticism\u003c/a>. The report also no longer comfortably monopolizes the world of college rankings. Washington Monthly, Forbes, CNN Money and even the Department of Education now \u003ca href=\"http://www.scpr.org/news/2016/09/13/64607/which-college-rankings-should-you-heed-npr-rates-t/\">release their own \u003c/a>rankings and reviews.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Oakland Students Leave for Public Schools in Other Cities",
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"content": "\u003cp>John Foster and Sara Diamond didn’t leave the Oakland Unified School District because they were unhappy with their school choices.\u003c/p>\n\u003cp>They say they wanted an alternative to Oakland schools for practical reasons. Foster worked in San Francisco, where his daughter Claire's day care was also located. So father and daughter had a routine of commuting together from East Oakland.\u003c/p>\n\u003cp>“I would take her with a baby carrier and I would read to her on BART, and for several years that's how we did it,” said Foster.\u003c/p>\n\u003cp>Both parents were very pleased that Foster had this time together with Claire.\u003c/p>\n\u003cp>“We wanted to make sure we had those morning and evening commute hours with her as a family,” said Diamond, Claire’s mom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When it came time to choose an elementary school for Claire, the couple applied for an interdistrict transfer to a San Francisco public school. Luckily, they were able to meet one of several qualifications that districts require in order to allow a student to leave one public school district to attend another.\u003c/p>\n\u003cp>They weighed the benefits of keeping Claire in an Oakland public school, but ultimately decided to preserve what family time they could. So they took the transfer, and the BART rides kept going.\u003c/p>\n\u003cp>Hundreds of Oakland families have asked to enroll their children in schools outside the district, but transfers \u003cem>into\u003c/em> the district are rare. Only a few dozen non-Oakland families apply to get into Oakland public schools. This migration of students from Oakland to Berkeley, Piedmont, San Leandro and other cities concerns the district, which now wants to study these families making the choice to leave.\u003c/p>\n\u003cp>\"It’s evidence of us not appealing to the community fully,\" said Charles Wilson, new director of district enrollment.\u003c/p>\n\u003cp>There are holes in the data kept by Oakland Unified. A KQED analysis found that though the district knows how many students requested transfers for recent school years -- 1,522 for 2015-16, for instance -- it doesn't keep an exact count of how many requests it receives or how many are approved.\u003c/p>\n\u003cp>Wilson said digital record keeping for interdistrict transfers started only a few years ago, and there was no formal process to collect the data.\u003c/p>\n\u003cfigure id=\"attachment_11085022\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11085022\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/wilson-800x600.jpg\" alt=\"Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilson said his goal is to figure out who these students are and then hold focus groups with the families to see what the district can learn about why they’re choosing to leave -- beyond the reasons they’re giving for requesting the transfers.\u003c/p>\n\u003cp>“It is sort of the canary in the coal mine of the larger symptom of why are people not choosing Oakland public schools,” said Wilson.\u003c/p>\n\u003cp>The district estimates roughly a quarter of Oakland's school-age children are choosing schools other than Oakland public and charter schools. That’s about 16,000 students. Most are choosing private schools, but there isn’t a lot of information on these families that can help the district address their reasons for opting out of the district.\u003c/p>\n\u003cp>\u003cstrong>Why Families Say They're Requesting Other Districts\u003c/strong>\u003c/p>\n\u003cp>Families must meet certain criteria to be approved for an interdistrict transfer. Legitimate reasons include: the student's parent works in another district, the student has special health or safety concerns, a sibling attends another district, or a special program exists in another district.\u003c/p>\n\u003cp>But requesting a transfer just to attend a better school elsewhere doesn’t work, said Wilson. The accepting district also has to approve the transfer.\u003c/p>\n\u003cp>[chartSchoolReasons]\u003c/p>\n\u003cp>Data from the transfer application don’t always tell the full story.\u003c/p>\n\u003cp>Sara Diamond said the main reason she requested a transfer was to preserve family time. But she acknowledged that school quality did play a small role.\u003c/p>\n\u003cp>“Our general sense after comparing schools in both districts was that in general San Francisco was doing a better job at that time,” she said.\u003c/p>\n\u003cp>The primary reason interdistrict transfers are granted is because a parent or guardian works in the requested district. This makes up more than one-third of Oakland requests to transfer out.\u003c/p>\n\u003cp>Last year, 70 families said they wanted to transfer out because of health and safety concerns.\u003c/p>\n\u003cp>Many families are choosing to send their kids outside the district during key transitions, such as the beginning of middle and high school. About 41 percent of interdistrict transfers are requested in the high school years, with the largest number happening in ninth grade, the analysis showed.\u003c/p>\n\u003cp>Wilson notes the district loses its largest number of students in sixth grade, with many going to private schools.\u003c/p>\n\u003cp>KQED's map shows how many Oakland families requested to transfer for each school district. The data do not include how many were granted a transfer, but Wilson said about 80 to 90 percent of requests are approved.\u003c/p>\n\u003caside>Interdistrict Transfer Requests From Oakland to Other Districts, 2015-16\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"520\" frameborder=\"0\" src=\"https://kqednews.carto.com/viz/5b6ad846-7545-11e6-8277-0ef7f98ade21/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 0.6255em;float: left\">Data from the Oakland Unified School District. School names are as written in the application.\u003c/span>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;float: right\">Lisa Pickoff-White/KQED\u003c/span>\u003c/p>\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Berkeley Gets the Most Oakland Students\u003c/strong>\u003c/p>\n\u003cp>Oakland’s neighbors, including San Leandro, Alameda, Piedmont, San Francisco and Emeryville, get large chunks of Oakland students. Berkeley gets the most.\u003c/p>\n\u003cp>Over the last two years, the Berkeley Unified School District has accepted about 75 percent of all requests, said admissions manager Francisco Martinez. Most of those are for families who work for Berkeley Unified, he said. Last year, Berkeley had more than 700 interdistrict transfer students. Of those, about 40 percent were from Oakland.\u003c/p>\n\u003cp>School districts have some level of discretion for which students they accept. School boards in each district set those policies, and if interdistrict transfer students don’t maintain adequate eligibility, the district can send them back to the home district.\u003c/p>\n\u003cp>“If they are accepted, they have to have satisfactory grades, attendance and behavior,” Martinez said.\u003c/p>\n\u003cp>\u003cstrong>Coming Back to Oakland\u003c/strong>\u003c/p>\n\u003cp>As head of Oakland Unified enrollment, Wilson has made a few minor changes to the enrollment process to make families feel more welcome. But he said many families are still competing for a select few schools.\u003c/p>\n\u003cp>“The history of a school and a community lingers for many, many years even if the leadership and staff has changed and the culture has changed,” he said. “I don’t think the perceptions of quality about some of our secondary programs are really corroborated by what we’re really doing.”\u003c/p>\n\u003cp>As Claire was graduating from elementary school, her family applied to public, private and charter schools in both Oakland and San Francisco. But Claire is older now and she told her parents she wanted to go to school in Oakland.\u003c/p>\n\u003cp>This time around, Diamond says, she felt Oakland Unified was doing a better job educating kids. The family went on school visits and looked at classroom size, how long teachers and principals had been at the school and state test scores.\u003c/p>\n\u003cp>Her conclusion?\u003c/p>\n\u003cp>“The system is not broken, public schools are good, and diverse schools in diverse urban communities are good,” Diamond said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The family was happy with their two middle school picks in Oakland, and now Claire is attending Edna Brewer, on 13th Avenue, the border between the city's Trestle Glen and Glenview neighborhoods. Still, when Claire gets to high school, Diamond said she will probably re-evaluate and go through the whole process again.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>John Foster and Sara Diamond didn’t leave the Oakland Unified School District because they were unhappy with their school choices.\u003c/p>\n\u003cp>They say they wanted an alternative to Oakland schools for practical reasons. Foster worked in San Francisco, where his daughter Claire's day care was also located. So father and daughter had a routine of commuting together from East Oakland.\u003c/p>\n\u003cp>“I would take her with a baby carrier and I would read to her on BART, and for several years that's how we did it,” said Foster.\u003c/p>\n\u003cp>Both parents were very pleased that Foster had this time together with Claire.\u003c/p>\n\u003cp>“We wanted to make sure we had those morning and evening commute hours with her as a family,” said Diamond, Claire’s mom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When it came time to choose an elementary school for Claire, the couple applied for an interdistrict transfer to a San Francisco public school. Luckily, they were able to meet one of several qualifications that districts require in order to allow a student to leave one public school district to attend another.\u003c/p>\n\u003cp>They weighed the benefits of keeping Claire in an Oakland public school, but ultimately decided to preserve what family time they could. So they took the transfer, and the BART rides kept going.\u003c/p>\n\u003cp>Hundreds of Oakland families have asked to enroll their children in schools outside the district, but transfers \u003cem>into\u003c/em> the district are rare. Only a few dozen non-Oakland families apply to get into Oakland public schools. This migration of students from Oakland to Berkeley, Piedmont, San Leandro and other cities concerns the district, which now wants to study these families making the choice to leave.\u003c/p>\n\u003cp>\"It’s evidence of us not appealing to the community fully,\" said Charles Wilson, new director of district enrollment.\u003c/p>\n\u003cp>There are holes in the data kept by Oakland Unified. A KQED analysis found that though the district knows how many students requested transfers for recent school years -- 1,522 for 2015-16, for instance -- it doesn't keep an exact count of how many requests it receives or how many are approved.\u003c/p>\n\u003cp>Wilson said digital record keeping for interdistrict transfers started only a few years ago, and there was no formal process to collect the data.\u003c/p>\n\u003cfigure id=\"attachment_11085022\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11085022\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/wilson-800x600.jpg\" alt=\"Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilson said his goal is to figure out who these students are and then hold focus groups with the families to see what the district can learn about why they’re choosing to leave -- beyond the reasons they’re giving for requesting the transfers.\u003c/p>\n\u003cp>“It is sort of the canary in the coal mine of the larger symptom of why are people not choosing Oakland public schools,” said Wilson.\u003c/p>\n\u003cp>The district estimates roughly a quarter of Oakland's school-age children are choosing schools other than Oakland public and charter schools. That’s about 16,000 students. Most are choosing private schools, but there isn’t a lot of information on these families that can help the district address their reasons for opting out of the district.\u003c/p>\n\u003cp>\u003cstrong>Why Families Say They're Requesting Other Districts\u003c/strong>\u003c/p>\n\u003cp>Families must meet certain criteria to be approved for an interdistrict transfer. Legitimate reasons include: the student's parent works in another district, the student has special health or safety concerns, a sibling attends another district, or a special program exists in another district.\u003c/p>\n\u003cp>But requesting a transfer just to attend a better school elsewhere doesn’t work, said Wilson. The accepting district also has to approve the transfer.\u003c/p>\n\u003cp>[chartSchoolReasons]\u003c/p>\n\u003cp>Data from the transfer application don’t always tell the full story.\u003c/p>\n\u003cp>Sara Diamond said the main reason she requested a transfer was to preserve family time. But she acknowledged that school quality did play a small role.\u003c/p>\n\u003cp>“Our general sense after comparing schools in both districts was that in general San Francisco was doing a better job at that time,” she said.\u003c/p>\n\u003cp>The primary reason interdistrict transfers are granted is because a parent or guardian works in the requested district. This makes up more than one-third of Oakland requests to transfer out.\u003c/p>\n\u003cp>Last year, 70 families said they wanted to transfer out because of health and safety concerns.\u003c/p>\n\u003cp>Many families are choosing to send their kids outside the district during key transitions, such as the beginning of middle and high school. About 41 percent of interdistrict transfers are requested in the high school years, with the largest number happening in ninth grade, the analysis showed.\u003c/p>\n\u003cp>Wilson notes the district loses its largest number of students in sixth grade, with many going to private schools.\u003c/p>\n\u003cp>KQED's map shows how many Oakland families requested to transfer for each school district. The data do not include how many were granted a transfer, but Wilson said about 80 to 90 percent of requests are approved.\u003c/p>\n\u003caside>Interdistrict Transfer Requests From Oakland to Other Districts, 2015-16\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"520\" frameborder=\"0\" src=\"https://kqednews.carto.com/viz/5b6ad846-7545-11e6-8277-0ef7f98ade21/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 0.6255em;float: left\">Data from the Oakland Unified School District. School names are as written in the application.\u003c/span>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;float: right\">Lisa Pickoff-White/KQED\u003c/span>\u003c/p>\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Berkeley Gets the Most Oakland Students\u003c/strong>\u003c/p>\n\u003cp>Oakland’s neighbors, including San Leandro, Alameda, Piedmont, San Francisco and Emeryville, get large chunks of Oakland students. Berkeley gets the most.\u003c/p>\n\u003cp>Over the last two years, the Berkeley Unified School District has accepted about 75 percent of all requests, said admissions manager Francisco Martinez. Most of those are for families who work for Berkeley Unified, he said. Last year, Berkeley had more than 700 interdistrict transfer students. Of those, about 40 percent were from Oakland.\u003c/p>\n\u003cp>School districts have some level of discretion for which students they accept. School boards in each district set those policies, and if interdistrict transfer students don’t maintain adequate eligibility, the district can send them back to the home district.\u003c/p>\n\u003cp>“If they are accepted, they have to have satisfactory grades, attendance and behavior,” Martinez said.\u003c/p>\n\u003cp>\u003cstrong>Coming Back to Oakland\u003c/strong>\u003c/p>\n\u003cp>As head of Oakland Unified enrollment, Wilson has made a few minor changes to the enrollment process to make families feel more welcome. But he said many families are still competing for a select few schools.\u003c/p>\n\u003cp>“The history of a school and a community lingers for many, many years even if the leadership and staff has changed and the culture has changed,” he said. “I don’t think the perceptions of quality about some of our secondary programs are really corroborated by what we’re really doing.”\u003c/p>\n\u003cp>As Claire was graduating from elementary school, her family applied to public, private and charter schools in both Oakland and San Francisco. But Claire is older now and she told her parents she wanted to go to school in Oakland.\u003c/p>\n\u003cp>This time around, Diamond says, she felt Oakland Unified was doing a better job educating kids. The family went on school visits and looked at classroom size, how long teachers and principals had been at the school and state test scores.\u003c/p>\n\u003cp>Her conclusion?\u003c/p>\n\u003cp>“The system is not broken, public schools are good, and diverse schools in diverse urban communities are good,” Diamond said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The family was happy with their two middle school picks in Oakland, and now Claire is attending Edna Brewer, on 13th Avenue, the border between the city's Trestle Glen and Glenview neighborhoods. Still, when Claire gets to high school, Diamond said she will probably re-evaluate and go through the whole process again.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The head of Oakland public schools, Antwan Wilson, responded to KQED’s series on segregated schools in a sit-down interview with morning anchor Brian Watt. We wanted to know if he has a plan for trying to make Oakland Unified schools more equitable across racial, ethnic and socioeconomic lines.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/281996371″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>\u003cstrong>Do families in Oakland want schools to be more integrated?\u003c/strong>\u003c/p>\n\u003cp>I hear the word sometimes, integration. But I don’t always hear the willingness to make the decisions to be made. We have schools that are highly sought-after schools. Well, in order to achieve integration that means we limit the number of slots that some families have, which reduces access in that school, opens up access to other families, and then we make other schools available to students who otherwise wanted to go to a high-demand schools. In order to make that happen, it requires some sacrifice. Have I noticed a strong desire to make that type of sacrifice? No, I have not.\u003c/p>\n\u003cp>So we’re not asking families to give up anything. We’re saying we want to be thoughtful and help people understand the strength in other schools, help them understand the power of having families who have both social capital, political capital, attend those schools and how it benefits all children to be in schools with students of diverse backgrounds, experiences and interests. That takes more time. So when I hear these issues discussed in a vacuum — oh, you should just integrate — well that just opens up a powder keg.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>It would help if kids could get to different schools with free transportation. Why isn’t the district providing this?\u003c/strong>\u003c/p>\n\u003cp>[contextly_sidebar id=”468GOXW9papC5Y3dVpVpha9poDqutlR4″]\u003c/p>\n\u003cp>Well, we are working on transportation, but it costs a lot of money. To talk about aspirations around integration, desegregation, and not talk about school funding to me is divorcing ourselves from reality a bit because we do have to talk about school funding, we do have to talk about the history of finances here and even in the city, and then also the disparities. We in Oakland are working on transportation solutions. I’ve been working on it for the last couple years. We are going to continue working on these issues. We’re working on a comprehensive effort to address transportation, but we can’t talk about that unless we talk about feeder patterns. Because if we’re just transporting kids the way we’re currently constructed, then you don’t have a thoughtful way of kids moving from elementary to middle to high, which helps reduce transportation costs, which makes using transportation as a potential solution for integration a part of it.\u003c/p>\n\u003cp>\u003cstrong>Does Oakland’s enrollment policy reinforce segregated schools?\u003c/strong>\u003c/p>\n\u003cp>I don’t think neighborhood policy in and of itself is an insurmountable obstacle. I think it does require an expansion of what we consider “neighborhood.” People think of neighborhood as the school down the street. Oakland isn’t really that large geographically, certainly in terms of importance, but geographically not that large. The school down the street, you walk several more blocks, and there’s another school. Many times you have individuals saying they want to go to the school right down the street. Well, in order achieve integration we need to expand what we consider neighborhoods, and say you are guaranteed a slot in one of these schools. Part of the formula involves making sure you have opportunities for students from different Zip codes to have access to schools as well.\u003c/p>\n\u003cp>Also, it requires strategic placement of programs, some exciting programs that might attract people in, and placing those into some neighborhoods that some families aren’t used to seeing programs placed in. And saying we absolutely believe in these programs and students having access, but what we want to do is to have you travel, which really isn’t that far, to this school to receive it. And have those available throughout to two-thirds of our district. It just so happens that some of those programs will be below 580, and it will require that type of reverse choice, as opposed to students to choosing to go up the hill.\u003c/p>\n\u003cp>\u003cstrong>If you’re going to achieve integration, you have to be intentional about it. What is the district doing to get there?\u003c/strong>\u003c/p>\n\u003cp>The No. 1 thing we want is to have a conversation around school quality and access to quality schools, and then create some structure so that we have good options so that families don’t feel like they’re forced to settle when making decisions for their children. That’s the first step. We can say all day long that you have to go to X school or Y school, but given the fact that we have many families who have means to make other decisions other than the places that they’re slotted into by the district, we want to make sure that families know that the options we’re making available to them, although they may not know about them, are places where their children have a good shot at getting a great education. So that’s the first step for us, and there are several more steps after that.\u003c/p>\n\u003cp>\u003cstrong>The White House is offering grants to districts that want to integrate their schools more socioeconomically. Is Oakland Unified going after those grants?\u003c/strong>\u003c/p>\n\u003cp>In order to be in a position to have a great shot at getting the grant, we want to show that we have great strategy, that we have a great deal of community will, political will and being willing to work with the various partners we’re going to need to work with in order to move the work. So yes, in short, we are interested in pursuing grants, but not just with the government, but also with some local organizations, some national philanthropic organizations that are helping us on issues of school design, on how to make choice and equity. Not just ideas but real things that can be achieved here in Oakland.\u003c/p>\n\u003cp>\u003cem>The conversation has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear OUSD Superintendent Wilson answer questions on KQED’s Forum from Oaklanders about what it will take to desegregate more Oakland schools \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">listen here.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The head of Oakland public schools, Antwan Wilson, responded to KQED’s series on segregated schools in a sit-down interview with morning anchor Brian Watt. We wanted to know if he has a plan for trying to make Oakland Unified schools more equitable across racial, ethnic and socioeconomic lines.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/281996371″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/281996371″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Do families in Oakland want schools to be more integrated?\u003c/strong>\u003c/p>\n\u003cp>I hear the word sometimes, integration. But I don’t always hear the willingness to make the decisions to be made. We have schools that are highly sought-after schools. Well, in order to achieve integration that means we limit the number of slots that some families have, which reduces access in that school, opens up access to other families, and then we make other schools available to students who otherwise wanted to go to a high-demand schools. In order to make that happen, it requires some sacrifice. Have I noticed a strong desire to make that type of sacrifice? No, I have not.\u003c/p>\n\u003cp>So we’re not asking families to give up anything. We’re saying we want to be thoughtful and help people understand the strength in other schools, help them understand the power of having families who have both social capital, political capital, attend those schools and how it benefits all children to be in schools with students of diverse backgrounds, experiences and interests. That takes more time. So when I hear these issues discussed in a vacuum — oh, you should just integrate — well that just opens up a powder keg.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>It would help if kids could get to different schools with free transportation. Why isn’t the district providing this?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Well, we are working on transportation, but it costs a lot of money. To talk about aspirations around integration, desegregation, and not talk about school funding to me is divorcing ourselves from reality a bit because we do have to talk about school funding, we do have to talk about the history of finances here and even in the city, and then also the disparities. We in Oakland are working on transportation solutions. I’ve been working on it for the last couple years. We are going to continue working on these issues. We’re working on a comprehensive effort to address transportation, but we can’t talk about that unless we talk about feeder patterns. Because if we’re just transporting kids the way we’re currently constructed, then you don’t have a thoughtful way of kids moving from elementary to middle to high, which helps reduce transportation costs, which makes using transportation as a potential solution for integration a part of it.\u003c/p>\n\u003cp>\u003cstrong>Does Oakland’s enrollment policy reinforce segregated schools?\u003c/strong>\u003c/p>\n\u003cp>I don’t think neighborhood policy in and of itself is an insurmountable obstacle. I think it does require an expansion of what we consider “neighborhood.” People think of neighborhood as the school down the street. Oakland isn’t really that large geographically, certainly in terms of importance, but geographically not that large. The school down the street, you walk several more blocks, and there’s another school. Many times you have individuals saying they want to go to the school right down the street. Well, in order achieve integration we need to expand what we consider neighborhoods, and say you are guaranteed a slot in one of these schools. Part of the formula involves making sure you have opportunities for students from different Zip codes to have access to schools as well.\u003c/p>\n\u003cp>Also, it requires strategic placement of programs, some exciting programs that might attract people in, and placing those into some neighborhoods that some families aren’t used to seeing programs placed in. And saying we absolutely believe in these programs and students having access, but what we want to do is to have you travel, which really isn’t that far, to this school to receive it. And have those available throughout to two-thirds of our district. It just so happens that some of those programs will be below 580, and it will require that type of reverse choice, as opposed to students to choosing to go up the hill.\u003c/p>\n\u003cp>\u003cstrong>If you’re going to achieve integration, you have to be intentional about it. What is the district doing to get there?\u003c/strong>\u003c/p>\n\u003cp>The No. 1 thing we want is to have a conversation around school quality and access to quality schools, and then create some structure so that we have good options so that families don’t feel like they’re forced to settle when making decisions for their children. That’s the first step. We can say all day long that you have to go to X school or Y school, but given the fact that we have many families who have means to make other decisions other than the places that they’re slotted into by the district, we want to make sure that families know that the options we’re making available to them, although they may not know about them, are places where their children have a good shot at getting a great education. So that’s the first step for us, and there are several more steps after that.\u003c/p>\n\u003cp>\u003cstrong>The White House is offering grants to districts that want to integrate their schools more socioeconomically. Is Oakland Unified going after those grants?\u003c/strong>\u003c/p>\n\u003cp>In order to be in a position to have a great shot at getting the grant, we want to show that we have great strategy, that we have a great deal of community will, political will and being willing to work with the various partners we’re going to need to work with in order to move the work. So yes, in short, we are interested in pursuing grants, but not just with the government, but also with some local organizations, some national philanthropic organizations that are helping us on issues of school design, on how to make choice and equity. Not just ideas but real things that can be achieved here in Oakland.\u003c/p>\n\u003cp>\u003cem>The conversation has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To hear OUSD Superintendent Wilson answer questions on KQED’s Forum from Oaklanders about what it will take to desegregate more Oakland schools \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">listen here.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Bruce Wicinas’ daughter was about to enter kindergarten, he went to visit his neighborhood elementary school in Berkeley. “It was culture shock,” he said.\u003c/p>\n\u003cp>This was Berkeley in 1990, decades after the city had first integrated its schools in 1968. Many white parents had left for private schools.\u003c/p>\n\u003cp>“I had attended all-white suburban schools near Pittsburgh where kids were pretty submissive,” said Wicinas. He worried about whether to send his daughter: “Our oldest daughter seemed to us fragile. We worried how she would fare in an environment containing lots of kids who had already seen a rough side of life. And I said to my wife, ‘I think we should send her to private school.’ ”\u003c/p>\n\u003cp>But his wife was a foreign national who had grown up in schools all over the world. She told him, no way. So Wicinas decided to start participating at the school, LeConte Elementary, to learn more about what was going on and to meet other parents. It was a pivotal moment. The Loma Prieta earthquake in 1989 had propelled Berkeley into raising more money to shore up schools, and there were calls to rethink how schools were integrated. By 1992, parents and the district were deep into an attempt to make schools more equitable across the district. But the process quickly became a personal and political nightmare, Wicinas said.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280944900″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>“By the beginning of 1993, Berkeley was completely balkanized. There was almost a local war,” he said. “The district tried to handle this themselves, but it was beyond them. The whole city became so divisive. The hills and the north had one idea of what was going to happen and the south, the flatlands, where I live, had another idea. Basically, a number of our schools were naturally integrated so we couldn’t even understand why the district wanted to explode the whole thing in order to improve integration. And we liked our schools the way they were. So it was on the verge of civil war.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Wicinas started attending meetings, and he could see the district needed help. The district administrator found out he had computer skills and drafted him to write computer code for the district’s archaic software. But he says it took outside facilitators and years of dogged meetings between delegates from each of the district’s elementary schools to hash out how the new enrollment system would work.\u003c/p>\n\u003cp>Their first attempt, which took three years to agree upon, was to control for three racial populations: white, black and “other.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">The initial results were startling.\u003c/a> “When we first ran the program in 1995, an astonishingly large number of people got their first choices. But that outcome was the result of a lot of back work,” Wicinas said. “Because if everyone chooses the same school as their first choice, it’s not going to happen. You have to make sure as many schools as possible are magnetic and have something to offer, so parents will make different choices.”\u003c/p>\n\u003cp>[contextly_sidebar id=”c7zTVooQQAPgt3WyQhBYBBXmLagsvscS”]\u003c/p>\n\u003cp>Wicinas said district enrollment went up, defying expectations. Families who had left the district for private schools seemed to be returning. But in 1996, \u003ca href=\"http://acri.org/proposition-209-language/\">California passed Proposition 209\u003c/a>, and the Berkeley district began to worry it would be sued for using race as a criterion for enrollment assignments. The superintendent asked residents to return in 1999 and retool the system to rely mostly on income and education levels. Wicinas was part of that effort, too, which was completed in 2003.\u003c/p>\n\u003cp>\u003ca href=\"http://www.berkeleyschools.net/information-on-berkeley-unifieds-student-assignment-plan/\">That plan\u003c/a>, still in effect today, took the step of dividing the district into three socioeconomic levels. The team carved up the city into 445 little chunks and assigned each location a rating based on census information about parents’ income level, education level and “percent nonwhite,” the latter being weighted less in the formula. Parents were given three choices for schools and the assignment process was managed centrally, using the software. No one could drop into the central office and lobby to have their child placed in their favorite school, Wicinas said. Gaming the system was something that had often happened in the past.\u003c/p>\n\u003cp>The district’s new integration plans survived several lawsuits over the years. It was sued over its initial plan after Proposition 209 passed, and then the revised plan also overcame lawsuits in 2007 and 2009. The courts eventually allowed the retooled assignment formula to stand. Though race was a component, the courts decided the district was not looking at individual student’s racial identity, but rather the racial makeup of the district’s small geographical areas. Berkeley’s integration plan is now seen as a \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">national model\u003c/a> for districts that want to attempt socioeconomic integration.\u003c/p>\n\u003cp>\u003cstrong>Can Oakland and Other Districts Do the Same?\u003c/strong>\u003c/p>\n\u003cp>Wicinas believes it would be harder to involve a larger citizenry in this kind of process. But not impossible.\u003c/p>\n\u003cp>“To do integration in the community you need people’s buy-in because if they don’t buy in, they will exit. Those who can will,” he said. “Then you have schools with much more of the population’s proportion of poor and nonwhite people. The people have to have lots of authorship and ownership of the process. It can’t be imposed.”\u003c/p>\n\u003cp>It’s a tough process, but Wicinas says choosing to integrate the way Berkeley did is a question that comes down to your basic personal values and what you think is important in life. There is evidence that there are long-term\u003ca href=\"http://www.nber.org/papers/w16664\"> positive impacts\u003c/a> for African-American kids in desegregated schools, and benefits for \u003ca href=\"http://www-personal.umich.edu/~pgurin/benefits.html\">white kids\u003c/a>. Some researchers say it’s \u003ca href=\"http://haasinstitute.berkeley.edu/racial-integration-necessary-narrowing-academic-achievement-gap-re-learning-forgotten-history-state\">necessary to close\u003c/a> the achievement gap. There is \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">still an achievement gap\u003c/a> in Berkeley.\u003c/p>\n\u003cp>Wicinas isn’t convinced desegregating schools by race and class alone closes \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp16-10-v201604.pdf\">the achievement gap\u003c/a>. And the district itself acknowledged the ongoing issue with its \u003ca href=\"http://www.ci.berkeley.ca.us/uploadedFiles/Clerk/Level_3_-_City_Council/2008/06Jun/2008-06-24_Item_24_2020_Vision_for_BerkeleyZs_Children_and_Youth.pdf\">2020Vision\u003c/a> plan. But he said, “When you integrate schools, you are basically minting a different type of person.” Kids who attend integrated schools have a different view of the world, he says, one that is needed in a country as diverse as ours.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“People who have gone to all pretty much segregated schools, like some of my relatives, and people I grew up with, they fashion a life for themselves that looks like that in the future, and that’s not where America is going,” Wicinas said. “I don’t think it’s really good for any of us.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Bruce Wicinas’ daughter was about to enter kindergarten, he went to visit his neighborhood elementary school in Berkeley. “It was culture shock,” he said.\u003c/p>\n\u003cp>This was Berkeley in 1990, decades after the city had first integrated its schools in 1968. Many white parents had left for private schools.\u003c/p>\n\u003cp>“I had attended all-white suburban schools near Pittsburgh where kids were pretty submissive,” said Wicinas. He worried about whether to send his daughter: “Our oldest daughter seemed to us fragile. We worried how she would fare in an environment containing lots of kids who had already seen a rough side of life. And I said to my wife, ‘I think we should send her to private school.’ ”\u003c/p>\n\u003cp>But his wife was a foreign national who had grown up in schools all over the world. She told him, no way. So Wicinas decided to start participating at the school, LeConte Elementary, to learn more about what was going on and to meet other parents. It was a pivotal moment. The Loma Prieta earthquake in 1989 had propelled Berkeley into raising more money to shore up schools, and there were calls to rethink how schools were integrated. By 1992, parents and the district were deep into an attempt to make schools more equitable across the district. But the process quickly became a personal and political nightmare, Wicinas said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/280944900″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/280944900″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“By the beginning of 1993, Berkeley was completely balkanized. There was almost a local war,” he said. “The district tried to handle this themselves, but it was beyond them. The whole city became so divisive. The hills and the north had one idea of what was going to happen and the south, the flatlands, where I live, had another idea. Basically, a number of our schools were naturally integrated so we couldn’t even understand why the district wanted to explode the whole thing in order to improve integration. And we liked our schools the way they were. So it was on the verge of civil war.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wicinas started attending meetings, and he could see the district needed help. The district administrator found out he had computer skills and drafted him to write computer code for the district’s archaic software. But he says it took outside facilitators and years of dogged meetings between delegates from each of the district’s elementary schools to hash out how the new enrollment system would work.\u003c/p>\n\u003cp>Their first attempt, which took three years to agree upon, was to control for three racial populations: white, black and “other.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">The initial results were startling.\u003c/a> “When we first ran the program in 1995, an astonishingly large number of people got their first choices. But that outcome was the result of a lot of back work,” Wicinas said. “Because if everyone chooses the same school as their first choice, it’s not going to happen. You have to make sure as many schools as possible are magnetic and have something to offer, so parents will make different choices.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Wicinas said district enrollment went up, defying expectations. Families who had left the district for private schools seemed to be returning. But in 1996, \u003ca href=\"http://acri.org/proposition-209-language/\">California passed Proposition 209\u003c/a>, and the Berkeley district began to worry it would be sued for using race as a criterion for enrollment assignments. The superintendent asked residents to return in 1999 and retool the system to rely mostly on income and education levels. Wicinas was part of that effort, too, which was completed in 2003.\u003c/p>\n\u003cp>\u003ca href=\"http://www.berkeleyschools.net/information-on-berkeley-unifieds-student-assignment-plan/\">That plan\u003c/a>, still in effect today, took the step of dividing the district into three socioeconomic levels. The team carved up the city into 445 little chunks and assigned each location a rating based on census information about parents’ income level, education level and “percent nonwhite,” the latter being weighted less in the formula. Parents were given three choices for schools and the assignment process was managed centrally, using the software. No one could drop into the central office and lobby to have their child placed in their favorite school, Wicinas said. Gaming the system was something that had often happened in the past.\u003c/p>\n\u003cp>The district’s new integration plans survived several lawsuits over the years. It was sued over its initial plan after Proposition 209 passed, and then the revised plan also overcame lawsuits in 2007 and 2009. The courts eventually allowed the retooled assignment formula to stand. Though race was a component, the courts decided the district was not looking at individual student’s racial identity, but rather the racial makeup of the district’s small geographical areas. Berkeley’s integration plan is now seen as a \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">national model\u003c/a> for districts that want to attempt socioeconomic integration.\u003c/p>\n\u003cp>\u003cstrong>Can Oakland and Other Districts Do the Same?\u003c/strong>\u003c/p>\n\u003cp>Wicinas believes it would be harder to involve a larger citizenry in this kind of process. But not impossible.\u003c/p>\n\u003cp>“To do integration in the community you need people’s buy-in because if they don’t buy in, they will exit. Those who can will,” he said. “Then you have schools with much more of the population’s proportion of poor and nonwhite people. The people have to have lots of authorship and ownership of the process. It can’t be imposed.”\u003c/p>\n\u003cp>It’s a tough process, but Wicinas says choosing to integrate the way Berkeley did is a question that comes down to your basic personal values and what you think is important in life. There is evidence that there are long-term\u003ca href=\"http://www.nber.org/papers/w16664\"> positive impacts\u003c/a> for African-American kids in desegregated schools, and benefits for \u003ca href=\"http://www-personal.umich.edu/~pgurin/benefits.html\">white kids\u003c/a>. Some researchers say it’s \u003ca href=\"http://haasinstitute.berkeley.edu/racial-integration-necessary-narrowing-academic-achievement-gap-re-learning-forgotten-history-state\">necessary to close\u003c/a> the achievement gap. There is \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">still an achievement gap\u003c/a> in Berkeley.\u003c/p>\n\u003cp>Wicinas isn’t convinced desegregating schools by race and class alone closes \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp16-10-v201604.pdf\">the achievement gap\u003c/a>. And the district itself acknowledged the ongoing issue with its \u003ca href=\"http://www.ci.berkeley.ca.us/uploadedFiles/Clerk/Level_3_-_City_Council/2008/06Jun/2008-06-24_Item_24_2020_Vision_for_BerkeleyZs_Children_and_Youth.pdf\">2020Vision\u003c/a> plan. But he said, “When you integrate schools, you are basically minting a different type of person.” Kids who attend integrated schools have a different view of the world, he says, one that is needed in a country as diverse as ours.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“People who have gone to all pretty much segregated schools, like some of my relatives, and people I grew up with, they fashion a life for themselves that looks like that in the future, and that’s not where America is going,” Wicinas said. “I don’t think it’s really good for any of us.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Test Scores: California’s Ambitious New School Evaluation System",
"title": "Beyond Test Scores: California’s Ambitious New School Evaluation System",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>What makes a school successful?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/be/\">State Board of Education\u003c/a> has been puzzling through that question over the past three years as it designs a drastically different way of measuring school improvement.\u003c/p>\n\u003cp>This week, the panel finally approved the new and more ambitious \u003ca href=\"https://edsource.org/2016/the-basics-behind-states-new-school-improvement-system-essa-lcff/568018\">school accountability system\u003c/a>, which moves the state beyond test scores.\u003c/p>\n\u003cp>For more than a decade, school success in California boiled down to student performance on standardized state assessments. But three years ago, state lawmakers and Gov. Jerry Brown passed a landmark piece of legislation that changed the way schools get funding and are evaluated.\u003c/p>\n\u003cp>Factoring in more than just test scores, however, can get tricky. For example, one of several new performance indicators in California is \u003ca href=\"http://www.cde.ca.gov/qs/cc/index.asp\">school climate\u003c/a>, or the quality of life on campus.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">State school board president Michael Kirst\u003c/a> admits that measuring improvement in this area is more nuanced and complicated. However, school districts need to understand all factors affecting student learning.\u003c/p>\n\u003cp>“The idea that, if it’s not a quantitative measure it doesn’t matter, I think is naive,” Kirst says. “We’re not throwing the hard numbers. They’re there. But we’re just saying and the Legislature is saying and requiring us to deal with a more overall look.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"tRaS4LnN5YDxGmd1WKMv33pOWVS1DvPQ\"]\u003c/p>\n\u003cp>One school that’s been working hard to improve its school climate is \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>Six years ago, Oak Ridge was one of the worst schools in California based on the state’s old accountability system. Students didn’t show up, parents didn’t trust teachers, and teachers were burned out.\u003c/p>\n\u003cp>But once the school honed in on improving campus life, things started to change. Oak Ridge’s new mission is to address the social and emotional needs of its students so learning can take place.\u003c/p>\n\u003cp>“When students feel safe at school, their brains can engage in academic learning,” says Assistant Principal Tiffany Wilson. “It’s one of those where the horse has to come before the cart.”\u003c/p>\n\u003cp>One of the many strategies Oak Ridge employs is journal writing.\u003c/p>\n\u003cp>Every morning, students are asked to focus on the present, reflect on the day ahead and create a goal in their “gratitude journals.” Once time is up, all of them have to share what they wrote.\u003c/p>\n\u003cp>In Whitney Cole’s sixth-grade class, she plays inspirational music to get kids thinking.\u003c/p>\n\u003cp>Here’s a sampling of their thoughts:\u003c/p>\n\u003cp>“Today I will be great. I will achieve my goal by following my teacher and doing the right thing.”\u003c/p>\n\u003cp>“My happiness goal is that I will make my teachers happy by focusing because that’s always a struggle for me.”\u003c/p>\n\u003cp>“My goal is to not get in trouble and pay attention so I don’t miss anything.”\u003c/p>\n\u003cp>Many education experts agree that fostering student-teacher trust and making students feel valued make a big difference in how well a school performs.\u003c/p>\n\u003cfigure id=\"attachment_11081420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/6thGraders-800x500.jpg\" alt=\"A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-11081420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-1180x737.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To be clear: Test scores in math and English will still carry the most weight, but the new metrics will also measure:\u003c/p>\n\u003cul>\n\u003cli> High school graduation rates\u003c/li>\n\u003cli>Rates in which English learners are reclassified as proficient in English\u003c/li>\n\u003cli>Student suspension rates\u003c/li>\n\u003cli>Chronic absentee rates\u003c/li>\n\u003cli>How well high school are preparing students for college and careers\u003c/li>\n\u003c/ul>\n\u003cp>California is the first in the nation to adopt this multidimensional evaluation approach, which is why other states are watching closely.\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parents support the change because they see how moving beyond test scores and improving campus life has helped their school overall.\u003c/p>\n\u003cp>\"Parents now want to bring their kids here,” says April Ybarra, a mother of two daughters at Oak Ridge. “I think the school has earned that respect to the point people are ready to protect them. They feel like this is a community. We are family. It’s about relationships with families.\"\u003c/p>\n\u003cp>At the \u003ca href=\"http://cde-ca.granicus.com/MediaPlayer.php?view_id=2&clip_id=444\">last school board meeting\u003c/a> in July, students and parents had a chance to weigh in on this new system.\u003c/p>\n\u003cp>Most like it in theory but it’s the details that continue to cause concern, including how to define progress in certain areas, how to pinpoint the performance of high-needs students and what kind of data should even be used in the first place.\u003c/p>\n\u003cp>Take parent engagement. Much like school climate, it can mean different things at different schools.\u003c/p>\n\u003cp>“Many parents feel they’re engaged simply because they’re sending their child to school -- they’re doing their best to make sure their child shows up every day,” says \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">state school board member Patricia Ann Rucker.\u003c/a> “We need to think about what we are actually counting as evidence of engagement.”\u003c/p>\n\u003cp>That evidence will likely be based on the results of research-backed school surveys about parent engagement and school climate. School districts would be required to adopt one of several state-approved evaluations that fit their needs.\u003c/p>\n\u003cp>“Our prior system oversimplified things. It made it simple, but it oversimplified what was really happening to children or to schools,” Kirst says.\u003c/p>\n\u003cp>State officials are also working on a color-coded report card to present all this new information, but critics say the initial drafts of the report card are confusing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.childrennow.org/about-us/staff/\">Brad Strong\u003c/a>, education policy for \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>, says presenting the results of all these new metrics will be problematic for the state.\u003c/p>\n\u003cp>“If I have this picture of green and yellow, blue and red, and I really can’t make a comparison to other schools, how do I know which of the schools that are really struggling?”\u003c/p>\n\u003cp>The next huge challenge: how to make schools accountable once this system begins pinpointing struggling campuses. Local spending decisions are influenced by what the new performance indicators show.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Critics say they’re watching closely to make sure the new system includes consequences they believe are needed to close California’s widening achievement gap.\u003c/p>\n\n",
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"excerpt": "The State Board of Education finally approved a drastically different way to measure school success that includes a whole set of new performance indicators.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes a school successful?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/be/\">State Board of Education\u003c/a> has been puzzling through that question over the past three years as it designs a drastically different way of measuring school improvement.\u003c/p>\n\u003cp>This week, the panel finally approved the new and more ambitious \u003ca href=\"https://edsource.org/2016/the-basics-behind-states-new-school-improvement-system-essa-lcff/568018\">school accountability system\u003c/a>, which moves the state beyond test scores.\u003c/p>\n\u003cp>For more than a decade, school success in California boiled down to student performance on standardized state assessments. But three years ago, state lawmakers and Gov. Jerry Brown passed a landmark piece of legislation that changed the way schools get funding and are evaluated.\u003c/p>\n\u003cp>Factoring in more than just test scores, however, can get tricky. For example, one of several new performance indicators in California is \u003ca href=\"http://www.cde.ca.gov/qs/cc/index.asp\">school climate\u003c/a>, or the quality of life on campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">State school board president Michael Kirst\u003c/a> admits that measuring improvement in this area is more nuanced and complicated. However, school districts need to understand all factors affecting student learning.\u003c/p>\n\u003cp>“The idea that, if it’s not a quantitative measure it doesn’t matter, I think is naive,” Kirst says. “We’re not throwing the hard numbers. They’re there. But we’re just saying and the Legislature is saying and requiring us to deal with a more overall look.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One school that’s been working hard to improve its school climate is \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>Six years ago, Oak Ridge was one of the worst schools in California based on the state’s old accountability system. Students didn’t show up, parents didn’t trust teachers, and teachers were burned out.\u003c/p>\n\u003cp>But once the school honed in on improving campus life, things started to change. Oak Ridge’s new mission is to address the social and emotional needs of its students so learning can take place.\u003c/p>\n\u003cp>“When students feel safe at school, their brains can engage in academic learning,” says Assistant Principal Tiffany Wilson. “It’s one of those where the horse has to come before the cart.”\u003c/p>\n\u003cp>One of the many strategies Oak Ridge employs is journal writing.\u003c/p>\n\u003cp>Every morning, students are asked to focus on the present, reflect on the day ahead and create a goal in their “gratitude journals.” Once time is up, all of them have to share what they wrote.\u003c/p>\n\u003cp>In Whitney Cole’s sixth-grade class, she plays inspirational music to get kids thinking.\u003c/p>\n\u003cp>Here’s a sampling of their thoughts:\u003c/p>\n\u003cp>“Today I will be great. I will achieve my goal by following my teacher and doing the right thing.”\u003c/p>\n\u003cp>“My happiness goal is that I will make my teachers happy by focusing because that’s always a struggle for me.”\u003c/p>\n\u003cp>“My goal is to not get in trouble and pay attention so I don’t miss anything.”\u003c/p>\n\u003cp>Many education experts agree that fostering student-teacher trust and making students feel valued make a big difference in how well a school performs.\u003c/p>\n\u003cfigure id=\"attachment_11081420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/6thGraders-800x500.jpg\" alt=\"A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-11081420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-1180x737.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To be clear: Test scores in math and English will still carry the most weight, but the new metrics will also measure:\u003c/p>\n\u003cul>\n\u003cli> High school graduation rates\u003c/li>\n\u003cli>Rates in which English learners are reclassified as proficient in English\u003c/li>\n\u003cli>Student suspension rates\u003c/li>\n\u003cli>Chronic absentee rates\u003c/li>\n\u003cli>How well high school are preparing students for college and careers\u003c/li>\n\u003c/ul>\n\u003cp>California is the first in the nation to adopt this multidimensional evaluation approach, which is why other states are watching closely.\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parents support the change because they see how moving beyond test scores and improving campus life has helped their school overall.\u003c/p>\n\u003cp>\"Parents now want to bring their kids here,” says April Ybarra, a mother of two daughters at Oak Ridge. “I think the school has earned that respect to the point people are ready to protect them. They feel like this is a community. We are family. It’s about relationships with families.\"\u003c/p>\n\u003cp>At the \u003ca href=\"http://cde-ca.granicus.com/MediaPlayer.php?view_id=2&clip_id=444\">last school board meeting\u003c/a> in July, students and parents had a chance to weigh in on this new system.\u003c/p>\n\u003cp>Most like it in theory but it’s the details that continue to cause concern, including how to define progress in certain areas, how to pinpoint the performance of high-needs students and what kind of data should even be used in the first place.\u003c/p>\n\u003cp>Take parent engagement. Much like school climate, it can mean different things at different schools.\u003c/p>\n\u003cp>“Many parents feel they’re engaged simply because they’re sending their child to school -- they’re doing their best to make sure their child shows up every day,” says \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">state school board member Patricia Ann Rucker.\u003c/a> “We need to think about what we are actually counting as evidence of engagement.”\u003c/p>\n\u003cp>That evidence will likely be based on the results of research-backed school surveys about parent engagement and school climate. School districts would be required to adopt one of several state-approved evaluations that fit their needs.\u003c/p>\n\u003cp>“Our prior system oversimplified things. It made it simple, but it oversimplified what was really happening to children or to schools,” Kirst says.\u003c/p>\n\u003cp>State officials are also working on a color-coded report card to present all this new information, but critics say the initial drafts of the report card are confusing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.childrennow.org/about-us/staff/\">Brad Strong\u003c/a>, education policy for \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>, says presenting the results of all these new metrics will be problematic for the state.\u003c/p>\n\u003cp>“If I have this picture of green and yellow, blue and red, and I really can’t make a comparison to other schools, how do I know which of the schools that are really struggling?”\u003c/p>\n\u003cp>The next huge challenge: how to make schools accountable once this system begins pinpointing struggling campuses. Local spending decisions are influenced by what the new performance indicators show.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Critics say they’re watching closely to make sure the new system includes consequences they believe are needed to close California’s widening achievement gap.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Oakland Program Seeded Idea for District's New African-American Girls Initiative",
"title": "Oakland Program Seeded Idea for District's New African-American Girls Initiative",
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"content": "\u003cp>The Oakland Unified School District has made a big push to help more African-American boys do better in school, creating an entire academic approach to boosting them. And that left Sultanah Corbett asking: What about our girls?\u003c/p>\n\u003cp>“The focus being on males is very unfair,” Corbett said, referring to the district's \u003ca href=\"http://www.ousd.org/Domain/78\" target=\"_blank\">African-American Male Achievement\u003c/a> initiative.\u003c/p>\n\u003cp>Nationwide, \u003ca href=\"http://blogs.edweek.org/edweek/rulesforengagement/CRDC%20School%20Discipline%20Snapshot.pdf\">black girls are suspended\u003c/a> at higher rates than any other ethnicity. And in Oakland African-American girls experience disproportionate suspension rates, and the district reported a slight uptick in expulsions of black girls last year. Corbett has been teaching third grade at Martin Luther King Jr. Elementary School and says she saw some of the issues her girls were dealing with.\u003c/p>\n\u003cp>“They have something called racial battle fatigue,\" said Corbett. \"We also pay attention to sexual battle fatigue. Girls on the day to day are made to look at themselves as not worthy enough, not strong enough, because they are female.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/281997517\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>As a result, Corbett began an after-school program in 2014 aimed at boosting girls' image of themselves and called it \u003ca href=\"http://www.aafai.org/\" target=\"_blank\">African American Female Achievement Initiative\u003c/a> (AAFAI). It was a natural move for this third-grade teacher with a master’s degree in equity and social justice in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the after-school program at MLK Elementary you can sometimes find a group of girls singing their theme song.\u003c/p>\n\u003cp>“A - A - F - A - I. We’re here to be alive. Determined to survive. Strong. Bold. Smart. And fly.”\u003c/p>\n\u003cp>Corbett believes female students have unique issues that boys don’t. By creating the AAFAI program she wanted to give girls and educators a chance to call them out.\u003c/p>\n\u003cp>The girls get a dose of technology, song, dance, science and history focusing on female leaders like Madam C.J. Walker, a philanthropist and entrepreneur who created hair products for African-Americans in the early 1900s.\u003c/p>\n\u003cp>\"She inspired me to grow up being an inventor,\" said fourth-grader Eleyah Fale.\u003c/p>\n\u003cp>\u003cstrong>District Takes Note\u003c/strong>\u003c/p>\n\u003cp>Oakland Unified School District is now planning to scale up this kind of initiative to bring it districtwide. It may provide specific programming, curriculum and teacher training in an attempt to better serve Oakland’s black female student population.\u003c/p>\n\u003cp>When Corbett presented the program to the OUSD board in 2014, she envisioned a district office designated just for African-American girls, she said. At the time, her after-school program had only 20 students. It grew to about 35 students in the last school year, and now there are roughly 75 students participating, she said. Corbett also created several partnerships over that time and received seed money from OUSD to grow the program.\u003c/p>\n\u003cp>Last year, Corbett said she helped OUSD research what a larger systemwide African-American female initiative might look like.\u003c/p>\n\u003cp>The district recently announced its own African American Girls & Young Women Achievement initiative, which follows OUSD's nationally recognized \u003ca href=\"https://ww2.kqed.org/forum/2013/08/23/improving-the-odds-for-african-american-boys-in-oakland/\">African American Male Achievement initiative \u003c/a>that officially \u003ca href=\"http://www.ousd.org/page/495?q=5\">launched in 2010\u003c/a>. Since then, the district reports African-American male suspensions have been reduced. And graduation rates have increased along with attendance, said Chris Chatmon, deputy chief of equity and formerly the director and founder of AAMA.\u003c/p>\n\u003cp>Chatmon said the approach with boys is about changing school culture, teaching more relevant books that highlight different black leaders, and training teachers to better respond to the needs of black male students. And the focus needs to be consistent. “The key emphasis is during the school day, Monday through Friday,” he said.\u003c/p>\n\u003cp>Fewer students are being referred for an expulsion hearing, and last year the school board \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-to-halt-school-suspensions-for-willful-6262461.php\">passed a policy\u003c/a> to stop suspending students for willful defiance.\u003c/p>\n\u003cp>But during the 2015-2016 school year, the number of black female students expelled ticked up from two the previous year to eight. African-American male expulsions increased from eight to nine. And Latino male expulsions increased from four to nine. The district also plans special programming for Latino students, said Chatmon.\u003c/p>\n\u003cp>AAFAI's Corbett said she looks forward to helping the district craft the initiative, including what will be measured and how success will be accomplished.\u003c/p>\n\u003cp>\"I need to be at the table. My voice is important,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Earlier this year she interviewed but didn't get the position as director of the district's African American Girls & Young Women Achievement initiative, Corbett said. The new director, Dr. Nzingha Dugas, starts Sept. 12.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District has made a big push to help more African-American boys do better in school, creating an entire academic approach to boosting them. And that left Sultanah Corbett asking: What about our girls?\u003c/p>\n\u003cp>“The focus being on males is very unfair,” Corbett said, referring to the district's \u003ca href=\"http://www.ousd.org/Domain/78\" target=\"_blank\">African-American Male Achievement\u003c/a> initiative.\u003c/p>\n\u003cp>Nationwide, \u003ca href=\"http://blogs.edweek.org/edweek/rulesforengagement/CRDC%20School%20Discipline%20Snapshot.pdf\">black girls are suspended\u003c/a> at higher rates than any other ethnicity. And in Oakland African-American girls experience disproportionate suspension rates, and the district reported a slight uptick in expulsions of black girls last year. Corbett has been teaching third grade at Martin Luther King Jr. Elementary School and says she saw some of the issues her girls were dealing with.\u003c/p>\n\u003cp>“They have something called racial battle fatigue,\" said Corbett. \"We also pay attention to sexual battle fatigue. Girls on the day to day are made to look at themselves as not worthy enough, not strong enough, because they are female.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/281997517&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/281997517'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As a result, Corbett began an after-school program in 2014 aimed at boosting girls' image of themselves and called it \u003ca href=\"http://www.aafai.org/\" target=\"_blank\">African American Female Achievement Initiative\u003c/a> (AAFAI). It was a natural move for this third-grade teacher with a master’s degree in equity and social justice in education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the after-school program at MLK Elementary you can sometimes find a group of girls singing their theme song.\u003c/p>\n\u003cp>“A - A - F - A - I. We’re here to be alive. Determined to survive. Strong. Bold. Smart. And fly.”\u003c/p>\n\u003cp>Corbett believes female students have unique issues that boys don’t. By creating the AAFAI program she wanted to give girls and educators a chance to call them out.\u003c/p>\n\u003cp>The girls get a dose of technology, song, dance, science and history focusing on female leaders like Madam C.J. Walker, a philanthropist and entrepreneur who created hair products for African-Americans in the early 1900s.\u003c/p>\n\u003cp>\"She inspired me to grow up being an inventor,\" said fourth-grader Eleyah Fale.\u003c/p>\n\u003cp>\u003cstrong>District Takes Note\u003c/strong>\u003c/p>\n\u003cp>Oakland Unified School District is now planning to scale up this kind of initiative to bring it districtwide. It may provide specific programming, curriculum and teacher training in an attempt to better serve Oakland’s black female student population.\u003c/p>\n\u003cp>When Corbett presented the program to the OUSD board in 2014, she envisioned a district office designated just for African-American girls, she said. At the time, her after-school program had only 20 students. It grew to about 35 students in the last school year, and now there are roughly 75 students participating, she said. Corbett also created several partnerships over that time and received seed money from OUSD to grow the program.\u003c/p>\n\u003cp>Last year, Corbett said she helped OUSD research what a larger systemwide African-American female initiative might look like.\u003c/p>\n\u003cp>The district recently announced its own African American Girls & Young Women Achievement initiative, which follows OUSD's nationally recognized \u003ca href=\"https://ww2.kqed.org/forum/2013/08/23/improving-the-odds-for-african-american-boys-in-oakland/\">African American Male Achievement initiative \u003c/a>that officially \u003ca href=\"http://www.ousd.org/page/495?q=5\">launched in 2010\u003c/a>. Since then, the district reports African-American male suspensions have been reduced. And graduation rates have increased along with attendance, said Chris Chatmon, deputy chief of equity and formerly the director and founder of AAMA.\u003c/p>\n\u003cp>Chatmon said the approach with boys is about changing school culture, teaching more relevant books that highlight different black leaders, and training teachers to better respond to the needs of black male students. And the focus needs to be consistent. “The key emphasis is during the school day, Monday through Friday,” he said.\u003c/p>\n\u003cp>Fewer students are being referred for an expulsion hearing, and last year the school board \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-to-halt-school-suspensions-for-willful-6262461.php\">passed a policy\u003c/a> to stop suspending students for willful defiance.\u003c/p>\n\u003cp>But during the 2015-2016 school year, the number of black female students expelled ticked up from two the previous year to eight. African-American male expulsions increased from eight to nine. And Latino male expulsions increased from four to nine. The district also plans special programming for Latino students, said Chatmon.\u003c/p>\n\u003cp>AAFAI's Corbett said she looks forward to helping the district craft the initiative, including what will be measured and how success will be accomplished.\u003c/p>\n\u003cp>\"I need to be at the table. My voice is important,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Earlier this year she interviewed but didn't get the position as director of the district's African American Girls & Young Women Achievement initiative, Corbett said. The new director, Dr. Nzingha Dugas, starts Sept. 12.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "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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"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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},
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"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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