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"content": "\u003cp>The head of Oakland public schools, Antwan Wilson, responded to KQED’s series on segregated schools in a sit-down interview with morning anchor Brian Watt. We wanted to know if he has a plan for trying to make Oakland Unified schools more equitable across racial, ethnic and socioeconomic lines.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/281996371″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>\u003cstrong>Do families in Oakland want schools to be more integrated?\u003c/strong>\u003c/p>\n\u003cp>I hear the word sometimes, integration. But I don’t always hear the willingness to make the decisions to be made. We have schools that are highly sought-after schools. Well, in order to achieve integration that means we limit the number of slots that some families have, which reduces access in that school, opens up access to other families, and then we make other schools available to students who otherwise wanted to go to a high-demand schools. In order to make that happen, it requires some sacrifice. Have I noticed a strong desire to make that type of sacrifice? No, I have not.\u003c/p>\n\u003cp>So we’re not asking families to give up anything. We’re saying we want to be thoughtful and help people understand the strength in other schools, help them understand the power of having families who have both social capital, political capital, attend those schools and how it benefits all children to be in schools with students of diverse backgrounds, experiences and interests. That takes more time. So when I hear these issues discussed in a vacuum — oh, you should just integrate — well that just opens up a powder keg.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>It would help if kids could get to different schools with free transportation. Why isn’t the district providing this?\u003c/strong>\u003c/p>\n\u003cp>[contextly_sidebar id=”468GOXW9papC5Y3dVpVpha9poDqutlR4″]\u003c/p>\n\u003cp>Well, we are working on transportation, but it costs a lot of money. To talk about aspirations around integration, desegregation, and not talk about school funding to me is divorcing ourselves from reality a bit because we do have to talk about school funding, we do have to talk about the history of finances here and even in the city, and then also the disparities. We in Oakland are working on transportation solutions. I’ve been working on it for the last couple years. We are going to continue working on these issues. We’re working on a comprehensive effort to address transportation, but we can’t talk about that unless we talk about feeder patterns. Because if we’re just transporting kids the way we’re currently constructed, then you don’t have a thoughtful way of kids moving from elementary to middle to high, which helps reduce transportation costs, which makes using transportation as a potential solution for integration a part of it.\u003c/p>\n\u003cp>\u003cstrong>Does Oakland’s enrollment policy reinforce segregated schools?\u003c/strong>\u003c/p>\n\u003cp>I don’t think neighborhood policy in and of itself is an insurmountable obstacle. I think it does require an expansion of what we consider “neighborhood.” People think of neighborhood as the school down the street. Oakland isn’t really that large geographically, certainly in terms of importance, but geographically not that large. The school down the street, you walk several more blocks, and there’s another school. Many times you have individuals saying they want to go to the school right down the street. Well, in order achieve integration we need to expand what we consider neighborhoods, and say you are guaranteed a slot in one of these schools. Part of the formula involves making sure you have opportunities for students from different Zip codes to have access to schools as well.\u003c/p>\n\u003cp>Also, it requires strategic placement of programs, some exciting programs that might attract people in, and placing those into some neighborhoods that some families aren’t used to seeing programs placed in. And saying we absolutely believe in these programs and students having access, but what we want to do is to have you travel, which really isn’t that far, to this school to receive it. And have those available throughout to two-thirds of our district. It just so happens that some of those programs will be below 580, and it will require that type of reverse choice, as opposed to students to choosing to go up the hill.\u003c/p>\n\u003cp>\u003cstrong>If you’re going to achieve integration, you have to be intentional about it. What is the district doing to get there?\u003c/strong>\u003c/p>\n\u003cp>The No. 1 thing we want is to have a conversation around school quality and access to quality schools, and then create some structure so that we have good options so that families don’t feel like they’re forced to settle when making decisions for their children. That’s the first step. We can say all day long that you have to go to X school or Y school, but given the fact that we have many families who have means to make other decisions other than the places that they’re slotted into by the district, we want to make sure that families know that the options we’re making available to them, although they may not know about them, are places where their children have a good shot at getting a great education. So that’s the first step for us, and there are several more steps after that.\u003c/p>\n\u003cp>\u003cstrong>The White House is offering grants to districts that want to integrate their schools more socioeconomically. Is Oakland Unified going after those grants?\u003c/strong>\u003c/p>\n\u003cp>In order to be in a position to have a great shot at getting the grant, we want to show that we have great strategy, that we have a great deal of community will, political will and being willing to work with the various partners we’re going to need to work with in order to move the work. So yes, in short, we are interested in pursuing grants, but not just with the government, but also with some local organizations, some national philanthropic organizations that are helping us on issues of school design, on how to make choice and equity. Not just ideas but real things that can be achieved here in Oakland.\u003c/p>\n\u003cp>\u003cem>The conversation has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To hear OUSD Superintendent Wilson answer questions on KQED’s Forum from Oaklanders about what it will take to desegregate more Oakland schools \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">listen here.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The head of Oakland public schools, Antwan Wilson, responded to KQED’s series on segregated schools in a sit-down interview with morning anchor Brian Watt. We wanted to know if he has a plan for trying to make Oakland Unified schools more equitable across racial, ethnic and socioeconomic lines.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/281996371″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/281996371″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Do families in Oakland want schools to be more integrated?\u003c/strong>\u003c/p>\n\u003cp>I hear the word sometimes, integration. But I don’t always hear the willingness to make the decisions to be made. We have schools that are highly sought-after schools. Well, in order to achieve integration that means we limit the number of slots that some families have, which reduces access in that school, opens up access to other families, and then we make other schools available to students who otherwise wanted to go to a high-demand schools. In order to make that happen, it requires some sacrifice. Have I noticed a strong desire to make that type of sacrifice? No, I have not.\u003c/p>\n\u003cp>So we’re not asking families to give up anything. We’re saying we want to be thoughtful and help people understand the strength in other schools, help them understand the power of having families who have both social capital, political capital, attend those schools and how it benefits all children to be in schools with students of diverse backgrounds, experiences and interests. That takes more time. So when I hear these issues discussed in a vacuum — oh, you should just integrate — well that just opens up a powder keg.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>It would help if kids could get to different schools with free transportation. Why isn’t the district providing this?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Well, we are working on transportation, but it costs a lot of money. To talk about aspirations around integration, desegregation, and not talk about school funding to me is divorcing ourselves from reality a bit because we do have to talk about school funding, we do have to talk about the history of finances here and even in the city, and then also the disparities. We in Oakland are working on transportation solutions. I’ve been working on it for the last couple years. We are going to continue working on these issues. We’re working on a comprehensive effort to address transportation, but we can’t talk about that unless we talk about feeder patterns. Because if we’re just transporting kids the way we’re currently constructed, then you don’t have a thoughtful way of kids moving from elementary to middle to high, which helps reduce transportation costs, which makes using transportation as a potential solution for integration a part of it.\u003c/p>\n\u003cp>\u003cstrong>Does Oakland’s enrollment policy reinforce segregated schools?\u003c/strong>\u003c/p>\n\u003cp>I don’t think neighborhood policy in and of itself is an insurmountable obstacle. I think it does require an expansion of what we consider “neighborhood.” People think of neighborhood as the school down the street. Oakland isn’t really that large geographically, certainly in terms of importance, but geographically not that large. The school down the street, you walk several more blocks, and there’s another school. Many times you have individuals saying they want to go to the school right down the street. Well, in order achieve integration we need to expand what we consider neighborhoods, and say you are guaranteed a slot in one of these schools. Part of the formula involves making sure you have opportunities for students from different Zip codes to have access to schools as well.\u003c/p>\n\u003cp>Also, it requires strategic placement of programs, some exciting programs that might attract people in, and placing those into some neighborhoods that some families aren’t used to seeing programs placed in. And saying we absolutely believe in these programs and students having access, but what we want to do is to have you travel, which really isn’t that far, to this school to receive it. And have those available throughout to two-thirds of our district. It just so happens that some of those programs will be below 580, and it will require that type of reverse choice, as opposed to students to choosing to go up the hill.\u003c/p>\n\u003cp>\u003cstrong>If you’re going to achieve integration, you have to be intentional about it. What is the district doing to get there?\u003c/strong>\u003c/p>\n\u003cp>The No. 1 thing we want is to have a conversation around school quality and access to quality schools, and then create some structure so that we have good options so that families don’t feel like they’re forced to settle when making decisions for their children. That’s the first step. We can say all day long that you have to go to X school or Y school, but given the fact that we have many families who have means to make other decisions other than the places that they’re slotted into by the district, we want to make sure that families know that the options we’re making available to them, although they may not know about them, are places where their children have a good shot at getting a great education. So that’s the first step for us, and there are several more steps after that.\u003c/p>\n\u003cp>\u003cstrong>The White House is offering grants to districts that want to integrate their schools more socioeconomically. Is Oakland Unified going after those grants?\u003c/strong>\u003c/p>\n\u003cp>In order to be in a position to have a great shot at getting the grant, we want to show that we have great strategy, that we have a great deal of community will, political will and being willing to work with the various partners we’re going to need to work with in order to move the work. So yes, in short, we are interested in pursuing grants, but not just with the government, but also with some local organizations, some national philanthropic organizations that are helping us on issues of school design, on how to make choice and equity. Not just ideas but real things that can be achieved here in Oakland.\u003c/p>\n\u003cp>\u003cem>The conversation has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To hear OUSD Superintendent Wilson answer questions on KQED’s Forum from Oaklanders about what it will take to desegregate more Oakland schools \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">listen here.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Bruce Wicinas’ daughter was about to enter kindergarten, he went to visit his neighborhood elementary school in Berkeley. “It was culture shock,” he said.\u003c/p>\n\u003cp>This was Berkeley in 1990, decades after the city had first integrated its schools in 1968. Many white parents had left for private schools.\u003c/p>\n\u003cp>“I had attended all-white suburban schools near Pittsburgh where kids were pretty submissive,” said Wicinas. He worried about whether to send his daughter: “Our oldest daughter seemed to us fragile. We worried how she would fare in an environment containing lots of kids who had already seen a rough side of life. And I said to my wife, ‘I think we should send her to private school.’ ”\u003c/p>\n\u003cp>But his wife was a foreign national who had grown up in schools all over the world. She told him, no way. So Wicinas decided to start participating at the school, LeConte Elementary, to learn more about what was going on and to meet other parents. It was a pivotal moment. The Loma Prieta earthquake in 1989 had propelled Berkeley into raising more money to shore up schools, and there were calls to rethink how schools were integrated. By 1992, parents and the district were deep into an attempt to make schools more equitable across the district. But the process quickly became a personal and political nightmare, Wicinas said.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280944900″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>“By the beginning of 1993, Berkeley was completely balkanized. There was almost a local war,” he said. “The district tried to handle this themselves, but it was beyond them. The whole city became so divisive. The hills and the north had one idea of what was going to happen and the south, the flatlands, where I live, had another idea. Basically, a number of our schools were naturally integrated so we couldn’t even understand why the district wanted to explode the whole thing in order to improve integration. And we liked our schools the way they were. So it was on the verge of civil war.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Wicinas started attending meetings, and he could see the district needed help. The district administrator found out he had computer skills and drafted him to write computer code for the district’s archaic software. But he says it took outside facilitators and years of dogged meetings between delegates from each of the district’s elementary schools to hash out how the new enrollment system would work.\u003c/p>\n\u003cp>Their first attempt, which took three years to agree upon, was to control for three racial populations: white, black and “other.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">The initial results were startling.\u003c/a> “When we first ran the program in 1995, an astonishingly large number of people got their first choices. But that outcome was the result of a lot of back work,” Wicinas said. “Because if everyone chooses the same school as their first choice, it’s not going to happen. You have to make sure as many schools as possible are magnetic and have something to offer, so parents will make different choices.”\u003c/p>\n\u003cp>[contextly_sidebar id=”c7zTVooQQAPgt3WyQhBYBBXmLagsvscS”]\u003c/p>\n\u003cp>Wicinas said district enrollment went up, defying expectations. Families who had left the district for private schools seemed to be returning. But in 1996, \u003ca href=\"http://acri.org/proposition-209-language/\">California passed Proposition 209\u003c/a>, and the Berkeley district began to worry it would be sued for using race as a criterion for enrollment assignments. The superintendent asked residents to return in 1999 and retool the system to rely mostly on income and education levels. Wicinas was part of that effort, too, which was completed in 2003.\u003c/p>\n\u003cp>\u003ca href=\"http://www.berkeleyschools.net/information-on-berkeley-unifieds-student-assignment-plan/\">That plan\u003c/a>, still in effect today, took the step of dividing the district into three socioeconomic levels. The team carved up the city into 445 little chunks and assigned each location a rating based on census information about parents’ income level, education level and “percent nonwhite,” the latter being weighted less in the formula. Parents were given three choices for schools and the assignment process was managed centrally, using the software. No one could drop into the central office and lobby to have their child placed in their favorite school, Wicinas said. Gaming the system was something that had often happened in the past.\u003c/p>\n\u003cp>The district’s new integration plans survived several lawsuits over the years. It was sued over its initial plan after Proposition 209 passed, and then the revised plan also overcame lawsuits in 2007 and 2009. The courts eventually allowed the retooled assignment formula to stand. Though race was a component, the courts decided the district was not looking at individual student’s racial identity, but rather the racial makeup of the district’s small geographical areas. Berkeley’s integration plan is now seen as a \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">national model\u003c/a> for districts that want to attempt socioeconomic integration.\u003c/p>\n\u003cp>\u003cstrong>Can Oakland and Other Districts Do the Same?\u003c/strong>\u003c/p>\n\u003cp>Wicinas believes it would be harder to involve a larger citizenry in this kind of process. But not impossible.\u003c/p>\n\u003cp>“To do integration in the community you need people’s buy-in because if they don’t buy in, they will exit. Those who can will,” he said. “Then you have schools with much more of the population’s proportion of poor and nonwhite people. The people have to have lots of authorship and ownership of the process. It can’t be imposed.”\u003c/p>\n\u003cp>It’s a tough process, but Wicinas says choosing to integrate the way Berkeley did is a question that comes down to your basic personal values and what you think is important in life. There is evidence that there are long-term\u003ca href=\"http://www.nber.org/papers/w16664\"> positive impacts\u003c/a> for African-American kids in desegregated schools, and benefits for \u003ca href=\"http://www-personal.umich.edu/~pgurin/benefits.html\">white kids\u003c/a>. Some researchers say it’s \u003ca href=\"http://haasinstitute.berkeley.edu/racial-integration-necessary-narrowing-academic-achievement-gap-re-learning-forgotten-history-state\">necessary to close\u003c/a> the achievement gap. There is \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">still an achievement gap\u003c/a> in Berkeley.\u003c/p>\n\u003cp>Wicinas isn’t convinced desegregating schools by race and class alone closes \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp16-10-v201604.pdf\">the achievement gap\u003c/a>. And the district itself acknowledged the ongoing issue with its \u003ca href=\"http://www.ci.berkeley.ca.us/uploadedFiles/Clerk/Level_3_-_City_Council/2008/06Jun/2008-06-24_Item_24_2020_Vision_for_BerkeleyZs_Children_and_Youth.pdf\">2020Vision\u003c/a> plan. But he said, “When you integrate schools, you are basically minting a different type of person.” Kids who attend integrated schools have a different view of the world, he says, one that is needed in a country as diverse as ours.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“People who have gone to all pretty much segregated schools, like some of my relatives, and people I grew up with, they fashion a life for themselves that looks like that in the future, and that’s not where America is going,” Wicinas said. “I don’t think it’s really good for any of us.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Bruce Wicinas’ daughter was about to enter kindergarten, he went to visit his neighborhood elementary school in Berkeley. “It was culture shock,” he said.\u003c/p>\n\u003cp>This was Berkeley in 1990, decades after the city had first integrated its schools in 1968. Many white parents had left for private schools.\u003c/p>\n\u003cp>“I had attended all-white suburban schools near Pittsburgh where kids were pretty submissive,” said Wicinas. He worried about whether to send his daughter: “Our oldest daughter seemed to us fragile. We worried how she would fare in an environment containing lots of kids who had already seen a rough side of life. And I said to my wife, ‘I think we should send her to private school.’ ”\u003c/p>\n\u003cp>But his wife was a foreign national who had grown up in schools all over the world. She told him, no way. So Wicinas decided to start participating at the school, LeConte Elementary, to learn more about what was going on and to meet other parents. It was a pivotal moment. The Loma Prieta earthquake in 1989 had propelled Berkeley into raising more money to shore up schools, and there were calls to rethink how schools were integrated. By 1992, parents and the district were deep into an attempt to make schools more equitable across the district. But the process quickly became a personal and political nightmare, Wicinas said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/280944900″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/280944900″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“By the beginning of 1993, Berkeley was completely balkanized. There was almost a local war,” he said. “The district tried to handle this themselves, but it was beyond them. The whole city became so divisive. The hills and the north had one idea of what was going to happen and the south, the flatlands, where I live, had another idea. Basically, a number of our schools were naturally integrated so we couldn’t even understand why the district wanted to explode the whole thing in order to improve integration. And we liked our schools the way they were. So it was on the verge of civil war.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wicinas started attending meetings, and he could see the district needed help. The district administrator found out he had computer skills and drafted him to write computer code for the district’s archaic software. But he says it took outside facilitators and years of dogged meetings between delegates from each of the district’s elementary schools to hash out how the new enrollment system would work.\u003c/p>\n\u003cp>Their first attempt, which took three years to agree upon, was to control for three racial populations: white, black and “other.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">The initial results were startling.\u003c/a> “When we first ran the program in 1995, an astonishingly large number of people got their first choices. But that outcome was the result of a lot of back work,” Wicinas said. “Because if everyone chooses the same school as their first choice, it’s not going to happen. You have to make sure as many schools as possible are magnetic and have something to offer, so parents will make different choices.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Wicinas said district enrollment went up, defying expectations. Families who had left the district for private schools seemed to be returning. But in 1996, \u003ca href=\"http://acri.org/proposition-209-language/\">California passed Proposition 209\u003c/a>, and the Berkeley district began to worry it would be sued for using race as a criterion for enrollment assignments. The superintendent asked residents to return in 1999 and retool the system to rely mostly on income and education levels. Wicinas was part of that effort, too, which was completed in 2003.\u003c/p>\n\u003cp>\u003ca href=\"http://www.berkeleyschools.net/information-on-berkeley-unifieds-student-assignment-plan/\">That plan\u003c/a>, still in effect today, took the step of dividing the district into three socioeconomic levels. The team carved up the city into 445 little chunks and assigned each location a rating based on census information about parents’ income level, education level and “percent nonwhite,” the latter being weighted less in the formula. Parents were given three choices for schools and the assignment process was managed centrally, using the software. No one could drop into the central office and lobby to have their child placed in their favorite school, Wicinas said. Gaming the system was something that had often happened in the past.\u003c/p>\n\u003cp>The district’s new integration plans survived several lawsuits over the years. It was sued over its initial plan after Proposition 209 passed, and then the revised plan also overcame lawsuits in 2007 and 2009. The courts eventually allowed the retooled assignment formula to stand. Though race was a component, the courts decided the district was not looking at individual student’s racial identity, but rather the racial makeup of the district’s small geographical areas. Berkeley’s integration plan is now seen as a \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\">national model\u003c/a> for districts that want to attempt socioeconomic integration.\u003c/p>\n\u003cp>\u003cstrong>Can Oakland and Other Districts Do the Same?\u003c/strong>\u003c/p>\n\u003cp>Wicinas believes it would be harder to involve a larger citizenry in this kind of process. But not impossible.\u003c/p>\n\u003cp>“To do integration in the community you need people’s buy-in because if they don’t buy in, they will exit. Those who can will,” he said. “Then you have schools with much more of the population’s proportion of poor and nonwhite people. The people have to have lots of authorship and ownership of the process. It can’t be imposed.”\u003c/p>\n\u003cp>It’s a tough process, but Wicinas says choosing to integrate the way Berkeley did is a question that comes down to your basic personal values and what you think is important in life. There is evidence that there are long-term\u003ca href=\"http://www.nber.org/papers/w16664\"> positive impacts\u003c/a> for African-American kids in desegregated schools, and benefits for \u003ca href=\"http://www-personal.umich.edu/~pgurin/benefits.html\">white kids\u003c/a>. Some researchers say it’s \u003ca href=\"http://haasinstitute.berkeley.edu/racial-integration-necessary-narrowing-academic-achievement-gap-re-learning-forgotten-history-state\">necessary to close\u003c/a> the achievement gap. There is \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">still an achievement gap\u003c/a> in Berkeley.\u003c/p>\n\u003cp>Wicinas isn’t convinced desegregating schools by race and class alone closes \u003ca href=\"https://cepa.stanford.edu/sites/default/files/wp16-10-v201604.pdf\">the achievement gap\u003c/a>. And the district itself acknowledged the ongoing issue with its \u003ca href=\"http://www.ci.berkeley.ca.us/uploadedFiles/Clerk/Level_3_-_City_Council/2008/06Jun/2008-06-24_Item_24_2020_Vision_for_BerkeleyZs_Children_and_Youth.pdf\">2020Vision\u003c/a> plan. But he said, “When you integrate schools, you are basically minting a different type of person.” Kids who attend integrated schools have a different view of the world, he says, one that is needed in a country as diverse as ours.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond Test Scores: California’s Ambitious New School Evaluation System",
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"content": "\u003cp>What makes a school successful?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/be/\">State Board of Education\u003c/a> has been puzzling through that question over the past three years as it designs a drastically different way of measuring school improvement.\u003c/p>\n\u003cp>This week, the panel finally approved the new and more ambitious \u003ca href=\"https://edsource.org/2016/the-basics-behind-states-new-school-improvement-system-essa-lcff/568018\">school accountability system\u003c/a>, which moves the state beyond test scores.\u003c/p>\n\u003cp>For more than a decade, school success in California boiled down to student performance on standardized state assessments. But three years ago, state lawmakers and Gov. Jerry Brown passed a landmark piece of legislation that changed the way schools get funding and are evaluated.\u003c/p>\n\u003cp>Factoring in more than just test scores, however, can get tricky. For example, one of several new performance indicators in California is \u003ca href=\"http://www.cde.ca.gov/qs/cc/index.asp\">school climate\u003c/a>, or the quality of life on campus.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">State school board president Michael Kirst\u003c/a> admits that measuring improvement in this area is more nuanced and complicated. However, school districts need to understand all factors affecting student learning.\u003c/p>\n\u003cp>“The idea that, if it’s not a quantitative measure it doesn’t matter, I think is naive,” Kirst says. “We’re not throwing the hard numbers. They’re there. But we’re just saying and the Legislature is saying and requiring us to deal with a more overall look.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"tRaS4LnN5YDxGmd1WKMv33pOWVS1DvPQ\"]\u003c/p>\n\u003cp>One school that’s been working hard to improve its school climate is \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>Six years ago, Oak Ridge was one of the worst schools in California based on the state’s old accountability system. Students didn’t show up, parents didn’t trust teachers, and teachers were burned out.\u003c/p>\n\u003cp>But once the school honed in on improving campus life, things started to change. Oak Ridge’s new mission is to address the social and emotional needs of its students so learning can take place.\u003c/p>\n\u003cp>“When students feel safe at school, their brains can engage in academic learning,” says Assistant Principal Tiffany Wilson. “It’s one of those where the horse has to come before the cart.”\u003c/p>\n\u003cp>One of the many strategies Oak Ridge employs is journal writing.\u003c/p>\n\u003cp>Every morning, students are asked to focus on the present, reflect on the day ahead and create a goal in their “gratitude journals.” Once time is up, all of them have to share what they wrote.\u003c/p>\n\u003cp>In Whitney Cole’s sixth-grade class, she plays inspirational music to get kids thinking.\u003c/p>\n\u003cp>Here’s a sampling of their thoughts:\u003c/p>\n\u003cp>“Today I will be great. I will achieve my goal by following my teacher and doing the right thing.”\u003c/p>\n\u003cp>“My happiness goal is that I will make my teachers happy by focusing because that’s always a struggle for me.”\u003c/p>\n\u003cp>“My goal is to not get in trouble and pay attention so I don’t miss anything.”\u003c/p>\n\u003cp>Many education experts agree that fostering student-teacher trust and making students feel valued make a big difference in how well a school performs.\u003c/p>\n\u003cfigure id=\"attachment_11081420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/6thGraders-800x500.jpg\" alt=\"A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-11081420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-1180x737.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To be clear: Test scores in math and English will still carry the most weight, but the new metrics will also measure:\u003c/p>\n\u003cul>\n\u003cli> High school graduation rates\u003c/li>\n\u003cli>Rates in which English learners are reclassified as proficient in English\u003c/li>\n\u003cli>Student suspension rates\u003c/li>\n\u003cli>Chronic absentee rates\u003c/li>\n\u003cli>How well high school are preparing students for college and careers\u003c/li>\n\u003c/ul>\n\u003cp>California is the first in the nation to adopt this multidimensional evaluation approach, which is why other states are watching closely.\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parents support the change because they see how moving beyond test scores and improving campus life has helped their school overall.\u003c/p>\n\u003cp>\"Parents now want to bring their kids here,” says April Ybarra, a mother of two daughters at Oak Ridge. “I think the school has earned that respect to the point people are ready to protect them. They feel like this is a community. We are family. It’s about relationships with families.\"\u003c/p>\n\u003cp>At the \u003ca href=\"http://cde-ca.granicus.com/MediaPlayer.php?view_id=2&clip_id=444\">last school board meeting\u003c/a> in July, students and parents had a chance to weigh in on this new system.\u003c/p>\n\u003cp>Most like it in theory but it’s the details that continue to cause concern, including how to define progress in certain areas, how to pinpoint the performance of high-needs students and what kind of data should even be used in the first place.\u003c/p>\n\u003cp>Take parent engagement. Much like school climate, it can mean different things at different schools.\u003c/p>\n\u003cp>“Many parents feel they’re engaged simply because they’re sending their child to school -- they’re doing their best to make sure their child shows up every day,” says \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">state school board member Patricia Ann Rucker.\u003c/a> “We need to think about what we are actually counting as evidence of engagement.”\u003c/p>\n\u003cp>That evidence will likely be based on the results of research-backed school surveys about parent engagement and school climate. School districts would be required to adopt one of several state-approved evaluations that fit their needs.\u003c/p>\n\u003cp>“Our prior system oversimplified things. It made it simple, but it oversimplified what was really happening to children or to schools,” Kirst says.\u003c/p>\n\u003cp>State officials are also working on a color-coded report card to present all this new information, but critics say the initial drafts of the report card are confusing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.childrennow.org/about-us/staff/\">Brad Strong\u003c/a>, education policy for \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>, says presenting the results of all these new metrics will be problematic for the state.\u003c/p>\n\u003cp>“If I have this picture of green and yellow, blue and red, and I really can’t make a comparison to other schools, how do I know which of the schools that are really struggling?”\u003c/p>\n\u003cp>The next huge challenge: how to make schools accountable once this system begins pinpointing struggling campuses. Local spending decisions are influenced by what the new performance indicators show.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Critics say they’re watching closely to make sure the new system includes consequences they believe are needed to close California’s widening achievement gap.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes a school successful?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cde.ca.gov/be/\">State Board of Education\u003c/a> has been puzzling through that question over the past three years as it designs a drastically different way of measuring school improvement.\u003c/p>\n\u003cp>This week, the panel finally approved the new and more ambitious \u003ca href=\"https://edsource.org/2016/the-basics-behind-states-new-school-improvement-system-essa-lcff/568018\">school accountability system\u003c/a>, which moves the state beyond test scores.\u003c/p>\n\u003cp>For more than a decade, school success in California boiled down to student performance on standardized state assessments. But three years ago, state lawmakers and Gov. Jerry Brown passed a landmark piece of legislation that changed the way schools get funding and are evaluated.\u003c/p>\n\u003cp>Factoring in more than just test scores, however, can get tricky. For example, one of several new performance indicators in California is \u003ca href=\"http://www.cde.ca.gov/qs/cc/index.asp\">school climate\u003c/a>, or the quality of life on campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">State school board president Michael Kirst\u003c/a> admits that measuring improvement in this area is more nuanced and complicated. However, school districts need to understand all factors affecting student learning.\u003c/p>\n\u003cp>“The idea that, if it’s not a quantitative measure it doesn’t matter, I think is naive,” Kirst says. “We’re not throwing the hard numbers. They’re there. But we’re just saying and the Legislature is saying and requiring us to deal with a more overall look.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One school that’s been working hard to improve its school climate is \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>Six years ago, Oak Ridge was one of the worst schools in California based on the state’s old accountability system. Students didn’t show up, parents didn’t trust teachers, and teachers were burned out.\u003c/p>\n\u003cp>But once the school honed in on improving campus life, things started to change. Oak Ridge’s new mission is to address the social and emotional needs of its students so learning can take place.\u003c/p>\n\u003cp>“When students feel safe at school, their brains can engage in academic learning,” says Assistant Principal Tiffany Wilson. “It’s one of those where the horse has to come before the cart.”\u003c/p>\n\u003cp>One of the many strategies Oak Ridge employs is journal writing.\u003c/p>\n\u003cp>Every morning, students are asked to focus on the present, reflect on the day ahead and create a goal in their “gratitude journals.” Once time is up, all of them have to share what they wrote.\u003c/p>\n\u003cp>In Whitney Cole’s sixth-grade class, she plays inspirational music to get kids thinking.\u003c/p>\n\u003cp>Here’s a sampling of their thoughts:\u003c/p>\n\u003cp>“Today I will be great. I will achieve my goal by following my teacher and doing the right thing.”\u003c/p>\n\u003cp>“My happiness goal is that I will make my teachers happy by focusing because that’s always a struggle for me.”\u003c/p>\n\u003cp>“My goal is to not get in trouble and pay attention so I don’t miss anything.”\u003c/p>\n\u003cp>Many education experts agree that fostering student-teacher trust and making students feel valued make a big difference in how well a school performs.\u003c/p>\n\u003cfigure id=\"attachment_11081420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/09/6thGraders-800x500.jpg\" alt=\"A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-11081420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-800x500.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-1180x737.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/09/6thGraders-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A class of sixth grade students tackle a computer assignment at Oak Ridge Elementary in Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To be clear: Test scores in math and English will still carry the most weight, but the new metrics will also measure:\u003c/p>\n\u003cul>\n\u003cli> High school graduation rates\u003c/li>\n\u003cli>Rates in which English learners are reclassified as proficient in English\u003c/li>\n\u003cli>Student suspension rates\u003c/li>\n\u003cli>Chronic absentee rates\u003c/li>\n\u003cli>How well high school are preparing students for college and careers\u003c/li>\n\u003c/ul>\n\u003cp>California is the first in the nation to adopt this multidimensional evaluation approach, which is why other states are watching closely.\u003c/p>\n\u003cp>At Oak Ridge Elementary, most parents support the change because they see how moving beyond test scores and improving campus life has helped their school overall.\u003c/p>\n\u003cp>\"Parents now want to bring their kids here,” says April Ybarra, a mother of two daughters at Oak Ridge. “I think the school has earned that respect to the point people are ready to protect them. They feel like this is a community. We are family. It’s about relationships with families.\"\u003c/p>\n\u003cp>At the \u003ca href=\"http://cde-ca.granicus.com/MediaPlayer.php?view_id=2&clip_id=444\">last school board meeting\u003c/a> in July, students and parents had a chance to weigh in on this new system.\u003c/p>\n\u003cp>Most like it in theory but it’s the details that continue to cause concern, including how to define progress in certain areas, how to pinpoint the performance of high-needs students and what kind of data should even be used in the first place.\u003c/p>\n\u003cp>Take parent engagement. Much like school climate, it can mean different things at different schools.\u003c/p>\n\u003cp>“Many parents feel they’re engaged simply because they’re sending their child to school -- they’re doing their best to make sure their child shows up every day,” says \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\">state school board member Patricia Ann Rucker.\u003c/a> “We need to think about what we are actually counting as evidence of engagement.”\u003c/p>\n\u003cp>That evidence will likely be based on the results of research-backed school surveys about parent engagement and school climate. School districts would be required to adopt one of several state-approved evaluations that fit their needs.\u003c/p>\n\u003cp>“Our prior system oversimplified things. It made it simple, but it oversimplified what was really happening to children or to schools,” Kirst says.\u003c/p>\n\u003cp>State officials are also working on a color-coded report card to present all this new information, but critics say the initial drafts of the report card are confusing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.childrennow.org/about-us/staff/\">Brad Strong\u003c/a>, education policy for \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>, says presenting the results of all these new metrics will be problematic for the state.\u003c/p>\n\u003cp>“If I have this picture of green and yellow, blue and red, and I really can’t make a comparison to other schools, how do I know which of the schools that are really struggling?”\u003c/p>\n\u003cp>The next huge challenge: how to make schools accountable once this system begins pinpointing struggling campuses. Local spending decisions are influenced by what the new performance indicators show.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Critics say they’re watching closely to make sure the new system includes consequences they believe are needed to close California’s widening achievement gap.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Oakland Unified School District has made a big push to help more African-American boys do better in school, creating an entire academic approach to boosting them. And that left Sultanah Corbett asking: What about our girls?\u003c/p>\n\u003cp>“The focus being on males is very unfair,” Corbett said, referring to the district's \u003ca href=\"http://www.ousd.org/Domain/78\" target=\"_blank\">African-American Male Achievement\u003c/a> initiative.\u003c/p>\n\u003cp>Nationwide, \u003ca href=\"http://blogs.edweek.org/edweek/rulesforengagement/CRDC%20School%20Discipline%20Snapshot.pdf\">black girls are suspended\u003c/a> at higher rates than any other ethnicity. And in Oakland African-American girls experience disproportionate suspension rates, and the district reported a slight uptick in expulsions of black girls last year. Corbett has been teaching third grade at Martin Luther King Jr. Elementary School and says she saw some of the issues her girls were dealing with.\u003c/p>\n\u003cp>“They have something called racial battle fatigue,\" said Corbett. \"We also pay attention to sexual battle fatigue. Girls on the day to day are made to look at themselves as not worthy enough, not strong enough, because they are female.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/281997517\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>As a result, Corbett began an after-school program in 2014 aimed at boosting girls' image of themselves and called it \u003ca href=\"http://www.aafai.org/\" target=\"_blank\">African American Female Achievement Initiative\u003c/a> (AAFAI). It was a natural move for this third-grade teacher with a master’s degree in equity and social justice in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the after-school program at MLK Elementary you can sometimes find a group of girls singing their theme song.\u003c/p>\n\u003cp>“A - A - F - A - I. We’re here to be alive. Determined to survive. Strong. Bold. Smart. And fly.”\u003c/p>\n\u003cp>Corbett believes female students have unique issues that boys don’t. By creating the AAFAI program she wanted to give girls and educators a chance to call them out.\u003c/p>\n\u003cp>The girls get a dose of technology, song, dance, science and history focusing on female leaders like Madam C.J. Walker, a philanthropist and entrepreneur who created hair products for African-Americans in the early 1900s.\u003c/p>\n\u003cp>\"She inspired me to grow up being an inventor,\" said fourth-grader Eleyah Fale.\u003c/p>\n\u003cp>\u003cstrong>District Takes Note\u003c/strong>\u003c/p>\n\u003cp>Oakland Unified School District is now planning to scale up this kind of initiative to bring it districtwide. It may provide specific programming, curriculum and teacher training in an attempt to better serve Oakland’s black female student population.\u003c/p>\n\u003cp>When Corbett presented the program to the OUSD board in 2014, she envisioned a district office designated just for African-American girls, she said. At the time, her after-school program had only 20 students. It grew to about 35 students in the last school year, and now there are roughly 75 students participating, she said. Corbett also created several partnerships over that time and received seed money from OUSD to grow the program.\u003c/p>\n\u003cp>Last year, Corbett said she helped OUSD research what a larger systemwide African-American female initiative might look like.\u003c/p>\n\u003cp>The district recently announced its own African American Girls & Young Women Achievement initiative, which follows OUSD's nationally recognized \u003ca href=\"https://ww2.kqed.org/forum/2013/08/23/improving-the-odds-for-african-american-boys-in-oakland/\">African American Male Achievement initiative \u003c/a>that officially \u003ca href=\"http://www.ousd.org/page/495?q=5\">launched in 2010\u003c/a>. Since then, the district reports African-American male suspensions have been reduced. And graduation rates have increased along with attendance, said Chris Chatmon, deputy chief of equity and formerly the director and founder of AAMA.\u003c/p>\n\u003cp>Chatmon said the approach with boys is about changing school culture, teaching more relevant books that highlight different black leaders, and training teachers to better respond to the needs of black male students. And the focus needs to be consistent. “The key emphasis is during the school day, Monday through Friday,” he said.\u003c/p>\n\u003cp>Fewer students are being referred for an expulsion hearing, and last year the school board \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-to-halt-school-suspensions-for-willful-6262461.php\">passed a policy\u003c/a> to stop suspending students for willful defiance.\u003c/p>\n\u003cp>But during the 2015-2016 school year, the number of black female students expelled ticked up from two the previous year to eight. African-American male expulsions increased from eight to nine. And Latino male expulsions increased from four to nine. The district also plans special programming for Latino students, said Chatmon.\u003c/p>\n\u003cp>AAFAI's Corbett said she looks forward to helping the district craft the initiative, including what will be measured and how success will be accomplished.\u003c/p>\n\u003cp>\"I need to be at the table. My voice is important,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Earlier this year she interviewed but didn't get the position as director of the district's African American Girls & Young Women Achievement initiative, Corbett said. The new director, Dr. Nzingha Dugas, starts Sept. 12.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District has made a big push to help more African-American boys do better in school, creating an entire academic approach to boosting them. And that left Sultanah Corbett asking: What about our girls?\u003c/p>\n\u003cp>“The focus being on males is very unfair,” Corbett said, referring to the district's \u003ca href=\"http://www.ousd.org/Domain/78\" target=\"_blank\">African-American Male Achievement\u003c/a> initiative.\u003c/p>\n\u003cp>Nationwide, \u003ca href=\"http://blogs.edweek.org/edweek/rulesforengagement/CRDC%20School%20Discipline%20Snapshot.pdf\">black girls are suspended\u003c/a> at higher rates than any other ethnicity. And in Oakland African-American girls experience disproportionate suspension rates, and the district reported a slight uptick in expulsions of black girls last year. Corbett has been teaching third grade at Martin Luther King Jr. Elementary School and says she saw some of the issues her girls were dealing with.\u003c/p>\n\u003cp>“They have something called racial battle fatigue,\" said Corbett. \"We also pay attention to sexual battle fatigue. Girls on the day to day are made to look at themselves as not worthy enough, not strong enough, because they are female.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/281997517&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/281997517'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>As a result, Corbett began an after-school program in 2014 aimed at boosting girls' image of themselves and called it \u003ca href=\"http://www.aafai.org/\" target=\"_blank\">African American Female Achievement Initiative\u003c/a> (AAFAI). It was a natural move for this third-grade teacher with a master’s degree in equity and social justice in education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the after-school program at MLK Elementary you can sometimes find a group of girls singing their theme song.\u003c/p>\n\u003cp>“A - A - F - A - I. We’re here to be alive. Determined to survive. Strong. Bold. Smart. And fly.”\u003c/p>\n\u003cp>Corbett believes female students have unique issues that boys don’t. By creating the AAFAI program she wanted to give girls and educators a chance to call them out.\u003c/p>\n\u003cp>The girls get a dose of technology, song, dance, science and history focusing on female leaders like Madam C.J. Walker, a philanthropist and entrepreneur who created hair products for African-Americans in the early 1900s.\u003c/p>\n\u003cp>\"She inspired me to grow up being an inventor,\" said fourth-grader Eleyah Fale.\u003c/p>\n\u003cp>\u003cstrong>District Takes Note\u003c/strong>\u003c/p>\n\u003cp>Oakland Unified School District is now planning to scale up this kind of initiative to bring it districtwide. It may provide specific programming, curriculum and teacher training in an attempt to better serve Oakland’s black female student population.\u003c/p>\n\u003cp>When Corbett presented the program to the OUSD board in 2014, she envisioned a district office designated just for African-American girls, she said. At the time, her after-school program had only 20 students. It grew to about 35 students in the last school year, and now there are roughly 75 students participating, she said. Corbett also created several partnerships over that time and received seed money from OUSD to grow the program.\u003c/p>\n\u003cp>Last year, Corbett said she helped OUSD research what a larger systemwide African-American female initiative might look like.\u003c/p>\n\u003cp>The district recently announced its own African American Girls & Young Women Achievement initiative, which follows OUSD's nationally recognized \u003ca href=\"https://ww2.kqed.org/forum/2013/08/23/improving-the-odds-for-african-american-boys-in-oakland/\">African American Male Achievement initiative \u003c/a>that officially \u003ca href=\"http://www.ousd.org/page/495?q=5\">launched in 2010\u003c/a>. Since then, the district reports African-American male suspensions have been reduced. And graduation rates have increased along with attendance, said Chris Chatmon, deputy chief of equity and formerly the director and founder of AAMA.\u003c/p>\n\u003cp>Chatmon said the approach with boys is about changing school culture, teaching more relevant books that highlight different black leaders, and training teachers to better respond to the needs of black male students. And the focus needs to be consistent. “The key emphasis is during the school day, Monday through Friday,” he said.\u003c/p>\n\u003cp>Fewer students are being referred for an expulsion hearing, and last year the school board \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-to-halt-school-suspensions-for-willful-6262461.php\">passed a policy\u003c/a> to stop suspending students for willful defiance.\u003c/p>\n\u003cp>But during the 2015-2016 school year, the number of black female students expelled ticked up from two the previous year to eight. African-American male expulsions increased from eight to nine. And Latino male expulsions increased from four to nine. The district also plans special programming for Latino students, said Chatmon.\u003c/p>\n\u003cp>AAFAI's Corbett said she looks forward to helping the district craft the initiative, including what will be measured and how success will be accomplished.\u003c/p>\n\u003cp>\"I need to be at the table. My voice is important,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Earlier this year she interviewed but didn't get the position as director of the district's African American Girls & Young Women Achievement initiative, Corbett said. The new director, Dr. Nzingha Dugas, starts Sept. 12.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Gentrification Threatens Oakland's Few Truly Diverse Schools",
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"content": "\u003cp>When \u003ca href=\"http://www.ousd.org/manzanitaseed\" target=\"_blank\" rel=\"noopener\">Manzanita SEED\u003c/a>, a Spanish-English dual immersion school, opened in Oakland’s Fruitvale neighborhood in 2005, it was serving almost exclusively low-income Latino, Asian and African-American families from nearby neighborhoods. Then, in 2011, the school won an award for closing the achievement gap.\u003c/p>\n\u003cp>“We just got bombarded with middle-class families from other neighborhoods who really had the means,” said parent and after-school director Simone Delucchi. “Maybe their children had gone to, like, fancy dual-language preschools, and now they can come and get this education, free.”\u003c/p>\n\u003cp>In three years, the number of white families at Manzanita SEED increased from six to 41. Today, white families make up 11 percent of the school population. In the same period, the number of families that qualified for free and reduced-price lunch dropped from 87 percent to 74 percent.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/281834358″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>On paper, this looks like a good move toward integration. But Delucchi was worried it could go too far because she was seeing more and more African-American families leave the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=”SLBPHXPBJhtkao6WRXqcvwsGpoDLaD6F”]\u003c/p>\n\u003cp>“We would have chunks of people leaving, and [when] we didn’t have that big of a population to begin with, it’s noticeable,” Delucchi said. “I started to openly advocate about us looking at what’s happening with black families as well as what’s happening with our Asian population, because they’re dwindling to nothing.”\u003c/p>\n\u003cp>It wasn’t just the number of better-off families that began displacing low-income kids, but the advantages they brought with them when trying to enroll their children. According to district policy, even if middle-class families are from outside the neighborhood, as long as they \u003ca href=\"http://www.ousd.org/Page/13841\" target=\"_blank\" rel=\"noopener\">apply by January\u003c/a>, they still get priority over families in the neighborhood who don’t apply on time.\u003c/p>\n\u003cfigure id=\"attachment_11076600\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11076600\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg\" alt=\"Simone Delucchi greets a mother at Manzanita SEED in Oakland's Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school.\" width=\"800\" height=\"836\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-400x418.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-960x1004.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a.jpg 1100w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Simone Delucchi greets a mother at Manzanita SEED in Oakland’s Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They would just enroll early and ensure they got their spot. While our neighborhood lower-income families who are maybe not formally educated, maybe don’t have any connections with teachers or the central office, they had no idea what the enrollment processes were in Oakland,” Delucchi said.\u003c/p>\n\u003cp>There’s a kind of momentum that builds up when more white and middle-class families come to a school in Oakland. The more of these families come, the more the school attracts others of similar backgrounds. People in the city talk about schools “flipping,” like real estate.\u003c/p>\n\u003cp>“You have to have a plan if you want it to come out differently, because the housing market doesn’t produce very many stable integrated neighborhoods that last,” said Gary Orfield, founder of the \u003ca href=\"https://www.civilrightsproject.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Civil Rights Project\u003c/a> at UCLA and an expert on school segregation.\u003c/p>\n\u003cp>Nearby Berkeley Unified School District voluntarily integrated schools by race in the 1960s, and in 2004 added in household income and parent education. Berkeley Unified’s plan has \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">held up in court\u003c/a>, in part because it takes these factors into account by using a block-by-block analysis of census data instead of by individual student.\u003c/p>\n\u003cp>Oakland, like most other school districts, has not yet taken that step. In order to integrate the schools, Oakland Unified officials say they have to improve the quality of schools in low-income neighborhoods by developing programs to attract middle-class families, like the dual-language program at Manzanita SEED.\u003c/p>\n\u003cp>“We can say all day long that you have to go to X school or Y school, but given the fact that we have many families that have means to make other decisions, we want to make sure that families know that the options we’re making available to them are going to be places where their children have a good shot of getting a good education,” said Oakland Unified Superintendent Antwan Wilson. “So that’s the first step.”\u003c/p>\n\u003cp>The problem is, there’s no plan in place to ensure that low-income children and children of color don’t get pushed out.\u003c/p>\n\u003cp>\u003cstrong>A Top School That ‘Flipped’\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11076601\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076601 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg\" alt=\"Nikki Lethridge (left), Aria Lethridge-Gardner and Musashi “Moose” Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland.\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-400x272.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-1180x803.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-960x653.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nikki Lethridge (left), Aria Lethridge-Gardner and Paul Musashi ‘Moose’ Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary in North Oakland is now one of five district schools where more than half the students are white. And that’s remarkable because this is a city where just 9.7 percent of public school children are white.\u003c/p>\n\u003cp>When Nikki Lethridge looks at a picture of her sixth-grade class at Peralta in 1984, she gets nostalgic.\u003c/p>\n\u003cp>“It’s fun to think how really blended it was. You know, Asian, Latino, East Indian, black, white kids, mixed kids. I was part of the mixed kids group,” Lethridge laughs.\u003c/p>\n\u003cp>Nikki and her brother, Paul Musashi Lethridge, are African-American and Japanese-American. They know that the mix of kids at Peralta back then was rare.\u003c/p>\n\u003cp>“Coming from Peralta, I had a really specific view on how diversity works,” Paul says. “It’s like, it worked. It worked beautiful.”\u003c/p>\n\u003cp>Today, both siblings are still in the old neighborhood, living in the house they grew up in, just a few blocks from Peralta. But now Peralta’s racial and economic mix is very different.\u003c/p>\n\u003cp>Nikki sees it daily because her daughter is in fourth grade there.\u003c/p>\n\u003cp>“She’s having a great time, she has lots of friends,” Nikki said. “There are African-American children, but predominantly white now.”\u003c/p>\n\u003cfigure id=\"attachment_11076608\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076608 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg\" alt=\"Musashi “Moose” Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children along with several other friends who grew up in their neighborhood in Oakland.\" width=\"800\" height=\"634\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-1180x935.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-960x761.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Paul Musashi ‘Moose’ Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children, along with several other friends who grew up in their neighborhood in Oakland.\u003c/figcaption>\u003c/figure>\n\u003cp>Just 10 years ago, Peralta was 66 percent African-American and 21 percent white. Today, it’s 57 percent white and 16 percent African-American. Latinos make up 11 percent, kids of two or more races make up 12 percent, and Asians make up 3 percent. The free and reduced-price lunch numbers dropped from 53 percent to 22 percent in the last decade. If you look at last year’s kindergarten class, you’ll find it was \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicGrade.aspx?cType=ALL&cGender=B&cYear=2015-16&Level=School&cSelect=Peralta%5EElementary--0161259-6002109&cChoice=SchEnrAll\" target=\"_blank\" rel=\"noopener\">71 percent white\u003c/a>.\u003c/p>\n\u003cp>What happened? The school became more and more successful, with a schoolwide program that integrates arts into the everyday curriculum. As the school became more attractive, more white and middle-class families began enrolling in the neighborhood school. In 2010 and 2011, Peralta won the same award Manzanita SEED did, for achieving high academic results with a socioeconomically disadvantaged population. Ironically, today Peralta would not be eligible for the same award, because it has too few low-income families. Home prices in the neighborhood have gone up, and many African-Americans have moved out.\u003c/p>\n\u003cp>“It happened pretty quick,” Paul said. “It’s kinda cushy up here. But then, one day I wake up and it’s \u003cem>really\u003c/em> cushy, and it’s nothing but Asian and white people. From what I see, it tells me that the people who can afford here look like that. And it’s not black people.”\u003c/p>\n\u003cp>\u003cstrong>Parents Take On Outreach\u003c/strong>\u003c/p>\n\u003cp>In the absence of a district plan to keep schools diverse, some parents and teachers have decided to take on the task themselves of doing intentional outreach to families who may otherwise miss the enrollment deadline.\u003c/p>\n\u003cp>At Manzanita SEED, Delucchi spends a lot of time trying to keep African-American parents at the school. She visits local child care and rec centers to tell low-income families of all ethnicities about the school and how to enroll, so they can get in the door during the open enrollment window. She and other parents also started a Black Family Engagement group.\u003c/p>\n\u003cp>“So they feel like they’re part of a network of people, they’re not in isolation, like swimming among all these other folks with no support,” said Delucchi.\u003c/p>\n\u003cp>At another Oakland school, Sequoia Elementary, teacher Tontra Love says principals have sometimes visited black or Latino churches or Buddhist temples to do outreach.\u003c/p>\n\u003cp>“I hope,” she said, “that all the little pieces we are doing help.”\u003c/p>\n\u003cp>\u003cstrong>Sequoia Teachers Make Diversity Outreach a Priority\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sequoiaschool.net/\" target=\"_blank\" rel=\"noopener\">Sequoia Elementary\u003c/a>, near Dimond Park, is one of a handful of schools in Oakland that actually have a good mix of Latino, Asian, African-American and white students. But Love says in recent years Sequoia has seen a slow decline in African-American students and low-income kids.\u003c/p>\n\u003cp>She says teachers here are determined to keep their school diverse, so they are not afraid to talk openly and directly about the importance of diversity.\u003c/p>\n\u003cp>“When parents talk about making it a better school,” Love says, “we say we want to make it a better school, too, but we want to make sure you’re interpreting better as still diverse in race, diverse in socioeconomic class, diverse in all different ways.”\u003c/p>\n\u003cp>Love says the school has made an effort to recruit and keep teachers of color, like her. And when potential kindergarten parents come to tour the school, Love always tells them about her son’s first day at Sequoia.\u003c/p>\n\u003cp>“His very first comment on the first day of school was, ‘I love my school because there’s kids that look like me,’ ” Love says. “And, you know, as a person of color, I knew how important that was for me. So part of you is so happy that your child has that same thing and you can relate. How sad when at 5, they’ve also been in situations where they already weren’t that, right? So that’s the story I start with.”\u003c/p>\n\u003cp>It’s that kind of clear talk that Love thinks attracts parents who value diversity, parents like Joel Tena.\u003c/p>\n\u003cp>“It was a wondrous moment, because we walked into the room, and we saw what we were looking for, which was quite frankly a reflection of Oakland,” Tena said. “My wife is Asian, I’m Latino. Our son is a little brown boy with long hair who loves to play soccer. And we wanted him to be part of a community that reflected our values and where we were coming from.”\u003c/p>\n\u003cp>Tena likes that at school his son plays soccer with a boy who speaks Arabic. He said Sequoia is teaching kids how to cross lines of race and class that adults in Oakland rarely do. But Tena is worried the neighborhood could be changing — that his school could flip.\u003c/p>\n\u003cp>“Most of the people who are moving in are white. When they’re able to go to school and they start looking around, they’re going to see Sequoia as the option for their kids to go to,” Tena said. “And unless there’s a plan in place to ensure that Sequoia retains the diversity it has right now, socioeconomic, class, race, it will be gone.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: Reporter Zaidee Stavely and OUSD Superintendent Antwan Wilson spoke on \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">KQED “Forum”\u003c/a> with host Michael Krasny from 9 a.m. to 10 a.m. Thursday, Sept. 8. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"http://www.ousd.org/manzanitaseed\" target=\"_blank\" rel=\"noopener\">Manzanita SEED\u003c/a>, a Spanish-English dual immersion school, opened in Oakland’s Fruitvale neighborhood in 2005, it was serving almost exclusively low-income Latino, Asian and African-American families from nearby neighborhoods. Then, in 2011, the school won an award for closing the achievement gap.\u003c/p>\n\u003cp>“We just got bombarded with middle-class families from other neighborhoods who really had the means,” said parent and after-school director Simone Delucchi. “Maybe their children had gone to, like, fancy dual-language preschools, and now they can come and get this education, free.”\u003c/p>\n\u003cp>In three years, the number of white families at Manzanita SEED increased from six to 41. Today, white families make up 11 percent of the school population. In the same period, the number of families that qualified for free and reduced-price lunch dropped from 87 percent to 74 percent.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/281834358″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/281834358″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>On paper, this looks like a good move toward integration. But Delucchi was worried it could go too far because she was seeing more and more African-American families leave the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We would have chunks of people leaving, and [when] we didn’t have that big of a population to begin with, it’s noticeable,” Delucchi said. “I started to openly advocate about us looking at what’s happening with black families as well as what’s happening with our Asian population, because they’re dwindling to nothing.”\u003c/p>\n\u003cp>It wasn’t just the number of better-off families that began displacing low-income kids, but the advantages they brought with them when trying to enroll their children. According to district policy, even if middle-class families are from outside the neighborhood, as long as they \u003ca href=\"http://www.ousd.org/Page/13841\" target=\"_blank\" rel=\"noopener\">apply by January\u003c/a>, they still get priority over families in the neighborhood who don’t apply on time.\u003c/p>\n\u003cfigure id=\"attachment_11076600\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11076600\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg\" alt=\"Simone Delucchi greets a mother at Manzanita SEED in Oakland's Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school.\" width=\"800\" height=\"836\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-800x836.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-400x418.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-960x1004.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/delucci-1920a.jpg 1100w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Simone Delucchi greets a mother at Manzanita SEED in Oakland’s Fruitvale neighborhood. Delucchi and a group of parents are working to keep African-American families at the school. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They would just enroll early and ensure they got their spot. While our neighborhood lower-income families who are maybe not formally educated, maybe don’t have any connections with teachers or the central office, they had no idea what the enrollment processes were in Oakland,” Delucchi said.\u003c/p>\n\u003cp>There’s a kind of momentum that builds up when more white and middle-class families come to a school in Oakland. The more of these families come, the more the school attracts others of similar backgrounds. People in the city talk about schools “flipping,” like real estate.\u003c/p>\n\u003cp>“You have to have a plan if you want it to come out differently, because the housing market doesn’t produce very many stable integrated neighborhoods that last,” said Gary Orfield, founder of the \u003ca href=\"https://www.civilrightsproject.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Civil Rights Project\u003c/a> at UCLA and an expert on school segregation.\u003c/p>\n\u003cp>Nearby Berkeley Unified School District voluntarily integrated schools by race in the 1960s, and in 2004 added in household income and parent education. Berkeley Unified’s plan has \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">held up in court\u003c/a>, in part because it takes these factors into account by using a block-by-block analysis of census data instead of by individual student.\u003c/p>\n\u003cp>Oakland, like most other school districts, has not yet taken that step. In order to integrate the schools, Oakland Unified officials say they have to improve the quality of schools in low-income neighborhoods by developing programs to attract middle-class families, like the dual-language program at Manzanita SEED.\u003c/p>\n\u003cp>“We can say all day long that you have to go to X school or Y school, but given the fact that we have many families that have means to make other decisions, we want to make sure that families know that the options we’re making available to them are going to be places where their children have a good shot of getting a good education,” said Oakland Unified Superintendent Antwan Wilson. “So that’s the first step.”\u003c/p>\n\u003cp>The problem is, there’s no plan in place to ensure that low-income children and children of color don’t get pushed out.\u003c/p>\n\u003cp>\u003cstrong>A Top School That ‘Flipped’\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11076601\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076601 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg\" alt=\"Nikki Lethridge (left), Aria Lethridge-Gardner and Musashi “Moose” Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland.\" width=\"800\" height=\"544\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-800x544.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-400x272.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-1180x803.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs05-qut-960x653.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Nikki Lethridge (left), Aria Lethridge-Gardner and Paul Musashi ‘Moose’ Lethridge look through family photos together from when both Nikki and her brother Moose attended Peralta Elementary School in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary in North Oakland is now one of five district schools where more than half the students are white. And that’s remarkable because this is a city where just 9.7 percent of public school children are white.\u003c/p>\n\u003cp>When Nikki Lethridge looks at a picture of her sixth-grade class at Peralta in 1984, she gets nostalgic.\u003c/p>\n\u003cp>“It’s fun to think how really blended it was. You know, Asian, Latino, East Indian, black, white kids, mixed kids. I was part of the mixed kids group,” Lethridge laughs.\u003c/p>\n\u003cp>Nikki and her brother, Paul Musashi Lethridge, are African-American and Japanese-American. They know that the mix of kids at Peralta back then was rare.\u003c/p>\n\u003cp>“Coming from Peralta, I had a really specific view on how diversity works,” Paul says. “It’s like, it worked. It worked beautiful.”\u003c/p>\n\u003cp>Today, both siblings are still in the old neighborhood, living in the house they grew up in, just a few blocks from Peralta. But now Peralta’s racial and economic mix is very different.\u003c/p>\n\u003cp>Nikki sees it daily because her daughter is in fourth grade there.\u003c/p>\n\u003cp>“She’s having a great time, she has lots of friends,” Nikki said. “There are African-American children, but predominantly white now.”\u003c/p>\n\u003cfigure id=\"attachment_11076608\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11076608 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg\" alt=\"Musashi “Moose” Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children along with several other friends who grew up in their neighborhood in Oakland.\" width=\"800\" height=\"634\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-800x634.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-400x317.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-1180x935.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/09/Lethridge_bhs07-qut-960x761.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Paul Musashi ‘Moose’ Lethridge holds a family photo of himself (top center) and his sister (bottom center) as children, along with several other friends who grew up in their neighborhood in Oakland.\u003c/figcaption>\u003c/figure>\n\u003cp>Just 10 years ago, Peralta was 66 percent African-American and 21 percent white. Today, it’s 57 percent white and 16 percent African-American. Latinos make up 11 percent, kids of two or more races make up 12 percent, and Asians make up 3 percent. The free and reduced-price lunch numbers dropped from 53 percent to 22 percent in the last decade. If you look at last year’s kindergarten class, you’ll find it was \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicGrade.aspx?cType=ALL&cGender=B&cYear=2015-16&Level=School&cSelect=Peralta%5EElementary--0161259-6002109&cChoice=SchEnrAll\" target=\"_blank\" rel=\"noopener\">71 percent white\u003c/a>.\u003c/p>\n\u003cp>What happened? The school became more and more successful, with a schoolwide program that integrates arts into the everyday curriculum. As the school became more attractive, more white and middle-class families began enrolling in the neighborhood school. In 2010 and 2011, Peralta won the same award Manzanita SEED did, for achieving high academic results with a socioeconomically disadvantaged population. Ironically, today Peralta would not be eligible for the same award, because it has too few low-income families. Home prices in the neighborhood have gone up, and many African-Americans have moved out.\u003c/p>\n\u003cp>“It happened pretty quick,” Paul said. “It’s kinda cushy up here. But then, one day I wake up and it’s \u003cem>really\u003c/em> cushy, and it’s nothing but Asian and white people. From what I see, it tells me that the people who can afford here look like that. And it’s not black people.”\u003c/p>\n\u003cp>\u003cstrong>Parents Take On Outreach\u003c/strong>\u003c/p>\n\u003cp>In the absence of a district plan to keep schools diverse, some parents and teachers have decided to take on the task themselves of doing intentional outreach to families who may otherwise miss the enrollment deadline.\u003c/p>\n\u003cp>At Manzanita SEED, Delucchi spends a lot of time trying to keep African-American parents at the school. She visits local child care and rec centers to tell low-income families of all ethnicities about the school and how to enroll, so they can get in the door during the open enrollment window. She and other parents also started a Black Family Engagement group.\u003c/p>\n\u003cp>“So they feel like they’re part of a network of people, they’re not in isolation, like swimming among all these other folks with no support,” said Delucchi.\u003c/p>\n\u003cp>At another Oakland school, Sequoia Elementary, teacher Tontra Love says principals have sometimes visited black or Latino churches or Buddhist temples to do outreach.\u003c/p>\n\u003cp>“I hope,” she said, “that all the little pieces we are doing help.”\u003c/p>\n\u003cp>\u003cstrong>Sequoia Teachers Make Diversity Outreach a Priority\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sequoiaschool.net/\" target=\"_blank\" rel=\"noopener\">Sequoia Elementary\u003c/a>, near Dimond Park, is one of a handful of schools in Oakland that actually have a good mix of Latino, Asian, African-American and white students. But Love says in recent years Sequoia has seen a slow decline in African-American students and low-income kids.\u003c/p>\n\u003cp>She says teachers here are determined to keep their school diverse, so they are not afraid to talk openly and directly about the importance of diversity.\u003c/p>\n\u003cp>“When parents talk about making it a better school,” Love says, “we say we want to make it a better school, too, but we want to make sure you’re interpreting better as still diverse in race, diverse in socioeconomic class, diverse in all different ways.”\u003c/p>\n\u003cp>Love says the school has made an effort to recruit and keep teachers of color, like her. And when potential kindergarten parents come to tour the school, Love always tells them about her son’s first day at Sequoia.\u003c/p>\n\u003cp>“His very first comment on the first day of school was, ‘I love my school because there’s kids that look like me,’ ” Love says. “And, you know, as a person of color, I knew how important that was for me. So part of you is so happy that your child has that same thing and you can relate. How sad when at 5, they’ve also been in situations where they already weren’t that, right? So that’s the story I start with.”\u003c/p>\n\u003cp>It’s that kind of clear talk that Love thinks attracts parents who value diversity, parents like Joel Tena.\u003c/p>\n\u003cp>“It was a wondrous moment, because we walked into the room, and we saw what we were looking for, which was quite frankly a reflection of Oakland,” Tena said. “My wife is Asian, I’m Latino. Our son is a little brown boy with long hair who loves to play soccer. And we wanted him to be part of a community that reflected our values and where we were coming from.”\u003c/p>\n\u003cp>Tena likes that at school his son plays soccer with a boy who speaks Arabic. He said Sequoia is teaching kids how to cross lines of race and class that adults in Oakland rarely do. But Tena is worried the neighborhood could be changing — that his school could flip.\u003c/p>\n\u003cp>“Most of the people who are moving in are white. When they’re able to go to school and they start looking around, they’re going to see Sequoia as the option for their kids to go to,” Tena said. “And unless there’s a plan in place to ensure that Sequoia retains the diversity it has right now, socioeconomic, class, race, it will be gone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor’s note: Reporter Zaidee Stavely and OUSD Superintendent Antwan Wilson spoke on \u003ca href=\"https://ww2.kqed.org/forum/2016/09/07/oakland-public-schools-largely-segregated-by-race-class/\" target=\"_blank\" rel=\"noopener\">KQED “Forum”\u003c/a> with host Michael Krasny from 9 a.m. to 10 a.m. Thursday, Sept. 8. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ask Jim Keller to describe the life of an adjunct and he starts with the days of the week.\u003c/p>\n\u003cp>“The first thing I do every morning is stare at the calendar and try to remind myself of what day it is, because when you teach on multiple campuses we all live in fear that we’re going to show up at the wrong school one day,” Keller says.\u003c/p>\n\u003cp>Every semester, Keller, who has an MFA in creative writing, strings together a living by commuting to different college campuses. He’s what’s called a “freeway flier.” He spends a lot of time in his car.\u003c/p>\n\u003cp>Today, Keller is teaching freshmen composition at Reedley College. It’s about a 70-mile round-trip drive from his home in Fresno.\u003c/p>\n\u003cp>“The facetious term for us is roads scholars,” he says. He even has a bumper sticker that says, “I’m an adjunct, this is my office.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Close to two-thirds of community college teachers in California are adjuncts or part-timers, and many of them have little job security. But two companion bills are now headed to Gov. Jerry Brown, which advocates say could improve conditions.\u003c/p>\n\u003cp>Adjuncts typically get paid only for hours they teach. When Keller started as an adjunct, he ran the math. He still wonders whether that was a good idea.\u003c/p>\n\u003cp>“For the number of hours I was actually working, including my prep and grading time, I discovered I actually would have made more money to take a minimum wage job at Wal-Mart,” he says.\u003c/p>\n\u003cp>Heather Chu agrees that it’s tough to be an adjunct, let alone remember where she’s supposed to be on what day. She has her master's degree from the New England Conservatory of Music and is a choral and vocal teacher at two community colleges near Fresno.\u003c/p>\n\u003cp>“Every other day I go to a different school,” she says. “I have to remember which school I go to. Last Thursday, went to the wrong school!”\u003c/p>\n\u003cp>Chu is a single mom trying to make a living to support her child. Right now, she’s staying with her parents with the intent of building up her teaching resume so she can get a full-time job at a college or university.\u003c/p>\n\u003cp>She says it's hard counting on a specific income because classes sometimes get canceled at the last minute.\u003c/p>\n\u003cp>“And all of a sudden in a blink of an eye, you’re denied a source of income that you may have been expecting,” Chu says. “I don’t even know that jobs in the real world do that, you know. You’re at least given some notice.”\u003c/p>\n\u003cp>The first bill headed to the governor's desk, \u003ca href=\"http://www.legtrack.com/bill.html?bill=201520160AB1690\">AB 1690\u003c/a>, guarantees a consistent workload to adjuncts statewide who have taught for three years. It would also give them seniority rights and other benefits. Thirty-two of the state’s 72 community college districts already have some form of seniority rights through collective bargaining. This bill would bring the other districts up to standard, Keller says.\u003c/p>\n\u003cp>“It’s giving an opportunity for adjuncts who right now feel very, very powerless to step up and have unions that are more aggressive in looking out for their needs,” Keller says.\u003c/p>\n\u003cp>Chu says the bill is a positive move. “To feel valued at a school that you have been putting your time in, to have that seniority and a little bit of security, would definitely be a step in the right direction,” she says.\u003c/p>\n\u003cp>But Larry Galizio, president and CEO of the Community College League of California, says the districts are very diverse with different needs, so collective bargaining needs to stay at the local level.\u003c/p>\n\u003cp>”We see this as a one-size-fits-all approach, when the people closest to the issue understand much better the particular needs and where the investments need to occur to serve students in the communities,” Galizio says.\u003c/p>\n\u003cp>The problem, he says, is really about the systematic underfunding of community colleges.\u003c/p>\n\u003cp>“I don’t think anyone could deny the fact that part-time faculty at community colleges are often undercompensated. But the disagreement is: How do you approach that and what are the causal factors?” Galizio says.\u003c/p>\n\u003cp>And it’s clear many administrators don’t want a top-down mandate. That’s why\u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/sen/sb_1351-1400/sb_1379_bill_20160829_amended_asm_v95.html\"> SB 1379 \u003c/a>was passed shortly before the legislative session ended this week. It’s tied to AB 1690 to give that bill a greater chance of being signed into law. SB 1379 gives local districts some flexibility with negotiations. But if districts don’t offer labor agreements, they stand to lose certain program funds, says Austin Webster, director of communications for the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Jim Keller, he’s part of a good union now, but after this semester, he’s moving to Southern California to be with his husband. Keller hopes to teach at one or more community colleges, and he’s waiting to see if Brown will sign these companion bills. Otherwise, Keller says, he’s not sure what rights he’ll have.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask Jim Keller to describe the life of an adjunct and he starts with the days of the week.\u003c/p>\n\u003cp>“The first thing I do every morning is stare at the calendar and try to remind myself of what day it is, because when you teach on multiple campuses we all live in fear that we’re going to show up at the wrong school one day,” Keller says.\u003c/p>\n\u003cp>Every semester, Keller, who has an MFA in creative writing, strings together a living by commuting to different college campuses. He’s what’s called a “freeway flier.” He spends a lot of time in his car.\u003c/p>\n\u003cp>Today, Keller is teaching freshmen composition at Reedley College. It’s about a 70-mile round-trip drive from his home in Fresno.\u003c/p>\n\u003cp>“The facetious term for us is roads scholars,” he says. He even has a bumper sticker that says, “I’m an adjunct, this is my office.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Close to two-thirds of community college teachers in California are adjuncts or part-timers, and many of them have little job security. But two companion bills are now headed to Gov. Jerry Brown, which advocates say could improve conditions.\u003c/p>\n\u003cp>Adjuncts typically get paid only for hours they teach. When Keller started as an adjunct, he ran the math. He still wonders whether that was a good idea.\u003c/p>\n\u003cp>“For the number of hours I was actually working, including my prep and grading time, I discovered I actually would have made more money to take a minimum wage job at Wal-Mart,” he says.\u003c/p>\n\u003cp>Heather Chu agrees that it’s tough to be an adjunct, let alone remember where she’s supposed to be on what day. She has her master's degree from the New England Conservatory of Music and is a choral and vocal teacher at two community colleges near Fresno.\u003c/p>\n\u003cp>“Every other day I go to a different school,” she says. “I have to remember which school I go to. Last Thursday, went to the wrong school!”\u003c/p>\n\u003cp>Chu is a single mom trying to make a living to support her child. Right now, she’s staying with her parents with the intent of building up her teaching resume so she can get a full-time job at a college or university.\u003c/p>\n\u003cp>She says it's hard counting on a specific income because classes sometimes get canceled at the last minute.\u003c/p>\n\u003cp>“And all of a sudden in a blink of an eye, you’re denied a source of income that you may have been expecting,” Chu says. “I don’t even know that jobs in the real world do that, you know. You’re at least given some notice.”\u003c/p>\n\u003cp>The first bill headed to the governor's desk, \u003ca href=\"http://www.legtrack.com/bill.html?bill=201520160AB1690\">AB 1690\u003c/a>, guarantees a consistent workload to adjuncts statewide who have taught for three years. It would also give them seniority rights and other benefits. Thirty-two of the state’s 72 community college districts already have some form of seniority rights through collective bargaining. This bill would bring the other districts up to standard, Keller says.\u003c/p>\n\u003cp>“It’s giving an opportunity for adjuncts who right now feel very, very powerless to step up and have unions that are more aggressive in looking out for their needs,” Keller says.\u003c/p>\n\u003cp>Chu says the bill is a positive move. “To feel valued at a school that you have been putting your time in, to have that seniority and a little bit of security, would definitely be a step in the right direction,” she says.\u003c/p>\n\u003cp>But Larry Galizio, president and CEO of the Community College League of California, says the districts are very diverse with different needs, so collective bargaining needs to stay at the local level.\u003c/p>\n\u003cp>”We see this as a one-size-fits-all approach, when the people closest to the issue understand much better the particular needs and where the investments need to occur to serve students in the communities,” Galizio says.\u003c/p>\n\u003cp>The problem, he says, is really about the systematic underfunding of community colleges.\u003c/p>\n\u003cp>“I don’t think anyone could deny the fact that part-time faculty at community colleges are often undercompensated. But the disagreement is: How do you approach that and what are the causal factors?” Galizio says.\u003c/p>\n\u003cp>And it’s clear many administrators don’t want a top-down mandate. That’s why\u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/sen/sb_1351-1400/sb_1379_bill_20160829_amended_asm_v95.html\"> SB 1379 \u003c/a>was passed shortly before the legislative session ended this week. It’s tied to AB 1690 to give that bill a greater chance of being signed into law. SB 1379 gives local districts some flexibility with negotiations. But if districts don’t offer labor agreements, they stand to lose certain program funds, says Austin Webster, director of communications for the Faculty Association of California Community Colleges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Jim Keller, he’s part of a good union now, but after this semester, he’s moving to Southern California to be with his husband. Keller hopes to teach at one or more community colleges, and he’s waiting to see if Brown will sign these companion bills. Otherwise, Keller says, he’s not sure what rights he’ll have.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The cost of college has often topped the list of higher education's most pressing challenges, and now, the California State University system wants to look at the students who are feeling squeezed the most: the homeless and hungry.\u003c/p>\n\u003cp>Next month the public university giant plans to continue its study and response to \"college students who experience housing instability and food insecurity\" by sending out a mass email to all students attending one of CSU's 23 campuses. CSU says this is one of the most extensive research projects ever conducted on the issue by a U.S. public university system.\u003c/p>\n\u003cp>CSU began its study of college homelessness last year and released its findings earlier this year \u003ca href=\"https://presspage-production-content.s3.amazonaws.com/uploads/1487/cohomelessstudy.pdf?10000\" target=\"_blank\">in a report\u003c/a> and conference. It found that around 8.7 percent of CSU students were displaced and 21 percent of students were food insecure.\u003c/p>\n\u003cp>KQED's Devin Katayama spoke with CSU Chancellor Timothy P. White about the undertaking and work ahead.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> What do you hope comes from all this work?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> Two things. One is higher awareness on all of our campuses and the communities that surround the 23 campuses about how important it is to find solutions here. And the second is to find the solutions and create the policies and expectations to enable our students to not have such significant problems with access to food and safe places to live.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> CSU has already started to study student homelessness on its campuses. Based on what you already know, what could those policies or programs look like?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> They could look like having [food] pantries required on campuses, perhaps. It could look like making sure that the campuses have a one-page shopping, if you will, for where there are places in the community that also provide similar services. It could take the form of dedicating campuses' resources from one type of another or part of the fundraising activities that campuses do, or the grants that they seek from agencies to creating the funding to support this.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Why can't the available college resource centers or staff on school campuses adequately help students now?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> There's the personnel side, and perhaps some of those good folks can help. But then there's also the supply side of how do we get nutritious food and the ability for students to learn how to prepare that food, and hygiene products and other things that are necessary for their lives -- how do we get the resources to have that? In places that are most successful, those types of supplies are coming often by donations from the community. So, how do we engage community partners to say this matters to us, too?\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Will you be able to pay for all the programs, or will it depend on fundraising or private funding at each school?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> I think it will be a combination of all of that -- redirecting existing efforts, if this is a higher priority, engaging the philanthropic community, working with foundations, redirecting resources that are used for something that are no longer quite as necessary. But one of the most powerful things that I've learned about the California State University is the heart and the drive of the people who go to school and who work at the universities. And because this has become known now to be such a significant issue, I think that spirit will go a long ways in finding and making resources and things available.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview was edited for length.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The cost of college has often topped the list of higher education's most pressing challenges, and now, the California State University system wants to look at the students who are feeling squeezed the most: the homeless and hungry.\u003c/p>\n\u003cp>Next month the public university giant plans to continue its study and response to \"college students who experience housing instability and food insecurity\" by sending out a mass email to all students attending one of CSU's 23 campuses. CSU says this is one of the most extensive research projects ever conducted on the issue by a U.S. public university system.\u003c/p>\n\u003cp>CSU began its study of college homelessness last year and released its findings earlier this year \u003ca href=\"https://presspage-production-content.s3.amazonaws.com/uploads/1487/cohomelessstudy.pdf?10000\" target=\"_blank\">in a report\u003c/a> and conference. It found that around 8.7 percent of CSU students were displaced and 21 percent of students were food insecure.\u003c/p>\n\u003cp>KQED's Devin Katayama spoke with CSU Chancellor Timothy P. White about the undertaking and work ahead.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> What do you hope comes from all this work?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> Two things. One is higher awareness on all of our campuses and the communities that surround the 23 campuses about how important it is to find solutions here. And the second is to find the solutions and create the policies and expectations to enable our students to not have such significant problems with access to food and safe places to live.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> CSU has already started to study student homelessness on its campuses. Based on what you already know, what could those policies or programs look like?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> They could look like having [food] pantries required on campuses, perhaps. It could look like making sure that the campuses have a one-page shopping, if you will, for where there are places in the community that also provide similar services. It could take the form of dedicating campuses' resources from one type of another or part of the fundraising activities that campuses do, or the grants that they seek from agencies to creating the funding to support this.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Why can't the available college resource centers or staff on school campuses adequately help students now?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> There's the personnel side, and perhaps some of those good folks can help. But then there's also the supply side of how do we get nutritious food and the ability for students to learn how to prepare that food, and hygiene products and other things that are necessary for their lives -- how do we get the resources to have that? In places that are most successful, those types of supplies are coming often by donations from the community. So, how do we engage community partners to say this matters to us, too?\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> Will you be able to pay for all the programs, or will it depend on fundraising or private funding at each school?\u003c/p>\n\u003cp>\u003cstrong>White:\u003c/strong> I think it will be a combination of all of that -- redirecting existing efforts, if this is a higher priority, engaging the philanthropic community, working with foundations, redirecting resources that are used for something that are no longer quite as necessary. But one of the most powerful things that I've learned about the California State University is the heart and the drive of the people who go to school and who work at the universities. And because this has become known now to be such a significant issue, I think that spirit will go a long ways in finding and making resources and things available.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview was edited for length.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "oakland-prides-itself-on-being-diverse-until-it-comes-time-to-send-kids-to-school",
"title": "Oakland Prides Itself on Being Diverse -- Until It Comes Time to Send Kids to School",
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"content": "\u003cp>Walking her daughter to school in their neighborhood of Sobrante Park in East Oakland, Marina Muñoz passes an old mattress on the curb and several abandoned cars. Then she crosses an empty lot covered with old clothes and smelly trash.\u003c/p>\n\u003cp>“Here in East Oakland, we are all poor,” says Muñoz in Spanish. “Poor in everything, including education.”\u003c/p>\n\u003cp>Oakland prides itself on \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">diversity\u003c/a>. Students in the district’s public and charter schools are 44 percent Latino, 26 percent African-American, 13 percent Asian and 9.7 percent white. But only a handful of its public schools fully reflect the district’s diversity. They are more likely to \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">look like their own neighborhoods\u003c/a>, which are largely segregated by race and class. That’s due in large part to the district’s enrollment policy.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280792006″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Muñoz’s kids’ school, \u003ca href=\"http://www.ousd.org/madison\" target=\"_blank\" rel=\"noopener\">Madison Park Academy\u003c/a>, reflects the neighborhood. It’s 95 percent Latino and African-American, and almost all the kids qualify for free and reduced lunch. More than half the kids in elementary school are English learners. Latino kids make up the biggest ethnic group in Oakland’s public schools. They’re also the most isolated from other races and \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-62-school-segregation-by-race-poverty-and-state/Brown-at-62-final-corrected-2.pdf\">the most concentrated\u003c/a> in high-poverty schools, here and across the state.\u003c/p>\n\u003cfigure id=\"attachment_11066041\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066041 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg\" alt=\"Seven-year-old Celia Fragoso walks through her neighborhood in Madison Park in the morning on her way to Sobrante Park Elementary in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Celia Fragoso, 7, walks through the Oakland neighborhood of Sobrante Park on her way to Madison Park Academy on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The principal at Madison Park Academy has made a lot of improvements in recent years, with a health clinic and wraparound services for kids and families. Still, the school has larger-than-average class sizes and low test scores, compared with the top-tier schools in the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That bothers Muñoz. She’s convinced her kids are not receiving the same quality education as kids in the wealthy Oakland hills. One of the most frustrating moments for her was last year, when her son was a junior in high school. She said he had a substitute teacher in one of his classes for months.\u003c/p>\n\u003cp>“He would say, ‘They’re not even teaching me anything. Mom, come get me, I’m not doing anything,’ ” Muñoz said. “How are we going to send our kids to college if we don’t have well-trained teachers?”\u003c/p>\n\u003cp>[contextly_sidebar id=”cAME9l7TY6coxsn97pgKZGFohsAMAHSB”]\u003c/p>\n\u003cp>Integrating schools is one way to give kids of color and low-income kids the same educational experience that white and wealthy kids are getting. But in California most school districts haven’t attempted to integrate, unless they they’ve been taken to court. Oakland is no exception. It offers a semblance of choice: Parents have to turn in six options for schools. But the district gives priority first to siblings, and then to families who live in the neighborhood.\u003c/p>\n\u003cp>Muñoz never even considered sending her children to one of the top-performing schools in the Oakland hills. When she first moved here from Mexico, it took her two months to even figure out how to enroll her kids, let alone send them to a school outside her neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11066042\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066042 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg\" alt=\"Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Madison Park neighborhood in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-960x638.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Sobrante Park neighborhood of Oakland on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I didn’t have a car, and it would have been too hard to walk far, or pay for the bus,” Muñoz said. “We wouldn’t have had enough money for food.”\u003c/p>\n\u003cp>Transportation is a serious issue in this district. Oakland Unified doesn’t offer free travel to get to a school outside your neighborhood, like some other districts. District officials say it would be too costly.\u003c/p>\n\u003cp>Even if Muñoz could get to a top-performing school in the hills, many of those schools wouldn’t have space for her kids because they\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolChoice?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\"> fill up with kids\u003c/a> from their own neighborhoods, which are mostly white and wealthy.\u003c/p>\n\u003cp>“I feel very strongly that there needs to be a conversation and a system put in place to desegregate the schools,” said former Oakland teacher Tanya Harris.\u003c/p>\n\u003cp>Harris used to teach at one of the top-performing schools in the district, \u003ca href=\"http://crockerschool.org/\">Crocker Highlands Elementary\u003c/a>. It’s a wealthy neighborhood, where the median home price is now more than $1 million. After teaching at Crocker Highlands for five years, Harris began working at schools in high-poverty neighborhoods, like where Marina Muñoz lives.\u003c/p>\n\u003cp>“And I would drive down that hill and past those beautiful, huge homes and tree-lined streets and I would get on the freeway, and get off and … it brought tears to my eyes. I thought, it’s like I live in a Third World country,” Harris said.\u003c/p>\n\u003cp>Harris says that stark inequity of poverty and wealth creates a two-tiered system of access.\u003c/p>\n\u003cp>“Access to everything,” Harris said. “Access to health care, dental care and eyeglasses, access to, obviously, jobs, access to grocery stores, access to the educational experience that kids and families deserve in order to interrupt these continuous cycles of poverty.”\u003c/p>\n\u003cfigure id=\"attachment_11066044\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11066044\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg\" alt=\"A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And at wealthy schools?\u003c/p>\n\u003cp>“At Crocker, our kids had access to all kinds of enrichment. There was so much teacher autonomy for us to teach how we wanted to teach, and art was an integral part of everything we did. It was really hands-on, and kids did really amazing things,” Harris said.\u003c/p>\n\u003cp>She says at other schools there was less parent fundraising to provide resources and materials for those kinds of enrichment projects.\u003c/p>\n\u003cp>Back in 2003, when Harris first started teaching at Crocker Highlands, she says there was space for kids from outside the neighborhood, because many families living in the neighborhood were sending their kids to private school. So Crocker Highlands was more evenly divided, with about 40 percent African-American and 40 percent white students.\u003c/p>\n\u003cp>“My first PTA meeting, I’ll never forget it, the PTA members were talking about how important diversity was,” Harris said. “And then, several years into my experience there, that narrative shifted significantly.”\u003c/p>\n\u003cp>What happened was that Crocker Highlands families started working to get more of their neighbors to send their kids to Crocker, to invest in the neighborhood school and improve it.\u003c/p>\n\u003cp>“There was an active group that was working with the local Realtor, who was really intentional about selling homes to people who were going to be committed to sending their kids to Crocker,” Harris said. “So there was a real shift in the culture and climate in terms of accepting and embracing folks that were outside the little Crocker Highlands bubble.”\u003c/p>\n\u003cp>Over time, more and more African-American kids from outside the neighborhood were squeezed out. Today, 60 percent of Crocker Highlands’ students are white, and only 10 percent are black. Just 3 percent are English learners, compared with 30 percent districtwide, and only 8 percent qualify for free and reduced lunch, compared with more than three-quarters districtwide.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/0b4qh/4/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"800\" height=\"584\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Our schools really reflect what is a housing segregation issue,” said Janelle Scott, an associate professor of education at UC Berkeley. “Our embracing of neighborhood schools, without any affirmative plan to interrupt neighborhood racial segregation patterns, means that our schools are largely going to look like our neighborhoods look, and our neighborhoods are quite segregated.”\u003c/p>\n\u003cp>That neighborhood segregation wasn’t by accident. Like in other cities across the country, segregation in Oakland was by design. In the early 20th century, real estate agents and mortgage companies refused to give loans to people of color, and homeowner associations had specific policies against renting or selling to African-Americans and Asian-Americans.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://lakeshorehomes.net/\" target=\"_blank\" rel=\"noopener\">oldest of these homeowner associations\u003c/a> west of the Mississippi was founded in the Crocker Highlands neighborhood in 1917. The federal government outlawed racial covenants in 1968, but this Oakland neighborhood didn’t officially lift them until 1979. African-Americans have moved in and out of Crocker Highlands over the years, but today the neighborhood is mostly white.\u003c/p>\n\u003cp>Oakland Unified’s executive director of enrollment, Charles Wilson, recognizes that the existing neighborhood boundaries reinforce the legacy of housing segregation.\u003c/p>\n\u003cp>“So the challenge for us is how do we push against that, at the same time recognizing that everyone has a right to attend school close to their home?” Wilson said.\u003c/p>\n\u003cp>He says the district plans to apply for a federal grant to try to integrate the schools socioeconomically, maybe offering spaces at high-performing schools to kids from low-income neighborhoods.\u003c/p>\n\u003cp>“What if we were to say, we will never allow a school to become more than 80 percent free and reduced lunch or less than 60 percent?” Wilson said.\u003c/p>\n\u003cp>That’s still in the early planning stages, but Wilson says integration is a priority for the district.\u003c/p>\n\u003cp>“It’s also a very thorny issue that is going to require a lot of delicate movement to include the community in,” he said.\u003c/p>\n\u003cp>\u003cstrong>Integration Is a Hard Sell\u003c/strong>\u003c/p>\n\u003cp>School integration plans are often met with lawsuits, and white and wealthy parents fleeing to private schools. Neighboring \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">Berkeley’s plan, however, held up in court\u003c/a>. It has neighborhood zones that run from the wealthy hills to the lower-income flatlands and uses block-by-block information to pull students from a wide range of races, incomes and levels of parent education.\u003c/p>\n\u003cp>Of course, Oakland is a different city. It has fewer white students and more students from low-income families. But Janelle Scott says that’s not a reason not to integrate. Oakland’s diversity, she says, is an incredible opportunity for people to really understand each other, across lines of race and class.\u003c/p>\n\u003cp>“We have large numbers of Latino, African-American and Asian students, but we see that many of those students never even go to school together. So for me, it really comes back to what kind of society do we want to have?” Scott said. “Do we want our children as young adults to be able to get along with each other, to know about each other, to be respectful of each other? And that is one of the reasons why advocates early on focused on schools, because it was a place where children could grow together and learn together.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Only a handful of schools in Oakland truly reflect its diversity. One of the main reasons? The district enrollment policy.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking her daughter to school in their neighborhood of Sobrante Park in East Oakland, Marina Muñoz passes an old mattress on the curb and several abandoned cars. Then she crosses an empty lot covered with old clothes and smelly trash.\u003c/p>\n\u003cp>“Here in East Oakland, we are all poor,” says Muñoz in Spanish. “Poor in everything, including education.”\u003c/p>\n\u003cp>Oakland prides itself on \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">diversity\u003c/a>. Students in the district’s public and charter schools are 44 percent Latino, 26 percent African-American, 13 percent Asian and 9.7 percent white. But only a handful of its public schools fully reflect the district’s diversity. They are more likely to \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEth&cYear=2015-16&cSelect=0161259--Oakland+Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">look like their own neighborhoods\u003c/a>, which are largely segregated by race and class. That’s due in large part to the district’s enrollment policy.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/280792006″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/280792006″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Muñoz’s kids’ school, \u003ca href=\"http://www.ousd.org/madison\" target=\"_blank\" rel=\"noopener\">Madison Park Academy\u003c/a>, reflects the neighborhood. It’s 95 percent Latino and African-American, and almost all the kids qualify for free and reduced lunch. More than half the kids in elementary school are English learners. Latino kids make up the biggest ethnic group in Oakland’s public schools. They’re also the most isolated from other races and \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-62-school-segregation-by-race-poverty-and-state/Brown-at-62-final-corrected-2.pdf\">the most concentrated\u003c/a> in high-poverty schools, here and across the state.\u003c/p>\n\u003cfigure id=\"attachment_11066041\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066041 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg\" alt=\"Seven-year-old Celia Fragoso walks through her neighborhood in Madison Park in the morning on her way to Sobrante Park Elementary in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MarinaandCelia2-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Celia Fragoso, 7, walks through the Oakland neighborhood of Sobrante Park on her way to Madison Park Academy on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The principal at Madison Park Academy has made a lot of improvements in recent years, with a health clinic and wraparound services for kids and families. Still, the school has larger-than-average class sizes and low test scores, compared with the top-tier schools in the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That bothers Muñoz. She’s convinced her kids are not receiving the same quality education as kids in the wealthy Oakland hills. One of the most frustrating moments for her was last year, when her son was a junior in high school. She said he had a substitute teacher in one of his classes for months.\u003c/p>\n\u003cp>“He would say, ‘They’re not even teaching me anything. Mom, come get me, I’m not doing anything,’ ” Muñoz said. “How are we going to send our kids to college if we don’t have well-trained teachers?”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Integrating schools is one way to give kids of color and low-income kids the same educational experience that white and wealthy kids are getting. But in California most school districts haven’t attempted to integrate, unless they they’ve been taken to court. Oakland is no exception. It offers a semblance of choice: Parents have to turn in six options for schools. But the district gives priority first to siblings, and then to families who live in the neighborhood.\u003c/p>\n\u003cp>Muñoz never even considered sending her children to one of the top-performing schools in the Oakland hills. When she first moved here from Mexico, it took her two months to even figure out how to enroll her kids, let alone send them to a school outside her neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11066042\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11066042 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg\" alt=\"Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Madison Park neighborhood in Oakland on Aug. 26, 2016.\" width=\"800\" height=\"531\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-800x531.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-1180x784.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/08/MadisonPark1920-960x638.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abandoned trash sits along the sidewalk and in an empty lot on 105th Avenue in the Sobrante Park neighborhood of Oakland on Aug. 26, 2016. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I didn’t have a car, and it would have been too hard to walk far, or pay for the bus,” Muñoz said. “We wouldn’t have had enough money for food.”\u003c/p>\n\u003cp>Transportation is a serious issue in this district. Oakland Unified doesn’t offer free travel to get to a school outside your neighborhood, like some other districts. District officials say it would be too costly.\u003c/p>\n\u003cp>Even if Muñoz could get to a top-performing school in the hills, many of those schools wouldn’t have space for her kids because they\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolChoice?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\"> fill up with kids\u003c/a> from their own neighborhoods, which are mostly white and wealthy.\u003c/p>\n\u003cp>“I feel very strongly that there needs to be a conversation and a system put in place to desegregate the schools,” said former Oakland teacher Tanya Harris.\u003c/p>\n\u003cp>Harris used to teach at one of the top-performing schools in the district, \u003ca href=\"http://crockerschool.org/\">Crocker Highlands Elementary\u003c/a>. It’s a wealthy neighborhood, where the median home price is now more than $1 million. After teaching at Crocker Highlands for five years, Harris began working at schools in high-poverty neighborhoods, like where Marina Muñoz lives.\u003c/p>\n\u003cp>“And I would drive down that hill and past those beautiful, huge homes and tree-lined streets and I would get on the freeway, and get off and … it brought tears to my eyes. I thought, it’s like I live in a Third World country,” Harris said.\u003c/p>\n\u003cp>Harris says that stark inequity of poverty and wealth creates a two-tiered system of access.\u003c/p>\n\u003cp>“Access to everything,” Harris said. “Access to health care, dental care and eyeglasses, access to, obviously, jobs, access to grocery stores, access to the educational experience that kids and families deserve in order to interrupt these continuous cycles of poverty.”\u003c/p>\n\u003cfigure id=\"attachment_11066044\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11066044\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg\" alt=\"A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Crockerhighlands_1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A view of houses along Grosvenor Place in the neighborhood known as Crocker Highlands in Oakland. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And at wealthy schools?\u003c/p>\n\u003cp>“At Crocker, our kids had access to all kinds of enrichment. There was so much teacher autonomy for us to teach how we wanted to teach, and art was an integral part of everything we did. It was really hands-on, and kids did really amazing things,” Harris said.\u003c/p>\n\u003cp>She says at other schools there was less parent fundraising to provide resources and materials for those kinds of enrichment projects.\u003c/p>\n\u003cp>Back in 2003, when Harris first started teaching at Crocker Highlands, she says there was space for kids from outside the neighborhood, because many families living in the neighborhood were sending their kids to private school. So Crocker Highlands was more evenly divided, with about 40 percent African-American and 40 percent white students.\u003c/p>\n\u003cp>“My first PTA meeting, I’ll never forget it, the PTA members were talking about how important diversity was,” Harris said. “And then, several years into my experience there, that narrative shifted significantly.”\u003c/p>\n\u003cp>What happened was that Crocker Highlands families started working to get more of their neighbors to send their kids to Crocker, to invest in the neighborhood school and improve it.\u003c/p>\n\u003cp>“There was an active group that was working with the local Realtor, who was really intentional about selling homes to people who were going to be committed to sending their kids to Crocker,” Harris said. “So there was a real shift in the culture and climate in terms of accepting and embracing folks that were outside the little Crocker Highlands bubble.”\u003c/p>\n\u003cp>Over time, more and more African-American kids from outside the neighborhood were squeezed out. Today, 60 percent of Crocker Highlands’ students are white, and only 10 percent are black. Just 3 percent are English learners, compared with 30 percent districtwide, and only 8 percent qualify for free and reduced lunch, compared with more than three-quarters districtwide.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/0b4qh/4/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"800\" height=\"584\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Our schools really reflect what is a housing segregation issue,” said Janelle Scott, an associate professor of education at UC Berkeley. “Our embracing of neighborhood schools, without any affirmative plan to interrupt neighborhood racial segregation patterns, means that our schools are largely going to look like our neighborhoods look, and our neighborhoods are quite segregated.”\u003c/p>\n\u003cp>That neighborhood segregation wasn’t by accident. Like in other cities across the country, segregation in Oakland was by design. In the early 20th century, real estate agents and mortgage companies refused to give loans to people of color, and homeowner associations had specific policies against renting or selling to African-Americans and Asian-Americans.\u003c/p>\n\u003cp>One of the \u003ca href=\"http://lakeshorehomes.net/\" target=\"_blank\" rel=\"noopener\">oldest of these homeowner associations\u003c/a> west of the Mississippi was founded in the Crocker Highlands neighborhood in 1917. The federal government outlawed racial covenants in 1968, but this Oakland neighborhood didn’t officially lift them until 1979. African-Americans have moved in and out of Crocker Highlands over the years, but today the neighborhood is mostly white.\u003c/p>\n\u003cp>Oakland Unified’s executive director of enrollment, Charles Wilson, recognizes that the existing neighborhood boundaries reinforce the legacy of housing segregation.\u003c/p>\n\u003cp>“So the challenge for us is how do we push against that, at the same time recognizing that everyone has a right to attend school close to their home?” Wilson said.\u003c/p>\n\u003cp>He says the district plans to apply for a federal grant to try to integrate the schools socioeconomically, maybe offering spaces at high-performing schools to kids from low-income neighborhoods.\u003c/p>\n\u003cp>“What if we were to say, we will never allow a school to become more than 80 percent free and reduced lunch or less than 60 percent?” Wilson said.\u003c/p>\n\u003cp>That’s still in the early planning stages, but Wilson says integration is a priority for the district.\u003c/p>\n\u003cp>“It’s also a very thorny issue that is going to require a lot of delicate movement to include the community in,” he said.\u003c/p>\n\u003cp>\u003cstrong>Integration Is a Hard Sell\u003c/strong>\u003c/p>\n\u003cp>School integration plans are often met with lawsuits, and white and wealthy parents fleeing to private schools. Neighboring \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/integration-defended-berkeley-unified2019s-strategy-to-maintain-school-diversity\" target=\"_blank\" rel=\"noopener\">Berkeley’s plan, however, held up in court\u003c/a>. It has neighborhood zones that run from the wealthy hills to the lower-income flatlands and uses block-by-block information to pull students from a wide range of races, incomes and levels of parent education.\u003c/p>\n\u003cp>Of course, Oakland is a different city. It has fewer white students and more students from low-income families. But Janelle Scott says that’s not a reason not to integrate. Oakland’s diversity, she says, is an incredible opportunity for people to really understand each other, across lines of race and class.\u003c/p>\n\u003cp>“We have large numbers of Latino, African-American and Asian students, but we see that many of those students never even go to school together. So for me, it really comes back to what kind of society do we want to have?” Scott said. “Do we want our children as young adults to be able to get along with each other, to know about each other, to be respectful of each other? And that is one of the reasons why advocates early on focused on schools, because it was a place where children could grow together and learn together.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Eleanor Wohlfeiler’s son, Eero, was in kindergarten, he was already talking openly about race.\u003c/p>\n\u003cp>“He came home from school one day and he said, ‘Mom, am I white?’ ” Wohlfeiler said. “I said, ‘Yeah, you’re white.’ And he paused and he said, ‘Are you white?’ I said, ‘Yep, that’s how it is in our family, we’re all white.’ And I was interested in that, because 6 is pretty old to figure out your race, but it’s a lot younger than a lot of white people. I know it’s older than people of color figure it out, but at least he got it before 13.”\u003c/p>\n\u003cp>For two years Eero attended \u003ca href=\"http://www.ousd.org/sankofa\" target=\"_blank\" rel=\"noopener\">Sankofa Academy\u003c/a>, where 73 percent of the students are African-American and 11 percent are Latino. \u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Close to 90 percent qualify for free and reduced-price lunch\u003c/a>. That’s pretty unusual for white kids in Oakland. Eero was one of only two white kids in his class the first year. The second year he was the only one.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/280615613″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>“Most of our white neighbors didn’t look at Sankofa,” Wohlfeiler said. “They wouldn’t even walk in the door. To us we wanted to not only walk in the door, but really look at what that meant.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What it meant was complicated for Wohlfeiler. She said Eero was happy. Her family felt welcome at the school. But there were challenges common in schools that serve mostly low-income kids. Eero had an inexperienced teacher the first year, frequent substitutes the next.\u003c/p>\n\u003cp>“It was like the bottom-of-the-barrel substitutes. Sankofa did not have the resources to retain like a full-time sub,” said Wohlfeiler. “What I saw of it when I volunteered was real disrespect for the children as a form of crowd control. I was watching the children just shut down.”\u003c/p>\n\u003cfigure id=\"attachment_11064878\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064878 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg\" alt=\"Eleanor Wohlfeiler (center) and her husband Eric Pankonin with their three children Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleanor Wohlfeiler (center) and her husband, Eric Pankonin, with their three children, Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wohlfeiler said she didn’t think of Sankofa as a failing school. She just didn’t feel like it had the support it needed from the district. And there was another layer: Because Eero had gone to preschool, he was more prepared for kindergarten than many of his classmates who hadn’t. Wohlfeiler worried that he was getting the incorrect message that he was inherently smarter than other kids.\u003c/p>\n\u003cp>“He got a lot of feedback about that, like, ‘You’re so smart,’ and that felt really complicated for us. He’s the only white kid in his class, and I bet we had a lot more books on our shelf than other kids in his class, and that just did not feel right,” Wohlfeiler said.\u003c/p>\n\u003cp>She eventually decided to move Eero to another school, \u003ca href=\"http://www.peraltaschool.org\" target=\"_blank\" rel=\"noopener\">Peralta Elementary\u003c/a>, three blocks away. He started there last year. Peralta is an award-winning school. It has higher test scores and lower teacher turnover. There is art all over the walls and in the classrooms, and parents raise money to pay for classroom helpers.\u003c/p>\n\u003cp>[contextly_sidebar id=”Z4Y6trR259pzH8MkRON9UvULIGSdGweH”]\u003c/p>\n\u003cp>“And he was quick to tell me, there’s not a lot of black people in his class,” Wohlfeiler said.\u003c/p>\n\u003cp>\u003cstrong>Double Segregation by Race and Poverty\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Almost 60 percent of the students at Peralta are white\u003c/a>. Less than a fourth qualify for free and reduced-price lunch.\u003c/p>\n\u003cp>Eero had ended up in a pretty typical situation for a white child in Oakland. Only 9.6 percent of Oakland’s public school students are white — that includes charter students. But they’re concentrated in a handful of schools, where they are the majority.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/PSbyI/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There’s very high segregation of blacks and Latinos in the schools in Oakland,” said Gary Orfield, co-director of the UCLA Civil Rights Project and an expert on school segregation. “I would characterize it as severe.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/segregating-california2019s-future-inequality-and-its-alternative-60-years-after-brown-v.-board-of-education/orfield-ee-segregating-california-future-brown-at.pdf\" target=\"_blank\" rel=\"noopener\">According to data compiled by the UCLA Civil Rights Project\u003c/a>, the average white student in Oakland goes to school with 37 percent low-income classmates. In contrast, African-American students in Oakland attend schools where 72 percent of fellow students are low income; for Latinos, it’s 84 percent.\u003c/p>\n\u003caside class=\"alignright\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/62sly/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>When you concentrate poverty and wealth like that, it creates separate and unequal schools, like Sankofa and Peralta. In fact, the larger the difference in the poverty rate at schools for kids of different races, \u003ca href=\"http://www.irp.wisc.edu/dispatch/racial-achievement-gap-and-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">the larger the racial achievement gap, according to some researchers\u003c/a>.\u003c/p>\n\u003cp>“Segregation, as you can see by these Oakland statistics, is double segregation by race and poverty, which is really crippling for a school,” said Orfield.\u003c/p>\n\u003cp>It’s crippling because schools with more poverty tend to have fewer parents with college degrees and fewer parents with time on their hands to volunteer in the classroom and raise funds. These schools have a harder time attracting and keeping quality teachers, and have kids dealing with a lot more social and emotional issues in the classroom because they may come to school hungry, or be hurting or scared because they live in neighborhoods that experience a disproportionate amount of gun violence, police brutality and poverty.\u003c/p>\n\u003cp>“Our kids are used to broken promises,” said Dana Saks, who directs Sankofa’s after-school program. “Our middle school students have been waiting since they first had a sixth grade for lockers. And the district keeps saying, ‘We’re going to get you lockers, we’re going to get you lockers, and they haven’t gotten them.’ And our kids are like, ‘Yeah, they’re not going to get us lockers. They don’t really care about us.’ ”\u003c/p>\n\u003cp>Oakland Unified recently renovated part of Sankofa and its playground. This year, the district is focusing on improving academics at Sankofa and a handful of other poor-performing schools. This has pretty much been the equity strategy here: \u003ca href=\"http://www.ousd.org/domain/3466\" target=\"_blank\" rel=\"noopener\">Make neighborhood schools more attractive and improve academic outcomes\u003c/a> for all kids, no matter where they attend school.\u003c/p>\n\u003cp>“The system is broken and diseased,” said OUSD’s director of enrollment, Charles Wilson. “If everybody went to their neighborhood schools, then we might see greater mixing, but there is sort of this pantheon of five or six schools that everyone wants to get into, all above Highway 13.”\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Check the demographics of every public school in the Oakland Unified School District.\u003c/a>\u003c/aside>\n\u003cp>Wilson said the district is looking into ways to integrate the schools socioeconomically, including redesigning programs at schools like Sankofa to make them more appealing to middle-class families, and changing the priority system to give kids from higher-poverty Zip codes more of a chance to enroll in high-performing schools. But that’s still in the planning stages.\u003c/p>\n\u003cp>\u003cstrong>Lack of District Policy Puts Onus on Parents to Integrate\u003c/strong>\u003c/p>\n\u003cp>The glaring concentration of race and poverty exists in schools all over the city. But these two schools, Peralta and Sankofa, bring the inequities into stark focus because they’re so close. The streets directly around Sankofa are actually zoned for both schools. It’s historically an African-American neighborhood. The former headquarters of the Black Panthers was nearby. But the neighborhood is rapidly becoming whiter and more affluent.\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/LiveGoGo?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Most public school parents in the area\u003c/a> lobby to get into high-performing schools, as Eleanor Wohlfeiler did, or they choose charters, many of which are \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=0161259--Oakland%20Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">at least as segregated as district schools\u003c/a>. Nationwide, charters have been found to be \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/choice-without-equity-2009-report\" target=\"_blank\" rel=\"noopener\">more segregated\u003c/a>.\u003c/p>\n\u003cp>Orfield said middle-class parents shouldn’t be afraid of sending their kids to a high-poverty school. “One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids,” said Gary Orfield. “You can have one group gain a lot and the other group not lose and win a lot in understanding of society. If done correctly, integration is a very powerful tool.”\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids.’\u003cbr>\n\u003ccite> Gary Orfield, co-director of the UCLA Civil Rights Project \u003c/cite>\u003c/aside>\n\u003cp>Like most school districts in California that have not been taken to court over segregation, OUSD has never implemented a full integration plan. So the school district relies on parents to do it of their own free will. But that puts parents in a position where they have to decide between a school that has everything they want for their kids, and a school where they would have to work to make it good for all kids.\u003c/p>\n\u003cp>“Middle-class parents are experts at gaming things,” said Janelle Scott, associate professor of education at UC Berkeley. “They have benefited from their own higher education, but also families who have taught them how to navigate complex systems. School districts have to be pretty savvy to make sure there is not this sense that one school is not dramatically better to get into, because parents will find a way to game that.”\u003c/p>\n\u003cp>Scott said part of any district’s integration plan has to be committing to spreading funds and teachers fairly across all schools.\u003c/p>\n\u003cp>“I hope that Oakland will mix it up a little bit,” said Sankofa parent leader Kristin Smith.\u003c/p>\n\u003cp>She said the concentration of poverty at Sankofa makes it hard to compete with a school like Peralta, where the kids have fewer needs, and where wealthier parents raise money and lobby the district to support the school. She said Sankofa’s principal has worked hard to get grants and work with community organizations to renovate the playground, build a music program and offer French classes, but she would like to have a full science program, more art and classroom aides.\u003c/p>\n\u003cp>“For OUSD’s portion of it, I would think they would want to make sure all schools at least appear to parents to be equitably served, so parents are choosing among a large pool of schools,” Smith said.\u003c/p>\n\u003cp>\u003cstrong> Wealthier Schools Must Welcome Parents of Color\u003c/strong>\u003c/p>\n\u003cp>Smith moved her son to Sankofa last year, the same year Eleanor Wohlfeiler moved her son out. Smith’s son previously attended a more diverse school in the Oakland hills called Kaiser Elementary. Smith misses the diversity but chose to leave after she found out her son had been pulled out of class for reading help for months and no one had notified her.\u003c/p>\n\u003cfigure id=\"attachment_11064877\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064877 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg\" alt=\"Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend Armando Diaz reads with Kristin’s 4-year-old daughter Gabriella Smith and 11-year-old son Dominic Smith.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend, Armando Diaz, reads with Kristin’s 4-year-old daughter, Gabriella Smith, and 11-year-old son, Dominic Smith. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like perhaps if I had not been an African-American parent, I may have received information sooner,” said Smith.\u003c/p>\n\u003cp>How Smith felt is important, because to successfully integrate schools, it’s not just about getting more white parents to choose low-performing schools. High-performing schools also need to do a better job of welcoming families of color.\u003c/p>\n\u003cp>At Sankofa, Smith said her kids were excited to see so many other kids who look like them and Sankofa is giving them something they couldn’t get at just any school.\u003c/p>\n\u003cp>“As African-American students get older, you can lose yourself in the world,” said Smith. “Because you just don’t know anything about your history, you don’t know anything about your past. You don’t know you came from a strong people, or the triumphs they’ve had or the struggles they’ve had, so you have no frame of reference with which to project yourself in the world. And that’s something that all the students here receive.”\u003c/p>\n\u003cp>Sankofa is serving a lot of African-American families who feel unwelcome at other schools, she said.\u003c/p>\n\u003cp>Eleanor Wohlfeiler gets that. She knows families of color who have decided not to go to her son’s new school, Peralta, because there aren’t enough African-American teachers or students there. She knows her own children lost something when she moved them to a majority white school.\u003c/p>\n\u003cp>“This seems to me like the most important project of our time, to deal with equity and to deal with racism and to deal with privilege,” said Wohlfeiler. “And, you know, kids getting shot all over the country. And it’s so easy to ignore it. And I’m worried that the more white of a community my kids are in, the easier it is to ignore.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Oakland prides itself on diversity, but its public schools are largely segregated by race and poverty. Two moms wrestled with this and came to very different decisions.",
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"title": "Two Moms Choose Between Separate and Unequal Schools in Oakland | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eleanor Wohlfeiler’s son, Eero, was in kindergarten, he was already talking openly about race.\u003c/p>\n\u003cp>“He came home from school one day and he said, ‘Mom, am I white?’ ” Wohlfeiler said. “I said, ‘Yeah, you’re white.’ And he paused and he said, ‘Are you white?’ I said, ‘Yep, that’s how it is in our family, we’re all white.’ And I was interested in that, because 6 is pretty old to figure out your race, but it’s a lot younger than a lot of white people. I know it’s older than people of color figure it out, but at least he got it before 13.”\u003c/p>\n\u003cp>For two years Eero attended \u003ca href=\"http://www.ousd.org/sankofa\" target=\"_blank\" rel=\"noopener\">Sankofa Academy\u003c/a>, where 73 percent of the students are African-American and 11 percent are Latino. \u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Close to 90 percent qualify for free and reduced-price lunch\u003c/a>. That’s pretty unusual for white kids in Oakland. Eero was one of only two white kids in his class the first year. The second year he was the only one.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/280615613″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/280615613″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Most of our white neighbors didn’t look at Sankofa,” Wohlfeiler said. “They wouldn’t even walk in the door. To us we wanted to not only walk in the door, but really look at what that meant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What it meant was complicated for Wohlfeiler. She said Eero was happy. Her family felt welcome at the school. But there were challenges common in schools that serve mostly low-income kids. Eero had an inexperienced teacher the first year, frequent substitutes the next.\u003c/p>\n\u003cp>“It was like the bottom-of-the-barrel substitutes. Sankofa did not have the resources to retain like a full-time sub,” said Wohlfeiler. “What I saw of it when I volunteered was real disrespect for the children as a form of crowd control. I was watching the children just shut down.”\u003c/p>\n\u003cfigure id=\"attachment_11064878\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064878 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg\" alt=\"Eleanor Wohlfeiler (center) and her husband Eric Pankonin with their three children Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/Wohlfeiler-1920-3-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eleanor Wohlfeiler (center) and her husband, Eric Pankonin, with their three children, Thistle, Esme and Eero (from left to right) in front of Peralta Elementary School before bicycling home. Both Eero and Esme are currently students at Peralta Elementary. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Wohlfeiler said she didn’t think of Sankofa as a failing school. She just didn’t feel like it had the support it needed from the district. And there was another layer: Because Eero had gone to preschool, he was more prepared for kindergarten than many of his classmates who hadn’t. Wohlfeiler worried that he was getting the incorrect message that he was inherently smarter than other kids.\u003c/p>\n\u003cp>“He got a lot of feedback about that, like, ‘You’re so smart,’ and that felt really complicated for us. He’s the only white kid in his class, and I bet we had a lot more books on our shelf than other kids in his class, and that just did not feel right,” Wohlfeiler said.\u003c/p>\n\u003cp>She eventually decided to move Eero to another school, \u003ca href=\"http://www.peraltaschool.org\" target=\"_blank\" rel=\"noopener\">Peralta Elementary\u003c/a>, three blocks away. He started there last year. Peralta is an award-winning school. It has higher test scores and lower teacher turnover. There is art all over the walls and in the classrooms, and parents raise money to pay for classroom helpers.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“And he was quick to tell me, there’s not a lot of black people in his class,” Wohlfeiler said.\u003c/p>\n\u003cp>\u003cstrong>Double Segregation by Race and Poverty\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Almost 60 percent of the students at Peralta are white\u003c/a>. Less than a fourth qualify for free and reduced-price lunch.\u003c/p>\n\u003cp>Eero had ended up in a pretty typical situation for a white child in Oakland. Only 9.6 percent of Oakland’s public school students are white — that includes charter students. But they’re concentrated in a handful of schools, where they are the majority.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/PSbyI/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There’s very high segregation of blacks and Latinos in the schools in Oakland,” said Gary Orfield, co-director of the UCLA Civil Rights Project and an expert on school segregation. “I would characterize it as severe.”\u003c/p>\n\u003cp>\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/segregating-california2019s-future-inequality-and-its-alternative-60-years-after-brown-v.-board-of-education/orfield-ee-segregating-california-future-brown-at.pdf\" target=\"_blank\" rel=\"noopener\">According to data compiled by the UCLA Civil Rights Project\u003c/a>, the average white student in Oakland goes to school with 37 percent low-income classmates. In contrast, African-American students in Oakland attend schools where 72 percent of fellow students are low income; for Latinos, it’s 84 percent.\u003c/p>\n\u003caside class=\"alignright\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"//datawrapper.dwcdn.net/62sly/1/\" frameborder=\"0\" allowtransparency=\"true\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" oallowfullscreen=\"oallowfullscreen\" msallowfullscreen=\"msallowfullscreen\" width=\"748\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/aside>\n\u003cp>When you concentrate poverty and wealth like that, it creates separate and unequal schools, like Sankofa and Peralta. In fact, the larger the difference in the poverty rate at schools for kids of different races, \u003ca href=\"http://www.irp.wisc.edu/dispatch/racial-achievement-gap-and-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">the larger the racial achievement gap, according to some researchers\u003c/a>.\u003c/p>\n\u003cp>“Segregation, as you can see by these Oakland statistics, is double segregation by race and poverty, which is really crippling for a school,” said Orfield.\u003c/p>\n\u003cp>It’s crippling because schools with more poverty tend to have fewer parents with college degrees and fewer parents with time on their hands to volunteer in the classroom and raise funds. These schools have a harder time attracting and keeping quality teachers, and have kids dealing with a lot more social and emotional issues in the classroom because they may come to school hungry, or be hurting or scared because they live in neighborhoods that experience a disproportionate amount of gun violence, police brutality and poverty.\u003c/p>\n\u003cp>“Our kids are used to broken promises,” said Dana Saks, who directs Sankofa’s after-school program. “Our middle school students have been waiting since they first had a sixth grade for lockers. And the district keeps saying, ‘We’re going to get you lockers, we’re going to get you lockers, and they haven’t gotten them.’ And our kids are like, ‘Yeah, they’re not going to get us lockers. They don’t really care about us.’ ”\u003c/p>\n\u003cp>Oakland Unified recently renovated part of Sankofa and its playground. This year, the district is focusing on improving academics at Sankofa and a handful of other poor-performing schools. This has pretty much been the equity strategy here: \u003ca href=\"http://www.ousd.org/domain/3466\" target=\"_blank\" rel=\"noopener\">Make neighborhood schools more attractive and improve academic outcomes\u003c/a> for all kids, no matter where they attend school.\u003c/p>\n\u003cp>“The system is broken and diseased,” said OUSD’s director of enrollment, Charles Wilson. “If everybody went to their neighborhood schools, then we might see greater mixing, but there is sort of this pantheon of five or six schools that everyone wants to get into, all above Highway 13.”\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/SchoolDemographics?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Check the demographics of every public school in the Oakland Unified School District.\u003c/a>\u003c/aside>\n\u003cp>Wilson said the district is looking into ways to integrate the schools socioeconomically, including redesigning programs at schools like Sankofa to make them more appealing to middle-class families, and changing the priority system to give kids from higher-poverty Zip codes more of a chance to enroll in high-performing schools. But that’s still in the planning stages.\u003c/p>\n\u003cp>\u003cstrong>Lack of District Policy Puts Onus on Parents to Integrate\u003c/strong>\u003c/p>\n\u003cp>The glaring concentration of race and poverty exists in schools all over the city. But these two schools, Peralta and Sankofa, bring the inequities into stark focus because they’re so close. The streets directly around Sankofa are actually zoned for both schools. It’s historically an African-American neighborhood. The former headquarters of the Black Panthers was nearby. But the neighborhood is rapidly becoming whiter and more affluent.\u003c/p>\n\u003cp>\u003ca href=\"https://dashboards.ousd.org/views/SRADashboardSchool_FINAL_TServerEmbedded/LiveGoGo?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no\" target=\"_blank\" rel=\"noopener\">Most public school parents in the area\u003c/a> lobby to get into high-performing schools, as Eleanor Wohlfeiler did, or they choose charters, many of which are \u003ca href=\"http://dq.cde.ca.gov/dataquest/Enrollment/EthnicEnr.aspx?cChoice=DistEnrEt2&cYear=2015-16&cSelect=0161259--Oakland%20Unified&TheCounty=&cLevel=District&cTopic=Enrollment&myTimeFrame=S&cType=ALL&cGender=B\" target=\"_blank\" rel=\"noopener\">at least as segregated as district schools\u003c/a>. Nationwide, charters have been found to be \u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/choice-without-equity-2009-report\" target=\"_blank\" rel=\"noopener\">more segregated\u003c/a>.\u003c/p>\n\u003cp>Orfield said middle-class parents shouldn’t be afraid of sending their kids to a high-poverty school. “One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids,” said Gary Orfield. “You can have one group gain a lot and the other group not lose and win a lot in understanding of society. If done correctly, integration is a very powerful tool.”\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the things that particularly white and Asian families don’t understand is that there is overwhelming evidence that privileged kids don’t lose [in a high-poverty school], because low-income kids are much more affected by school opportunity than middle-class kids.’\u003cbr>\n\u003ccite> Gary Orfield, co-director of the UCLA Civil Rights Project \u003c/cite>\u003c/aside>\n\u003cp>Like most school districts in California that have not been taken to court over segregation, OUSD has never implemented a full integration plan. So the school district relies on parents to do it of their own free will. But that puts parents in a position where they have to decide between a school that has everything they want for their kids, and a school where they would have to work to make it good for all kids.\u003c/p>\n\u003cp>“Middle-class parents are experts at gaming things,” said Janelle Scott, associate professor of education at UC Berkeley. “They have benefited from their own higher education, but also families who have taught them how to navigate complex systems. School districts have to be pretty savvy to make sure there is not this sense that one school is not dramatically better to get into, because parents will find a way to game that.”\u003c/p>\n\u003cp>Scott said part of any district’s integration plan has to be committing to spreading funds and teachers fairly across all schools.\u003c/p>\n\u003cp>“I hope that Oakland will mix it up a little bit,” said Sankofa parent leader Kristin Smith.\u003c/p>\n\u003cp>She said the concentration of poverty at Sankofa makes it hard to compete with a school like Peralta, where the kids have fewer needs, and where wealthier parents raise money and lobby the district to support the school. She said Sankofa’s principal has worked hard to get grants and work with community organizations to renovate the playground, build a music program and offer French classes, but she would like to have a full science program, more art and classroom aides.\u003c/p>\n\u003cp>“For OUSD’s portion of it, I would think they would want to make sure all schools at least appear to parents to be equitably served, so parents are choosing among a large pool of schools,” Smith said.\u003c/p>\n\u003cp>\u003cstrong> Wealthier Schools Must Welcome Parents of Color\u003c/strong>\u003c/p>\n\u003cp>Smith moved her son to Sankofa last year, the same year Eleanor Wohlfeiler moved her son out. Smith’s son previously attended a more diverse school in the Oakland hills called Kaiser Elementary. Smith misses the diversity but chose to leave after she found out her son had been pulled out of class for reading help for months and no one had notified her.\u003c/p>\n\u003cfigure id=\"attachment_11064877\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11064877 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg\" alt=\"Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend Armando Diaz reads with Kristin’s 4-year-old daughter Gabriella Smith and 11-year-old son Dominic Smith.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/kristin-smith-1920-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kristin Smith (left) jokes with her daughter, 6-year-old Juliana Smith, while Kristin’s boyfriend, Armando Diaz, reads with Kristin’s 4-year-old daughter, Gabriella Smith, and 11-year-old son, Dominic Smith. \u003ccite>(Brittany Hosea-Small/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like perhaps if I had not been an African-American parent, I may have received information sooner,” said Smith.\u003c/p>\n\u003cp>How Smith felt is important, because to successfully integrate schools, it’s not just about getting more white parents to choose low-performing schools. High-performing schools also need to do a better job of welcoming families of color.\u003c/p>\n\u003cp>At Sankofa, Smith said her kids were excited to see so many other kids who look like them and Sankofa is giving them something they couldn’t get at just any school.\u003c/p>\n\u003cp>“As African-American students get older, you can lose yourself in the world,” said Smith. “Because you just don’t know anything about your history, you don’t know anything about your past. You don’t know you came from a strong people, or the triumphs they’ve had or the struggles they’ve had, so you have no frame of reference with which to project yourself in the world. And that’s something that all the students here receive.”\u003c/p>\n\u003cp>Sankofa is serving a lot of African-American families who feel unwelcome at other schools, she said.\u003c/p>\n\u003cp>Eleanor Wohlfeiler gets that. She knows families of color who have decided not to go to her son’s new school, Peralta, because there aren’t enough African-American teachers or students there. She knows her own children lost something when she moved them to a majority white school.\u003c/p>\n\u003cp>“This seems to me like the most important project of our time, to deal with equity and to deal with racism and to deal with privilege,” said Wohlfeiler. “And, you know, kids getting shot all over the country. And it’s so easy to ignore it. And I’m worried that the more white of a community my kids are in, the easier it is to ignore.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Don Clyde contributed to this post.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Victory for Teacher Unions, High Court Lets Vergara Ruling Stand",
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"content": "\u003cp>SAN FRANCISCO — In a victory for teacher unions, a divided California Supreme Court decided Monday to let the state's teacher tenure law stand.\u003c/p>\n\u003cp>The high court decided 4-3 not to review a lower court ruling \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">that upheld tenure and other job protections\u003c/a> for teachers. That ruling came in a lawsuit by a group of students who claimed that incompetent teachers were almost impossible to fire because of tenure laws and that schools in poor neighborhoods were dumping grounds for bad teachers.\u003c/p>\n\u003cp>The case was closely watched around the country and highlighted tensions between teacher unions, school leaders, lawmakers and well-funded education reform groups over whether policies like tenure and firing teachers with the least seniority keep ineffective instructors in the classroom, particularly in already low-performing schools.\u003c/p>\n\u003cp>Dozens of states have moved in recent years to get rid of such protections or raise the standards for obtaining them.\u003c/p>\n\u003cp>Associate Justice Goodwin Liu voted for the California Supreme Court to take up the case, saying it affected millions of students statewide and presented a significant legal issue that the lower court likely got wrong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"U5RbH3aZ0WjGjyjzwFjN3wfeMaeeR1y1\"]\u003c/p>\n\u003cp>\"As the state's highest court, we owe the plaintiffs in this case, as well as schoolchildren throughout California, our transparent and reasoned judgment on whether the challenged statutes deprive a significant subset of students of their fundamental right to education and violate the constitutional guarantee of equal protection of the laws,\" he said.\u003c/p>\n\u003cp>Associate Justice Mariano-Florentino Cuellar echoed those concerns in a separate dissent.\u003c/p>\n\u003cp>A Los Angeles Superior Court judge \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">sided with the students in a 2014 ruling\u003c/a> that threatened to shake up public schools that teach more than 6 million students from kindergarten through 12th grade statewide.\u003c/p>\n\u003cp>In striking down several laws regarding tenure, seniority and other protections, Superior Court Judge Rolf Treu said the harm inflicted on students by incompetent teachers \"shocks the conscience.\"\u003c/p>\n\u003cp>An appeals court \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">overturned that decision\u003c/a> in April, saying the students had failed to show California's hiring and firing rules were unconstitutional.\u003c/p>\n\u003cp>Justice Roger Boren, who presided over the 2nd District Court of Appeal, wrote in the 3-0 opinion that some principals get rid of highly ineffective teachers by sending them to low-income schools, but those decisions have nothing to do with the teacher tenure law.\u003c/p>\n\u003cp>Teachers have long argued that tenure protects them from being fired on a whim, preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>\"I hope this decision closes the book on the flawed and divisive argument that links educators' workplace protections with student disadvantage,\" American Federation of Teachers President Randi Weingarten said in a statement. \"It is now well past time that we move beyond damaging lawsuits like Vergara that demonize educators and begin to work with teachers to address the real issues caused by the massive underinvestment in public education in this country. \"\u003c/p>\n\u003cp>The Vergara v. State of California lawsuit, including Beatriz Vergara among the public school student plaintiffs, was backed by Students Matter, a nonprofit group founded by Silicon Valley entrepreneur David Welch. Welch assembled a high-profile legal team, including Theodore Boutrous, who successfully fought to overturn California's gay-marriage ban.\u003c/p>\n\u003cp>\"While we are disappointed in the Supreme Court's decision to not grant review, we are grateful to the courts for shining a much-needed spotlight on these shameful laws and the enormous harm they inflict on thousands of children every year,\" Welch said in a statement.\u003c/p>\n\u003cp>Welch said he was hopeful the Legislature would take up the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>SAN FRANCISCO — In a victory for teacher unions, a divided California Supreme Court decided Monday to let the state's teacher tenure law stand.\u003c/p>\n\u003cp>The high court decided 4-3 not to review a lower court ruling \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">that upheld tenure and other job protections\u003c/a> for teachers. That ruling came in a lawsuit by a group of students who claimed that incompetent teachers were almost impossible to fire because of tenure laws and that schools in poor neighborhoods were dumping grounds for bad teachers.\u003c/p>\n\u003cp>The case was closely watched around the country and highlighted tensions between teacher unions, school leaders, lawmakers and well-funded education reform groups over whether policies like tenure and firing teachers with the least seniority keep ineffective instructors in the classroom, particularly in already low-performing schools.\u003c/p>\n\u003cp>Dozens of states have moved in recent years to get rid of such protections or raise the standards for obtaining them.\u003c/p>\n\u003cp>Associate Justice Goodwin Liu voted for the California Supreme Court to take up the case, saying it affected millions of students statewide and presented a significant legal issue that the lower court likely got wrong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"As the state's highest court, we owe the plaintiffs in this case, as well as schoolchildren throughout California, our transparent and reasoned judgment on whether the challenged statutes deprive a significant subset of students of their fundamental right to education and violate the constitutional guarantee of equal protection of the laws,\" he said.\u003c/p>\n\u003cp>Associate Justice Mariano-Florentino Cuellar echoed those concerns in a separate dissent.\u003c/p>\n\u003cp>A Los Angeles Superior Court judge \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">sided with the students in a 2014 ruling\u003c/a> that threatened to shake up public schools that teach more than 6 million students from kindergarten through 12th grade statewide.\u003c/p>\n\u003cp>In striking down several laws regarding tenure, seniority and other protections, Superior Court Judge Rolf Treu said the harm inflicted on students by incompetent teachers \"shocks the conscience.\"\u003c/p>\n\u003cp>An appeals court \u003ca href=\"https://ww2.kqed.org/news/2016/04/14/appeals-court-throws-out-ruling-that-would-have-ended-california-teacher-tenure/\" target=\"_blank\">overturned that decision\u003c/a> in April, saying the students had failed to show California's hiring and firing rules were unconstitutional.\u003c/p>\n\u003cp>Justice Roger Boren, who presided over the 2nd District Court of Appeal, wrote in the 3-0 opinion that some principals get rid of highly ineffective teachers by sending them to low-income schools, but those decisions have nothing to do with the teacher tenure law.\u003c/p>\n\u003cp>Teachers have long argued that tenure protects them from being fired on a whim, preserves academic freedom and helps attract talented teachers to a profession that doesn't pay well.\u003c/p>\n\u003cp>\"I hope this decision closes the book on the flawed and divisive argument that links educators' workplace protections with student disadvantage,\" American Federation of Teachers President Randi Weingarten said in a statement. \"It is now well past time that we move beyond damaging lawsuits like Vergara that demonize educators and begin to work with teachers to address the real issues caused by the massive underinvestment in public education in this country. \"\u003c/p>\n\u003cp>The Vergara v. State of California lawsuit, including Beatriz Vergara among the public school student plaintiffs, was backed by Students Matter, a nonprofit group founded by Silicon Valley entrepreneur David Welch. Welch assembled a high-profile legal team, including Theodore Boutrous, who successfully fought to overturn California's gay-marriage ban.\u003c/p>\n\u003cp>\"While we are disappointed in the Supreme Court's decision to not grant review, we are grateful to the courts for shining a much-needed spotlight on these shameful laws and the enormous harm they inflict on thousands of children every year,\" Welch said in a statement.\u003c/p>\n\u003cp>Welch said he was hopeful the Legislature would take up the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post has been updated. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>UC Berkeley Chancellor Nicholas Dirks has announced he’s resigning his post “once a successor is selected and in place.” \u003c/p>\n\u003cp>Dirks’ decision, made public Tuesday afternoon in a letter to the Cal community, comes after a three-year tenure marked by criticism of his administration’s handling of a series of high-profile sexual harassment cases. \u003c/p>\n\u003cp>The San Francisco Chronicle’s Phil Matier and Andy Ross were first \u003ca href=\"http://www.sfchronicle.com/bayarea/matier-ross/article/UC-Berkeley-Chancellor-Nicholas-Dirks-planning-to-9146561.php\" target=\"_blank\" rel=\"noopener\">to report\u003c/a> Dirks’ intention to resign, and they noted that he has faced an uphill fight to correct budget deficits at Berkeley at a time of declining state funding:\u003c/p>\n\u003cblockquote>\u003cp>Dirks … just months ago told us he hoped to stay on for 10 years. Since his arrival from Columbia University in 2013, Dirks has faced a number of challenges.\u003c/p>\n\u003cp>Like many state schools, Cal has been operating in the red — it faces a $150 million deficit this year that will likely force cuts to both academic and athletic programs. While other UC campuses have managed to get their budgets under control, Berkeley’s deficit continues, in part because of its construction debt, which according to officials, has quadrupled over the past few years to $100 million a year.\u003c/p>\n\u003cp>Dirks, 66, has privately blamed his predecessors for saddling him with many of those costs and leaving him with too few reserves to meet the university’s fiscal obligations, prompting him to recently ask every department to make budget cuts.\u003c/p>\n\u003cp>… Dirks has been able to claim some successes, including overseeing a record year of fundraising totaling close to $480 million.\u003c/p>\u003c/blockquote>\n\u003cp>It’s unclear how long it will take the University of California to replace Dirks, a historian and former administrator at Columbia University who was \u003ca href=\"http://news.columbia.edu/content/executive-vice-president-arts-sciences-nick-dirks-named-next-chancellor-uc-berkeley\" target=\"_blank\" rel=\"noopener\">appointed in November 2012\u003c/a>, nine months after his predecessor, Robert Birgeneau, announced he was stepping down. \u003c/p>\n\u003cp>University officials are already searching for a replacement for Chancellor Linda Katehi of UC Davis. She \u003ca href=\"https://ww2.kqed.org/news/2016/08/09/uc-davis-chancellor-linda-katehi-resigns/\" target=\"_blank\" rel=\"noopener\">stepped down\u003c/a> last week after an investigative report concluded that she had misled UC officials and the media about her role in launching a campaign to remove negative references to her on the internet. The report also criticized her conduct in accepting a paid position on an outside board of directors. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After his successor is in place, Dirks will assume a position on the Cal faculty.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here’s the full text of the chancellor’s letter:\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues:\u003c/p>\n\u003cp>I am writing today to say that I have informed President Napolitano of my intention to step down as Chancellor once a successor is selected and in place. It has been a great honor to serve as the 10th Chancellor of Berkeley, and I am proud of all we have accomplished. Over the summer I have come to the personal decision that the time is right for me to step aside and allow someone else to take up the financial and institutional challenges ahead of us.\u003c/p>\n\u003cp>I am especially proud of the work we have done to enhance the undergraduate experience at Berkeley, as we have launched curricular and programmatic initiatives in data science and arts and design, and begun to re-evaluate the whole student experience, including residential and extracurricular life as well as our academic structures.\u003c/p>\n\u003cp>The research done at Berkeley is second to none, and it has been exhilarating to learn about the breadth and depth of the research our faculty conducts across every discipline and field. I have worked with colleagues to develop new forms of support for cross-disciplinary research, new modes of connection between research and innovation outside the university, and new ideas to ensure that Berkeley’s future contributions to knowledge will be even more impressive and important in the years ahead. I am especially excited about the ways in which our partnership with UCSF has expanded in recent years and will provide a foundation for even more robust support for, and activity in, the bio-medical sciences. \u003c/p>\n\u003cp>I have also been pleased to work with colleagues in developing new global initiatives for our university, creating significant alliances for research, new educational partnerships and programs, and ideas for new forms of global institutional collaboration. \u003c/p>\n\u003cp>We have also worked hard to increase and improve philanthropy for Berkeley, a source of funding that will be ever more critical to our continued success as a university in the years ahead. Building on the great success of the “Campaign for Berkeley,” we have posted records in fundraising for the last two years in a row ($462 M and $479 M respectively). Meanwhile we are in the final stages of completing and implementing a new development structure we call Fundraising 2.0, which will enable far better coordination across our many units while more fully leveraging our alumni and donor base. We have also been working to build and strengthen our alumni relations.\u003c/p>\n\u003cp>During my time at Berkeley we have begun to address growing concerns around sexual assault, violence, and harassment on campus, investing significant resources not only in our Title IX office, but in identifying new campus leadership, as well as better organized structures, procedures, and standards for prevention, care and advocacy, investigation and adjudication, sanctions, and community awareness and resolve. \u003c/p>\n\u003cp>I have worked to increase the diversity of the senior administration, and consider the challenge of addressing issues of diversity across our administration, our faculty, our staff, and our student body, and continuing the work to improve our campus climate for all of constituencies regardless of race, ethnicity, gender, or sexual identity, as of paramount importance for our community.\u003c/p>\n\u003cp>I am also proud of what we have done through an earlier task force to ensure that our student athletes have the kind of support they need not only to excel in their chosen sports but in the classroom. In the months ahead, I will work with the second task force on our athletic programs, this one to propose new ways to ensure a sound financial future for the athletic department in the larger context of our budgetary challenges. \u003c/p>\n\u003cp>Our most critical task now is to ensure a sustainable financial foundation for our university at a time of significantly diminished support from the state. While we have made important progress, substantially reducing our deficit for the coming year, and developing a plan to balance the budget over the subsequent two to three years, there remains much work, and many difficult decisions, ahead of us. We need fresh approaches and new ideas as Berkeley forges a path to maintain its excellence along with its full commitment to a public mission in the current funding environment. \u003c/p>\n\u003cp>I pledge my total commitment to ensuring a smooth transition as I leave this post. And I look forward to joining on a full time basis the distinguished faculty that was my primary reason for moving to Berkeley in the first place. \u003c/p>\n\u003cp>With gratitude to all for the opportunity of a lifetime, \u003c/p>\n\u003cp>Fiat Lux,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley Chancellor Nicholas Dirks has announced he’s resigning his post “once a successor is selected and in place.” \u003c/p>\n\u003cp>Dirks’ decision, made public Tuesday afternoon in a letter to the Cal community, comes after a three-year tenure marked by criticism of his administration’s handling of a series of high-profile sexual harassment cases. \u003c/p>\n\u003cp>The San Francisco Chronicle’s Phil Matier and Andy Ross were first \u003ca href=\"http://www.sfchronicle.com/bayarea/matier-ross/article/UC-Berkeley-Chancellor-Nicholas-Dirks-planning-to-9146561.php\" target=\"_blank\" rel=\"noopener\">to report\u003c/a> Dirks’ intention to resign, and they noted that he has faced an uphill fight to correct budget deficits at Berkeley at a time of declining state funding:\u003c/p>\n\u003cblockquote>\u003cp>Dirks … just months ago told us he hoped to stay on for 10 years. Since his arrival from Columbia University in 2013, Dirks has faced a number of challenges.\u003c/p>\n\u003cp>Like many state schools, Cal has been operating in the red — it faces a $150 million deficit this year that will likely force cuts to both academic and athletic programs. While other UC campuses have managed to get their budgets under control, Berkeley’s deficit continues, in part because of its construction debt, which according to officials, has quadrupled over the past few years to $100 million a year.\u003c/p>\n\u003cp>Dirks, 66, has privately blamed his predecessors for saddling him with many of those costs and leaving him with too few reserves to meet the university’s fiscal obligations, prompting him to recently ask every department to make budget cuts.\u003c/p>\n\u003cp>… Dirks has been able to claim some successes, including overseeing a record year of fundraising totaling close to $480 million.\u003c/p>\u003c/blockquote>\n\u003cp>It’s unclear how long it will take the University of California to replace Dirks, a historian and former administrator at Columbia University who was \u003ca href=\"http://news.columbia.edu/content/executive-vice-president-arts-sciences-nick-dirks-named-next-chancellor-uc-berkeley\" target=\"_blank\" rel=\"noopener\">appointed in November 2012\u003c/a>, nine months after his predecessor, Robert Birgeneau, announced he was stepping down. \u003c/p>\n\u003cp>University officials are already searching for a replacement for Chancellor Linda Katehi of UC Davis. She \u003ca href=\"https://ww2.kqed.org/news/2016/08/09/uc-davis-chancellor-linda-katehi-resigns/\" target=\"_blank\" rel=\"noopener\">stepped down\u003c/a> last week after an investigative report concluded that she had misled UC officials and the media about her role in launching a campaign to remove negative references to her on the internet. The report also criticized her conduct in accepting a paid position on an outside board of directors. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here’s the full text of the chancellor’s letter:\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues:\u003c/p>\n\u003cp>I am writing today to say that I have informed President Napolitano of my intention to step down as Chancellor once a successor is selected and in place. It has been a great honor to serve as the 10th Chancellor of Berkeley, and I am proud of all we have accomplished. Over the summer I have come to the personal decision that the time is right for me to step aside and allow someone else to take up the financial and institutional challenges ahead of us.\u003c/p>\n\u003cp>I am especially proud of the work we have done to enhance the undergraduate experience at Berkeley, as we have launched curricular and programmatic initiatives in data science and arts and design, and begun to re-evaluate the whole student experience, including residential and extracurricular life as well as our academic structures.\u003c/p>\n\u003cp>The research done at Berkeley is second to none, and it has been exhilarating to learn about the breadth and depth of the research our faculty conducts across every discipline and field. 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I am especially excited about the ways in which our partnership with UCSF has expanded in recent years and will provide a foundation for even more robust support for, and activity in, the bio-medical sciences. \u003c/p>\n\u003cp>I have also been pleased to work with colleagues in developing new global initiatives for our university, creating significant alliances for research, new educational partnerships and programs, and ideas for new forms of global institutional collaboration. \u003c/p>\n\u003cp>We have also worked hard to increase and improve philanthropy for Berkeley, a source of funding that will be ever more critical to our continued success as a university in the years ahead. Building on the great success of the “Campaign for Berkeley,” we have posted records in fundraising for the last two years in a row ($462 M and $479 M respectively). Meanwhile we are in the final stages of completing and implementing a new development structure we call Fundraising 2.0, which will enable far better coordination across our many units while more fully leveraging our alumni and donor base. We have also been working to build and strengthen our alumni relations.\u003c/p>\n\u003cp>During my time at Berkeley we have begun to address growing concerns around sexual assault, violence, and harassment on campus, investing significant resources not only in our Title IX office, but in identifying new campus leadership, as well as better organized structures, procedures, and standards for prevention, care and advocacy, investigation and adjudication, sanctions, and community awareness and resolve. \u003c/p>\n\u003cp>I have worked to increase the diversity of the senior administration, and consider the challenge of addressing issues of diversity across our administration, our faculty, our staff, and our student body, and continuing the work to improve our campus climate for all of constituencies regardless of race, ethnicity, gender, or sexual identity, as of paramount importance for our community.\u003c/p>\n\u003cp>I am also proud of what we have done through an earlier task force to ensure that our student athletes have the kind of support they need not only to excel in their chosen sports but in the classroom. 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And I look forward to joining on a full time basis the distinguished faculty that was my primary reason for moving to Berkeley in the first place. \u003c/p>\n\u003cp>With gratitude to all for the opportunity of a lifetime, \u003c/p>\n\u003cp>Fiat Lux,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Civil Rights Groups Call for Moratorium on New Charter Schools",
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"content": "\u003cp>The Movement for Black Lives and the National Association for the Advancement of Colored People say they want a moratorium on creating new charter schools.\u003c/p>\n\u003cp>The NAACP passed a resolution last month that still needs final approval in the fall and The Movement for Black Lives -- which includes the Black Lives Matter Network and 28 other civil and human rights groups -- recently released \u003ca href=\"https://policy.m4bl.org/community-control/\">its policy platform\u003c/a>, which calls for a moratorium on charter schools and on school closures.\u003c/p>\n\u003cp>Meanwhile, a\u003ca href=\"https://www.aclusocal.org/unequal-access/\"> report\u003c/a> by the ACLU of Southern California and public advocates shows more than 250 California charter schools, including several in Oakland, have created barriers for families to enroll in their programs.\u003c/p>\n\u003cp>Charter schools have been touted by many in the African-American community as a more equitable option to the traditional public school model, though evidence for charter schools' effectiveness is inconclusive. However, the Black Alliance for Educational Options argues against the NAACP resolution, telling the \u003ca href=\"http://www.washingtonexaminer.com/black-leaders-push-back-against-naacps-charter-school-moratorium/article/2598729\">Washington Examiner\u003c/a> the move is \"inexplicable.\"\u003c/p>\n\u003cp>Charters are funded by public dollars but privately managed and are free from many of the requirements of traditional public schools. The report found at least 253 California charter schools that have violated policies and created barriers for all students to access the schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ACLU of Southern California says that dozens of schools have since contacted the organization and corrected those violations. You can see a list of \u003ca href=\"https://www.aclusocal.org/unequal-access/charters-in-violation/\">those schools here\u003c/a>.\u003c/p>\n\u003cp>On Aug. 11, 2016, KQED's Devin Katayama spoke with Rick Ayers, education professor at the University of San Francisco, about the report and calls for a charter moratorium by the NAACP and The Movement for Black Lives.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> The NAACP has been critical of charters for the past several years. Does The Movement for Black Lives joining this conversation change anything?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think it does, because I think Black Lives Matter is a movement and an expression of the most current, on-the-ground protest and civil rights and human rights developments. And I think that a lot of the activists here are very close to the ground. They're in communities. Many of them are teachers. So I think they read it much more closely than policy makers in Sacramento or Washington.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> About a quarter of Oakland's public school students are in charter schools. Do you expect this report by the ACLU or these resolutions to slow the momentum for charter school growth in school districts like Oakland?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> There's sort of a political pendulum that swings back and forth, and it's not going to flip things around right away. There's a heck of a lot of money that goes into supporting this narrative about charters. And it's almost a faith-based argument at this point -- just sort of belief -- that the market must be better than bureaucrats to figure out what to do. But there's a lot of money, and I know the superintendent in Oakland is out of the Broad Foundation, which trains superintendents who believe in this [charter school] direction. But many districts, including San Francisco Unified School District, have been skeptical and have questions and I think we're seeing the beginning of that pendulum swinging back.\u003c/p>\n\u003cp>\u003cstrong>Katayama\u003c/strong> What else do you think would need to happen to improve the consistency and equality of charter schools?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think what we need is more transparency. It was certainly a good idea to get away from the 300-page educational code and all the encumbrances of these rules that made making any changes in schools seem difficult. But with any deregulation, like when we saw the pipeline blow up in the Bay Area, you realize, oh, we do need some controls. We do need regulation. So I think there could be a lot of steps taken even within charters. And I know some great charters and very good teachers and community people in charters -- but in charters there could be more oversight on curriculum on admissions so the students aren't being turned away with special ed needs or language needs. Also that in all schools -- everyone who is close to students and close to communities knows that -- we have to have a better way of assessing students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ACLU of Southern California says that dozens of schools have since contacted the organization and corrected those violations. You can see a list of \u003ca href=\"https://www.aclusocal.org/unequal-access/charters-in-violation/\">those schools here\u003c/a>.\u003c/p>\n\u003cp>On Aug. 11, 2016, KQED's Devin Katayama spoke with Rick Ayers, education professor at the University of San Francisco, about the report and calls for a charter moratorium by the NAACP and The Movement for Black Lives.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> The NAACP has been critical of charters for the past several years. Does The Movement for Black Lives joining this conversation change anything?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think it does, because I think Black Lives Matter is a movement and an expression of the most current, on-the-ground protest and civil rights and human rights developments. And I think that a lot of the activists here are very close to the ground. They're in communities. Many of them are teachers. So I think they read it much more closely than policy makers in Sacramento or Washington.\u003c/p>\n\u003cp>\u003cstrong>Katayama:\u003c/strong> About a quarter of Oakland's public school students are in charter schools. Do you expect this report by the ACLU or these resolutions to slow the momentum for charter school growth in school districts like Oakland?\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> There's sort of a political pendulum that swings back and forth, and it's not going to flip things around right away. There's a heck of a lot of money that goes into supporting this narrative about charters. And it's almost a faith-based argument at this point -- just sort of belief -- that the market must be better than bureaucrats to figure out what to do. But there's a lot of money, and I know the superintendent in Oakland is out of the Broad Foundation, which trains superintendents who believe in this [charter school] direction. But many districts, including San Francisco Unified School District, have been skeptical and have questions and I think we're seeing the beginning of that pendulum swinging back.\u003c/p>\n\u003cp>\u003cstrong>Katayama\u003c/strong> What else do you think would need to happen to improve the consistency and equality of charter schools?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ayers:\u003c/strong> I think what we need is more transparency. It was certainly a good idea to get away from the 300-page educational code and all the encumbrances of these rules that made making any changes in schools seem difficult. But with any deregulation, like when we saw the pipeline blow up in the Bay Area, you realize, oh, we do need some controls. We do need regulation. So I think there could be a lot of steps taken even within charters. And I know some great charters and very good teachers and community people in charters -- but in charters there could be more oversight on curriculum on admissions so the students aren't being turned away with special ed needs or language needs. Also that in all schools -- everyone who is close to students and close to communities knows that -- we have to have a better way of assessing students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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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