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"content": "\u003cp>\u003cem>As part of our election series “All Politics is Local,” we’re looking at some of the races voters will find lower down on their ballot. We hear plenty about the presidential election. These races are much less publicized, but no less important.\u003c/em>\u003c/p>\n\u003cp>There are only two schools in the tiny \u003ca href=\"http://www.smcsd.org/\" target=\"_blank\">Sausalito-Marin City School District\u003c/a>: a charter school and a traditional public school. Tension is high this election season, after state investigators reported that the school board has favored the charter school over the district school.\u003c/p>\n\u003cp>Four out of five of the current school board members are affiliated with the charter school, \u003ca href=\"http://www.willowcreekacademy.org/\" target=\"_blank\">Willow Creek Academy\u003c/a>. One was a founder, and three are parents, one of whom also serves on the board of the charter school foundation. Many parents at the charter school are worried that two of those board members could be voted out this November.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/288857809\" 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>\"What we’re doing right now at Willow Creek is working!\" said John Donovan, whose daughter attends fourth grade at the charter school. \"I mean, we’ve got kids from all different walks of life coming in here, working together, studying together.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both schools in this district are K-8 and both are about 30 percent Latino and 10 percent Asian, but they have \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=2165474--Sausalito%20Marin%20City&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\">very different percentages\u003c/a> of African-American and white students. At the traditional public school, Bayside Martin Luther King, Jr. Academy, 44 percent of the students last year were African-American, and 9 percent were white. At the charter school, 41 percent were white, and 12 percent were African-American. More than two thirds of the students at the district school qualify for free and reduced-price lunch. At the charter school, less than half of the kids are from such low-income families.\u003c/p>\n\u003cp>Sausalito is so wealthy that the school district receives more money from property taxes than the minimum it would get from the state. The state Fiscal Crisis and Management Assistance Team \u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2016/08/Marin-COE-Sausalito-Marin-City-final-report.pdf\" target=\"_blank\">found the school board\u003c/a> diverted some of that money to the charter school that it said should have been used at the district school. But the school board \u003ca href=\"http://www.smcsd.org/files/SMCSD%20-%20Response%20to%20FCMAT%20Report_001.pdf\" target=\"_blank\">denies doing anything wrong\u003c/a>. They say the district school already gets more money per pupil, and to give it additional money would be unfair to the charter school students, many of whom also have high needs.\u003c/p>\n\u003cp>\"My feelings are that if they’re to detract from the charter school, we could jeopardize the progress that this whole district has made and wind up going back fifteen years in our progress,\" Donovan said.\u003c/p>\n\u003cp>Fifteen years ago, a group of parents in Sausalito started the charter school here. It used to share a campus with the traditional public elementary school, but over time, the charter grew to serve more than twice the number of students that the district school serves. Three years ago, the school board decided to move the traditional public school across the highway to Marin City and merge it with the middle school to cut costs.\u003c/p>\n\u003cp>Some parents at the Marin City school, \u003ca href=\"http://www.baysidemlk.org\" target=\"_blank\">Bayside Martin Luther King, Jr. Academy\u003c/a>, see the move as one of many ways the school board has shortchanged their school.\u003c/p>\n\u003cp>\"The board favored them,\" said mother Kahaya Adams. \"It's always favored Willow Creek. It's unacceptable that we have to suffer and get cuts. Willow Creek has teachers' assistants, they have a full P.E. teacher, they have a full math, full science. We don't even have a science teacher!\"\u003c/p>\n\u003cp>Parents said the middle-schoolers at Bayside started the year without textbooks and with no permanent math teacher. Many parents are worried their kids are not being prepared for high school.\u003c/p>\n\u003cp>\"My sixth, seventh and eighth graders do the exact same work,\" said Kimberly Robinson. \"How is that? It’s not fair to these kids. There’s no way that they would let Willow Creek be going without books. We’re this far into the school year and we’re just now getting our books in.\"\u003c/p>\n\u003cp>Robinson and other parents at the Marin City school say they plan to vote for the two candidates who are challenging the school board incumbents.\u003c/p>\n\u003cp>The battle playing out in this tiny district is not so different than in other school boards in California. School board races in California seem to be attracting more attention than in the past, in part because of the state's new policies on school funding. In addition to changing the way money is allocated to school districts, California's funding formula also gives local school boards more control over how to spend money.\u003c/p>\n\u003cp>\"Urban and suburban school districts have become a battleground for a number of high profile issues,\" said Bruce Fuller, professor of education and public policy at UC Berkeley. \"One is charter schools.\"\u003c/p>\n\u003cp>In bigger districts, charter school backers and teachers' unions (which oppose charters) contribute campaign funds to influence elections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If voters don’t show up, we’re going to give power away to these special interests, rather than electing board members who have the broad interests of trying to improve schools for all kids,\" said Fuller.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>As part of our election series “All Politics is Local,” we’re looking at some of the races voters will find lower down on their ballot. We hear plenty about the presidential election. These races are much less publicized, but no less important.\u003c/em>\u003c/p>\n\u003cp>There are only two schools in the tiny \u003ca href=\"http://www.smcsd.org/\" target=\"_blank\">Sausalito-Marin City School District\u003c/a>: a charter school and a traditional public school. Tension is high this election season, after state investigators reported that the school board has favored the charter school over the district school.\u003c/p>\n\u003cp>Four out of five of the current school board members are affiliated with the charter school, \u003ca href=\"http://www.willowcreekacademy.org/\" target=\"_blank\">Willow Creek Academy\u003c/a>. One was a founder, and three are parents, one of whom also serves on the board of the charter school foundation. Many parents at the charter school are worried that two of those board members could be voted out this November.\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/288857809&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/288857809'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"What we’re doing right now at Willow Creek is working!\" said John Donovan, whose daughter attends fourth grade at the charter school. \"I mean, we’ve got kids from all different walks of life coming in here, working together, studying together.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both schools in this district are K-8 and both are about 30 percent Latino and 10 percent Asian, but they have \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=2165474--Sausalito%20Marin%20City&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\">very different percentages\u003c/a> of African-American and white students. At the traditional public school, Bayside Martin Luther King, Jr. Academy, 44 percent of the students last year were African-American, and 9 percent were white. At the charter school, 41 percent were white, and 12 percent were African-American. More than two thirds of the students at the district school qualify for free and reduced-price lunch. At the charter school, less than half of the kids are from such low-income families.\u003c/p>\n\u003cp>Sausalito is so wealthy that the school district receives more money from property taxes than the minimum it would get from the state. The state Fiscal Crisis and Management Assistance Team \u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2016/08/Marin-COE-Sausalito-Marin-City-final-report.pdf\" target=\"_blank\">found the school board\u003c/a> diverted some of that money to the charter school that it said should have been used at the district school. But the school board \u003ca href=\"http://www.smcsd.org/files/SMCSD%20-%20Response%20to%20FCMAT%20Report_001.pdf\" target=\"_blank\">denies doing anything wrong\u003c/a>. They say the district school already gets more money per pupil, and to give it additional money would be unfair to the charter school students, many of whom also have high needs.\u003c/p>\n\u003cp>\"My feelings are that if they’re to detract from the charter school, we could jeopardize the progress that this whole district has made and wind up going back fifteen years in our progress,\" Donovan said.\u003c/p>\n\u003cp>Fifteen years ago, a group of parents in Sausalito started the charter school here. It used to share a campus with the traditional public elementary school, but over time, the charter grew to serve more than twice the number of students that the district school serves. Three years ago, the school board decided to move the traditional public school across the highway to Marin City and merge it with the middle school to cut costs.\u003c/p>\n\u003cp>Some parents at the Marin City school, \u003ca href=\"http://www.baysidemlk.org\" target=\"_blank\">Bayside Martin Luther King, Jr. Academy\u003c/a>, see the move as one of many ways the school board has shortchanged their school.\u003c/p>\n\u003cp>\"The board favored them,\" said mother Kahaya Adams. \"It's always favored Willow Creek. It's unacceptable that we have to suffer and get cuts. Willow Creek has teachers' assistants, they have a full P.E. teacher, they have a full math, full science. We don't even have a science teacher!\"\u003c/p>\n\u003cp>Parents said the middle-schoolers at Bayside started the year without textbooks and with no permanent math teacher. Many parents are worried their kids are not being prepared for high school.\u003c/p>\n\u003cp>\"My sixth, seventh and eighth graders do the exact same work,\" said Kimberly Robinson. \"How is that? It’s not fair to these kids. There’s no way that they would let Willow Creek be going without books. We’re this far into the school year and we’re just now getting our books in.\"\u003c/p>\n\u003cp>Robinson and other parents at the Marin City school say they plan to vote for the two candidates who are challenging the school board incumbents.\u003c/p>\n\u003cp>The battle playing out in this tiny district is not so different than in other school boards in California. School board races in California seem to be attracting more attention than in the past, in part because of the state's new policies on school funding. In addition to changing the way money is allocated to school districts, California's funding formula also gives local school boards more control over how to spend money.\u003c/p>\n\u003cp>\"Urban and suburban school districts have become a battleground for a number of high profile issues,\" said Bruce Fuller, professor of education and public policy at UC Berkeley. \"One is charter schools.\"\u003c/p>\n\u003cp>In bigger districts, charter school backers and teachers' unions (which oppose charters) contribute campaign funds to influence elections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"If voters don’t show up, we’re going to give power away to these special interests, rather than electing board members who have the broad interests of trying to improve schools for all kids,\" said Fuller.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[dropcap]T[/dropcap]hey are third-, fourth- and fifth-graders, but the English lessons are at a kindergarten level.\u003c/p>\n\u003cp>Most of these students are able to write full compositions in their native languages, said the school’s principal, Jim Symonds. So the ideal approach would be to continue \u003ca href=\"http://www.scpr.org/news/2016/09/28/65207/a-bold-new-approach-to-english-proficiency-for-kid/\">teaching them in their native language\u003c/a> to keep their brains stimulated, while folding in English language instruction.\u003c/p>\n\u003cp>“If we could spend more time teaching them in their native language and working on that proficiency and getting to those higher-level thinking skills, I think they’d be that much further ahead academically and be able to pick up English faster,” said Symonds.\u003c/p>\n\u003cp>But current state law prevents the school from teaching them using those methods.\u003c/p>\n\u003cp>Instead, the English in Public Schools Initiative, which California voters approved in 1998, requires that the students spend one year in a sheltered class like this one, taking all of their classes in English, before transitioning to mainstream classes at their grade level.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2016/10/03/64930/election-2016-faq-proposition-58-non-english-langu/\">Proposition 58\u003c/a>, on California’s general election ballot, would remove those limits on native language instruction. The measure would directly affect instruction for the state’s 1.3 million English learners and indirectly for those students whose parents want them to be bilingual.\u003c/p>\n\u003cp>The initiative has drawn wide support from educators, who point to research in the last decade that suggests young people who learn multiple languages improve their brain’s ability to focus and manage several tasks at the same time, which are the keys to learning.\u003c/p>\n\u003cp>It’s also supported by dozens of Democratic elected officials, the California Association for Bilingual Education, the Los Angeles Chamber of Commerce, the Advancement Project and the think tank EdTrust West.\u003c/p>\n\u003cp>The proposition’s strongest opponent is the man who created the bilingual education limits through Proposition 227, the original ballot measure passed 18 years ago.\u003c/p>\n\u003cp>“Bilingual education is dead and it’s not coming back,” said Ron Unz, the Silicon Valley entrepreneur who authored and funded Proposition 227.\u003c/p>\n\u003cp>At the time Proposition 227 made it on the ballot, more than 400,000 students were enrolled in bilingual education programs in California schools.\u003c/p>\n\u003cp>“The old system put hundreds of thousands — a good fraction of 1 million students — in a program where they were not taught English as soon as they started school,” Unz said.\u003c/p>\n\u003cp>Some of the bilingual education programs immersed students in their native language — largely Spanish — while dual immersion programs focused on Spanish instruction and built up English gradually from the early grades. At the time, many Californians were worried about increasing levels of immigration and were concerned about how newly arrived students were acclimating to their schools.\u003c/p>\n\u003cp>Unz and others seized on the failings of some bilingual programs to underline that many students languished without properly learning English and transitioning to standard classes.\u003c/p>\n\u003cp>Supporters of Proposition 58 don’t disagree entirely.[contextly_sidebar id=”KIauSBiMJMT1a9s4YFGctZWoYWT58a3S”]\u003c/p>\n\u003cp>“The programs were literally all over the place,” said Marcelo Suárez-Orozco, dean of the University of California Los Angeles Graduate School of Education & Information Studies. “Each district, each school, seemed to have its own set of priorities and rules and predilections when it came to bilingual education.”\u003c/p>\n\u003cp>Proposition 227, he said, was a political response to the failings of bilingual education that largely eliminated bilingual education rather than find what was working.\u003c/p>\n\u003cp>But a lot has changed in California since Proposition 227. Latinos are now the state’s largest ethnic group, while Latino representation in Sacramento has also increased. Bilingualism has become accepted as a point of cultural pride, while the changing workforce has put a premium on workers who speak multiple languages.\u003c/p>\n\u003cp>“We now know in California that it’s not just a cool thing to have your child be bilingual. We actually know that it’s important for our children to have more than one language early on,” said University of Southern California education researcher Gisele Ragusa.\u003c/p>\n\u003cp>The new measure would keep the current English immersion programs as a minimum requirement for English learners, but would allow school districts to create their own bilingual education programs as they see fit to serve those students.\u003c/p>\n\u003cp>The measure would also allow schools to use as much of a student’s native language as they see fit to support a student’s learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘We are sending messages to them that the language of power isn’t their own and it’s incredibly discriminatory.’\u003ccite>Gisele Ragusa\u003c/cite>\u003c/aside>\n\u003cp>If the state’s English learner students have struggled because state rules limit the amount of native language support, the lifting of those limits by Proposition 58 could improve their learning at a time when there’s a deep achievement gap between most English learners and their white and Asian counterparts.\u003c/p>\n\u003cp>Many students struggle in an environment in which they have to abandon the familiarity of their native language.\u003c/p>\n\u003cp>“If we say to them, when you come to school you can’t speak the language you’ve been speaking for four years, five years, three years at home, we are sending messages to them that the language of power isn’t their own, and it’s incredibly discriminatory,” Ragusa said.\u003c/p>\n\u003cp>If Californians pass the ballot measure, future classes for students learning English might look something like the dual language program that exists at McKinley Elementary School just down the hall from the newcomer class.\u003c/p>\n\u003cp>Under the current law, courses can be taught in more than one language if the parents of each child participating in the program sign a waiver.\u003c/p>\n\u003cp>McKinley started such a program for Spanish three years ago, and the students enrolled are a mix of English learners and native English speakers.\u003c/p>\n\u003cp>Teacher Consuelo Gomez and an aide walk around a kindergarten classroom helping students recognize basic Spanish words by asking them to identify pictures. The question and answer between teacher and student is sometimes in Spanish, and sometimes a mixture of English and Spanish.\u003c/p>\n\u003cp>The approach, principal Symonds said, is to gradually build up these kids’ mental ability to learn two languages.\u003c/p>\n\u003cp>In kindergarten, the instruction is 90 percent in Spanish and 10 percent in English, Symonds said. The amount of instruction in English gradually increases each year as students progress through elementary school, until roughly half of class time is spent in English and half in Spanish.\u003c/p>\n\u003cp>“We’re immersing them in two languages,” he said. “We’re looking at the long-term picture of student achievement. The gains, we’re not going to start seeing until the upper grades and into high school,” he said.\u003c/p>\n\u003cp>The current bilingual education limits, Symonds said, are like a timer that forces kids to sink or swim in their new language without the lifeline of their native language. The only clock that should be ticking, he said, is kids’ ability to learn.\u003c/p>\n\u003cp>“Kids evolve naturally, and you know, some countries that we know don’t start reading until they’re 6 or 7 years old,” he said.\u003c/p>\n\u003cp>Whether or not the limits on bilingual education are lifted will be up to voters in November.\u003c/p>\n\u003cp>\u003cstrong>Series: \u003cem>California Counts\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>California Counts is a collaboration of KPBS, KPCC, KQED and Capital Public Radio to report on the 2016 election. The coverage focuses on major issues and solicits diverse voices on what’s important to the future of California.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/issues/california-counts\">Read more in this series\u003c/a> and let us know your thoughts on Twitter using the hashtag \u003ca href=\"https://twitter.com/search?q=%23iamsouthla&src=typd\">#\u003c/a>\u003ca href=\"https://twitter.com/search?q=%23CACounts&src=typd\">CACounts\u003c/a>.\u003c/p>\n\n",
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"excerpt": "California schools are limited in how much of a foreign language they can use to help English learner students. Proposition 58 would undo those limits.",
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"title": "Proposition 58 Would Undo Limitations on Bilingual Education | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">T\u003c/span>\u003c/p>\u003cp>hey are third-, fourth- and fifth-graders, but the English lessons are at a kindergarten level.\u003c/p>\n\u003cp>Most of these students are able to write full compositions in their native languages, said the school’s principal, Jim Symonds. So the ideal approach would be to continue \u003ca href=\"http://www.scpr.org/news/2016/09/28/65207/a-bold-new-approach-to-english-proficiency-for-kid/\">teaching them in their native language\u003c/a> to keep their brains stimulated, while folding in English language instruction.\u003c/p>\n\u003cp>“If we could spend more time teaching them in their native language and working on that proficiency and getting to those higher-level thinking skills, I think they’d be that much further ahead academically and be able to pick up English faster,” said Symonds.\u003c/p>\n\u003cp>But current state law prevents the school from teaching them using those methods.\u003c/p>\n\u003cp>Instead, the English in Public Schools Initiative, which California voters approved in 1998, requires that the students spend one year in a sheltered class like this one, taking all of their classes in English, before transitioning to mainstream classes at their grade level.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2016/10/03/64930/election-2016-faq-proposition-58-non-english-langu/\">Proposition 58\u003c/a>, on California’s general election ballot, would remove those limits on native language instruction. The measure would directly affect instruction for the state’s 1.3 million English learners and indirectly for those students whose parents want them to be bilingual.\u003c/p>\n\u003cp>The initiative has drawn wide support from educators, who point to research in the last decade that suggests young people who learn multiple languages improve their brain’s ability to focus and manage several tasks at the same time, which are the keys to learning.\u003c/p>\n\u003cp>It’s also supported by dozens of Democratic elected officials, the California Association for Bilingual Education, the Los Angeles Chamber of Commerce, the Advancement Project and the think tank EdTrust West.\u003c/p>\n\u003cp>The proposition’s strongest opponent is the man who created the bilingual education limits through Proposition 227, the original ballot measure passed 18 years ago.\u003c/p>\n\u003cp>“Bilingual education is dead and it’s not coming back,” said Ron Unz, the Silicon Valley entrepreneur who authored and funded Proposition 227.\u003c/p>\n\u003cp>At the time Proposition 227 made it on the ballot, more than 400,000 students were enrolled in bilingual education programs in California schools.\u003c/p>\n\u003cp>“The old system put hundreds of thousands — a good fraction of 1 million students — in a program where they were not taught English as soon as they started school,” Unz said.\u003c/p>\n\u003cp>Some of the bilingual education programs immersed students in their native language — largely Spanish — while dual immersion programs focused on Spanish instruction and built up English gradually from the early grades. At the time, many Californians were worried about increasing levels of immigration and were concerned about how newly arrived students were acclimating to their schools.\u003c/p>\n\u003cp>Unz and others seized on the failings of some bilingual programs to underline that many students languished without properly learning English and transitioning to standard classes.\u003c/p>\n\u003cp>Supporters of Proposition 58 don’t disagree entirely.\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The programs were literally all over the place,” said Marcelo Suárez-Orozco, dean of the University of California Los Angeles Graduate School of Education & Information Studies. “Each district, each school, seemed to have its own set of priorities and rules and predilections when it came to bilingual education.”\u003c/p>\n\u003cp>Proposition 227, he said, was a political response to the failings of bilingual education that largely eliminated bilingual education rather than find what was working.\u003c/p>\n\u003cp>But a lot has changed in California since Proposition 227. Latinos are now the state’s largest ethnic group, while Latino representation in Sacramento has also increased. Bilingualism has become accepted as a point of cultural pride, while the changing workforce has put a premium on workers who speak multiple languages.\u003c/p>\n\u003cp>“We now know in California that it’s not just a cool thing to have your child be bilingual. We actually know that it’s important for our children to have more than one language early on,” said University of Southern California education researcher Gisele Ragusa.\u003c/p>\n\u003cp>The new measure would keep the current English immersion programs as a minimum requirement for English learners, but would allow school districts to create their own bilingual education programs as they see fit to serve those students.\u003c/p>\n\u003cp>The measure would also allow schools to use as much of a student’s native language as they see fit to support a student’s learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘We are sending messages to them that the language of power isn’t their own and it’s incredibly discriminatory.’\u003ccite>Gisele Ragusa\u003c/cite>\u003c/aside>\n\u003cp>If the state’s English learner students have struggled because state rules limit the amount of native language support, the lifting of those limits by Proposition 58 could improve their learning at a time when there’s a deep achievement gap between most English learners and their white and Asian counterparts.\u003c/p>\n\u003cp>Many students struggle in an environment in which they have to abandon the familiarity of their native language.\u003c/p>\n\u003cp>“If we say to them, when you come to school you can’t speak the language you’ve been speaking for four years, five years, three years at home, we are sending messages to them that the language of power isn’t their own, and it’s incredibly discriminatory,” Ragusa said.\u003c/p>\n\u003cp>If Californians pass the ballot measure, future classes for students learning English might look something like the dual language program that exists at McKinley Elementary School just down the hall from the newcomer class.\u003c/p>\n\u003cp>Under the current law, courses can be taught in more than one language if the parents of each child participating in the program sign a waiver.\u003c/p>\n\u003cp>McKinley started such a program for Spanish three years ago, and the students enrolled are a mix of English learners and native English speakers.\u003c/p>\n\u003cp>Teacher Consuelo Gomez and an aide walk around a kindergarten classroom helping students recognize basic Spanish words by asking them to identify pictures. The question and answer between teacher and student is sometimes in Spanish, and sometimes a mixture of English and Spanish.\u003c/p>\n\u003cp>The approach, principal Symonds said, is to gradually build up these kids’ mental ability to learn two languages.\u003c/p>\n\u003cp>In kindergarten, the instruction is 90 percent in Spanish and 10 percent in English, Symonds said. The amount of instruction in English gradually increases each year as students progress through elementary school, until roughly half of class time is spent in English and half in Spanish.\u003c/p>\n\u003cp>“We’re immersing them in two languages,” he said. “We’re looking at the long-term picture of student achievement. The gains, we’re not going to start seeing until the upper grades and into high school,” he said.\u003c/p>\n\u003cp>The current bilingual education limits, Symonds said, are like a timer that forces kids to sink or swim in their new language without the lifeline of their native language. The only clock that should be ticking, he said, is kids’ ability to learn.\u003c/p>\n\u003cp>“Kids evolve naturally, and you know, some countries that we know don’t start reading until they’re 6 or 7 years old,” he said.\u003c/p>\n\u003cp>Whether or not the limits on bilingual education are lifted will be up to voters in November.\u003c/p>\n\u003cp>\u003cstrong>Series: \u003cem>California Counts\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>California Counts is a collaboration of KPBS, KPCC, KQED and Capital Public Radio to report on the 2016 election. The coverage focuses on major issues and solicits diverse voices on what’s important to the future of California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/issues/california-counts\">Read more in this series\u003c/a> and let us know your thoughts on Twitter using the hashtag \u003ca href=\"https://twitter.com/search?q=%23iamsouthla&src=typd\">#\u003c/a>\u003ca href=\"https://twitter.com/search?q=%23CACounts&src=typd\">CACounts\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Young, Latino, and Hanging Onto the California Dream",
"title": "Young, Latino, and Hanging Onto the California Dream",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Latinos make up the majority of California's young people. So their future helps shape the future of the state. That’s why we dedicated a special edition of our broadcast last week to exploring challenges Latino youth face when it comes to education, jobs and financial security.\u003c/p>\n\u003cp>It’s part of a collaboration with NPR called \u003ca href=\"https://ww2.kqed.org/news/tag/a-nation-engaged/\" target=\"_blank\">A Nation Engaged\u003c/a>, about unlocking economic opportunities for more Americans.\u003c/p>\n\u003cp>We met UC students mired in debt, a teen who has to take a long bus ride to get on the internet and a young single mom who’s struggling to get her GED.\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/02/when-a-jobs-not-enough-to-get-you-off-food-stamps/\" target=\"_blank\">When a Job’s Not Enough to Get You Off Food Stamps\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120016\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11120016 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Lupe-800x523.jpg\" alt='“I need to get this diploma,” says Guadalupe Beltran. “I need to get this out of the way, it’s like a big ol’ stone that’s right there. I need to move it.\"' width=\"800\" height=\"523\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-800x523.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-1180x771.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-960x628.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young mom Guadalupe Beltran got a job and got off welfare, but five years later she's still not making enough to get by without food stamps. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Guadalupe Beltran\u003c/strong> is a young mom who's working full time, but who still relies on food stamps. She’s part of a program in Fresno that’s trying to get her into a higher-paying job. But first, she needs to get her GED.\u003c/p>\n\u003cp>\"I need to get this diploma,\" says Beltran. “I need to get this out of the way, it’s like a big ole’ stone that’s right there. I need to move it.\"\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/03/the-evolution-of-californias-college-promise-as-told-through-4-students/\" target=\"_blank\">The Evolution of California’s ‘College Promise,’ as Told Through 4 Students\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120073\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11120073 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525-1-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan — but he’s still $45,000 in debt. \" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525-1-400x263.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel, qualified for the Blue and Gold Opportunity Plan — but he’s still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Guillermo Rogel\u003c/strong> is a 22-year-old from Riverside who reached his dream of graduating from a UC campus. But now he’s saddled with $45,000 in debt. Experts say if current trends in tuition increases persist, the University of California will become the most expensive public higher education system in the country. We hear from four UC alums and students -- from the 1950s to the present -- about the evolving promise of a free college education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It definitely is a scary thought to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life,” says Rogel.\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/01/how-far-would-you-ride-a-bus-to-get-your-homework-done/\" target=\"_blank\">How Far Would You Ride a Bus to Get Your Homework Done?\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120082\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11120082\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Rosy-1920x1324-800x552.jpg\" alt=\"Rosy Mendez (L) rides a slow-moving bus through the Eastern Coachella valley to get to the library to get her homework done.\" width=\"800\" height=\"552\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-800x552.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-400x276.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-1180x814.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-960x662.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez (L) rides a slow-moving bus through the Eastern Coachella Valley to get to the library to get her homework done. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Rosy Mendez\u003c/strong> has to take a windy, slow-moving bus through the desert to the public library each day to be able to do her homework. The daughter of farmworkers, she has no internet service at home. We teamed up with youth reporters from \u003ca href=\"http://coachellaunincorporated.org/\">Coachella Unincorporated\u003c/a> to explore how transportation challenges can affect opportunities for Latino youth in the Coachella Valley desert.\u003c/p>\n\u003cp>\"Transportation does have a lot to do with the opportunity you’re afforded,” says youth reporter Karla Martinez, who interviewed Rosy Mendez on the bus. “It kind of limits you. Like, can I get to the next stop, can I get to the next goal in my life?\"\u003c/p>\n\u003cp>Listen to the full show:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/286623632\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"450\" iframe=\"true\" /]\u003c/p>\n\n",
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"excerpt": "In a special broadcast we talk to UC students mired in debt, a teen who has to take a long bus ride to get on the internet and a young single mom who’s struggling to get her GED.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Latinos make up the majority of California's young people. So their future helps shape the future of the state. That’s why we dedicated a special edition of our broadcast last week to exploring challenges Latino youth face when it comes to education, jobs and financial security.\u003c/p>\n\u003cp>It’s part of a collaboration with NPR called \u003ca href=\"https://ww2.kqed.org/news/tag/a-nation-engaged/\" target=\"_blank\">A Nation Engaged\u003c/a>, about unlocking economic opportunities for more Americans.\u003c/p>\n\u003cp>We met UC students mired in debt, a teen who has to take a long bus ride to get on the internet and a young single mom who’s struggling to get her GED.\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/02/when-a-jobs-not-enough-to-get-you-off-food-stamps/\" target=\"_blank\">When a Job’s Not Enough to Get You Off Food Stamps\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120016\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11120016 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Lupe-800x523.jpg\" alt='“I need to get this diploma,” says Guadalupe Beltran. “I need to get this out of the way, it’s like a big ol’ stone that’s right there. I need to move it.\"' width=\"800\" height=\"523\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-800x523.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-1180x771.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Lupe-960x628.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Young mom Guadalupe Beltran got a job and got off welfare, but five years later she's still not making enough to get by without food stamps. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Guadalupe Beltran\u003c/strong> is a young mom who's working full time, but who still relies on food stamps. She’s part of a program in Fresno that’s trying to get her into a higher-paying job. But first, she needs to get her GED.\u003c/p>\n\u003cp>\"I need to get this diploma,\" says Beltran. “I need to get this out of the way, it’s like a big ole’ stone that’s right there. I need to move it.\"\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/03/the-evolution-of-californias-college-promise-as-told-through-4-students/\" target=\"_blank\">The Evolution of California’s ‘College Promise,’ as Told Through 4 Students\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120073\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11120073 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525-1-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan — but he’s still $45,000 in debt. \" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525-1-400x263.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel, qualified for the Blue and Gold Opportunity Plan — but he’s still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Guillermo Rogel\u003c/strong> is a 22-year-old from Riverside who reached his dream of graduating from a UC campus. But now he’s saddled with $45,000 in debt. Experts say if current trends in tuition increases persist, the University of California will become the most expensive public higher education system in the country. We hear from four UC alums and students -- from the 1950s to the present -- about the evolving promise of a free college education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It definitely is a scary thought to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life,” says Rogel.\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/news/2016/10/01/how-far-would-you-ride-a-bus-to-get-your-homework-done/\" target=\"_blank\">How Far Would You Ride a Bus to Get Your Homework Done?\u003c/a>\u003c/h2>\n\u003cfigure id=\"attachment_11120082\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11120082\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Rosy-1920x1324-800x552.jpg\" alt=\"Rosy Mendez (L) rides a slow-moving bus through the Eastern Coachella valley to get to the library to get her homework done.\" width=\"800\" height=\"552\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-800x552.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-400x276.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-1180x814.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Rosy-1920x1324-960x662.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez (L) rides a slow-moving bus through the Eastern Coachella Valley to get to the library to get her homework done. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Rosy Mendez\u003c/strong> has to take a windy, slow-moving bus through the desert to the public library each day to be able to do her homework. The daughter of farmworkers, she has no internet service at home. We teamed up with youth reporters from \u003ca href=\"http://coachellaunincorporated.org/\">Coachella Unincorporated\u003c/a> to explore how transportation challenges can affect opportunities for Latino youth in the Coachella Valley desert.\u003c/p>\n\u003cp>\"Transportation does have a lot to do with the opportunity you’re afforded,” says youth reporter Karla Martinez, who interviewed Rosy Mendez on the bus. “It kind of limits you. Like, can I get to the next stop, can I get to the next goal in my life?\"\u003c/p>\n\u003cp>Listen to the full show:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='450'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/286623632&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/286623632'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can a School District Help Diversify a Fire Department?",
"title": "Can a School District Help Diversify a Fire Department?",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>It's 8:30 a.m. and the sun is already heating up the artificial turf at Banning High School's football field. Some 70 ninth- and 10th-graders line up on their stomachs for pushups.\u003c/p>\n\u003cp>For some of these kids, the \"pushup ready\" pose looks like a cross between an aborted yoga position and a nap.\u003c/p>\n\u003cp>\"Come on! Butts down, hips off the ground, shoulders over your hand!\" barks Los Angeles Fire Capt. Eddie Marez.\u003c/p>\n\u003cp>\"Down!\"\u003c/p>\n\u003cp>\"One, sir!\" the sleepy students shout.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Didn't say 'up' yet. Start all over!\" Marez yells.\u003c/p>\n\u003cp>The students, dressed in blue T-shirts and shorts that say \"LAFD Academy,\" try again in unison.\u003c/p>\n\u003cp>Most students don't make it to 10.\u003c/p>\n\u003cp>The morning workout at this school in L.A.'s Wilmington neighborhood is part of two new LAFD magnet school programs. The department hopes to inspire future firefighters or emergency medical technicians — and recruit more women and minorities — in a department that remains nearly 97 percent male and about 50 percent white.\u003c/p>\n\u003cp>Indeed, L.A. \u003ca href=\"http://www.wnyc.org/story/trying-change-fdnys-longstanding-lack-diversity/\">isn't alone\u003c/a>. Nationally, the firefighting ranks are \u003ca href=\"http://www.nfpa.org/news-and-research/fire-statistics-and-reports/fire-statistics/the-fire-service/administration/firefighting-occupations-by-women-and-race\">largely white and overwhelmingly male\u003c/a>.\u003c/p>\n\u003cp>\"We provide a better level of service to the public when we walk into somebody's home for a medical call, and if they see a female or a Hispanic or an Asian person, they can connect with us better,\" says L.A. Fire Chief Ralph Terrazas. \"It's not only a challenge for the Los Angeles Fire Department, it's a challenge for all fire departments: We are all competing to hire from a very small population of females\" who want to join the profession.\u003c/p>\n\u003cp>If you're trying to excite students about a career in firefighting or emergency response, it doesn't hurt to fire up Engine 38 and simulate battling a fire.\u003c/p>\n\u003cp>In the parking lot near Banning High's football field, Marez barks: \"Let's go ladies, let's put this fire out!\"\u003c/p>\n\u003cfigure id=\"attachment_11117233\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117233\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-800x533.jpg\" alt=\"Gail Sonoda (R), an instructor and firefighter with the Los Angeles Fire Department, teaches young cadets how to work a hydrant.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gail Sonoda (R), an instructor and firefighter with the Los Angeles Fire Department, teaches young cadets how to work a hydrant. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jessica Melgoza, 14, and a friend get ready to let rip with a large fire hose.\u003c/p>\n\u003cp>\"You got about 100 pounds here between the two of you.\"\u003c/p>\n\u003cp>\"Oh, God!\" Melgoza says, apprehensively.\u003c/p>\n\u003cp>\"You're gonna be just fine,\" the veteran fire captain cautions. \"Open it up nice and slow.\"\u003c/p>\n\u003cp>The girls tighten their grip on the hose. As the water shoots out, they pull the large nozzle back slowly.\u003c/p>\n\u003cp>\"It felt awesome! This is something I've wanted to do for a while,\" Melgoza says afterward. \"Pretty heavy. I think it weighs more than me!\"\u003c/p>\n\u003cp>Melgoza, a freshman, says she's interested in a career as a first responder. Maybe fire, maybe law enforcement.\u003c/p>\n\u003cp>I ask her if she's concerned that it's a male-dominated field.\u003c/p>\n\u003cp>\"No,\" she says quickly. \"There is a lady trying to become president now. No one thought that could happen. And I think girls have the same opportunity to do anything guys can do. I mean, we have a firefighter right here that's a woman!\"\u003c/p>\n\u003cp>She's talking about Gail Sonoda, an instructor — and firefighter — here.\u003c/p>\n\u003cp>\"Something like this can be very empowering for young females,\" Sonoda says. It can build a foundation of confidence, she adds, \"that they can do something guys can do, not only firefighting but anything else they set their minds to.\"\u003c/p>\n\u003cp>At Banning High, 21 of the 74 firefighter cadets are female. Across town at Wilson High — the other LAFD magnet program — one-quarter are female.\u003c/p>\n\u003cfigure id=\"attachment_11117236\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117236\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-800x533.jpg\" alt=\"Students in the LAFD's new magnet school program race with fire hoses during a morning workout at Banning High.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in the LAFD's new magnet school program race with fire hoses during a morning workout at Banning High. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"OK, who's next?\" Sonoda asks a group of girls huddled around a fire hydrant for a lesson on how to use a hydrant wrench. \"Who's the strongest here?\"\u003c/p>\n\u003cp>The instructors offer the sweaty students a tough-love mix of PE teacher and drill sergeant as groups race each other across the field carrying heavy fire hoses: \"Run run run! Good job. Hustle up!\"\u003c/p>\n\u003cp>The workouts aren't for show. It's a huge part of this program, which includes CPR, first aid, and fire science and technology classes, in addition to the regular high school curriculum.\u003c/p>\n\u003cp>The fact is, Sonoda says, when adult recruits wash out of the L.A. fire academy -- especially females -- it's usually during the strenuous boot camp, where candidates have to wrestle ladders, tools, equipment and hoses, wearing full work gear during simulated fires.\u003c/p>\n\u003cp>\"The hands-on portion, it's a lot of skills involved,\" Sonoda explains. \"And if they are able to be strong physically,\" then learning those skills early is important.\u003c/p>\n\u003cp>The magnet program, \"encourages me to do better in school, to stay focused,\" says 15-year-old Wendy Gomez. For now, anyway, she's determined to forge a career as a first responder. \"If I become a firefighter I'll be the first one in my family. They're very supportive. [They] tell me, 'Don't give up.' \"\u003c/p>\n\u003cp>Students in the program who may end up later trying to get into the department's training academy \"are going to have a huge leg up on other candidates by knowing everything the way L.A. City does what they do,\" Capt. Marez says. \"We're introducing tools and equipment, our department's organizations and our terminology.\"\u003c/p>\n\u003cfigure id=\"attachment_11117294\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117294\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/FireTriptych-800x810.jpg\" alt=\"Hoses piled neatly on a firetruck at Banning High School's firefighting program in Los Angeles; students line up for exercises; helmets stacked on the bumper of a fire truck.\" width=\"800\" height=\"810\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-800x810.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-400x405.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-1180x1194.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-960x972.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hoses piled neatly on a firetruck at Banning High School's firefighting program in Los Angeles; students line up for exercises; helmets stacked on the bumper of a firetruck. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>What's not clear is whether the program's academic quality will match the technical and physical sides.\u003c/p>\n\u003cp>\"The preliminary results show that the grades -- across the board -- have increased with these kids,\" says Terrazas, \"because they feel part of a team.\"\u003c/p>\n\u003cp>The operative word there is preliminary. It's far too soon to tell. The LAFD's two magnet programs have been up and running only since August.\u003c/p>\n\u003cp>Under \u003ca href=\"State%20law%20forbids%20governments%20from%20setting%20hiring%20quotas%20for%20women%20and%20minorities,%20and%20city%20officials%20say%20programs%20such%20as%20the%20new%20magnet%20school%20are%20the%20best%20hope%20of%20increasing%20future%20diversity%20by%20enticing%20more%20members%20of%20underrepresented%20groups%20to%20apply.\">California law\u003c/a>, government agencies can't set hiring quotas for women and minorities.\u003c/p>\n\u003cp>So Terrazas sees these fire magnet programs as key to boosting diversity in the ranks. He plans to add two more firefighting magnet programs next year. \"My vision for the future is that we develop a feeder pool so that we can set (the students) on the right course for whatever they do life.\"\u003c/p>\n\u003cp>Terrazas knows that, in all likelihood, only a small percentage of these students are likely to end up as firefighters or EMTs.\u003c/p>\n\u003cp>\"But I look at the bigger picture,\" the chief adds. \"If we don't hire them as firefighters, we are going to develop better citizens. We are going to help them, hopefully, pursue education. Go to college, the military. Whatever they decide to do.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003c/p>\n\n",
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"excerpt": "In an effort to boost diversity and interest in firefighting, the Los Angeles Fire Department created special career-focused programs in local high schools.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's 8:30 a.m. and the sun is already heating up the artificial turf at Banning High School's football field. Some 70 ninth- and 10th-graders line up on their stomachs for pushups.\u003c/p>\n\u003cp>For some of these kids, the \"pushup ready\" pose looks like a cross between an aborted yoga position and a nap.\u003c/p>\n\u003cp>\"Come on! Butts down, hips off the ground, shoulders over your hand!\" barks Los Angeles Fire Capt. Eddie Marez.\u003c/p>\n\u003cp>\"Down!\"\u003c/p>\n\u003cp>\"One, sir!\" the sleepy students shout.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Didn't say 'up' yet. Start all over!\" Marez yells.\u003c/p>\n\u003cp>The students, dressed in blue T-shirts and shorts that say \"LAFD Academy,\" try again in unison.\u003c/p>\n\u003cp>Most students don't make it to 10.\u003c/p>\n\u003cp>The morning workout at this school in L.A.'s Wilmington neighborhood is part of two new LAFD magnet school programs. The department hopes to inspire future firefighters or emergency medical technicians — and recruit more women and minorities — in a department that remains nearly 97 percent male and about 50 percent white.\u003c/p>\n\u003cp>Indeed, L.A. \u003ca href=\"http://www.wnyc.org/story/trying-change-fdnys-longstanding-lack-diversity/\">isn't alone\u003c/a>. Nationally, the firefighting ranks are \u003ca href=\"http://www.nfpa.org/news-and-research/fire-statistics-and-reports/fire-statistics/the-fire-service/administration/firefighting-occupations-by-women-and-race\">largely white and overwhelmingly male\u003c/a>.\u003c/p>\n\u003cp>\"We provide a better level of service to the public when we walk into somebody's home for a medical call, and if they see a female or a Hispanic or an Asian person, they can connect with us better,\" says L.A. Fire Chief Ralph Terrazas. \"It's not only a challenge for the Los Angeles Fire Department, it's a challenge for all fire departments: We are all competing to hire from a very small population of females\" who want to join the profession.\u003c/p>\n\u003cp>If you're trying to excite students about a career in firefighting or emergency response, it doesn't hurt to fire up Engine 38 and simulate battling a fire.\u003c/p>\n\u003cp>In the parking lot near Banning High's football field, Marez barks: \"Let's go ladies, let's put this fire out!\"\u003c/p>\n\u003cfigure id=\"attachment_11117233\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117233\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-800x533.jpg\" alt=\"Gail Sonoda (R), an instructor and firefighter with the Los Angeles Fire Department, teaches young cadets how to work a hydrant.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-23_slide-7e60b16f0dcfae113b41d53edeee97dc524956ae-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gail Sonoda (R), an instructor and firefighter with the Los Angeles Fire Department, teaches young cadets how to work a hydrant. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jessica Melgoza, 14, and a friend get ready to let rip with a large fire hose.\u003c/p>\n\u003cp>\"You got about 100 pounds here between the two of you.\"\u003c/p>\n\u003cp>\"Oh, God!\" Melgoza says, apprehensively.\u003c/p>\n\u003cp>\"You're gonna be just fine,\" the veteran fire captain cautions. \"Open it up nice and slow.\"\u003c/p>\n\u003cp>The girls tighten their grip on the hose. As the water shoots out, they pull the large nozzle back slowly.\u003c/p>\n\u003cp>\"It felt awesome! This is something I've wanted to do for a while,\" Melgoza says afterward. \"Pretty heavy. I think it weighs more than me!\"\u003c/p>\n\u003cp>Melgoza, a freshman, says she's interested in a career as a first responder. Maybe fire, maybe law enforcement.\u003c/p>\n\u003cp>I ask her if she's concerned that it's a male-dominated field.\u003c/p>\n\u003cp>\"No,\" she says quickly. \"There is a lady trying to become president now. No one thought that could happen. And I think girls have the same opportunity to do anything guys can do. I mean, we have a firefighter right here that's a woman!\"\u003c/p>\n\u003cp>She's talking about Gail Sonoda, an instructor — and firefighter — here.\u003c/p>\n\u003cp>\"Something like this can be very empowering for young females,\" Sonoda says. It can build a foundation of confidence, she adds, \"that they can do something guys can do, not only firefighting but anything else they set their minds to.\"\u003c/p>\n\u003cp>At Banning High, 21 of the 74 firefighter cadets are female. Across town at Wilson High — the other LAFD magnet program — one-quarter are female.\u003c/p>\n\u003cfigure id=\"attachment_11117236\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117236\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-800x533.jpg\" alt=\"Students in the LAFD's new magnet school program race with fire hoses during a morning workout at Banning High.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/firefighter_class_sel-13_slide-1ec3e0dd9321e7a146fa6d57b095d18974d49eff-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in the LAFD's new magnet school program race with fire hoses during a morning workout at Banning High. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"OK, who's next?\" Sonoda asks a group of girls huddled around a fire hydrant for a lesson on how to use a hydrant wrench. \"Who's the strongest here?\"\u003c/p>\n\u003cp>The instructors offer the sweaty students a tough-love mix of PE teacher and drill sergeant as groups race each other across the field carrying heavy fire hoses: \"Run run run! Good job. Hustle up!\"\u003c/p>\n\u003cp>The workouts aren't for show. It's a huge part of this program, which includes CPR, first aid, and fire science and technology classes, in addition to the regular high school curriculum.\u003c/p>\n\u003cp>The fact is, Sonoda says, when adult recruits wash out of the L.A. fire academy -- especially females -- it's usually during the strenuous boot camp, where candidates have to wrestle ladders, tools, equipment and hoses, wearing full work gear during simulated fires.\u003c/p>\n\u003cp>\"The hands-on portion, it's a lot of skills involved,\" Sonoda explains. \"And if they are able to be strong physically,\" then learning those skills early is important.\u003c/p>\n\u003cp>The magnet program, \"encourages me to do better in school, to stay focused,\" says 15-year-old Wendy Gomez. For now, anyway, she's determined to forge a career as a first responder. \"If I become a firefighter I'll be the first one in my family. They're very supportive. [They] tell me, 'Don't give up.' \"\u003c/p>\n\u003cp>Students in the program who may end up later trying to get into the department's training academy \"are going to have a huge leg up on other candidates by knowing everything the way L.A. City does what they do,\" Capt. Marez says. \"We're introducing tools and equipment, our department's organizations and our terminology.\"\u003c/p>\n\u003cfigure id=\"attachment_11117294\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11117294\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/FireTriptych-800x810.jpg\" alt=\"Hoses piled neatly on a firetruck at Banning High School's firefighting program in Los Angeles; students line up for exercises; helmets stacked on the bumper of a fire truck.\" width=\"800\" height=\"810\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-800x810.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-400x405.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-1180x1194.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-960x972.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/FireTriptych-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hoses piled neatly on a firetruck at Banning High School's firefighting program in Los Angeles; students line up for exercises; helmets stacked on the bumper of a firetruck. \u003ccite>(Roxanne Turpen/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>What's not clear is whether the program's academic quality will match the technical and physical sides.\u003c/p>\n\u003cp>\"The preliminary results show that the grades -- across the board -- have increased with these kids,\" says Terrazas, \"because they feel part of a team.\"\u003c/p>\n\u003cp>The operative word there is preliminary. It's far too soon to tell. The LAFD's two magnet programs have been up and running only since August.\u003c/p>\n\u003cp>Under \u003ca href=\"State%20law%20forbids%20governments%20from%20setting%20hiring%20quotas%20for%20women%20and%20minorities,%20and%20city%20officials%20say%20programs%20such%20as%20the%20new%20magnet%20school%20are%20the%20best%20hope%20of%20increasing%20future%20diversity%20by%20enticing%20more%20members%20of%20underrepresented%20groups%20to%20apply.\">California law\u003c/a>, government agencies can't set hiring quotas for women and minorities.\u003c/p>\n\u003cp>So Terrazas sees these fire magnet programs as key to boosting diversity in the ranks. He plans to add two more firefighting magnet programs next year. \"My vision for the future is that we develop a feeder pool so that we can set (the students) on the right course for whatever they do life.\"\u003c/p>\n\u003cp>Terrazas knows that, in all likelihood, only a small percentage of these students are likely to end up as firefighters or EMTs.\u003c/p>\n\u003cp>\"But I look at the bigger picture,\" the chief adds. \"If we don't hire them as firefighters, we are going to develop better citizens. We are going to help them, hopefully, pursue education. Go to college, the military. Whatever they decide to do.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Two years ago, William McNeil lost his retail job at Sears and was looking to improve his life. Around the same time, he got a bunch of emails promising a path to a new career from ITT Technical Institute, the for-profit college chain.\u003c/p>\n\u003cp>So, McNeil, who’s 57, signed up online to get more information about the school and got several calls from an ITT recruiter. Desperate to get back on track, he decided it was worth the $20,000 in government-backed loans to pursue an associate’s degree in networking technology at the school.\u003c/p>\n\u003cp>“I liked computers and I figured it was something that’s going to be around a while, and only get more intense,” he says.\u003c/p>\n\u003cp>At the campus in Norwood, Massachusetts, outside of Boston, he earned a 3.5 grade-point average and says he felt confident that, with a degree, he’d be able to find work.\u003c/p>\n\u003cp>“Everything was looking good and I was just about to start my final quarter,” he says. “I would’ve graduated with my associate’s degree in December, and there went the rug out from under my feet.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That was last month, when ITT shut down all of its 137 locations. Two of those locations were in the Bay Area, one in Concord and the other in Oakland. The federal government cut off student aid because the school’s accreditor found it had lied about its graduation and job-placement figures.\u003c/p>\n\u003cp>Nearly 40,000 students, including McNeil, were left scrambling, wondering if their time and money spent at ITT Tech would pay off at all, anywhere.\u003c/p>\n\u003cp>Since then, community and nonprofit private schools across the country have been holding open houses to recruit former ITT students.\u003c/p>\n\u003cp>McNeil is trying to convince admissions officers at the Ben Franklin Institute of Technology, a nonprofit two-year college in Boston, to give him credit for coursework he’s already done at ITT.\u003c/p>\n\u003cp>As McNeil, and thousands of other former ITT students can probably tell you, that’s not easy.\u003c/p>\n\u003cp>“We’re sitting down with each individual student, one by one, to make sure that they are ready because we don’t want to put them in a class that they’re not ready for,” says Marvin Loiseau, Ben Franklin’s admissions director.\u003c/p>\n\u003cp>He and McNeil go through each course, making a plan for the next year. “Why should they be penalized because their school closed down?” Loiseau asks.\u003c/p>\n\u003cp>This is an issue, and not just for former ITT Tech students. It can be difficult to transfer credits between two-year and four-year schools, for-profit and nonprofit colleges across the country. And, for many low-income students, the path to graduation isn’t clear.\u003c/p>\n\u003cp>“They don’t typically go to one institution and stay there on a residential campus for four years and graduate,” Bill Moses of the Kresge Foundation says. “They take longer, they often go to more than one institution, they go to very different kinds of institutions.”\u003c/p>\n\u003cp>So one idea, Moses says, is for colleges, states and accreditors to rethink how they measure and transfer credits.\u003c/p>\n\u003cp>“Could you have statewide, or at least metro-area wide, articulation agreements so it’s easier for lower-income students — particularly the students who go to ITT and other for-profits — to transfer?”\u003c/p>\n\u003cp>Giving students credit for what they know, rather than time spent in the classroom, Moses says, would solve many of today’s college credit problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The U.S. Education Department is backing that idea. For now, former ITT students who can’t transfer their credits are eligible for debt relief, but that would mean starting from square one.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 WGBH Radio. To see more, visit \u003ca href=\"http://www.wgbhnews.org\">WGBH Radio\u003c/a>.\u003cimg decoding=\"async\" src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where+Are+The+40%2C000+Students+ITT+Tech+Left+Behind+When+It+Closed%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Community and nonprofit colleges across the country are recruiting former ITT Tech students who face a tough decision: transfer credits, or lose them for debt relief.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two years ago, William McNeil lost his retail job at Sears and was looking to improve his life. Around the same time, he got a bunch of emails promising a path to a new career from ITT Technical Institute, the for-profit college chain.\u003c/p>\n\u003cp>So, McNeil, who’s 57, signed up online to get more information about the school and got several calls from an ITT recruiter. Desperate to get back on track, he decided it was worth the $20,000 in government-backed loans to pursue an associate’s degree in networking technology at the school.\u003c/p>\n\u003cp>“I liked computers and I figured it was something that’s going to be around a while, and only get more intense,” he says.\u003c/p>\n\u003cp>At the campus in Norwood, Massachusetts, outside of Boston, he earned a 3.5 grade-point average and says he felt confident that, with a degree, he’d be able to find work.\u003c/p>\n\u003cp>“Everything was looking good and I was just about to start my final quarter,” he says. “I would’ve graduated with my associate’s degree in December, and there went the rug out from under my feet.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That was last month, when ITT shut down all of its 137 locations. Two of those locations were in the Bay Area, one in Concord and the other in Oakland. The federal government cut off student aid because the school’s accreditor found it had lied about its graduation and job-placement figures.\u003c/p>\n\u003cp>Nearly 40,000 students, including McNeil, were left scrambling, wondering if their time and money spent at ITT Tech would pay off at all, anywhere.\u003c/p>\n\u003cp>Since then, community and nonprofit private schools across the country have been holding open houses to recruit former ITT students.\u003c/p>\n\u003cp>McNeil is trying to convince admissions officers at the Ben Franklin Institute of Technology, a nonprofit two-year college in Boston, to give him credit for coursework he’s already done at ITT.\u003c/p>\n\u003cp>As McNeil, and thousands of other former ITT students can probably tell you, that’s not easy.\u003c/p>\n\u003cp>“We’re sitting down with each individual student, one by one, to make sure that they are ready because we don’t want to put them in a class that they’re not ready for,” says Marvin Loiseau, Ben Franklin’s admissions director.\u003c/p>\n\u003cp>He and McNeil go through each course, making a plan for the next year. “Why should they be penalized because their school closed down?” Loiseau asks.\u003c/p>\n\u003cp>This is an issue, and not just for former ITT Tech students. It can be difficult to transfer credits between two-year and four-year schools, for-profit and nonprofit colleges across the country. And, for many low-income students, the path to graduation isn’t clear.\u003c/p>\n\u003cp>“They don’t typically go to one institution and stay there on a residential campus for four years and graduate,” Bill Moses of the Kresge Foundation says. “They take longer, they often go to more than one institution, they go to very different kinds of institutions.”\u003c/p>\n\u003cp>So one idea, Moses says, is for colleges, states and accreditors to rethink how they measure and transfer credits.\u003c/p>\n\u003cp>“Could you have statewide, or at least metro-area wide, articulation agreements so it’s easier for lower-income students — particularly the students who go to ITT and other for-profits — to transfer?”\u003c/p>\n\u003cp>Giving students credit for what they know, rather than time spent in the classroom, Moses says, would solve many of today’s college credit problems.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The U.S. Education Department is backing that idea. For now, former ITT students who can’t transfer their credits are eligible for debt relief, but that would mean starting from square one.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 WGBH Radio. To see more, visit \u003ca href=\"http://www.wgbhnews.org\">WGBH Radio\u003c/a>.\u003cimg decoding=\"async\" src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Where+Are+The+40%2C000+Students+ITT+Tech+Left+Behind+When+It+Closed%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Evolution of California’s ‘College Promise,’ as Told Through 4 Students",
"title": "The Evolution of California’s ‘College Promise,’ as Told Through 4 Students",
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"content": "\u003cp>Does higher education in California still unlock economic opportunities for young people? I explored that question by looking at the cost of a college degree through the lives of four students at very different points in California's history.\u003c/p>\n\u003ch2>The 1950s -- The early years\u003c/h2>\n\u003cp>\u003cb>Student: Darline Miller, UC Berkeley \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114859\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg\" alt=\"Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. “The atmosphere was electric,” she recalls. “There was nothing arduous about the college application process. There was no competition… you could just get in.”\" width=\"800\" height=\"923\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-400x461.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-1180x1361.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-960x1108.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. \u003ccite>(Courtesy Darline Miller)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Darline Miller attended \u003ca href=\"http://www.berkeley.edu/\">UC Berkeley\u003c/a> after high school during the 1950s, when student fees were at an all-time low. Students paid an $84 “incidental fee” each year. Tuition for nonresidents was $300 per year.\u003c/p>\n\u003cp>During this time, the undergraduate population was mostly white. Many students were also World War II veterans going to college on the\u003ca href=\"http://www.benefits.va.gov/gibill/history.asp\"> GI Bill\u003c/a>, a law that offered financial aid and a range of other services.\u003c/p>\n\u003cp>“The atmosphere was electric,” Miller, now 87, recalls. “There was nothing arduous about the college application process. There was no competition … you could just get in.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coming from Olympia, Washington, Miller remembers hopping on the local city bus to simply observe all the interesting people and places on Berkeley streets. She rented an apartment six blocks from campus for $35 per month.\u003c/p>\n\u003cp>Miller attended UC Berkeley for two years but she left school to start a family, like many women during this era. She later returned to college, got her degree, and became an educator.\u003c/p>\n\u003ch2>The 1960s -- California’s bold experiment\u003c/h2>\n\u003cp>\u003cb>Student: John Tintocalis, California State University, Los Angeles\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114954\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114954\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/JohnT800-800x1194.jpg\" alt=\"John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s.\" width=\"800\" height=\"1194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800-400x597.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s. \u003ccite>(Courtesy Ana Tintocalis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Tintocalis was born and raised in Concord, New Hampshire, but moved to California during the 1960s to take advantage of what he called a “golden opportunity” in higher education.\u003c/p>\n\u003cp>During this decade, California embarked on a bold new experiment under \u003ca href=\"http://www.ucop.edu/acadinit/mastplan/MasterPlan1960.pdf\">the Master Plan for Higher Education\u003c/a>, a groundbreaking law that established a three-tiered higher education system consisting of \u003ca href=\"http://universityofcalifornia.edu/\">UC\u003c/a>, \u003ca href=\"https://www2.calstate.edu/\">CSU\u003c/a> and\u003ca href=\"http://www.cccco.edu/\"> community colleges\u003c/a>.\u003c/p>\n\u003cp>The belief was that all young people -- regardless of their academic level or family income -- should have a chance to get a college degree at little or no cost.\u003c/p>\n\u003cp>Tintocalis was part of a wave of young baby boomers living in other states who heard about this college promise and settled in California.\u003c/p>\n\u003cp>While there was more diversity on CSU campuses, most of the student population continued to be white.\u003c/p>\n\u003cp>Tintocalis attended \u003ca href=\"https://www.calstatela.edu/\">CSU Los Angeles, \u003c/a>which -- like most CSU campuses at the time -- required residents to pay roughly $300-$500 in tuition. The system remains fairly affordable relative to comparable institutions in other states.\u003c/p>\n\u003cp>Tintocalis graduated with little debt and a degree in education. He worked as a public school teacher for more than 30 years in Palmdale, a desert community in northeast L.A. County. He passed away in 2012.\u003c/p>\n\u003cp>“He was very proud of what he accomplished,” says Rosa Tintocalis, John’s wife. “He would say, ‘Quality education is not just for private schools. You can have a tremendous education in state-run schools.’ ”\u003c/p>\n\u003ch2>2010-2016 -- Drowning in debt\u003c/h2>\n\u003cp>\u003cb>Student: Guillermo Rogel, UC Berkeley\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114966\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11114966 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guermillo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt.\" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-1180x774.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-960x630.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guillermo Rogel, 22, is from Riverside and graduated from \u003ca href=\"https://www.ucsc.edu/\">UC Santa Cruz\u003c/a> in June 2016. He represents the new face of higher education in the Golden State.\u003c/p>\n\u003cp>Latino students now make up more than 20 percent of the undergraduate population at UC -- the biggest demographic shift the system has experienced. More than 72 percent of these students are the first in their families to go to college and come from low-income families.\u003c/p>\n\u003cp>Beginning in 2010, however, UC tuition and fees experienced a dramatic and relentless upward climb, more than tripling, reaching over $12,000 per year at UC and over $6,000 per year at CSU.\u003c/p>\n\u003cp>For low-income students, UC created the \u003ca href=\"http://admission.universityofcalifornia.edu/paying-for-uc/glossary/blue-and-gold/\">Blue and Gold Opportunity Plan\u003c/a>, which covers tuition as long as their families make less than $80,000 per year.\u003c/p>\n\u003cp>Rogel qualified for this financial aid program, but he's still $45,000 in debt. Rogel says expensive student housing and everyday costs like food and school supplies forced him to rack up the debt.\u003c/p>\n\u003cp>\"I’m always hoping that Congress is going to do something at the federal level that would abolish all of student debt,” Rogel says. “It’s definitely scary to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life.”\u003c/p>\n\u003cp>Rogel now works as a student organizer for Washington state’s university system.\u003c/p>\n\u003ch2>2016 and beyond -- Free tuition for all?\u003c/h2>\n\u003cp>\u003cb>Student: Melissa Salcedo, UC Irvine\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114781\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114781\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg\" alt=\"Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-1180x796.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-960x648.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. \u003ccite>(Sarah Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Melissa Salcedo, 18, will attend \u003ca href=\"https://uci.edu/\">UC Irvine\u003c/a> this fall as a college freshman. The San Diego native comes from a large Mexican-American family, with four brothers and one sister. Salcedo is the youngest and the first in her family to attend UC. She plans to major in creative writing.\u003c/p>\n\u003cp>Salcedo, however, is attending UC at a time when the system continues to be overwhelmed -- changing demographics, soaring housing prices, more student demand and less state support for public universities are to blame.\u003c/p>\n\u003cp>Thanks to a special budget agreement between Gov. Jerry Brown and UC, tuition has remained stable over the past several years, with average tuition and fees costing $13,000 a year for undergraduates. In exchange for no tuition increases, the state is giving UC more state funding as long as the system enrolls more California residents.\u003c/p>\n\u003cp>[contextly_sidebar id=\"MqR9s5Zs7TrMorOT96gWVtHKwJ70iGj5\"]\u003c/p>\n\u003cp>Salcedo is also a recipient of UC’s Blue and Gold Opportunity financial aid program. But her mother, Becky Salcedo, says the family is still struggling to pay escalating student fees.\u003c/p>\n\u003cp>“Melissa knows we would do whatever we can to help her go through because this is what she wants,” Becky Salcedo says. “So yes, dollar signs are going through your head. You’re thinking about what else is coming our way.”\u003c/p>\n\u003cp>Efforts to institute a \"debt free college education\" have become the focal point for many lawmakers, including presidential candidate Hillary Clinton. But some question whether that can realistically be accomplished.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. However, UC tuition remains substantially lower than that of most private institutions.\u003c/p>\n\n",
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"headline": "The Evolution of California’s ‘College Promise,’ as Told Through 4 Students",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Does higher education in California still unlock economic opportunities for young people? I explored that question by looking at the cost of a college degree through the lives of four students at very different points in California's history.\u003c/p>\n\u003ch2>The 1950s -- The early years\u003c/h2>\n\u003cp>\u003cb>Student: Darline Miller, UC Berkeley \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114859\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114859\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg\" alt=\"Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. “The atmosphere was electric,” she recalls. “There was nothing arduous about the college application process. There was no competition… you could just get in.”\" width=\"800\" height=\"923\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-800x923.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-400x461.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-1180x1361.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/DarlineMiller2-960x1108.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darline Miller attended UC Berkeley during the 1950s when student fees were at an all-time low. \u003ccite>(Courtesy Darline Miller)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Darline Miller attended \u003ca href=\"http://www.berkeley.edu/\">UC Berkeley\u003c/a> after high school during the 1950s, when student fees were at an all-time low. Students paid an $84 “incidental fee” each year. Tuition for nonresidents was $300 per year.\u003c/p>\n\u003cp>During this time, the undergraduate population was mostly white. Many students were also World War II veterans going to college on the\u003ca href=\"http://www.benefits.va.gov/gibill/history.asp\"> GI Bill\u003c/a>, a law that offered financial aid and a range of other services.\u003c/p>\n\u003cp>“The atmosphere was electric,” Miller, now 87, recalls. “There was nothing arduous about the college application process. There was no competition … you could just get in.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coming from Olympia, Washington, Miller remembers hopping on the local city bus to simply observe all the interesting people and places on Berkeley streets. She rented an apartment six blocks from campus for $35 per month.\u003c/p>\n\u003cp>Miller attended UC Berkeley for two years but she left school to start a family, like many women during this era. She later returned to college, got her degree, and became an educator.\u003c/p>\n\u003ch2>The 1960s -- California’s bold experiment\u003c/h2>\n\u003cp>\u003cb>Student: John Tintocalis, California State University, Los Angeles\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114954\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114954\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/JohnT800-800x1194.jpg\" alt=\"John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s.\" width=\"800\" height=\"1194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/JohnT800-400x597.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">John Tintocalis was part of a wave of young baby boomers living in other states who heard about California's college promise of the '60s. \u003ccite>(Courtesy Ana Tintocalis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>John Tintocalis was born and raised in Concord, New Hampshire, but moved to California during the 1960s to take advantage of what he called a “golden opportunity” in higher education.\u003c/p>\n\u003cp>During this decade, California embarked on a bold new experiment under \u003ca href=\"http://www.ucop.edu/acadinit/mastplan/MasterPlan1960.pdf\">the Master Plan for Higher Education\u003c/a>, a groundbreaking law that established a three-tiered higher education system consisting of \u003ca href=\"http://universityofcalifornia.edu/\">UC\u003c/a>, \u003ca href=\"https://www2.calstate.edu/\">CSU\u003c/a> and\u003ca href=\"http://www.cccco.edu/\"> community colleges\u003c/a>.\u003c/p>\n\u003cp>The belief was that all young people -- regardless of their academic level or family income -- should have a chance to get a college degree at little or no cost.\u003c/p>\n\u003cp>Tintocalis was part of a wave of young baby boomers living in other states who heard about this college promise and settled in California.\u003c/p>\n\u003cp>While there was more diversity on CSU campuses, most of the student population continued to be white.\u003c/p>\n\u003cp>Tintocalis attended \u003ca href=\"https://www.calstatela.edu/\">CSU Los Angeles, \u003c/a>which -- like most CSU campuses at the time -- required residents to pay roughly $300-$500 in tuition. The system remains fairly affordable relative to comparable institutions in other states.\u003c/p>\n\u003cp>Tintocalis graduated with little debt and a degree in education. He worked as a public school teacher for more than 30 years in Palmdale, a desert community in northeast L.A. County. He passed away in 2012.\u003c/p>\n\u003cp>“He was very proud of what he accomplished,” says Rosa Tintocalis, John’s wife. “He would say, ‘Quality education is not just for private schools. You can have a tremendous education in state-run schools.’ ”\u003c/p>\n\u003ch2>2010-2016 -- Drowning in debt\u003c/h2>\n\u003cp>\u003cb>Student: Guillermo Rogel, UC Berkeley\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114966\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11114966 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/Guillermo-800x525.jpg\" alt=\"A recent graduate of UC Santa Cruz, Guermillo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt.\" width=\"800\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-800x525.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-1180x774.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/Guillermo-960x630.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A recent graduate of UC Santa Cruz, Guillermo Rogel qualified for the Blue and Gold Opportunity Plan -- but he's still $45,000 in debt. \u003ccite>(John O’Brein/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guillermo Rogel, 22, is from Riverside and graduated from \u003ca href=\"https://www.ucsc.edu/\">UC Santa Cruz\u003c/a> in June 2016. He represents the new face of higher education in the Golden State.\u003c/p>\n\u003cp>Latino students now make up more than 20 percent of the undergraduate population at UC -- the biggest demographic shift the system has experienced. More than 72 percent of these students are the first in their families to go to college and come from low-income families.\u003c/p>\n\u003cp>Beginning in 2010, however, UC tuition and fees experienced a dramatic and relentless upward climb, more than tripling, reaching over $12,000 per year at UC and over $6,000 per year at CSU.\u003c/p>\n\u003cp>For low-income students, UC created the \u003ca href=\"http://admission.universityofcalifornia.edu/paying-for-uc/glossary/blue-and-gold/\">Blue and Gold Opportunity Plan\u003c/a>, which covers tuition as long as their families make less than $80,000 per year.\u003c/p>\n\u003cp>Rogel qualified for this financial aid program, but he's still $45,000 in debt. Rogel says expensive student housing and everyday costs like food and school supplies forced him to rack up the debt.\u003c/p>\n\u003cp>\"I’m always hoping that Congress is going to do something at the federal level that would abolish all of student debt,” Rogel says. “It’s definitely scary to think about. There’s $45,000 in debt that I have to get over before I can really take on the rest of life.”\u003c/p>\n\u003cp>Rogel now works as a student organizer for Washington state’s university system.\u003c/p>\n\u003ch2>2016 and beyond -- Free tuition for all?\u003c/h2>\n\u003cp>\u003cb>Student: Melissa Salcedo, UC Irvine\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_11114781\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11114781\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg\" alt=\"Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country.\" width=\"800\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-800x540.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-1180x796.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/10/MelissaSalcedo-960x648.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Melissa Salcedo will attend UC Irvine this fall as a freshman. She’s the first in her family to attend UC. Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. \u003ccite>(Sarah Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Melissa Salcedo, 18, will attend \u003ca href=\"https://uci.edu/\">UC Irvine\u003c/a> this fall as a college freshman. The San Diego native comes from a large Mexican-American family, with four brothers and one sister. Salcedo is the youngest and the first in her family to attend UC. She plans to major in creative writing.\u003c/p>\n\u003cp>Salcedo, however, is attending UC at a time when the system continues to be overwhelmed -- changing demographics, soaring housing prices, more student demand and less state support for public universities are to blame.\u003c/p>\n\u003cp>Thanks to a special budget agreement between Gov. Jerry Brown and UC, tuition has remained stable over the past several years, with average tuition and fees costing $13,000 a year for undergraduates. In exchange for no tuition increases, the state is giving UC more state funding as long as the system enrolls more California residents.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Salcedo is also a recipient of UC’s Blue and Gold Opportunity financial aid program. But her mother, Becky Salcedo, says the family is still struggling to pay escalating student fees.\u003c/p>\n\u003cp>“Melissa knows we would do whatever we can to help her go through because this is what she wants,” Becky Salcedo says. “So yes, dollar signs are going through your head. You’re thinking about what else is coming our way.”\u003c/p>\n\u003cp>Efforts to institute a \"debt free college education\" have become the focal point for many lawmakers, including presidential candidate Hillary Clinton. But some question whether that can realistically be accomplished.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Experts say if current trends in tuition increases persist, UC will become the most expensive public higher education system in the country. However, UC tuition remains substantially lower than that of most private institutions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Far Would You Ride a Bus to Get Your Homework Done?",
"title": "How Far Would You Ride a Bus to Get Your Homework Done?",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>There’s something empowering but terrifying about handing my microphone over to a 17-year-old to do a radio interview for me. Will she ask the questions I would? Will she remember to press \"record\"?\u003c/p>\n\u003cp>I decided to trust youth reporter \u003ca href=\"http://coachellaunincorporated.org/?s=karla+martinez\">Karla Martinez \u003c/a>with my mic recently, as we spent the day boarding slow-moving buses winding their way through the rural desert near the Salton Sea.\u003c/p>\n\u003cp>Karla writes for \u003ca href=\"http://coachellaunincorporated.org/\" target=\"_blank\">Coachella Unincorporated\u003c/a>, a youth-run magazine documenting life in the rural Eastern Coachella Valley. She and 21-year-old photographer \u003ca href=\"http://coachellaunincorporated.org/?s=Bryan+Mendez\">Bryan Mendez \u003c/a>have been \u003ca href=\"http://coachellaunincorporated.org/?s=transportation\">reporting on the challenges\u003c/a> young people here encounter when it comes to transportation. So if we’re going to talk to teenagers riding a public bus, why not have them talk to one of their peers?\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/285516619\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>As we boarded the bus, Karla said, \"Transportation does have a lot to do with the opportunities you’re afforded. It kind of limits you -- can I get to the next stop? Can I get to the next goal of my life?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Karla understands this well. When she was a baby, her own mom -- then a 16-year-old herself -- lugged her on the bus to public high school, sometimes walking 15 minutes in the heat to get to the bus stop. As Karla grew up, her mom vowed never to have her daughter rely on the public bus, because it comes so infrequently and takes so long to get places. Karla’s mom drives her most places.\u003c/p>\n\u003cfigure id=\"attachment_11111000\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11111000 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyLibrary.jpg\" alt=\"Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air conditioned space. Her family can’t afford internet at home.\" width=\"1920\" height=\"1157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-400x241.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-1180x711.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-960x579.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air-conditioned space. Her family can’t afford internet at home. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But 16-year-old Rosy Mendez’s mom doesn’t drive, and her dad leaves early to work in the fields. She has no other choice but to take the public bus to a library to get her homework done. Her family doesn’t have internet access, and her high school’s library closes early. The bus comes only once an hour, so if she misses it, she has to wait in the searing heat for the next one. Here’s an excerpt of Karla's interview with her:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>How does it feel to have to get on the bus and go to where you need to after a long day?\u003c/b>\u003c/p>\n\u003cp>\u003cb>ROSY MENDEZ\u003c/b>: It’s exhausting, because I have to go all the way over there, wait a couple hours, get home, eat, then be able to do all of my homework if I don’t have time to finish it. And then I end up going to bed around 10, 11. It’s exhausting.\u003c/p>\n\u003cp>\u003cb>In what ways do you feel like the service could be improved for all these young people who use the bus?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: They could improve on the way that they manage the schedule so there are more buses. For me, every hour is better than having to wait three.\u003c/p>\n\u003cp>\u003cb>How do you feel like the public transportation in the East Valley kind of decides what the future is for the youth in terms of economic opportunity, getting a job, going to school?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: Well, if the bus comes only once an hour or every three hours, it’s difficult to get to school or a job, or your work. It's just very stressful to fix your schedule and modify it to fit the bus schedule. If you aren’t early to where you need to go, you could get fired, or miss important things from school.\u003c/p>\n\u003cp>\u003cb>When you’re on the bus, when you’re zoning out and listening to music, what goes through your mind?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: I’m usually just thinking about my work, how am I going to get it done?\u003c/p>\u003c/blockquote>\n\u003cp>In the middle of their interview, the transmission overheats and the bus stalls. It starts back up again, but then has to stop for a long train at a railroad crossing and take a detour because of construction. All of that means it takes nearly 45 minutes to go just 5 miles.\u003c/p>\n\u003cp>But Rosy is determined to make the bus journey, because she says doing her homework at the library is the only way for her to succeed in school.\u003c/p>\n\u003cp>\"I just want to do engineering, 'cuz I know in my culture, women don’t really do that kind of stuff, so I kind of want to break that barrier,” Rosy tells Karla. “My plan is to be able to go to College of the Desert, the local community college, and then transfer to San Diego State University.\"\u003c/p>\n\u003cfigure id=\"attachment_11110998\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11110998 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyImprov.jpg\" alt='Rosy Mendez in her improv class at Desert Mirage High School. “I love photography and drama,” she says. “But my dream is to become an engineer.\"' width=\"1920\" height=\"1236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-800x515.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-1180x760.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-960x618.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez in her improv class at Desert Mirage High School. 'I love photography and drama,' she says. 'But my dream is to become an engineer.' \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Rosy says she’s lucky that her school is on a line where the bus stops once an hour. Some buses come only once every three hours. And some bus stops have no benches, no shade, while summer temperatures here can sizzle past 120 degrees.\u003c/p>\n\u003cp>We finally get to the library, where Rosy takes out her ruler, pencil and the iPad she’s borrowing from school, to get going on her homework. I ask her what motivates her to take all these extra steps to succeed in school, to find things like internet, air conditioning, a quiet place to work. Things so many young people in California just take for granted.\u003c/p>\n\u003cp>\"I just want to help out my family, get a good job once I graduate and get my degree,” says Rosy. \"They’re the ones who keep me going.\"\u003c/p>\n\u003cp>At the end of a long day riding the bus, I ask Karla what she learned.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We met people who, no matter what time they have to wake up, no matter what sacrifices they have to make, they’re going to get that bus, and they’re gonna go where they need to go,” she tells me. \"Nothing’s impossible. The impossible doesn’t exist here for people who are low on resources.\"\u003c/p>\n\n",
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"excerpt": "For Rosy Mendez and other Coachella Valley youth, getting internet access means going to the library. And going to the library means a long bus ride after waiting in sweltering heat.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s something empowering but terrifying about handing my microphone over to a 17-year-old to do a radio interview for me. Will she ask the questions I would? Will she remember to press \"record\"?\u003c/p>\n\u003cp>I decided to trust youth reporter \u003ca href=\"http://coachellaunincorporated.org/?s=karla+martinez\">Karla Martinez \u003c/a>with my mic recently, as we spent the day boarding slow-moving buses winding their way through the rural desert near the Salton Sea.\u003c/p>\n\u003cp>Karla writes for \u003ca href=\"http://coachellaunincorporated.org/\" target=\"_blank\">Coachella Unincorporated\u003c/a>, a youth-run magazine documenting life in the rural Eastern Coachella Valley. She and 21-year-old photographer \u003ca href=\"http://coachellaunincorporated.org/?s=Bryan+Mendez\">Bryan Mendez \u003c/a>have been \u003ca href=\"http://coachellaunincorporated.org/?s=transportation\">reporting on the challenges\u003c/a> young people here encounter when it comes to transportation. So if we’re going to talk to teenagers riding a public bus, why not have them talk to one of their peers?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/285516619&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/285516619'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As we boarded the bus, Karla said, \"Transportation does have a lot to do with the opportunities you’re afforded. It kind of limits you -- can I get to the next stop? Can I get to the next goal of my life?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Karla understands this well. When she was a baby, her own mom -- then a 16-year-old herself -- lugged her on the bus to public high school, sometimes walking 15 minutes in the heat to get to the bus stop. As Karla grew up, her mom vowed never to have her daughter rely on the public bus, because it comes so infrequently and takes so long to get places. Karla’s mom drives her most places.\u003c/p>\n\u003cfigure id=\"attachment_11111000\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11111000 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyLibrary.jpg\" alt=\"Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air conditioned space. Her family can’t afford internet at home.\" width=\"1920\" height=\"1157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-400x241.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-1180x711.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyLibrary-960x579.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez takes a long bus ride to the public library to get online and do her homework in an air-conditioned space. Her family can’t afford internet at home. \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But 16-year-old Rosy Mendez’s mom doesn’t drive, and her dad leaves early to work in the fields. She has no other choice but to take the public bus to a library to get her homework done. Her family doesn’t have internet access, and her high school’s library closes early. The bus comes only once an hour, so if she misses it, she has to wait in the searing heat for the next one. Here’s an excerpt of Karla's interview with her:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>How does it feel to have to get on the bus and go to where you need to after a long day?\u003c/b>\u003c/p>\n\u003cp>\u003cb>ROSY MENDEZ\u003c/b>: It’s exhausting, because I have to go all the way over there, wait a couple hours, get home, eat, then be able to do all of my homework if I don’t have time to finish it. And then I end up going to bed around 10, 11. It’s exhausting.\u003c/p>\n\u003cp>\u003cb>In what ways do you feel like the service could be improved for all these young people who use the bus?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: They could improve on the way that they manage the schedule so there are more buses. For me, every hour is better than having to wait three.\u003c/p>\n\u003cp>\u003cb>How do you feel like the public transportation in the East Valley kind of decides what the future is for the youth in terms of economic opportunity, getting a job, going to school?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: Well, if the bus comes only once an hour or every three hours, it’s difficult to get to school or a job, or your work. It's just very stressful to fix your schedule and modify it to fit the bus schedule. If you aren’t early to where you need to go, you could get fired, or miss important things from school.\u003c/p>\n\u003cp>\u003cb>When you’re on the bus, when you’re zoning out and listening to music, what goes through your mind?\u003c/b>\u003c/p>\n\u003cp>\u003cb>MENDEZ\u003c/b>: I’m usually just thinking about my work, how am I going to get it done?\u003c/p>\u003c/blockquote>\n\u003cp>In the middle of their interview, the transmission overheats and the bus stalls. It starts back up again, but then has to stop for a long train at a railroad crossing and take a detour because of construction. All of that means it takes nearly 45 minutes to go just 5 miles.\u003c/p>\n\u003cp>But Rosy is determined to make the bus journey, because she says doing her homework at the library is the only way for her to succeed in school.\u003c/p>\n\u003cp>\"I just want to do engineering, 'cuz I know in my culture, women don’t really do that kind of stuff, so I kind of want to break that barrier,” Rosy tells Karla. “My plan is to be able to go to College of the Desert, the local community college, and then transfer to San Diego State University.\"\u003c/p>\n\u003cfigure id=\"attachment_11110998\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11110998 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/RosyImprov.jpg\" alt='Rosy Mendez in her improv class at Desert Mirage High School. “I love photography and drama,” she says. “But my dream is to become an engineer.\"' width=\"1920\" height=\"1236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-800x515.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-1180x760.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/RosyImprov-960x618.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Rosy Mendez in her improv class at Desert Mirage High School. 'I love photography and drama,' she says. 'But my dream is to become an engineer.' \u003ccite>(Bryan Mendez/Coachella Unincorporated)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Rosy says she’s lucky that her school is on a line where the bus stops once an hour. Some buses come only once every three hours. And some bus stops have no benches, no shade, while summer temperatures here can sizzle past 120 degrees.\u003c/p>\n\u003cp>We finally get to the library, where Rosy takes out her ruler, pencil and the iPad she’s borrowing from school, to get going on her homework. I ask her what motivates her to take all these extra steps to succeed in school, to find things like internet, air conditioning, a quiet place to work. Things so many young people in California just take for granted.\u003c/p>\n\u003cp>\"I just want to help out my family, get a good job once I graduate and get my degree,” says Rosy. \"They’re the ones who keep me going.\"\u003c/p>\n\u003cp>At the end of a long day riding the bus, I ask Karla what she learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Ron Thomas is a third-generation graduate of the Chowchilla High School Redskins, class of ’87. His son is a senior there now and a member of the last Chowchilla High School football team that will be called the Redskins.\u003c/p>\n\u003cp>Chowchilla is one of four high schools in California that has a Redskins mascot. But by January 2017, there won’t be any. Last year, Gov. Jerry Brown signed the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB30\">California Racial Mascots Act\u003c/a> banning the name Redskins from high school football teams by the end of this year.\u003c/p>\n\u003cp>The law doesn’t sit well with Thomas and many other people from the small Central Valley town of Chowchilla, about 40 miles north of Fresno.\u003c/p>\n\u003cp>“People around Chowchilla, we’re still salt of the earth, man of the dirt, hard-working people, and it’s like we really don’t like Sacramento coming in and messing with our way of life,” Thomas says.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/284982626″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>He says the town’s identity is tied to the Redskins name, so much so that the town isn’t ready to give it up entirely. To honor the high school’s centennial celebration, the Chowchilla City Council recently introduced a plan to put up honorary “Redskin Way” street signs on the road that goes by the school. The original Humboldt Avenue street signs would also remain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is a way to maintain our heritage without losing who Chowchilla is,” says Thomas, who runs a screen-printing business that sells sports clothing with the Redskins logo.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It doesn’t honor Native Americans. … It’s offensive and disgusting.’\u003ccite>Dahkota Kicking Bear Brown\u003c/cite>\u003c/aside>\n\u003cp>Thomas says he is one-eighth Native American. “I’m a card-carrying member of the Miwok nation out of Mariposa,” he says. The term Redskins doesn’t offend him, he says. He says it honors the Native Americans who lived here many years ago.\u003c/p>\n\u003cp>But Dahkota Kicking Bear Brown, a student activist at Stanford University and founder of the nonprofit Native Education Raising Dedicated Students, or \u003ca href=\"http://www.nativenerds.org/contact--history.html\">NERDS\u003c/a>, disagrees.\u003c/p>\n\u003cp>“It doesn’t honor Native Americans,” he says. “It’s offensive and disgusting.” The term Redskins originated when bounty hunters got paid for the scalps of Native Americans, he says.\u003c/p>\n\u003cp>He says the town shouldn’t use the word anywhere. “The term is a derogatory term. It’s defined as a racial slur,” he says. “This word for a lot of native people brings back really bad memories.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>City Council members declined to comment on the signs. The council is expected to take a final vote this week on whether to make the signs.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ron Thomas is a third-generation graduate of the Chowchilla High School Redskins, class of ’87. His son is a senior there now and a member of the last Chowchilla High School football team that will be called the Redskins.\u003c/p>\n\u003cp>Chowchilla is one of four high schools in California that has a Redskins mascot. But by January 2017, there won’t be any. Last year, Gov. Jerry Brown signed the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB30\">California Racial Mascots Act\u003c/a> banning the name Redskins from high school football teams by the end of this year.\u003c/p>\n\u003cp>The law doesn’t sit well with Thomas and many other people from the small Central Valley town of Chowchilla, about 40 miles north of Fresno.\u003c/p>\n\u003cp>“People around Chowchilla, we’re still salt of the earth, man of the dirt, hard-working people, and it’s like we really don’t like Sacramento coming in and messing with our way of life,” Thomas says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/284982626″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/284982626″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says the town’s identity is tied to the Redskins name, so much so that the town isn’t ready to give it up entirely. To honor the high school’s centennial celebration, the Chowchilla City Council recently introduced a plan to put up honorary “Redskin Way” street signs on the road that goes by the school. The original Humboldt Avenue street signs would also remain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a way to maintain our heritage without losing who Chowchilla is,” says Thomas, who runs a screen-printing business that sells sports clothing with the Redskins logo.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘It doesn’t honor Native Americans. … It’s offensive and disgusting.’\u003ccite>Dahkota Kicking Bear Brown\u003c/cite>\u003c/aside>\n\u003cp>Thomas says he is one-eighth Native American. “I’m a card-carrying member of the Miwok nation out of Mariposa,” he says. The term Redskins doesn’t offend him, he says. He says it honors the Native Americans who lived here many years ago.\u003c/p>\n\u003cp>But Dahkota Kicking Bear Brown, a student activist at Stanford University and founder of the nonprofit Native Education Raising Dedicated Students, or \u003ca href=\"http://www.nativenerds.org/contact--history.html\">NERDS\u003c/a>, disagrees.\u003c/p>\n\u003cp>“It doesn’t honor Native Americans,” he says. “It’s offensive and disgusting.” The term Redskins originated when bounty hunters got paid for the scalps of Native Americans, he says.\u003c/p>\n\u003cp>He says the town shouldn’t use the word anywhere. “The term is a derogatory term. It’s defined as a racial slur,” he says. “This word for a lot of native people brings back really bad memories.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>City Council members declined to comment on the signs. The council is expected to take a final vote this week on whether to make the signs.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Associated Press Update: Sept. 19, 2016\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley administrators have reinstated a Palestinian history class amid an outcry over its suspension last week.\u003c/p>\n\u003cp>The school's social science dean announced Monday in a \u003ca href=\"https://www.scribd.com/document/324567658/Hesse-Letter-Regarding-ES198-Fall-2016\">letter to faculty\u003c/a> that the ethnic studies class was reinstated after the teacher revised the course description.\u003c/p>\n\u003cp>Dean of Social Sciences Carla Hesse suspended the Tuesday night class last week after receiving a complaint from Jewish and civil rights groups that the course syllabus for \"Palestine: A Colonial Settler Analysis\" appeared to describe a politically motivated, anti-Semitic class. The dean said the class wasn't formally vetted to ensure it wasn't espousing a single political viewpoint.\u003c/p>\n\u003cp>The suspension triggered protests from critics who said the action threatened academic freedom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one-unit class is taught by student Paul Hadweh, who demanded an apology from administrators Monday.\u003c/p>\n\u003cp>\u003cstrong>Original Post:\u003c/strong>\u003c/p>\n\u003cp>After UC Berkeley suspended a course that civil rights groups say promoted anti-Semitic viewpoints, a letter signed by \"Every Student of Ethnic Studies 198\" and published online stated that the decision to suspend the class was a \"violation of our academic freedom.\"\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/@ethnicstudies198/an-open-letter-to-the-uc-berkeley-administration-regarding-academic-freedom-1bf60c9a040e#.rzv049b26\">The letter\u003c/a>, posted on the blogging website Medium on Thursday, was addressed to \"Chancellor Nicholas Dirks, Executive Dean of Letters and Sciences Carla Hesse, et al.\" In it, students wrote that the claims against the course, \"Ethnic Studies 198: Palestine: A Settler Colonial Analysis,\" are \"wholly unfounded, and do not reflect the views and opinions of those of us who were excited to engage with this material, and one another, in open academic inquiry.\"\u003c/p>\n\u003cp>The students and the faculty adviser were made aware of the suspension of the course on Tuesday -- the same day 43 Jewish and civil rights groups \u003ca href=\"http://www.amchainitiative.org/letter-to-uc-berkeley-chancellor-dirks\">sent a letter\u003c/a> addressed to Dirks, saying the course objectives are politically motivated, anti-Semitic and \"are intended to indoctrinate students to hate the Jewish state and take action to eliminate it.\"\u003c/p>\n\u003cp>Campus spokesman Dan Mogulof \u003ca href=\"http://www.dailycal.org/2016/09/15/uc-berkeley-suspends-mistakenly-approved-palestine-decal-amid-outcry/\">told the Daily Californian\u003c/a> that the suspension was a result of missteps in the courses' approval process, not the content. Mogulof told the paper that the acting chair of the ethnic studies department approved the course despite not having the authority to do so.\u003c/p>\n\u003cp>The class was one of the \u003ca href=\"http://www.decal.org/courses/4237\">DeCal courses\u003c/a> offered at UC Berkeley -- classes facilitated by students. DeCal courses do not count toward major requirements, and are typically taken to help students meet minimum workload requirements.\u003c/p>\n\u003cp>Mogulof told KQED that Executive Dean of Letters and Sciences Carla Hesse has seen the students’ letter and is reviewing the course in accordance with the DeCal approval process.\u003c/p>\n\u003cp>The Daily Californian asked Mogulof about instructions on the official DeCal website, which state that DeCal proposals in the College of Letters & Sciences do not need to be submitted to the dean. Mogulof said Hesse was unaware of this exemption on the site, and that she has continued to ask to see the proposals.\u003c/p>\n\u003cp>Hesse is expected to make a decision about the fate of the course early next week.\u003c/p>\n\u003cp>According to the \u003ca href=\"http://www.decal.org/courses/4237\">class syllabus\u003c/a>, the course, taught by undergraduate student Paul Hadweh, would examine historical developments in Palestine from the 1800s to present \"through the lens of settler colonialism.\" The syllabus also said the course would explore \"the connection between Zionism and settler colonialism, and the ways in which it has manifested, and continues to manifest, in Palestine.\"\u003c/p>\n\u003cp>In \u003ca href=\"http://palestinelegal.org/news/2016/9/14/uc-berkeley-censors-course-on-palestine-and-settler-colonialism\">a statement published\u003c/a> on Palestine Legal's website, Hadweh said he complied with policies and procedures for DeCal courses. He added that the course was designed to provide students the opportunity to \"critically engage\" with Palestine's colonial past.\u003c/p>\n\u003cp>\"Thirty-one students showed up to a class limited to 24,\" said Hadweh in the statement. \"We expanded the limit and 26 enrolled. Now UC Berkeley has censored the class before we could even have one discussion. That’s not the education we signed up for.\"\u003c/p>\n\u003cp>Students enrolled in the course demanded that the class be reinstated. Here's more from the letter:\u003c/p>\n\u003cblockquote>\n\u003cp id=\"9594\" class=\"graf--p graf-after--p\">This is an alarming development to have transpire on the same campus that not only hosted the Free Speech Movement, but which also routinely claims and utilizes the same Movement’s legacy to market itself as a world-class institution, a bastion of tolerance and diversity, and the site of intellectual inquiry — inquiry that is sometimes discomforting, but always enriching. Your decision constitutes nothing less than an act of discrimination against students who wanted to debate and discuss this contentious issue in a spirit of genuine sincerity, mutual respect, and open-minded curiosity.\u003c/p>\n\u003cp id=\"37e2\" class=\"graf--p graf-after--p\">Again: the decision to suspend our course is both discriminatory and a violation of our academic freedom. We demand the reinstatement of the course.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In March, the University of California's Board of Regents unanimously \u003ca href=\"http://regents.universityofcalifornia.edu/aar/mare.pdf\">adopted a policy\u003c/a> against intolerance after growing concern over a reported increase in incidents reflecting anti-Semitism on UC campuses.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six UCs Rank Top in the Country, Despite Problems",
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"content": "\u003cp>Despite budget cuts, a \u003ca href=\"https://ww2.kqed.org/forum/2016/07/12/one-in-five-uc-students-struggles-to-pay-for-food-study-finds/\">squeeze for resources\u003c/a> and a new, arguably \u003ca href=\"https://ww2.kqed.org/news/2016/06/14/big-change-to-uc-application-essay-requirements-stresses-students-out/\">more stressful\u003c/a> application process systemwide, six University of California campuses made the Top 10 on U.S News & World Report's \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/top-public\">list\u003c/a> of the nation's best public universities.\u003c/p>\n\u003cp>UC Berkeley ranked No. 1 for the 15th year in a row, followed by UCLA at No. 2, UC Santa Barbara at No. 8 and UC Irvine at No. 9. UC San Diego and UC Davis tied for the No. 10 spot with the University of Illinois Urbana-Champaign and the University of Wisconsin-Madison.\u003c/p>\n\u003cp>In \u003ca href=\"http://universityofcalifornia.edu/news/6-uc-campuses-named-among-nation-s-top-10-public-universities\">a newsletter\u003c/a> on the University of California website, UC President Janet Napolitano said the rankings were a reflection of the quality of a UC education.\u003c/p>\n\u003cp>“That six of our campuses are in the top 10 reflects the commitment to excellence found among our students, faculty and staff systemwide. These rankings capture what we already know -- UC students obtain a world-class education at a great value,” said Napolitano in the newsletter.\u003c/p>\n\u003cp>But the UC system was not without problems this past year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In March, the California state auditor found the UC system undermined in-state students by tripling the number of admitted nonresident students who are less qualified but who pay more in tuition. This came as concern over funding for the system, which serves\u003cstrong> \u003c/strong>more than 238,000 students and more than 190,000 faculty and staff, became the subject of \u003ca href=\"http://ww2.kqed.org/news/2014/11/20/gov-brown-and-uc-president-napolitano-very-different-views-of-ucs-future/\">disagreement\u003c/a> between Gov. Jerry Brown and Napolitano.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H65IzngiltzjmbCWP54AkGCwinrwdj3s\"]\u003c/p>\n\u003cp>Budgets are also a concern for students on an individual level. A report released in July found that one in five UC students said they experienced food insecurity in the past year due to limited resources.\u003c/p>\n\u003cp>At the No. 1-ranked public school, Chancellor Nicholas B. Dirks \u003ca href=\"http://chancellor.berkeley.edu/announcement-comprehensive-planning-and-analysis-process\">announced \u003c/a>in February that a $150 million deficit -- which accounts for about 6 percent of UC Berkeley's $2.4 billion budget -- posed a threat to the school's long-term stability.\u003c/p>\n\u003cp>Dirks \u003ca href=\"http://ww2.kqed.org/news/2016/08/16/uc-berkeley-chancellor-announces-resignation/\" target=\"_blank\">recently resigned\u003c/a> his position after a three-year tenure marked by widespread criticism of his administration's handling of a series of high-profile sexual harassment cases.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>U.S. News & World Report's rankings, \u003ca href=\"http://www.usnews.com/education/best-colleges/articles/how-us-news-calculated-the-rankings\">based on indicators\u003c/a> such as graduation rates, first-year student retention and the strength of the faculty, are \u003ca href=\"http://www.npr.org/2011/08/31/140086119/famous-college-ranking-lists-failing-america\">not without criticism\u003c/a>. The report also no longer comfortably monopolizes the world of college rankings. Washington Monthly, Forbes, CNN Money and even the Department of Education now \u003ca href=\"http://www.scpr.org/news/2016/09/13/64607/which-college-rankings-should-you-heed-npr-rates-t/\">release their own \u003c/a>rankings and reviews.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite budget cuts, a \u003ca href=\"https://ww2.kqed.org/forum/2016/07/12/one-in-five-uc-students-struggles-to-pay-for-food-study-finds/\">squeeze for resources\u003c/a> and a new, arguably \u003ca href=\"https://ww2.kqed.org/news/2016/06/14/big-change-to-uc-application-essay-requirements-stresses-students-out/\">more stressful\u003c/a> application process systemwide, six University of California campuses made the Top 10 on U.S News & World Report's \u003ca href=\"http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/top-public\">list\u003c/a> of the nation's best public universities.\u003c/p>\n\u003cp>UC Berkeley ranked No. 1 for the 15th year in a row, followed by UCLA at No. 2, UC Santa Barbara at No. 8 and UC Irvine at No. 9. UC San Diego and UC Davis tied for the No. 10 spot with the University of Illinois Urbana-Champaign and the University of Wisconsin-Madison.\u003c/p>\n\u003cp>In \u003ca href=\"http://universityofcalifornia.edu/news/6-uc-campuses-named-among-nation-s-top-10-public-universities\">a newsletter\u003c/a> on the University of California website, UC President Janet Napolitano said the rankings were a reflection of the quality of a UC education.\u003c/p>\n\u003cp>“That six of our campuses are in the top 10 reflects the commitment to excellence found among our students, faculty and staff systemwide. These rankings capture what we already know -- UC students obtain a world-class education at a great value,” said Napolitano in the newsletter.\u003c/p>\n\u003cp>But the UC system was not without problems this past year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In March, the California state auditor found the UC system undermined in-state students by tripling the number of admitted nonresident students who are less qualified but who pay more in tuition. This came as concern over funding for the system, which serves\u003cstrong> \u003c/strong>more than 238,000 students and more than 190,000 faculty and staff, became the subject of \u003ca href=\"http://ww2.kqed.org/news/2014/11/20/gov-brown-and-uc-president-napolitano-very-different-views-of-ucs-future/\">disagreement\u003c/a> between Gov. Jerry Brown and Napolitano.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Budgets are also a concern for students on an individual level. A report released in July found that one in five UC students said they experienced food insecurity in the past year due to limited resources.\u003c/p>\n\u003cp>At the No. 1-ranked public school, Chancellor Nicholas B. Dirks \u003ca href=\"http://chancellor.berkeley.edu/announcement-comprehensive-planning-and-analysis-process\">announced \u003c/a>in February that a $150 million deficit -- which accounts for about 6 percent of UC Berkeley's $2.4 billion budget -- posed a threat to the school's long-term stability.\u003c/p>\n\u003cp>Dirks \u003ca href=\"http://ww2.kqed.org/news/2016/08/16/uc-berkeley-chancellor-announces-resignation/\" target=\"_blank\">recently resigned\u003c/a> his position after a three-year tenure marked by widespread criticism of his administration's handling of a series of high-profile sexual harassment cases.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>U.S. News & World Report's rankings, \u003ca href=\"http://www.usnews.com/education/best-colleges/articles/how-us-news-calculated-the-rankings\">based on indicators\u003c/a> such as graduation rates, first-year student retention and the strength of the faculty, are \u003ca href=\"http://www.npr.org/2011/08/31/140086119/famous-college-ranking-lists-failing-america\">not without criticism\u003c/a>. The report also no longer comfortably monopolizes the world of college rankings. Washington Monthly, Forbes, CNN Money and even the Department of Education now \u003ca href=\"http://www.scpr.org/news/2016/09/13/64607/which-college-rankings-should-you-heed-npr-rates-t/\">release their own \u003c/a>rankings and reviews.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>John Foster and Sara Diamond didn’t leave the Oakland Unified School District because they were unhappy with their school choices.\u003c/p>\n\u003cp>They say they wanted an alternative to Oakland schools for practical reasons. Foster worked in San Francisco, where his daughter Claire's day care was also located. So father and daughter had a routine of commuting together from East Oakland.\u003c/p>\n\u003cp>“I would take her with a baby carrier and I would read to her on BART, and for several years that's how we did it,” said Foster.\u003c/p>\n\u003cp>Both parents were very pleased that Foster had this time together with Claire.\u003c/p>\n\u003cp>“We wanted to make sure we had those morning and evening commute hours with her as a family,” said Diamond, Claire’s mom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When it came time to choose an elementary school for Claire, the couple applied for an interdistrict transfer to a San Francisco public school. Luckily, they were able to meet one of several qualifications that districts require in order to allow a student to leave one public school district to attend another.\u003c/p>\n\u003cp>They weighed the benefits of keeping Claire in an Oakland public school, but ultimately decided to preserve what family time they could. So they took the transfer, and the BART rides kept going.\u003c/p>\n\u003cp>Hundreds of Oakland families have asked to enroll their children in schools outside the district, but transfers \u003cem>into\u003c/em> the district are rare. Only a few dozen non-Oakland families apply to get into Oakland public schools. This migration of students from Oakland to Berkeley, Piedmont, San Leandro and other cities concerns the district, which now wants to study these families making the choice to leave.\u003c/p>\n\u003cp>\"It’s evidence of us not appealing to the community fully,\" said Charles Wilson, new director of district enrollment.\u003c/p>\n\u003cp>There are holes in the data kept by Oakland Unified. A KQED analysis found that though the district knows how many students requested transfers for recent school years -- 1,522 for 2015-16, for instance -- it doesn't keep an exact count of how many requests it receives or how many are approved.\u003c/p>\n\u003cp>Wilson said digital record keeping for interdistrict transfers started only a few years ago, and there was no formal process to collect the data.\u003c/p>\n\u003cfigure id=\"attachment_11085022\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11085022\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/wilson-800x600.jpg\" alt=\"Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilson said his goal is to figure out who these students are and then hold focus groups with the families to see what the district can learn about why they’re choosing to leave -- beyond the reasons they’re giving for requesting the transfers.\u003c/p>\n\u003cp>“It is sort of the canary in the coal mine of the larger symptom of why are people not choosing Oakland public schools,” said Wilson.\u003c/p>\n\u003cp>The district estimates roughly a quarter of Oakland's school-age children are choosing schools other than Oakland public and charter schools. That’s about 16,000 students. Most are choosing private schools, but there isn’t a lot of information on these families that can help the district address their reasons for opting out of the district.\u003c/p>\n\u003cp>\u003cstrong>Why Families Say They're Requesting Other Districts\u003c/strong>\u003c/p>\n\u003cp>Families must meet certain criteria to be approved for an interdistrict transfer. Legitimate reasons include: the student's parent works in another district, the student has special health or safety concerns, a sibling attends another district, or a special program exists in another district.\u003c/p>\n\u003cp>But requesting a transfer just to attend a better school elsewhere doesn’t work, said Wilson. The accepting district also has to approve the transfer.\u003c/p>\n\u003cp>[chartSchoolReasons]\u003c/p>\n\u003cp>Data from the transfer application don’t always tell the full story.\u003c/p>\n\u003cp>Sara Diamond said the main reason she requested a transfer was to preserve family time. But she acknowledged that school quality did play a small role.\u003c/p>\n\u003cp>“Our general sense after comparing schools in both districts was that in general San Francisco was doing a better job at that time,” she said.\u003c/p>\n\u003cp>The primary reason interdistrict transfers are granted is because a parent or guardian works in the requested district. This makes up more than one-third of Oakland requests to transfer out.\u003c/p>\n\u003cp>Last year, 70 families said they wanted to transfer out because of health and safety concerns.\u003c/p>\n\u003cp>Many families are choosing to send their kids outside the district during key transitions, such as the beginning of middle and high school. About 41 percent of interdistrict transfers are requested in the high school years, with the largest number happening in ninth grade, the analysis showed.\u003c/p>\n\u003cp>Wilson notes the district loses its largest number of students in sixth grade, with many going to private schools.\u003c/p>\n\u003cp>KQED's map shows how many Oakland families requested to transfer for each school district. The data do not include how many were granted a transfer, but Wilson said about 80 to 90 percent of requests are approved.\u003c/p>\n\u003caside>Interdistrict Transfer Requests From Oakland to Other Districts, 2015-16\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"520\" frameborder=\"0\" src=\"https://kqednews.carto.com/viz/5b6ad846-7545-11e6-8277-0ef7f98ade21/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 0.6255em;float: left\">Data from the Oakland Unified School District. School names are as written in the application.\u003c/span>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;float: right\">Lisa Pickoff-White/KQED\u003c/span>\u003c/p>\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Berkeley Gets the Most Oakland Students\u003c/strong>\u003c/p>\n\u003cp>Oakland’s neighbors, including San Leandro, Alameda, Piedmont, San Francisco and Emeryville, get large chunks of Oakland students. Berkeley gets the most.\u003c/p>\n\u003cp>Over the last two years, the Berkeley Unified School District has accepted about 75 percent of all requests, said admissions manager Francisco Martinez. Most of those are for families who work for Berkeley Unified, he said. Last year, Berkeley had more than 700 interdistrict transfer students. Of those, about 40 percent were from Oakland.\u003c/p>\n\u003cp>School districts have some level of discretion for which students they accept. School boards in each district set those policies, and if interdistrict transfer students don’t maintain adequate eligibility, the district can send them back to the home district.\u003c/p>\n\u003cp>“If they are accepted, they have to have satisfactory grades, attendance and behavior,” Martinez said.\u003c/p>\n\u003cp>\u003cstrong>Coming Back to Oakland\u003c/strong>\u003c/p>\n\u003cp>As head of Oakland Unified enrollment, Wilson has made a few minor changes to the enrollment process to make families feel more welcome. But he said many families are still competing for a select few schools.\u003c/p>\n\u003cp>“The history of a school and a community lingers for many, many years even if the leadership and staff has changed and the culture has changed,” he said. “I don’t think the perceptions of quality about some of our secondary programs are really corroborated by what we’re really doing.”\u003c/p>\n\u003cp>As Claire was graduating from elementary school, her family applied to public, private and charter schools in both Oakland and San Francisco. But Claire is older now and she told her parents she wanted to go to school in Oakland.\u003c/p>\n\u003cp>This time around, Diamond says, she felt Oakland Unified was doing a better job educating kids. The family went on school visits and looked at classroom size, how long teachers and principals had been at the school and state test scores.\u003c/p>\n\u003cp>Her conclusion?\u003c/p>\n\u003cp>“The system is not broken, public schools are good, and diverse schools in diverse urban communities are good,” Diamond said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The family was happy with their two middle school picks in Oakland, and now Claire is attending Edna Brewer, on 13th Avenue, the border between the city's Trestle Glen and Glenview neighborhoods. Still, when Claire gets to high school, Diamond said she will probably re-evaluate and go through the whole process again.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>John Foster and Sara Diamond didn’t leave the Oakland Unified School District because they were unhappy with their school choices.\u003c/p>\n\u003cp>They say they wanted an alternative to Oakland schools for practical reasons. Foster worked in San Francisco, where his daughter Claire's day care was also located. So father and daughter had a routine of commuting together from East Oakland.\u003c/p>\n\u003cp>“I would take her with a baby carrier and I would read to her on BART, and for several years that's how we did it,” said Foster.\u003c/p>\n\u003cp>Both parents were very pleased that Foster had this time together with Claire.\u003c/p>\n\u003cp>“We wanted to make sure we had those morning and evening commute hours with her as a family,” said Diamond, Claire’s mom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When it came time to choose an elementary school for Claire, the couple applied for an interdistrict transfer to a San Francisco public school. Luckily, they were able to meet one of several qualifications that districts require in order to allow a student to leave one public school district to attend another.\u003c/p>\n\u003cp>They weighed the benefits of keeping Claire in an Oakland public school, but ultimately decided to preserve what family time they could. So they took the transfer, and the BART rides kept going.\u003c/p>\n\u003cp>Hundreds of Oakland families have asked to enroll their children in schools outside the district, but transfers \u003cem>into\u003c/em> the district are rare. Only a few dozen non-Oakland families apply to get into Oakland public schools. This migration of students from Oakland to Berkeley, Piedmont, San Leandro and other cities concerns the district, which now wants to study these families making the choice to leave.\u003c/p>\n\u003cp>\"It’s evidence of us not appealing to the community fully,\" said Charles Wilson, new director of district enrollment.\u003c/p>\n\u003cp>There are holes in the data kept by Oakland Unified. A KQED analysis found that though the district knows how many students requested transfers for recent school years -- 1,522 for 2015-16, for instance -- it doesn't keep an exact count of how many requests it receives or how many are approved.\u003c/p>\n\u003cp>Wilson said digital record keeping for interdistrict transfers started only a few years ago, and there was no formal process to collect the data.\u003c/p>\n\u003cfigure id=\"attachment_11085022\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11085022\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/wilson-800x600.jpg\" alt=\"Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/wilson-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charles Wilson became the new enrollment director for Oakland Unified earlier this year. He says he wants to find out which families are requesting interdistrict transfers down to the ZIP code to better understand where they're living and why they want to leave. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wilson said his goal is to figure out who these students are and then hold focus groups with the families to see what the district can learn about why they’re choosing to leave -- beyond the reasons they’re giving for requesting the transfers.\u003c/p>\n\u003cp>“It is sort of the canary in the coal mine of the larger symptom of why are people not choosing Oakland public schools,” said Wilson.\u003c/p>\n\u003cp>The district estimates roughly a quarter of Oakland's school-age children are choosing schools other than Oakland public and charter schools. That’s about 16,000 students. Most are choosing private schools, but there isn’t a lot of information on these families that can help the district address their reasons for opting out of the district.\u003c/p>\n\u003cp>\u003cstrong>Why Families Say They're Requesting Other Districts\u003c/strong>\u003c/p>\n\u003cp>Families must meet certain criteria to be approved for an interdistrict transfer. Legitimate reasons include: the student's parent works in another district, the student has special health or safety concerns, a sibling attends another district, or a special program exists in another district.\u003c/p>\n\u003cp>But requesting a transfer just to attend a better school elsewhere doesn’t work, said Wilson. The accepting district also has to approve the transfer.\u003c/p>\n\u003cp>[chartSchoolReasons]\u003c/p>\n\u003cp>Data from the transfer application don’t always tell the full story.\u003c/p>\n\u003cp>Sara Diamond said the main reason she requested a transfer was to preserve family time. But she acknowledged that school quality did play a small role.\u003c/p>\n\u003cp>“Our general sense after comparing schools in both districts was that in general San Francisco was doing a better job at that time,” she said.\u003c/p>\n\u003cp>The primary reason interdistrict transfers are granted is because a parent or guardian works in the requested district. This makes up more than one-third of Oakland requests to transfer out.\u003c/p>\n\u003cp>Last year, 70 families said they wanted to transfer out because of health and safety concerns.\u003c/p>\n\u003cp>Many families are choosing to send their kids outside the district during key transitions, such as the beginning of middle and high school. About 41 percent of interdistrict transfers are requested in the high school years, with the largest number happening in ninth grade, the analysis showed.\u003c/p>\n\u003cp>Wilson notes the district loses its largest number of students in sixth grade, with many going to private schools.\u003c/p>\n\u003cp>KQED's map shows how many Oakland families requested to transfer for each school district. The data do not include how many were granted a transfer, but Wilson said about 80 to 90 percent of requests are approved.\u003c/p>\n\u003caside>Interdistrict Transfer Requests From Oakland to Other Districts, 2015-16\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"520\" frameborder=\"0\" src=\"https://kqednews.carto.com/viz/5b6ad846-7545-11e6-8277-0ef7f98ade21/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-size: 0.6255em;float: left\">Data from the Oakland Unified School District. School names are as written in the application.\u003c/span>\u003cbr>\n\u003cspan style=\"font-size: 0.6255em;float: right\">Lisa Pickoff-White/KQED\u003c/span>\u003c/p>\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Berkeley Gets the Most Oakland Students\u003c/strong>\u003c/p>\n\u003cp>Oakland’s neighbors, including San Leandro, Alameda, Piedmont, San Francisco and Emeryville, get large chunks of Oakland students. Berkeley gets the most.\u003c/p>\n\u003cp>Over the last two years, the Berkeley Unified School District has accepted about 75 percent of all requests, said admissions manager Francisco Martinez. Most of those are for families who work for Berkeley Unified, he said. Last year, Berkeley had more than 700 interdistrict transfer students. Of those, about 40 percent were from Oakland.\u003c/p>\n\u003cp>School districts have some level of discretion for which students they accept. School boards in each district set those policies, and if interdistrict transfer students don’t maintain adequate eligibility, the district can send them back to the home district.\u003c/p>\n\u003cp>“If they are accepted, they have to have satisfactory grades, attendance and behavior,” Martinez said.\u003c/p>\n\u003cp>\u003cstrong>Coming Back to Oakland\u003c/strong>\u003c/p>\n\u003cp>As head of Oakland Unified enrollment, Wilson has made a few minor changes to the enrollment process to make families feel more welcome. But he said many families are still competing for a select few schools.\u003c/p>\n\u003cp>“The history of a school and a community lingers for many, many years even if the leadership and staff has changed and the culture has changed,” he said. “I don’t think the perceptions of quality about some of our secondary programs are really corroborated by what we’re really doing.”\u003c/p>\n\u003cp>As Claire was graduating from elementary school, her family applied to public, private and charter schools in both Oakland and San Francisco. But Claire is older now and she told her parents she wanted to go to school in Oakland.\u003c/p>\n\u003cp>This time around, Diamond says, she felt Oakland Unified was doing a better job educating kids. The family went on school visits and looked at classroom size, how long teachers and principals had been at the school and state test scores.\u003c/p>\n\u003cp>Her conclusion?\u003c/p>\n\u003cp>“The system is not broken, public schools are good, and diverse schools in diverse urban communities are good,” Diamond said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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