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"content": "\u003cp>When \u003ca href=\"http://www.ousd.org/manzanitaseed\" target=\"_blank\" rel=\"noopener\">Manzanita SEED\u003c/a>, a Spanish-English dual immersion school, opened in Oakland’s Fruitvale neighborhood in 2005, it was serving almost exclusively low-income Latino, Asian and African-American families from nearby neighborhoods. Then, in 2011, the school won an award for closing the achievement gap.\u003c/p>\n\u003cp>“We just got bombarded with middle-class families from other neighborhoods who really had the means,” said parent and after-school director Simone Delucchi. “Maybe their children had gone to, like, fancy dual-language preschools, and now they can come and get this education, free.”\u003c/p>\n\u003cp>In three years, the number of white families at Manzanita SEED increased from six to 41. Today, white families make up 11 percent of the school population. In the same period, the number of families that qualified for free and reduced-price lunch dropped from 87 percent to 74 percent.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/281834358″ 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>On paper, this looks like a good move toward integration. But Delucchi was worried it could go too far because she was seeing more and more African-American families leave the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=”SLBPHXPBJhtkao6WRXqcvwsGpoDLaD6F”]\u003c/p>\n\u003cp>“We would have chunks of people leaving, and [when] we didn’t have that big of a population to begin with, it’s noticeable,” Delucchi said. “I started to openly advocate about us looking at what’s happening with black families as well as what’s happening with our Asian population, because they’re dwindling to nothing.”\u003c/p>\n\u003cp>It wasn’t just the number of better-off families that began displacing low-income kids, but the advantages they brought with them when trying to enroll their children. According to district policy, even if middle-class families are from outside the neighborhood, as long as they \u003ca href=\"http://www.ousd.org/Page/13841\" target=\"_blank\" rel=\"noopener\">apply by January\u003c/a>, they still get priority over families in the neighborhood who don’t apply on time.\u003c/p>\n\u003cfigure id=\"attachment_11076600\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11076600\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg\" alt=\"Simone Delucchi greets a mother at Manzanita SEED in Oakland's Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school.\" width=\"800\" height=\"836\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-400x418.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-960x1004.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a.jpg 1100w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Simone Delucchi greets a mother at Manzanita SEED in Oakland’s Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They would just enroll early and ensure they got their spot. While our neighborhood lower-income families who are maybe not formally educated, maybe don’t have any connections with teachers or the central office, they had no idea what the enrollment processes were in Oakland,” Delucchi said.\u003c/p>\n\u003cp>There’s a kind of momentum that builds up when more white and middle-class families come to a school in Oakland. The more of these families come, the more the school attracts others of similar backgrounds. People in the city talk about schools “flipping,” like real estate.\u003c/p>\n\u003cp>“You have to have a plan if you want it to come out differently, because the housing market doesn’t produce very many stable integrated neighborhoods that last,” said Gary Orfield, founder of the \u003ca href=\"https://www.civilrightsproject.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Civil Rights Project\u003c/a> at UCLA and an expert on school segregation.\u003c/p>\n\u003cp>Nearby Berkeley Unified School District voluntarily integrated schools by race in the 1960s, and in 2004 added in household income and parent education. Berkeley Unified’s plan has \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">held up in court\u003c/a>, in part because it takes these factors into account by using a block-by-block analysis of census data instead of by individual student.\u003c/p>\n\u003cp>Oakland, like most other school districts, has not yet taken that step. In order to integrate the schools, Oakland Unified officials say they have to improve the quality of schools in low-income neighborhoods by developing programs to attract middle-class families, like the dual-language program at Manzanita SEED.\u003c/p>\n\u003cp>“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 that have means to make other decisions, we want to make sure that families know that the options we’re making available to them are going to be places where their children have a good shot of getting a good education,” said Oakland Unified Superintendent Antwan Wilson. “So that’s the first step.”\u003c/p>\n\u003cp>The problem is, there’s no plan in place to ensure that low-income children and children of color don’t get pushed out.\u003c/p>\n\u003cp>\u003cstrong>A Top School That ‘Flipped’\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11076601\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076601 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg\" alt=\"Nikki Lethridge (left), Aria Lethridge-Gardner and Musashi “Moose” Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland.\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-400x272.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-1180x803.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-960x653.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nikki Lethridge (left), Aria Lethridge-Gardner and Paul Musashi ‘Moose’ Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary in North Oakland is now one of five district schools where more than half the students are white. And that’s remarkable because this is a city where just 9.7 percent of public school children are white.\u003c/p>\n\u003cp>When Nikki Lethridge looks at a picture of her sixth-grade class at Peralta in 1984, she gets nostalgic.\u003c/p>\n\u003cp>“It’s fun to think how really blended it was. You know, Asian, Latino, East Indian, black, white kids, mixed kids. I was part of the mixed kids group,” Lethridge laughs.\u003c/p>\n\u003cp>Nikki and her brother, Paul Musashi Lethridge, are African-American and Japanese-American. They know that the mix of kids at Peralta back then was rare.\u003c/p>\n\u003cp>“Coming from Peralta, I had a really specific view on how diversity works,” Paul says. “It’s like, it worked. It worked beautiful.”\u003c/p>\n\u003cp>Today, both siblings are still in the old neighborhood, living in the house they grew up in, just a few blocks from Peralta. But now Peralta’s racial and economic mix is very different.\u003c/p>\n\u003cp>Nikki sees it daily because her daughter is in fourth grade there.\u003c/p>\n\u003cp>“She’s having a great time, she has lots of friends,” Nikki said. “There are African-American children, but predominantly white now.”\u003c/p>\n\u003cfigure id=\"attachment_11076608\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076608 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg\" alt=\"Musashi “Moose” Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children along with several other friends who grew up in their neighborhood in Oakland.\" width=\"800\" height=\"634\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-1180x935.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-960x761.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Paul Musashi ‘Moose’ Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children, along with several other friends who grew up in their neighborhood in Oakland.\u003c/figcaption>\u003c/figure>\n\u003cp>Just 10 years ago, Peralta was 66 percent African-American and 21 percent white. Today, it’s 57 percent white and 16 percent African-American. Latinos make up 11 percent, kids of two or more races make up 12 percent, and Asians make up 3 percent. The free and reduced-price lunch numbers dropped from 53 percent to 22 percent in the last decade. If you look at last year’s kindergarten class, you’ll find it was \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicGrade.aspx?cType=ALL&cGender=B&cYear=2015-16&Level=School&cSelect=Peralta%5EElementary--0161259-6002109&cChoice=SchEnrAll\" target=\"_blank\" rel=\"noopener\">71 percent white\u003c/a>.\u003c/p>\n\u003cp>What happened? The school became more and more successful, with a schoolwide program that integrates arts into the everyday curriculum. As the school became more attractive, more white and middle-class families began enrolling in the neighborhood school. In 2010 and 2011, Peralta won the same award Manzanita SEED did, for achieving high academic results with a socioeconomically disadvantaged population. Ironically, today Peralta would not be eligible for the same award, because it has too few low-income families. Home prices in the neighborhood have gone up, and many African-Americans have moved out.\u003c/p>\n\u003cp>“It happened pretty quick,” Paul said. “It’s kinda cushy up here. But then, one day I wake up and it’s \u003cem>really\u003c/em> cushy, and it’s nothing but Asian and white people. From what I see, it tells me that the people who can afford here look like that. And it’s not black people.”\u003c/p>\n\u003cp>\u003cstrong>Parents Take On Outreach\u003c/strong>\u003c/p>\n\u003cp>In the absence of a district plan to keep schools diverse, some parents and teachers have decided to take on the task themselves of doing intentional outreach to families who may otherwise miss the enrollment deadline.\u003c/p>\n\u003cp>At Manzanita SEED, Delucchi spends a lot of time trying to keep African-American parents at the school. She visits local child care and rec centers to tell low-income families of all ethnicities about the school and how to enroll, so they can get in the door during the open enrollment window. She and other parents also started a Black Family Engagement group.\u003c/p>\n\u003cp>“So they feel like they’re part of a network of people, they’re not in isolation, like swimming among all these other folks with no support,” said Delucchi.\u003c/p>\n\u003cp>At another Oakland school, Sequoia Elementary, teacher Tontra Love says principals have sometimes visited black or Latino churches or Buddhist temples to do outreach.\u003c/p>\n\u003cp>“I hope,” she said, “that all the little pieces we are doing help.”\u003c/p>\n\u003cp>\u003cstrong>Sequoia Teachers Make Diversity Outreach a Priority\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sequoiaschool.net/\" target=\"_blank\" rel=\"noopener\">Sequoia Elementary\u003c/a>, near Dimond Park, is one of a handful of schools in Oakland that actually have a good mix of Latino, Asian, African-American and white students. But Love says in recent years Sequoia has seen a slow decline in African-American students and low-income kids.\u003c/p>\n\u003cp>She says teachers here are determined to keep their school diverse, so they are not afraid to talk openly and directly about the importance of diversity.\u003c/p>\n\u003cp>“When parents talk about making it a better school,” Love says, “we say we want to make it a better school, too, but we want to make sure you’re interpreting better as still diverse in race, diverse in socioeconomic class, diverse in all different ways.”\u003c/p>\n\u003cp>Love says the school has made an effort to recruit and keep teachers of color, like her. And when potential kindergarten parents come to tour the school, Love always tells them about her son’s first day at Sequoia.\u003c/p>\n\u003cp>“His very first comment on the first day of school was, ‘I love my school because there’s kids that look like me,’ ” Love says. “And, you know, as a person of color, I knew how important that was for me. So part of you is so happy that your child has that same thing and you can relate. How sad when at 5, they’ve also been in situations where they already weren’t that, right? So that’s the story I start with.”\u003c/p>\n\u003cp>It’s that kind of clear talk that Love thinks attracts parents who value diversity, parents like Joel Tena.\u003c/p>\n\u003cp>“It was a wondrous moment, because we walked into the room, and we saw what we were looking for, which was quite frankly a reflection of Oakland,” Tena said. “My wife is Asian, I’m Latino. Our son is a little brown boy with long hair who loves to play soccer. And we wanted him to be part of a community that reflected our values and where we were coming from.”\u003c/p>\n\u003cp>Tena likes that at school his son plays soccer with a boy who speaks Arabic. He said Sequoia is teaching kids how to cross lines of race and class that adults in Oakland rarely do. But Tena is worried the neighborhood could be changing — that his school could flip.\u003c/p>\n\u003cp>“Most of the people who are moving in are white. When they’re able to go to school and they start looking around, they’re going to see Sequoia as the option for their kids to go to,” Tena said. “And unless there’s a plan in place to ensure that Sequoia retains the diversity it has right now, socioeconomic, class, race, it will be gone.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: Reporter Zaidee Stavely and OUSD Superintendent Antwan Wilson spoke on \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">KQED “Forum”\u003c/a> with host Michael Krasny from 9 a.m. to 10 a.m. Thursday, Sept. 8. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"http://www.ousd.org/manzanitaseed\" target=\"_blank\" rel=\"noopener\">Manzanita SEED\u003c/a>, a Spanish-English dual immersion school, opened in Oakland’s Fruitvale neighborhood in 2005, it was serving almost exclusively low-income Latino, Asian and African-American families from nearby neighborhoods. Then, in 2011, the school won an award for closing the achievement gap.\u003c/p>\n\u003cp>“We just got bombarded with middle-class families from other neighborhoods who really had the means,” said parent and after-school director Simone Delucchi. “Maybe their children had gone to, like, fancy dual-language preschools, and now they can come and get this education, free.”\u003c/p>\n\u003cp>In three years, the number of white families at Manzanita SEED increased from six to 41. Today, white families make up 11 percent of the school population. In the same period, the number of families that qualified for free and reduced-price lunch dropped from 87 percent to 74 percent.\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/281834358″&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/281834358″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>On paper, this looks like a good move toward integration. But Delucchi was worried it could go too far because she was seeing more and more African-American families leave the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We would have chunks of people leaving, and [when] we didn’t have that big of a population to begin with, it’s noticeable,” Delucchi said. “I started to openly advocate about us looking at what’s happening with black families as well as what’s happening with our Asian population, because they’re dwindling to nothing.”\u003c/p>\n\u003cp>It wasn’t just the number of better-off families that began displacing low-income kids, but the advantages they brought with them when trying to enroll their children. According to district policy, even if middle-class families are from outside the neighborhood, as long as they \u003ca href=\"http://www.ousd.org/Page/13841\" target=\"_blank\" rel=\"noopener\">apply by January\u003c/a>, they still get priority over families in the neighborhood who don’t apply on time.\u003c/p>\n\u003cfigure id=\"attachment_11076600\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11076600\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg\" alt=\"Simone Delucchi greets a mother at Manzanita SEED in Oakland's Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school.\" width=\"800\" height=\"836\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-400x418.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-960x1004.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a.jpg 1100w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Simone Delucchi greets a mother at Manzanita SEED in Oakland’s Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They would just enroll early and ensure they got their spot. While our neighborhood lower-income families who are maybe not formally educated, maybe don’t have any connections with teachers or the central office, they had no idea what the enrollment processes were in Oakland,” Delucchi said.\u003c/p>\n\u003cp>There’s a kind of momentum that builds up when more white and middle-class families come to a school in Oakland. The more of these families come, the more the school attracts others of similar backgrounds. People in the city talk about schools “flipping,” like real estate.\u003c/p>\n\u003cp>“You have to have a plan if you want it to come out differently, because the housing market doesn’t produce very many stable integrated neighborhoods that last,” said Gary Orfield, founder of the \u003ca href=\"https://www.civilrightsproject.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Civil Rights Project\u003c/a> at UCLA and an expert on school segregation.\u003c/p>\n\u003cp>Nearby Berkeley Unified School District voluntarily integrated schools by race in the 1960s, and in 2004 added in household income and parent education. Berkeley Unified’s plan has \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">held up in court\u003c/a>, in part because it takes these factors into account by using a block-by-block analysis of census data instead of by individual student.\u003c/p>\n\u003cp>Oakland, like most other school districts, has not yet taken that step. In order to integrate the schools, Oakland Unified officials say they have to improve the quality of schools in low-income neighborhoods by developing programs to attract middle-class families, like the dual-language program at Manzanita SEED.\u003c/p>\n\u003cp>“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 that have means to make other decisions, we want to make sure that families know that the options we’re making available to them are going to be places where their children have a good shot of getting a good education,” said Oakland Unified Superintendent Antwan Wilson. “So that’s the first step.”\u003c/p>\n\u003cp>The problem is, there’s no plan in place to ensure that low-income children and children of color don’t get pushed out.\u003c/p>\n\u003cp>\u003cstrong>A Top School That ‘Flipped’\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11076601\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076601 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg\" alt=\"Nikki Lethridge (left), Aria Lethridge-Gardner and Musashi “Moose” Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland.\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-400x272.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-1180x803.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-960x653.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nikki Lethridge (left), Aria Lethridge-Gardner and Paul Musashi ‘Moose’ Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary in North Oakland is now one of five district schools where more than half the students are white. And that’s remarkable because this is a city where just 9.7 percent of public school children are white.\u003c/p>\n\u003cp>When Nikki Lethridge looks at a picture of her sixth-grade class at Peralta in 1984, she gets nostalgic.\u003c/p>\n\u003cp>“It’s fun to think how really blended it was. You know, Asian, Latino, East Indian, black, white kids, mixed kids. I was part of the mixed kids group,” Lethridge laughs.\u003c/p>\n\u003cp>Nikki and her brother, Paul Musashi Lethridge, are African-American and Japanese-American. They know that the mix of kids at Peralta back then was rare.\u003c/p>\n\u003cp>“Coming from Peralta, I had a really specific view on how diversity works,” Paul says. “It’s like, it worked. It worked beautiful.”\u003c/p>\n\u003cp>Today, both siblings are still in the old neighborhood, living in the house they grew up in, just a few blocks from Peralta. But now Peralta’s racial and economic mix is very different.\u003c/p>\n\u003cp>Nikki sees it daily because her daughter is in fourth grade there.\u003c/p>\n\u003cp>“She’s having a great time, she has lots of friends,” Nikki said. “There are African-American children, but predominantly white now.”\u003c/p>\n\u003cfigure id=\"attachment_11076608\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076608 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg\" alt=\"Musashi “Moose” Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children along with several other friends who grew up in their neighborhood in Oakland.\" width=\"800\" height=\"634\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-1180x935.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-960x761.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Paul Musashi ‘Moose’ Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children, along with several other friends who grew up in their neighborhood in Oakland.\u003c/figcaption>\u003c/figure>\n\u003cp>Just 10 years ago, Peralta was 66 percent African-American and 21 percent white. Today, it’s 57 percent white and 16 percent African-American. Latinos make up 11 percent, kids of two or more races make up 12 percent, and Asians make up 3 percent. The free and reduced-price lunch numbers dropped from 53 percent to 22 percent in the last decade. If you look at last year’s kindergarten class, you’ll find it was \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicGrade.aspx?cType=ALL&cGender=B&cYear=2015-16&Level=School&cSelect=Peralta%5EElementary--0161259-6002109&cChoice=SchEnrAll\" target=\"_blank\" rel=\"noopener\">71 percent white\u003c/a>.\u003c/p>\n\u003cp>What happened? The school became more and more successful, with a schoolwide program that integrates arts into the everyday curriculum. As the school became more attractive, more white and middle-class families began enrolling in the neighborhood school. In 2010 and 2011, Peralta won the same award Manzanita SEED did, for achieving high academic results with a socioeconomically disadvantaged population. Ironically, today Peralta would not be eligible for the same award, because it has too few low-income families. Home prices in the neighborhood have gone up, and many African-Americans have moved out.\u003c/p>\n\u003cp>“It happened pretty quick,” Paul said. “It’s kinda cushy up here. But then, one day I wake up and it’s \u003cem>really\u003c/em> cushy, and it’s nothing but Asian and white people. From what I see, it tells me that the people who can afford here look like that. And it’s not black people.”\u003c/p>\n\u003cp>\u003cstrong>Parents Take On Outreach\u003c/strong>\u003c/p>\n\u003cp>In the absence of a district plan to keep schools diverse, some parents and teachers have decided to take on the task themselves of doing intentional outreach to families who may otherwise miss the enrollment deadline.\u003c/p>\n\u003cp>At Manzanita SEED, Delucchi spends a lot of time trying to keep African-American parents at the school. She visits local child care and rec centers to tell low-income families of all ethnicities about the school and how to enroll, so they can get in the door during the open enrollment window. She and other parents also started a Black Family Engagement group.\u003c/p>\n\u003cp>“So they feel like they’re part of a network of people, they’re not in isolation, like swimming among all these other folks with no support,” said Delucchi.\u003c/p>\n\u003cp>At another Oakland school, Sequoia Elementary, teacher Tontra Love says principals have sometimes visited black or Latino churches or Buddhist temples to do outreach.\u003c/p>\n\u003cp>“I hope,” she said, “that all the little pieces we are doing help.”\u003c/p>\n\u003cp>\u003cstrong>Sequoia Teachers Make Diversity Outreach a Priority\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sequoiaschool.net/\" target=\"_blank\" rel=\"noopener\">Sequoia Elementary\u003c/a>, near Dimond Park, is one of a handful of schools in Oakland that actually have a good mix of Latino, Asian, African-American and white students. But Love says in recent years Sequoia has seen a slow decline in African-American students and low-income kids.\u003c/p>\n\u003cp>She says teachers here are determined to keep their school diverse, so they are not afraid to talk openly and directly about the importance of diversity.\u003c/p>\n\u003cp>“When parents talk about making it a better school,” Love says, “we say we want to make it a better school, too, but we want to make sure you’re interpreting better as still diverse in race, diverse in socioeconomic class, diverse in all different ways.”\u003c/p>\n\u003cp>Love says the school has made an effort to recruit and keep teachers of color, like her. And when potential kindergarten parents come to tour the school, Love always tells them about her son’s first day at Sequoia.\u003c/p>\n\u003cp>“His very first comment on the first day of school was, ‘I love my school because there’s kids that look like me,’ ” Love says. “And, you know, as a person of color, I knew how important that was for me. So part of you is so happy that your child has that same thing and you can relate. How sad when at 5, they’ve also been in situations where they already weren’t that, right? So that’s the story I start with.”\u003c/p>\n\u003cp>It’s that kind of clear talk that Love thinks attracts parents who value diversity, parents like Joel Tena.\u003c/p>\n\u003cp>“It was a wondrous moment, because we walked into the room, and we saw what we were looking for, which was quite frankly a reflection of Oakland,” Tena said. “My wife is Asian, I’m Latino. Our son is a little brown boy with long hair who loves to play soccer. And we wanted him to be part of a community that reflected our values and where we were coming from.”\u003c/p>\n\u003cp>Tena likes that at school his son plays soccer with a boy who speaks Arabic. He said Sequoia is teaching kids how to cross lines of race and class that adults in Oakland rarely do. But Tena is worried the neighborhood could be changing — that his school could flip.\u003c/p>\n\u003cp>“Most of the people who are moving in are white. When they’re able to go to school and they start looking around, they’re going to see Sequoia as the option for their kids to go to,” Tena said. “And unless there’s a plan in place to ensure that Sequoia retains the diversity it has right now, socioeconomic, class, race, it will be gone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor’s note: Reporter Zaidee Stavely and OUSD Superintendent Antwan Wilson spoke on \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">KQED “Forum”\u003c/a> with host Michael Krasny from 9 a.m. to 10 a.m. Thursday, Sept. 8. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ask Jim Keller to describe the life of an adjunct and he starts with the days of the week.\u003c/p>\n\u003cp>“The first thing I do every morning is stare at the calendar and try to remind myself of what day it is, because when you teach on multiple campuses we all live in fear that we’re going to show up at the wrong school one day,” Keller says.\u003c/p>\n\u003cp>Every semester, Keller, who has an MFA in creative writing, strings together a living by commuting to different college campuses. He’s what’s called a “freeway flier.” He spends a lot of time in his car.\u003c/p>\n\u003cp>Today, Keller is teaching freshmen composition at Reedley College. It’s about a 70-mile round-trip drive from his home in Fresno.\u003c/p>\n\u003cp>“The facetious term for us is roads scholars,” he says. He even has a bumper sticker that says, “I’m an adjunct, this is my office.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Close to two-thirds of community college teachers in California are adjuncts or part-timers, and many of them have little job security. But two companion bills are now headed to Gov. Jerry Brown, which advocates say could improve conditions.\u003c/p>\n\u003cp>Adjuncts typically get paid only for hours they teach. When Keller started as an adjunct, he ran the math. He still wonders whether that was a good idea.\u003c/p>\n\u003cp>“For the number of hours I was actually working, including my prep and grading time, I discovered I actually would have made more money to take a minimum wage job at Wal-Mart,” he says.\u003c/p>\n\u003cp>Heather Chu agrees that it’s tough to be an adjunct, let alone remember where she’s supposed to be on what day. She has her master's degree from the New England Conservatory of Music and is a choral and vocal teacher at two community colleges near Fresno.\u003c/p>\n\u003cp>“Every other day I go to a different school,” she says. “I have to remember which school I go to. Last Thursday, went to the wrong school!”\u003c/p>\n\u003cp>Chu is a single mom trying to make a living to support her child. Right now, she’s staying with her parents with the intent of building up her teaching resume so she can get a full-time job at a college or university.\u003c/p>\n\u003cp>She says it's hard counting on a specific income because classes sometimes get canceled at the last minute.\u003c/p>\n\u003cp>“And all of a sudden in a blink of an eye, you’re denied a source of income that you may have been expecting,” Chu says. “I don’t even know that jobs in the real world do that, you know. You’re at least given some notice.”\u003c/p>\n\u003cp>The first bill headed to the governor's desk, \u003ca href=\"http://www.legtrack.com/bill.html?bill=201520160AB1690\">AB 1690\u003c/a>, guarantees a consistent workload to adjuncts statewide who have taught for three years. It would also give them seniority rights and other benefits. Thirty-two of the state’s 72 community college districts already have some form of seniority rights through collective bargaining. This bill would bring the other districts up to standard, Keller says.\u003c/p>\n\u003cp>“It’s giving an opportunity for adjuncts who right now feel very, very powerless to step up and have unions that are more aggressive in looking out for their needs,” Keller says.\u003c/p>\n\u003cp>Chu says the bill is a positive move. “To feel valued at a school that you have been putting your time in, to have that seniority and a little bit of security, would definitely be a step in the right direction,” she says.\u003c/p>\n\u003cp>But Larry Galizio, president and CEO of the Community College League of California, says the districts are very diverse with different needs, so collective bargaining needs to stay at the local level.\u003c/p>\n\u003cp>”We see this as a one-size-fits-all approach, when the people closest to the issue understand much better the particular needs and where the investments need to occur to serve students in the communities,” Galizio says.\u003c/p>\n\u003cp>The problem, he says, is really about the systematic underfunding of community colleges.\u003c/p>\n\u003cp>“I don’t think anyone could deny the fact that part-time faculty at community colleges are often undercompensated. But the disagreement is: How do you approach that and what are the causal factors?” Galizio says.\u003c/p>\n\u003cp>And it’s clear many administrators don’t want a top-down mandate. That’s why\u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/sen/sb_1351-1400/sb_1379_bill_20160829_amended_asm_v95.html\"> SB 1379 \u003c/a>was passed shortly before the legislative session ended this week. It’s tied to AB 1690 to give that bill a greater chance of being signed into law. SB 1379 gives local districts some flexibility with negotiations. But if districts don’t offer labor agreements, they stand to lose certain program funds, says Austin Webster, director of communications for the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Jim Keller, he’s part of a good union now, but after this semester, he’s moving to Southern California to be with his husband. Keller hopes to teach at one or more community colleges, and he’s waiting to see if Brown will sign these companion bills. Otherwise, Keller says, he’s not sure what rights he’ll have.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask Jim Keller to describe the life of an adjunct and he starts with the days of the week.\u003c/p>\n\u003cp>“The first thing I do every morning is stare at the calendar and try to remind myself of what day it is, because when you teach on multiple campuses we all live in fear that we’re going to show up at the wrong school one day,” Keller says.\u003c/p>\n\u003cp>Every semester, Keller, who has an MFA in creative writing, strings together a living by commuting to different college campuses. He’s what’s called a “freeway flier.” He spends a lot of time in his car.\u003c/p>\n\u003cp>Today, Keller is teaching freshmen composition at Reedley College. It’s about a 70-mile round-trip drive from his home in Fresno.\u003c/p>\n\u003cp>“The facetious term for us is roads scholars,” he says. He even has a bumper sticker that says, “I’m an adjunct, this is my office.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Close to two-thirds of community college teachers in California are adjuncts or part-timers, and many of them have little job security. But two companion bills are now headed to Gov. Jerry Brown, which advocates say could improve conditions.\u003c/p>\n\u003cp>Adjuncts typically get paid only for hours they teach. When Keller started as an adjunct, he ran the math. He still wonders whether that was a good idea.\u003c/p>\n\u003cp>“For the number of hours I was actually working, including my prep and grading time, I discovered I actually would have made more money to take a minimum wage job at Wal-Mart,” he says.\u003c/p>\n\u003cp>Heather Chu agrees that it’s tough to be an adjunct, let alone remember where she’s supposed to be on what day. She has her master's degree from the New England Conservatory of Music and is a choral and vocal teacher at two community colleges near Fresno.\u003c/p>\n\u003cp>“Every other day I go to a different school,” she says. “I have to remember which school I go to. Last Thursday, went to the wrong school!”\u003c/p>\n\u003cp>Chu is a single mom trying to make a living to support her child. Right now, she’s staying with her parents with the intent of building up her teaching resume so she can get a full-time job at a college or university.\u003c/p>\n\u003cp>She says it's hard counting on a specific income because classes sometimes get canceled at the last minute.\u003c/p>\n\u003cp>“And all of a sudden in a blink of an eye, you’re denied a source of income that you may have been expecting,” Chu says. “I don’t even know that jobs in the real world do that, you know. You’re at least given some notice.”\u003c/p>\n\u003cp>The first bill headed to the governor's desk, \u003ca href=\"http://www.legtrack.com/bill.html?bill=201520160AB1690\">AB 1690\u003c/a>, guarantees a consistent workload to adjuncts statewide who have taught for three years. It would also give them seniority rights and other benefits. Thirty-two of the state’s 72 community college districts already have some form of seniority rights through collective bargaining. This bill would bring the other districts up to standard, Keller says.\u003c/p>\n\u003cp>“It’s giving an opportunity for adjuncts who right now feel very, very powerless to step up and have unions that are more aggressive in looking out for their needs,” Keller says.\u003c/p>\n\u003cp>Chu says the bill is a positive move. “To feel valued at a school that you have been putting your time in, to have that seniority and a little bit of security, would definitely be a step in the right direction,” she says.\u003c/p>\n\u003cp>But Larry Galizio, president and CEO of the Community College League of California, says the districts are very diverse with different needs, so collective bargaining needs to stay at the local level.\u003c/p>\n\u003cp>”We see this as a one-size-fits-all approach, when the people closest to the issue understand much better the particular needs and where the investments need to occur to serve students in the communities,” Galizio says.\u003c/p>\n\u003cp>The problem, he says, is really about the systematic underfunding of community colleges.\u003c/p>\n\u003cp>“I don’t think anyone could deny the fact that part-time faculty at community colleges are often undercompensated. But the disagreement is: How do you approach that and what are the causal factors?” Galizio says.\u003c/p>\n\u003cp>And it’s clear many administrators don’t want a top-down mandate. That’s why\u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/sen/sb_1351-1400/sb_1379_bill_20160829_amended_asm_v95.html\"> SB 1379 \u003c/a>was passed shortly before the legislative session ended this week. It’s tied to AB 1690 to give that bill a greater chance of being signed into law. SB 1379 gives local districts some flexibility with negotiations. But if districts don’t offer labor agreements, they stand to lose certain program funds, says Austin Webster, director of communications for the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Jim Keller, he’s part of a good union now, but after this semester, he’s moving to Southern California to be with his husband. Keller hopes to teach at one or more community colleges, and he’s waiting to see if Brown will sign these companion bills. Otherwise, Keller says, he’s not sure what rights he’ll have.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The cost of college has often topped the list of higher education's most pressing challenges, and now, the California State University system wants to look at the students who are feeling squeezed the most: the homeless and hungry.\u003c/p>\n\u003cp>Next month the public university giant plans to continue its study and response to \"college students who experience housing instability and food insecurity\" by sending out a mass email to all students attending one of CSU's 23 campuses. CSU says this is one of the most extensive research projects ever conducted on the issue by a U.S. public university system.\u003c/p>\n\u003cp>CSU began its study of college homelessness last year and released its findings earlier this year \u003ca href=\"https://presspage-production-content.s3.amazonaws.com/uploads/1487/cohomelessstudy.pdf?10000\" target=\"_blank\">in a report\u003c/a> and conference. It found that around 8.7 percent of CSU students were displaced and 21 percent of students were food insecure.\u003c/p>\n\u003cp>KQED's Devin Katayama spoke with CSU Chancellor Timothy P. White about the undertaking and work ahead.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> What do you hope comes from all this work?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> Two things. One is higher awareness on all of our campuses and the communities that surround the 23 campuses about how important it is to find solutions here. And the second is to find the solutions and create the policies and expectations to enable our students to not have such significant problems with access to food and safe places to live.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> CSU has already started to study student homelessness on its campuses. Based on what you already know, what could those policies or programs look like?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> They could look like having [food] pantries required on campuses, perhaps. It could look like making sure that the campuses have a one-page shopping, if you will, for where there are places in the community that also provide similar services. It could take the form of dedicating campuses' resources from one type of another or part of the fundraising activities that campuses do, or the grants that they seek from agencies to creating the funding to support this.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Why can't the available college resource centers or staff on school campuses adequately help students now?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> There's the personnel side, and perhaps some of those good folks can help. But then there's also the supply side of how do we get nutritious food and the ability for students to learn how to prepare that food, and hygiene products and other things that are necessary for their lives -- how do we get the resources to have that? In places that are most successful, those types of supplies are coming often by donations from the community. So, how do we engage community partners to say this matters to us, too?\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Will you be able to pay for all the programs, or will it depend on fundraising or private funding at each school?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> I think it will be a combination of all of that -- redirecting existing efforts, if this is a higher priority, engaging the philanthropic community, working with foundations, redirecting resources that are used for something that are no longer quite as necessary. But one of the most powerful things that I've learned about the California State University is the heart and the drive of the people who go to school and who work at the universities. And because this has become known now to be such a significant issue, I think that spirit will go a long ways in finding and making resources and things available.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview was edited for length.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The cost of college has often topped the list of higher education's most pressing challenges, and now, the California State University system wants to look at the students who are feeling squeezed the most: the homeless and hungry.\u003c/p>\n\u003cp>Next month the public university giant plans to continue its study and response to \"college students who experience housing instability and food insecurity\" by sending out a mass email to all students attending one of CSU's 23 campuses. CSU says this is one of the most extensive research projects ever conducted on the issue by a U.S. public university system.\u003c/p>\n\u003cp>CSU began its study of college homelessness last year and released its findings earlier this year \u003ca href=\"https://presspage-production-content.s3.amazonaws.com/uploads/1487/cohomelessstudy.pdf?10000\" target=\"_blank\">in a report\u003c/a> and conference. It found that around 8.7 percent of CSU students were displaced and 21 percent of students were food insecure.\u003c/p>\n\u003cp>KQED's Devin Katayama spoke with CSU Chancellor Timothy P. White about the undertaking and work ahead.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> What do you hope comes from all this work?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> Two things. One is higher awareness on all of our campuses and the communities that surround the 23 campuses about how important it is to find solutions here. And the second is to find the solutions and create the policies and expectations to enable our students to not have such significant problems with access to food and safe places to live.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> CSU has already started to study student homelessness on its campuses. Based on what you already know, what could those policies or programs look like?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> They could look like having [food] pantries required on campuses, perhaps. It could look like making sure that the campuses have a one-page shopping, if you will, for where there are places in the community that also provide similar services. It could take the form of dedicating campuses' resources from one type of another or part of the fundraising activities that campuses do, or the grants that they seek from agencies to creating the funding to support this.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Why can't the available college resource centers or staff on school campuses adequately help students now?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> There's the personnel side, and perhaps some of those good folks can help. But then there's also the supply side of how do we get nutritious food and the ability for students to learn how to prepare that food, and hygiene products and other things that are necessary for their lives -- how do we get the resources to have that? In places that are most successful, those types of supplies are coming often by donations from the community. So, how do we engage community partners to say this matters to us, too?\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Will you be able to pay for all the programs, or will it depend on fundraising or private funding at each school?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> I think it will be a combination of all of that -- redirecting existing efforts, if this is a higher priority, engaging the philanthropic community, working with foundations, redirecting resources that are used for something that are no longer quite as necessary. But one of the most powerful things that I've learned about the California State University is the heart and the drive of the people who go to school and who work at the universities. And because this has become known now to be such a significant issue, I think that spirit will go a long ways in finding and making resources and things available.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview was edited for length.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school",
"title": "Oakland Prides Itself on Being Diverse -- Until It Comes Time to Send Kids to School",
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"content": "\u003cp>Walking her daughter to school in their neighborhood of Sobrante Park in East Oakland, Marina Muñoz passes an old mattress on the curb and several abandoned cars. Then she crosses an empty lot covered with old clothes and smelly trash.\u003c/p>\n\u003cp>“Here in East Oakland, we are all poor,” says Muñoz in Spanish. “Poor in everything, including education.”\u003c/p>\n\u003cp>Oakland prides itself on \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">diversity\u003c/a>. Students in the district’s public and charter schools are 44 percent Latino, 26 percent African-American, 13 percent Asian and 9.7 percent white. But only a handful of its public schools fully reflect the district’s diversity. They are more likely to \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">look like their own neighborhoods\u003c/a>, which are largely segregated by race and class. That’s due in large part to the district’s enrollment policy.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280792006″ 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>Muñoz’s kids’ school, \u003ca href=\"http://www.ousd.org/madison\" target=\"_blank\" rel=\"noopener\">Madison Park Academy\u003c/a>, reflects the neighborhood. It’s 95 percent Latino and African-American, and almost all the kids qualify for free and reduced lunch. More than half the kids in elementary school are English learners. Latino kids make up the biggest ethnic group in Oakland’s public schools. They’re also the most isolated from other races and \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-62-school-segregation-by-race-poverty-and-state/Brown-at-62-final-corrected-2.pdf\">the most concentrated\u003c/a> in high-poverty schools, here and across the state.\u003c/p>\n\u003cfigure id=\"attachment_11066041\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066041 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg\" alt=\"Seven-year-old Celia Fragoso walks through her neighborhood in Madison Park in the morning on her way to Sobrante Park Elementary in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Celia Fragoso, 7, walks through the Oakland neighborhood of Sobrante Park on her way to Madison Park Academy on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The principal at Madison Park Academy has made a lot of improvements in recent years, with a health clinic and wraparound services for kids and families. Still, the school has larger-than-average class sizes and low test scores, compared with the top-tier schools in the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That bothers Muñoz. She’s convinced her kids are not receiving the same quality education as kids in the wealthy Oakland hills. One of the most frustrating moments for her was last year, when her son was a junior in high school. She said he had a substitute teacher in one of his classes for months.\u003c/p>\n\u003cp>“He would say, ‘They’re not even teaching me anything. Mom, come get me, I’m not doing anything,’ ” Muñoz said. “How are we going to send our kids to college if we don’t have well-trained teachers?”\u003c/p>\n\u003cp>[contextly_sidebar id=”cAME9l7TY6coxsn97pgKZGFohsAMAHSB”]\u003c/p>\n\u003cp>Integrating schools is one way to give kids of color and low-income kids the same educational experience that white and wealthy kids are getting. But in California most school districts haven’t attempted to integrate, unless they they’ve been taken to court. Oakland is no exception. It offers a semblance of choice: Parents have to turn in six options for schools. But the district gives priority first to siblings, and then to families who live in the neighborhood.\u003c/p>\n\u003cp>Muñoz never even considered sending her children to one of the top-performing schools in the Oakland hills. When she first moved here from Mexico, it took her two months to even figure out how to enroll her kids, let alone send them to a school outside her neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11066042\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066042 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg\" alt=\"Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Madison Park neighborhood in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-960x638.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Sobrante Park neighborhood of Oakland on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I didn’t have a car, and it would have been too hard to walk far, or pay for the bus,” Muñoz said. “We wouldn’t have had enough money for food.”\u003c/p>\n\u003cp>Transportation is a serious issue in this district. Oakland Unified doesn’t offer free travel to get to a school outside your neighborhood, like some other districts. District officials say it would be too costly.\u003c/p>\n\u003cp>Even if Muñoz could get to a top-performing school in the hills, many of those schools wouldn’t have space for her kids because they\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolChoice?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\"> fill up with kids\u003c/a> from their own neighborhoods, which are mostly white and wealthy.\u003c/p>\n\u003cp>“I feel very strongly that there needs to be a conversation and a system put in place to desegregate the schools,” said former Oakland teacher Tanya Harris.\u003c/p>\n\u003cp>Harris used to teach at one of the top-performing schools in the district, \u003ca href=\"http://crockerschool.org/\">Crocker Highlands Elementary\u003c/a>. It’s a wealthy neighborhood, where the median home price is now more than $1 million. After teaching at Crocker Highlands for five years, Harris began working at schools in high-poverty neighborhoods, like where Marina Muñoz lives.\u003c/p>\n\u003cp>“And I would drive down that hill and past those beautiful, huge homes and tree-lined streets and I would get on the freeway, and get off and … it brought tears to my eyes. I thought, it’s like I live in a Third World country,” Harris said.\u003c/p>\n\u003cp>Harris says that stark inequity of poverty and wealth creates a two-tiered system of access.\u003c/p>\n\u003cp>“Access to everything,” Harris said. “Access to health care, dental care and eyeglasses, access to, obviously, jobs, access to grocery stores, access to the educational experience that kids and families deserve in order to interrupt these continuous cycles of poverty.”\u003c/p>\n\u003cfigure id=\"attachment_11066044\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11066044\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg\" alt=\"A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And at wealthy schools?\u003c/p>\n\u003cp>“At Crocker, our kids had access to all kinds of enrichment. There was so much teacher autonomy for us to teach how we wanted to teach, and art was an integral part of everything we did. It was really hands-on, and kids did really amazing things,” Harris said.\u003c/p>\n\u003cp>She says at other schools there was less parent fundraising to provide resources and materials for those kinds of enrichment projects.\u003c/p>\n\u003cp>Back in 2003, when Harris first started teaching at Crocker Highlands, she says there was space for kids from outside the neighborhood, because many families living in the neighborhood were sending their kids to private school. So Crocker Highlands was more evenly divided, with about 40 percent African-American and 40 percent white students.\u003c/p>\n\u003cp>“My first PTA meeting, I’ll never forget it, the PTA members were talking about how important diversity was,” Harris said. “And then, several years into my experience there, that narrative shifted significantly.”\u003c/p>\n\u003cp>What happened was that Crocker Highlands families started working to get more of their neighbors to send their kids to Crocker, to invest in the neighborhood school and improve it.\u003c/p>\n\u003cp>“There was an active group that was working with the local Realtor, who was really intentional about selling homes to people who were going to be committed to sending their kids to Crocker,” Harris said. “So there was a real shift in the culture and climate in terms of accepting and embracing folks that were outside the little Crocker Highlands bubble.”\u003c/p>\n\u003cp>Over time, more and more African-American kids from outside the neighborhood were squeezed out. Today, 60 percent of Crocker Highlands’ students are white, and only 10 percent are black. Just 3 percent are English learners, compared with 30 percent districtwide, and only 8 percent qualify for free and reduced lunch, compared with more than three-quarters districtwide.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/0b4qh/4/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"800\" height=\"584\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Our schools really reflect what is a housing segregation issue,” said Janelle Scott, an associate professor of education at UC Berkeley. “Our embracing of neighborhood schools, without any affirmative plan to interrupt neighborhood racial segregation patterns, means that our schools are largely going to look like our neighborhoods look, and our neighborhoods are quite segregated.”\u003c/p>\n\u003cp>That neighborhood segregation wasn’t by accident. Like in other cities across the country, segregation in Oakland was by design. In the early 20th century, real estate agents and mortgage companies refused to give loans to people of color, and homeowner associations had specific policies against renting or selling to African-Americans and Asian-Americans.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://lakeshorehomes.net/\" target=\"_blank\" rel=\"noopener\">oldest of these homeowner associations\u003c/a> west of the Mississippi was founded in the Crocker Highlands neighborhood in 1917. The federal government outlawed racial covenants in 1968, but this Oakland neighborhood didn’t officially lift them until 1979. African-Americans have moved in and out of Crocker Highlands over the years, but today the neighborhood is mostly white.\u003c/p>\n\u003cp>Oakland Unified’s executive director of enrollment, Charles Wilson, recognizes that the existing neighborhood boundaries reinforce the legacy of housing segregation.\u003c/p>\n\u003cp>“So the challenge for us is how do we push against that, at the same time recognizing that everyone has a right to attend school close to their home?” Wilson said.\u003c/p>\n\u003cp>He says the district plans to apply for a federal grant to try to integrate the schools socioeconomically, maybe offering spaces at high-performing schools to kids from low-income neighborhoods.\u003c/p>\n\u003cp>“What if we were to say, we will never allow a school to become more than 80 percent free and reduced lunch or less than 60 percent?” Wilson said.\u003c/p>\n\u003cp>That’s still in the early planning stages, but Wilson says integration is a priority for the district.\u003c/p>\n\u003cp>“It’s also a very thorny issue that is going to require a lot of delicate movement to include the community in,” he said.\u003c/p>\n\u003cp>\u003cstrong>Integration Is a Hard Sell\u003c/strong>\u003c/p>\n\u003cp>School integration plans are often met with lawsuits, and white and wealthy parents fleeing to private schools. Neighboring \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">Berkeley’s plan, however, held up in court\u003c/a>. It has neighborhood zones that run from the wealthy hills to the lower-income flatlands and uses block-by-block information to pull students from a wide range of races, incomes and levels of parent education.\u003c/p>\n\u003cp>Of course, Oakland is a different city. It has fewer white students and more students from low-income families. But Janelle Scott says that’s not a reason not to integrate. Oakland’s diversity, she says, is an incredible opportunity for people to really understand each other, across lines of race and class.\u003c/p>\n\u003cp>“We have large numbers of Latino, African-American and Asian students, but we see that many of those students never even go to school together. So for me, it really comes back to what kind of society do we want to have?” Scott said. “Do we want our children as young adults to be able to get along with each other, to know about each other, to be respectful of each other? And that is one of the reasons why advocates early on focused on schools, because it was a place where children could grow together and learn together.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Only a handful of schools in Oakland truly reflect its diversity. One of the main reasons? The district enrollment policy.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking her daughter to school in their neighborhood of Sobrante Park in East Oakland, Marina Muñoz passes an old mattress on the curb and several abandoned cars. Then she crosses an empty lot covered with old clothes and smelly trash.\u003c/p>\n\u003cp>“Here in East Oakland, we are all poor,” says Muñoz in Spanish. “Poor in everything, including education.”\u003c/p>\n\u003cp>Oakland prides itself on \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">diversity\u003c/a>. Students in the district’s public and charter schools are 44 percent Latino, 26 percent African-American, 13 percent Asian and 9.7 percent white. But only a handful of its public schools fully reflect the district’s diversity. They are more likely to \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">look like their own neighborhoods\u003c/a>, which are largely segregated by race and class. That’s due in large part to the district’s enrollment policy.\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/280792006″&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/280792006″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Muñoz’s kids’ school, \u003ca href=\"http://www.ousd.org/madison\" target=\"_blank\" rel=\"noopener\">Madison Park Academy\u003c/a>, reflects the neighborhood. It’s 95 percent Latino and African-American, and almost all the kids qualify for free and reduced lunch. More than half the kids in elementary school are English learners. Latino kids make up the biggest ethnic group in Oakland’s public schools. They’re also the most isolated from other races and \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-62-school-segregation-by-race-poverty-and-state/Brown-at-62-final-corrected-2.pdf\">the most concentrated\u003c/a> in high-poverty schools, here and across the state.\u003c/p>\n\u003cfigure id=\"attachment_11066041\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066041 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg\" alt=\"Seven-year-old Celia Fragoso walks through her neighborhood in Madison Park in the morning on her way to Sobrante Park Elementary in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Celia Fragoso, 7, walks through the Oakland neighborhood of Sobrante Park on her way to Madison Park Academy on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The principal at Madison Park Academy has made a lot of improvements in recent years, with a health clinic and wraparound services for kids and families. Still, the school has larger-than-average class sizes and low test scores, compared with the top-tier schools in the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That bothers Muñoz. She’s convinced her kids are not receiving the same quality education as kids in the wealthy Oakland hills. One of the most frustrating moments for her was last year, when her son was a junior in high school. She said he had a substitute teacher in one of his classes for months.\u003c/p>\n\u003cp>“He would say, ‘They’re not even teaching me anything. Mom, come get me, I’m not doing anything,’ ” Muñoz said. “How are we going to send our kids to college if we don’t have well-trained teachers?”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Integrating schools is one way to give kids of color and low-income kids the same educational experience that white and wealthy kids are getting. But in California most school districts haven’t attempted to integrate, unless they they’ve been taken to court. Oakland is no exception. It offers a semblance of choice: Parents have to turn in six options for schools. But the district gives priority first to siblings, and then to families who live in the neighborhood.\u003c/p>\n\u003cp>Muñoz never even considered sending her children to one of the top-performing schools in the Oakland hills. When she first moved here from Mexico, it took her two months to even figure out how to enroll her kids, let alone send them to a school outside her neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11066042\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066042 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg\" alt=\"Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Madison Park neighborhood in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-960x638.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Sobrante Park neighborhood of Oakland on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I didn’t have a car, and it would have been too hard to walk far, or pay for the bus,” Muñoz said. “We wouldn’t have had enough money for food.”\u003c/p>\n\u003cp>Transportation is a serious issue in this district. Oakland Unified doesn’t offer free travel to get to a school outside your neighborhood, like some other districts. District officials say it would be too costly.\u003c/p>\n\u003cp>Even if Muñoz could get to a top-performing school in the hills, many of those schools wouldn’t have space for her kids because they\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolChoice?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\"> fill up with kids\u003c/a> from their own neighborhoods, which are mostly white and wealthy.\u003c/p>\n\u003cp>“I feel very strongly that there needs to be a conversation and a system put in place to desegregate the schools,” said former Oakland teacher Tanya Harris.\u003c/p>\n\u003cp>Harris used to teach at one of the top-performing schools in the district, \u003ca href=\"http://crockerschool.org/\">Crocker Highlands Elementary\u003c/a>. It’s a wealthy neighborhood, where the median home price is now more than $1 million. After teaching at Crocker Highlands for five years, Harris began working at schools in high-poverty neighborhoods, like where Marina Muñoz lives.\u003c/p>\n\u003cp>“And I would drive down that hill and past those beautiful, huge homes and tree-lined streets and I would get on the freeway, and get off and … it brought tears to my eyes. I thought, it’s like I live in a Third World country,” Harris said.\u003c/p>\n\u003cp>Harris says that stark inequity of poverty and wealth creates a two-tiered system of access.\u003c/p>\n\u003cp>“Access to everything,” Harris said. “Access to health care, dental care and eyeglasses, access to, obviously, jobs, access to grocery stores, access to the educational experience that kids and families deserve in order to interrupt these continuous cycles of poverty.”\u003c/p>\n\u003cfigure id=\"attachment_11066044\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11066044\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg\" alt=\"A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And at wealthy schools?\u003c/p>\n\u003cp>“At Crocker, our kids had access to all kinds of enrichment. There was so much teacher autonomy for us to teach how we wanted to teach, and art was an integral part of everything we did. It was really hands-on, and kids did really amazing things,” Harris said.\u003c/p>\n\u003cp>She says at other schools there was less parent fundraising to provide resources and materials for those kinds of enrichment projects.\u003c/p>\n\u003cp>Back in 2003, when Harris first started teaching at Crocker Highlands, she says there was space for kids from outside the neighborhood, because many families living in the neighborhood were sending their kids to private school. So Crocker Highlands was more evenly divided, with about 40 percent African-American and 40 percent white students.\u003c/p>\n\u003cp>“My first PTA meeting, I’ll never forget it, the PTA members were talking about how important diversity was,” Harris said. “And then, several years into my experience there, that narrative shifted significantly.”\u003c/p>\n\u003cp>What happened was that Crocker Highlands families started working to get more of their neighbors to send their kids to Crocker, to invest in the neighborhood school and improve it.\u003c/p>\n\u003cp>“There was an active group that was working with the local Realtor, who was really intentional about selling homes to people who were going to be committed to sending their kids to Crocker,” Harris said. “So there was a real shift in the culture and climate in terms of accepting and embracing folks that were outside the little Crocker Highlands bubble.”\u003c/p>\n\u003cp>Over time, more and more African-American kids from outside the neighborhood were squeezed out. Today, 60 percent of Crocker Highlands’ students are white, and only 10 percent are black. Just 3 percent are English learners, compared with 30 percent districtwide, and only 8 percent qualify for free and reduced lunch, compared with more than three-quarters districtwide.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/0b4qh/4/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"800\" height=\"584\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Our schools really reflect what is a housing segregation issue,” said Janelle Scott, an associate professor of education at UC Berkeley. “Our embracing of neighborhood schools, without any affirmative plan to interrupt neighborhood racial segregation patterns, means that our schools are largely going to look like our neighborhoods look, and our neighborhoods are quite segregated.”\u003c/p>\n\u003cp>That neighborhood segregation wasn’t by accident. Like in other cities across the country, segregation in Oakland was by design. In the early 20th century, real estate agents and mortgage companies refused to give loans to people of color, and homeowner associations had specific policies against renting or selling to African-Americans and Asian-Americans.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://lakeshorehomes.net/\" target=\"_blank\" rel=\"noopener\">oldest of these homeowner associations\u003c/a> west of the Mississippi was founded in the Crocker Highlands neighborhood in 1917. The federal government outlawed racial covenants in 1968, but this Oakland neighborhood didn’t officially lift them until 1979. African-Americans have moved in and out of Crocker Highlands over the years, but today the neighborhood is mostly white.\u003c/p>\n\u003cp>Oakland Unified’s executive director of enrollment, Charles Wilson, recognizes that the existing neighborhood boundaries reinforce the legacy of housing segregation.\u003c/p>\n\u003cp>“So the challenge for us is how do we push against that, at the same time recognizing that everyone has a right to attend school close to their home?” Wilson said.\u003c/p>\n\u003cp>He says the district plans to apply for a federal grant to try to integrate the schools socioeconomically, maybe offering spaces at high-performing schools to kids from low-income neighborhoods.\u003c/p>\n\u003cp>“What if we were to say, we will never allow a school to become more than 80 percent free and reduced lunch or less than 60 percent?” Wilson said.\u003c/p>\n\u003cp>That’s still in the early planning stages, but Wilson says integration is a priority for the district.\u003c/p>\n\u003cp>“It’s also a very thorny issue that is going to require a lot of delicate movement to include the community in,” he said.\u003c/p>\n\u003cp>\u003cstrong>Integration Is a Hard Sell\u003c/strong>\u003c/p>\n\u003cp>School integration plans are often met with lawsuits, and white and wealthy parents fleeing to private schools. Neighboring \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">Berkeley’s plan, however, held up in court\u003c/a>. It has neighborhood zones that run from the wealthy hills to the lower-income flatlands and uses block-by-block information to pull students from a wide range of races, incomes and levels of parent education.\u003c/p>\n\u003cp>Of course, Oakland is a different city. It has fewer white students and more students from low-income families. But Janelle Scott says that’s not a reason not to integrate. Oakland’s diversity, she says, is an incredible opportunity for people to really understand each other, across lines of race and class.\u003c/p>\n\u003cp>“We have large numbers of Latino, African-American and Asian students, but we see that many of those students never even go to school together. So for me, it really comes back to what kind of society do we want to have?” Scott said. “Do we want our children as young adults to be able to get along with each other, to know about each other, to be respectful of each other? And that is one of the reasons why advocates early on focused on schools, because it was a place where children could grow together and learn together.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Eleanor Wohlfeiler’s son, Eero, was in kindergarten, he was already talking openly about race.\u003c/p>\n\u003cp>“He came home from school one day and he said, ‘Mom, am I white?’ ” Wohlfeiler said. “I said, ‘Yeah, you’re white.’ And he paused and he said, ‘Are you white?’ I said, ‘Yep, that’s how it is in our family, we’re all white.’ And I was interested in that, because 6 is pretty old to figure out your race, but it’s a lot younger than a lot of white people. I know it’s older than people of color figure it out, but at least he got it before 13.”\u003c/p>\n\u003cp>For two years Eero attended \u003ca href=\"http://www.ousd.org/sankofa\" target=\"_blank\" rel=\"noopener\">Sankofa Academy\u003c/a>, where 73 percent of the students are African-American and 11 percent are Latino. \u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Close to 90 percent qualify for free and reduced-price lunch\u003c/a>. That’s pretty unusual for white kids in Oakland. Eero was one of only two white kids in his class the first year. The second year he was the only one.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280615613″ 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>“Most of our white neighbors didn’t look at Sankofa,” Wohlfeiler said. “They wouldn’t even walk in the door. To us we wanted to not only walk in the door, but really look at what that meant.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What it meant was complicated for Wohlfeiler. She said Eero was happy. Her family felt welcome at the school. But there were challenges common in schools that serve mostly low-income kids. Eero had an inexperienced teacher the first year, frequent substitutes the next.\u003c/p>\n\u003cp>“It was like the bottom-of-the-barrel substitutes. Sankofa did not have the resources to retain like a full-time sub,” said Wohlfeiler. “What I saw of it when I volunteered was real disrespect for the children as a form of crowd control. I was watching the children just shut down.”\u003c/p>\n\u003cfigure id=\"attachment_11064878\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064878 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg\" alt=\"Eleanor Wohlfeiler (center) and her husband Eric Pankonin with their three children Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleanor Wohlfeiler (center) and her husband, Eric Pankonin, with their three children, Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wohlfeiler said she didn’t think of Sankofa as a failing school. She just didn’t feel like it had the support it needed from the district. And there was another layer: Because Eero had gone to preschool, he was more prepared for kindergarten than many of his classmates who hadn’t. Wohlfeiler worried that he was getting the incorrect message that he was inherently smarter than other kids.\u003c/p>\n\u003cp>“He got a lot of feedback about that, like, ‘You’re so smart,’ and that felt really complicated for us. He’s the only white kid in his class, and I bet we had a lot more books on our shelf than other kids in his class, and that just did not feel right,” Wohlfeiler said.\u003c/p>\n\u003cp>She eventually decided to move Eero to another school, \u003ca href=\"http://www.peraltaschool.org\" target=\"_blank\" rel=\"noopener\">Peralta Elementary\u003c/a>, three blocks away. He started there last year. Peralta is an award-winning school. It has higher test scores and lower teacher turnover. There is art all over the walls and in the classrooms, and parents raise money to pay for classroom helpers.\u003c/p>\n\u003cp>[contextly_sidebar id=”Z4Y6trR259pzH8MkRON9UvULIGSdGweH”]\u003c/p>\n\u003cp>“And he was quick to tell me, there’s not a lot of black people in his class,” Wohlfeiler said.\u003c/p>\n\u003cp>\u003cstrong>Double Segregation by Race and Poverty\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Almost 60 percent of the students at Peralta are white\u003c/a>. Less than a fourth qualify for free and reduced-price lunch.\u003c/p>\n\u003cp>Eero had ended up in a pretty typical situation for a white child in Oakland. Only 9.6 percent of Oakland’s public school students are white — that includes charter students. But they’re concentrated in a handful of schools, where they are the majority.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/PSbyI/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There’s very high segregation of blacks and Latinos in the schools in Oakland,” said Gary Orfield, co-director of the UCLA Civil Rights Project and an expert on school segregation. “I would characterize it as severe.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/segregating-california2019s-future-inequality-and-its-alternative-60-years-after-brown-v.-board-of-education/orfield-ee-segregating-california-future-brown-at.pdf\" target=\"_blank\" rel=\"noopener\">According to data compiled by the UCLA Civil Rights Project\u003c/a>, the average white student in Oakland goes to school with 37 percent low-income classmates. In contrast, African-American students in Oakland attend schools where 72 percent of fellow students are low income; for Latinos, it’s 84 percent.\u003c/p>\n\u003caside class=\"alignright\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/62sly/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>When you concentrate poverty and wealth like that, it creates separate and unequal schools, like Sankofa and Peralta. In fact, the larger the difference in the poverty rate at schools for kids of different races, \u003ca href=\"http://www.irp.wisc.edu/dispatch/racial-achievement-gap-and-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">the larger the racial achievement gap, according to some researchers\u003c/a>.\u003c/p>\n\u003cp>“Segregation, as you can see by these Oakland statistics, is double segregation by race and poverty, which is really crippling for a school,” said Orfield.\u003c/p>\n\u003cp>It’s crippling because schools with more poverty tend to have fewer parents with college degrees and fewer parents with time on their hands to volunteer in the classroom and raise funds. These schools have a harder time attracting and keeping quality teachers, and have kids dealing with a lot more social and emotional issues in the classroom because they may come to school hungry, or be hurting or scared because they live in neighborhoods that experience a disproportionate amount of gun violence, police brutality and poverty.\u003c/p>\n\u003cp>“Our kids are used to broken promises,” said Dana Saks, who directs Sankofa’s after-school program. “Our middle school students have been waiting since they first had a sixth grade for lockers. And the district keeps saying, ‘We’re going to get you lockers, we’re going to get you lockers, and they haven’t gotten them.’ And our kids are like, ‘Yeah, they’re not going to get us lockers. They don’t really care about us.’ ”\u003c/p>\n\u003cp>Oakland Unified recently renovated part of Sankofa and its playground. This year, the district is focusing on improving academics at Sankofa and a handful of other poor-performing schools. This has pretty much been the equity strategy here: \u003ca href=\"http://www.ousd.org/domain/3466\" target=\"_blank\" rel=\"noopener\">Make neighborhood schools more attractive and improve academic outcomes\u003c/a> for all kids, no matter where they attend school.\u003c/p>\n\u003cp>“The system is broken and diseased,” said OUSD’s director of enrollment, Charles Wilson. “If everybody went to their neighborhood schools, then we might see greater mixing, but there is sort of this pantheon of five or six schools that everyone wants to get into, all above Highway 13.”\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Check the demographics of every public school in the Oakland Unified School District.\u003c/a>\u003c/aside>\n\u003cp>Wilson said the district is looking into ways to integrate the schools socioeconomically, including redesigning programs at schools like Sankofa to make them more appealing to middle-class families, and changing the priority system to give kids from higher-poverty Zip codes more of a chance to enroll in high-performing schools. But that’s still in the planning stages.\u003c/p>\n\u003cp>\u003cstrong>Lack of District Policy Puts Onus on Parents to Integrate\u003c/strong>\u003c/p>\n\u003cp>The glaring concentration of race and poverty exists in schools all over the city. But these two schools, Peralta and Sankofa, bring the inequities into stark focus because they’re so close. The streets directly around Sankofa are actually zoned for both schools. It’s historically an African-American neighborhood. The former headquarters of the Black Panthers was nearby. But the neighborhood is rapidly becoming whiter and more affluent.\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/LiveGoGo?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Most public school parents in the area\u003c/a> lobby to get into high-performing schools, as Eleanor Wohlfeiler did, or they choose charters, many of which are \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=0161259--Oakland%20Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">at least as segregated as district schools\u003c/a>. Nationwide, charters have been found to be \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/choice-without-equity-2009-report\" target=\"_blank\" rel=\"noopener\">more segregated\u003c/a>.\u003c/p>\n\u003cp>Orfield said middle-class parents shouldn’t be afraid of sending their kids to a high-poverty school. “One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids,” said Gary Orfield. “You can have one group gain a lot and the other group not lose and win a lot in understanding of society. If done correctly, integration is a very powerful tool.”\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids.’\u003cbr>\n\u003ccite> Gary Orfield, co-director of the UCLA Civil Rights Project \u003c/cite>\u003c/aside>\n\u003cp>Like most school districts in California that have not been taken to court over segregation, OUSD has never implemented a full integration plan. So the school district relies on parents to do it of their own free will. But that puts parents in a position where they have to decide between a school that has everything they want for their kids, and a school where they would have to work to make it good for all kids.\u003c/p>\n\u003cp>“Middle-class parents are experts at gaming things,” said Janelle Scott, associate professor of education at UC Berkeley. “They have benefited from their own higher education, but also families who have taught them how to navigate complex systems. School districts have to be pretty savvy to make sure there is not this sense that one school is not dramatically better to get into, because parents will find a way to game that.”\u003c/p>\n\u003cp>Scott said part of any district’s integration plan has to be committing to spreading funds and teachers fairly across all schools.\u003c/p>\n\u003cp>“I hope that Oakland will mix it up a little bit,” said Sankofa parent leader Kristin Smith.\u003c/p>\n\u003cp>She said the concentration of poverty at Sankofa makes it hard to compete with a school like Peralta, where the kids have fewer needs, and where wealthier parents raise money and lobby the district to support the school. She said Sankofa’s principal has worked hard to get grants and work with community organizations to renovate the playground, build a music program and offer French classes, but she would like to have a full science program, more art and classroom aides.\u003c/p>\n\u003cp>“For OUSD’s portion of it, I would think they would want to make sure all schools at least appear to parents to be equitably served, so parents are choosing among a large pool of schools,” Smith said.\u003c/p>\n\u003cp>\u003cstrong> Wealthier Schools Must Welcome Parents of Color\u003c/strong>\u003c/p>\n\u003cp>Smith moved her son to Sankofa last year, the same year Eleanor Wohlfeiler moved her son out. Smith’s son previously attended a more diverse school in the Oakland hills called Kaiser Elementary. Smith misses the diversity but chose to leave after she found out her son had been pulled out of class for reading help for months and no one had notified her.\u003c/p>\n\u003cfigure id=\"attachment_11064877\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064877 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg\" alt=\"Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend Armando Diaz reads with Kristin’s 4-year-old daughter Gabriella Smith and 11-year-old son Dominic Smith.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend, Armando Diaz, reads with Kristin’s 4-year-old daughter, Gabriella Smith, and 11-year-old son, Dominic Smith. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like perhaps if I had not been an African-American parent, I may have received information sooner,” said Smith.\u003c/p>\n\u003cp>How Smith felt is important, because to successfully integrate schools, it’s not just about getting more white parents to choose low-performing schools. High-performing schools also need to do a better job of welcoming families of color.\u003c/p>\n\u003cp>At Sankofa, Smith said her kids were excited to see so many other kids who look like them and Sankofa is giving them something they couldn’t get at just any school.\u003c/p>\n\u003cp>“As African-American students get older, you can lose yourself in the world,” said Smith. “Because you just don’t know anything about your history, you don’t know anything about your past. You don’t know you came from a strong people, or the triumphs they’ve had or the struggles they’ve had, so you have no frame of reference with which to project yourself in the world. And that’s something that all the students here receive.”\u003c/p>\n\u003cp>Sankofa is serving a lot of African-American families who feel unwelcome at other schools, she said.\u003c/p>\n\u003cp>Eleanor Wohlfeiler gets that. She knows families of color who have decided not to go to her son’s new school, Peralta, because there aren’t enough African-American teachers or students there. She knows her own children lost something when she moved them to a majority white school.\u003c/p>\n\u003cp>“This seems to me like the most important project of our time, to deal with equity and to deal with racism and to deal with privilege,” said Wohlfeiler. “And, you know, kids getting shot all over the country. And it’s so easy to ignore it. And I’m worried that the more white of a community my kids are in, the easier it is to ignore.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Oakland prides itself on diversity, but its public schools are largely segregated by race and poverty. Two moms wrestled with this and came to very different decisions.",
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"title": "Two Moms Choose Between Separate and Unequal Schools in Oakland | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eleanor Wohlfeiler’s son, Eero, was in kindergarten, he was already talking openly about race.\u003c/p>\n\u003cp>“He came home from school one day and he said, ‘Mom, am I white?’ ” Wohlfeiler said. “I said, ‘Yeah, you’re white.’ And he paused and he said, ‘Are you white?’ I said, ‘Yep, that’s how it is in our family, we’re all white.’ And I was interested in that, because 6 is pretty old to figure out your race, but it’s a lot younger than a lot of white people. I know it’s older than people of color figure it out, but at least he got it before 13.”\u003c/p>\n\u003cp>For two years Eero attended \u003ca href=\"http://www.ousd.org/sankofa\" target=\"_blank\" rel=\"noopener\">Sankofa Academy\u003c/a>, where 73 percent of the students are African-American and 11 percent are Latino. \u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Close to 90 percent qualify for free and reduced-price lunch\u003c/a>. That’s pretty unusual for white kids in Oakland. Eero was one of only two white kids in his class the first year. The second year he was the only one.\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/280615613″&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/280615613″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Most of our white neighbors didn’t look at Sankofa,” Wohlfeiler said. “They wouldn’t even walk in the door. To us we wanted to not only walk in the door, but really look at what that meant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What it meant was complicated for Wohlfeiler. She said Eero was happy. Her family felt welcome at the school. But there were challenges common in schools that serve mostly low-income kids. Eero had an inexperienced teacher the first year, frequent substitutes the next.\u003c/p>\n\u003cp>“It was like the bottom-of-the-barrel substitutes. Sankofa did not have the resources to retain like a full-time sub,” said Wohlfeiler. “What I saw of it when I volunteered was real disrespect for the children as a form of crowd control. I was watching the children just shut down.”\u003c/p>\n\u003cfigure id=\"attachment_11064878\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064878 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg\" alt=\"Eleanor Wohlfeiler (center) and her husband Eric Pankonin with their three children Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleanor Wohlfeiler (center) and her husband, Eric Pankonin, with their three children, Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wohlfeiler said she didn’t think of Sankofa as a failing school. She just didn’t feel like it had the support it needed from the district. And there was another layer: Because Eero had gone to preschool, he was more prepared for kindergarten than many of his classmates who hadn’t. Wohlfeiler worried that he was getting the incorrect message that he was inherently smarter than other kids.\u003c/p>\n\u003cp>“He got a lot of feedback about that, like, ‘You’re so smart,’ and that felt really complicated for us. He’s the only white kid in his class, and I bet we had a lot more books on our shelf than other kids in his class, and that just did not feel right,” Wohlfeiler said.\u003c/p>\n\u003cp>She eventually decided to move Eero to another school, \u003ca href=\"http://www.peraltaschool.org\" target=\"_blank\" rel=\"noopener\">Peralta Elementary\u003c/a>, three blocks away. He started there last year. Peralta is an award-winning school. It has higher test scores and lower teacher turnover. There is art all over the walls and in the classrooms, and parents raise money to pay for classroom helpers.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“And he was quick to tell me, there’s not a lot of black people in his class,” Wohlfeiler said.\u003c/p>\n\u003cp>\u003cstrong>Double Segregation by Race and Poverty\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Almost 60 percent of the students at Peralta are white\u003c/a>. Less than a fourth qualify for free and reduced-price lunch.\u003c/p>\n\u003cp>Eero had ended up in a pretty typical situation for a white child in Oakland. Only 9.6 percent of Oakland’s public school students are white — that includes charter students. But they’re concentrated in a handful of schools, where they are the majority.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/PSbyI/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There’s very high segregation of blacks and Latinos in the schools in Oakland,” said Gary Orfield, co-director of the UCLA Civil Rights Project and an expert on school segregation. “I would characterize it as severe.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/segregating-california2019s-future-inequality-and-its-alternative-60-years-after-brown-v.-board-of-education/orfield-ee-segregating-california-future-brown-at.pdf\" target=\"_blank\" rel=\"noopener\">According to data compiled by the UCLA Civil Rights Project\u003c/a>, the average white student in Oakland goes to school with 37 percent low-income classmates. In contrast, African-American students in Oakland attend schools where 72 percent of fellow students are low income; for Latinos, it’s 84 percent.\u003c/p>\n\u003caside class=\"alignright\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/62sly/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>When you concentrate poverty and wealth like that, it creates separate and unequal schools, like Sankofa and Peralta. In fact, the larger the difference in the poverty rate at schools for kids of different races, \u003ca href=\"http://www.irp.wisc.edu/dispatch/racial-achievement-gap-and-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">the larger the racial achievement gap, according to some researchers\u003c/a>.\u003c/p>\n\u003cp>“Segregation, as you can see by these Oakland statistics, is double segregation by race and poverty, which is really crippling for a school,” said Orfield.\u003c/p>\n\u003cp>It’s crippling because schools with more poverty tend to have fewer parents with college degrees and fewer parents with time on their hands to volunteer in the classroom and raise funds. These schools have a harder time attracting and keeping quality teachers, and have kids dealing with a lot more social and emotional issues in the classroom because they may come to school hungry, or be hurting or scared because they live in neighborhoods that experience a disproportionate amount of gun violence, police brutality and poverty.\u003c/p>\n\u003cp>“Our kids are used to broken promises,” said Dana Saks, who directs Sankofa’s after-school program. “Our middle school students have been waiting since they first had a sixth grade for lockers. And the district keeps saying, ‘We’re going to get you lockers, we’re going to get you lockers, and they haven’t gotten them.’ And our kids are like, ‘Yeah, they’re not going to get us lockers. They don’t really care about us.’ ”\u003c/p>\n\u003cp>Oakland Unified recently renovated part of Sankofa and its playground. This year, the district is focusing on improving academics at Sankofa and a handful of other poor-performing schools. This has pretty much been the equity strategy here: \u003ca href=\"http://www.ousd.org/domain/3466\" target=\"_blank\" rel=\"noopener\">Make neighborhood schools more attractive and improve academic outcomes\u003c/a> for all kids, no matter where they attend school.\u003c/p>\n\u003cp>“The system is broken and diseased,” said OUSD’s director of enrollment, Charles Wilson. “If everybody went to their neighborhood schools, then we might see greater mixing, but there is sort of this pantheon of five or six schools that everyone wants to get into, all above Highway 13.”\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Check the demographics of every public school in the Oakland Unified School District.\u003c/a>\u003c/aside>\n\u003cp>Wilson said the district is looking into ways to integrate the schools socioeconomically, including redesigning programs at schools like Sankofa to make them more appealing to middle-class families, and changing the priority system to give kids from higher-poverty Zip codes more of a chance to enroll in high-performing schools. But that’s still in the planning stages.\u003c/p>\n\u003cp>\u003cstrong>Lack of District Policy Puts Onus on Parents to Integrate\u003c/strong>\u003c/p>\n\u003cp>The glaring concentration of race and poverty exists in schools all over the city. But these two schools, Peralta and Sankofa, bring the inequities into stark focus because they’re so close. The streets directly around Sankofa are actually zoned for both schools. It’s historically an African-American neighborhood. The former headquarters of the Black Panthers was nearby. But the neighborhood is rapidly becoming whiter and more affluent.\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/LiveGoGo?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Most public school parents in the area\u003c/a> lobby to get into high-performing schools, as Eleanor Wohlfeiler did, or they choose charters, many of which are \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=0161259--Oakland%20Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">at least as segregated as district schools\u003c/a>. Nationwide, charters have been found to be \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/choice-without-equity-2009-report\" target=\"_blank\" rel=\"noopener\">more segregated\u003c/a>.\u003c/p>\n\u003cp>Orfield said middle-class parents shouldn’t be afraid of sending their kids to a high-poverty school. “One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids,” said Gary Orfield. “You can have one group gain a lot and the other group not lose and win a lot in understanding of society. If done correctly, integration is a very powerful tool.”\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids.’\u003cbr>\n\u003ccite> Gary Orfield, co-director of the UCLA Civil Rights Project \u003c/cite>\u003c/aside>\n\u003cp>Like most school districts in California that have not been taken to court over segregation, OUSD has never implemented a full integration plan. So the school district relies on parents to do it of their own free will. But that puts parents in a position where they have to decide between a school that has everything they want for their kids, and a school where they would have to work to make it good for all kids.\u003c/p>\n\u003cp>“Middle-class parents are experts at gaming things,” said Janelle Scott, associate professor of education at UC Berkeley. “They have benefited from their own higher education, but also families who have taught them how to navigate complex systems. School districts have to be pretty savvy to make sure there is not this sense that one school is not dramatically better to get into, because parents will find a way to game that.”\u003c/p>\n\u003cp>Scott said part of any district’s integration plan has to be committing to spreading funds and teachers fairly across all schools.\u003c/p>\n\u003cp>“I hope that Oakland will mix it up a little bit,” said Sankofa parent leader Kristin Smith.\u003c/p>\n\u003cp>She said the concentration of poverty at Sankofa makes it hard to compete with a school like Peralta, where the kids have fewer needs, and where wealthier parents raise money and lobby the district to support the school. She said Sankofa’s principal has worked hard to get grants and work with community organizations to renovate the playground, build a music program and offer French classes, but she would like to have a full science program, more art and classroom aides.\u003c/p>\n\u003cp>“For OUSD’s portion of it, I would think they would want to make sure all schools at least appear to parents to be equitably served, so parents are choosing among a large pool of schools,” Smith said.\u003c/p>\n\u003cp>\u003cstrong> Wealthier Schools Must Welcome Parents of Color\u003c/strong>\u003c/p>\n\u003cp>Smith moved her son to Sankofa last year, the same year Eleanor Wohlfeiler moved her son out. Smith’s son previously attended a more diverse school in the Oakland hills called Kaiser Elementary. Smith misses the diversity but chose to leave after she found out her son had been pulled out of class for reading help for months and no one had notified her.\u003c/p>\n\u003cfigure id=\"attachment_11064877\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064877 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg\" alt=\"Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend Armando Diaz reads with Kristin’s 4-year-old daughter Gabriella Smith and 11-year-old son Dominic Smith.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend, Armando Diaz, reads with Kristin’s 4-year-old daughter, Gabriella Smith, and 11-year-old son, Dominic Smith. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like perhaps if I had not been an African-American parent, I may have received information sooner,” said Smith.\u003c/p>\n\u003cp>How Smith felt is important, because to successfully integrate schools, it’s not just about getting more white parents to choose low-performing schools. High-performing schools also need to do a better job of welcoming families of color.\u003c/p>\n\u003cp>At Sankofa, Smith said her kids were excited to see so many other kids who look like them and Sankofa is giving them something they couldn’t get at just any school.\u003c/p>\n\u003cp>“As African-American students get older, you can lose yourself in the world,” said Smith. “Because you just don’t know anything about your history, you don’t know anything about your past. You don’t know you came from a strong people, or the triumphs they’ve had or the struggles they’ve had, so you have no frame of reference with which to project yourself in the world. And that’s something that all the students here receive.”\u003c/p>\n\u003cp>Sankofa is serving a lot of African-American families who feel unwelcome at other schools, she said.\u003c/p>\n\u003cp>Eleanor Wohlfeiler gets that. She knows families of color who have decided not to go to her son’s new school, Peralta, because there aren’t enough African-American teachers or students there. She knows her own children lost something when she moved them to a majority white school.\u003c/p>\n\u003cp>“This seems to me like the most important project of our time, to deal with equity and to deal with racism and to deal with privilege,” said Wohlfeiler. “And, you know, kids getting shot all over the country. And it’s so easy to ignore it. And I’m worried that the more white of a community my kids are in, the easier it is to ignore.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Victory for Teacher Unions, High Court Lets Vergara Ruling Stand",
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"content": "\u003cp>SAN FRANCISCO — In a victory for teacher unions, a divided California Supreme Court decided Monday to let the state's teacher tenure law stand.\u003c/p>\n\u003cp>The high court decided 4-3 not to review a lower court ruling \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">that upheld tenure and other job protections\u003c/a> for teachers. That ruling came in a lawsuit by a group of students who claimed that incompetent teachers were almost impossible to fire because of tenure laws and that schools in poor neighborhoods were dumping grounds for bad teachers.\u003c/p>\n\u003cp>The case was closely watched around the country and highlighted tensions between teacher unions, school leaders, lawmakers and well-funded education reform groups over whether policies like tenure and firing teachers with the least seniority keep ineffective instructors in the classroom, particularly in already low-performing schools.\u003c/p>\n\u003cp>Dozens of states have moved in recent years to get rid of such protections or raise the standards for obtaining them.\u003c/p>\n\u003cp>Associate Justice Goodwin Liu voted for the California Supreme Court to take up the case, saying it affected millions of students statewide and presented a significant legal issue that the lower court likely got wrong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"U5RbH3aZ0WjGjyjzwFjN3wfeMaeeR1y1\"]\u003c/p>\n\u003cp>\"As the state's highest court, we owe the plaintiffs in this case, as well as schoolchildren throughout California, our transparent and reasoned judgment on whether the challenged statutes deprive a significant subset of students of their fundamental right to education and violate the constitutional guarantee of equal protection of the laws,\" he said.\u003c/p>\n\u003cp>Associate Justice Mariano-Florentino Cuellar echoed those concerns in a separate dissent.\u003c/p>\n\u003cp>A Los Angeles Superior Court judge \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">sided with the students in a 2014 ruling\u003c/a> that threatened to shake up public schools that teach more than 6 million students from kindergarten through 12th grade statewide.\u003c/p>\n\u003cp>In striking down several laws regarding tenure, seniority and other protections, Superior Court Judge Rolf Treu said the harm inflicted on students by incompetent teachers \"shocks the conscience.\"\u003c/p>\n\u003cp>An appeals court \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">overturned that decision\u003c/a> in April, saying the students had failed to show California's hiring and firing rules were unconstitutional.\u003c/p>\n\u003cp>Justice Roger Boren, who presided over the 2nd District Court of Appeal, wrote in the 3-0 opinion that some principals get rid of highly ineffective teachers by sending them to low-income schools, but those decisions have nothing to do with the teacher tenure law.\u003c/p>\n\u003cp>Teachers have long argued that tenure protects them from being fired on a whim, preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>\"I hope this decision closes the book on the flawed and divisive argument that links educators' workplace protections with student disadvantage,\" American Federation of Teachers President Randi Weingarten said in a statement. \"It is now well past time that we move beyond damaging lawsuits like Vergara that demonize educators and begin to work with teachers to address the real issues caused by the massive underinvestment in public education in this country. \"\u003c/p>\n\u003cp>The Vergara v. State of California lawsuit, including Beatriz Vergara among the public school student plaintiffs, was backed by Students Matter, a nonprofit group founded by Silicon Valley entrepreneur David Welch. Welch assembled a high-profile legal team, including Theodore Boutrous, who successfully fought to overturn California's gay-marriage ban.\u003c/p>\n\u003cp>\"While we are disappointed in the Supreme Court's decision to not grant review, we are grateful to the courts for shining a much-needed spotlight on these shameful laws and the enormous harm they inflict on thousands of children every year,\" Welch said in a statement.\u003c/p>\n\u003cp>Welch said he was hopeful the Legislature would take up the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>SAN FRANCISCO — In a victory for teacher unions, a divided California Supreme Court decided Monday to let the state's teacher tenure law stand.\u003c/p>\n\u003cp>The high court decided 4-3 not to review a lower court ruling \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">that upheld tenure and other job protections\u003c/a> for teachers. That ruling came in a lawsuit by a group of students who claimed that incompetent teachers were almost impossible to fire because of tenure laws and that schools in poor neighborhoods were dumping grounds for bad teachers.\u003c/p>\n\u003cp>The case was closely watched around the country and highlighted tensions between teacher unions, school leaders, lawmakers and well-funded education reform groups over whether policies like tenure and firing teachers with the least seniority keep ineffective instructors in the classroom, particularly in already low-performing schools.\u003c/p>\n\u003cp>Dozens of states have moved in recent years to get rid of such protections or raise the standards for obtaining them.\u003c/p>\n\u003cp>Associate Justice Goodwin Liu voted for the California Supreme Court to take up the case, saying it affected millions of students statewide and presented a significant legal issue that the lower court likely got wrong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"As the state's highest court, we owe the plaintiffs in this case, as well as schoolchildren throughout California, our transparent and reasoned judgment on whether the challenged statutes deprive a significant subset of students of their fundamental right to education and violate the constitutional guarantee of equal protection of the laws,\" he said.\u003c/p>\n\u003cp>Associate Justice Mariano-Florentino Cuellar echoed those concerns in a separate dissent.\u003c/p>\n\u003cp>A Los Angeles Superior Court judge \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">sided with the students in a 2014 ruling\u003c/a> that threatened to shake up public schools that teach more than 6 million students from kindergarten through 12th grade statewide.\u003c/p>\n\u003cp>In striking down several laws regarding tenure, seniority and other protections, Superior Court Judge Rolf Treu said the harm inflicted on students by incompetent teachers \"shocks the conscience.\"\u003c/p>\n\u003cp>An appeals court \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">overturned that decision\u003c/a> in April, saying the students had failed to show California's hiring and firing rules were unconstitutional.\u003c/p>\n\u003cp>Justice Roger Boren, who presided over the 2nd District Court of Appeal, wrote in the 3-0 opinion that some principals get rid of highly ineffective teachers by sending them to low-income schools, but those decisions have nothing to do with the teacher tenure law.\u003c/p>\n\u003cp>Teachers have long argued that tenure protects them from being fired on a whim, preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>\"I hope this decision closes the book on the flawed and divisive argument that links educators' workplace protections with student disadvantage,\" American Federation of Teachers President Randi Weingarten said in a statement. \"It is now well past time that we move beyond damaging lawsuits like Vergara that demonize educators and begin to work with teachers to address the real issues caused by the massive underinvestment in public education in this country. \"\u003c/p>\n\u003cp>The Vergara v. State of California lawsuit, including Beatriz Vergara among the public school student plaintiffs, was backed by Students Matter, a nonprofit group founded by Silicon Valley entrepreneur David Welch. Welch assembled a high-profile legal team, including Theodore Boutrous, who successfully fought to overturn California's gay-marriage ban.\u003c/p>\n\u003cp>\"While we are disappointed in the Supreme Court's decision to not grant review, we are grateful to the courts for shining a much-needed spotlight on these shameful laws and the enormous harm they inflict on thousands of children every year,\" Welch said in a statement.\u003c/p>\n\u003cp>Welch said he was hopeful the Legislature would take up the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>UC Berkeley Chancellor Nicholas Dirks has announced he’s resigning his post “once a successor is selected and in place.” \u003c/p>\n\u003cp>Dirks’ decision, made public Tuesday afternoon in a letter to the Cal community, comes after a three-year tenure marked by criticism of his administration’s handling of a series of high-profile sexual harassment cases. \u003c/p>\n\u003cp>The San Francisco Chronicle’s Phil Matier and Andy Ross were first \u003ca href=\"http://www.sfchronicle.com/bayarea/matier-ross/article/UC-Berkeley-Chancellor-Nicholas-Dirks-planning-to-9146561.php\" target=\"_blank\" rel=\"noopener\">to report\u003c/a> Dirks’ intention to resign, and they noted that he has faced an uphill fight to correct budget deficits at Berkeley at a time of declining state funding:\u003c/p>\n\u003cblockquote>\u003cp>Dirks … just months ago told us he hoped to stay on for 10 years. Since his arrival from Columbia University in 2013, Dirks has faced a number of challenges.\u003c/p>\n\u003cp>Like many state schools, Cal has been operating in the red — it faces a $150 million deficit this year that will likely force cuts to both academic and athletic programs. While other UC campuses have managed to get their budgets under control, Berkeley’s deficit continues, in part because of its construction debt, which according to officials, has quadrupled over the past few years to $100 million a year.\u003c/p>\n\u003cp>Dirks, 66, has privately blamed his predecessors for saddling him with many of those costs and leaving him with too few reserves to meet the university’s fiscal obligations, prompting him to recently ask every department to make budget cuts.\u003c/p>\n\u003cp>… Dirks has been able to claim some successes, including overseeing a record year of fundraising totaling close to $480 million.\u003c/p>\u003c/blockquote>\n\u003cp>It’s unclear how long it will take the University of California to replace Dirks, a historian and former administrator at Columbia University who was \u003ca href=\"http://news.columbia.edu/content/executive-vice-president-arts-sciences-nick-dirks-named-next-chancellor-uc-berkeley\" target=\"_blank\" rel=\"noopener\">appointed in November 2012\u003c/a>, nine months after his predecessor, Robert Birgeneau, announced he was stepping down. \u003c/p>\n\u003cp>University officials are already searching for a replacement for Chancellor Linda Katehi of UC Davis. She \u003ca href=\"https://ww2.kqed.org/news/2016/08/09/uc-davis-chancellor-linda-katehi-resigns/\" target=\"_blank\" rel=\"noopener\">stepped down\u003c/a> last week after an investigative report concluded that she had misled UC officials and the media about her role in launching a campaign to remove negative references to her on the internet. The report also criticized her conduct in accepting a paid position on an outside board of directors. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After his successor is in place, Dirks will assume a position on the Cal faculty.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here’s the full text of the chancellor’s letter:\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues:\u003c/p>\n\u003cp>I am writing today to say that I have informed President Napolitano of my intention to step down as Chancellor once a successor is selected and in place. It has been a great honor to serve as the 10th Chancellor of Berkeley, and I am proud of all we have accomplished. Over the summer I have come to the personal decision that the time is right for me to step aside and allow someone else to take up the financial and institutional challenges ahead of us.\u003c/p>\n\u003cp>I am especially proud of the work we have done to enhance the undergraduate experience at Berkeley, as we have launched curricular and programmatic initiatives in data science and arts and design, and begun to re-evaluate the whole student experience, including residential and extracurricular life as well as our academic structures.\u003c/p>\n\u003cp>The research done at Berkeley is second to none, and it has been exhilarating to learn about the breadth and depth of the research our faculty conducts across every discipline and field. I have worked with colleagues to develop new forms of support for cross-disciplinary research, new modes of connection between research and innovation outside the university, and new ideas to ensure that Berkeley’s future contributions to knowledge will be even more impressive and important in the years ahead. I am especially excited about the ways in which our partnership with UCSF has expanded in recent years and will provide a foundation for even more robust support for, and activity in, the bio-medical sciences. \u003c/p>\n\u003cp>I have also been pleased to work with colleagues in developing new global initiatives for our university, creating significant alliances for research, new educational partnerships and programs, and ideas for new forms of global institutional collaboration. \u003c/p>\n\u003cp>We have also worked hard to increase and improve philanthropy for Berkeley, a source of funding that will be ever more critical to our continued success as a university in the years ahead. Building on the great success of the “Campaign for Berkeley,” we have posted records in fundraising for the last two years in a row ($462 M and $479 M respectively). Meanwhile we are in the final stages of completing and implementing a new development structure we call Fundraising 2.0, which will enable far better coordination across our many units while more fully leveraging our alumni and donor base. We have also been working to build and strengthen our alumni relations.\u003c/p>\n\u003cp>During my time at Berkeley we have begun to address growing concerns around sexual assault, violence, and harassment on campus, investing significant resources not only in our Title IX office, but in identifying new campus leadership, as well as better organized structures, procedures, and standards for prevention, care and advocacy, investigation and adjudication, sanctions, and community awareness and resolve. \u003c/p>\n\u003cp>I have worked to increase the diversity of the senior administration, and consider the challenge of addressing issues of diversity across our administration, our faculty, our staff, and our student body, and continuing the work to improve our campus climate for all of constituencies regardless of race, ethnicity, gender, or sexual identity, as of paramount importance for our community.\u003c/p>\n\u003cp>I am also proud of what we have done through an earlier task force to ensure that our student athletes have the kind of support they need not only to excel in their chosen sports but in the classroom. In the months ahead, I will work with the second task force on our athletic programs, this one to propose new ways to ensure a sound financial future for the athletic department in the larger context of our budgetary challenges. \u003c/p>\n\u003cp>Our most critical task now is to ensure a sustainable financial foundation for our university at a time of significantly diminished support from the state. While we have made important progress, substantially reducing our deficit for the coming year, and developing a plan to balance the budget over the subsequent two to three years, there remains much work, and many difficult decisions, ahead of us. We need fresh approaches and new ideas as Berkeley forges a path to maintain its excellence along with its full commitment to a public mission in the current funding environment. \u003c/p>\n\u003cp>I pledge my total commitment to ensuring a smooth transition as I leave this post. And I look forward to joining on a full time basis the distinguished faculty that was my primary reason for moving to Berkeley in the first place. \u003c/p>\n\u003cp>With gratitude to all for the opportunity of a lifetime, \u003c/p>\n\u003cp>Fiat Lux,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley Chancellor Nicholas Dirks has announced he’s resigning his post “once a successor is selected and in place.” \u003c/p>\n\u003cp>Dirks’ decision, made public Tuesday afternoon in a letter to the Cal community, comes after a three-year tenure marked by criticism of his administration’s handling of a series of high-profile sexual harassment cases. \u003c/p>\n\u003cp>The San Francisco Chronicle’s Phil Matier and Andy Ross were first \u003ca href=\"http://www.sfchronicle.com/bayarea/matier-ross/article/UC-Berkeley-Chancellor-Nicholas-Dirks-planning-to-9146561.php\" target=\"_blank\" rel=\"noopener\">to report\u003c/a> Dirks’ intention to resign, and they noted that he has faced an uphill fight to correct budget deficits at Berkeley at a time of declining state funding:\u003c/p>\n\u003cblockquote>\u003cp>Dirks … just months ago told us he hoped to stay on for 10 years. Since his arrival from Columbia University in 2013, Dirks has faced a number of challenges.\u003c/p>\n\u003cp>Like many state schools, Cal has been operating in the red — it faces a $150 million deficit this year that will likely force cuts to both academic and athletic programs. While other UC campuses have managed to get their budgets under control, Berkeley’s deficit continues, in part because of its construction debt, which according to officials, has quadrupled over the past few years to $100 million a year.\u003c/p>\n\u003cp>Dirks, 66, has privately blamed his predecessors for saddling him with many of those costs and leaving him with too few reserves to meet the university’s fiscal obligations, prompting him to recently ask every department to make budget cuts.\u003c/p>\n\u003cp>… Dirks has been able to claim some successes, including overseeing a record year of fundraising totaling close to $480 million.\u003c/p>\u003c/blockquote>\n\u003cp>It’s unclear how long it will take the University of California to replace Dirks, a historian and former administrator at Columbia University who was \u003ca href=\"http://news.columbia.edu/content/executive-vice-president-arts-sciences-nick-dirks-named-next-chancellor-uc-berkeley\" target=\"_blank\" rel=\"noopener\">appointed in November 2012\u003c/a>, nine months after his predecessor, Robert Birgeneau, announced he was stepping down. \u003c/p>\n\u003cp>University officials are already searching for a replacement for Chancellor Linda Katehi of UC Davis. She \u003ca href=\"https://ww2.kqed.org/news/2016/08/09/uc-davis-chancellor-linda-katehi-resigns/\" target=\"_blank\" rel=\"noopener\">stepped down\u003c/a> last week after an investigative report concluded that she had misled UC officials and the media about her role in launching a campaign to remove negative references to her on the internet. The report also criticized her conduct in accepting a paid position on an outside board of directors. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s the full text of the chancellor’s letter:\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues:\u003c/p>\n\u003cp>I am writing today to say that I have informed President Napolitano of my intention to step down as Chancellor once a successor is selected and in place. It has been a great honor to serve as the 10th Chancellor of Berkeley, and I am proud of all we have accomplished. Over the summer I have come to the personal decision that the time is right for me to step aside and allow someone else to take up the financial and institutional challenges ahead of us.\u003c/p>\n\u003cp>I am especially proud of the work we have done to enhance the undergraduate experience at Berkeley, as we have launched curricular and programmatic initiatives in data science and arts and design, and begun to re-evaluate the whole student experience, including residential and extracurricular life as well as our academic structures.\u003c/p>\n\u003cp>The research done at Berkeley is second to none, and it has been exhilarating to learn about the breadth and depth of the research our faculty conducts across every discipline and field. 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I am especially excited about the ways in which our partnership with UCSF has expanded in recent years and will provide a foundation for even more robust support for, and activity in, the bio-medical sciences. \u003c/p>\n\u003cp>I have also been pleased to work with colleagues in developing new global initiatives for our university, creating significant alliances for research, new educational partnerships and programs, and ideas for new forms of global institutional collaboration. \u003c/p>\n\u003cp>We have also worked hard to increase and improve philanthropy for Berkeley, a source of funding that will be ever more critical to our continued success as a university in the years ahead. Building on the great success of the “Campaign for Berkeley,” we have posted records in fundraising for the last two years in a row ($462 M and $479 M respectively). Meanwhile we are in the final stages of completing and implementing a new development structure we call Fundraising 2.0, which will enable far better coordination across our many units while more fully leveraging our alumni and donor base. We have also been working to build and strengthen our alumni relations.\u003c/p>\n\u003cp>During my time at Berkeley we have begun to address growing concerns around sexual assault, violence, and harassment on campus, investing significant resources not only in our Title IX office, but in identifying new campus leadership, as well as better organized structures, procedures, and standards for prevention, care and advocacy, investigation and adjudication, sanctions, and community awareness and resolve. \u003c/p>\n\u003cp>I have worked to increase the diversity of the senior administration, and consider the challenge of addressing issues of diversity across our administration, our faculty, our staff, and our student body, and continuing the work to improve our campus climate for all of constituencies regardless of race, ethnicity, gender, or sexual identity, as of paramount importance for our community.\u003c/p>\n\u003cp>I am also proud of what we have done through an earlier task force to ensure that our student athletes have the kind of support they need not only to excel in their chosen sports but in the classroom. 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And I look forward to joining on a full time basis the distinguished faculty that was my primary reason for moving to Berkeley in the first place. \u003c/p>\n\u003cp>With gratitude to all for the opportunity of a lifetime, \u003c/p>\n\u003cp>Fiat Lux,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Civil Rights Groups Call for Moratorium on New Charter Schools",
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"content": "\u003cp>The Movement for Black Lives and the National Association for the Advancement of Colored People say they want a moratorium on creating new charter schools.\u003c/p>\n\u003cp>The NAACP passed a resolution last month that still needs final approval in the fall and The Movement for Black Lives -- which includes the Black Lives Matter Network and 28 other civil and human rights groups -- recently released \u003ca href=\"https://policy.m4bl.org/community-control/\">its policy platform\u003c/a>, which calls for a moratorium on charter schools and on school closures.\u003c/p>\n\u003cp>Meanwhile, a\u003ca href=\"https://www.aclusocal.org/unequal-access/\"> report\u003c/a> by the ACLU of Southern California and public advocates shows more than 250 California charter schools, including several in Oakland, have created barriers for families to enroll in their programs.\u003c/p>\n\u003cp>Charter schools have been touted by many in the African-American community as a more equitable option to the traditional public school model, though evidence for charter schools' effectiveness is inconclusive. However, the Black Alliance for Educational Options argues against the NAACP resolution, telling the \u003ca href=\"http://www.washingtonexaminer.com/black-leaders-push-back-against-naacps-charter-school-moratorium/article/2598729\">Washington Examiner\u003c/a> the move is \"inexplicable.\"\u003c/p>\n\u003cp>Charters are funded by public dollars but privately managed and are free from many of the requirements of traditional public schools. The report found at least 253 California charter schools that have violated policies and created barriers for all students to access the schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ACLU of Southern California says that dozens of schools have since contacted the organization and corrected those violations. You can see a list of \u003ca href=\"https://www.aclusocal.org/unequal-access/charters-in-violation/\">those schools here\u003c/a>.\u003c/p>\n\u003cp>On Aug. 11, 2016, KQED's Devin Katayama spoke with Rick Ayers, education professor at the University of San Francisco, about the report and calls for a charter moratorium by the NAACP and The Movement for Black Lives.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> The NAACP has been critical of charters for the past several years. Does The Movement for Black Lives joining this conversation change anything?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think it does, because I think Black Lives Matter is a movement and an expression of the most current, on-the-ground protest and civil rights and human rights developments. And I think that a lot of the activists here are very close to the ground. They're in communities. Many of them are teachers. So I think they read it much more closely than policy makers in Sacramento or Washington.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> About a quarter of Oakland's public school students are in charter schools. Do you expect this report by the ACLU or these resolutions to slow the momentum for charter school growth in school districts like Oakland?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> There's sort of a political pendulum that swings back and forth, and it's not going to flip things around right away. There's a heck of a lot of money that goes into supporting this narrative about charters. And it's almost a faith-based argument at this point -- just sort of belief -- that the market must be better than bureaucrats to figure out what to do. But there's a lot of money, and I know the superintendent in Oakland is out of the Broad Foundation, which trains superintendents who believe in this [charter school] direction. But many districts, including San Francisco Unified School District, have been skeptical and have questions and I think we're seeing the beginning of that pendulum swinging back.\u003c/p>\n\u003cp>\u003cstrong>Katayama\u003c/strong> What else do you think would need to happen to improve the consistency and equality of charter schools?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think what we need is more transparency. It was certainly a good idea to get away from the 300-page educational code and all the encumbrances of these rules that made making any changes in schools seem difficult. But with any deregulation, like when we saw the pipeline blow up in the Bay Area, you realize, oh, we do need some controls. We do need regulation. So I think there could be a lot of steps taken even within charters. And I know some great charters and very good teachers and community people in charters -- but in charters there could be more oversight on curriculum on admissions so the students aren't being turned away with special ed needs or language needs. Also that in all schools -- everyone who is close to students and close to communities knows that -- we have to have a better way of assessing students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ACLU of Southern California says that dozens of schools have since contacted the organization and corrected those violations. You can see a list of \u003ca href=\"https://www.aclusocal.org/unequal-access/charters-in-violation/\">those schools here\u003c/a>.\u003c/p>\n\u003cp>On Aug. 11, 2016, KQED's Devin Katayama spoke with Rick Ayers, education professor at the University of San Francisco, about the report and calls for a charter moratorium by the NAACP and The Movement for Black Lives.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> The NAACP has been critical of charters for the past several years. Does The Movement for Black Lives joining this conversation change anything?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think it does, because I think Black Lives Matter is a movement and an expression of the most current, on-the-ground protest and civil rights and human rights developments. And I think that a lot of the activists here are very close to the ground. They're in communities. Many of them are teachers. So I think they read it much more closely than policy makers in Sacramento or Washington.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> About a quarter of Oakland's public school students are in charter schools. Do you expect this report by the ACLU or these resolutions to slow the momentum for charter school growth in school districts like Oakland?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> There's sort of a political pendulum that swings back and forth, and it's not going to flip things around right away. There's a heck of a lot of money that goes into supporting this narrative about charters. And it's almost a faith-based argument at this point -- just sort of belief -- that the market must be better than bureaucrats to figure out what to do. But there's a lot of money, and I know the superintendent in Oakland is out of the Broad Foundation, which trains superintendents who believe in this [charter school] direction. But many districts, including San Francisco Unified School District, have been skeptical and have questions and I think we're seeing the beginning of that pendulum swinging back.\u003c/p>\n\u003cp>\u003cstrong>Katayama\u003c/strong> What else do you think would need to happen to improve the consistency and equality of charter schools?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think what we need is more transparency. It was certainly a good idea to get away from the 300-page educational code and all the encumbrances of these rules that made making any changes in schools seem difficult. But with any deregulation, like when we saw the pipeline blow up in the Bay Area, you realize, oh, we do need some controls. We do need regulation. So I think there could be a lot of steps taken even within charters. And I know some great charters and very good teachers and community people in charters -- but in charters there could be more oversight on curriculum on admissions so the students aren't being turned away with special ed needs or language needs. Also that in all schools -- everyone who is close to students and close to communities knows that -- we have to have a better way of assessing students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Remember when the new school year always started after Labor Day? That traditional end of the summer is now mostly a thing of the past. \u003c/p>\n\u003cp>Twenty school districts in Los Angeles County start school this week, including schools in Alhambra, Glendale, Palmdale, Pasadena and Pomona. All but four of the county’s 80 school districts start school in August, according to the L.A. County Office of Education.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/277845409\" 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>“It’s been a difficult change for us, of course, like any change,\" said Laurie Baccus, assistant superintendent at Whittier School District. Their first day for all students is Aug. 16. \"But in the end, I’d say people feel that it’s a better way to lay out the school year.\"\u003c/p>\n\u003cp>At first, Baccus said, parents and teachers complained that they couldn’t wrap their head around an August without vacation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But moving up the start date accomplishes a number of educational goals. It allows students and teachers to finish the first semester before winter break. It also gives students more time to prepare for state standardized tests and Advanced Placement exams.\u003c/p>\n\u003cp>The calendar change has also allowed some school districts to extend their winter breaks, which lets them schedule catch-up classes during that time.\u003c/p>\n\u003cp>But what about the heat?\u003c/p>\n\u003cp>Palm Springs Unified moved its first day of school to this Wednesday. Temperatures are expected to be over 100 degrees.\u003c/p>\n\u003cp>“That’s normal for this time of year. We’ve had days in the past couple of weeks that have been up to 117, 118,” said school district spokeswoman Joan Boiko.\u003c/p>\n\u003cp>The earlier start does increase the school district’s electric bill about $6,500 more per day in August, mostly in air conditioning costs, she said.\u003c/p>\n\u003cp>It doesn’t cool down in Palm Springs until late September, she said, so an earlier start makes little difference.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Palm Springs, like other school districts, expects the change to make a difference in kids' learning, especially among those who now have more time to study for Advanced Placement tests in May and who are making up classes during the winter break.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Remember when the new school year always started after Labor Day? That traditional end of the summer is now mostly a thing of the past. \u003c/p>\n\u003cp>Twenty school districts in Los Angeles County start school this week, including schools in Alhambra, Glendale, Palmdale, Pasadena and Pomona. All but four of the county’s 80 school districts start school in August, according to the L.A. County Office of Education.\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/277845409&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/277845409'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s been a difficult change for us, of course, like any change,\" said Laurie Baccus, assistant superintendent at Whittier School District. Their first day for all students is Aug. 16. \"But in the end, I’d say people feel that it’s a better way to lay out the school year.\"\u003c/p>\n\u003cp>At first, Baccus said, parents and teachers complained that they couldn’t wrap their head around an August without vacation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But moving up the start date accomplishes a number of educational goals. It allows students and teachers to finish the first semester before winter break. It also gives students more time to prepare for state standardized tests and Advanced Placement exams.\u003c/p>\n\u003cp>The calendar change has also allowed some school districts to extend their winter breaks, which lets them schedule catch-up classes during that time.\u003c/p>\n\u003cp>But what about the heat?\u003c/p>\n\u003cp>Palm Springs Unified moved its first day of school to this Wednesday. Temperatures are expected to be over 100 degrees.\u003c/p>\n\u003cp>“That’s normal for this time of year. We’ve had days in the past couple of weeks that have been up to 117, 118,” said school district spokeswoman Joan Boiko.\u003c/p>\n\u003cp>The earlier start does increase the school district’s electric bill about $6,500 more per day in August, mostly in air conditioning costs, she said.\u003c/p>\n\u003cp>It doesn’t cool down in Palm Springs until late September, she said, so an earlier start makes little difference.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Palm Springs, like other school districts, expects the change to make a difference in kids' learning, especially among those who now have more time to study for Advanced Placement tests in May and who are making up classes during the winter break.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Mississippi hasn’t had a case of measles since 1992. West Virginia last saw measles – a highly contagious virus that kills an estimated 314 people worldwide every day – in 2009. Now, with California’s new vaccination law rolling out shot by shot, the state joins Mississippi and West Virginia to become the third in the nation to adopt stringent vaccination school entrance requirements. And medical experts say disease rates are likely to fall in California as they have in those states.\u003c/p>\n\u003cp>“It’s a good club to be in,” said Rahul Gupta, state health officer in West Virginia, who was effusive in welcoming California – home to more than eight times the number of children under the age of 18 as Mississippi and West Virginia combined – as a public health leader in school vaccinations, a role that the two Southern states have played for decades. “What we are seeing in West Virginia is a significant decline in vaccine-preventable diseases,” he said. “We expect the same in California.”\u003c/p>\n\u003cp>“We haven’t had a measles case in a schoolchild in decades,” said Thomas Dobbs, state epidemiologist in Mississippi, which has the highest school vaccination rate in the nation for measles, mumps and rubella with 99.7 percent of students receiving the immunization.\u003c/p>\n\u003cp>More than a year after a measles outbreak at Disneyland and Disney California Adventure spread to 134 Californians, as well as to residents in six other states and two other countries, the new law removes the personal belief exemptions that allowed parents not to vaccinate their children in public or private schools or child care centers based on an opposition to vaccines. As in Mississippi and West Virginia, California now allows only children who have a medical reason to be excused from the mandate if they wish to attend public or private schools and child care centers. Child by child, the new vaccination requirements, which took effect July 1, are being applied to babies, toddlers and students entering public or private child care, kindergarten and 7th grade.\u003c/p>\n\u003cp>Passing the law, known by its legislative number as Senate Bill 277, was arduous at times, as vaccination opponents traveled to Sacramento legislative hearings to voice their belief in a retracted 1998 case study that suggested a link between vaccinations and autism – a case study that the British Medical Journal declared to be “an elaborate fraud.” Public health advocates now are having a moment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Policies need to be based on science, not unfounded conjecture,” Dobbs said. “I am very impressed with California.”\u003c/p>\n\u003cp>California has more than 9 million children under the age of 18, compared with 737,000 children in Mississippi and 382,000 children in West Virginia, according to 2015 figures, making the impact of improved vaccination rates all that more significant.\u003c/p>\n\u003cp>“Nobody – myself included – was very confident that we could accomplish this law,” said Mark Sawyer, a member of the American Academy of Pediatrics Committee on Infectious Diseases and a medical school professor at UC San Diego. “Now people can see that it can be done – the legislators weighed the risks. I think other states will follow.”\u003c/p>\n\u003cp>“The likelihood is very strong that the end result will be fewer cases of vaccine-preventable diseases in California,” said Arthur Reingold, professor of epidemiology at the UC Berkeley School of Public Health. Several studies have documented that the easier it is for parents to decline to immunize their children, the higher the opt-out rates are and the greater the risk of outbreaks of measles and pertussis, also known as whooping cough.\u003c/p>\n\u003cp>In the absence of a federal law requiring school children to be immunized, state governments set the standards. Every state allows children to be exempt from vaccinations if they have a medical reason, such as a compromised immune system or a severe allergy. But 47 states allow parents to choose not to vaccinate their children because of a personal or religious opposition to vaccination. A parent’s right not to vaccinate a child based on beliefs has been defeated several times in Supreme Court rulings that state there is a greater public good in widespread immunization.\u003c/p>\n\u003cp>West Virginia instituted its vaccination requirements in 1987, has been strengthening them ever since and has never had a religious or personal belief exemption. Mississippi set its vaccination requirements in 1972, never had a personal belief exemption and ended its religious exemption in 1979, when the state Supreme Court ruled against such exemptions.\u003c/p>\n\u003cp>But in the ensuing decades, the fraudulent paper on the possible link between vaccinations and autism by Andrew Wakefield, a British doctor who was stripped of his medical license by a government review board, has sowed fear in parents and wreaked havoc on vaccination rates in Europe and, to a lesser extent, in the U.S. Both Gupta and Dobbs noted that it is far easier never to have had exemptions to vaccination requirements, or to have removed them decades ago, than to remove them in 2015 as California did.\u003c/p>\n\u003cp>West Virginia legislators continue to strengthen vaccination laws and in 2015 extended vaccination requirements to preschoolers. Amid complaints from a few parents that medical exemptions were being granted or denied without consistency, legislators last year created the position of state immunization officer, who is in charge of ruling whether a medical exemption is warranted. Having the state immunization officer has reduced complaints to legislators, Gupta said, “and significantly reduced criticism” of the vaccination requirements.\u003c/p>\n\u003cp>In California and elsewhere, non-medical exemptions have created pockets of unvaccinated children that have facilitated the spread of potentially life-threatening diseases, particularly measles and pertussis, according to a 2016 research review published in the Journal of the American Medical Association in 2016.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The most at-risk groups for the diseases are infants who are too young to be vaccinated and individuals with compromised immune systems, Sawyer said. On July 15, a previously healthy 5-month-old San Diego infant died of pertussis, according to the San Diego County Health and Human Services Agency. On the same day, a 51-year-old San Diego man said to have underlying health issues died of complications from chicken pox, the health agency said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mississippi hasn’t had a case of measles since 1992. West Virginia last saw measles – a highly contagious virus that kills an estimated 314 people worldwide every day – in 2009. Now, with California’s new vaccination law rolling out shot by shot, the state joins Mississippi and West Virginia to become the third in the nation to adopt stringent vaccination school entrance requirements. And medical experts say disease rates are likely to fall in California as they have in those states.\u003c/p>\n\u003cp>“It’s a good club to be in,” said Rahul Gupta, state health officer in West Virginia, who was effusive in welcoming California – home to more than eight times the number of children under the age of 18 as Mississippi and West Virginia combined – as a public health leader in school vaccinations, a role that the two Southern states have played for decades. “What we are seeing in West Virginia is a significant decline in vaccine-preventable diseases,” he said. “We expect the same in California.”\u003c/p>\n\u003cp>“We haven’t had a measles case in a schoolchild in decades,” said Thomas Dobbs, state epidemiologist in Mississippi, which has the highest school vaccination rate in the nation for measles, mumps and rubella with 99.7 percent of students receiving the immunization.\u003c/p>\n\u003cp>More than a year after a measles outbreak at Disneyland and Disney California Adventure spread to 134 Californians, as well as to residents in six other states and two other countries, the new law removes the personal belief exemptions that allowed parents not to vaccinate their children in public or private schools or child care centers based on an opposition to vaccines. As in Mississippi and West Virginia, California now allows only children who have a medical reason to be excused from the mandate if they wish to attend public or private schools and child care centers. Child by child, the new vaccination requirements, which took effect July 1, are being applied to babies, toddlers and students entering public or private child care, kindergarten and 7th grade.\u003c/p>\n\u003cp>Passing the law, known by its legislative number as Senate Bill 277, was arduous at times, as vaccination opponents traveled to Sacramento legislative hearings to voice their belief in a retracted 1998 case study that suggested a link between vaccinations and autism – a case study that the British Medical Journal declared to be “an elaborate fraud.” Public health advocates now are having a moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Policies need to be based on science, not unfounded conjecture,” Dobbs said. “I am very impressed with California.”\u003c/p>\n\u003cp>California has more than 9 million children under the age of 18, compared with 737,000 children in Mississippi and 382,000 children in West Virginia, according to 2015 figures, making the impact of improved vaccination rates all that more significant.\u003c/p>\n\u003cp>“Nobody – myself included – was very confident that we could accomplish this law,” said Mark Sawyer, a member of the American Academy of Pediatrics Committee on Infectious Diseases and a medical school professor at UC San Diego. “Now people can see that it can be done – the legislators weighed the risks. I think other states will follow.”\u003c/p>\n\u003cp>“The likelihood is very strong that the end result will be fewer cases of vaccine-preventable diseases in California,” said Arthur Reingold, professor of epidemiology at the UC Berkeley School of Public Health. Several studies have documented that the easier it is for parents to decline to immunize their children, the higher the opt-out rates are and the greater the risk of outbreaks of measles and pertussis, also known as whooping cough.\u003c/p>\n\u003cp>In the absence of a federal law requiring school children to be immunized, state governments set the standards. Every state allows children to be exempt from vaccinations if they have a medical reason, such as a compromised immune system or a severe allergy. But 47 states allow parents to choose not to vaccinate their children because of a personal or religious opposition to vaccination. A parent’s right not to vaccinate a child based on beliefs has been defeated several times in Supreme Court rulings that state there is a greater public good in widespread immunization.\u003c/p>\n\u003cp>West Virginia instituted its vaccination requirements in 1987, has been strengthening them ever since and has never had a religious or personal belief exemption. Mississippi set its vaccination requirements in 1972, never had a personal belief exemption and ended its religious exemption in 1979, when the state Supreme Court ruled against such exemptions.\u003c/p>\n\u003cp>But in the ensuing decades, the fraudulent paper on the possible link between vaccinations and autism by Andrew Wakefield, a British doctor who was stripped of his medical license by a government review board, has sowed fear in parents and wreaked havoc on vaccination rates in Europe and, to a lesser extent, in the U.S. Both Gupta and Dobbs noted that it is far easier never to have had exemptions to vaccination requirements, or to have removed them decades ago, than to remove them in 2015 as California did.\u003c/p>\n\u003cp>West Virginia legislators continue to strengthen vaccination laws and in 2015 extended vaccination requirements to preschoolers. Amid complaints from a few parents that medical exemptions were being granted or denied without consistency, legislators last year created the position of state immunization officer, who is in charge of ruling whether a medical exemption is warranted. Having the state immunization officer has reduced complaints to legislators, Gupta said, “and significantly reduced criticism” of the vaccination requirements.\u003c/p>\n\u003cp>In California and elsewhere, non-medical exemptions have created pockets of unvaccinated children that have facilitated the spread of potentially life-threatening diseases, particularly measles and pertussis, according to a 2016 research review published in the Journal of the American Medical Association in 2016.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The most at-risk groups for the diseases are infants who are too young to be vaccinated and individuals with compromised immune systems, Sawyer said. On July 15, a previously healthy 5-month-old San Diego infant died of pertussis, according to the San Diego County Health and Human Services Agency. On the same day, a 51-year-old San Diego man said to have underlying health issues died of complications from chicken pox, the health agency said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "UC Davis Chancellor Linda Katehi Resigns After Stormy 7-Year Tenure",
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"content": "\u003cp>\u003cem>Updated, 6 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>UC Davis Chancellor Linda Katehi, who during her seven-year tenure became embroiled in an internationally notorious campus pepper-spray incident and charges of nepotism and conflict of interest, has resigned.\u003c/p>\n\u003cp>The news broke during the noon hour Tuesday when Katehi's\u003ca href=\"https://phylogenomics.files.wordpress.com/2016/08/august-9-letter.pdf\" target=\"_blank\"> resignation letter\u003c/a> surfaced online, followed rapidly by \u003ca href=\"http://www.davisenterprise.com/?p=667938\" target=\"_blank\">a statement\u003c/a> from Janet Napolitano, systemwide president of the University of California.\u003c/p>\n\u003cp>The two messages agreed on one point: Katehi is stepping down as chancellor and will assume a full-time faculty position at Davis. When it came to the particulars of why Katehi is out, the letters diverged.\u003c/p>\n\u003cp>Napolitano, who \u003ca href=\"http://ww2.kqed.org/news/2016/04/28/uc-davis-chancellor-placed-on-leave-says-shes-being-scapegoated/\" target=\"_blank\">suspended Katehi\u003c/a> in late April and \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article75844542.html\" target=\"_blank\">ordered an investigation\u003c/a>, wrote that the probe \"found numerous instances where Chancellor Katehi was not candid, either with me, the press, or the public, that she exercised poor judgment, and violated multiple University policies.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In contrast with Napolitano's summary of the probe's findings, Katehi wrote that \"investigators have confirmed that as to material allegations concerning my service to this institution, I did not violate UC policies or laws.\"\u003c/p>\n\u003cp>But investigators' 102-page report, released after the Katehi and Napolitano statements, represents a mixed verdict on the accusations. (The full document is \u003ca href=\"#katehireport\">embedded below\u003c/a>.)\u003c/p>\n\u003cp>Katehi was found to have committed a variety of missteps on issues ranging from concerns about nepotism involving her son and daughter-in-law, spending of student fee revenue reimbursement for her private travel. The report says that even in cases where Katehi, her staff or her family may have violated UC policy on such matters, investigators found no intent to deceive or defraud the university. \u003c/p>\n\u003cp>On two other sets of allegations, though, the report's findings are far more critical. \u003c/p>\n\u003cp>Katehi came under fire in April after reports surfaced that she had contracted with social media firms to try to \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-uc-davis-pepper-spray-internet-20160415-story.html\" target=\"_blank\">whitewash negative publicity\u003c/a> related to a 2011 incident in which a campus police officer doused student protesters with pepper-spray -- \u003ca href=\"https://youtu.be/WmJmmnMkuEM\" target=\"_blank\">an episode\u003c/a> that went viral online.\u003c/p>\n\u003cp>Investigators found that Katehi \"was misleading, at best, or untruthful, at worst\" when she told Napolitano and media outlets that she had nothing to do with the contracts and that they had been initiated by others. \u003c/p>\n\u003cp>The report concludes that Katehi's denials represented a violation of the University of California's \u003ca href=\"http://www.ucop.edu/ethics-compliance-audit-services/compliance/standards-of-ethical-conduct.html\" target=\"_blank\">Standards of Ethical Conduct\u003c/a>. \u003c/p>\n\u003cp>\"Based on the available evidence,\" the report says, \"Chancellor Katehi appears to have violated UC policies requiring that she conduct herself “honestiy in ali dealings” when she represented to the public and [Napolitano] that she was not “aware of’ or “involved” in the social media and communications contracts. The evidence indicates that Chancellor Katehi was acutely focused on minimizing negative references to herself online. Multiple witnesses expressed concerns that Chancellor Katehi was inordinately concerned with her individual public image. At times, this fixation gave the appearance that Chancellor Katehi was directing university resources toward communications efforts that would benefit herself as much as the university.\u003c/p>\n\u003cp>But that \"fixation,\" which at one point resulted in a contract with a firm that promised to \"eliminate\" and \"eradicate\" negative references to Katehi and Davis arising from the pepper spray incident, did not amount to a misuse of public funds or a policy violation.\u003c/p>\n\u003cp>\"The evidence indicates that the consultants did not aim to 'erase” or 'rewrite' history,\" the report concludes. \"Instead, despite the 'eradication' language ... the contracts generally aimed to improve the reputation of the university and the chancellor by producing positive content, thereby decreasing the visibility of negative\u003cbr>\ncontent on the Internet.\"\u003c/p>\n\u003cp>The investigative report is similarly critical of Katehi's response to conflict-of-interest charges that arose from her highly compensated service on the boards of directors for two educational concerns -- John Wiley and Sons, a textbook publisher, and the DeVry University. \u003c/p>\n\u003cp>Investigators found Katehi joined DeVry's board in February without the required UC clearance, disregarded information that the for-profit college was the target of government investigation, and lied to Napolitano in denying that she had begun serving on the board. \u003c/p>\n\u003cp>\"Following DeVry’s press release announcing her board membership, and in the midst of intense media scrutiny regarding the issue, Chancellor Katehi’s statements to President Napolitano were not candid,\" the report says. \"Chancellor Katehi told President Napolitano that she had not yet begun her service on the DeVry board, which was untrue. Chancellor Katehi had already attended two events related to her board service -- an orientation for new board members at DeVry’s headquarters near Chicago and a board meeting in Florida just two weeks before her conversation with President Napolitano.\"\u003c/p>\n\u003cp>Katehi \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article69860477.html\" target=\"_blank\">quit the $70,000 a year position\u003c/a> in February, just a week after it became public. \u003c/p>\n\u003cp>In her letter, Katehi emphasized that the she was cleared on the charges of nepotism and of misusing student fees. She said she accepted that her $70,000 a year post on one outside board, DeVry Education Group, created concerns on campus and noted she has apologized for what she now calls a mistake.\u003c/p>\n\u003cp>On the matter of the social media contracts, Katehi acknowledged that investigators had found her statements \"misleading, at best, or untruthful, at worst.\"\u003c/p>\n\u003cp>But she denied any attempt to try to erase mentions of the pepper-spray incident, saying the investigative report's conclusion that there was no attempt to \"erase\" or \"rewrite\" history exonerated her. \u003c/p>\n\u003cp>\"This finding is significant given that some have erroneously believed that the contracts were aimed at scrubbing the internet from negative stories about me or the campus,\" she wrote. \u003c/p>\n\u003cp>Napolitano's statement on Tuesday notes that Katehi will become a full-time faculty member \"in accordance with the terms of her pre-existing contract.\"\u003c/p>\n\u003cp>The now-former chancellor holds UC Davis faculty appointments in electrical and computer engineering and in gender, sexuality and women's studies.\u003c/p>\n\u003cp>\"As with all service positions, a time comes when we aspire to go back to where our roots are,\" Katehi said in her letter. \"Being an academic who loves teaching, and seeks to always innovate, I am very happy to go back to what I always have aspired to be, a faculty member.\"\u003c/p>\n\u003cp>Napolitano said Tuesday that Ralph Hexter, UC Davis vice chancellor and provost, will continue as interim chancellor while UC conducts a search for a permanent campus chief.\u003c/p>\n\u003cp>\"Today’s news ends a period of uncertainty at UC Davis,” Hexter said in a statement. “The resolution announced by President Napolitano permits us to focus all our efforts on moving the campus forward so that ever more effectively we can serve California, the nation and the world.”\u003c/p>\n\u003cp>More campus reaction, by way of the Davis Enterprise: \u003c/p>\n\u003cblockquote>\u003cp>Academic Senate chairman André Knoesen, one of Katehi’s most vocal and ardent supporters, admitted that the circumstances surrounding Katehi’s leave and the investigation “have had a negative effect on the Davis campus and make it impossible for Linda Katehi to be effective as a chancellor.”\u003c/p>\n\u003cp>Knoesen looks forward to a “continuing relationship “with Professor Katehi as a full-time faculty member.”\u003c/p>\n\u003cp>And ASUCD President Alex Lee said he was surprised about the resignation, assuming the process would continue to drag on. Lee said, ” I am glad we can move out of the dark cloud (Katehi’s) cast on the UC Davis community and begin searching for a new chancellor who will be champion of their students.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca id=\"katehireport\">\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe class=\"scribd_iframe_embed\" src=\"https://www.scribd.com/embeds/320698190/content?start_page=1&view_mode=scroll&access_key=key-Kg1Iqzz1fO459EdFO3wu&show_recommendations=true\" data-auto-height=\"false\" data-aspect-ratio=\"0.7727272727272727\" scrolling=\"no\" id=\"doc_57424\" width=\"100%\" height=\"600\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated, 6 p.m. Tuesday\u003c/em>\u003c/p>\n\u003cp>UC Davis Chancellor Linda Katehi, who during her seven-year tenure became embroiled in an internationally notorious campus pepper-spray incident and charges of nepotism and conflict of interest, has resigned.\u003c/p>\n\u003cp>The news broke during the noon hour Tuesday when Katehi's\u003ca href=\"https://phylogenomics.files.wordpress.com/2016/08/august-9-letter.pdf\" target=\"_blank\"> resignation letter\u003c/a> surfaced online, followed rapidly by \u003ca href=\"http://www.davisenterprise.com/?p=667938\" target=\"_blank\">a statement\u003c/a> from Janet Napolitano, systemwide president of the University of California.\u003c/p>\n\u003cp>The two messages agreed on one point: Katehi is stepping down as chancellor and will assume a full-time faculty position at Davis. When it came to the particulars of why Katehi is out, the letters diverged.\u003c/p>\n\u003cp>Napolitano, who \u003ca href=\"http://ww2.kqed.org/news/2016/04/28/uc-davis-chancellor-placed-on-leave-says-shes-being-scapegoated/\" target=\"_blank\">suspended Katehi\u003c/a> in late April and \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article75844542.html\" target=\"_blank\">ordered an investigation\u003c/a>, wrote that the probe \"found numerous instances where Chancellor Katehi was not candid, either with me, the press, or the public, that she exercised poor judgment, and violated multiple University policies.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In contrast with Napolitano's summary of the probe's findings, Katehi wrote that \"investigators have confirmed that as to material allegations concerning my service to this institution, I did not violate UC policies or laws.\"\u003c/p>\n\u003cp>But investigators' 102-page report, released after the Katehi and Napolitano statements, represents a mixed verdict on the accusations. (The full document is \u003ca href=\"#katehireport\">embedded below\u003c/a>.)\u003c/p>\n\u003cp>Katehi was found to have committed a variety of missteps on issues ranging from concerns about nepotism involving her son and daughter-in-law, spending of student fee revenue reimbursement for her private travel. The report says that even in cases where Katehi, her staff or her family may have violated UC policy on such matters, investigators found no intent to deceive or defraud the university. \u003c/p>\n\u003cp>On two other sets of allegations, though, the report's findings are far more critical. \u003c/p>\n\u003cp>Katehi came under fire in April after reports surfaced that she had contracted with social media firms to try to \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-uc-davis-pepper-spray-internet-20160415-story.html\" target=\"_blank\">whitewash negative publicity\u003c/a> related to a 2011 incident in which a campus police officer doused student protesters with pepper-spray -- \u003ca href=\"https://youtu.be/WmJmmnMkuEM\" target=\"_blank\">an episode\u003c/a> that went viral online.\u003c/p>\n\u003cp>Investigators found that Katehi \"was misleading, at best, or untruthful, at worst\" when she told Napolitano and media outlets that she had nothing to do with the contracts and that they had been initiated by others. \u003c/p>\n\u003cp>The report concludes that Katehi's denials represented a violation of the University of California's \u003ca href=\"http://www.ucop.edu/ethics-compliance-audit-services/compliance/standards-of-ethical-conduct.html\" target=\"_blank\">Standards of Ethical Conduct\u003c/a>. \u003c/p>\n\u003cp>\"Based on the available evidence,\" the report says, \"Chancellor Katehi appears to have violated UC policies requiring that she conduct herself “honestiy in ali dealings” when she represented to the public and [Napolitano] that she was not “aware of’ or “involved” in the social media and communications contracts. The evidence indicates that Chancellor Katehi was acutely focused on minimizing negative references to herself online. Multiple witnesses expressed concerns that Chancellor Katehi was inordinately concerned with her individual public image. At times, this fixation gave the appearance that Chancellor Katehi was directing university resources toward communications efforts that would benefit herself as much as the university.\u003c/p>\n\u003cp>But that \"fixation,\" which at one point resulted in a contract with a firm that promised to \"eliminate\" and \"eradicate\" negative references to Katehi and Davis arising from the pepper spray incident, did not amount to a misuse of public funds or a policy violation.\u003c/p>\n\u003cp>\"The evidence indicates that the consultants did not aim to 'erase” or 'rewrite' history,\" the report concludes. \"Instead, despite the 'eradication' language ... the contracts generally aimed to improve the reputation of the university and the chancellor by producing positive content, thereby decreasing the visibility of negative\u003cbr>\ncontent on the Internet.\"\u003c/p>\n\u003cp>The investigative report is similarly critical of Katehi's response to conflict-of-interest charges that arose from her highly compensated service on the boards of directors for two educational concerns -- John Wiley and Sons, a textbook publisher, and the DeVry University. \u003c/p>\n\u003cp>Investigators found Katehi joined DeVry's board in February without the required UC clearance, disregarded information that the for-profit college was the target of government investigation, and lied to Napolitano in denying that she had begun serving on the board. \u003c/p>\n\u003cp>\"Following DeVry’s press release announcing her board membership, and in the midst of intense media scrutiny regarding the issue, Chancellor Katehi’s statements to President Napolitano were not candid,\" the report says. \"Chancellor Katehi told President Napolitano that she had not yet begun her service on the DeVry board, which was untrue. Chancellor Katehi had already attended two events related to her board service -- an orientation for new board members at DeVry’s headquarters near Chicago and a board meeting in Florida just two weeks before her conversation with President Napolitano.\"\u003c/p>\n\u003cp>Katehi \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article69860477.html\" target=\"_blank\">quit the $70,000 a year position\u003c/a> in February, just a week after it became public. \u003c/p>\n\u003cp>In her letter, Katehi emphasized that the she was cleared on the charges of nepotism and of misusing student fees. She said she accepted that her $70,000 a year post on one outside board, DeVry Education Group, created concerns on campus and noted she has apologized for what she now calls a mistake.\u003c/p>\n\u003cp>On the matter of the social media contracts, Katehi acknowledged that investigators had found her statements \"misleading, at best, or untruthful, at worst.\"\u003c/p>\n\u003cp>But she denied any attempt to try to erase mentions of the pepper-spray incident, saying the investigative report's conclusion that there was no attempt to \"erase\" or \"rewrite\" history exonerated her. \u003c/p>\n\u003cp>\"This finding is significant given that some have erroneously believed that the contracts were aimed at scrubbing the internet from negative stories about me or the campus,\" she wrote. \u003c/p>\n\u003cp>Napolitano's statement on Tuesday notes that Katehi will become a full-time faculty member \"in accordance with the terms of her pre-existing contract.\"\u003c/p>\n\u003cp>The now-former chancellor holds UC Davis faculty appointments in electrical and computer engineering and in gender, sexuality and women's studies.\u003c/p>\n\u003cp>\"As with all service positions, a time comes when we aspire to go back to where our roots are,\" Katehi said in her letter. \"Being an academic who loves teaching, and seeks to always innovate, I am very happy to go back to what I always have aspired to be, a faculty member.\"\u003c/p>\n\u003cp>Napolitano said Tuesday that Ralph Hexter, UC Davis vice chancellor and provost, will continue as interim chancellor while UC conducts a search for a permanent campus chief.\u003c/p>\n\u003cp>\"Today’s news ends a period of uncertainty at UC Davis,” Hexter said in a statement. “The resolution announced by President Napolitano permits us to focus all our efforts on moving the campus forward so that ever more effectively we can serve California, the nation and the world.”\u003c/p>\n\u003cp>More campus reaction, by way of the Davis Enterprise: \u003c/p>\n\u003cblockquote>\u003cp>Academic Senate chairman André Knoesen, one of Katehi’s most vocal and ardent supporters, admitted that the circumstances surrounding Katehi’s leave and the investigation “have had a negative effect on the Davis campus and make it impossible for Linda Katehi to be effective as a chancellor.”\u003c/p>\n\u003cp>Knoesen looks forward to a “continuing relationship “with Professor Katehi as a full-time faculty member.”\u003c/p>\n\u003cp>And ASUCD President Alex Lee said he was surprised about the resignation, assuming the process would continue to drag on. Lee said, ” I am glad we can move out of the dark cloud (Katehi’s) cast on the UC Davis community and begin searching for a new chancellor who will be champion of their students.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca id=\"katehireport\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Mariachi Summer Camp Gives Kids a Taste of Tradition",
"title": "Mariachi Summer Camp Gives Kids a Taste of Tradition",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Thirteen-year-old Jose Ramon Gonzalez Chavez usually spends summers lying on his bed at home or on his cellphone.\u003c/p>\n\u003cp>But this year, he’s at Cook Middle School in Santa Rosa learning how to strum the \u003cem>guitarron – \u003c/em>the big bass guitar that’s a trademark of mariachi music\u003cem>. \u003c/em>\u003c/p>\n\u003cp>“The \u003cem>guitarron\u003c/em> is what holds the song in place,” Chavez says as he clutches the instrument. “It’s the bass. You play two strings or one string at a time. And that’s the bom bom bom.”\u003c/p>\n\u003cp>Chavez is one of 50 kids attending California’s only Mariachi Summer Camp for beginners.\u003c/p>\n\u003cp>Many of them come from Mexican families and have heard mariachi music at parties and gatherings, but never picked up an instrument. Their parents can’t afford it or their schools just don’t teach music.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/277036737\" 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>At camp, the students -- who range in age from 9 to 15 -- receive three weeks of intense instruction and learn how to play five traditional ballads. It all culminates with a community performance.\u003c/p>\n\u003cp>Jose Soto, a Sonoma State University student and mariachi musician, created the camp two years ago with the help of the Luther Burbank Center for the Arts in Santa Rosa.\u003c/p>\n\u003cp>Soto wanted to offer a program where money didn’t matter.\u003c/p>\n\u003cp>“[The students] don’t have to pay anything,” Soto says. “They don’t have to have an instrument. They get to choose what they want to play.”\u003c/p>\n\u003cp>All the instruments -- the guitars, violins and trumpets -- are on loan through the center’s Instrument Lending Library. Soto also enlisted the help of several other musicians to teach the kids in small groups.\u003c/p>\n\u003cp>“I want them to explore the world and explore what’s in the music. I tell them, ‘Try one instrument, if you don’t like it, just try another one. See if you can fit it into your life.’ \u003cstrong>” \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11041295\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041295\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/jose-soto-800x450.jpg\" alt=\"Mariachi summer camp's program director, Jose Soto, conducts about 50 campers during a recent practice.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mariachi summer camp's program director, Jose Soto, conducts about 50 campers during a recent practice. \u003ccite>(Nailah Morgan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soto is from Guadalajara, which is home to some of the finest mariachi bands in Mexico. His father was a mariachi and even formed a family band featuring Soto and his brothers and sisters.\u003c/p>\n\u003cp>But when the family came to the United States eight years ago, Soto couldn’t find a program to help hone his talent. Instead, he learned how to play the trumpet in a high school band, and practiced mariachi music on his own.\u003c/p>\n\u003cp>Soto hopes his camp will give kids the skills and the confidence to perform and share this music with others.\u003c/p>\n\u003cp>\u003cstrong>A New Generation of Mariachi Enthusiasts\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Nine-year-old Yuritzi Guerrero is one of the many girls at camp who is learning to play the violin.\u003c/p>\n\u003cp>She’s also a talented vocalist, but typically sings in the shower or when her mom turns on the radio.\u003c/p>\n\u003cp>Now she is harmonizing with other girls in Spanish.\u003c/p>\n\u003cp>“The songs are just so pretty and they express feelings,” Guerrero says, wearing a ponytail with large bow on top. “When there’s more voices, it sounds beautiful that way.”\u003c/p>\n\u003cfigure id=\"attachment_11041294\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041294\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/yuritzi_violin-1-800x450.jpg\" alt=\"Yuritzi Guerrero practices violin with several other campers.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-1920x1080.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yuritzi Guerrero practices violin with several other campers. \u003ccite>(Nailah Morgan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout camp, Soto reminds the kids this music emerged from the ranches and small towns of Mexico’s colonial past and symbolizes Mexico’s cultural identity.\u003c/p>\n\u003cp>Before the kids even pick up any instruments, they learn to find their voice so they can express happiness, sadness and joy.\u003c/p>\n\u003cp>One of the classics they’re practicing is \"De Colores,\" a children’s folk song about giving thanks for the all the colors in the world.\u003c/p>\n\u003cp>Many of the students say they’re happy to a have a better understanding of their families’ homeland. But for 13-year-old Rebecca Humphreys, the culture and the music are new.\u003c/p>\n\u003cp>Humphreys is the only student at camp with no ties to Mexico. She wanted to learn the trumpet but quickly realized it was \"too hard to get sounds out of it.”\u003c/p>\n\u003cp>So the middle school student switched to guitar and enjoys how this music tells stories and how all the instruments come together.\u003c/p>\n\u003cp>“Compared to some other music, it has a lot of soul and spirit in it,” Humphreys says. “The strumming patterns on mariachi guitars are also very different. Mariachis strum very fast.”\u003c/p>\n\u003cp>\u003cstrong>An Instant Success\u003c/strong>\u003c/p>\n\u003cp>After practicing all day in separate instrumental groups, Soto finally brings the students together to rehearse for the upcoming performance.\u003c/p>\n\u003cp>But first, the kids try on their mariachi suits, which have been donated by local bands.\u003c/p>\n\u003cp>“It’s tight,” says Chavez, who is donning a maroon suit with gold stitching and chains. “Actually, it’s really snug and cozy. I feel like I could wear this all day.”\u003c/p>\n\u003cp>Soto gets the roughly 50 students into their positions and gives them his cue to begin one of the musical pieces.\u003c/p>\n\u003cp>A melodic burst of music fills the small school auditorium and Soto beams with pride as he conducts the students. It’s not perfect, he says, but it's progress.\u003c/p>\n\u003cfigure id=\"attachment_11041291\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041291\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/RS20536_IMG_0002-800x600.jpg\" alt=\"Mariachi summer campers practice a traditional Mexican ballad at Lawrence Cook Middle School in Santa Rosa.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mariachi summer campers practice a traditional Mexican ballad at Lawrence Cook Middle School in Santa Rosa. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids stare back at him, focused, concentrating on the music. They say the past three weeks have been hard, but feel like it’s finally beginning to pay off. In fact, most of the kids say they plan to be back next summer.\u003c/p>\n\u003cp>Demand for the camp was almost instantaneous after it was first offered last year.\u003c/p>\n\u003cp>The Luther Burbank Center for the Arts responded this summer by expanding the program to Washington Middle School in Cloverdale. Another 50 students have signed up at that location.\u003c/p>\n\u003cp>Soto says he’s excited to share his love and appreciation for this music with a new generation.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t know what I like most -- being a mariachi or seeing my community come together like this. Maybe it’s a little of both because I feel happy with what I’m doing.”\u003c/p>\n\n",
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"excerpt": "About 50 kids in Santa Rosa are attending California’s only Mariachi Summer Camp for beginners. It's designed to share a love and appreciation for the music with a new generation.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thirteen-year-old Jose Ramon Gonzalez Chavez usually spends summers lying on his bed at home or on his cellphone.\u003c/p>\n\u003cp>But this year, he’s at Cook Middle School in Santa Rosa learning how to strum the \u003cem>guitarron – \u003c/em>the big bass guitar that’s a trademark of mariachi music\u003cem>. \u003c/em>\u003c/p>\n\u003cp>“The \u003cem>guitarron\u003c/em> is what holds the song in place,” Chavez says as he clutches the instrument. “It’s the bass. You play two strings or one string at a time. And that’s the bom bom bom.”\u003c/p>\n\u003cp>Chavez is one of 50 kids attending California’s only Mariachi Summer Camp for beginners.\u003c/p>\n\u003cp>Many of them come from Mexican families and have heard mariachi music at parties and gatherings, but never picked up an instrument. Their parents can’t afford it or their schools just don’t teach music.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\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/277036737&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/277036737'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At camp, the students -- who range in age from 9 to 15 -- receive three weeks of intense instruction and learn how to play five traditional ballads. It all culminates with a community performance.\u003c/p>\n\u003cp>Jose Soto, a Sonoma State University student and mariachi musician, created the camp two years ago with the help of the Luther Burbank Center for the Arts in Santa Rosa.\u003c/p>\n\u003cp>Soto wanted to offer a program where money didn’t matter.\u003c/p>\n\u003cp>“[The students] don’t have to pay anything,” Soto says. “They don’t have to have an instrument. They get to choose what they want to play.”\u003c/p>\n\u003cp>All the instruments -- the guitars, violins and trumpets -- are on loan through the center’s Instrument Lending Library. Soto also enlisted the help of several other musicians to teach the kids in small groups.\u003c/p>\n\u003cp>“I want them to explore the world and explore what’s in the music. I tell them, ‘Try one instrument, if you don’t like it, just try another one. See if you can fit it into your life.’ \u003cstrong>” \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11041295\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041295\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/jose-soto-800x450.jpg\" alt=\"Mariachi summer camp's program director, Jose Soto, conducts about 50 campers during a recent practice.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/jose-soto-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mariachi summer camp's program director, Jose Soto, conducts about 50 campers during a recent practice. \u003ccite>(Nailah Morgan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Soto is from Guadalajara, which is home to some of the finest mariachi bands in Mexico. His father was a mariachi and even formed a family band featuring Soto and his brothers and sisters.\u003c/p>\n\u003cp>But when the family came to the United States eight years ago, Soto couldn’t find a program to help hone his talent. Instead, he learned how to play the trumpet in a high school band, and practiced mariachi music on his own.\u003c/p>\n\u003cp>Soto hopes his camp will give kids the skills and the confidence to perform and share this music with others.\u003c/p>\n\u003cp>\u003cstrong>A New Generation of Mariachi Enthusiasts\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Nine-year-old Yuritzi Guerrero is one of the many girls at camp who is learning to play the violin.\u003c/p>\n\u003cp>She’s also a talented vocalist, but typically sings in the shower or when her mom turns on the radio.\u003c/p>\n\u003cp>Now she is harmonizing with other girls in Spanish.\u003c/p>\n\u003cp>“The songs are just so pretty and they express feelings,” Guerrero says, wearing a ponytail with large bow on top. “When there’s more voices, it sounds beautiful that way.”\u003c/p>\n\u003cfigure id=\"attachment_11041294\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041294\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/yuritzi_violin-1-800x450.jpg\" alt=\"Yuritzi Guerrero practices violin with several other campers.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-1920x1080.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/yuritzi_violin-1-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yuritzi Guerrero practices violin with several other campers. \u003ccite>(Nailah Morgan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout camp, Soto reminds the kids this music emerged from the ranches and small towns of Mexico’s colonial past and symbolizes Mexico’s cultural identity.\u003c/p>\n\u003cp>Before the kids even pick up any instruments, they learn to find their voice so they can express happiness, sadness and joy.\u003c/p>\n\u003cp>One of the classics they’re practicing is \"De Colores,\" a children’s folk song about giving thanks for the all the colors in the world.\u003c/p>\n\u003cp>Many of the students say they’re happy to a have a better understanding of their families’ homeland. But for 13-year-old Rebecca Humphreys, the culture and the music are new.\u003c/p>\n\u003cp>Humphreys is the only student at camp with no ties to Mexico. She wanted to learn the trumpet but quickly realized it was \"too hard to get sounds out of it.”\u003c/p>\n\u003cp>So the middle school student switched to guitar and enjoys how this music tells stories and how all the instruments come together.\u003c/p>\n\u003cp>“Compared to some other music, it has a lot of soul and spirit in it,” Humphreys says. “The strumming patterns on mariachi guitars are also very different. Mariachis strum very fast.”\u003c/p>\n\u003cp>\u003cstrong>An Instant Success\u003c/strong>\u003c/p>\n\u003cp>After practicing all day in separate instrumental groups, Soto finally brings the students together to rehearse for the upcoming performance.\u003c/p>\n\u003cp>But first, the kids try on their mariachi suits, which have been donated by local bands.\u003c/p>\n\u003cp>“It’s tight,” says Chavez, who is donning a maroon suit with gold stitching and chains. “Actually, it’s really snug and cozy. I feel like I could wear this all day.”\u003c/p>\n\u003cp>Soto gets the roughly 50 students into their positions and gives them his cue to begin one of the musical pieces.\u003c/p>\n\u003cp>A melodic burst of music fills the small school auditorium and Soto beams with pride as he conducts the students. It’s not perfect, he says, but it's progress.\u003c/p>\n\u003cfigure id=\"attachment_11041291\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11041291\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/RS20536_IMG_0002-800x600.jpg\" alt=\"Mariachi summer campers practice a traditional Mexican ballad at Lawrence Cook Middle School in Santa Rosa.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2016/08/RS20536_IMG_0002.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mariachi summer campers practice a traditional Mexican ballad at Lawrence Cook Middle School in Santa Rosa. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids stare back at him, focused, concentrating on the music. 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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
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