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"content": "\u003cp>After years of abuse at home, 19-year-old Dennisse Aldana of Los Angeles was placed into foster care when she was 17. Like many foster kids, she lacked the tools needed for today’s digital world. Even the most basic tool in a young student’s life — a laptop computer — was out of reach.\u003c/p>\n\u003cp>“All throughout high school I didn’t have a laptop, and I felt like I was limited to what I could really accomplish in class,” recalls Aldana.\u003c/p>\n\u003cp>To keep up with her fellow students, she typed her essays on her smartphone. Then she emailed them to herself to print out at school.\u003c/p>\n\u003cp>Aldana couldn’t help noticing that her friends all had laptops.\u003c/p>\n\u003cp>“They always just brought their essays right on time. They didn’t have to ask for any extensions. Their essays would be great,” Aldana says. “And then I would look at mine. I was never proud of my essays.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, a partnership of small California nonprofits aims to level the technology playing field for foster kids like Aldana.\u003c/p>\n\u003cp>One of those organizations is volunteer-driven, Los Angeles-based \u003ca href=\"http://fostercarecounts.org/\" target=\"_blank\" rel=\"noopener\">Foster Care Counts\u003c/a>. Started in 2012 to serve foster youth and the agencies that support them, it focuses on helping kids get the technical and emotional skills they need to become financially independent.\u003c/p>\n\u003cp>According to board member Winnie Wechsler, laptops are a must-have for these kids.\u003c/p>\n\u003cp>“It is impossible for a teenager today to succeed in college or the workplace without a laptop computer,” says Wechsler.\u003c/p>\n\u003cp>Foster Care Counts connects youngsters with the group iFoster, which can secure laptops for these youth at $225 apiece.\u003c/p>\n\u003cp>“We surveyed more than 30,000 caregivers, foster parents, youth and social workers to find out what foster kids need most,” says co-founder Serita Cox. “And when it came to concrete goods, access to a computer was the one thing missing.”\u003c/p>\n\u003cfigure id=\"attachment_11038631\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11038631\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/DenisseLibrary-800x507.jpg\" alt=\"Dennisse Aldana, a student at Glendale Community College, received a refurbished laptop from iFoster. \" width=\"800\" height=\"507\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-800x507.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-400x254.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-1180x748.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-960x609.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dennisse Aldana, a student at Glendale Community College, received a refurbished laptop from iFoster. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>iFoster and Foster Care Counts commissioned a study by Dr. Jeremy Goldbach at the University of Southern California’s School of Social Work. Between 2013 and 2015, he followed the impact laptops had on 730 foster kids ages 16-21 in four California counties.\u003c/p>\n\u003cp>“In academic performance we saw that young people after receiving the laptops reported higher grades, fewer missed days of school and work, and increased pursuit of college and employment,” says Goldbach.\u003c/p>\n\u003cp>But he also noted other measures of success. “We saw a change around social connectivity and found improved relationships with biological families and with foster families.”\u003c/p>\n\u003cp>So far, iFoster says more than 8,000 refurbished laptops have been handed out to foster kids across the country — about half of them to kids here in California.\u003c/p>\n\u003cp>Dennisse Aldana was one of them.\u003c/p>\n\u003cp>“Well, it just changed my life because I’m actually doing better in college now. I have a laptop and that’s helping me get through college,” she says.\u003c/p>\n\u003cp>She dreams of one day starting a robotics program for foster kids.\u003c/p>\n\u003cp>“I just hope I do something good when I grow up.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But first she has some college applications to type out. This time on her own laptop.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, a partnership of small California nonprofits aims to level the technology playing field for foster kids like Aldana.\u003c/p>\n\u003cp>One of those organizations is volunteer-driven, Los Angeles-based \u003ca href=\"http://fostercarecounts.org/\" target=\"_blank\" rel=\"noopener\">Foster Care Counts\u003c/a>. Started in 2012 to serve foster youth and the agencies that support them, it focuses on helping kids get the technical and emotional skills they need to become financially independent.\u003c/p>\n\u003cp>According to board member Winnie Wechsler, laptops are a must-have for these kids.\u003c/p>\n\u003cp>“It is impossible for a teenager today to succeed in college or the workplace without a laptop computer,” says Wechsler.\u003c/p>\n\u003cp>Foster Care Counts connects youngsters with the group iFoster, which can secure laptops for these youth at $225 apiece.\u003c/p>\n\u003cp>“We surveyed more than 30,000 caregivers, foster parents, youth and social workers to find out what foster kids need most,” says co-founder Serita Cox. “And when it came to concrete goods, access to a computer was the one thing missing.”\u003c/p>\n\u003cfigure id=\"attachment_11038631\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11038631\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/DenisseLibrary-800x507.jpg\" alt=\"Dennisse Aldana, a student at Glendale Community College, received a refurbished laptop from iFoster. \" width=\"800\" height=\"507\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-800x507.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-400x254.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-1180x748.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/DenisseLibrary-960x609.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dennisse Aldana, a student at Glendale Community College, received a refurbished laptop from iFoster. \u003ccite>(Blair Wells/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>iFoster and Foster Care Counts commissioned a study by Dr. Jeremy Goldbach at the University of Southern California’s School of Social Work. Between 2013 and 2015, he followed the impact laptops had on 730 foster kids ages 16-21 in four California counties.\u003c/p>\n\u003cp>“In academic performance we saw that young people after receiving the laptops reported higher grades, fewer missed days of school and work, and increased pursuit of college and employment,” says Goldbach.\u003c/p>\n\u003cp>But he also noted other measures of success. “We saw a change around social connectivity and found improved relationships with biological families and with foster families.”\u003c/p>\n\u003cp>So far, iFoster says more than 8,000 refurbished laptops have been handed out to foster kids across the country — about half of them to kids here in California.\u003c/p>\n\u003cp>Dennisse Aldana was one of them.\u003c/p>\n\u003cp>“Well, it just changed my life because I’m actually doing better in college now. I have a laptop and that’s helping me get through college,” she says.\u003c/p>\n\u003cp>She dreams of one day starting a robotics program for foster kids.\u003c/p>\n\u003cp>“I just hope I do something good when I grow up.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But first she has some college applications to type out. This time on her own laptop.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A for-profit company that operates online charter schools in California has reached a $168.5 million settlement with the state over claims it manipulated attendance records and overstated the academic progress of students.\u003c/p>\n\u003cp>The deal announced Friday by Attorney General Kamala Harris also requires Virginia-based K12 Inc. to take a slew of corrective actions.\u003c/p>\n\u003cp>The settlement comes almost three months after the Bay Area News Group published an investigation of K12 Inc., which received more than $310 million in state funding for its profitable but low-performing network of \u003ca href=\"http://start.k12.com/schoolindividual.html?st=CA&product=cava\" target=\"_blank\">California Virtual Academies\u003c/a>, or CAVA, which serve about 15,000 students.\u003c/p>\n\u003cp>Harris' office found that K12 and its 14 \"virtual\" schools in California used deceptive advertising to mislead families about students' academic progress, parents' satisfaction with the program and their graduates' eligibility for admission at the University of California and California State University.\u003c/p>\n\u003cp>The attorney general's office also found that K12 collected more state funding than it was entitled to by submitting inflated student attendance data.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"K12 and its schools misled parents and the state of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction and loading nonprofit charities with debt,\" Harris said in a statement.\u003c/p>\n\u003cp>Under the settlement, K12 will pay $8.5 million to settle the state's claims. It also agreed to expunge about $160 million in credits it has issued to the California Virtual Academies since 2005 that have helped the schools cover the cost of the contracts they hold with the company.\u003c/p>\n\u003cp>K12 said in a statement it had admitted no wrongdoing and insisted it had already planned to take up several of the corrective actions required under the agreement.\u003c/p>\n\u003cp>\"Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did with regard to the issues it investigated,\" K12 Chief Executive Officer Stuart Udell said in the statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Udell said that the credits should be called subsidies, not debts, and that the company's commitment to expunge them shouldn't be used by Harris to hike the size of the settlement. He also defended the credits, saying they had protected the schools against financial uncertainties.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"K12 and its schools misled parents and the state of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction and loading nonprofit charities with debt,\" Harris said in a statement.\u003c/p>\n\u003cp>Under the settlement, K12 will pay $8.5 million to settle the state's claims. It also agreed to expunge about $160 million in credits it has issued to the California Virtual Academies since 2005 that have helped the schools cover the cost of the contracts they hold with the company.\u003c/p>\n\u003cp>K12 said in a statement it had admitted no wrongdoing and insisted it had already planned to take up several of the corrective actions required under the agreement.\u003c/p>\n\u003cp>\"Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did with regard to the issues it investigated,\" K12 Chief Executive Officer Stuart Udell said in the statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Udell said that the credits should be called subsidies, not debts, and that the company's commitment to expunge them shouldn't be used by Harris to hike the size of the settlement. He also defended the credits, saying they had protected the schools against financial uncertainties.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Click \u003ca href=\"http://ww2.kqed.org/lowdown/2016/07/06/why-black-women-significantly-outnumber-black-men-in-the-bay-area/\">here to see KQED’s analysis\u003c/a> of which Bay Area neighborhoods have the highest disparities between black women and men. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">I\u003c/span>\u003cbr>\nt’s just before the lunch rush in the Highland Hospital cafeteria. The chairs are mostly empty. Soon it will be filled with doctors and nurses on their break, families eating as a way to pass time and pretend having lunch in a hospital is normal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Tiera McGill is already there, a lonely figure in a bright yellow sweatshirt, her body curled like a question mark while talking into her cellphone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know yesterday they wanted to change the IV out his neck into the other side of his neck, ’cause from his swelling, they can’t really get good veins,” she says. She \u003c/span>lets the thought linger.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/272619227″ 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>\u003cspan style=\"font-weight: 400\">She’s sitting in a corner table, on the phone with her fiance’s mother. Her fiance, Marty, was shot last weekend, no, the weekend before. Tiera is exhausted and can’t quite remember the days. She’s “lost in the time,” she says. (We’re using only Marty’s first name, to protect his privacy). \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera is tiny, bird-thin. She’s 27 and beautiful, but you see can the fatigue in her eyes. She tells her fiance’s mother she had a breakdown last night. After 11 days at the hospital, she cried and lost it, a little. She and Marty have been together 2½ years, but they got engaged the week before the shooting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marty was shot twice during a robbery, she says. He was carrying the rent money she had just given him, another thing to worry about, but she doesn’t have time for that right now. Not while he’s fighting for his life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last time he spoke to her was when he called from the ambulance. It was the last time he was conscious. He told her he loved her. She told him she loved him, too. She could hear the effort in his voice. And then he faded out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not just her: She has her 3-year-old son to worry about, too. Her fiance, he’s the one her son calls his daddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My son knows he’s in the hospital, and he knows Mommy’s going to take care of him.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">I\u003c/span>n the Bay Area there are 88 black men for every 100 black women, according to \u003ca href=\"http://ww2.kqed.org/lowdown/2016/07/06/why-black-women-significantly-outnumber-black-men-in-the-bay-area/\" target=\"_blank\" rel=\"noopener\">a KQED analysis\u003c/a>. Nationwide, there are \u003c/span>\u003ca href=\"http://www.nytimes.com/interactive/2015/04/20/upshot/missing-black-men.html\">\u003cspan style=\"font-weight: 400\">83 black men for every 100 black women\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The reasons for those disparities include incarceration and premature death. There is no such disparity among whites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in some Bay Area neighborhoods, the gap between the number of black men and women is much higher. One of those neighborhoods is in East Oakland, around the housing project known as \u003ca href=\"http://www.nytimes.com/2011/09/09/us/09bcoakland.html?_r=0\">Lockwood Gardens\u003c/a>, where there are 56 black men for every 100 women.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera’s dad grew up in The Gardens. She grew up just across from it, in a housing project everyone knew as The Village. Both were notorious, famous for having armed guards on the roof, part of the empire of the late Oakland drug kingpin \u003ca href=\"http://www.biography.com/people/felix-mitchell-487984\">Felix Mitchell\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera was going to meet with me to talk about life in The Village and in The Gardens. But then her fiance was shot. So we are meeting at Highland Hospital.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Tiera was growing up, her father was in prison, doing what she calls “penitentiary time.” Her mother, she says, “was sick. She had an illness, which was a drug.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11012431\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11012431\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/07/Tierawithherparents.jpg\" alt=\"Tiera McGill with her parents in East Oakland. \" width=\"720\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/07/Tierawithherparents.jpg 720w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/07/Tierawithherparents-400x533.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Tiera McGill with her parents in East Oakland. \u003ccite>(Photo: Tiera McGill )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her mom is clean now. She’s around for her daughter. But it wasn’t always like that. When Tiera was little, her older brother, Terrence, was the most stable force in her life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says that when her mom was using, she never left them “\u003c/span>\u003cspan style=\"font-weight: 400\">in like drug houses or anything like that.” “She would send us to Texas,” Tiera explains, or to Denver, to places where they had relatives who could take care of them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sometimes she’d ride with us and sometimes she wouldn’t,” Tiera says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For three years, when Tiera was between the ages of 6 and 9 and Terrance was between the ages of 7 and 10, he would look after her as they traveled across the country on a Greyhound, by themselves, with the phone number of one of their aunts in their pockets and directions to call when they arrived.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was just me and Terrance for a long time,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years later, Tiera was living with her mom in Texas when they got the phone call. Terrance, who had looked after her when no one else did, was dead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He was killed in an altercation with Oakland police. It was 2003. Tiera was 15. The city later \u003ca href=\"http://www.sfgate.com/bayarea/article/OAKLAND-Family-of-man-slain-by-police-settles-2718618.php\" target=\"_blank\" rel=\"noopener\">paid $50,000\u003c/a> to settle the family’s civil rights lawsuit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My brother like, I’m 27 — they killed him at 20. I feel like I haven’t lived, not a lot — just a little bit of life. And at 20, I thought he was doing a lot, and I seen him living, but really he wasn’t living,” she sighs. “He didn’t get to do anything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her brother died, Tiera came back to Oakland. She went to McClymonds High School. She fell in love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His name was Damien. He was older, a protector like her brother had been. “He made sure I stayed going to school, he made sure I stayed going to work,” Tiera explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were together six years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">In 2008, he was killed.” She stops for a moment looking down at her hands. She has never stopped loving him. “It’s still hard to live with that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her breath catches. “It’s like I’m living it again,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she knows this isn’t the same. Her fiance, Marty, is still alive. Damien is dead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both Damien and Marty were shot in East Oakland. As Tiera talks, she realizes they were shot on the same street — Damian on the lower part of 76th Avenue, and her fiance further up, closer to the hills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just thought about that as I’m talking to you.”\u003c/span>\u003c/p>\n\u003cp>In the world of East Oakland, 76th Avenue isn’t much different from other streets. Single-family homes lined up next to each other in small square plots, some of them are the worse for wear, boarded up or crumbling. Some of them with small gates in front, a garden, a cared-for yard.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says neither Damien nor her fiance were involved in anything that would make them a target. Yet they were shot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Avoid the streets,” she says, shaking her head and sighing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">A\u003c/span> few years after Damien died, Tiera became pregnant. The father is still a part of their son’s life, but they were never really a couple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera didn’t go through her pregnancy alone. She had her best friend, Robert Dell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera met Robert at a local youth center, \u003ca href=\"http://www.youthuprising.org/\">Youth Uprising\u003c/a>, where they both worked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says Robert saw her as she was — sad and angry, but with a kind heart. She trusted him. She let him in. He went to Lamaze classes with her so she wouldn’t be alone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, she was on her way to a doctor’s appointment, in the final month of her pregnancy, when she passed 72\u003c/span>\u003cspan style=\"font-weight: 400\">nd\u003c/span>\u003cspan style=\"font-weight: 400\"> Avenue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She noticed it was blocked off with police caution tape. She knew Robert lived on that street, but she didn’t think much of it. He was a youth mentor, one of the ones helping other kids get off the streets. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She learned he was dead while she sat in the waiting room at the OB-GYN’s office.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She was 24 and had already had lost her brother, her first love, and now, her best friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">H\u003c/span>er son is named for all three: LaVelle Neimad Terrance Clark. LaVelle was Robert’s middle name. Neimad is Damien spelled backward. And Terrance, for her brother.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">His personality is like a little bit of all three of them — it’s so wild,” she laughs softly. Talking about her son is just about the only time she smiles right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They live on in him,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps the person her son has helped to live on the most is Tiera herself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He took a lot of anger away from me. I used to be so angry, and I used to be so mean, I didn’t care about people’s feelings, I was just so sad like all the time, I just didn’t care.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s the source of healing and the source of her not inconsiderable strength.\u003c/span>\u003c/p>\n\u003cp>“I have to be strong for him, and I have to be here for him. I cannot let him end up as a statistic. It’s not gonna happen. I have to just keep fighting for him, so he can see, ‘Mommy went through some things, Mommy’s strong,’ ” she says.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prayer has helped, although Tiera acknowledges that God has “been throwing battles at me, he throws ‘em.” But she hasn’t lost her faith. “They say, ‘He won’t put too much on you that you cannot bear.’ You just gotta keep on getting through them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera doesn’t think the losses she has suffered set her apart. She knows too many women, including her mother, who have had to bury the men they loved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Look at all the men – that’s a lot of men, that we lost, that I just lost.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If she blames anyone, sometimes she blames herself. “It’s kinda like, ‘What am I doing wrong? I’m at the age – I need to get my men up out of here.’ But it’s like,” she pauses as she considers leaving Oakland, “it’s home.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her fiance, Marty, is home now, getting stronger every day. They are talking about moving to Modesto after they get married. Tiera just wants to be somewhere they will be safe. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera doesn’t want to give up on her city. But she wants her son to have a fighting chance.\u003c/span>\u003c/p>\n\n",
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"title": "Love Among the Missing: One Oakland Woman's Story | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Click \u003ca href=\"http://ww2.kqed.org/lowdown/2016/07/06/why-black-women-significantly-outnumber-black-men-in-the-bay-area/\">here to see KQED’s analysis\u003c/a> of which Bay Area neighborhoods have the highest disparities between black women and men. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">I\u003c/span>\u003cbr>\nt’s just before the lunch rush in the Highland Hospital cafeteria. The chairs are mostly empty. Soon it will be filled with doctors and nurses on their break, families eating as a way to pass time and pretend having lunch in a hospital is normal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Tiera McGill is already there, a lonely figure in a bright yellow sweatshirt, her body curled like a question mark while talking into her cellphone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know yesterday they wanted to change the IV out his neck into the other side of his neck, ’cause from his swelling, they can’t really get good veins,” she says. She \u003c/span>lets the thought linger.\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/272619227″&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/272619227″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s sitting in a corner table, on the phone with her fiance’s mother. Her fiance, Marty, was shot last weekend, no, the weekend before. Tiera is exhausted and can’t quite remember the days. She’s “lost in the time,” she says. (We’re using only Marty’s first name, to protect his privacy). \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera is tiny, bird-thin. She’s 27 and beautiful, but you see can the fatigue in her eyes. She tells her fiance’s mother she had a breakdown last night. After 11 days at the hospital, she cried and lost it, a little. She and Marty have been together 2½ years, but they got engaged the week before the shooting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marty was shot twice during a robbery, she says. He was carrying the rent money she had just given him, another thing to worry about, but she doesn’t have time for that right now. Not while he’s fighting for his life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last time he spoke to her was when he called from the ambulance. It was the last time he was conscious. He told her he loved her. She told him she loved him, too. She could hear the effort in his voice. And then he faded out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not just her: She has her 3-year-old son to worry about, too. Her fiance, he’s the one her son calls his daddy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My son knows he’s in the hospital, and he knows Mommy’s going to take care of him.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">I\u003c/span>n the Bay Area there are 88 black men for every 100 black women, according to \u003ca href=\"http://ww2.kqed.org/lowdown/2016/07/06/why-black-women-significantly-outnumber-black-men-in-the-bay-area/\" target=\"_blank\" rel=\"noopener\">a KQED analysis\u003c/a>. Nationwide, there are \u003c/span>\u003ca href=\"http://www.nytimes.com/interactive/2015/04/20/upshot/missing-black-men.html\">\u003cspan style=\"font-weight: 400\">83 black men for every 100 black women\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The reasons for those disparities include incarceration and premature death. There is no such disparity among whites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in some Bay Area neighborhoods, the gap between the number of black men and women is much higher. One of those neighborhoods is in East Oakland, around the housing project known as \u003ca href=\"http://www.nytimes.com/2011/09/09/us/09bcoakland.html?_r=0\">Lockwood Gardens\u003c/a>, where there are 56 black men for every 100 women.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera’s dad grew up in The Gardens. She grew up just across from it, in a housing project everyone knew as The Village. Both were notorious, famous for having armed guards on the roof, part of the empire of the late Oakland drug kingpin \u003ca href=\"http://www.biography.com/people/felix-mitchell-487984\">Felix Mitchell\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera was going to meet with me to talk about life in The Village and in The Gardens. But then her fiance was shot. So we are meeting at Highland Hospital.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Tiera was growing up, her father was in prison, doing what she calls “penitentiary time.” Her mother, she says, “was sick. She had an illness, which was a drug.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11012431\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11012431\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/07/Tierawithherparents.jpg\" alt=\"Tiera McGill with her parents in East Oakland. \" width=\"720\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/07/Tierawithherparents.jpg 720w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/07/Tierawithherparents-400x533.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Tiera McGill with her parents in East Oakland. \u003ccite>(Photo: Tiera McGill )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her mom is clean now. She’s around for her daughter. But it wasn’t always like that. When Tiera was little, her older brother, Terrence, was the most stable force in her life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says that when her mom was using, she never left them “\u003c/span>\u003cspan style=\"font-weight: 400\">in like drug houses or anything like that.” “She would send us to Texas,” Tiera explains, or to Denver, to places where they had relatives who could take care of them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Sometimes she’d ride with us and sometimes she wouldn’t,” Tiera says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For three years, when Tiera was between the ages of 6 and 9 and Terrance was between the ages of 7 and 10, he would look after her as they traveled across the country on a Greyhound, by themselves, with the phone number of one of their aunts in their pockets and directions to call when they arrived.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was just me and Terrance for a long time,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years later, Tiera was living with her mom in Texas when they got the phone call. Terrance, who had looked after her when no one else did, was dead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He was killed in an altercation with Oakland police. It was 2003. Tiera was 15. The city later \u003ca href=\"http://www.sfgate.com/bayarea/article/OAKLAND-Family-of-man-slain-by-police-settles-2718618.php\" target=\"_blank\" rel=\"noopener\">paid $50,000\u003c/a> to settle the family’s civil rights lawsuit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My brother like, I’m 27 — they killed him at 20. I feel like I haven’t lived, not a lot — just a little bit of life. And at 20, I thought he was doing a lot, and I seen him living, but really he wasn’t living,” she sighs. “He didn’t get to do anything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her brother died, Tiera came back to Oakland. She went to McClymonds High School. She fell in love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His name was Damien. He was older, a protector like her brother had been. “He made sure I stayed going to school, he made sure I stayed going to work,” Tiera explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They were together six years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">In 2008, he was killed.” She stops for a moment looking down at her hands. She has never stopped loving him. “It’s still hard to live with that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her breath catches. “It’s like I’m living it again,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she knows this isn’t the same. Her fiance, Marty, is still alive. Damien is dead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both Damien and Marty were shot in East Oakland. As Tiera talks, she realizes they were shot on the same street — Damian on the lower part of 76th Avenue, and her fiance further up, closer to the hills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just thought about that as I’m talking to you.”\u003c/span>\u003c/p>\n\u003cp>In the world of East Oakland, 76th Avenue isn’t much different from other streets. Single-family homes lined up next to each other in small square plots, some of them are the worse for wear, boarded up or crumbling. Some of them with small gates in front, a garden, a cared-for yard.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says neither Damien nor her fiance were involved in anything that would make them a target. Yet they were shot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Avoid the streets,” she says, shaking her head and sighing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">A\u003c/span> few years after Damien died, Tiera became pregnant. The father is still a part of their son’s life, but they were never really a couple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera didn’t go through her pregnancy alone. She had her best friend, Robert Dell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera met Robert at a local youth center, \u003ca href=\"http://www.youthuprising.org/\">Youth Uprising\u003c/a>, where they both worked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera says Robert saw her as she was — sad and angry, but with a kind heart. She trusted him. She let him in. He went to Lamaze classes with her so she wouldn’t be alone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago, she was on her way to a doctor’s appointment, in the final month of her pregnancy, when she passed 72\u003c/span>\u003cspan style=\"font-weight: 400\">nd\u003c/span>\u003cspan style=\"font-weight: 400\"> Avenue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She noticed it was blocked off with police caution tape. She knew Robert lived on that street, but she didn’t think much of it. He was a youth mentor, one of the ones helping other kids get off the streets. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She learned he was dead while she sat in the waiting room at the OB-GYN’s office.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She was 24 and had already had lost her brother, her first love, and now, her best friend.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-size: 4.6875em;float: left;line-height: 0.733em;padding: 0.05em 0.1em 0 0;font-family: times, serif, georgia\">H\u003c/span>er son is named for all three: LaVelle Neimad Terrance Clark. LaVelle was Robert’s middle name. Neimad is Damien spelled backward. And Terrance, for her brother.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">His personality is like a little bit of all three of them — it’s so wild,” she laughs softly. Talking about her son is just about the only time she smiles right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They live on in him,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps the person her son has helped to live on the most is Tiera herself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He took a lot of anger away from me. I used to be so angry, and I used to be so mean, I didn’t care about people’s feelings, I was just so sad like all the time, I just didn’t care.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s the source of healing and the source of her not inconsiderable strength.\u003c/span>\u003c/p>\n\u003cp>“I have to be strong for him, and I have to be here for him. I cannot let him end up as a statistic. It’s not gonna happen. I have to just keep fighting for him, so he can see, ‘Mommy went through some things, Mommy’s strong,’ ” she says.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prayer has helped, although Tiera acknowledges that God has “been throwing battles at me, he throws ‘em.” But she hasn’t lost her faith. “They say, ‘He won’t put too much on you that you cannot bear.’ You just gotta keep on getting through them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera doesn’t think the losses she has suffered set her apart. She knows too many women, including her mother, who have had to bury the men they loved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Look at all the men – that’s a lot of men, that we lost, that I just lost.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If she blames anyone, sometimes she blames herself. “It’s kinda like, ‘What am I doing wrong? I’m at the age – I need to get my men up out of here.’ But it’s like,” she pauses as she considers leaving Oakland, “it’s home.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her fiance, Marty, is home now, getting stronger every day. They are talking about moving to Modesto after they get married. Tiera just wants to be somewhere they will be safe. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tiera doesn’t want to give up on her city. But she wants her son to have a fighting chance.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New CSU Program Gives Ex-Convicts Support to Earn College Degrees",
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"content": "\u003cp>Seven California State University campuses are busy this summer putting the finishing touches on a program to help people who were previously incarcerated become successful in college.\u003c/p>\n\u003cp>The program, called Project Rebound, will create an office where formerly incarcerated students can receive tutoring, counseling on academics and financial aid, and receive cash help to buy meals and books.\u003c/p>\n\u003cp>The offices will be up and running next academic year on the Cal State campuses in Bakersfield, Fresno, Fullerton, Pomona, Sacramento, San Bernardino and San Diego. The goal is to give these students help applying to a Cal State campus and provide help to earn a degree after they’re enrolled.\u003c/p>\n\u003cp>“Just some college exposure reduces the recidivism rate by 43 percent,” said Cal State Fullerton professor Brady Heiner, who’s overseeing the launch of Project Rebound on his campus.\u003c/p>\n\u003cp>Program officials said recidivism, the rate at which ex-convicts commit new crimes that land them back in jail, is as high as 61 percent within the first three years after a person completes his or her sentence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/272494347\" 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>“If one is not inclined or persuaded by the social justice argument in favor of expanding access to \u003ca href=\"http://www.rand.org/pubs/research_reports/RR266.html\">higher education to currently and formerly incarcerated groups\u003c/a>, the cost-benefit analysis is crystal clear,” because it's cheaper to educate a person than to house them in prison, Heiner said.\u003c/p>\n\u003cp>Each campus will start the program with about $75,000 in grant funds. Campuses hope to hire program coordinators who have served time in prison and have earned their college degrees. A person with that kind of background will serve as a role model for students and should provide insight into the stumbling blocks the formerly incarcerated face when trying to earn a degree.\u003c/p>\n\u003cp>“Our idea is to let them know what kind of career that they can have, what kind of barriers there might be,” said CSU San Bernardino professor Annika Anderson.\u003c/p>\n\u003cp>“If they have a sex offense they probably might want to stay away from careers that involve children, or if they have a drug offense maybe that might prohibit them from getting into certain kinds of programs associated with criminal justice,” she said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"GOIGShDqqdcycyzG9MYFn2OdSw0KmtFc\"]\u003c/p>\n\u003cp>Ex-convicts are already enrolled in the Cal State campuses, Anderson said, but officials don’t know how many because the university system doesn’t ask about prior convictions on college applications.\u003c/p>\n\u003cp>Project Rebound staff will also pay visits to area prisons and jails.\u003c/p>\n\u003cp>Reintegration programs have been run through the Cal State system before. Claude Gonzales was helped by such a program, after serving two years in prison. He was incarcerated just after graduating from high school when he and a group of friends robbed a liquor store.\u003c/p>\n\u003cp>“One of my friends hopped over the counter and grabbed the cash register. Me and another friend started grabbing money out of the register,” said Gonzales.\u003c/p>\n\u003cp>A reintegration program run out of Cal Poly Pomona guided him to apply to the Pomona campus. He filled out the applications and financial aid forms and has sought help mostly on his own. It wasn’t easy, he said, because he had fears of being turned down and feeling out of place on a college campus.\u003c/p>\n\u003cp>“When you get out, the only people you can network with are the people who got you in there in the first place,” Gonzales said. \"You need to network with people who are successful.”\u003c/p>\n\u003cp>In the fall he will begin his third year at the Pomona campus, studying computer information systems.\u003c/p>\n\u003cp>When it comes to role models, it's hard to argue against Jason Bell as the Project Rebound poster child. He's been the director of the \u003ca href=\"http://asi.sfsu.edu/programs/project-rebound\">Project Rebound office at San Francisco State University \u003c/a>for 11 years. That office is serving as a model for the new offices because it’s been operating for nearly 50 years.\u003c/p>\n\u003cp>“It’s the hands-on support and personal care for each student” that has helped hundreds of formerly incarcerated students earn their degrees, Bell said.\u003c/p>\n\u003cp>He speaks from experience when asked about the barriers for an ex-con to get a college degree. After Bell served nine years at San Quentin State Prison for attempted murder, Project Rebound helped him find a place to live while he earned his bachelor’s degree in sociology and his master’s degree in counseling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>CORRECTION: A previous version of this story said the California recidivism rate was 75 percent. KPCC regrets the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Seven California State University campuses are busy this summer putting the finishing touches on a program to help people who were previously incarcerated become successful in college.\u003c/p>\n\u003cp>The program, called Project Rebound, will create an office where formerly incarcerated students can receive tutoring, counseling on academics and financial aid, and receive cash help to buy meals and books.\u003c/p>\n\u003cp>The offices will be up and running next academic year on the Cal State campuses in Bakersfield, Fresno, Fullerton, Pomona, Sacramento, San Bernardino and San Diego. The goal is to give these students help applying to a Cal State campus and provide help to earn a degree after they’re enrolled.\u003c/p>\n\u003cp>“Just some college exposure reduces the recidivism rate by 43 percent,” said Cal State Fullerton professor Brady Heiner, who’s overseeing the launch of Project Rebound on his campus.\u003c/p>\n\u003cp>Program officials said recidivism, the rate at which ex-convicts commit new crimes that land them back in jail, is as high as 61 percent within the first three years after a person completes his or her sentence.\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/272494347&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/272494347'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“If one is not inclined or persuaded by the social justice argument in favor of expanding access to \u003ca href=\"http://www.rand.org/pubs/research_reports/RR266.html\">higher education to currently and formerly incarcerated groups\u003c/a>, the cost-benefit analysis is crystal clear,” because it's cheaper to educate a person than to house them in prison, Heiner said.\u003c/p>\n\u003cp>Each campus will start the program with about $75,000 in grant funds. Campuses hope to hire program coordinators who have served time in prison and have earned their college degrees. A person with that kind of background will serve as a role model for students and should provide insight into the stumbling blocks the formerly incarcerated face when trying to earn a degree.\u003c/p>\n\u003cp>“Our idea is to let them know what kind of career that they can have, what kind of barriers there might be,” said CSU San Bernardino professor Annika Anderson.\u003c/p>\n\u003cp>“If they have a sex offense they probably might want to stay away from careers that involve children, or if they have a drug offense maybe that might prohibit them from getting into certain kinds of programs associated with criminal justice,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Ex-convicts are already enrolled in the Cal State campuses, Anderson said, but officials don’t know how many because the university system doesn’t ask about prior convictions on college applications.\u003c/p>\n\u003cp>Project Rebound staff will also pay visits to area prisons and jails.\u003c/p>\n\u003cp>Reintegration programs have been run through the Cal State system before. Claude Gonzales was helped by such a program, after serving two years in prison. He was incarcerated just after graduating from high school when he and a group of friends robbed a liquor store.\u003c/p>\n\u003cp>“One of my friends hopped over the counter and grabbed the cash register. Me and another friend started grabbing money out of the register,” said Gonzales.\u003c/p>\n\u003cp>A reintegration program run out of Cal Poly Pomona guided him to apply to the Pomona campus. He filled out the applications and financial aid forms and has sought help mostly on his own. It wasn’t easy, he said, because he had fears of being turned down and feeling out of place on a college campus.\u003c/p>\n\u003cp>“When you get out, the only people you can network with are the people who got you in there in the first place,” Gonzales said. \"You need to network with people who are successful.”\u003c/p>\n\u003cp>In the fall he will begin his third year at the Pomona campus, studying computer information systems.\u003c/p>\n\u003cp>When it comes to role models, it's hard to argue against Jason Bell as the Project Rebound poster child. He's been the director of the \u003ca href=\"http://asi.sfsu.edu/programs/project-rebound\">Project Rebound office at San Francisco State University \u003c/a>for 11 years. That office is serving as a model for the new offices because it’s been operating for nearly 50 years.\u003c/p>\n\u003cp>“It’s the hands-on support and personal care for each student” that has helped hundreds of formerly incarcerated students earn their degrees, Bell said.\u003c/p>\n\u003cp>He speaks from experience when asked about the barriers for an ex-con to get a college degree. After Bell served nine years at San Quentin State Prison for attempted murder, Project Rebound helped him find a place to live while he earned his bachelor’s degree in sociology and his master’s degree in counseling.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>CORRECTION: A previous version of this story said the California recidivism rate was 75 percent. KPCC regrets the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>WASHINGTON -- In a major victory for affirmative action, a divided Supreme Court on Thursday upheld the University of Texas admissions program that takes account of race.\u003c/p>\n\u003cp>The justices voted in favor of the Texas program by a 4-3 vote, an outcome that was dramatically altered by the death of Justice Antonin Scalia, who opposed affirmative action.\u003c/p>\n\u003cp>The university considers race among many factors in admitting the last quarter of incoming freshman classes. Texas fills most of the freshman class by guaranteeing admission to students who graduate in the top 10 percent of their Texas high school class.\u003c/p>\n\u003cp>Justice Anthony Kennedy said in his majority opinion that the Texas plan complied with earlier court rulings allowing colleges to take account of race in pursuit of diversity on campus. \"The university has thus met its burden of showing that the admissions policy it used ... was narrowly tailored,\" Kennedy wrote.\u003c/p>\n\u003cp>The court's three more conservative justices dissented, and Justice Samuel Alito read portions of his 51-page dissent, more than twice as long as Kennedy's opinion, from the bench. \"This is affirmative action gone wild,\" Alito said. The university \"relies on a series of unsupported and noxious racial assumptions,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a separate dissent, Justice Clarence Thomas repeated his view that the Constitution outlaws any use of race in higher education admissions.\u003c/p>\n\u003cp>Just seven justices participated in the decision since Scalia's death in February. Justice Elena Kagan sat out the case because she worked on it while serving in the Justice Department.\u003c/p>\n\u003cp>The high court ruled in the case of Abigail Fisher, a white Texan who was denied admission to the university's flagship campus in Austin in 2008. Fisher claimed she was rejected while African-American applicants with lower grades and test scores were admitted. The school said Fisher, who did not graduate in the top 10 percent of her high school class, would not have been admitted with or without race as a factor. But officials did conditionally offer to allow her to transfer in as a sophomore if she maintained a 3.2 grade-point average at another public college in Texas.\u003c/p>\n\u003cp>Instead, Fisher went to Louisiana State University, from which she graduated in 2012, and pursued her lawsuit. Fisher was recruited for the suit by Edward Blum, an opponent of racial preferences who has been remarkably successful in persuading the Supreme Court to hear cases challenging the use of race in education and politics. Blum was behind a major challenge to the landmark Voting Rights Act that resulted in the court eviscerating a key provision of the law, and he also led an unsuccessful challenge to states' widespread practice of counting all their residents, not just those eligible to vote, in drawing legislative districts.\u003c/p>\n\u003cp>Justices heard Fisher's case once before and issued an inconclusive ruling in 2013 that sent her case back to a lower court and set the stage for Thursday's decision.\u003c/p>\n\u003cp>In 2003, the justices reaffirmed the consideration of race in the quest for diversity on campus. Their decision then set a goal of doing away with such programs in 25 years.\u003c/p>\n\u003cp>Separate legal challenges have been filed to affirmative action plans at the University of North Carolina and Harvard University. It was unclear how those cases would be affected by the decision in the Texas case.\u003c/p>\n\u003cp>Texas is unique in marrying the top 10 plan to a separate admissions review in which race is one of many factors considered. The university's current freshman class is 41 percent white, 23 percent Asian, 22 percent Hispanic, 5 percent African-American and 9 percent other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eight states prohibit the use of race in public college admissions: Arizona, California, Florida, Michigan, Nebraska, New Hampshire, Oklahoma and Washington.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a separate dissent, Justice Clarence Thomas repeated his view that the Constitution outlaws any use of race in higher education admissions.\u003c/p>\n\u003cp>Just seven justices participated in the decision since Scalia's death in February. Justice Elena Kagan sat out the case because she worked on it while serving in the Justice Department.\u003c/p>\n\u003cp>The high court ruled in the case of Abigail Fisher, a white Texan who was denied admission to the university's flagship campus in Austin in 2008. Fisher claimed she was rejected while African-American applicants with lower grades and test scores were admitted. The school said Fisher, who did not graduate in the top 10 percent of her high school class, would not have been admitted with or without race as a factor. But officials did conditionally offer to allow her to transfer in as a sophomore if she maintained a 3.2 grade-point average at another public college in Texas.\u003c/p>\n\u003cp>Instead, Fisher went to Louisiana State University, from which she graduated in 2012, and pursued her lawsuit. Fisher was recruited for the suit by Edward Blum, an opponent of racial preferences who has been remarkably successful in persuading the Supreme Court to hear cases challenging the use of race in education and politics. Blum was behind a major challenge to the landmark Voting Rights Act that resulted in the court eviscerating a key provision of the law, and he also led an unsuccessful challenge to states' widespread practice of counting all their residents, not just those eligible to vote, in drawing legislative districts.\u003c/p>\n\u003cp>Justices heard Fisher's case once before and issued an inconclusive ruling in 2013 that sent her case back to a lower court and set the stage for Thursday's decision.\u003c/p>\n\u003cp>In 2003, the justices reaffirmed the consideration of race in the quest for diversity on campus. Their decision then set a goal of doing away with such programs in 25 years.\u003c/p>\n\u003cp>Separate legal challenges have been filed to affirmative action plans at the University of North Carolina and Harvard University. It was unclear how those cases would be affected by the decision in the Texas case.\u003c/p>\n\u003cp>Texas is unique in marrying the top 10 plan to a separate admissions review in which race is one of many factors considered. The university's current freshman class is 41 percent white, 23 percent Asian, 22 percent Hispanic, 5 percent African-American and 9 percent other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eight states prohibit the use of race in public college admissions: Arizona, California, Florida, Michigan, Nebraska, New Hampshire, Oklahoma and Washington.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Los Angeles Unified school board is considering a proposal to open college savings accounts for all of its students to encourage more of them to enroll and graduate from college.\u003c/p>\n\u003cp>“This is part of a multilayered strategy to increase college access for students and families who have been traditionally excluded from this part of the American Dream,” said school board president Steve Zimmer, who authored the resolution.\u003c/p>\n\u003cp>If the plan is adopted, the school district would partner with the city of Los Angeles and outside groups, including the L.A. Area Chamber of Commerce, to hammer out the specifics of how the accounts would be opened. Zimmer said that L.A. City Councilman David Ryu approached him with the idea.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/270363430\" 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>But there are lots of details to hammer out if L.A. Unified’s school board decides to move forward with the plan. Big questions include the cost of such a program to the school district, what financial institution would offer the accounts and how much seed money would go into each account.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zimmer said that he envisions opening accounts for every student with a $100 starting balance and matching funds for parent deposits. If the district were to open accounts for each of its current 640,000 students, the price tag would reach about $64 million.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.scpr.org/news/2016/06/14/61634/lausd-may-create-college-savings-accounts-for-its/\" target=\"_blank\">Read the full story via KPCC\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Los Angeles Unified school board is considering a proposal to open college savings accounts for all of its students to encourage more of them to enroll and graduate from college.\u003c/p>\n\u003cp>“This is part of a multilayered strategy to increase college access for students and families who have been traditionally excluded from this part of the American Dream,” said school board president Steve Zimmer, who authored the resolution.\u003c/p>\n\u003cp>If the plan is adopted, the school district would partner with the city of Los Angeles and outside groups, including the L.A. Area Chamber of Commerce, to hammer out the specifics of how the accounts would be opened. Zimmer said that L.A. City Councilman David Ryu approached him with the idea.\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/270363430&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/270363430'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But there are lots of details to hammer out if L.A. Unified’s school board decides to move forward with the plan. Big questions include the cost of such a program to the school district, what financial institution would offer the accounts and how much seed money would go into each account.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zimmer said that he envisions opening accounts for every student with a $100 starting balance and matching funds for parent deposits. If the district were to open accounts for each of its current 640,000 students, the price tag would reach about $64 million.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.scpr.org/news/2016/06/14/61634/lausd-may-create-college-savings-accounts-for-its/\" target=\"_blank\">Read the full story via KPCC\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela",
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"headTitle": "Budgeting From the Blacktop | The California Report | KQED News",
"content": "\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Un puñado de niños de primer grado están sentados, piernas cruzadas, sobre un tapete de los colores del arco iris, ojos puestos sobre Katherine Craig, especialista en lectura de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> en Sacramento.\u003c/p>\n\u003cp>Ella está a cargo de un programa especial para los que tienen dificultades con la lectura, llamado en inglés, \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS – Instrucción sistemática en la conciencia fonológica, la fónica y palabras comunes).\u003c/p>\n\u003cp>Al comienzo de cada clase, Craig baraja unas cartas didácticas y pide que los estudiantes pronuncien las letras y combinen los sonidos.\u003c/p>\n\u003cp>“Es muy científico”, explica Craig. “Me siento casi como un médico que realiza una prueba, y se ve cuál es la prescripción. Hay mucha repetición. He dictado este programa durante cinco años, y siempre veo que los estudiantes progresan un montón\".\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/264385801\" 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>Muchos de los estudiantes en la clase que dicta Craig están aprendiendo el inglés – o son los que hablan el inglés como segundo idioma. La mayoría habla el español en casa, aunque otros hablan el hmong. Reciben unos 45 minutos de instrucción intensa cuatro días a la semana sobre lo básico del idioma inglés. Los maestros indican que este programa es determinante, por lo que les da a los que aprenden el inglés el conocimiento lingüístico para “romper el código” y entender el contenido académico más riguroso en sus salones de clase.\u003c/p>\n\u003cp>Fue por esta razón que muchos quedaron muy sorprendidos cuando el director redujo el programa el año pasado. Antes, había cuatro especialistas en la lectura. Ahora, sólo les queda Craig.\u003c/p>\n\u003cp>Después, hace unos meses, otras malas noticias: Craig aprendió que el año entrante van a eliminar su posición.\u003c/p>\n\u003cp>“El recurso de mayor valor es el recurso humano”, afirma Craig. “Nuestros niños de verdad se benefician del apoyo adicional que reciben, con base en sus necesidades. Entonces, sí que me pone un poco nerviosa pensar qué ocurrirá ahora”.\u003c/p>\n\u003cp>\u003cstrong>Decisiones de gasto difíciles\u003c/strong>\u003c/p>\n\u003cp>A pesar de recibir $187.000 adicionales este año para ayudar a los niños en riesgo – \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\" target=\"_blank\">la manera nueva de distribuir el dinero del estado \u003c/a>– Oak Ridge tiene que hacer recortes porque están desapareciendo varias vertientes más de financiación.\u003c/p>\n\u003cp>Una gran porción del dinero del estado el año entrante pagará el salario del subdirector de la escuela. Pero algunos maestros aseveran que los especialistas son de mayor importancia.\u003c/p>\n\u003cp>Maestra de cuarto grado, Stephanie Smith, dice que hay una población “oculta” de niños que aprenden el inglés en Oak Ridge. Dominarán el inglés para las conversaciones, pero no lo dominan para lo académico. Tampoco dominan bien su idioma materno – entonces con frecuencia se encuentran estancados.\u003c/p>\n\u003cp>“Yo sí creo que nos hace falta más personal”, comenta Smith. “Para mí esto es enorme, porque un programa de clases brillante no va a hacer ninguna diferencia a menos que comprendamos sistemáticamente dónde vamos a colocar nuestros recursos humanos”.\u003c/p>\n\u003cfigure id=\"attachment_10991311\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991311\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/CraigClassroom-800x500-800x500.jpg\" alt=\"Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500-400x250.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenya Vargas Zepeda, de nueve años, es una niña que aprende inglés en Oak Ridge que sigue con dificultades. La niña de cuarto grado nació en México y cursó los estudios preescolares allí. Ha asistido a la escuela primaria de Oak Ridge desde el kinder, y dice que su mayor obstáculo es la redacción.\u003c/p>\n\u003cp>“Cuando era chiquita, tenía mucha imaginación en la cabeza. Tenía un montón de ideas para escribir”, cuenta Kenya. “No sé qué pasó, pero ya no son tan buenos mis pensamientos. Y no sé bien qué escribir\".\u003c/p>\n\u003cp>La madre de Kenya, April Ybarra, es una dirigente vociferante en Oak Ridge quien intenta hacer más responsables a la escuela y al \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Distrito Escolar Unificado de Sacramento\u003c/a> en cuanto a las decisiones referente al gasto de los fondos adicionales del estado destinados a los estudiantes que aprenden el inglés.\u003c/p>\n\u003cp>[contextly_sidebar id=\"spcwfvgc2x98egGeDSbmvwtDxyFGNipa\"]\u003c/p>\n\u003cp>Tanto ella como otros que abogan por la educación temen que los dirigentes escolares sencillamente financian al personal y a los programas existentes sin explorar otras maneras de abordar mejoras en la escuela para este grupo de estudiantes en particular.\u003c/p>\n\u003cp>“Las escuelas ahora tienen la libertad de gastar este dinero adicional, entonces les resulta fácil decir, ‘deberíamos usar este dinero para pagar el salario de una bibliotecaria’. Pero, realísticamente, ¿ayudará aquella bibliotecaria más a los que aprenden inglés que un especialista en lenguas?” pregunta Ybarra. En realidad, este temor ha llegado al punto álgido en dos distritos escolares en California – en \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> y en \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Insisten los grupos de derecho de interés público, tales como \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> y \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, que estos distritos privan a los niños que aprenden inglés de los fondos estatales que deberían ser destinados a su educación.\u003c/p>\n\u003cp>\u003cstrong>Los que aprenden inglés se enfrentan con una transición difícil\u003c/strong>\u003c/p>\n\u003cp>En la escuela primaria de Oak Ridge, un mayor número de niños que aprenden inglés se dirige a las clases de educación general. No obstante, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\" target=\"_blank\">el año pasado los resultados de los exámenes a nivel estatal\u003c/a> indicaron que más de la mitad de este grupo no cumple con las nuevas normas académicas llamadas \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. Esta situación es un reflejo de lo que ocurre por todo el estado.\u003c/p>\n\u003cp>Los educadores dicen que se debe a que los que aprenden el inglés ingresan al sistema de escuelas públicas con muy diversos niveles de habilidad lingüística.\u003c/p>\n\u003cfigure id=\"attachment_10991312\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991312\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Kindergartners-800x532-800x532.jpg\" alt=\"Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532-400x266.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Me senté con el director de la escuela de Oak Ridge, \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\">Daniel Rolleri\u003c/a>, para entender por qué había eliminado las posiciones de especialistas de lengua para colocar los fondos estatales destinados a la ayuda para estudiantes que aprenden el inglés al salario de un subdirector.\u003c/p>\n\u003cp>Rolleri insiste que el subdirector se encarga de controlar los problemas de comportamiento estudiantil en la escuela, lo cual ayuda a todos los niños – incluyendo a los que aprenden inglés – a enfocarse en el aprendizaje. Dice que los estudiantes que tienen dificultades con el inglés recibirán apoyo del instructor de educación especial de la escuela.\u003c/p>\n\u003cp>Agrega que los maestros de la escuela tienen la capacitación y las habilidades para ayudar a que todos los niños que aprenden inglés cumplan con \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\" target=\"_blank\">las nuevas normas académicas más rigurosas\u003c/a>.\u003c/p>\n\u003cp>“Nuestros maestros son talentosos, y una vez que tengamos el tiempo de discutir y analizar (las normas), no tardarán en correr con la pelota”, afirma Rolleri.\u003c/p>\n\u003cp>Encima de esto, indica que los resultados de los exámenes ya no serán la única manera de medir el éxito de una escuela. Bajo el nuevo sistema de rendimiento de cuentas del estado, los elementos como la participación estudiantil y el ambiente en la escuela también serán factores.\u003c/p>\n\u003cp>“Cuando se trata de la realidad que vive la comunidad a la que servimos, siento que estamos ofreciendo la más alta calidad de educación que podemos para nuestros estudiantes y nuestras familias, y siento que por esto nos quieren y están verdaderamente agradecidos”.\u003c/p>\n\u003cp>Pero todas estas decisiones de gasto son un juego de azar, y la comunidad está tensa. La única manera de saber si los más de 500 estudiantes de la escuela de Oak Ridge se beneficiarán, es con volver en unos pocos años.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el cuarto de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Al igual que otras escuelas, la primaria Oak Ridge en Sacramento recibe fondos especiales del estado para apoyar a estudiantes aprendiendo Inglés. ¿Pero qué tan efectivo es el gasto de ese dinero?",
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"description": "Al igual que otras escuelas, la primaria Oak Ridge en Sacramento recibe fondos especiales del estado para apoyar a estudiantes aprendiendo Inglés. ¿Pero qué tan efectivo es el gasto de ese dinero?",
"title": "¿Ayudan los Fondos Adicionales a Los Que Aprenden Inglés? La Decisión Contenciosa de Una Escuela | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/05/16/are-english-learners-benefitting-from-extra-state-funding-one-schools-contentious-decision\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Un puñado de niños de primer grado están sentados, piernas cruzadas, sobre un tapete de los colores del arco iris, ojos puestos sobre Katherine Craig, especialista en lectura de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> en Sacramento.\u003c/p>\n\u003cp>Ella está a cargo de un programa especial para los que tienen dificultades con la lectura, llamado en inglés, \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS – Instrucción sistemática en la conciencia fonológica, la fónica y palabras comunes).\u003c/p>\n\u003cp>Al comienzo de cada clase, Craig baraja unas cartas didácticas y pide que los estudiantes pronuncien las letras y combinen los sonidos.\u003c/p>\n\u003cp>“Es muy científico”, explica Craig. “Me siento casi como un médico que realiza una prueba, y se ve cuál es la prescripción. Hay mucha repetición. He dictado este programa durante cinco años, y siempre veo que los estudiantes progresan un montón\".\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/264385801&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/264385801'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Muchos de los estudiantes en la clase que dicta Craig están aprendiendo el inglés – o son los que hablan el inglés como segundo idioma. La mayoría habla el español en casa, aunque otros hablan el hmong. Reciben unos 45 minutos de instrucción intensa cuatro días a la semana sobre lo básico del idioma inglés. Los maestros indican que este programa es determinante, por lo que les da a los que aprenden el inglés el conocimiento lingüístico para “romper el código” y entender el contenido académico más riguroso en sus salones de clase.\u003c/p>\n\u003cp>Fue por esta razón que muchos quedaron muy sorprendidos cuando el director redujo el programa el año pasado. Antes, había cuatro especialistas en la lectura. Ahora, sólo les queda Craig.\u003c/p>\n\u003cp>Después, hace unos meses, otras malas noticias: Craig aprendió que el año entrante van a eliminar su posición.\u003c/p>\n\u003cp>“El recurso de mayor valor es el recurso humano”, afirma Craig. “Nuestros niños de verdad se benefician del apoyo adicional que reciben, con base en sus necesidades. Entonces, sí que me pone un poco nerviosa pensar qué ocurrirá ahora”.\u003c/p>\n\u003cp>\u003cstrong>Decisiones de gasto difíciles\u003c/strong>\u003c/p>\n\u003cp>A pesar de recibir $187.000 adicionales este año para ayudar a los niños en riesgo – \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\" target=\"_blank\">la manera nueva de distribuir el dinero del estado \u003c/a>– Oak Ridge tiene que hacer recortes porque están desapareciendo varias vertientes más de financiación.\u003c/p>\n\u003cp>Una gran porción del dinero del estado el año entrante pagará el salario del subdirector de la escuela. Pero algunos maestros aseveran que los especialistas son de mayor importancia.\u003c/p>\n\u003cp>Maestra de cuarto grado, Stephanie Smith, dice que hay una población “oculta” de niños que aprenden el inglés en Oak Ridge. Dominarán el inglés para las conversaciones, pero no lo dominan para lo académico. Tampoco dominan bien su idioma materno – entonces con frecuencia se encuentran estancados.\u003c/p>\n\u003cp>“Yo sí creo que nos hace falta más personal”, comenta Smith. “Para mí esto es enorme, porque un programa de clases brillante no va a hacer ninguna diferencia a menos que comprendamos sistemáticamente dónde vamos a colocar nuestros recursos humanos”.\u003c/p>\n\u003cfigure id=\"attachment_10991311\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991311\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/CraigClassroom-800x500-800x500.jpg\" alt=\"Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/CraigClassroom-800x500-400x250.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig ha estado dictando un programa especial para los que aprenden el inglés en la escuela primaria de Oak Ridge durante los últimos cinco años. A pesar de haber ayudado a los estudiantes a progresar mucho académicamente, quedará eliminada su posición el año entrante. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kenya Vargas Zepeda, de nueve años, es una niña que aprende inglés en Oak Ridge que sigue con dificultades. La niña de cuarto grado nació en México y cursó los estudios preescolares allí. Ha asistido a la escuela primaria de Oak Ridge desde el kinder, y dice que su mayor obstáculo es la redacción.\u003c/p>\n\u003cp>“Cuando era chiquita, tenía mucha imaginación en la cabeza. Tenía un montón de ideas para escribir”, cuenta Kenya. “No sé qué pasó, pero ya no son tan buenos mis pensamientos. Y no sé bien qué escribir\".\u003c/p>\n\u003cp>La madre de Kenya, April Ybarra, es una dirigente vociferante en Oak Ridge quien intenta hacer más responsables a la escuela y al \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Distrito Escolar Unificado de Sacramento\u003c/a> en cuanto a las decisiones referente al gasto de los fondos adicionales del estado destinados a los estudiantes que aprenden el inglés.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tanto ella como otros que abogan por la educación temen que los dirigentes escolares sencillamente financian al personal y a los programas existentes sin explorar otras maneras de abordar mejoras en la escuela para este grupo de estudiantes en particular.\u003c/p>\n\u003cp>“Las escuelas ahora tienen la libertad de gastar este dinero adicional, entonces les resulta fácil decir, ‘deberíamos usar este dinero para pagar el salario de una bibliotecaria’. Pero, realísticamente, ¿ayudará aquella bibliotecaria más a los que aprenden inglés que un especialista en lenguas?” pregunta Ybarra. En realidad, este temor ha llegado al punto álgido en dos distritos escolares en California – en \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> y en \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Insisten los grupos de derecho de interés público, tales como \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> y \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, que estos distritos privan a los niños que aprenden inglés de los fondos estatales que deberían ser destinados a su educación.\u003c/p>\n\u003cp>\u003cstrong>Los que aprenden inglés se enfrentan con una transición difícil\u003c/strong>\u003c/p>\n\u003cp>En la escuela primaria de Oak Ridge, un mayor número de niños que aprenden inglés se dirige a las clases de educación general. No obstante, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\" target=\"_blank\">el año pasado los resultados de los exámenes a nivel estatal\u003c/a> indicaron que más de la mitad de este grupo no cumple con las nuevas normas académicas llamadas \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. Esta situación es un reflejo de lo que ocurre por todo el estado.\u003c/p>\n\u003cp>Los educadores dicen que se debe a que los que aprenden el inglés ingresan al sistema de escuelas públicas con muy diversos niveles de habilidad lingüística.\u003c/p>\n\u003cfigure id=\"attachment_10991312\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991312\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Kindergartners-800x532-800x532.jpg\" alt=\"Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Kindergartners-800x532-400x266.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Una estudiante de kinder de la escuela primaria de Oak Ridge completa una lección de redacción para perfeccionar sus habilidades lingüísticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Me senté con el director de la escuela de Oak Ridge, \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\">Daniel Rolleri\u003c/a>, para entender por qué había eliminado las posiciones de especialistas de lengua para colocar los fondos estatales destinados a la ayuda para estudiantes que aprenden el inglés al salario de un subdirector.\u003c/p>\n\u003cp>Rolleri insiste que el subdirector se encarga de controlar los problemas de comportamiento estudiantil en la escuela, lo cual ayuda a todos los niños – incluyendo a los que aprenden inglés – a enfocarse en el aprendizaje. Dice que los estudiantes que tienen dificultades con el inglés recibirán apoyo del instructor de educación especial de la escuela.\u003c/p>\n\u003cp>Agrega que los maestros de la escuela tienen la capacitación y las habilidades para ayudar a que todos los niños que aprenden inglés cumplan con \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\" target=\"_blank\">las nuevas normas académicas más rigurosas\u003c/a>.\u003c/p>\n\u003cp>“Nuestros maestros son talentosos, y una vez que tengamos el tiempo de discutir y analizar (las normas), no tardarán en correr con la pelota”, afirma Rolleri.\u003c/p>\n\u003cp>Encima de esto, indica que los resultados de los exámenes ya no serán la única manera de medir el éxito de una escuela. Bajo el nuevo sistema de rendimiento de cuentas del estado, los elementos como la participación estudiantil y el ambiente en la escuela también serán factores.\u003c/p>\n\u003cp>“Cuando se trata de la realidad que vive la comunidad a la que servimos, siento que estamos ofreciendo la más alta calidad de educación que podemos para nuestros estudiantes y nuestras familias, y siento que por esto nos quieren y están verdaderamente agradecidos”.\u003c/p>\n\u003cp>Pero todas estas decisiones de gasto son un juego de azar, y la comunidad está tensa. La única manera de saber si los más de 500 estudiantes de la escuela de Oak Ridge se beneficiarán, es con volver en unos pocos años.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el cuarto de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre",
"title": "Después de Años de Ayudar a Niños con Trauma, El Programa Particular a una Escuela se Enfrenta con La Incertidumbre",
"headTitle": "Budgeting From the Blacktop | The California Report | KQED News",
"content": "\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/04/18/budgeting-from-the-blacktop-a-day-in-room-30\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nEl salón 30 de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> en Sacramento está adornado de afiches de inspiración.\u003c/p>\n\u003cp>Juegos de mesa y útiles para las artes llenan los estantes. En un rincón hay una máquina de cinta rotativa para hacer ejercicio. A diario los estudiantes se suben a la máquina para controlar el nivel de estrés y dar enfoque a sus energías.\u003c/p>\n\u003cp>Al otro lado del salón está sentada Danielle Martin, la trabajadora social de la escuela. Esta mañana tiene sobre el escritorio una pila de expedientes estudiantiles y se prepara a hacer unas llamadas por teléfono a varias familias. Pero primero, enciende un pequeño dispositivo sobre el escritorio llamado “pantalla contra el sonido”, que produce un constante zumbido de sonido blanco.\u003c/p>\n\u003cp>“Es como una pequeña zona de protección”, explica Martin. “Mucho de lo que aquí ocurre podría ser sensible, pero también es un espacio privado, confidencial\".\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/259701864\" 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>A continuación Martin llama a los padres de una niñita que ha estado participando en peleas. Martin les dice que la niña necesita ayuda y quiere que los padres le den permiso para registrarla en consejería de grupo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>La escuela primaria de Oak Ridge es única dentro del \u003ca href=\"http://www.scusd.edu/\">Distrito Escolar Unificado de la Ciudad de Sacramento\u003c/a> por lo que tiene en su recinto un \u003ca href=\"http://www.scusd.edu/student-support-centers\">Centro de Apoyo para Estudiantes\u003c/a> al que se dedican dos profesionales. Hace varios años la instalación del Centro se hizo posible con millones de dólares de fondos federales. Sin embargo, ahora los fondos se están agotando.\u003c/p>\n\u003cfigure id=\"attachment_10991237\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991237\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/DanielleMartin-800x492-800x492.jpg\" alt=\"Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492-400x246.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Dentro de la nueva manera de distribuir fondos para las escuelas en California\u003c/a>, Oak Ridge recibe $187.000 adicionales este año para los estudiantes en riesgo – pero no es suficiente para cubrir todos los profesionales ni los programas que ha ido añadiendo a través de los años.\u003c/p>\n\u003cp>El director de la escuela ahora intenta calcular cómo gastar aquellos fondos para surtir el mayor impacto.\u003c/p>\n\u003cp>Bethany Coburn, la otra trabajadora social en Oak Ridge, indica que contar con un espacio como el salón 30 es crítico para los estudiantes con altas necesidades por lo que les ayuda a ellos y a sus familias con todo – desde los desahucios hasta la violencia doméstica. Llegan hasta 70 estudiantes por semana al Centro para recibir servicios especiales.\u003c/p>\n\u003cp>“Los maestros deben abordar tanto”, comenta Coburn. “Nosotros podemos quitarles algo de esa presión, de esa carga, para que puedan dictar sus clases y enfocarse en lo académico”.\u003c/p>\n\u003cp>Coburn, quien también es la coordinadora del Centro de Apoyo para Estudiantes, explica que ella y Martin intentan no dejar que las preocupaciones sobre el presupuesto sean distracción de su labor, porque en cualquier momento puede surgir una crisis.\u003c/p>\n\u003cp>Hoy no es ninguna excepción.\u003c/p>\n\u003cfigure id=\"attachment_10991238\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/BethanyCoburn-800x503-800x503.jpg\" alt=\"Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503-400x252.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Un niño de segundo grado recién llegado a la escuela llega al salón 30 porque dice que se va a lesionar a sí mismo. Martin se apresura a intervenir, sin querer sobrepasarse. Lo lleva a su cubículo y comienza una conversación informal con él, la cual llega a ser una serie de preguntas de evaluación del riesgo de suicidio.\u003c/p>\n\u003cp>“Me dijo la señorita Allison que estabas pensando tal vez herirte a ti mismo”, le dice Martin al muchacho.\u003c/p>\n\u003cp>Él confirma lo que dijo la señorita, y después le insta que no llame a sus padres porque dice que habrá consecuencias si se enteran que él se encuentra en problemas. Martin se esmera por calmar sus temores.\u003c/p>\n\u003cp>“Cuando llegan los chicos a verme, normalmente no es por estar metidos en problemas. Entonces, tú no estás metido en problemas conmigo”, responde Martin con simpatía.\u003c/p>\n\u003cp>El niño suspira hondo, aliviado. Treinta minutos más tarde, Martin y el estudiante emergen del cubículo, y el niño se sube a la cinta rotativa para desahogarse.\u003c/p>\n\u003cp>En este año escolar, el Centro de Apoyo para Estudiantes realizó cuatro evaluaciones de riesgo de suicidio para estudiantes en la escuela. A nivel del distrito, se han completado más de 50 evaluaciones.\u003c/p>\n\u003cfigure id=\"attachment_10991240\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991240\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-800x736.jpg\" alt=\"Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-400x368.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Explican Coburn y Martin que están tratando a ayudar a los pequeñitos a entender sus emociones antes que se intensifiquen. Otra manera es mediante las sesiones semanales de consejería en grupo. El día de hoy, Coburn lleva a un pequeño grupo de estudiantes de primer grado al salón 30 durante la hora del almuerzo, los sienta en una mesa y lee un libro sobre los sentimientos mientras ellos disfrutan de trozos de manzana y galletas.\u003c/p>\n\u003cp>“¿Me pueden contar sobre un momento en el que se sintieron tristes?” pregunta Coburn.\u003c/p>\n\u003cp>“Me siento triste porque me enojo. Triste y enojada”, responde una de las chiquitas.\u003c/p>\n\u003cp>“A veces esos sentimientos se acompañan, y eso está bien”, le explica Coburn. “Lo importante es que aprendamos a manejar y a controlar esos sentimientos”.\u003c/p>\n\u003cp>Muchos padres dicen que agradecen lo que ocurre en el salón 30.\u003c/p>\n\u003cp>Amanda Hawkins se aparece en el salón para visitar rápidamente a su hijo, Mekhi, quien cursa sexto grado. Al comienzo del año, Mekhi no prestaba atención en clase, era respondón y golpeaba a otros niños. Ahora reacciona menos y tiene mayor enfoque.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ShYkCkf7jNMrFHCptWKTbj29AUja2cnX\"]\u003c/p>\n\u003cp>“Me siento muy orgullosa de él por las decisiones que ha tomado”, comenta Hawkins. “Todo lo que quiero es que sea la persona que es\".\u003c/p>\n\u003cp>Este año Oak Ridge terminó por usar parte de los fondos adicionales del estado para los gastos del salón 30 por el impacto que surte sobre los niños de altas necesidades. Pero el año entrante el dinero se destinará a otra posición. Por ende, Oak Ridge tendrá que valerse de otra vertiente de fondos federales para mantener en función el centro.\u003c/p>\n\u003cp>“Me parece que el trabajo que realizamos no necesita comentario”, afirma Coburn. “Servimos a tantos estudiantes, y yo creo que somos un bien de mucho valor dentro de la escuela y la comunidad. Me parece que sería una gran pena que desapareciera”.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el tercero de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento.\u003c/em>\u003c/p>\n\n",
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"excerpt": "La escuela primaria Oak Ridge, en Sacramento, creó un programa donde los alumnos reciben ayuda para manejar su estrés y trauma. Pero el futuro financiero del programa es incierto.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/04/18/budgeting-from-the-blacktop-a-day-in-room-30\" target=\"_blank\">Read this piece in English\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nEl salón 30 de \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> en Sacramento está adornado de afiches de inspiración.\u003c/p>\n\u003cp>Juegos de mesa y útiles para las artes llenan los estantes. En un rincón hay una máquina de cinta rotativa para hacer ejercicio. A diario los estudiantes se suben a la máquina para controlar el nivel de estrés y dar enfoque a sus energías.\u003c/p>\n\u003cp>Al otro lado del salón está sentada Danielle Martin, la trabajadora social de la escuela. Esta mañana tiene sobre el escritorio una pila de expedientes estudiantiles y se prepara a hacer unas llamadas por teléfono a varias familias. Pero primero, enciende un pequeño dispositivo sobre el escritorio llamado “pantalla contra el sonido”, que produce un constante zumbido de sonido blanco.\u003c/p>\n\u003cp>“Es como una pequeña zona de protección”, explica Martin. “Mucho de lo que aquí ocurre podría ser sensible, pero también es un espacio privado, confidencial\".\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/259701864&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/259701864'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A continuación Martin llama a los padres de una niñita que ha estado participando en peleas. Martin les dice que la niña necesita ayuda y quiere que los padres le den permiso para registrarla en consejería de grupo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>La escuela primaria de Oak Ridge es única dentro del \u003ca href=\"http://www.scusd.edu/\">Distrito Escolar Unificado de la Ciudad de Sacramento\u003c/a> por lo que tiene en su recinto un \u003ca href=\"http://www.scusd.edu/student-support-centers\">Centro de Apoyo para Estudiantes\u003c/a> al que se dedican dos profesionales. Hace varios años la instalación del Centro se hizo posible con millones de dólares de fondos federales. Sin embargo, ahora los fondos se están agotando.\u003c/p>\n\u003cfigure id=\"attachment_10991237\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991237\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/DanielleMartin-800x492-800x492.jpg\" alt=\"Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \" width=\"800\" height=\"492\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/DanielleMartin-800x492-400x246.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin es una dos trabajadoras sociales en la escuela primaria Oak Ridge dedicadas a ayudar a los estudiantes a controlar el estrés y el trauma en sus tiernas vidas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Dentro de la nueva manera de distribuir fondos para las escuelas en California\u003c/a>, Oak Ridge recibe $187.000 adicionales este año para los estudiantes en riesgo – pero no es suficiente para cubrir todos los profesionales ni los programas que ha ido añadiendo a través de los años.\u003c/p>\n\u003cp>El director de la escuela ahora intenta calcular cómo gastar aquellos fondos para surtir el mayor impacto.\u003c/p>\n\u003cp>Bethany Coburn, la otra trabajadora social en Oak Ridge, indica que contar con un espacio como el salón 30 es crítico para los estudiantes con altas necesidades por lo que les ayuda a ellos y a sus familias con todo – desde los desahucios hasta la violencia doméstica. Llegan hasta 70 estudiantes por semana al Centro para recibir servicios especiales.\u003c/p>\n\u003cp>“Los maestros deben abordar tanto”, comenta Coburn. “Nosotros podemos quitarles algo de esa presión, de esa carga, para que puedan dictar sus clases y enfocarse en lo académico”.\u003c/p>\n\u003cp>Coburn, quien también es la coordinadora del Centro de Apoyo para Estudiantes, explica que ella y Martin intentan no dejar que las preocupaciones sobre el presupuesto sean distracción de su labor, porque en cualquier momento puede surgir una crisis.\u003c/p>\n\u003cp>Hoy no es ninguna excepción.\u003c/p>\n\u003cfigure id=\"attachment_10991238\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991238\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/BethanyCoburn-800x503-800x503.jpg\" alt=\"Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/BethanyCoburn-800x503-400x252.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, trabajadora social y coordinadora del Centro de Apoyo para Estudiantes en la escuela primaria Oak Ridge, prepara afiches con mensajes de inspiración creados por los estudiantes. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Un niño de segundo grado recién llegado a la escuela llega al salón 30 porque dice que se va a lesionar a sí mismo. Martin se apresura a intervenir, sin querer sobrepasarse. Lo lleva a su cubículo y comienza una conversación informal con él, la cual llega a ser una serie de preguntas de evaluación del riesgo de suicidio.\u003c/p>\n\u003cp>“Me dijo la señorita Allison que estabas pensando tal vez herirte a ti mismo”, le dice Martin al muchacho.\u003c/p>\n\u003cp>Él confirma lo que dijo la señorita, y después le insta que no llame a sus padres porque dice que habrá consecuencias si se enteran que él se encuentra en problemas. Martin se esmera por calmar sus temores.\u003c/p>\n\u003cp>“Cuando llegan los chicos a verme, normalmente no es por estar metidos en problemas. Entonces, tú no estás metido en problemas conmigo”, responde Martin con simpatía.\u003c/p>\n\u003cp>El niño suspira hondo, aliviado. Treinta minutos más tarde, Martin y el estudiante emergen del cubículo, y el niño se sube a la cinta rotativa para desahogarse.\u003c/p>\n\u003cp>En este año escolar, el Centro de Apoyo para Estudiantes realizó cuatro evaluaciones de riesgo de suicidio para estudiantes en la escuela. A nivel del distrito, se han completado más de 50 evaluaciones.\u003c/p>\n\u003cfigure id=\"attachment_10991240\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10991240\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-800x736.jpg\" alt=\"Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \" width=\"800\" height=\"736\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/TreadmillSupportCenter-800x736-400x368.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin ayuda a un estudiante con la cinta rotativa en la escuela primara de Oak Ridge. La cinta se usa a diario para que los chicos alivien el estrés y vuelvan a enfocar sus energías. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Explican Coburn y Martin que están tratando a ayudar a los pequeñitos a entender sus emociones antes que se intensifiquen. Otra manera es mediante las sesiones semanales de consejería en grupo. El día de hoy, Coburn lleva a un pequeño grupo de estudiantes de primer grado al salón 30 durante la hora del almuerzo, los sienta en una mesa y lee un libro sobre los sentimientos mientras ellos disfrutan de trozos de manzana y galletas.\u003c/p>\n\u003cp>“¿Me pueden contar sobre un momento en el que se sintieron tristes?” pregunta Coburn.\u003c/p>\n\u003cp>“Me siento triste porque me enojo. Triste y enojada”, responde una de las chiquitas.\u003c/p>\n\u003cp>“A veces esos sentimientos se acompañan, y eso está bien”, le explica Coburn. “Lo importante es que aprendamos a manejar y a controlar esos sentimientos”.\u003c/p>\n\u003cp>Muchos padres dicen que agradecen lo que ocurre en el salón 30.\u003c/p>\n\u003cp>Amanda Hawkins se aparece en el salón para visitar rápidamente a su hijo, Mekhi, quien cursa sexto grado. Al comienzo del año, Mekhi no prestaba atención en clase, era respondón y golpeaba a otros niños. Ahora reacciona menos y tiene mayor enfoque.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Me siento muy orgullosa de él por las decisiones que ha tomado”, comenta Hawkins. “Todo lo que quiero es que sea la persona que es\".\u003c/p>\n\u003cp>Este año Oak Ridge terminó por usar parte de los fondos adicionales del estado para los gastos del salón 30 por el impacto que surte sobre los niños de altas necesidades. Pero el año entrante el dinero se destinará a otra posición. Por ende, Oak Ridge tendrá que valerse de otra vertiente de fondos federales para mantener en función el centro.\u003c/p>\n\u003cp>“Me parece que el trabajo que realizamos no necesita comentario”, afirma Coburn. “Servimos a tantos estudiantes, y yo creo que somos un bien de mucho valor dentro de la escuela y la comunidad. Me parece que sería una gran pena que desapareciera”.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el tercero de\u003c/em> \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\">\u003cem>Budgeting From the Blacktop\u003c/em>\u003c/a>\u003cem>/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary en Sacramento.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As the school year was about to end, three friends gathered in the college counseling room at Foshay Learning Center, a K-12 public school near the University of Southern California. Dozens of college pennants hung from the ceiling and the walls were plastered with posters with tips on how to prepare for and apply for college.\u003c/p>\n\u003cp>The friends talked about one of the biggest headaches on the University of California undergraduate application: the personal statement essay.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/269042526\" 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>Senior Jocelyn Sandoval took hers out of her backpack.\u003c/p>\n\u003cp>\"I think it showed my leadership, and I think it showed how I react to certain situations and it kind of showed my potential, my ability to move on and work within certain circumstances,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She must have nailed it: She'll be attending UCLA in the fall.\u003c/p>\n\u003cp>Her friend, 11th grader Ariana Reyes, looks up to Sandoval's accomplishments because she also wants to attend UCLA, to study biology. But Sandoval's tips on how to write her personal statement won't help Reyes much: This year, the UC system announced that it's completely overhauling the essay section of its application. \u003c/p>\n\u003cp>While Sandoval wrote two essays when she submitted her application last year, Reyes and the hundreds of thousands of other high school seniors preparing their applications for this fall must write four.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2016/05/26/60961/big-change-to-uc-application-essay-requirements-st/\" target=\"_blank\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n",
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"nprByline": "\u003cstrong>\u003ca href=\"http://www.scpr.org/about/people/staff/adolfo-guzman-lopez\">Adolfo Guzman-Lopez\u003c/a>\u003cbr>\u003ca href=\"http://www.scpr.org/\">KPCC\u003c/a>\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the school year was about to end, three friends gathered in the college counseling room at Foshay Learning Center, a K-12 public school near the University of Southern California. Dozens of college pennants hung from the ceiling and the walls were plastered with posters with tips on how to prepare for and apply for college.\u003c/p>\n\u003cp>The friends talked about one of the biggest headaches on the University of California undergraduate application: the personal statement essay.\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/269042526&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/269042526'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Senior Jocelyn Sandoval took hers out of her backpack.\u003c/p>\n\u003cp>\"I think it showed my leadership, and I think it showed how I react to certain situations and it kind of showed my potential, my ability to move on and work within certain circumstances,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She must have nailed it: She'll be attending UCLA in the fall.\u003c/p>\n\u003cp>Her friend, 11th grader Ariana Reyes, looks up to Sandoval's accomplishments because she also wants to attend UCLA, to study biology. But Sandoval's tips on how to write her personal statement won't help Reyes much: This year, the UC system announced that it's completely overhauling the essay section of its application. \u003c/p>\n\u003cp>While Sandoval wrote two essays when she submitted her application last year, Reyes and the hundreds of thousands of other high school seniors preparing their applications for this fall must write four.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2016/05/26/60961/big-change-to-uc-application-essay-requirements-st/\" target=\"_blank\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Small Farming Town, Making a Case for Restorative Justice",
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"content": "\u003cp>When Yazmin Ortiz came inside from cross-country practice last fall, she saw an open locker. Inside was a pricey designer backpack that one of her classmates owned.\u003c/p>\n\u003cp>“There was nobody [around] and I saw her bag,” says the Reedley High School senior. “I don’t know what I was thinking that made me turn around to grab her backpack.”\u003c/p>\n\u003cp>Yazmin kept it at home for months. Then, at the beginning of January, she wore it to school. The owner called her out. Soon they were both in the office.\u003c/p>\n\u003cp>Yazmin knew she was going to get in trouble, but she just wanted a way out. “I just started denying everything,” she says.\u003c/p>\n\u003cp>But finally, Yazmin told her parents what she had done. She felt guilty because her parents had worked hard to make her life better than theirs. They didn’t even get to finish middle school back in Mexico.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/268543254\" 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>Yazmin agreed to return the backpack. The other kid’s mother wanted to press charges. But Yazmin got lucky; the girl chose restorative justice.\u003c/p>\n\u003cp>“I had to sit in a conference room with her parents and my parents,” says Yazmin. “And sitting in there was, it was very difficult. I couldn’t even look them in the eye because I felt really ashamed of what I did.”\u003c/p>\n\u003cp>Accountability is a key part of restorative justice, a process where the offender apologizes to the victim through mediation. Yazmin not only had to admit she took the backpack, but she also had to repeat out loud the other girl’s version of the story. That’s a key part of the process, to make sure the victim is heard.\u003c/p>\n\u003cp>She also had to do 30 hours of community service. Her job? Volunteering at a local thrift store run by the Mennonites. It wasn’t a random assignment. The whole restorative justice program started in the Fresno County town because of a global relief organization there, the \u003ca href=\"http://mcc.org/learn/where/us/west-coast\">West Coast Mennonite Central Committee\u003c/a> (MCC).\u003c/p>\n\u003cfigure id=\"attachment_10984933\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303-800x600.jpg\" alt=\"General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \" width=\"800\" height=\"600\" class=\"size-medium wp-image-10984933\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The MCC is known for its restorative justice work in other countries. Seven years, ago, when Reedley saw a spike in the homicide rate and more kids joining gangs, the West Coast MCC introduced the idea of restorative justice to the police department and the school district. School and police officials were so worried about skyrocketing expulsion and suspension rates and kids getting into trouble that they decided to give it a try.\u003c/p>\n\u003cp>Its more formal name is the \u003ca href=\"http://rpbi-reedley.org/\">Reedley Peace Building Initiative\u003c/a>. It’s specifically for kids who have committed minor crimes, misdemeanors like vandalism, fighting or stealing.\u003c/p>\n\u003cp>“We’re not trying to create a whole new justice system. This is just in support of what we have,” says John Swenning, a former cop. He works for the West Coast MCC and he’s the town’s go-to guy for restorative justice.\u003c/p>\n\u003cp>Trained volunteers from the community mediate the cases. There are more than 70 volunteers who have signed up. Some of the most engaged volunteers come from Reedley’s First Mennonite Church and the Reedley Peace Center, which has its meetings on church grounds.\u003c/p>\n\u003cp>Pastor Steve Penner says the idea of restorative justice is embedded in the church’s theology. “And we’re sort of naturally critics of the criminal justice system as it is and its retributive measures,” he says.\u003c/p>\n\u003cp>The process keeps kids out of that system, says Penner. It means no court dates, no criminal record.\u003c/p>\n\u003cp>“This whole restorative justice thing in Reedley has been good for us as peace people and police to find some common ground to work together because none of us want bad things to happen to youth and others in our community.”\u003c/p>\n\u003cp>It’s that common ground that makes Reedley’s program successful, says Lt. Marc Ediger of the Reedley Police Department. “This is the perfect opportunity, I think, for the community to get involved and actually sit across the table from offenders and victims of crime so it’s not just the police department,” he says.\u003c/p>\n\u003cp>When he first heard about the program, he was worried it could be soft on crime. “But it’s not,” he says. “It’s taking ownership of what you’ve done.”\u003c/p>\n\u003cp>Unlike criminal court cases that must be tried in Fresno, restorative justice cases never leave Reedley.\u003c/p>\n\u003cp>“When we get a case, our goal is to have it in a mediator’s hands in 10 to 15 days,” says Ediger. “That’s the only system it visits at that point. That’s what’s really unique about it. It’s our own subsystem.\"\u003c/p>\n\u003cp>Mary Ann Carousso, administrator of student services for the Kings Canyon Unified School District, originally thought the idea was nuts.\u003c/p>\n\u003cp>“ I thought, ‘Are you crazy?’ This is a massive undertaking,” she says. “I couldn’t fathom how we were going to be able to rely on volunteers. Modern life is busy and fast-paced.”\u003c/p>\n\u003cp>The self-described “queen of discipline” also wondered whether restorative justice would be too soft on crime. But now she thinks the opposite. “You’re getting a lot more discipline with restorative justice: mediation, community service.”\u003c/p>\n\u003cp>And kids like Yazmin still get suspended, despite the fact that critics of the program say schools aren’t disciplining kids enough.\u003c/p>\n\u003cp>“We want to be consistent,” Swenning says. “We’ve found that it really helps the whole process that the rules of the school are still followed. It’s just after this suspension, we’re giving them the opportunity to make this right, to do something that’s right, to make changes in their lives.”\u003c/p>\n\u003cp>And suspensions have gone way down. Swenning is convinced it’s because kids are learning. About 260 kids have gone through Reedley’s program. Only about 9 percent have committed another crime.\u003c/p>\n\u003cp>Yazmin Ortiz would agree with Carousso and Swenning. She says the hardest part of the whole restorative justice process was writing a letter of apology. In fact, her first effort failed miserably. She accused the girl of having a nasty attitude.\u003c/p>\n\u003cp>“I wasn’t really nice in that letter because I was really angry,” Ortiz says. “It was a bad letter. I explained to her that it was her fault I took her bag!”\u003c/p>\n\u003cp>So she rewrote the letter. She knows she caught a break; she could have been arrested or ended up with a criminal record. The blame ultimately falls on her, she says, and she won’t steal again, even if there is a temptation.\u003c/p>\n\u003cp>“A lot of these kids don’t know what accountability is, being responsible for their actions,” says Swenning. “There have been many cases where the student has never told the parents exactly what’s going on until they get into mediation.”\u003c/p>\n\u003cfigure id=\"attachment_10985464\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform-800x675.jpg\" alt=\"Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house. \" width=\"800\" height=\"675\" class=\"size-medium wp-image-10985464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-800x675.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-400x338.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-1180x996.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-960x810.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house.\u003c/figcaption>\u003c/figure>\n\u003cp>The Reedley Peace Building Initiative isn’t just about the offenders. Victims are expected to learn something, too. And it can get complicated.\u003c/p>\n\u003cp>Take Guillermo Cruz. Last fall, a kid at school jumped him, beat him up. Cruz had never even met him.\u003c/p>\n\u003cp>“I think he was trying to like impress his friends or something,” says Cruz. “After he like punched me, I was mad.”\u003c/p>\n\u003cp>His gut feeling was to retaliate, but then Swenning suggested mediation. So he took a chance.\u003c/p>\n\u003cp>At first, it didn’t go well.\u003c/p>\n\u003cp>Guillermo didn’t think the other kid was being honest. But Guillermo, Swenning and the parents of both boys called him on it. Eventually, the kid relented.\u003c/p>\n\u003cp>“Like we both talked with each other. He even like gave me a letter to apologize,” he says. It was a weird experience, he adds, because he’d never gotten an apology from someone after a fight.\u003c/p>\n\u003cp>The other boy declined being interviewed for this story. He was expelled. But because of restorative justice, he had the chance to come back to Reedley High. Guillermo says things aren’t perfect between them, but at least they’re OK. They haven’t gotten into a fight.\u003c/p>\n\u003cp>And Guillermo knows it could have escalated into something really violent. He’s grown up around a gang in his neighborhood. Some of his friends have been shot or are in prison.\u003c/p>\n\u003cp>But, he says, he really doesn’t want his life to go that way, and restorative justice has given him a different perspective.\u003c/p>\n\u003cp>“I don’t want to be in prison for like the rest of my life,” Guillermo says. “I’d rather be like good.”\u003c/p>\n\u003cp>But the temptations are still there. A couple weeks ago, Guillermo got caught up in a group fight at a park.\u003c/p>\n\u003cp>Still, John Swenning and others say they’ll be watching out for him, pushing him to go to community college in the fall. Adults involved in the program also have to be accountable, says Swenning. Guillermo’s a good kid, he says. He just needs some added support.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It’s that kind of commitment that has put Reedley’s program on the map -- so much so that other cities, big and small, are now trying to emulate it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Yazmin Ortiz came inside from cross-country practice last fall, she saw an open locker. Inside was a pricey designer backpack that one of her classmates owned.\u003c/p>\n\u003cp>“There was nobody [around] and I saw her bag,” says the Reedley High School senior. “I don’t know what I was thinking that made me turn around to grab her backpack.”\u003c/p>\n\u003cp>Yazmin kept it at home for months. Then, at the beginning of January, she wore it to school. The owner called her out. Soon they were both in the office.\u003c/p>\n\u003cp>Yazmin knew she was going to get in trouble, but she just wanted a way out. “I just started denying everything,” she says.\u003c/p>\n\u003cp>But finally, Yazmin told her parents what she had done. She felt guilty because her parents had worked hard to make her life better than theirs. They didn’t even get to finish middle school back in Mexico.\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/268543254&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/268543254'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Yazmin agreed to return the backpack. The other kid’s mother wanted to press charges. But Yazmin got lucky; the girl chose restorative justice.\u003c/p>\n\u003cp>“I had to sit in a conference room with her parents and my parents,” says Yazmin. “And sitting in there was, it was very difficult. I couldn’t even look them in the eye because I felt really ashamed of what I did.”\u003c/p>\n\u003cp>Accountability is a key part of restorative justice, a process where the offender apologizes to the victim through mediation. Yazmin not only had to admit she took the backpack, but she also had to repeat out loud the other girl’s version of the story. That’s a key part of the process, to make sure the victim is heard.\u003c/p>\n\u003cp>She also had to do 30 hours of community service. Her job? Volunteering at a local thrift store run by the Mennonites. It wasn’t a random assignment. The whole restorative justice program started in the Fresno County town because of a global relief organization there, the \u003ca href=\"http://mcc.org/learn/where/us/west-coast\">West Coast Mennonite Central Committee\u003c/a> (MCC).\u003c/p>\n\u003cfigure id=\"attachment_10984933\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303-800x600.jpg\" alt=\"General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \" width=\"800\" height=\"600\" class=\"size-medium wp-image-10984933\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The MCC is known for its restorative justice work in other countries. Seven years, ago, when Reedley saw a spike in the homicide rate and more kids joining gangs, the West Coast MCC introduced the idea of restorative justice to the police department and the school district. School and police officials were so worried about skyrocketing expulsion and suspension rates and kids getting into trouble that they decided to give it a try.\u003c/p>\n\u003cp>Its more formal name is the \u003ca href=\"http://rpbi-reedley.org/\">Reedley Peace Building Initiative\u003c/a>. It’s specifically for kids who have committed minor crimes, misdemeanors like vandalism, fighting or stealing.\u003c/p>\n\u003cp>“We’re not trying to create a whole new justice system. This is just in support of what we have,” says John Swenning, a former cop. He works for the West Coast MCC and he’s the town’s go-to guy for restorative justice.\u003c/p>\n\u003cp>Trained volunteers from the community mediate the cases. There are more than 70 volunteers who have signed up. Some of the most engaged volunteers come from Reedley’s First Mennonite Church and the Reedley Peace Center, which has its meetings on church grounds.\u003c/p>\n\u003cp>Pastor Steve Penner says the idea of restorative justice is embedded in the church’s theology. “And we’re sort of naturally critics of the criminal justice system as it is and its retributive measures,” he says.\u003c/p>\n\u003cp>The process keeps kids out of that system, says Penner. It means no court dates, no criminal record.\u003c/p>\n\u003cp>“This whole restorative justice thing in Reedley has been good for us as peace people and police to find some common ground to work together because none of us want bad things to happen to youth and others in our community.”\u003c/p>\n\u003cp>It’s that common ground that makes Reedley’s program successful, says Lt. Marc Ediger of the Reedley Police Department. “This is the perfect opportunity, I think, for the community to get involved and actually sit across the table from offenders and victims of crime so it’s not just the police department,” he says.\u003c/p>\n\u003cp>When he first heard about the program, he was worried it could be soft on crime. “But it’s not,” he says. “It’s taking ownership of what you’ve done.”\u003c/p>\n\u003cp>Unlike criminal court cases that must be tried in Fresno, restorative justice cases never leave Reedley.\u003c/p>\n\u003cp>“When we get a case, our goal is to have it in a mediator’s hands in 10 to 15 days,” says Ediger. “That’s the only system it visits at that point. That’s what’s really unique about it. It’s our own subsystem.\"\u003c/p>\n\u003cp>Mary Ann Carousso, administrator of student services for the Kings Canyon Unified School District, originally thought the idea was nuts.\u003c/p>\n\u003cp>“ I thought, ‘Are you crazy?’ This is a massive undertaking,” she says. “I couldn’t fathom how we were going to be able to rely on volunteers. Modern life is busy and fast-paced.”\u003c/p>\n\u003cp>The self-described “queen of discipline” also wondered whether restorative justice would be too soft on crime. But now she thinks the opposite. “You’re getting a lot more discipline with restorative justice: mediation, community service.”\u003c/p>\n\u003cp>And kids like Yazmin still get suspended, despite the fact that critics of the program say schools aren’t disciplining kids enough.\u003c/p>\n\u003cp>“We want to be consistent,” Swenning says. “We’ve found that it really helps the whole process that the rules of the school are still followed. It’s just after this suspension, we’re giving them the opportunity to make this right, to do something that’s right, to make changes in their lives.”\u003c/p>\n\u003cp>And suspensions have gone way down. Swenning is convinced it’s because kids are learning. About 260 kids have gone through Reedley’s program. Only about 9 percent have committed another crime.\u003c/p>\n\u003cp>Yazmin Ortiz would agree with Carousso and Swenning. She says the hardest part of the whole restorative justice process was writing a letter of apology. In fact, her first effort failed miserably. She accused the girl of having a nasty attitude.\u003c/p>\n\u003cp>“I wasn’t really nice in that letter because I was really angry,” Ortiz says. “It was a bad letter. I explained to her that it was her fault I took her bag!”\u003c/p>\n\u003cp>So she rewrote the letter. She knows she caught a break; she could have been arrested or ended up with a criminal record. The blame ultimately falls on her, she says, and she won’t steal again, even if there is a temptation.\u003c/p>\n\u003cp>“A lot of these kids don’t know what accountability is, being responsible for their actions,” says Swenning. “There have been many cases where the student has never told the parents exactly what’s going on until they get into mediation.”\u003c/p>\n\u003cfigure id=\"attachment_10985464\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform-800x675.jpg\" alt=\"Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house. \" width=\"800\" height=\"675\" class=\"size-medium wp-image-10985464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-800x675.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-400x338.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-1180x996.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-960x810.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house.\u003c/figcaption>\u003c/figure>\n\u003cp>The Reedley Peace Building Initiative isn’t just about the offenders. Victims are expected to learn something, too. And it can get complicated.\u003c/p>\n\u003cp>Take Guillermo Cruz. Last fall, a kid at school jumped him, beat him up. Cruz had never even met him.\u003c/p>\n\u003cp>“I think he was trying to like impress his friends or something,” says Cruz. “After he like punched me, I was mad.”\u003c/p>\n\u003cp>His gut feeling was to retaliate, but then Swenning suggested mediation. So he took a chance.\u003c/p>\n\u003cp>At first, it didn’t go well.\u003c/p>\n\u003cp>Guillermo didn’t think the other kid was being honest. But Guillermo, Swenning and the parents of both boys called him on it. Eventually, the kid relented.\u003c/p>\n\u003cp>“Like we both talked with each other. He even like gave me a letter to apologize,” he says. It was a weird experience, he adds, because he’d never gotten an apology from someone after a fight.\u003c/p>\n\u003cp>The other boy declined being interviewed for this story. He was expelled. But because of restorative justice, he had the chance to come back to Reedley High. Guillermo says things aren’t perfect between them, but at least they’re OK. They haven’t gotten into a fight.\u003c/p>\n\u003cp>And Guillermo knows it could have escalated into something really violent. He’s grown up around a gang in his neighborhood. Some of his friends have been shot or are in prison.\u003c/p>\n\u003cp>But, he says, he really doesn’t want his life to go that way, and restorative justice has given him a different perspective.\u003c/p>\n\u003cp>“I don’t want to be in prison for like the rest of my life,” Guillermo says. “I’d rather be like good.”\u003c/p>\n\u003cp>But the temptations are still there. A couple weeks ago, Guillermo got caught up in a group fight at a park.\u003c/p>\n\u003cp>Still, John Swenning and others say they’ll be watching out for him, pushing him to go to community college in the fall. Adults involved in the program also have to be accountable, says Swenning. Guillermo’s a good kid, he says. He just needs some added support.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s that kind of commitment that has put Reedley’s program on the map -- so much so that other cities, big and small, are now trying to emulate it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Students Build Electric Guitars in the Name of Science",
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"headTitle": "Students Build Electric Guitars in the Name of Science | KQED",
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"content": "\u003cp>At Camarillo High School, students are building electric guitars in the name of science. \u003ca href=\"http://www.guitarbuilding.org/\" target=\"_blank\" rel=\"noopener\">The STEM Guitar Project\u003c/a>, a National Science Foundation-funded program, gets students to explore science, math and technology through handcrafted woodwork and the physics of instrument making.\u003c/p>\n\u003cp>“It’s increased interest in wood shop by students who wouldn’t normally take it and by woodworking and their interest in science that wouldn’t normally have taken physics. So it’s been a win-win,” said Chip Mills, who teaches the wood shop portion of the program at Camarillo High.\u003c/p>\n\u003cp>About a dozen students at the Ventura County school are currently participating in the program. Mills said students often wonder why they need to know math.\u003c/p>\n\u003cp>“When they’re in here having to do fractions and use Pythagoras’ theorem and all of that where mathematics is used so much, it’s kind of illuminating and makes mathematics more relevant to them,” said Mills.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/268543564″ 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>The wood shop teacher talks a lot about curves and angles in his class. If they’re wrong, the guitar components won’t fit together like they’re supposed to. And the guitar is at the heart of what attracts students to this class, like Senior Zach Thatcher. “That’s the only reason I took it,” Thatcher said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On a recent visit to the class, Thatcher is sanding down his guitar, smoothing out the edges, which have been curved by hand. The sweet sounds of the STEM Guitar Project also lured Thatcher into another class he never thought he’d take: physics.\u003c/p>\n\u003cp>“Physics is pretty hard, but it’s also really interesting. So it kind of worked out,” Thatcher said. “I took physics just so I could build the guitar also — that’s the only reason I’m in physics, too. But physics turned out to be really interesting.”\u003c/p>\n\u003cp>That’s the kind of reaction the creators of the STEM Guitar Project were hoping for when they started it in Washington state seven years ago.\u003c/p>\n\u003cp>Now, the project is hitting notes at more than 21 schools and school districts in California, including campuses in Orange, San Diego and Ventura counties.\u003c/p>\n\u003cfigure id=\"attachment_10985404\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10985404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg\" alt=\"Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School.\" width=\"800\" height=\"555\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-400x278.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-1180x819.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-960x666.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School. \u003ccite>(Susan Valot/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The STEM Guitar Project’s Scot Rabe of Ventura College said organizers knew it would be a hit with students during a training for teachers in Southern California. \u003c/p>\n\u003cp>“At the end of the second day — it was a five-day experience, the first time I’d ever built a guitar — we had rooms packed with high school kids who just wanted to see what was going on,” Rabe said. “So we knew, instantly, it was a winner.”\u003c/p>\n\u003cp>The program trains teachers of all kinds how to build electric guitars. Then schools can buy guitar-building kits — at cost — for students. Rabe said guitar-building is the rock star jumping off point for all sorts of subjects, from the math of musical notes to the poetry of song lyrics to the inner workings of the guitars.\u003c/p>\n\u003cp>“Then there’s the actual mechanics, the physics of the guitar, and why are the strings the length they are and how much tension is on them when we tighten them? Why do they make different sounds from one string to the next?” Rabe listed off.\u003c/p>\n\u003cp>In the class at Camarillo High School, students will learn about electricity and metals as they solder together the components of their guitars. Once they’re finished, senior Farhan Saleh will have a new challenge. \u003c/p>\n\u003cp>“I don’t actually know how to play instruments,” Saleh said. Regardless, Saleh said he looks forward to plucking the strings of his labor.\u003c/p>\n\u003cp>“It kind of shows that your work is paying off,” Saleh said. “People kind of take it for granted as they buy it and they play it and they kind of get rid of it as it gets old. And … as you’re building, you kind of see how much work and effort goes into actually building these.”\u003c/p>\n\u003cp>STEM Guitar Project organizers hope the students will not only take the guitar home with them, but a passion for hard work and learning, as well.\u003c/p>\n\u003cp>“It’s really enjoyable and relaxing to be able to make something out of wood,” said student Timothy Lee. “And it’s just really fun.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was made with support from KCRW’s Independent Producer Project.\u003c/em>\u003c/p>\n\n",
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"title": "Students Build Electric Guitars in the Name of Science | KQED",
"description": "The STEM Guitar Project gets students to explore science, math and technology through handcrafted woodwork and the physics of instrument making.",
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"nprByline": "\u003cstrong>\u003ca href=\"http://curious.kcrw.com/author/susan-valot\">Susan Valot\u003c/a>\u003cbr>\u003ca href=\"http://curious.kcrw.com/2016/05/when-science-sounds-like-band-practice\">KCRW\u003c/a>\u003c/strong>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Camarillo High School, students are building electric guitars in the name of science. \u003ca href=\"http://www.guitarbuilding.org/\" target=\"_blank\" rel=\"noopener\">The STEM Guitar Project\u003c/a>, a National Science Foundation-funded program, gets students to explore science, math and technology through handcrafted woodwork and the physics of instrument making.\u003c/p>\n\u003cp>“It’s increased interest in wood shop by students who wouldn’t normally take it and by woodworking and their interest in science that wouldn’t normally have taken physics. So it’s been a win-win,” said Chip Mills, who teaches the wood shop portion of the program at Camarillo High.\u003c/p>\n\u003cp>About a dozen students at the Ventura County school are currently participating in the program. Mills said students often wonder why they need to know math.\u003c/p>\n\u003cp>“When they’re in here having to do fractions and use Pythagoras’ theorem and all of that where mathematics is used so much, it’s kind of illuminating and makes mathematics more relevant to them,” said Mills.\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/268543564″&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/268543564″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The wood shop teacher talks a lot about curves and angles in his class. If they’re wrong, the guitar components won’t fit together like they’re supposed to. And the guitar is at the heart of what attracts students to this class, like Senior Zach Thatcher. “That’s the only reason I took it,” Thatcher said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a recent visit to the class, Thatcher is sanding down his guitar, smoothing out the edges, which have been curved by hand. The sweet sounds of the STEM Guitar Project also lured Thatcher into another class he never thought he’d take: physics.\u003c/p>\n\u003cp>“Physics is pretty hard, but it’s also really interesting. So it kind of worked out,” Thatcher said. “I took physics just so I could build the guitar also — that’s the only reason I’m in physics, too. But physics turned out to be really interesting.”\u003c/p>\n\u003cp>That’s the kind of reaction the creators of the STEM Guitar Project were hoping for when they started it in Washington state seven years ago.\u003c/p>\n\u003cp>Now, the project is hitting notes at more than 21 schools and school districts in California, including campuses in Orange, San Diego and Ventura counties.\u003c/p>\n\u003cfigure id=\"attachment_10985404\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10985404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg\" alt=\"Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School.\" width=\"800\" height=\"555\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-400x278.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-1180x819.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-960x666.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School. \u003ccite>(Susan Valot/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The STEM Guitar Project’s Scot Rabe of Ventura College said organizers knew it would be a hit with students during a training for teachers in Southern California. \u003c/p>\n\u003cp>“At the end of the second day — it was a five-day experience, the first time I’d ever built a guitar — we had rooms packed with high school kids who just wanted to see what was going on,” Rabe said. “So we knew, instantly, it was a winner.”\u003c/p>\n\u003cp>The program trains teachers of all kinds how to build electric guitars. Then schools can buy guitar-building kits — at cost — for students. Rabe said guitar-building is the rock star jumping off point for all sorts of subjects, from the math of musical notes to the poetry of song lyrics to the inner workings of the guitars.\u003c/p>\n\u003cp>“Then there’s the actual mechanics, the physics of the guitar, and why are the strings the length they are and how much tension is on them when we tighten them? Why do they make different sounds from one string to the next?” Rabe listed off.\u003c/p>\n\u003cp>In the class at Camarillo High School, students will learn about electricity and metals as they solder together the components of their guitars. Once they’re finished, senior Farhan Saleh will have a new challenge. \u003c/p>\n\u003cp>“I don’t actually know how to play instruments,” Saleh said. Regardless, Saleh said he looks forward to plucking the strings of his labor.\u003c/p>\n\u003cp>“It kind of shows that your work is paying off,” Saleh said. “People kind of take it for granted as they buy it and they play it and they kind of get rid of it as it gets old. And … as you’re building, you kind of see how much work and effort goes into actually building these.”\u003c/p>\n\u003cp>STEM Guitar Project organizers hope the students will not only take the guitar home with them, but a passion for hard work and learning, as well.\u003c/p>\n\u003cp>“It’s really enjoyable and relaxing to be able to make something out of wood,” said student Timothy Lee. “And it’s just really fun.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was made with support from KCRW’s Independent Producer Project.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Child Care Providers Struggle to Afford Rising Minimum Wage",
"title": "Child Care Providers Struggle to Afford Rising Minimum Wage",
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"content": "\u003cp>If you’ve got kids, or are expecting one, you’ve probably been warned a million times: Child care is expensive. But just how expensive is it here in the Bay Area?\u003c/p>\n\u003cp>About \u003ca href=\"http://www.childrenscouncil.org/families/find-child-care/child-care-costs/\">$1,800 a month\u003c/a> and up for an infant, according to Kim Kruckel with the \u003ca href=\"http://childcarelaw.org/\" target=\"_blank\">Child Care Law Center\u003c/a> in San Francisco.\u003c/p>\n\u003cp>The price might come down a bit once your kid is walking or out of diapers, but not by much. It means that monthly expense is more than rent or a mortgage payment for most people. So why does child care cost so much?\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/268329570\" 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>Nancy Mackey, who’s spent the last 14 years turning the ground floor of her West Oakland house into a well-respected child care center, \u003ca href=\"https://www.berkeleyparentsnetwork.org/recommend/preschool/lilnancy\" target=\"_blank\">Lil Nancy's Primary Schoolhouse\u003c/a>, says building her business hasn’t come cheap. Walking through colorful rooms filled with small children, Mackey points out a children's kitchen set that cost $300 and small tables that cost $200 apiece.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But one of the biggest costs for Mackey is labor. For the 12 kids enrolled at Miss Nancy's, as it's known, she has three assistants every day in order to comply with \u003ca href=\"http://www.daycare.com/california/\" target=\"_blank\">state-mandated staffing ratios\u003c/a>. And she has to pay her employees at least\u003ca href=\"http://www2.oaklandnet.com/government/o/CityAdministration/d/MinimumWage/index.htm\"> \u003cspan style=\"font-weight: 400\">$12.55 an hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of a minimum wage increase that Oakland\u003c/span>\u003ca href=\"https://ballotpedia.org/City_of_Oakland_Minimum_Wage_Increase_Initiative,_Measure_FF_(November_2014)\"> \u003cspan style=\"font-weight: 400\">voters approved in 2014\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_10978154\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978154 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg\" alt='Nancy Mackey, better known as \"Miss Nancy", operates a Child Care facility out of her her Oakland home.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Nancy Mackey, better known as 'Miss Nancy,' operates a child care facility out of her Oakland home. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My staff deserves to get paid well. I pay them the best I can,\" says Mackey, who supported the ballot initiative. \"... And I pay them based upon how the parents are able to pay us.\"\u003c/p>\n\u003cp>But passing that increase on to parents made for a tough discussion. Mackey called a meeting with parents after the minimum wage went into effect to talk about how daily rates would increase.\u003c/p>\n\u003cp>\"It was gonna be kind of sudden,” said Erin McNerney, whose 2-year-old daughter comes to Mackey's home every day.\u003c/p>\n\u003cp>“It’s not something I thought about at all when we voted for the minimum wage in Oakland,” McNerney added.\u003c/p>\n\u003ch3>Business Owners Want a Cost of Living Adjustment, Too\u003c/h3>\n\u003cp>Those rising labor costs also mean that as a business owner, Mackey takes home less herself. So she and others like her are trying to ride the momentum of the \u003ca href=\"http://fightfor15.org/\" target=\"_blank\">Fight for 15\u003c/a>, the movement for a $15 minimum wage. After spending the last couple of years supporting a wage increase for their employees, they don’t want to be left behind, and are advocating for themselves.\u003c/p>\n\u003cp>Katina Richardson, who runs a day care center out of her home in Hayward, was one of a group of early childhood educators marching through downtown Oakland in April, calling for increased state child care subsidies.\u003c/p>\n\u003cp>“They’re setting us up for failure and we need more,\" said Richardson, who routinely works 12-hour days and estimates she ends up with less than $6 an hour.\u003c/p>\n\u003cp>“We don’t have benefits. We don’t have retirement set up. At the end of the day, I’m working every day not knowing if I’ll ever be able to retire,” Richardson added.\u003c/p>\n\u003cfigure id=\"attachment_10978155\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978155 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg\" alt='Child Care workers and their supporters march through downtown Oakland as part of a \"Fight for 15\" demonstration on April 14, 2016.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Child care workers and their supporters march through downtown Oakland as part of a 'Fight for 15' demonstration on April 14, 2016. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of Richardson’s families receive state subsidies to help pay for child care, but the state doesn’t pay much -- providers may end up receiving\u003ca href=\"https://www.acgov.org/ece/documents/Welsh-Loveman_APA_5202015.pdf\"> \u003cspan style=\"font-weight: 400\">as little as $4 or $5 an hour per child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And as the minimum wage has been rising, that subsidy rate hasn’t gone up with it.\u003c/span>\u003c/p>\n\u003cp>Plus, there’s a huge waiting list for those benefits — advocates say an estimated 300,000 people at last count. There are no official numbers, because in 2011 the \u003ca href=\"https://www.cabinetreport.com/budget-finance/no-money-for-accurate-count-of-childcare-needs\" target=\"_blank\">state eliminated funding to track the waiting list\u003c/a>.\u003c/p>\n\u003cp>Vanessa Harlan, who lives in San Francisco’s Bayview neighborhood with her four children, says she's been on the waiting list for 11 years.\u003c/p>\n\u003cp>\"My children never got child care. My parents actually helped me keep my children while me and my husband went to work,\" said Harlan. If her parents weren't around, Harlan says the family would probably move to Texas.\u003c/p>\n\u003cp>State Sen. Hannah-Beth Jackson says the \u003ca href=\"http://womenscaucus.legislature.ca.gov/news/2016-02-11-lwc-releases-2016-budget-and-policy-priorities\" target=\"_blank\">Legislative Women’s Caucus requested $800 million\u003c/a> from this year’s budget for early child care and education. They want the money to pay, in part, for an increase to reimbursement rates, and to move thousands of children off the waiting list.\u003c/p>\n\u003cp>“The whole child care system in California has never been properly funded. Never,” said Jackson. “This is probably the most universally agreed to priority within the Legislature.”\u003c/p>\n\u003cp>However, Gov. Jerry Brown has indicated \u003ca href=\"http://edsource.org/2016/governor-offers-a-new-approach-but-no-new-funding-for-early-childhood-education/93034\" target=\"_blank\">it’s not on his list of priorities\u003c/a>. Lawmakers are negotiating with the governor over how much, if any, will be included in the final budget, which must be passed by June 15. Jackson admits that whatever they get would only be a drop in the bucket. It would take billions to provide affordable child care to everyone in the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Meanwhile, the minimum wage across the state continue to rise.\u003ca href=\"http://www.aghwlaw.com/bay-area-minimum-wages-on-the-rise-2016-increases-to-california-and-local-minimum-wages/\"> On July 1, it will hit $13 an hour in San Francisco and Emeryville\u003c/a>. California’s minimum wage is scheduled to rise every year, \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-minimum-wage-deal-20160326-story.html\" target=\"_blank\">and reach $15 an hour in 2022.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’ve got kids, or are expecting one, you’ve probably been warned a million times: Child care is expensive. But just how expensive is it here in the Bay Area?\u003c/p>\n\u003cp>About \u003ca href=\"http://www.childrenscouncil.org/families/find-child-care/child-care-costs/\">$1,800 a month\u003c/a> and up for an infant, according to Kim Kruckel with the \u003ca href=\"http://childcarelaw.org/\" target=\"_blank\">Child Care Law Center\u003c/a> in San Francisco.\u003c/p>\n\u003cp>The price might come down a bit once your kid is walking or out of diapers, but not by much. It means that monthly expense is more than rent or a mortgage payment for most people. So why does child care cost so much?\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/268329570&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/268329570'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Nancy Mackey, who’s spent the last 14 years turning the ground floor of her West Oakland house into a well-respected child care center, \u003ca href=\"https://www.berkeleyparentsnetwork.org/recommend/preschool/lilnancy\" target=\"_blank\">Lil Nancy's Primary Schoolhouse\u003c/a>, says building her business hasn’t come cheap. Walking through colorful rooms filled with small children, Mackey points out a children's kitchen set that cost $300 and small tables that cost $200 apiece.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But one of the biggest costs for Mackey is labor. For the 12 kids enrolled at Miss Nancy's, as it's known, she has three assistants every day in order to comply with \u003ca href=\"http://www.daycare.com/california/\" target=\"_blank\">state-mandated staffing ratios\u003c/a>. And she has to pay her employees at least\u003ca href=\"http://www2.oaklandnet.com/government/o/CityAdministration/d/MinimumWage/index.htm\"> \u003cspan style=\"font-weight: 400\">$12.55 an hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of a minimum wage increase that Oakland\u003c/span>\u003ca href=\"https://ballotpedia.org/City_of_Oakland_Minimum_Wage_Increase_Initiative,_Measure_FF_(November_2014)\"> \u003cspan style=\"font-weight: 400\">voters approved in 2014\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_10978154\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978154 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg\" alt='Nancy Mackey, better known as \"Miss Nancy", operates a Child Care facility out of her her Oakland home.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Nancy Mackey, better known as 'Miss Nancy,' operates a child care facility out of her Oakland home. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My staff deserves to get paid well. I pay them the best I can,\" says Mackey, who supported the ballot initiative. \"... And I pay them based upon how the parents are able to pay us.\"\u003c/p>\n\u003cp>But passing that increase on to parents made for a tough discussion. Mackey called a meeting with parents after the minimum wage went into effect to talk about how daily rates would increase.\u003c/p>\n\u003cp>\"It was gonna be kind of sudden,” said Erin McNerney, whose 2-year-old daughter comes to Mackey's home every day.\u003c/p>\n\u003cp>“It’s not something I thought about at all when we voted for the minimum wage in Oakland,” McNerney added.\u003c/p>\n\u003ch3>Business Owners Want a Cost of Living Adjustment, Too\u003c/h3>\n\u003cp>Those rising labor costs also mean that as a business owner, Mackey takes home less herself. So she and others like her are trying to ride the momentum of the \u003ca href=\"http://fightfor15.org/\" target=\"_blank\">Fight for 15\u003c/a>, the movement for a $15 minimum wage. After spending the last couple of years supporting a wage increase for their employees, they don’t want to be left behind, and are advocating for themselves.\u003c/p>\n\u003cp>Katina Richardson, who runs a day care center out of her home in Hayward, was one of a group of early childhood educators marching through downtown Oakland in April, calling for increased state child care subsidies.\u003c/p>\n\u003cp>“They’re setting us up for failure and we need more,\" said Richardson, who routinely works 12-hour days and estimates she ends up with less than $6 an hour.\u003c/p>\n\u003cp>“We don’t have benefits. We don’t have retirement set up. At the end of the day, I’m working every day not knowing if I’ll ever be able to retire,” Richardson added.\u003c/p>\n\u003cfigure id=\"attachment_10978155\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978155 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg\" alt='Child Care workers and their supporters march through downtown Oakland as part of a \"Fight for 15\" demonstration on April 14, 2016.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Child care workers and their supporters march through downtown Oakland as part of a 'Fight for 15' demonstration on April 14, 2016. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of Richardson’s families receive state subsidies to help pay for child care, but the state doesn’t pay much -- providers may end up receiving\u003ca href=\"https://www.acgov.org/ece/documents/Welsh-Loveman_APA_5202015.pdf\"> \u003cspan style=\"font-weight: 400\">as little as $4 or $5 an hour per child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And as the minimum wage has been rising, that subsidy rate hasn’t gone up with it.\u003c/span>\u003c/p>\n\u003cp>Plus, there’s a huge waiting list for those benefits — advocates say an estimated 300,000 people at last count. There are no official numbers, because in 2011 the \u003ca href=\"https://www.cabinetreport.com/budget-finance/no-money-for-accurate-count-of-childcare-needs\" target=\"_blank\">state eliminated funding to track the waiting list\u003c/a>.\u003c/p>\n\u003cp>Vanessa Harlan, who lives in San Francisco’s Bayview neighborhood with her four children, says she's been on the waiting list for 11 years.\u003c/p>\n\u003cp>\"My children never got child care. My parents actually helped me keep my children while me and my husband went to work,\" said Harlan. If her parents weren't around, Harlan says the family would probably move to Texas.\u003c/p>\n\u003cp>State Sen. Hannah-Beth Jackson says the \u003ca href=\"http://womenscaucus.legislature.ca.gov/news/2016-02-11-lwc-releases-2016-budget-and-policy-priorities\" target=\"_blank\">Legislative Women’s Caucus requested $800 million\u003c/a> from this year’s budget for early child care and education. They want the money to pay, in part, for an increase to reimbursement rates, and to move thousands of children off the waiting list.\u003c/p>\n\u003cp>“The whole child care system in California has never been properly funded. Never,” said Jackson. “This is probably the most universally agreed to priority within the Legislature.”\u003c/p>\n\u003cp>However, Gov. Jerry Brown has indicated \u003ca href=\"http://edsource.org/2016/governor-offers-a-new-approach-but-no-new-funding-for-early-childhood-education/93034\" target=\"_blank\">it’s not on his list of priorities\u003c/a>. Lawmakers are negotiating with the governor over how much, if any, will be included in the final budget, which must be passed by June 15. Jackson admits that whatever they get would only be a drop in the bucket. It would take billions to provide affordable child care to everyone in the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Meanwhile, the minimum wage across the state continue to rise.\u003ca href=\"http://www.aghwlaw.com/bay-area-minimum-wages-on-the-rise-2016-increases-to-california-and-local-minimum-wages/\"> On July 1, it will hit $13 an hour in San Francisco and Emeryville\u003c/a>. California’s minimum wage is scheduled to rise every year, \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-minimum-wage-deal-20160326-story.html\" target=\"_blank\">and reach $15 an hour in 2022.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"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.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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