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"content": "\u003cp>As the school year was about to end, three friends gathered in the college counseling room at Foshay Learning Center, a K-12 public school near the University of Southern California. Dozens of college pennants hung from the ceiling and the walls were plastered with posters with tips on how to prepare for and apply for college.\u003c/p>\n\u003cp>The friends talked about one of the biggest headaches on the University of California undergraduate application: the personal statement essay.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/269042526\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Senior Jocelyn Sandoval took hers out of her backpack.\u003c/p>\n\u003cp>\"I think it showed my leadership, and I think it showed how I react to certain situations and it kind of showed my potential, my ability to move on and work within certain circumstances,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She must have nailed it: She'll be attending UCLA in the fall.\u003c/p>\n\u003cp>Her friend, 11th grader Ariana Reyes, looks up to Sandoval's accomplishments because she also wants to attend UCLA, to study biology. But Sandoval's tips on how to write her personal statement won't help Reyes much: This year, the UC system announced that it's completely overhauling the essay section of its application. \u003c/p>\n\u003cp>While Sandoval wrote two essays when she submitted her application last year, Reyes and the hundreds of thousands of other high school seniors preparing their applications for this fall must write four.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2016/05/26/60961/big-change-to-uc-application-essay-requirements-st/\" target=\"_blank\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the school year was about to end, three friends gathered in the college counseling room at Foshay Learning Center, a K-12 public school near the University of Southern California. Dozens of college pennants hung from the ceiling and the walls were plastered with posters with tips on how to prepare for and apply for college.\u003c/p>\n\u003cp>The friends talked about one of the biggest headaches on the University of California undergraduate application: the personal statement essay.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/269042526&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/269042526'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Senior Jocelyn Sandoval took hers out of her backpack.\u003c/p>\n\u003cp>\"I think it showed my leadership, and I think it showed how I react to certain situations and it kind of showed my potential, my ability to move on and work within certain circumstances,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "In Small Farming Town, Making a Case for Restorative Justice",
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"content": "\u003cp>When Yazmin Ortiz came inside from cross-country practice last fall, she saw an open locker. Inside was a pricey designer backpack that one of her classmates owned.\u003c/p>\n\u003cp>“There was nobody [around] and I saw her bag,” says the Reedley High School senior. “I don’t know what I was thinking that made me turn around to grab her backpack.”\u003c/p>\n\u003cp>Yazmin kept it at home for months. Then, at the beginning of January, she wore it to school. The owner called her out. Soon they were both in the office.\u003c/p>\n\u003cp>Yazmin knew she was going to get in trouble, but she just wanted a way out. “I just started denying everything,” she says.\u003c/p>\n\u003cp>But finally, Yazmin told her parents what she had done. She felt guilty because her parents had worked hard to make her life better than theirs. They didn’t even get to finish middle school back in Mexico.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/268543254\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Yazmin agreed to return the backpack. The other kid’s mother wanted to press charges. But Yazmin got lucky; the girl chose restorative justice.\u003c/p>\n\u003cp>“I had to sit in a conference room with her parents and my parents,” says Yazmin. “And sitting in there was, it was very difficult. I couldn’t even look them in the eye because I felt really ashamed of what I did.”\u003c/p>\n\u003cp>Accountability is a key part of restorative justice, a process where the offender apologizes to the victim through mediation. Yazmin not only had to admit she took the backpack, but she also had to repeat out loud the other girl’s version of the story. That’s a key part of the process, to make sure the victim is heard.\u003c/p>\n\u003cp>She also had to do 30 hours of community service. Her job? Volunteering at a local thrift store run by the Mennonites. It wasn’t a random assignment. The whole restorative justice program started in the Fresno County town because of a global relief organization there, the \u003ca href=\"http://mcc.org/learn/where/us/west-coast\">West Coast Mennonite Central Committee\u003c/a> (MCC).\u003c/p>\n\u003cfigure id=\"attachment_10984933\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303-800x600.jpg\" alt=\"General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \" width=\"800\" height=\"600\" class=\"size-medium wp-image-10984933\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The MCC is known for its restorative justice work in other countries. Seven years, ago, when Reedley saw a spike in the homicide rate and more kids joining gangs, the West Coast MCC introduced the idea of restorative justice to the police department and the school district. School and police officials were so worried about skyrocketing expulsion and suspension rates and kids getting into trouble that they decided to give it a try.\u003c/p>\n\u003cp>Its more formal name is the \u003ca href=\"http://rpbi-reedley.org/\">Reedley Peace Building Initiative\u003c/a>. It’s specifically for kids who have committed minor crimes, misdemeanors like vandalism, fighting or stealing.\u003c/p>\n\u003cp>“We’re not trying to create a whole new justice system. This is just in support of what we have,” says John Swenning, a former cop. He works for the West Coast MCC and he’s the town’s go-to guy for restorative justice.\u003c/p>\n\u003cp>Trained volunteers from the community mediate the cases. There are more than 70 volunteers who have signed up. Some of the most engaged volunteers come from Reedley’s First Mennonite Church and the Reedley Peace Center, which has its meetings on church grounds.\u003c/p>\n\u003cp>Pastor Steve Penner says the idea of restorative justice is embedded in the church’s theology. “And we’re sort of naturally critics of the criminal justice system as it is and its retributive measures,” he says.\u003c/p>\n\u003cp>The process keeps kids out of that system, says Penner. It means no court dates, no criminal record.\u003c/p>\n\u003cp>“This whole restorative justice thing in Reedley has been good for us as peace people and police to find some common ground to work together because none of us want bad things to happen to youth and others in our community.”\u003c/p>\n\u003cp>It’s that common ground that makes Reedley’s program successful, says Lt. Marc Ediger of the Reedley Police Department. “This is the perfect opportunity, I think, for the community to get involved and actually sit across the table from offenders and victims of crime so it’s not just the police department,” he says.\u003c/p>\n\u003cp>When he first heard about the program, he was worried it could be soft on crime. “But it’s not,” he says. “It’s taking ownership of what you’ve done.”\u003c/p>\n\u003cp>Unlike criminal court cases that must be tried in Fresno, restorative justice cases never leave Reedley.\u003c/p>\n\u003cp>“When we get a case, our goal is to have it in a mediator’s hands in 10 to 15 days,” says Ediger. “That’s the only system it visits at that point. That’s what’s really unique about it. It’s our own subsystem.\"\u003c/p>\n\u003cp>Mary Ann Carousso, administrator of student services for the Kings Canyon Unified School District, originally thought the idea was nuts.\u003c/p>\n\u003cp>“ I thought, ‘Are you crazy?’ This is a massive undertaking,” she says. “I couldn’t fathom how we were going to be able to rely on volunteers. Modern life is busy and fast-paced.”\u003c/p>\n\u003cp>The self-described “queen of discipline” also wondered whether restorative justice would be too soft on crime. But now she thinks the opposite. “You’re getting a lot more discipline with restorative justice: mediation, community service.”\u003c/p>\n\u003cp>And kids like Yazmin still get suspended, despite the fact that critics of the program say schools aren’t disciplining kids enough.\u003c/p>\n\u003cp>“We want to be consistent,” Swenning says. “We’ve found that it really helps the whole process that the rules of the school are still followed. It’s just after this suspension, we’re giving them the opportunity to make this right, to do something that’s right, to make changes in their lives.”\u003c/p>\n\u003cp>And suspensions have gone way down. Swenning is convinced it’s because kids are learning. About 260 kids have gone through Reedley’s program. Only about 9 percent have committed another crime.\u003c/p>\n\u003cp>Yazmin Ortiz would agree with Carousso and Swenning. She says the hardest part of the whole restorative justice process was writing a letter of apology. In fact, her first effort failed miserably. She accused the girl of having a nasty attitude.\u003c/p>\n\u003cp>“I wasn’t really nice in that letter because I was really angry,” Ortiz says. “It was a bad letter. I explained to her that it was her fault I took her bag!”\u003c/p>\n\u003cp>So she rewrote the letter. She knows she caught a break; she could have been arrested or ended up with a criminal record. The blame ultimately falls on her, she says, and she won’t steal again, even if there is a temptation.\u003c/p>\n\u003cp>“A lot of these kids don’t know what accountability is, being responsible for their actions,” says Swenning. “There have been many cases where the student has never told the parents exactly what’s going on until they get into mediation.”\u003c/p>\n\u003cfigure id=\"attachment_10985464\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform-800x675.jpg\" alt=\"Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house. \" width=\"800\" height=\"675\" class=\"size-medium wp-image-10985464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-800x675.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-400x338.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-1180x996.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-960x810.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house.\u003c/figcaption>\u003c/figure>\n\u003cp>The Reedley Peace Building Initiative isn’t just about the offenders. Victims are expected to learn something, too. And it can get complicated.\u003c/p>\n\u003cp>Take Guillermo Cruz. Last fall, a kid at school jumped him, beat him up. Cruz had never even met him.\u003c/p>\n\u003cp>“I think he was trying to like impress his friends or something,” says Cruz. “After he like punched me, I was mad.”\u003c/p>\n\u003cp>His gut feeling was to retaliate, but then Swenning suggested mediation. So he took a chance.\u003c/p>\n\u003cp>At first, it didn’t go well.\u003c/p>\n\u003cp>Guillermo didn’t think the other kid was being honest. But Guillermo, Swenning and the parents of both boys called him on it. Eventually, the kid relented.\u003c/p>\n\u003cp>“Like we both talked with each other. He even like gave me a letter to apologize,” he says. It was a weird experience, he adds, because he’d never gotten an apology from someone after a fight.\u003c/p>\n\u003cp>The other boy declined being interviewed for this story. He was expelled. But because of restorative justice, he had the chance to come back to Reedley High. Guillermo says things aren’t perfect between them, but at least they’re OK. They haven’t gotten into a fight.\u003c/p>\n\u003cp>And Guillermo knows it could have escalated into something really violent. He’s grown up around a gang in his neighborhood. Some of his friends have been shot or are in prison.\u003c/p>\n\u003cp>But, he says, he really doesn’t want his life to go that way, and restorative justice has given him a different perspective.\u003c/p>\n\u003cp>“I don’t want to be in prison for like the rest of my life,” Guillermo says. “I’d rather be like good.”\u003c/p>\n\u003cp>But the temptations are still there. A couple weeks ago, Guillermo got caught up in a group fight at a park.\u003c/p>\n\u003cp>Still, John Swenning and others say they’ll be watching out for him, pushing him to go to community college in the fall. Adults involved in the program also have to be accountable, says Swenning. Guillermo’s a good kid, he says. He just needs some added support.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It’s that kind of commitment that has put Reedley’s program on the map -- so much so that other cities, big and small, are now trying to emulate it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Yazmin Ortiz came inside from cross-country practice last fall, she saw an open locker. Inside was a pricey designer backpack that one of her classmates owned.\u003c/p>\n\u003cp>“There was nobody [around] and I saw her bag,” says the Reedley High School senior. “I don’t know what I was thinking that made me turn around to grab her backpack.”\u003c/p>\n\u003cp>Yazmin kept it at home for months. Then, at the beginning of January, she wore it to school. The owner called her out. Soon they were both in the office.\u003c/p>\n\u003cp>Yazmin knew she was going to get in trouble, but she just wanted a way out. “I just started denying everything,” she says.\u003c/p>\n\u003cp>But finally, Yazmin told her parents what she had done. She felt guilty because her parents had worked hard to make her life better than theirs. They didn’t even get to finish middle school back in Mexico.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/268543254&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/268543254'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Yazmin agreed to return the backpack. The other kid’s mother wanted to press charges. But Yazmin got lucky; the girl chose restorative justice.\u003c/p>\n\u003cp>“I had to sit in a conference room with her parents and my parents,” says Yazmin. “And sitting in there was, it was very difficult. I couldn’t even look them in the eye because I felt really ashamed of what I did.”\u003c/p>\n\u003cp>Accountability is a key part of restorative justice, a process where the offender apologizes to the victim through mediation. Yazmin not only had to admit she took the backpack, but she also had to repeat out loud the other girl’s version of the story. That’s a key part of the process, to make sure the victim is heard.\u003c/p>\n\u003cp>She also had to do 30 hours of community service. Her job? Volunteering at a local thrift store run by the Mennonites. It wasn’t a random assignment. The whole restorative justice program started in the Fresno County town because of a global relief organization there, the \u003ca href=\"http://mcc.org/learn/where/us/west-coast\">West Coast Mennonite Central Committee\u003c/a> (MCC).\u003c/p>\n\u003cfigure id=\"attachment_10984933\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/IMG_5303-800x600.jpg\" alt=\"General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \" width=\"800\" height=\"600\" class=\"size-medium wp-image-10984933\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/IMG_5303-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">General Grant Middle School in Reedley also uses restorative justice. A mediator talks with kids and parents about a vandalism case. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The MCC is known for its restorative justice work in other countries. Seven years, ago, when Reedley saw a spike in the homicide rate and more kids joining gangs, the West Coast MCC introduced the idea of restorative justice to the police department and the school district. School and police officials were so worried about skyrocketing expulsion and suspension rates and kids getting into trouble that they decided to give it a try.\u003c/p>\n\u003cp>Its more formal name is the \u003ca href=\"http://rpbi-reedley.org/\">Reedley Peace Building Initiative\u003c/a>. It’s specifically for kids who have committed minor crimes, misdemeanors like vandalism, fighting or stealing.\u003c/p>\n\u003cp>“We’re not trying to create a whole new justice system. This is just in support of what we have,” says John Swenning, a former cop. He works for the West Coast MCC and he’s the town’s go-to guy for restorative justice.\u003c/p>\n\u003cp>Trained volunteers from the community mediate the cases. There are more than 70 volunteers who have signed up. Some of the most engaged volunteers come from Reedley’s First Mennonite Church and the Reedley Peace Center, which has its meetings on church grounds.\u003c/p>\n\u003cp>Pastor Steve Penner says the idea of restorative justice is embedded in the church’s theology. “And we’re sort of naturally critics of the criminal justice system as it is and its retributive measures,” he says.\u003c/p>\n\u003cp>The process keeps kids out of that system, says Penner. It means no court dates, no criminal record.\u003c/p>\n\u003cp>“This whole restorative justice thing in Reedley has been good for us as peace people and police to find some common ground to work together because none of us want bad things to happen to youth and others in our community.”\u003c/p>\n\u003cp>It’s that common ground that makes Reedley’s program successful, says Lt. Marc Ediger of the Reedley Police Department. “This is the perfect opportunity, I think, for the community to get involved and actually sit across the table from offenders and victims of crime so it’s not just the police department,” he says.\u003c/p>\n\u003cp>When he first heard about the program, he was worried it could be soft on crime. “But it’s not,” he says. “It’s taking ownership of what you’ve done.”\u003c/p>\n\u003cp>Unlike criminal court cases that must be tried in Fresno, restorative justice cases never leave Reedley.\u003c/p>\n\u003cp>“When we get a case, our goal is to have it in a mediator’s hands in 10 to 15 days,” says Ediger. “That’s the only system it visits at that point. That’s what’s really unique about it. It’s our own subsystem.\"\u003c/p>\n\u003cp>Mary Ann Carousso, administrator of student services for the Kings Canyon Unified School District, originally thought the idea was nuts.\u003c/p>\n\u003cp>“ I thought, ‘Are you crazy?’ This is a massive undertaking,” she says. “I couldn’t fathom how we were going to be able to rely on volunteers. Modern life is busy and fast-paced.”\u003c/p>\n\u003cp>The self-described “queen of discipline” also wondered whether restorative justice would be too soft on crime. But now she thinks the opposite. “You’re getting a lot more discipline with restorative justice: mediation, community service.”\u003c/p>\n\u003cp>And kids like Yazmin still get suspended, despite the fact that critics of the program say schools aren’t disciplining kids enough.\u003c/p>\n\u003cp>“We want to be consistent,” Swenning says. “We’ve found that it really helps the whole process that the rules of the school are still followed. It’s just after this suspension, we’re giving them the opportunity to make this right, to do something that’s right, to make changes in their lives.”\u003c/p>\n\u003cp>And suspensions have gone way down. Swenning is convinced it’s because kids are learning. About 260 kids have gone through Reedley’s program. Only about 9 percent have committed another crime.\u003c/p>\n\u003cp>Yazmin Ortiz would agree with Carousso and Swenning. She says the hardest part of the whole restorative justice process was writing a letter of apology. In fact, her first effort failed miserably. She accused the girl of having a nasty attitude.\u003c/p>\n\u003cp>“I wasn’t really nice in that letter because I was really angry,” Ortiz says. “It was a bad letter. I explained to her that it was her fault I took her bag!”\u003c/p>\n\u003cp>So she rewrote the letter. She knows she caught a break; she could have been arrested or ended up with a criminal record. The blame ultimately falls on her, she says, and she won’t steal again, even if there is a temptation.\u003c/p>\n\u003cp>“A lot of these kids don’t know what accountability is, being responsible for their actions,” says Swenning. “There have been many cases where the student has never told the parents exactly what’s going on until they get into mediation.”\u003c/p>\n\u003cfigure id=\"attachment_10985464\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/19779_transform-800x675.jpg\" alt=\"Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house. \" width=\"800\" height=\"675\" class=\"size-medium wp-image-10985464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-800x675.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-400x338.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-1180x996.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/19779_transform-960x810.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mennonites first came to Reedley in the early 1900s. The First Mennonite Church of Reedley was their first meeting house.\u003c/figcaption>\u003c/figure>\n\u003cp>The Reedley Peace Building Initiative isn’t just about the offenders. Victims are expected to learn something, too. And it can get complicated.\u003c/p>\n\u003cp>Take Guillermo Cruz. Last fall, a kid at school jumped him, beat him up. Cruz had never even met him.\u003c/p>\n\u003cp>“I think he was trying to like impress his friends or something,” says Cruz. “After he like punched me, I was mad.”\u003c/p>\n\u003cp>His gut feeling was to retaliate, but then Swenning suggested mediation. So he took a chance.\u003c/p>\n\u003cp>At first, it didn’t go well.\u003c/p>\n\u003cp>Guillermo didn’t think the other kid was being honest. But Guillermo, Swenning and the parents of both boys called him on it. Eventually, the kid relented.\u003c/p>\n\u003cp>“Like we both talked with each other. He even like gave me a letter to apologize,” he says. It was a weird experience, he adds, because he’d never gotten an apology from someone after a fight.\u003c/p>\n\u003cp>The other boy declined being interviewed for this story. He was expelled. But because of restorative justice, he had the chance to come back to Reedley High. Guillermo says things aren’t perfect between them, but at least they’re OK. They haven’t gotten into a fight.\u003c/p>\n\u003cp>And Guillermo knows it could have escalated into something really violent. He’s grown up around a gang in his neighborhood. Some of his friends have been shot or are in prison.\u003c/p>\n\u003cp>But, he says, he really doesn’t want his life to go that way, and restorative justice has given him a different perspective.\u003c/p>\n\u003cp>“I don’t want to be in prison for like the rest of my life,” Guillermo says. “I’d rather be like good.”\u003c/p>\n\u003cp>But the temptations are still there. A couple weeks ago, Guillermo got caught up in a group fight at a park.\u003c/p>\n\u003cp>Still, John Swenning and others say they’ll be watching out for him, pushing him to go to community college in the fall. Adults involved in the program also have to be accountable, says Swenning. Guillermo’s a good kid, he says. He just needs some added support.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s that kind of commitment that has put Reedley’s program on the map -- so much so that other cities, big and small, are now trying to emulate it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>At Camarillo High School, students are building electric guitars in the name of science. \u003ca href=\"http://www.guitarbuilding.org/\" target=\"_blank\" rel=\"noopener\">The STEM Guitar Project\u003c/a>, a National Science Foundation-funded program, gets students to explore science, math and technology through handcrafted woodwork and the physics of instrument making.\u003c/p>\n\u003cp>“It’s increased interest in wood shop by students who wouldn’t normally take it and by woodworking and their interest in science that wouldn’t normally have taken physics. So it’s been a win-win,” said Chip Mills, who teaches the wood shop portion of the program at Camarillo High.\u003c/p>\n\u003cp>About a dozen students at the Ventura County school are currently participating in the program. Mills said students often wonder why they need to know math.\u003c/p>\n\u003cp>“When they’re in here having to do fractions and use Pythagoras’ theorem and all of that where mathematics is used so much, it’s kind of illuminating and makes mathematics more relevant to them,” said Mills.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/268543564″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>The wood shop teacher talks a lot about curves and angles in his class. If they’re wrong, the guitar components won’t fit together like they’re supposed to. And the guitar is at the heart of what attracts students to this class, like Senior Zach Thatcher. “That’s the only reason I took it,” Thatcher said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On a recent visit to the class, Thatcher is sanding down his guitar, smoothing out the edges, which have been curved by hand. The sweet sounds of the STEM Guitar Project also lured Thatcher into another class he never thought he’d take: physics.\u003c/p>\n\u003cp>“Physics is pretty hard, but it’s also really interesting. So it kind of worked out,” Thatcher said. “I took physics just so I could build the guitar also — that’s the only reason I’m in physics, too. But physics turned out to be really interesting.”\u003c/p>\n\u003cp>That’s the kind of reaction the creators of the STEM Guitar Project were hoping for when they started it in Washington state seven years ago.\u003c/p>\n\u003cp>Now, the project is hitting notes at more than 21 schools and school districts in California, including campuses in Orange, San Diego and Ventura counties.\u003c/p>\n\u003cfigure id=\"attachment_10985404\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10985404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg\" alt=\"Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School.\" width=\"800\" height=\"555\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-400x278.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-1180x819.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-960x666.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School. \u003ccite>(Susan Valot/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The STEM Guitar Project’s Scot Rabe of Ventura College said organizers knew it would be a hit with students during a training for teachers in Southern California. \u003c/p>\n\u003cp>“At the end of the second day — it was a five-day experience, the first time I’d ever built a guitar — we had rooms packed with high school kids who just wanted to see what was going on,” Rabe said. “So we knew, instantly, it was a winner.”\u003c/p>\n\u003cp>The program trains teachers of all kinds how to build electric guitars. Then schools can buy guitar-building kits — at cost — for students. Rabe said guitar-building is the rock star jumping off point for all sorts of subjects, from the math of musical notes to the poetry of song lyrics to the inner workings of the guitars.\u003c/p>\n\u003cp>“Then there’s the actual mechanics, the physics of the guitar, and why are the strings the length they are and how much tension is on them when we tighten them? Why do they make different sounds from one string to the next?” Rabe listed off.\u003c/p>\n\u003cp>In the class at Camarillo High School, students will learn about electricity and metals as they solder together the components of their guitars. Once they’re finished, senior Farhan Saleh will have a new challenge. \u003c/p>\n\u003cp>“I don’t actually know how to play instruments,” Saleh said. Regardless, Saleh said he looks forward to plucking the strings of his labor.\u003c/p>\n\u003cp>“It kind of shows that your work is paying off,” Saleh said. “People kind of take it for granted as they buy it and they play it and they kind of get rid of it as it gets old. And … as you’re building, you kind of see how much work and effort goes into actually building these.”\u003c/p>\n\u003cp>STEM Guitar Project organizers hope the students will not only take the guitar home with them, but a passion for hard work and learning, as well.\u003c/p>\n\u003cp>“It’s really enjoyable and relaxing to be able to make something out of wood,” said student Timothy Lee. “And it’s just really fun.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was made with support from KCRW’s Independent Producer Project.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Camarillo High School, students are building electric guitars in the name of science. \u003ca href=\"http://www.guitarbuilding.org/\" target=\"_blank\" rel=\"noopener\">The STEM Guitar Project\u003c/a>, a National Science Foundation-funded program, gets students to explore science, math and technology through handcrafted woodwork and the physics of instrument making.\u003c/p>\n\u003cp>“It’s increased interest in wood shop by students who wouldn’t normally take it and by woodworking and their interest in science that wouldn’t normally have taken physics. So it’s been a win-win,” said Chip Mills, who teaches the wood shop portion of the program at Camarillo High.\u003c/p>\n\u003cp>About a dozen students at the Ventura County school are currently participating in the program. Mills said students often wonder why they need to know math.\u003c/p>\n\u003cp>“When they’re in here having to do fractions and use Pythagoras’ theorem and all of that where mathematics is used so much, it’s kind of illuminating and makes mathematics more relevant to them,” said Mills.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/268543564″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/268543564″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The wood shop teacher talks a lot about curves and angles in his class. If they’re wrong, the guitar components won’t fit together like they’re supposed to. And the guitar is at the heart of what attracts students to this class, like Senior Zach Thatcher. “That’s the only reason I took it,” Thatcher said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a recent visit to the class, Thatcher is sanding down his guitar, smoothing out the edges, which have been curved by hand. The sweet sounds of the STEM Guitar Project also lured Thatcher into another class he never thought he’d take: physics.\u003c/p>\n\u003cp>“Physics is pretty hard, but it’s also really interesting. So it kind of worked out,” Thatcher said. “I took physics just so I could build the guitar also — that’s the only reason I’m in physics, too. But physics turned out to be really interesting.”\u003c/p>\n\u003cp>That’s the kind of reaction the creators of the STEM Guitar Project were hoping for when they started it in Washington state seven years ago.\u003c/p>\n\u003cp>Now, the project is hitting notes at more than 21 schools and school districts in California, including campuses in Orange, San Diego and Ventura counties.\u003c/p>\n\u003cfigure id=\"attachment_10985404\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10985404\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg\" alt=\"Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School.\" width=\"800\" height=\"555\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-800x555.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-400x278.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-1180x819.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/06/GuitarMaking2-960x666.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student Cameron Shirley says sanding has been the biggest challenge of making his guitar in the STEM Guitar Project at Camarillo High School. \u003ccite>(Susan Valot/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The STEM Guitar Project’s Scot Rabe of Ventura College said organizers knew it would be a hit with students during a training for teachers in Southern California. \u003c/p>\n\u003cp>“At the end of the second day — it was a five-day experience, the first time I’d ever built a guitar — we had rooms packed with high school kids who just wanted to see what was going on,” Rabe said. “So we knew, instantly, it was a winner.”\u003c/p>\n\u003cp>The program trains teachers of all kinds how to build electric guitars. Then schools can buy guitar-building kits — at cost — for students. Rabe said guitar-building is the rock star jumping off point for all sorts of subjects, from the math of musical notes to the poetry of song lyrics to the inner workings of the guitars.\u003c/p>\n\u003cp>“Then there’s the actual mechanics, the physics of the guitar, and why are the strings the length they are and how much tension is on them when we tighten them? Why do they make different sounds from one string to the next?” Rabe listed off.\u003c/p>\n\u003cp>In the class at Camarillo High School, students will learn about electricity and metals as they solder together the components of their guitars. Once they’re finished, senior Farhan Saleh will have a new challenge. \u003c/p>\n\u003cp>“I don’t actually know how to play instruments,” Saleh said. Regardless, Saleh said he looks forward to plucking the strings of his labor.\u003c/p>\n\u003cp>“It kind of shows that your work is paying off,” Saleh said. “People kind of take it for granted as they buy it and they play it and they kind of get rid of it as it gets old. And … as you’re building, you kind of see how much work and effort goes into actually building these.”\u003c/p>\n\u003cp>STEM Guitar Project organizers hope the students will not only take the guitar home with them, but a passion for hard work and learning, as well.\u003c/p>\n\u003cp>“It’s really enjoyable and relaxing to be able to make something out of wood,” said student Timothy Lee. “And it’s just really fun.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was made with support from KCRW’s Independent Producer Project.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Child Care Providers Struggle to Afford Rising Minimum Wage",
"title": "Child Care Providers Struggle to Afford Rising Minimum Wage",
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"content": "\u003cp>If you’ve got kids, or are expecting one, you’ve probably been warned a million times: Child care is expensive. But just how expensive is it here in the Bay Area?\u003c/p>\n\u003cp>About \u003ca href=\"http://www.childrenscouncil.org/families/find-child-care/child-care-costs/\">$1,800 a month\u003c/a> and up for an infant, according to Kim Kruckel with the \u003ca href=\"http://childcarelaw.org/\" target=\"_blank\">Child Care Law Center\u003c/a> in San Francisco.\u003c/p>\n\u003cp>The price might come down a bit once your kid is walking or out of diapers, but not by much. It means that monthly expense is more than rent or a mortgage payment for most people. So why does child care cost so much?\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/268329570\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Nancy Mackey, who’s spent the last 14 years turning the ground floor of her West Oakland house into a well-respected child care center, \u003ca href=\"https://www.berkeleyparentsnetwork.org/recommend/preschool/lilnancy\" target=\"_blank\">Lil Nancy's Primary Schoolhouse\u003c/a>, says building her business hasn’t come cheap. Walking through colorful rooms filled with small children, Mackey points out a children's kitchen set that cost $300 and small tables that cost $200 apiece.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But one of the biggest costs for Mackey is labor. For the 12 kids enrolled at Miss Nancy's, as it's known, she has three assistants every day in order to comply with \u003ca href=\"http://www.daycare.com/california/\" target=\"_blank\">state-mandated staffing ratios\u003c/a>. And she has to pay her employees at least\u003ca href=\"http://www2.oaklandnet.com/government/o/CityAdministration/d/MinimumWage/index.htm\"> \u003cspan style=\"font-weight: 400\">$12.55 an hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of a minimum wage increase that Oakland\u003c/span>\u003ca href=\"https://ballotpedia.org/City_of_Oakland_Minimum_Wage_Increase_Initiative,_Measure_FF_(November_2014)\"> \u003cspan style=\"font-weight: 400\">voters approved in 2014\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_10978154\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978154 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg\" alt='Nancy Mackey, better known as \"Miss Nancy", operates a Child Care facility out of her her Oakland home.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Nancy Mackey, better known as 'Miss Nancy,' operates a child care facility out of her Oakland home. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My staff deserves to get paid well. I pay them the best I can,\" says Mackey, who supported the ballot initiative. \"... And I pay them based upon how the parents are able to pay us.\"\u003c/p>\n\u003cp>But passing that increase on to parents made for a tough discussion. Mackey called a meeting with parents after the minimum wage went into effect to talk about how daily rates would increase.\u003c/p>\n\u003cp>\"It was gonna be kind of sudden,” said Erin McNerney, whose 2-year-old daughter comes to Mackey's home every day.\u003c/p>\n\u003cp>“It’s not something I thought about at all when we voted for the minimum wage in Oakland,” McNerney added.\u003c/p>\n\u003ch3>Business Owners Want a Cost of Living Adjustment, Too\u003c/h3>\n\u003cp>Those rising labor costs also mean that as a business owner, Mackey takes home less herself. So she and others like her are trying to ride the momentum of the \u003ca href=\"http://fightfor15.org/\" target=\"_blank\">Fight for 15\u003c/a>, the movement for a $15 minimum wage. After spending the last couple of years supporting a wage increase for their employees, they don’t want to be left behind, and are advocating for themselves.\u003c/p>\n\u003cp>Katina Richardson, who runs a day care center out of her home in Hayward, was one of a group of early childhood educators marching through downtown Oakland in April, calling for increased state child care subsidies.\u003c/p>\n\u003cp>“They’re setting us up for failure and we need more,\" said Richardson, who routinely works 12-hour days and estimates she ends up with less than $6 an hour.\u003c/p>\n\u003cp>“We don’t have benefits. We don’t have retirement set up. At the end of the day, I’m working every day not knowing if I’ll ever be able to retire,” Richardson added.\u003c/p>\n\u003cfigure id=\"attachment_10978155\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978155 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg\" alt='Child Care workers and their supporters march through downtown Oakland as part of a \"Fight for 15\" demonstration on April 14, 2016.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Child care workers and their supporters march through downtown Oakland as part of a 'Fight for 15' demonstration on April 14, 2016. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of Richardson’s families receive state subsidies to help pay for child care, but the state doesn’t pay much -- providers may end up receiving\u003ca href=\"https://www.acgov.org/ece/documents/Welsh-Loveman_APA_5202015.pdf\"> \u003cspan style=\"font-weight: 400\">as little as $4 or $5 an hour per child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And as the minimum wage has been rising, that subsidy rate hasn’t gone up with it.\u003c/span>\u003c/p>\n\u003cp>Plus, there’s a huge waiting list for those benefits — advocates say an estimated 300,000 people at last count. There are no official numbers, because in 2011 the \u003ca href=\"https://www.cabinetreport.com/budget-finance/no-money-for-accurate-count-of-childcare-needs\" target=\"_blank\">state eliminated funding to track the waiting list\u003c/a>.\u003c/p>\n\u003cp>Vanessa Harlan, who lives in San Francisco’s Bayview neighborhood with her four children, says she's been on the waiting list for 11 years.\u003c/p>\n\u003cp>\"My children never got child care. My parents actually helped me keep my children while me and my husband went to work,\" said Harlan. If her parents weren't around, Harlan says the family would probably move to Texas.\u003c/p>\n\u003cp>State Sen. Hannah-Beth Jackson says the \u003ca href=\"http://womenscaucus.legislature.ca.gov/news/2016-02-11-lwc-releases-2016-budget-and-policy-priorities\" target=\"_blank\">Legislative Women’s Caucus requested $800 million\u003c/a> from this year’s budget for early child care and education. They want the money to pay, in part, for an increase to reimbursement rates, and to move thousands of children off the waiting list.\u003c/p>\n\u003cp>“The whole child care system in California has never been properly funded. Never,” said Jackson. “This is probably the most universally agreed to priority within the Legislature.”\u003c/p>\n\u003cp>However, Gov. Jerry Brown has indicated \u003ca href=\"http://edsource.org/2016/governor-offers-a-new-approach-but-no-new-funding-for-early-childhood-education/93034\" target=\"_blank\">it’s not on his list of priorities\u003c/a>. Lawmakers are negotiating with the governor over how much, if any, will be included in the final budget, which must be passed by June 15. Jackson admits that whatever they get would only be a drop in the bucket. It would take billions to provide affordable child care to everyone in the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Meanwhile, the minimum wage across the state continue to rise.\u003ca href=\"http://www.aghwlaw.com/bay-area-minimum-wages-on-the-rise-2016-increases-to-california-and-local-minimum-wages/\"> On July 1, it will hit $13 an hour in San Francisco and Emeryville\u003c/a>. California’s minimum wage is scheduled to rise every year, \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-minimum-wage-deal-20160326-story.html\" target=\"_blank\">and reach $15 an hour in 2022.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’ve got kids, or are expecting one, you’ve probably been warned a million times: Child care is expensive. But just how expensive is it here in the Bay Area?\u003c/p>\n\u003cp>About \u003ca href=\"http://www.childrenscouncil.org/families/find-child-care/child-care-costs/\">$1,800 a month\u003c/a> and up for an infant, according to Kim Kruckel with the \u003ca href=\"http://childcarelaw.org/\" target=\"_blank\">Child Care Law Center\u003c/a> in San Francisco.\u003c/p>\n\u003cp>The price might come down a bit once your kid is walking or out of diapers, but not by much. It means that monthly expense is more than rent or a mortgage payment for most people. So why does child care cost so much?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/268329570&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/268329570'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Nancy Mackey, who’s spent the last 14 years turning the ground floor of her West Oakland house into a well-respected child care center, \u003ca href=\"https://www.berkeleyparentsnetwork.org/recommend/preschool/lilnancy\" target=\"_blank\">Lil Nancy's Primary Schoolhouse\u003c/a>, says building her business hasn’t come cheap. Walking through colorful rooms filled with small children, Mackey points out a children's kitchen set that cost $300 and small tables that cost $200 apiece.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But one of the biggest costs for Mackey is labor. For the 12 kids enrolled at Miss Nancy's, as it's known, she has three assistants every day in order to comply with \u003ca href=\"http://www.daycare.com/california/\" target=\"_blank\">state-mandated staffing ratios\u003c/a>. And she has to pay her employees at least\u003ca href=\"http://www2.oaklandnet.com/government/o/CityAdministration/d/MinimumWage/index.htm\"> \u003cspan style=\"font-weight: 400\">$12.55 an hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of a minimum wage increase that Oakland\u003c/span>\u003ca href=\"https://ballotpedia.org/City_of_Oakland_Minimum_Wage_Increase_Initiative,_Measure_FF_(November_2014)\"> \u003cspan style=\"font-weight: 400\">voters approved in 2014\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_10978154\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978154 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg\" alt='Nancy Mackey, better known as \"Miss Nancy", operates a Child Care facility out of her her Oakland home.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19703_Nancy-Mackey-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Nancy Mackey, better known as 'Miss Nancy,' operates a child care facility out of her Oakland home. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My staff deserves to get paid well. I pay them the best I can,\" says Mackey, who supported the ballot initiative. \"... And I pay them based upon how the parents are able to pay us.\"\u003c/p>\n\u003cp>But passing that increase on to parents made for a tough discussion. Mackey called a meeting with parents after the minimum wage went into effect to talk about how daily rates would increase.\u003c/p>\n\u003cp>\"It was gonna be kind of sudden,” said Erin McNerney, whose 2-year-old daughter comes to Mackey's home every day.\u003c/p>\n\u003cp>“It’s not something I thought about at all when we voted for the minimum wage in Oakland,” McNerney added.\u003c/p>\n\u003ch3>Business Owners Want a Cost of Living Adjustment, Too\u003c/h3>\n\u003cp>Those rising labor costs also mean that as a business owner, Mackey takes home less herself. So she and others like her are trying to ride the momentum of the \u003ca href=\"http://fightfor15.org/\" target=\"_blank\">Fight for 15\u003c/a>, the movement for a $15 minimum wage. After spending the last couple of years supporting a wage increase for their employees, they don’t want to be left behind, and are advocating for themselves.\u003c/p>\n\u003cp>Katina Richardson, who runs a day care center out of her home in Hayward, was one of a group of early childhood educators marching through downtown Oakland in April, calling for increased state child care subsidies.\u003c/p>\n\u003cp>“They’re setting us up for failure and we need more,\" said Richardson, who routinely works 12-hour days and estimates she ends up with less than $6 an hour.\u003c/p>\n\u003cp>“We don’t have benefits. We don’t have retirement set up. At the end of the day, I’m working every day not knowing if I’ll ever be able to retire,” Richardson added.\u003c/p>\n\u003cfigure id=\"attachment_10978155\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10978155 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg\" alt='Child Care workers and their supporters march through downtown Oakland as part of a \"Fight for 15\" demonstration on April 14, 2016.' width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/RS19713_workers-and-kids-marching-qut-960x541.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Child care workers and their supporters march through downtown Oakland as part of a 'Fight for 15' demonstration on April 14, 2016. \u003ccite>(Andrew Stelzer/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many of Richardson’s families receive state subsidies to help pay for child care, but the state doesn’t pay much -- providers may end up receiving\u003ca href=\"https://www.acgov.org/ece/documents/Welsh-Loveman_APA_5202015.pdf\"> \u003cspan style=\"font-weight: 400\">as little as $4 or $5 an hour per child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And as the minimum wage has been rising, that subsidy rate hasn’t gone up with it.\u003c/span>\u003c/p>\n\u003cp>Plus, there’s a huge waiting list for those benefits — advocates say an estimated 300,000 people at last count. There are no official numbers, because in 2011 the \u003ca href=\"https://www.cabinetreport.com/budget-finance/no-money-for-accurate-count-of-childcare-needs\" target=\"_blank\">state eliminated funding to track the waiting list\u003c/a>.\u003c/p>\n\u003cp>Vanessa Harlan, who lives in San Francisco’s Bayview neighborhood with her four children, says she's been on the waiting list for 11 years.\u003c/p>\n\u003cp>\"My children never got child care. My parents actually helped me keep my children while me and my husband went to work,\" said Harlan. If her parents weren't around, Harlan says the family would probably move to Texas.\u003c/p>\n\u003cp>State Sen. Hannah-Beth Jackson says the \u003ca href=\"http://womenscaucus.legislature.ca.gov/news/2016-02-11-lwc-releases-2016-budget-and-policy-priorities\" target=\"_blank\">Legislative Women’s Caucus requested $800 million\u003c/a> from this year’s budget for early child care and education. They want the money to pay, in part, for an increase to reimbursement rates, and to move thousands of children off the waiting list.\u003c/p>\n\u003cp>“The whole child care system in California has never been properly funded. Never,” said Jackson. “This is probably the most universally agreed to priority within the Legislature.”\u003c/p>\n\u003cp>However, Gov. Jerry Brown has indicated \u003ca href=\"http://edsource.org/2016/governor-offers-a-new-approach-but-no-new-funding-for-early-childhood-education/93034\" target=\"_blank\">it’s not on his list of priorities\u003c/a>. Lawmakers are negotiating with the governor over how much, if any, will be included in the final budget, which must be passed by June 15. Jackson admits that whatever they get would only be a drop in the bucket. It would take billions to provide affordable child care to everyone in the state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Meanwhile, the minimum wage across the state continue to rise.\u003ca href=\"http://www.aghwlaw.com/bay-area-minimum-wages-on-the-rise-2016-increases-to-california-and-local-minimum-wages/\"> On July 1, it will hit $13 an hour in San Francisco and Emeryville\u003c/a>. California’s minimum wage is scheduled to rise every year, \u003ca href=\"http://www.latimes.com/politics/la-pol-sac-minimum-wage-deal-20160326-story.html\" target=\"_blank\">and reach $15 an hour in 2022.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Stanford Tops Federal List With 5 Sexual Violence Investigations",
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"content": "\u003cp>When the U.S. government released its tally of investigations into sexual violence on college campuses in 2014, Stanford wasn't on the list. But in the new list that's out this month, Stanford has the most cases, with five — and the figure doesn't include the notorious assault that's been making headlines.\u003c/p>\n\u003cp>That crime, committed by former Stanford swimmer Brock Turner, \u003ca href=\"http://www.npr.org/sections/thetwo-way/2016/06/06/481010919/california-rape-case-sentence-sparks-outrage\">generated outrage\u003c/a> after a judge sentenced Turner to six months in county jail after he was convicted of three felony counts related to his sexual assault of an unconscious woman on Stanford's campus in January 2015.\u003c/p>\n\u003cp>Turner's sentence has sparked a renewed debate over the role of race and privilege in sentencing; it has also led some to \u003ca href=\"http://www.npr.org/2016/06/07/481058634/momentum-grows-to-oust-california-judge-after-rape-sentence-sparks-outrage\">urge a recall of Superior Court Judge Aaron Persky\u003c/a>, whose explanation for the decision to spare Turner from a potential three to 14 years in prison included concern that prison might \"have a severe impact on him.\"\u003c/p>\n\u003cp>The Turner case was handled by the criminal justice system, not by Stanford. But the number of complaints to the Department of Education's Office of Civil Rights, which enforces the Title IX gender equity law, shows that the prestigious university is still facing criticism about how it handles such cases -- criticism that has included both \u003ca href=\"http://www.paloaltoonline.com/news/2014/06/05/stanford-student-challenges-universitys-handling-of-sexual-assault-case\">a protest\u003c/a> and \u003ca href=\"http://www.paloaltoonline.com/news/2016/04/27/stanford-student-accused-of-sexual-assault-fires-back-at-university-in-federal-lawsuit\">a federal lawsuit\u003c/a>.\u003c/p>\n\u003cp>Here's the list of investigations into incidents at Stanford, from the Office of Civil Rights. We'll note that the dates refer to the timing of an OCR complaint, not to the initial allegations of an attack:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Case 1: 2/26/2015\u003cbr>\nCase 2: 5/28/2015\u003cbr>\nCase 3: 7/23/2015\u003cbr>\nCase 4: 7/23/2015\u003cbr>\nCase 5: 4/18/2016\u003c/p>\n\u003cp>To put the number of cases in context: The federal list includes 243 sexual violence cases at 192 postsecondary institutions, as of June 1. Apart from Stanford, two other schools had four cases: Kansas State University and Saint Mary's College of Maryland. Six other schools had three cases.\u003c/p>\n\u003cp>When we sought comment from Stanford about how it accounts for the number of open investigations, Lisa Lapin of the university's communications office said the school \"is fully cooperating with the OCR investigation, which as at other universities will be comprehensive.\"\u003c/p>\n\u003cp>Lapin added that while the government lists five cases, they reflect four different incidents.\u003c/p>\n\u003cp>\"In one of the matters, both the complaining student and the responding student filed concerns with OCR,\" she said.\u003c/p>\n\u003cp>Lapin also described the cases in question, omitting details such as names and places:\u003c/p>\n\u003cul>\n\u003cli>\"One was by a student who felt that although male student she accused was found responsible, his punishment was not severe enough. One complaint was by this same male student who was found responsible and feels that the process was not fair to him.\u003c/li>\n\u003cli>\"One OCR complaint was brought by two students who had made complaints against the same male student, who was found responsible in both cases, and their concern is about the process.\u003c/li>\n\u003cli>\"One OCR complaint was brought by a student who refused to go forward in the disciplinary process and complains that her concerns were not adequately addressed.\u003c/li>\n\u003cli>\"One OCR complaint is by a student who was not satisfied with the outcome of her matter in which the student she was accusing was found by the disciplinary panel to not be responsible.\"\u003c/li>\n\u003c/ul>\n\u003cp>Discussing the timing of the cases, Lapin says, \"All of these cases precede our existing Title IX procedure, and some took place as long ago as 2011. Some were investigated by the Office for Community Standards as well as the [university's] Title IX office.\"\u003c/p>\n\u003cp>As for the Turner case, Stanford noted this week that it had banned him from its campus within weeks of the attack, \u003ca href=\"http://news.stanford.edu/2016/06/06/stanford-university-statement-regarding-brock-turner-case/\">saying in a statement Tuesday\u003c/a> that it had also reached out to the victim to inform her of the steps being taken.\u003c/p>\n\u003cp>Stanford says it \"did everything within its power to assure that justice was served in this case, including an immediate police investigation and referral to the Santa Clara County District Attorney's Office for a successful prosecution.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2kSBVumcLz07ew62gH4ON7mPittrKv1X\"]\u003c/p>\n\u003cp>While much of the current criticism over the Turner case is now being directed at the judge, Stanford has found itself at the center of another high-profile sexual assault case — continuing a string that goes back at least to 2014, when a female student took the rare step of going public to criticize how the school handled her case, as \u003ca href=\"http://www.paloaltoonline.com/news/2014/06/05/stanford-student-challenges-universitys-handling-of-sexual-assault-case\">the Palo Alto Weekly reported\u003c/a>.\u003c/p>\n\u003cp>The federal list of open sexual violence investigations, which is compiled by the Department of Education's Office for Civil Rights, \u003ca href=\"http://www.npr.org/sections/thetwo-way/2014/04/29/307958756/campus-sexual-assaults-are-targeted-in-new-white-house-report\">debuted in 2014\u003c/a> as part of an effort to improve the way colleges and universities handle reports of sexual violence. In addition to the list, the government offered guidance and other resources at a new website, called \u003ca href=\"https://www.notalone.gov/\">Not Alone.\u003c/a>\u003c/p>\n\u003cp>When the government took that step, Stanford was also taking action: When the first OCR list was published, the school was in the process of hiring its first full-time Title IX coordinator, an expert on preventing sexual misconduct.\u003c/p>\n\u003cp>That coordinator, Catherine Criswell, was a \u003ca href=\"http://news.stanford.edu/news/2014/may/title-ix-coordinator-052314.html\">veteran of the federal Office for Civil Rights\u003c/a>. She left Stanford just before the start of the most recent school year, to take up a more senior position at the \u003ca href=\"https://news.virginia.edu/content/uva-forges-ahead-efforts-against-sexual-violence-alcohol-abuse\">University of Virginia\u003c/a>.\u003c/p>\n\u003cp>Since February, Stanford has been handling sexual assault claims under a pilot program that reflects changes that were recommended by a provost task force. We were curious about how the new investigation and resolution process works. Here's how Lapin described it:\u003c/p>\n\u003cp>\"Among other things, the process calls for a unified investigation and adjudication system, highly trained hearing panels to decide responsibility and sanction, the ability of parties in a case to receive up to nine hours of paid legal assistance if they wish, and expulsion as the expected sanction for sexual assault cases as defined by university policy.\"\u003c/p>\n\u003cp>Lapin added that because the program is being run as a pilot, it will be monitored and evaluated for possible further changes. For it to become permanent, she said, the process would need the approval of groups representing both the students and faculty of Stanford.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2016 NPR. To see more, visit http://www.npr.org/\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the U.S. government released its tally of investigations into sexual violence on college campuses in 2014, Stanford wasn't on the list. But in the new list that's out this month, Stanford has the most cases, with five — and the figure doesn't include the notorious assault that's been making headlines.\u003c/p>\n\u003cp>That crime, committed by former Stanford swimmer Brock Turner, \u003ca href=\"http://www.npr.org/sections/thetwo-way/2016/06/06/481010919/california-rape-case-sentence-sparks-outrage\">generated outrage\u003c/a> after a judge sentenced Turner to six months in county jail after he was convicted of three felony counts related to his sexual assault of an unconscious woman on Stanford's campus in January 2015.\u003c/p>\n\u003cp>Turner's sentence has sparked a renewed debate over the role of race and privilege in sentencing; it has also led some to \u003ca href=\"http://www.npr.org/2016/06/07/481058634/momentum-grows-to-oust-california-judge-after-rape-sentence-sparks-outrage\">urge a recall of Superior Court Judge Aaron Persky\u003c/a>, whose explanation for the decision to spare Turner from a potential three to 14 years in prison included concern that prison might \"have a severe impact on him.\"\u003c/p>\n\u003cp>The Turner case was handled by the criminal justice system, not by Stanford. But the number of complaints to the Department of Education's Office of Civil Rights, which enforces the Title IX gender equity law, shows that the prestigious university is still facing criticism about how it handles such cases -- criticism that has included both \u003ca href=\"http://www.paloaltoonline.com/news/2014/06/05/stanford-student-challenges-universitys-handling-of-sexual-assault-case\">a protest\u003c/a> and \u003ca href=\"http://www.paloaltoonline.com/news/2016/04/27/stanford-student-accused-of-sexual-assault-fires-back-at-university-in-federal-lawsuit\">a federal lawsuit\u003c/a>.\u003c/p>\n\u003cp>Here's the list of investigations into incidents at Stanford, from the Office of Civil Rights. We'll note that the dates refer to the timing of an OCR complaint, not to the initial allegations of an attack:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Case 1: 2/26/2015\u003cbr>\nCase 2: 5/28/2015\u003cbr>\nCase 3: 7/23/2015\u003cbr>\nCase 4: 7/23/2015\u003cbr>\nCase 5: 4/18/2016\u003c/p>\n\u003cp>To put the number of cases in context: The federal list includes 243 sexual violence cases at 192 postsecondary institutions, as of June 1. Apart from Stanford, two other schools had four cases: Kansas State University and Saint Mary's College of Maryland. Six other schools had three cases.\u003c/p>\n\u003cp>When we sought comment from Stanford about how it accounts for the number of open investigations, Lisa Lapin of the university's communications office said the school \"is fully cooperating with the OCR investigation, which as at other universities will be comprehensive.\"\u003c/p>\n\u003cp>Lapin added that while the government lists five cases, they reflect four different incidents.\u003c/p>\n\u003cp>\"In one of the matters, both the complaining student and the responding student filed concerns with OCR,\" she said.\u003c/p>\n\u003cp>Lapin also described the cases in question, omitting details such as names and places:\u003c/p>\n\u003cul>\n\u003cli>\"One was by a student who felt that although male student she accused was found responsible, his punishment was not severe enough. One complaint was by this same male student who was found responsible and feels that the process was not fair to him.\u003c/li>\n\u003cli>\"One OCR complaint was brought by two students who had made complaints against the same male student, who was found responsible in both cases, and their concern is about the process.\u003c/li>\n\u003cli>\"One OCR complaint was brought by a student who refused to go forward in the disciplinary process and complains that her concerns were not adequately addressed.\u003c/li>\n\u003cli>\"One OCR complaint is by a student who was not satisfied with the outcome of her matter in which the student she was accusing was found by the disciplinary panel to not be responsible.\"\u003c/li>\n\u003c/ul>\n\u003cp>Discussing the timing of the cases, Lapin says, \"All of these cases precede our existing Title IX procedure, and some took place as long ago as 2011. Some were investigated by the Office for Community Standards as well as the [university's] Title IX office.\"\u003c/p>\n\u003cp>As for the Turner case, Stanford noted this week that it had banned him from its campus within weeks of the attack, \u003ca href=\"http://news.stanford.edu/2016/06/06/stanford-university-statement-regarding-brock-turner-case/\">saying in a statement Tuesday\u003c/a> that it had also reached out to the victim to inform her of the steps being taken.\u003c/p>\n\u003cp>Stanford says it \"did everything within its power to assure that justice was served in this case, including an immediate police investigation and referral to the Santa Clara County District Attorney's Office for a successful prosecution.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While much of the current criticism over the Turner case is now being directed at the judge, Stanford has found itself at the center of another high-profile sexual assault case — continuing a string that goes back at least to 2014, when a female student took the rare step of going public to criticize how the school handled her case, as \u003ca href=\"http://www.paloaltoonline.com/news/2014/06/05/stanford-student-challenges-universitys-handling-of-sexual-assault-case\">the Palo Alto Weekly reported\u003c/a>.\u003c/p>\n\u003cp>The federal list of open sexual violence investigations, which is compiled by the Department of Education's Office for Civil Rights, \u003ca href=\"http://www.npr.org/sections/thetwo-way/2014/04/29/307958756/campus-sexual-assaults-are-targeted-in-new-white-house-report\">debuted in 2014\u003c/a> as part of an effort to improve the way colleges and universities handle reports of sexual violence. In addition to the list, the government offered guidance and other resources at a new website, called \u003ca href=\"https://www.notalone.gov/\">Not Alone.\u003c/a>\u003c/p>\n\u003cp>When the government took that step, Stanford was also taking action: When the first OCR list was published, the school was in the process of hiring its first full-time Title IX coordinator, an expert on preventing sexual misconduct.\u003c/p>\n\u003cp>That coordinator, Catherine Criswell, was a \u003ca href=\"http://news.stanford.edu/news/2014/may/title-ix-coordinator-052314.html\">veteran of the federal Office for Civil Rights\u003c/a>. She left Stanford just before the start of the most recent school year, to take up a more senior position at the \u003ca href=\"https://news.virginia.edu/content/uva-forges-ahead-efforts-against-sexual-violence-alcohol-abuse\">University of Virginia\u003c/a>.\u003c/p>\n\u003cp>Since February, Stanford has been handling sexual assault claims under a pilot program that reflects changes that were recommended by a provost task force. We were curious about how the new investigation and resolution process works. Here's how Lapin described it:\u003c/p>\n\u003cp>\"Among other things, the process calls for a unified investigation and adjudication system, highly trained hearing panels to decide responsibility and sanction, the ability of parties in a case to receive up to nine hours of paid legal assistance if they wish, and expulsion as the expected sanction for sexual assault cases as defined by university policy.\"\u003c/p>\n\u003cp>Lapin added that because the program is being run as a pilot, it will be monitored and evaluated for possible further changes. For it to become permanent, she said, the process would need the approval of groups representing both the students and faculty of Stanford.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2016 NPR. To see more, visit http://www.npr.org/\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There’s the Merced River running in the background and bird songs here or there. But the most compelling sound in Yosemite’s Lower Pines campground is the voice of 20-year-old Sohaib Awan.\u003c/p>\n\u003cp>He’s singing the Muslim call to prayer.\u003c/p>\n\u003cp>Awan is one of about 500 young Muslims here for the 48th Ahmadiyya Muslim Youth Retreat. It’s the first time it’s ever been held on the West Coast.\u003c/p>\n\u003cp>One of five major aspects of Islam calls for five daily prayers -- and this week, campers are laying out their prayer mats on top of pine needles, facing Mecca under towering granite cliffs.\u003c/p>\n\u003cp>The camp encourages brotherhood, and explores what it means to be a Muslim man in America. There are lots of discussions about faith and morality, and there’s even a Quran recitation contest. But there’s also plenty of time for fun: hiking, biking, even rafting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/267439153\" 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>Tariq Malik, 34, won this year’s Quran recitation contest. Now, he’s on to other spiritual quests, like a steep 15-mile trek up Yosemite’s popular Mist Trail and beyond. Malik thought he had broken in his new boots before this morning’s grueling effort, but maybe not.\u003c/p>\n\u003cp>“I’m getting blisters on my feet,” he says pointing to his boots. “But every time I get that, I go to the stream and put my feet in there. It cools it off.”\u003c/p>\n\u003cp>Every turn of the hike is stunning, he says, and the waterfalls are incredible.\u003c/p>\n\u003cp>“I get to see one of the beautiful places on the planet earth,” Malik says.\u003c/p>\n\u003cp>Bilal Rana is the president of the \u003ca href=\"http://muslimyouth.org/\">youth association\u003c/a>.\u003c/p>\n\u003cp>“It’s kind of like Boy Scouts of America for Muslim youth,” says Rana. “Muslims get a strong sense of identity through this youth group.”\u003c/p>\n\u003cp>But, he says, youth is defined pretty liberally.\u003c/p>\n\u003cp>“The youth association includes adults like me,\" he says, \"so that the youth can lead the youth a little bit.”\u003c/p>\n\u003cp>The cut-off age is 40.\u003c/p>\n\u003cfigure id=\"attachment_10977182\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Tariq-800x549.jpg\" alt=\"Tariq Malik (L) enjoys the splendors of Yosemite with Hamid Malik. When Tariq travels for work, he often wears a sign in airports reading, 'I’m a Muslim, ask me anything!'\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10977182\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-960x659.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tariq Malik (L) enjoys the splendors of Yosemite with Hamid Malik. When Tariq travels for work, he often wears a sign in airports reading, 'I’m a Muslim, ask me anything!' \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"With so many city kids from around the country, it’s good to just teach them some basic skills,” says Harris Zafar, the national spokesperson for the \u003ca href=\"http://www.alislam.org/\">Ahmadiyya Muslim Community\u003c/a>. “How do you identify a regular leaf from poison ivy? How do you start of a fire on your own?”\u003c/p>\n\u003cp>Ahmadiyya Muslims are persecuted in many countries because they believe the Messiah has already come. It’s why Zaryab Farooq’s family left Pakistan and came to California.\u003c/p>\n\u003cp>Farooq is now a student at UC Davis. This is his first time in Yosemite. He sits on a picnic bench at the lower pines campground, the sunlight streaming through a grove of trees nearby.\u003c/p>\n\u003cp>He says he’s never “lived” in nature before.\u003c/p>\n\u003cp>“It’s not like that easy!” says Farooq as he smiles broadly. He adds it takes some patience to live without basic necessities: no cell signals, no wifi.\u003c/p>\n\u003cp>“And it’s pretty cold. We have to wake up in the mornings for prayers at 3:45,” he says.\u003c/p>\n\u003cp>Sohaib Awan says being a Muslim-American is no different from any other ethnic or religious identity.\u003c/p>\n\u003cfigure id=\"attachment_10977179\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Sohaib-800x1073.jpg\" alt=\"Sohaib Awan\" width=\"800\" height=\"1073\" class=\"size-medium wp-image-10977179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-800x1073.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-400x536.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-1180x1582.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-960x1287.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sohaib Awan \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It’s like being Caucasian-American, it’s like being Chinese-American; there should be no eyebrows raised,” he says. “We are part of the fabric, we are an integral part of this society and we love to be. I almost don’t see a distinction.”\u003c/p>\n\u003cp>But these days, after events like the San Bernadino shooting, \u003ca href=\"http://www.theguardian.com/us-news/2015/dec/12/muslims-fear-prejudice-in-wake-of-anti-islamic-sentiment\" target=\"_blank\">advocates are raising alarm\u003c/a> about increasing \u003ca href=\"http://ww2.kqed.org/news/2015/12/11/coachella-valley-islamic-center-possibly-firebombed-mosques-leader-says\" target=\"_blank\">anti-Islamic\u003c/a> prejudice.\u003c/p>\n\u003cp>Retreats like this one give the Muslim youth a stronger sense of their identity, says Rana.\u003c/p>\n\u003cp>And there are serious conversations about speaking out against ISIS and other extremist groups, says Zafar. In this political climate, you can’t just be a college student or an accountant who happens to be a Muslim. You have to speak up.\u003c/p>\n\u003cp>“If you don’t condemn each and every act of violence committed by lunatics and nut-jobs around the world who call themselves Muslims, if we don’t condemn them, then somehow we are tacitly accepting,” he says. “And that’s a very unique experience for Muslims that I don’t see really happening with others.”\u003c/p>\n\u003cp>Ahmadiyya Muslims stress non-violence and an acceptance of other religions.\u003c/p>\n\u003cp>“Our bread and butter is a confrontation of radical ideology,” says Harris. “It’s just part of the DNA of our community. Anything that’s an irrational ideology or irrational thought is what we speak out against.\"\u003c/p>\n\u003cp>Muslims have a religious duty to maintain Islam, he says.\u003c/p>\n\u003cp>\"We believe Jihad is something we wage with a pen, not with a sword,\" he says. \"That’s the term that the Messiah used, Jihad by the pen. We engage in a rational dialogue in order to rigorously defend Islam.”\u003c/p>\n\u003cp>For Tariq Malik, who travels a lot for work, speaking up means wearing a sign when he’s at airports. The sign says “I’m a Muslim, ask me anything!”\u003c/p>\n\u003cp>He says there have been times when his efforts have been very productive.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“People approached me and they were actually asking questions,” says Malik. “They were very excited there was this Muslim guy out there reaching people.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s the Merced River running in the background and bird songs here or there. But the most compelling sound in Yosemite’s Lower Pines campground is the voice of 20-year-old Sohaib Awan.\u003c/p>\n\u003cp>He’s singing the Muslim call to prayer.\u003c/p>\n\u003cp>Awan is one of about 500 young Muslims here for the 48th Ahmadiyya Muslim Youth Retreat. It’s the first time it’s ever been held on the West Coast.\u003c/p>\n\u003cp>One of five major aspects of Islam calls for five daily prayers -- and this week, campers are laying out their prayer mats on top of pine needles, facing Mecca under towering granite cliffs.\u003c/p>\n\u003cp>The camp encourages brotherhood, and explores what it means to be a Muslim man in America. There are lots of discussions about faith and morality, and there’s even a Quran recitation contest. But there’s also plenty of time for fun: hiking, biking, even rafting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/267439153&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/267439153'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Tariq Malik, 34, won this year’s Quran recitation contest. Now, he’s on to other spiritual quests, like a steep 15-mile trek up Yosemite’s popular Mist Trail and beyond. Malik thought he had broken in his new boots before this morning’s grueling effort, but maybe not.\u003c/p>\n\u003cp>“I’m getting blisters on my feet,” he says pointing to his boots. “But every time I get that, I go to the stream and put my feet in there. It cools it off.”\u003c/p>\n\u003cp>Every turn of the hike is stunning, he says, and the waterfalls are incredible.\u003c/p>\n\u003cp>“I get to see one of the beautiful places on the planet earth,” Malik says.\u003c/p>\n\u003cp>Bilal Rana is the president of the \u003ca href=\"http://muslimyouth.org/\">youth association\u003c/a>.\u003c/p>\n\u003cp>“It’s kind of like Boy Scouts of America for Muslim youth,” says Rana. “Muslims get a strong sense of identity through this youth group.”\u003c/p>\n\u003cp>But, he says, youth is defined pretty liberally.\u003c/p>\n\u003cp>“The youth association includes adults like me,\" he says, \"so that the youth can lead the youth a little bit.”\u003c/p>\n\u003cp>The cut-off age is 40.\u003c/p>\n\u003cfigure id=\"attachment_10977182\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Tariq-800x549.jpg\" alt=\"Tariq Malik (L) enjoys the splendors of Yosemite with Hamid Malik. When Tariq travels for work, he often wears a sign in airports reading, 'I’m a Muslim, ask me anything!'\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10977182\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Tariq-960x659.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tariq Malik (L) enjoys the splendors of Yosemite with Hamid Malik. When Tariq travels for work, he often wears a sign in airports reading, 'I’m a Muslim, ask me anything!' \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"With so many city kids from around the country, it’s good to just teach them some basic skills,” says Harris Zafar, the national spokesperson for the \u003ca href=\"http://www.alislam.org/\">Ahmadiyya Muslim Community\u003c/a>. “How do you identify a regular leaf from poison ivy? How do you start of a fire on your own?”\u003c/p>\n\u003cp>Ahmadiyya Muslims are persecuted in many countries because they believe the Messiah has already come. It’s why Zaryab Farooq’s family left Pakistan and came to California.\u003c/p>\n\u003cp>Farooq is now a student at UC Davis. This is his first time in Yosemite. He sits on a picnic bench at the lower pines campground, the sunlight streaming through a grove of trees nearby.\u003c/p>\n\u003cp>He says he’s never “lived” in nature before.\u003c/p>\n\u003cp>“It’s not like that easy!” says Farooq as he smiles broadly. He adds it takes some patience to live without basic necessities: no cell signals, no wifi.\u003c/p>\n\u003cp>“And it’s pretty cold. We have to wake up in the mornings for prayers at 3:45,” he says.\u003c/p>\n\u003cp>Sohaib Awan says being a Muslim-American is no different from any other ethnic or religious identity.\u003c/p>\n\u003cfigure id=\"attachment_10977179\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/06/Sohaib-800x1073.jpg\" alt=\"Sohaib Awan\" width=\"800\" height=\"1073\" class=\"size-medium wp-image-10977179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-800x1073.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-400x536.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-1180x1582.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/06/Sohaib-960x1287.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sohaib Awan \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It’s like being Caucasian-American, it’s like being Chinese-American; there should be no eyebrows raised,” he says. “We are part of the fabric, we are an integral part of this society and we love to be. I almost don’t see a distinction.”\u003c/p>\n\u003cp>But these days, after events like the San Bernadino shooting, \u003ca href=\"http://www.theguardian.com/us-news/2015/dec/12/muslims-fear-prejudice-in-wake-of-anti-islamic-sentiment\" target=\"_blank\">advocates are raising alarm\u003c/a> about increasing \u003ca href=\"http://ww2.kqed.org/news/2015/12/11/coachella-valley-islamic-center-possibly-firebombed-mosques-leader-says\" target=\"_blank\">anti-Islamic\u003c/a> prejudice.\u003c/p>\n\u003cp>Retreats like this one give the Muslim youth a stronger sense of their identity, says Rana.\u003c/p>\n\u003cp>And there are serious conversations about speaking out against ISIS and other extremist groups, says Zafar. In this political climate, you can’t just be a college student or an accountant who happens to be a Muslim. You have to speak up.\u003c/p>\n\u003cp>“If you don’t condemn each and every act of violence committed by lunatics and nut-jobs around the world who call themselves Muslims, if we don’t condemn them, then somehow we are tacitly accepting,” he says. “And that’s a very unique experience for Muslims that I don’t see really happening with others.”\u003c/p>\n\u003cp>Ahmadiyya Muslims stress non-violence and an acceptance of other religions.\u003c/p>\n\u003cp>“Our bread and butter is a confrontation of radical ideology,” says Harris. “It’s just part of the DNA of our community. Anything that’s an irrational ideology or irrational thought is what we speak out against.\"\u003c/p>\n\u003cp>Muslims have a religious duty to maintain Islam, he says.\u003c/p>\n\u003cp>\"We believe Jihad is something we wage with a pen, not with a sword,\" he says. \"That’s the term that the Messiah used, Jihad by the pen. We engage in a rational dialogue in order to rigorously defend Islam.”\u003c/p>\n\u003cp>For Tariq Malik, who travels a lot for work, speaking up means wearing a sign when he’s at airports. The sign says “I’m a Muslim, ask me anything!”\u003c/p>\n\u003cp>He says there have been times when his efforts have been very productive.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“People approached me and they were actually asking questions,” says Malik. “They were very excited there was this Muslim guy out there reaching people.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "suspended-uc-davis-chancellor-conflict-of-interest-taints-investigation",
"title": "Suspended UC Davis Chancellor: Conflict of Interest Taints Investigation",
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"headTitle": "Suspended UC Davis Chancellor: Conflict of Interest Taints Investigation | KQED",
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"content": "\u003cp>UC Davis Chancellor Linda Katehi is calling for her investigation to be scrapped due to a conflict of interest.\u003c/p>\n\u003cp>Katehi was \u003ca href=\"http://ww2.kqed.org/news/2016/04/28/uc-davis-chancellor-placed-on-leave-says-shes-being-scapegoated\" target=\"_blank\" rel=\"noopener\">put on paid administrative leave\u003c/a> in April following allegations of nepotism, misuse of student funds, and lying about a series of campus scandals.\u003c/p>\n\u003cp>Katehi publicly fought back against the actions taken against her Friday. She said, through attorney Melinda Guzman, that there is a conflict of interest with the law firm and lawyer conducting the probe into the allegations against her.\u003c/p>\n\u003cp>“It creates a sham investigation,” Guzman said. “It calls into serious question their good faith intentions to investigate these claims, and it makes a mockery of the mission and values of the university system.”\u003c/p>\n\u003cp>Guzman said that Orrick, the law firm conducting the investigation, has represented the University for years. She also says that former U.S. Attorney Melinda Haag, who is heading the investigation and is a partner at Orrick, represented UC President Napolitano when Napolitano was the U.S. Secretary of Homeland Security.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>UC spokeswoman Dianne Klein confirmed that the system had hired Orrick in the past, but for a series of bond cases, which she said are unrelated to Katehi’s investigation.\u003c/p>\n\u003cp>Klein said, however, that Haag never represented Napolitano. She said as Secretary, Napolitano’s name was on a lawsuit against the Department of Homeland Security, and as U.S. Attorney, Haag’s name was associated with that lawsuit as well. But Haag and Napolitano have never directly communicated about legal matters, Klein said.\u003c/p>\n\u003cp>“Melinda Haag was chosen because she’s a former U.S. Attorney, and she works with other assistant U.S. attorneys at the firm,” Klein said. “They have a lot of white collar experience and they know how to handle an investigation.”\u003c/p>\n\u003cp>The UC Davis Academic Senate concluded that Haag would conduct the investigation fairly in a \u003ca href=\"http://academicsenate.ucdavis.edu/local_resources/docs/whats_new_2016/Executive%20Council%20Resolution%201%20051916.pdf\" target=\"_blank\" rel=\"noopener\">14-1 vote May 19\u003c/a>.\u003c/p>\n\u003cp>The probe will examine whether Katehi has been truthful about her role in the hiring of consultants to improve the school’s online image and evaluate if there were irregularities surrounding the hiring and compensation her close relatives, Napolitano said in a \u003ca href=\"http://www.sacbee.com/latest-news/article74371162.ece/BINARY/UC%20President%20Janet%20Napolitano%20letter%20to%20UC%20Davis%20Chancellor%20Linda%20Katehi\" target=\"_blank\" rel=\"noopener\">letter\u003c/a> to Katehi released by the president’s office following Katehi’s removal.\u003c/p>\n\u003cp>Guzman said Katehi welcomes an investigation into these allegations, and claimed that an impartial probe would clear her client.\u003c/p>\n\u003cp>Katehi’s husband is a professor at Davis, and her daughter-in-law works as chief of staff for the vice chancellor for student affairs. Her son is a graduate student in epidemiology.\u003c/p>\n\u003cp>Napolitano said she is concerned about a raise of over $50,000 and a series of promotions the daughter-in-law received over 2 1/2 years while reporting to an administrator who in turn reported to the chancellor.\u003c/p>\n\u003cp>Napolitano also expressed concern that the program where Katehi’s son has a paid research position was put under his wife’s supervision and that student fees may have been used inappropriately to finance the move.\u003c/p>\n\u003cp>Katehi also came under fire when the Sacramento Bee reported in March that she had accepted a seat on the board of a \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article69860477.html\">for-profit college company\u003c/a> the federal government is suing and previously earned hundreds of thousands of dollars as a \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article64041327.html\">director for a textbook publisher\u003c/a>. Students \u003ca href=\"http://www.sacbee.com/news/local/education/article69471237.html\">protested\u003c/a> outside Katehi’s office and \u003ca href=\"http://www.bizjournals.com/sacramento/news/2016/03/18/more-lawmakers-want-linda-katehi-to-resign.html\">state lawmakers\u003c/a> called for her resignation.\u003c/p>\n\u003cp>Demands for Katehi’s removal continued in April as the \u003ca href=\"http://www.sacbee.com/news/local/education/article71659992.html\">Sacramento Bee reported\u003c/a> that UC Davis spent over $175,000 to scrub the internet of negative posts about the \u003ca href=\"http://ww2.kqed.org/news/2011/11/22/uc-chancellor-katehi-apologizes-amid-calls-for-her-resignation\">November 2011 pepper-spraying\u003c/a> of students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Katehi’s leave will end when the investigation concludes. Klein said the university will then use the information from the probe to determine its next course of action.\u003c/p>\n\n",
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"excerpt": "Linda Katehi's lawyer says former U.S. Attorney Melinda Haag is too close to UC President Janet Napolitano. University disputes any conflict.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Davis Chancellor Linda Katehi is calling for her investigation to be scrapped due to a conflict of interest.\u003c/p>\n\u003cp>Katehi was \u003ca href=\"http://ww2.kqed.org/news/2016/04/28/uc-davis-chancellor-placed-on-leave-says-shes-being-scapegoated\" target=\"_blank\" rel=\"noopener\">put on paid administrative leave\u003c/a> in April following allegations of nepotism, misuse of student funds, and lying about a series of campus scandals.\u003c/p>\n\u003cp>Katehi publicly fought back against the actions taken against her Friday. She said, through attorney Melinda Guzman, that there is a conflict of interest with the law firm and lawyer conducting the probe into the allegations against her.\u003c/p>\n\u003cp>“It creates a sham investigation,” Guzman said. “It calls into serious question their good faith intentions to investigate these claims, and it makes a mockery of the mission and values of the university system.”\u003c/p>\n\u003cp>Guzman said that Orrick, the law firm conducting the investigation, has represented the University for years. She also says that former U.S. Attorney Melinda Haag, who is heading the investigation and is a partner at Orrick, represented UC President Napolitano when Napolitano was the U.S. Secretary of Homeland Security.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC spokeswoman Dianne Klein confirmed that the system had hired Orrick in the past, but for a series of bond cases, which she said are unrelated to Katehi’s investigation.\u003c/p>\n\u003cp>Klein said, however, that Haag never represented Napolitano. She said as Secretary, Napolitano’s name was on a lawsuit against the Department of Homeland Security, and as U.S. Attorney, Haag’s name was associated with that lawsuit as well. But Haag and Napolitano have never directly communicated about legal matters, Klein said.\u003c/p>\n\u003cp>“Melinda Haag was chosen because she’s a former U.S. Attorney, and she works with other assistant U.S. attorneys at the firm,” Klein said. “They have a lot of white collar experience and they know how to handle an investigation.”\u003c/p>\n\u003cp>The UC Davis Academic Senate concluded that Haag would conduct the investigation fairly in a \u003ca href=\"http://academicsenate.ucdavis.edu/local_resources/docs/whats_new_2016/Executive%20Council%20Resolution%201%20051916.pdf\" target=\"_blank\" rel=\"noopener\">14-1 vote May 19\u003c/a>.\u003c/p>\n\u003cp>The probe will examine whether Katehi has been truthful about her role in the hiring of consultants to improve the school’s online image and evaluate if there were irregularities surrounding the hiring and compensation her close relatives, Napolitano said in a \u003ca href=\"http://www.sacbee.com/latest-news/article74371162.ece/BINARY/UC%20President%20Janet%20Napolitano%20letter%20to%20UC%20Davis%20Chancellor%20Linda%20Katehi\" target=\"_blank\" rel=\"noopener\">letter\u003c/a> to Katehi released by the president’s office following Katehi’s removal.\u003c/p>\n\u003cp>Guzman said Katehi welcomes an investigation into these allegations, and claimed that an impartial probe would clear her client.\u003c/p>\n\u003cp>Katehi’s husband is a professor at Davis, and her daughter-in-law works as chief of staff for the vice chancellor for student affairs. Her son is a graduate student in epidemiology.\u003c/p>\n\u003cp>Napolitano said she is concerned about a raise of over $50,000 and a series of promotions the daughter-in-law received over 2 1/2 years while reporting to an administrator who in turn reported to the chancellor.\u003c/p>\n\u003cp>Napolitano also expressed concern that the program where Katehi’s son has a paid research position was put under his wife’s supervision and that student fees may have been used inappropriately to finance the move.\u003c/p>\n\u003cp>Katehi also came under fire when the Sacramento Bee reported in March that she had accepted a seat on the board of a \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article69860477.html\">for-profit college company\u003c/a> the federal government is suing and previously earned hundreds of thousands of dollars as a \u003ca href=\"http://www.sacbee.com/news/investigations/the-public-eye/article64041327.html\">director for a textbook publisher\u003c/a>. Students \u003ca href=\"http://www.sacbee.com/news/local/education/article69471237.html\">protested\u003c/a> outside Katehi’s office and \u003ca href=\"http://www.bizjournals.com/sacramento/news/2016/03/18/more-lawmakers-want-linda-katehi-to-resign.html\">state lawmakers\u003c/a> called for her resignation.\u003c/p>\n\u003cp>Demands for Katehi’s removal continued in April as the \u003ca href=\"http://www.sacbee.com/news/local/education/article71659992.html\">Sacramento Bee reported\u003c/a> that UC Davis spent over $175,000 to scrub the internet of negative posts about the \u003ca href=\"http://ww2.kqed.org/news/2011/11/22/uc-chancellor-katehi-apologizes-amid-calls-for-her-resignation\">November 2011 pepper-spraying\u003c/a> of students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Katehi’s leave will end when the investigation concludes. Klein said the university will then use the information from the probe to determine its next course of action.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Oakland Unified School District says that about 80 percent of its special education students attend programs in schools outside their neighborhoods. In an effort to change that and improve access to special ed services to students in East and West Oakland, the district is getting ready to move some of its programs to new locations.\u003c/p>\n\u003cp>But many families whose students will need to move to new campuses aren't happy with the change.\u003c/p>\n\u003cp>Five-year-old James Hubbard is one student who will be changing schools next year. He has autism, and his parents drive him 20 minutes every day from their home near Highland Hospital to attend a program at Charles P. Howard Elementary, just off Interstate 580 near the Oakland Zoo. The district is getting ready to move this program to Martin Luther King Jr. Elementary in West Oakland, a school that previously had no special education program.\u003c/p>\n\u003cp>James' mother, Sheila Hubbard, worries that the move will be disruptive, since James will have to get settled at a new school.\u003c/p>\n\u003cp>\"You know, my thing is, my son and his classmates are comfortable right where they are. They shouldn't have to move because of some balancing program,\" Hubbard says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/266085448&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Currently, most special ed programs are clustered in more affluent neighborhoods in the hills, with fewer services in East and West Oakland flatland schools. Neena Bawa, coordinator of the district's special education program, says the move will benefit all students in the long run.\u003c/p>\n\u003cp>“We're looking at where we have unequitable distribution of programs. We know that there’s a need for a type of program in the east, and that’s how we were strategically moving. It’s not, 'Hey, we’re going to pick up this program and move it.' We’re looking at the big global picture,\" she says.\u003c/p>\n\u003cp>The end goal is that every neighborhood school will have a special education program. Kara Oettinger, also with the district, said their hope is that special education students can become more a part of their school community.\u003c/p>\n\u003cp>\"We want the kids to be able to go to the resident school, meet and socialize with peers that live in their neighborhood,\" she said.\u003c/p>\n\u003cp>At Edna Brewer Middle School, just off Park Boulevard in Oakland's Trestle Glen neighborhood, part of a decade-old special education program is being relocated to Alliance Academy, on East Oakland's 98th Avenue. Special education teacher Ismael Amendariz is concerned that students won't have access to as many resources and activities after the move, since Alliance has never had a special education program.\u003c/p>\n\u003cp>\"The question is like how do you define equity?\" he asked. \"Is equity being close to home, or is equity being at a school where you can be provided for?\"\u003c/p>\n\u003cp>The district has said that the Howard Elementary program is being moved to create both a \"continuum\" of grades, so that special education students can attend the same school from kindergarten through fifth grade, and a program closer to where most students in the program live. Both Howard and Martin Luther King perform about equally in standardized testing, but Mike Nguyen, a parent of another child attending the program at Howard, feels the West Oakland neighborhood around King, located at 10th and Market streets west of I-980, is more dangerous.\u003c/p>\n\u003cp>\"I actually kind of grew up in that neighborhood, and just knowing that there's a lot going on on those streets, it would make it honestly a little more unsafe for him, as an autistic student going there,\" Nguyen says. \"My son has a tendency to wander if unsupervised, and it's easier for him to be contained at Howard than at another site where it's more accessible to get out to the street or a neighborhood he's unfamiliar with.\"\u003c/p>\n\u003cp>A coalition of parents has been organizing to stop the moves since the district announced its plans last month.\u003c/p>\n\u003cp>James Hubbard's father -- James Sr. --- says that he and other parents are happy for their kids to attend a school outside their neighborhood if it means a better quality school.\u003c/p>\n\u003cp>\"It’s no inconvenience. We want the best education for our son,\" he says. \"And I can speak for the rest of the parents. They just want the best for their babies.\"\u003c/p>\n\u003cp>The district still plans to move ahead, while parents continue to push their case. Next month, they plan to meet with the district's superintendent to discuss their concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I'm so worried as a parent, because my son, you should just see him when he gets out of the car, he’s ready to go to school. He loves that environment,\" Sheila Hubbard says. \"And I’m just begging the district, don’t take that away from him.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District says that about 80 percent of its special education students attend programs in schools outside their neighborhoods. In an effort to change that and improve access to special ed services to students in East and West Oakland, the district is getting ready to move some of its programs to new locations.\u003c/p>\n\u003cp>But many families whose students will need to move to new campuses aren't happy with the change.\u003c/p>\n\u003cp>Five-year-old James Hubbard is one student who will be changing schools next year. He has autism, and his parents drive him 20 minutes every day from their home near Highland Hospital to attend a program at Charles P. Howard Elementary, just off Interstate 580 near the Oakland Zoo. The district is getting ready to move this program to Martin Luther King Jr. Elementary in West Oakland, a school that previously had no special education program.\u003c/p>\n\u003cp>James' mother, Sheila Hubbard, worries that the move will be disruptive, since James will have to get settled at a new school.\u003c/p>\n\u003cp>\"You know, my thing is, my son and his classmates are comfortable right where they are. They shouldn't have to move because of some balancing program,\" Hubbard says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/266085448&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Currently, most special ed programs are clustered in more affluent neighborhoods in the hills, with fewer services in East and West Oakland flatland schools. Neena Bawa, coordinator of the district's special education program, says the move will benefit all students in the long run.\u003c/p>\n\u003cp>“We're looking at where we have unequitable distribution of programs. We know that there’s a need for a type of program in the east, and that’s how we were strategically moving. It’s not, 'Hey, we’re going to pick up this program and move it.' We’re looking at the big global picture,\" she says.\u003c/p>\n\u003cp>The end goal is that every neighborhood school will have a special education program. Kara Oettinger, also with the district, said their hope is that special education students can become more a part of their school community.\u003c/p>\n\u003cp>\"We want the kids to be able to go to the resident school, meet and socialize with peers that live in their neighborhood,\" she said.\u003c/p>\n\u003cp>At Edna Brewer Middle School, just off Park Boulevard in Oakland's Trestle Glen neighborhood, part of a decade-old special education program is being relocated to Alliance Academy, on East Oakland's 98th Avenue. Special education teacher Ismael Amendariz is concerned that students won't have access to as many resources and activities after the move, since Alliance has never had a special education program.\u003c/p>\n\u003cp>\"The question is like how do you define equity?\" he asked. \"Is equity being close to home, or is equity being at a school where you can be provided for?\"\u003c/p>\n\u003cp>The district has said that the Howard Elementary program is being moved to create both a \"continuum\" of grades, so that special education students can attend the same school from kindergarten through fifth grade, and a program closer to where most students in the program live. Both Howard and Martin Luther King perform about equally in standardized testing, but Mike Nguyen, a parent of another child attending the program at Howard, feels the West Oakland neighborhood around King, located at 10th and Market streets west of I-980, is more dangerous.\u003c/p>\n\u003cp>\"I actually kind of grew up in that neighborhood, and just knowing that there's a lot going on on those streets, it would make it honestly a little more unsafe for him, as an autistic student going there,\" Nguyen says. \"My son has a tendency to wander if unsupervised, and it's easier for him to be contained at Howard than at another site where it's more accessible to get out to the street or a neighborhood he's unfamiliar with.\"\u003c/p>\n\u003cp>A coalition of parents has been organizing to stop the moves since the district announced its plans last month.\u003c/p>\n\u003cp>James Hubbard's father -- James Sr. --- says that he and other parents are happy for their kids to attend a school outside their neighborhood if it means a better quality school.\u003c/p>\n\u003cp>\"It’s no inconvenience. We want the best education for our son,\" he says. \"And I can speak for the rest of the parents. They just want the best for their babies.\"\u003c/p>\n\u003cp>The district still plans to move ahead, while parents continue to push their case. Next month, they plan to meet with the district's superintendent to discuss their concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I'm so worried as a parent, because my son, you should just see him when he gets out of the car, he’s ready to go to school. He loves that environment,\" Sheila Hubbard says. \"And I’m just begging the district, don’t take that away from him.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/265719140″ 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>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='’166′'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/265719140″&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/265719140″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "L.A. School District Settles Molestation Cases for $88 Million",
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"content": "\u003cp>The Los Angeles Unified School District has agreed to pay $88 million to settle teacher sex-abuse lawsuits involving 30 children and their families at two elementary schools.\u003c/p>\n\u003cp>The Los Angeles Times \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-l.a.-school-abuse-settlements-20160516-snap-story.html\">reported Monday evening\u003c/a> that the settlement is the second largest in district history.\u003c/p>\n\u003cp>Gregory McNair, a senior attorney with L.A. Unified, told the Times the settlement was finalized over the weekend.\u003c/p>\n\u003cp>\"We’re glad that we’re able to resolve both of these cases so we can avoid potentially painful litigation and put these cases behind us,\" McNair said. \"We’re turning a corner here because we’ve resolved the last two very large cases that were involving the district.\"\u003c/p>\n\u003cp>The two teachers involved, Robert Pimentel at De La Torre Elementary and Paul Chapel III at Telfair Avenue Elementary, are each serving long prison terms after pleading no contest in molestation cases.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plaintiffs' attorney John Manly told the Times the district's handling of these cases was similar to the Catholic Church's failure to halt abuse by priests.\u003c/p>\n\u003cp>“We feel this is an ongoing problem in L.A. Unified, and we hope this amount of money will promote a change of heart and change of attitude when it comes to victims,\" said Manly, who represents many of the students and families.\u003c/p>\n\u003cp>The De La Torre litigation encompassed 18 children and 19 of their parents (who sued separately). The Telfair settlement involved 12 minors. The agreement provides for a process to distribute the money fairly, but the average payout will be about about $3 million per family, including sums that two of the Telfair students won through a jury verdict last year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both cases came to light in the aftermath of Miramonte Elementary School and teacher Mark Berndt, who was convicted of committing lewd acts on students over several years. Lawsuits over the Berndt case resulted in a $139 million settlement in 2014.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Los Angeles Unified School District has agreed to pay $88 million to settle teacher sex-abuse lawsuits involving 30 children and their families at two elementary schools.\u003c/p>\n\u003cp>The Los Angeles Times \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-l.a.-school-abuse-settlements-20160516-snap-story.html\">reported Monday evening\u003c/a> that the settlement is the second largest in district history.\u003c/p>\n\u003cp>Gregory McNair, a senior attorney with L.A. Unified, told the Times the settlement was finalized over the weekend.\u003c/p>\n\u003cp>\"We’re glad that we’re able to resolve both of these cases so we can avoid potentially painful litigation and put these cases behind us,\" McNair said. \"We’re turning a corner here because we’ve resolved the last two very large cases that were involving the district.\"\u003c/p>\n\u003cp>The two teachers involved, Robert Pimentel at De La Torre Elementary and Paul Chapel III at Telfair Avenue Elementary, are each serving long prison terms after pleading no contest in molestation cases.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plaintiffs' attorney John Manly told the Times the district's handling of these cases was similar to the Catholic Church's failure to halt abuse by priests.\u003c/p>\n\u003cp>“We feel this is an ongoing problem in L.A. Unified, and we hope this amount of money will promote a change of heart and change of attitude when it comes to victims,\" said Manly, who represents many of the students and families.\u003c/p>\n\u003cp>The De La Torre litigation encompassed 18 children and 19 of their parents (who sued separately). The Telfair settlement involved 12 minors. The agreement provides for a process to distribute the money fairly, but the average payout will be about about $3 million per family, including sums that two of the Telfair students won through a jury verdict last year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both cases came to light in the aftermath of Miramonte Elementary School and teacher Mark Berndt, who was convicted of committing lewd acts on students over several years. Lawsuits over the Berndt case resulted in a $139 million settlement in 2014.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/264385801″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners — or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg decoding=\"async\" src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids — \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> — Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language — so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.”\u003c/p>\n\u003cp>[contextly_sidebar id=”llWeOaKbKMvfX69dRkVq6svymuD0LkqC”]\u003c/p>\n\u003cp>Kenya’s mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts — \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\" rel=\"noopener\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children — including English learners — focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/ayudan-los-fondos-adicionales-a-los-que-aprenden-ingles-la-decision-contenciosa-de-una-escuela\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/strong>\u003c/em>\u003cbr>\nA handful of first-graders sit cross-legged on a rainbow-colored rug with their eyes fixed on Katherine Craig, the reading specialist at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary\u003c/a> in Sacramento.\u003c/p>\n\u003cp>She’s in charge of a special program for struggling readers called \u003ca href=\"https://www.collaborativeclassroom.org/sipps\">Systematic Instruction in Phonological Awareness, Phonics and Sight Words\u003c/a> (SIPPS).\u003c/p>\n\u003cp>At the beginning of every class, Craig shuffles through a stack of flashcards and asks students to sound out letters and blend those sounds together.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“It’s very scientific,” Craig says. “I almost feel like a doctor who gives a test, and you see what the prescription is. There’s a lot of repetition. I’ve been teaching this program for five years, and I always see students make a ton of growth.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/264385801″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/264385801″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the students in Craig’s classes are English learners — or those who speak English as a second language. Most speak Spanish at home, but others speak Hmong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They get about 45 minutes of intense instruction four days a week on the basics of the English language. Teachers say this program is instrumental because it gives English learners the linguistic know-how to “crack the code” to more rigorous course content in their classrooms.\u003c/p>\n\u003cp>That’s why many of them were shocked when the principal scaled back the program last year. Before, there were four reading specialists. Now, they’re down to Craig.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>Join reporter Ana Tintocalis for an \u003ca href=\"https://www.instagram.com/kqednews/\">Instagram tour\u003c/a> of Oak Ridge Elementary, led by its students.\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/kqednews/\">\u003cimg decoding=\"async\" src=\"http://u.s.kqed.net/2016/05/13/InstaTakeover375.jpg\">\u003c/a>\u003cbr>\n\u003c/p>\u003c/aside>\n\u003cp>Then, a few months ago, more bad news: Craig learned her position will be cut next year.\u003c/p>\n\u003cp>“The most valuable resource is a human resource,” Craig says. “Our kids really do benefit from getting extra support based on their needs. So it does make me just a little bit nervous about what is going to happen now.”\u003c/p>\n\u003cp>\u003cstrong>Tough Spending Decisions\u003c/strong>\u003c/p>\n\u003cp>Despite getting an extra $187,000 this year to help at-risk kids — \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">the state’s new way of handing out money\u003c/a> — Oak Ridge still has to make cuts because several other streams of funding are drying up.\u003c/p>\n\u003cp>A big chunk of the state money next year is paying for the school’s assistant principal. But some teachers argue specialists are more critical.\u003c/p>\n\u003cp>Fourth-grade teacher Stephanie Smith says there is a “hidden” population of English learners at Oak Ridge. They may speak English conversationally but they are not proficient academically. They’re also not proficient in their native language — so they’re often stuck.\u003c/p>\n\u003cp>“I do think we do need more staff,” Smith says. “That’s a huge thing for me because a glossy cool curriculum is not going to make a difference unless we systematically figure out where we are going to put our human resources.”\u003c/p>\n\u003cfigure id=\"attachment_10955029\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg\" alt=\"Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year.\" width=\"800\" height=\"500\" class=\"size-medium wp-image-10955029\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-400x250.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-1180x738.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/CraigClassroom-960x600.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Katherine Craig has been teaching a special program for struggling readers at Oak Ridge Elementary for the past five years. Despite helping students make considerable academic gains, her position will be eliminated next year. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nine-year-old Kenya Vargas Zepeda is one English learner at Oak Ridge who still struggles. The fourth-grader was born in Mexico and went to preschool in that country. She has attended Oak Ridge since kindergarten and says her biggest obstacle is writing.\u003c/p>\n\u003cp>“When I was little, I used to have a lot of imagination in my head. I used to have all these ideas to write about,” Kenya says. “I don’t know what happened, but my thoughts aren’t that good anymore. And I don’t really know what to write down.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kenya’s mother, April Ybarra, is an outspoken parent leader at Oak Ridge who is trying to hold the school and the \u003ca href=\"http://www.scusd.edu/\">Sacramento Unified School District\u003c/a> more accountable for how officials choose to spend additional state funding intended for English learners.\u003c/p>\n\u003cp>She and other education advocates worry that school leaders are simply funding existing people and programs without exploring other ways to approach school improvement for this specific group of students.\u003c/p>\n\u003cp>“Schools now have the freedom to spend this extra money. So it’s easy for them to say, ‘We should use this money to pay for a librarian.’ But, realistically, will that librarian help English learners more than a language specialist?” Ybarra asks.\u003c/p>\n\u003cp>In fact, that concern has reached a boiling point in two California school districts — \u003ca href=\"https://www.aclusocal.org/aclu-socal-files-lawsuit-over-misappropriated-education-funds/\">Los Angeles\u003c/a> and \u003ca href=\"http://edsource.org/2016/complaint-says-district-must-revise-lcap-in-passing-big-pay-raise/562315\">West Contra Costa\u003c/a>.\u003c/p>\n\u003cp>Public interest law groups, including the \u003ca href=\"https://www.aclusocal.org/\">ACLU SoCal\u003c/a> and \u003ca href=\"http://www.publicadvocates.org/\">Public Advocates\u003c/a>, insist those districts are depriving English language learners of state funds that should be directed to their education.\u003c/p>\n\u003cp>\u003cstrong>English Learners Face Difficult Transition\u003c/strong>\u003c/p>\n\u003cp>At Oak Ridge, more English learners are transitioning to mainstream classes. However, \u003ca href=\"http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2015&lstTestType=B&lstCounty=34&lstDistrict=67439-000&lstSchool=6034185\">state test results last year\u003c/a> show more than half of them are not meeting new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>. The situation mirrors what is happening at schools across the state.\u003c/p>\n\u003cp>Educators say that’s because English learners enter the public school system at so many different levels of language proficiency.\u003c/p>\n\u003cfigure id=\"attachment_10955078\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg\" alt=\"A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills.\" width=\"800\" height=\"532\" class=\"size-medium wp-image-10955078\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/Kindergartners-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A kindergarten student Oak Ridge Elementary School completes a writing assignment to hone her language skills. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I sat down with Oak Ridge principal \u003ca href=\"http://ww2.kqed.org/news/2016/03/21/budgeting-from-the-blacktop-how-one-school-is-trying-to-bridge-inequities\" target=\"_blank\" rel=\"noopener\">Daniel Rolleri\u003c/a> to find out why he eliminated the full-time language specialists in favor of putting state funds intended to help English learners toward an assistant principal.\u003c/p>\n\u003cp>He argues the assistant principal manages student behavior problems at school, which helps all children — including English learners — focus on learning. He says students struggling with English will get support from the school’s special education instructor.\u003c/p>\n\u003cp>He adds that the school’s classroom teachers have the training and skills to help all of their English learners meet \u003ca href=\"http://www.cde.ca.gov/sp/el/er/eldstandards.asp\">new more rigorous academic standards.\u003c/a>\u003c/p>\n\u003cp>“We have talented teachers, and once we have time to discuss (the standards) and analyze them, they’ll take off and run with it,” Rolleri says.\u003c/p>\n\u003cp>On top of that, he points out test scores will no longer be the only way to measure school success. Under the state’s new accountability system, things like student engagement and school climate will likely be factored into the mix.\u003c/p>\n\u003cp>“When you deal with the reality of the community that we serve, I feel that we are providing the highest-quality education that we can for our students and our families, and I feel they genuinely appreciate it and love us for that.”\u003c/p>\n\u003cp>But all these spending decisions are a gamble, and the community is on edge. The only way to find out if the more than 500 students at Oak Ridge will benefit is to come back in a few years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This report is the fourth in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>More Latino students are attending the University of California -- but UC campuses still have work to do in recruiting and building African-American and Native American enrollment.\u003c/p>\n\u003cp>Those are the findings from a UC campus diversity report, presented to the UC Board of Regents on Wednesday in Sacramento.\u003c/p>\n\u003cp>Regent Eddie Island was among the many university officials frustrated with persistently low enrollment of African-American students. He says systemwide policies aimed at increasing the number of underrepresented students have not been carried out effectively by campus presidents.\u003c/p>\n\u003cp>\"The needle has not moved,\" Island says. \"I look to the chancellors to lead this area. And quite frankly, they’ve not.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/263772346\" 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>UC chancellors say there are a number of challenges. The ban on affirmative action prevents them from factoring race into college admissions. They also have to compete with other prestigious universities for African-American scholars.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even so, some regents believe UC needs to get even more aggressive with recruiting.\u003c/p>\n\u003cp>\"Campuses are out there scouting the best in sports in football, baseball and basketball. Can't we start early scouting the best possible academic talent?\" UC Regent Bonnie Reiss wonders.\u003c/p>\n\u003cp>Another radical idea would be to overhaul the admissions process. UC President Janet Napolitano says it's time to look at all options.\u003c/p>\n\u003cp>\"We have to assume this responsibility as part of our DNA, our essence. How do we figure this out?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One bright spot from UC's campus diversity report: Latinos are now the fastest-growing student population in the system, though some say that's largely because of the state's changing demographics.\u003c/p>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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