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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stephens was born and raised in Winters -- a small rural town in Yolo County. He chose his own educational path at 5 years old, when he decided to be home-schooled. At 18, he followed his parents’ advice and went to a small private college in Arkansas.\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/231211741&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/231211741'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But during his first year, Stephens grew frustrated with the large classes and what seemed like pointless lectures. He was sitting in his Religion 101 class when he decided to drop out.\u003c/p>\n\u003cp>“The professor had put on a movie about Shabbat dinners,” Stephens recalls. “I frankly knew the material … so I said, ‘If your idea of good teaching is putting on a movie, then I really think you shouldn’t be a professor.’”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The cost is really easy for people to grasp onto because it’s visceral and real, but I think questions around efficacy are way more important.'\u003c/aside>\n\u003cp>Stephens walked out of the classroom and filed his papers to leave.\u003c/p>\n\u003cp>Several months later, he was inspired to create UnCollege.org after the movie \"Accepted\" jump-started a late-night conversation with his best friend.\u003c/p>\n\u003cp>In that movie, a high school senior is rejected by every college to which he applies, so he creates his own school.\u003c/p>\n\u003cp>Stephens' message of choosing not to go to college resonates in the Golden State, where the cost of tuition has tripled over the last 20 years.\u003c/p>\n\u003cp>Students have staged protests and demonstrations on campuses and at the state capital. However, Stephens says young people should be more concerned about the quality of education they're getting for that high price tag.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The cost is really easy for people to grasp onto because it's visceral and real, but I think the questions around efficacy are way more important.” Stephens says.\u003c/p>\n\u003cp>It's no surprise that some in the education establishment have come out against Stephens.\u003c/p>\n\u003cp>Critics say his philosophy is shortsighted and reckless.\u003c/p>\n\u003cp>But Stephens counters that college degrees are becoming less of a factor in landing a job. About two years ago, Google made news when it dropped degree requirements for hiring. Ernst & Young, as well as Deloitte, have since followed suit.\u003c/p>\n\u003cp>“I think it’s becoming very clear that people are open to all kinds of walks of life,” he says.\u003c/p>\n\u003cp>When it comes to parents, Stephens says they need to have a change of heart, too, and learn to let go.\u003c/p>\n\u003cp>“At some point, you have to let your kids make their own choices.” Stephens says. “They’re never going to grow up to be financially independent adults if you don’t give them a little bit of freedom.”\u003c/p>\n\u003cp>For those ready for that leap, Dale and his UnCollege staff have launched a program called “Gap Year.” Students get an entire year of in-person training and mentorship in their area of interest, plus a trip abroad.\u003c/p>\n\u003cp>The cost is roughly $16,000 -- a fraction of what most universities are charging, Stephens says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He says this route may not be for everyone, but it just might be the thing for the state's next visionary.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Vincent Ray moved to San Francisco right after finishing medical school. He was excited to start his residency in a place like the Bay Area, where he believed everyone is accepted.\u003c/p>\n\u003cp>He says that all changed when he moved into an apartment building in the city’s upscale Nob Hill neighborhood. Ray, who is black, recalls a woman holding the elevator for him when his hands were full one day.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/230216139″ 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>They both said hi, and then started chatting.\u003c/p>\n\u003cp>Ray recounts: “She said, ‘Do you live here?’ and I said yes, I live here. And she said, ‘Hmm, that’s odd. I could have swore that the tenants and the management, we had a discussion that we weren’t going to be allowing black people to live in this building.’ She said it very matter-of-factly. And she said afterwards, ‘Well, I guess that’s progress for you.’ ”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ray was stunned.\u003c/p>\n\u003cp>“At the time, I think I probably looked like a deer in the headlights, because really I was not expecting it at all,” he says.\u003c/p>\n\u003cp>Later on, when he told cab drivers his address, they would be surprised.\u003c/p>\n\u003cp>“No black people live up here on Jones and Clay,” they would say, implying that his neighborhood was a \u003cem>white space,\u003c/em> where an overwhelming number of white people congregate.\u003c/p>\n\u003cp>People of color are usually absent from white space altogether. When they are in white spaces, they’re often not expected or they’re marginalized. One classic example of a traditional white space is the \u003ca href=\"http://www.si.com/vault/1997/02/10/222609/off-limits-whats-stopping-cypress-point-from-rejoining-the-att\">country club\u003c/a>.\u003c/p>\n\u003cp>On this week’s episode of \u003ca href=\"http://ww2.kqed.org/news/series/sowellspoken\">So Well Spoken\u003c/a>, comedian \u003ca href=\"http://www.wkamaubell.com/\">W. Kamau Bell\u003c/a> and Associate Professor of African American Studies at UC Berkeley \u003ca href=\"http://betweengoodandghetto.com/about/\">Nikki Jones\u003c/a> discuss race and place.\u003c/p>\n\u003ch2>Racism Is a Regular Part of the Black Experience Because of the ‘Iconic Ghetto’\u003c/h2>\n\u003cp>Black spaces are the neighborhoods and places where black people congregate. \u003ca href=\"http://sociology.yale.edu/people/elijah-anderson\" target=\"_blank\" rel=\"noopener\">Elijah Anderson\u003c/a>, a Yale professor and leading urban ethnographer, refers to black spaces as the “iconic ghetto.”\u003c/p>\n\u003cfigure id=\"attachment_10734986\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10734986 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg\" alt=\"Black space, white space, and cosmopolitan canopies\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">L to R: W. Kamau Bell, Nikki Jones and Joshua Johnson (Adizah Eghan/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Blackness is associated with the ghetto. Not just the ghetto as a place, but a ghetto as something that can be carried on the bodies of black people,” explains Jones.\u003c/p>\n\u003cp>Many listeners called in to share their experiences of being white and not feeling welcome in black spaces.\u003c/p>\n\u003cp>One online commenter, who identified himself as white, says he feels unwelcome and unsafe in neighborhoods like Hunters Point and East Oakland.\u003c/p>\n\u003cp>“It seems the situation is much worse for white people in black spaces than black people in white spaces. I have been physically attacked for being white in a black neighborhood; few blacks are ever attacked for being black in a white neighborhood,” wrote \u003ca href=\"http://www.kqed.org/a/radiospecials/R201510261100\">DeBlo.\u003c/a>\u003c/p>\n\u003cp>Another caller shared a story about being white and feeling unwelcome in a black church.\u003c/p>\n\u003cp>People shouldn’t be unjustly targeted or attacked for being different, but imagine feeling like this on a regular basis, says Jones.\u003c/p>\n\u003cp>[contextly_sidebar id=”C7B97br2ZICOmGARBUxfMCqv85QwA3oP”]\u003c/p>\n\u003cp>“If you are a black person, it’s very hard to live in the world without having to go into white space. If you are a white person of a particular class position, you can make a choice about whether or not you go into black space,” Jones says.\u003c/p>\n\u003cp>Bell agrees, saying a story about how “this happened to me one time” is not the same as “this happens to me all the time.”\u003c/p>\n\u003cp>“When a black person tells you a story about racism, they’re telling you the greatest hits,” Bell says. “They’re not revealing that [the same thing] happened all day long, every day.”\u003c/p>\n\u003ch2>More Cosmopolitan Canopies\u003c/h2>\n\u003cp>Our world isn’t limited to these unique spaces fraught with tension. There are some places where people of different ethnicities, social groups and races coexist in comfort. Anderson calls them “cosmopolitan canopies.”\u003c/p>\n\u003cp>One listener pointed to the Downtown Oakland YMCA as a space of rich racial harmony.\u003c/p>\n\u003cp>“I was in a class and we were stretched out with our feet behind us, and in front of me, in the row in front of me, there was a black woman, an Asian woman, a Latino woman and a white woman,” said caller Betsy Franklin. “And I was staring just at the bottoms of their feet, that’s all I could see of them. And I noticed that they were all the same color. If you had to guess what race each person was, you absolutely could not. Because they were all the same color. It just brought it home to me that all we are is different skin colors adapting to different environments, and that’s how we evolved.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people choose to live in the Bay Area to be part of a more tolerant and open-minded society where we can celebrate our similarities and our differences. So how can we create more of these canopies here?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Vincent Ray moved to San Francisco right after finishing medical school. He was excited to start his residency in a place like the Bay Area, where he believed everyone is accepted.\u003c/p>\n\u003cp>He says that all changed when he moved into an apartment building in the city’s upscale Nob Hill neighborhood. Ray, who is black, recalls a woman holding the elevator for him when his hands were full one day.\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/230216139″&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/230216139″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>They both said hi, and then started chatting.\u003c/p>\n\u003cp>Ray recounts: “She said, ‘Do you live here?’ and I said yes, I live here. And she said, ‘Hmm, that’s odd. I could have swore that the tenants and the management, we had a discussion that we weren’t going to be allowing black people to live in this building.’ She said it very matter-of-factly. And she said afterwards, ‘Well, I guess that’s progress for you.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ray was stunned.\u003c/p>\n\u003cp>“At the time, I think I probably looked like a deer in the headlights, because really I was not expecting it at all,” he says.\u003c/p>\n\u003cp>Later on, when he told cab drivers his address, they would be surprised.\u003c/p>\n\u003cp>“No black people live up here on Jones and Clay,” they would say, implying that his neighborhood was a \u003cem>white space,\u003c/em> where an overwhelming number of white people congregate.\u003c/p>\n\u003cp>People of color are usually absent from white space altogether. When they are in white spaces, they’re often not expected or they’re marginalized. One classic example of a traditional white space is the \u003ca href=\"http://www.si.com/vault/1997/02/10/222609/off-limits-whats-stopping-cypress-point-from-rejoining-the-att\">country club\u003c/a>.\u003c/p>\n\u003cp>On this week’s episode of \u003ca href=\"http://ww2.kqed.org/news/series/sowellspoken\">So Well Spoken\u003c/a>, comedian \u003ca href=\"http://www.wkamaubell.com/\">W. Kamau Bell\u003c/a> and Associate Professor of African American Studies at UC Berkeley \u003ca href=\"http://betweengoodandghetto.com/about/\">Nikki Jones\u003c/a> discuss race and place.\u003c/p>\n\u003ch2>Racism Is a Regular Part of the Black Experience Because of the ‘Iconic Ghetto’\u003c/h2>\n\u003cp>Black spaces are the neighborhoods and places where black people congregate. \u003ca href=\"http://sociology.yale.edu/people/elijah-anderson\" target=\"_blank\" rel=\"noopener\">Elijah Anderson\u003c/a>, a Yale professor and leading urban ethnographer, refers to black spaces as the “iconic ghetto.”\u003c/p>\n\u003cfigure id=\"attachment_10734986\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10734986 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg\" alt=\"Black space, white space, and cosmopolitan canopies\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">L to R: W. Kamau Bell, Nikki Jones and Joshua Johnson (Adizah Eghan/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Blackness is associated with the ghetto. Not just the ghetto as a place, but a ghetto as something that can be carried on the bodies of black people,” explains Jones.\u003c/p>\n\u003cp>Many listeners called in to share their experiences of being white and not feeling welcome in black spaces.\u003c/p>\n\u003cp>One online commenter, who identified himself as white, says he feels unwelcome and unsafe in neighborhoods like Hunters Point and East Oakland.\u003c/p>\n\u003cp>“It seems the situation is much worse for white people in black spaces than black people in white spaces. I have been physically attacked for being white in a black neighborhood; few blacks are ever attacked for being black in a white neighborhood,” wrote \u003ca href=\"http://www.kqed.org/a/radiospecials/R201510261100\">DeBlo.\u003c/a>\u003c/p>\n\u003cp>Another caller shared a story about being white and feeling unwelcome in a black church.\u003c/p>\n\u003cp>People shouldn’t be unjustly targeted or attacked for being different, but imagine feeling like this on a regular basis, says Jones.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“If you are a black person, it’s very hard to live in the world without having to go into white space. If you are a white person of a particular class position, you can make a choice about whether or not you go into black space,” Jones says.\u003c/p>\n\u003cp>Bell agrees, saying a story about how “this happened to me one time” is not the same as “this happens to me all the time.”\u003c/p>\n\u003cp>“When a black person tells you a story about racism, they’re telling you the greatest hits,” Bell says. “They’re not revealing that [the same thing] happened all day long, every day.”\u003c/p>\n\u003ch2>More Cosmopolitan Canopies\u003c/h2>\n\u003cp>Our world isn’t limited to these unique spaces fraught with tension. There are some places where people of different ethnicities, social groups and races coexist in comfort. Anderson calls them “cosmopolitan canopies.”\u003c/p>\n\u003cp>One listener pointed to the Downtown Oakland YMCA as a space of rich racial harmony.\u003c/p>\n\u003cp>“I was in a class and we were stretched out with our feet behind us, and in front of me, in the row in front of me, there was a black woman, an Asian woman, a Latino woman and a white woman,” said caller Betsy Franklin. “And I was staring just at the bottoms of their feet, that’s all I could see of them. And I noticed that they were all the same color. If you had to guess what race each person was, you absolutely could not. Because they were all the same color. It just brought it home to me that all we are is different skin colors adapting to different environments, and that’s how we evolved.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people choose to live in the Bay Area to be part of a more tolerant and open-minded society where we can celebrate our similarities and our differences. So how can we create more of these canopies here?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The University of California is going back to the drawing board Monday after a proposed policy on intolerance was rejected by Jewish organizations that say it doesn't go far enough to address anti-Semitism on UC's 10 campuses.\u003c/p>\n\u003cp>Others said the proposal would have impeded free speech. The university system has become a focal point in the discussion of freedom of expression on campus following several high-profile incidents, including one in which swastikas were spray-painted on a Jewish fraternity house.\u003c/p>\n\u003cp>UC's Board of Regents is gathering public input Monday at a forum at the University of California, Los Angeles, and dozens are expected to voice their opinions. In September, the board considered a policy drafted by the UC president's office that would have rejected intolerance and upheld academic freedom.\u003c/p>\n\u003cp>Jewish groups said it was too weak and needed to specifically address anti-Semitism.\u003c/p>\n\u003cp>\"We understand that the university has an obligation to ensure freedom of speech,\" said Tammi Rossman-Benjamin, a professor at UC Santa Cruz and director of the AMCHA Initiative, which investigates cases of anti-Semitism on college campuses. \"However, they also have an obligation to ensure safety and civil rights.\"\u003c/p>\n\u003cfigure id=\"attachment_10734391\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10734391\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/Napolitano-800x701.jpg\" alt=\"UC President Janet Napolitano\" width=\"800\" height=\"701\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-800x701.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-400x350.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-1440x1262.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-1180x1034.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-960x841.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC President Janet Napolitano \u003ccite>(Astrid Riecken/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rossman-Benjamin and various Jewish groups want UC to adopt the U.S. State Department's definition of anti-Semitism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>UC President Janet Napolitano said in a radio interview in May that she believed the university system should adopt the State Department's definition. Her remarks drew criticism from free speech advocates and those critical of Israel's policy toward Palestinians, saying they feared the university policy could be used to silence them.\u003c/p>\n\u003cp>\"I do believe it is the most authoritative and well-respected definition of anti-Semitism that is consistent with the understanding of the vast majority of the Jewish community,\" said Rossman-Benjamin, who is scheduled to speak Monday.\u003c/p>\n\u003cp>The proposed policy had defined intolerance as \"unwelcome conduct\" motivated by discrimination or hatred toward a group or individuals. It had outlined various acts -- including harassment, hate speech and derogatory use of cultural symbols -- but did not address any particular group.\u003c/p>\n\u003cp>Peter Scheer, executive director of the First Amendment Coalition, said it would be difficult for the board's working group to draft a policy that more precisely defines intolerance without infringing on free speech protections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"In all but the most extreme circumstances, they're going to find that the First Amendment is an obstacle that they cannot surmount and shouldn't,\" he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California is going back to the drawing board Monday after a proposed policy on intolerance was rejected by Jewish organizations that say it doesn't go far enough to address anti-Semitism on UC's 10 campuses.\u003c/p>\n\u003cp>Others said the proposal would have impeded free speech. The university system has become a focal point in the discussion of freedom of expression on campus following several high-profile incidents, including one in which swastikas were spray-painted on a Jewish fraternity house.\u003c/p>\n\u003cp>UC's Board of Regents is gathering public input Monday at a forum at the University of California, Los Angeles, and dozens are expected to voice their opinions. In September, the board considered a policy drafted by the UC president's office that would have rejected intolerance and upheld academic freedom.\u003c/p>\n\u003cp>Jewish groups said it was too weak and needed to specifically address anti-Semitism.\u003c/p>\n\u003cp>\"We understand that the university has an obligation to ensure freedom of speech,\" said Tammi Rossman-Benjamin, a professor at UC Santa Cruz and director of the AMCHA Initiative, which investigates cases of anti-Semitism on college campuses. \"However, they also have an obligation to ensure safety and civil rights.\"\u003c/p>\n\u003cfigure id=\"attachment_10734391\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10734391\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/Napolitano-800x701.jpg\" alt=\"UC President Janet Napolitano\" width=\"800\" height=\"701\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-800x701.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-400x350.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-1440x1262.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-1180x1034.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/Napolitano-960x841.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC President Janet Napolitano \u003ccite>(Astrid Riecken/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rossman-Benjamin and various Jewish groups want UC to adopt the U.S. State Department's definition of anti-Semitism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC President Janet Napolitano said in a radio interview in May that she believed the university system should adopt the State Department's definition. Her remarks drew criticism from free speech advocates and those critical of Israel's policy toward Palestinians, saying they feared the university policy could be used to silence them.\u003c/p>\n\u003cp>\"I do believe it is the most authoritative and well-respected definition of anti-Semitism that is consistent with the understanding of the vast majority of the Jewish community,\" said Rossman-Benjamin, who is scheduled to speak Monday.\u003c/p>\n\u003cp>The proposed policy had defined intolerance as \"unwelcome conduct\" motivated by discrimination or hatred toward a group or individuals. It had outlined various acts -- including harassment, hate speech and derogatory use of cultural symbols -- but did not address any particular group.\u003c/p>\n\u003cp>Peter Scheer, executive director of the First Amendment Coalition, said it would be difficult for the board's working group to draft a policy that more precisely defines intolerance without infringing on free speech protections.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"In all but the most extreme circumstances, they're going to find that the First Amendment is an obstacle that they cannot surmount and shouldn't,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>University of California President Janet Napolitano announced the immediate formation of a special joint committee that will examine the breakdown of UC policies and procedures in the wake of \u003ca href=\"http://ww2.kqed.org/news/2015/10/14/berkeley-astronomer-geoff-marcy-in-wake-of-sex-harassment-case\" target=\"_blank\" rel=\"noopener\">allegations of sexual harassment\u003c/a> against former UC Berkeley professor Geoff Marcy.\u003c/p>\n\u003cp>Marcy, who resigned Wednesday, is known for discovering hundreds of worlds outside this solar system and was considered in line for a Nobel Prize.\u003c/p>\n\u003cp>Last week, published reports indicated that at least four graduate and undergraduate students had complained that Marcy had groped them or behaved inappropriately with other women. This is after a campus investigation determined in June that Marcy had sexually harassed female students during a nearly 10-year period.\u003c/p>\n\u003cp>In letter issued to UC chancellors and regents today, her first public comment on the case, Napolitano states:\u003c/p>\n\u003cblockquote>\u003cp>“The purpose of this letter is to direct action, I want to take this opportunity to stress again how seriously the University takes the matter of sexual violence, assault, and harassment. University leadership must work together to educate all members of our community that such egregious behavior will not be tolerated at the University of California and to deal firmly, fairly, and expeditiously with any claim involving sexual violence, assault or harassment.”\u003c/p>\u003c/blockquote>\n\u003cp>Napolitano added that she wants the newly formed committee, which will be under the aegis of the President’s Task Force on Prevention and Responding to Sexual Violence and Sexual Assault, to examine the entire process of investigation, adjudication and sanctions involving faculty.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among other things, Napolitano says the committee will review whether the current statute of limitations needs to be revised, given that “complaints often involve misconduct that occurred several years ago.”\u003c/p>\n\u003cp>Dianne Klein, UC spokeswoman, says the committee’s recommendations will result in a culture change so that students feel comfortable speaking out against faculty.\u003c/p>\n\u003cp>“It’s a tough lift. We’re talking about a culture change,” Klein says. “Certainly when you have someone who is very prominent, who does excellent work, perhaps people feel even more intimidated.”\u003c/p>\n\u003cp>The committee is charged with bringing back a set of recommendations no later than Feb. 29, 2016, as well as interim recommendations that can be put in place immediately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The entire letter can be read below:\u003c/em>\u003cbr>\n[scribd id=285267948 key=key-qXdf9HYKdNGRcrmvc5H4 mode=scroll]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>University of California President Janet Napolitano announced the immediate formation of a special joint committee that will examine the breakdown of UC policies and procedures in the wake of \u003ca href=\"http://ww2.kqed.org/news/2015/10/14/berkeley-astronomer-geoff-marcy-in-wake-of-sex-harassment-case\" target=\"_blank\" rel=\"noopener\">allegations of sexual harassment\u003c/a> against former UC Berkeley professor Geoff Marcy.\u003c/p>\n\u003cp>Marcy, who resigned Wednesday, is known for discovering hundreds of worlds outside this solar system and was considered in line for a Nobel Prize.\u003c/p>\n\u003cp>Last week, published reports indicated that at least four graduate and undergraduate students had complained that Marcy had groped them or behaved inappropriately with other women. This is after a campus investigation determined in June that Marcy had sexually harassed female students during a nearly 10-year period.\u003c/p>\n\u003cp>In letter issued to UC chancellors and regents today, her first public comment on the case, Napolitano states:\u003c/p>\n\u003cblockquote>\u003cp>“The purpose of this letter is to direct action, I want to take this opportunity to stress again how seriously the University takes the matter of sexual violence, assault, and harassment. University leadership must work together to educate all members of our community that such egregious behavior will not be tolerated at the University of California and to deal firmly, fairly, and expeditiously with any claim involving sexual violence, assault or harassment.”\u003c/p>\u003c/blockquote>\n\u003cp>Napolitano added that she wants the newly formed committee, which will be under the aegis of the President’s Task Force on Prevention and Responding to Sexual Violence and Sexual Assault, to examine the entire process of investigation, adjudication and sanctions involving faculty.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among other things, Napolitano says the committee will review whether the current statute of limitations needs to be revised, given that “complaints often involve misconduct that occurred several years ago.”\u003c/p>\n\u003cp>Dianne Klein, UC spokeswoman, says the committee’s recommendations will result in a culture change so that students feel comfortable speaking out against faculty.\u003c/p>\n\u003cp>“It’s a tough lift. We’re talking about a culture change,” Klein says. “Certainly when you have someone who is very prominent, who does excellent work, perhaps people feel even more intimidated.”\u003c/p>\n\u003cp>The committee is charged with bringing back a set of recommendations no later than Feb. 29, 2016, as well as interim recommendations that can be put in place immediately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The entire letter can be read below:\u003c/em>\u003cbr>\n\u003c/p>\u003cp>\u003ciframe\n class=\"scribd_iframe_embed\"\n src=\"//www.scribd.com/embeds/285267948/content?start_page=1&view_mode=&access_key=key-qXdf9HYKdNGRcrmvc5H4\"\n title=\"http://www.scribd.com/doc/285267948\"\n data-auto-height=\"true\" scrolling=\"no\" id=\"scribd_285267948\"\n width=\"100%\" height=\"500\" frameborder=\"0\">\u003c/iframe>\n \u003ca class=\"utils-parseShortcode-shortcodes-__scribdShortcode__scribd_footer\"\n href=\"http://www.scribd.com/doc/285267948\"\n target=\"_blank\" rel=\"noopener noreferrer\">View this document on Scribd\u003c/a>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "CSU Faculty Gears Up for Strike Vote at 23 Campuses",
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"content": "\u003cp>\u003ca href=\"http://www.calstate.edu/\">California State University\u003c/a> faculty members are gearing up for a strike vote on Monday. Labor leaders say possible job actions would not happen until early next year.\u003c/p>\n\u003cp>The 23-campus system got an additional $97 million in state funding for 2015-2016, thanks in part to intense lobbying efforts by students and faculty.\u003c/p>\n\u003cp>The additional funding, however, has resulted in a major labor dispute between the \u003ca href=\"http://www.calfac.org/\">California Faculty Association\u003c/a> and CSU management.\u003c/p>\n\u003cp>Faculty members are demanding a 5 percent salary increase with an additional 2.65 percent for faculty at the lowest end of the pay scale. CSU officials are refusing to provide those increases, and instead are offering a 2 percent across-the-board pay hike.\u003c/p>\n\u003cp>Both sides have deadlocked on the issue despite mediation last week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/228366318\" 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 next phase of negotiation is a fact-finding mission in an attempt to strike a financial compromise, a phase expected to take a few months.\u003c/p>\n\u003cp>Faculty union leaders say any kind of job action -- either one-day strikes or rolling strikes across all campuses -- will not likely happen until early 2016.\u003c/p>\n\u003cp>\u003ca href=\"http://www.calfac.org/person/jennifer-eagan\">Jennifer Eagan\u003c/a>, president of the California Faculty Association, says CSU has been chronically underfunding salaries, and any increase in state funding to the system should go toward instruction.\u003c/p>\n\u003cp>“The number of tenure-line faculty has decreased by 3 percent, even though the numbers of students have gone up,” Eagan says. “The number of administrators has gone up by 19 percent. So we have fewer faculty and more managers.”\u003c/p>\n\u003cp>Eagan and other labor leaders also cite data that show some public school teachers in certain parts of California are actually making more money than some CSU faculty members.\u003c/p>\n\u003cp>CSU administration officials say the 2 percent increase is as much as they can afford, given all the competing interests such as hiring new faculty, technology and facility upgrades, and better student services.\u003c/p>\n\u003cp>The Chancellor's Office also argues that the additional $97 million was never meant for faculty raises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“That extra $97 million was designated to improve the number of students that we could accept in our system,” says Laurie Weidner, CSU assistant vice chancellor of public affairs. “We were able to accept 2 percent more students, which is approximately 12,300 more transfer students and more students across the state because of that funding.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.calstate.edu/\">California State University\u003c/a> faculty members are gearing up for a strike vote on Monday. Labor leaders say possible job actions would not happen until early next year.\u003c/p>\n\u003cp>The 23-campus system got an additional $97 million in state funding for 2015-2016, thanks in part to intense lobbying efforts by students and faculty.\u003c/p>\n\u003cp>The additional funding, however, has resulted in a major labor dispute between the \u003ca href=\"http://www.calfac.org/\">California Faculty Association\u003c/a> and CSU management.\u003c/p>\n\u003cp>Faculty members are demanding a 5 percent salary increase with an additional 2.65 percent for faculty at the lowest end of the pay scale. CSU officials are refusing to provide those increases, and instead are offering a 2 percent across-the-board pay hike.\u003c/p>\n\u003cp>Both sides have deadlocked on the issue despite mediation last week.\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/228366318&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/228366318'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The next phase of negotiation is a fact-finding mission in an attempt to strike a financial compromise, a phase expected to take a few months.\u003c/p>\n\u003cp>Faculty union leaders say any kind of job action -- either one-day strikes or rolling strikes across all campuses -- will not likely happen until early 2016.\u003c/p>\n\u003cp>\u003ca href=\"http://www.calfac.org/person/jennifer-eagan\">Jennifer Eagan\u003c/a>, president of the California Faculty Association, says CSU has been chronically underfunding salaries, and any increase in state funding to the system should go toward instruction.\u003c/p>\n\u003cp>“The number of tenure-line faculty has decreased by 3 percent, even though the numbers of students have gone up,” Eagan says. “The number of administrators has gone up by 19 percent. So we have fewer faculty and more managers.”\u003c/p>\n\u003cp>Eagan and other labor leaders also cite data that show some public school teachers in certain parts of California are actually making more money than some CSU faculty members.\u003c/p>\n\u003cp>CSU administration officials say the 2 percent increase is as much as they can afford, given all the competing interests such as hiring new faculty, technology and facility upgrades, and better student services.\u003c/p>\n\u003cp>The Chancellor's Office also argues that the additional $97 million was never meant for faculty raises.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“That extra $97 million was designated to improve the number of students that we could accept in our system,” says Laurie Weidner, CSU assistant vice chancellor of public affairs. “We were able to accept 2 percent more students, which is approximately 12,300 more transfer students and more students across the state because of that funding.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>UC Berkeley is defending its handling of sexual harassment complaints against a prominent astronomer amid \u003ca href=\"http://www.buzzfeed.com/azeenghorayshi/berkeley-astronomy-dept-calls-for-professor-to-leave-in-wake\" target=\"_blank\" rel=\"noopener\">accusations on campus and beyond\u003c/a> that the professor was inadequately disciplined for inappropriate behavior with students.\u003c/p>\n\u003cp>The university has not shared details of the six-month investigation of \u003ca href=\"http://astro.berkeley.edu/faculty-profile/geoff-marcy\" target=\"_blank\" rel=\"noopener\">Professor Geoffrey Marcy\u003c/a> that concluded in June when he was found to have violated campus sex harassment policies. It resulted from complaints brought by former students and dealt with incidents dating as far back as 2001, campus officials said.\u003c/p>\n\u003cp>After the probe and the nature of the complaints were first \u003ca href=\"http://www.buzzfeed.com/azeenghorayshi/famous-astronomer-allegedly-sexually-harassed-students\" target=\"_blank\" rel=\"noopener\">reported by BuzzFeed News\u003c/a> on Friday, UC Berkeley said Marcy had agreed to clear parameters around his behavior with the knowledge he would be subject to automatic suspension or dismissal for any violations.\u003c/p>\n\u003cp>[contextly_sidebar id=”T2JPO1MgIAgqoNMtdZ2yM0C1dP7r3yac”]\u003c/p>\n\u003cp>In a follow-up statement issued Monday, the school described the agreement Marcy reached with Vice Provost for Faculty Janet Broughton as “the most certain and effective option for preventing any inappropriate future conduct” because it bypassed a lengthy disciplinary process that would have required a hearing before a faculty committee.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The university has imposed real consequences on Professor Geoff Marcy by establishing a zero tolerance policy regarding future behavior and by stripping him of the procedural protections that all other faculty members enjoy,” the statement said.\u003c/p>\n\u003cp>The revelation that one of the world’s leading experts on planets outside Earth’s solar system had not been sanctioned more severely has angered some of Marcy’s colleagues and former students, including one of the four female students who filed complaints about him with the campus Office for the Prevention of Harassment and Discrimination last year.\u003c/p>\n\u003cp>“His job as a professor is to mentor and provide guidance to young people; in that role he’s caused devastating harm,” Sarah Ballard, who earned an undergraduate degree in astronomy from Berkeley, \u003ca href=\"http://www.nytimes.com/2015/10/11/science/astronomer-apologizes-for-behavior.html\" target=\"_blank\" rel=\"noopener\">told the New York Times\u003c/a>.\u003c/p>\n\u003cp>Ballard, now a postdoctoral fellow at the Massachusetts Institute of Technology, said her former professor talked to her about his sexual experiences as a young man and tried to give her a neck massage one time as she was getting out of his car.\u003c/p>\n\u003cp>She told the Times she was afraid to confront Marcy or file a complaint because she needed letters of recommendation for graduate school.\u003c/p>\n\u003cp>Marcy posted \u003ca href=\"http://w.astro.berkeley.edu/~gmarcy/MarcyLetter_October7.pdf\" target=\"_blank\" rel=\"noopener\">a public apology\u003c/a> on his website in a letter he sought to have published in the newsletter of the American Astronomical Society’s Committee on the Status of Women in Astronomy. The committee declined his request.\u003c/p>\n\u003cp>In the letter, Marcy took issue with some of the accusations against him.\u003c/p>\n\u003cp>“While I don’t agree with each complaint that has been made, it’s clear my actions made some women uncomfortable and, for that, I sincerely apologize,” he told The Associated Press in an email Monday. “I have worked hard to change and will continue to focus my efforts on promoting a supportive and respectful environment both in the astronomy community and more broadly.”\u003c/p>\n\u003cp>Christina Richey, an astrophysicist at NASA who chairs the Committee on the Status of Women in Astronomy, said in \u003ca href=\"http://womeninastronomy.blogspot.com/2015/10/cswa-chairs-message-to-greater.html\" target=\"_blank\" rel=\"noopener\">a blog post published Monday\u003c/a> that sexual harassment by senior scientists “is not just isolated to one incident or one person in our field, but to a larger societal issue of the misuse of power” that puts young women at a professional disadvantage.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The larger issue here is that everyone in our field should be treated as a scientist, with equal respect and dignity,” Richey said. “Women are not lining up at their poster for speed dating; they aren’t signing up to work in your lab because they want to be sexualized or objectified. They are there to become a successful scientist.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley is defending its handling of sexual harassment complaints against a prominent astronomer amid \u003ca href=\"http://www.buzzfeed.com/azeenghorayshi/berkeley-astronomy-dept-calls-for-professor-to-leave-in-wake\" target=\"_blank\" rel=\"noopener\">accusations on campus and beyond\u003c/a> that the professor was inadequately disciplined for inappropriate behavior with students.\u003c/p>\n\u003cp>The university has not shared details of the six-month investigation of \u003ca href=\"http://astro.berkeley.edu/faculty-profile/geoff-marcy\" target=\"_blank\" rel=\"noopener\">Professor Geoffrey Marcy\u003c/a> that concluded in June when he was found to have violated campus sex harassment policies. It resulted from complaints brought by former students and dealt with incidents dating as far back as 2001, campus officials said.\u003c/p>\n\u003cp>After the probe and the nature of the complaints were first \u003ca href=\"http://www.buzzfeed.com/azeenghorayshi/famous-astronomer-allegedly-sexually-harassed-students\" target=\"_blank\" rel=\"noopener\">reported by BuzzFeed News\u003c/a> on Friday, UC Berkeley said Marcy had agreed to clear parameters around his behavior with the knowledge he would be subject to automatic suspension or dismissal for any violations.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In a follow-up statement issued Monday, the school described the agreement Marcy reached with Vice Provost for Faculty Janet Broughton as “the most certain and effective option for preventing any inappropriate future conduct” because it bypassed a lengthy disciplinary process that would have required a hearing before a faculty committee.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The university has imposed real consequences on Professor Geoff Marcy by establishing a zero tolerance policy regarding future behavior and by stripping him of the procedural protections that all other faculty members enjoy,” the statement said.\u003c/p>\n\u003cp>The revelation that one of the world’s leading experts on planets outside Earth’s solar system had not been sanctioned more severely has angered some of Marcy’s colleagues and former students, including one of the four female students who filed complaints about him with the campus Office for the Prevention of Harassment and Discrimination last year.\u003c/p>\n\u003cp>“His job as a professor is to mentor and provide guidance to young people; in that role he’s caused devastating harm,” Sarah Ballard, who earned an undergraduate degree in astronomy from Berkeley, \u003ca href=\"http://www.nytimes.com/2015/10/11/science/astronomer-apologizes-for-behavior.html\" target=\"_blank\" rel=\"noopener\">told the New York Times\u003c/a>.\u003c/p>\n\u003cp>Ballard, now a postdoctoral fellow at the Massachusetts Institute of Technology, said her former professor talked to her about his sexual experiences as a young man and tried to give her a neck massage one time as she was getting out of his car.\u003c/p>\n\u003cp>She told the Times she was afraid to confront Marcy or file a complaint because she needed letters of recommendation for graduate school.\u003c/p>\n\u003cp>Marcy posted \u003ca href=\"http://w.astro.berkeley.edu/~gmarcy/MarcyLetter_October7.pdf\" target=\"_blank\" rel=\"noopener\">a public apology\u003c/a> on his website in a letter he sought to have published in the newsletter of the American Astronomical Society’s Committee on the Status of Women in Astronomy. The committee declined his request.\u003c/p>\n\u003cp>In the letter, Marcy took issue with some of the accusations against him.\u003c/p>\n\u003cp>“While I don’t agree with each complaint that has been made, it’s clear my actions made some women uncomfortable and, for that, I sincerely apologize,” he told The Associated Press in an email Monday. “I have worked hard to change and will continue to focus my efforts on promoting a supportive and respectful environment both in the astronomy community and more broadly.”\u003c/p>\n\u003cp>Christina Richey, an astrophysicist at NASA who chairs the Committee on the Status of Women in Astronomy, said in \u003ca href=\"http://womeninastronomy.blogspot.com/2015/10/cswa-chairs-message-to-greater.html\" target=\"_blank\" rel=\"noopener\">a blog post published Monday\u003c/a> that sexual harassment by senior scientists “is not just isolated to one incident or one person in our field, but to a larger societal issue of the misuse of power” that puts young women at a professional disadvantage.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The larger issue here is that everyone in our field should be treated as a scientist, with equal respect and dignity,” Richey said. “Women are not lining up at their poster for speed dating; they aren’t signing up to work in your lab because they want to be sexualized or objectified. They are there to become a successful scientist.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tulare High School Fights for 'Redskins' Mascot Amid Controversy",
"title": "Tulare High School Fights for 'Redskins' Mascot Amid Controversy",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>It’s homecoming at Tulare Union and the stadium is packed. Students and parents make rhythmic tomahawk-chopping gestures with their right arms as they watch the football players tackle each other on a brightly lit field.\u003c/p>\n\u003cp>There’s a life-size teepee in the end zone. And every year, young women try out to be the team’s mascot -- the Redskins princess.\u003c/p>\n\u003cp>“We have to make up our dance, our own fight song, spirit dance, and we have to learn a couple cheers,” says this year’s mascot, Connie Prado.\u003c/p>\n\u003cp>Prado wears moccasins, a tan prairie dress with a burgundy fringe, and a long feathered headdress. She roots with the cheerleaders and marches with the band.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/227516473\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>But if Gov. Jerry Brown signs the \u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/asm/ab_0001-0050/ab_30_bill_20141201_introduced.html\">California Racial Mascots Act\u003c/a>, this 90-year tradition of being the Tulare Union Redskins will end.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lawmakers overwhelmingly approved AB30, which prevents schools from using the term \"Redskins\" for teams or mascots. The bill is on Brown’s desk now. He has until Oct. 11 to sign or veto it.\u003c/p>\n\u003cp>The bill was introduced by Assemblyman \u003ca href=\"http://asmdc.org/members/a30/\">Luis Alejo\u003c/a>, a Democrat from Watsonville. Only four schools in California use Redskins as a team name; three of them are in the Central Valley.\u003c/p>\n\u003cfigure id=\"attachment_10712076\" class=\"wp-caption alignleft\" style=\"max-width: 429px\">\u003cimg class=\" wp-image-10712076\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/ConniePrado-800x1067.jpg\" alt=\"Redskins Mascot Connie Prado designed her Redskins costume.\" width=\"429\" height=\"572\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-960x1280.jpg 960w\" sizes=\"(max-width: 429px) 100vw, 429px\">\u003cfigcaption class=\"wp-caption-text\">Redskins Mascot Connie Prado designed her costume. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students at Tulare Union say they see nothing negative about the name. \u003c/p>\n\u003cp>“Why change it now when just a few people are, like, feeling hurt by it when a lot of us respect it and want to stand for it and actually like the name,” says color guard Myka Bravo.\u003c/p>\n\u003cp>But there are plenty of people who want the bill to pass. They say the term perpetuates racist stereotypes of Native Americans. \u003c/p>\n\u003cp>“It turns my stomach. I don’t appreciate any of what they do,” says Susan Weece, a tribal elder for the Wukchumni Council, in nearby Visalia.\u003c/p>\n\u003cp>She says she feels sorry for the students because they don’t understand the history of the term. “They’re not being taught that it’s not right,” she says. “They’re being taught that it’s an honorable thing, and it’s not.”\u003c/p>\n\u003cp>Native American scalps that sold for a bounty were called redskins, she says. “The term just reminds me of all of the atrocities that were put upon us by other people.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'They're being taught that it's an honorable thing, and it's not.'\u003ccite>Susan Weece, tribal elder for the Wukchumni Council\u003c/cite>\u003c/aside>\n\u003cp>But Tulare Union does have a \u003ca href=\"https://assets.documentcloud.org/documents/2447136/8-24-15-letter-to-governor-brown-re-ab-30.pdf\">letter of support \u003c/a>from the local Tule River Tribal Council. In it, the council acknowledges the name’s negative history but says Tulare Union wears it as a sign of pride. \u003c/p>\n\u003cp>“Although we will never forget what has happened to us in the past, we do not wish to dwell on it either,” the letter states.\u003c/p>\n\u003cp>Tulare Union Principal Michelle Nunley says she brought the letter when she went to Sacramento with some students to lobby against the bill.\u003c/p>\n\u003cp>“People feel very passionate about it, and the fact that we’re all Redskins,” says Nunley. “We don’t want to lose that opportunity to remain Redskins here at Tulare Union.”\u003c/p>\n\u003cfigure id=\"attachment_10712073\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10712073\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/TulareColorGuard-800x488.jpg\" alt=\"The Tulare Union color guard.\" width=\"800\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-800x488.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-1440x879.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-1180x720.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-960x586.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Tulare Union color guard. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School Board member Craig Hamilton says the state shouldn’t decide whether a local school can use the mascot. “It’s a local issue,” he says. “And there’s enough evidence to say it’s a respectful term, at least in our community.”\u003c/p>\n\u003cp>There’s also the issue of money. Hamilton says it could cost close to $1 million to change the name on the band and athletic uniforms, let alone the buildings.\u003c/p>\n\u003cp>“We have paintings on buildings, we have stained glass, there’s just a lot of things that add up,” Hamilton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if Brown signs the bill, Hamilton says, the school will find a way to follow the law.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s homecoming at Tulare Union and the stadium is packed. Students and parents make rhythmic tomahawk-chopping gestures with their right arms as they watch the football players tackle each other on a brightly lit field.\u003c/p>\n\u003cp>There’s a life-size teepee in the end zone. And every year, young women try out to be the team’s mascot -- the Redskins princess.\u003c/p>\n\u003cp>“We have to make up our dance, our own fight song, spirit dance, and we have to learn a couple cheers,” says this year’s mascot, Connie Prado.\u003c/p>\n\u003cp>Prado wears moccasins, a tan prairie dress with a burgundy fringe, and a long feathered headdress. She roots with the cheerleaders and marches with the band.\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/227516473&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/227516473'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But if Gov. Jerry Brown signs the \u003ca href=\"http://www.leginfo.ca.gov/pub/15-16/bill/asm/ab_0001-0050/ab_30_bill_20141201_introduced.html\">California Racial Mascots Act\u003c/a>, this 90-year tradition of being the Tulare Union Redskins will end.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lawmakers overwhelmingly approved AB30, which prevents schools from using the term \"Redskins\" for teams or mascots. The bill is on Brown’s desk now. He has until Oct. 11 to sign or veto it.\u003c/p>\n\u003cp>The bill was introduced by Assemblyman \u003ca href=\"http://asmdc.org/members/a30/\">Luis Alejo\u003c/a>, a Democrat from Watsonville. Only four schools in California use Redskins as a team name; three of them are in the Central Valley.\u003c/p>\n\u003cfigure id=\"attachment_10712076\" class=\"wp-caption alignleft\" style=\"max-width: 429px\">\u003cimg class=\" wp-image-10712076\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/ConniePrado-800x1067.jpg\" alt=\"Redskins Mascot Connie Prado designed her Redskins costume.\" width=\"429\" height=\"572\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-1440x1920.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/ConniePrado-960x1280.jpg 960w\" sizes=\"(max-width: 429px) 100vw, 429px\">\u003cfigcaption class=\"wp-caption-text\">Redskins Mascot Connie Prado designed her costume. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students at Tulare Union say they see nothing negative about the name. \u003c/p>\n\u003cp>“Why change it now when just a few people are, like, feeling hurt by it when a lot of us respect it and want to stand for it and actually like the name,” says color guard Myka Bravo.\u003c/p>\n\u003cp>But there are plenty of people who want the bill to pass. They say the term perpetuates racist stereotypes of Native Americans. \u003c/p>\n\u003cp>“It turns my stomach. I don’t appreciate any of what they do,” says Susan Weece, a tribal elder for the Wukchumni Council, in nearby Visalia.\u003c/p>\n\u003cp>She says she feels sorry for the students because they don’t understand the history of the term. “They’re not being taught that it’s not right,” she says. “They’re being taught that it’s an honorable thing, and it’s not.”\u003c/p>\n\u003cp>Native American scalps that sold for a bounty were called redskins, she says. “The term just reminds me of all of the atrocities that were put upon us by other people.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'They're being taught that it's an honorable thing, and it's not.'\u003ccite>Susan Weece, tribal elder for the Wukchumni Council\u003c/cite>\u003c/aside>\n\u003cp>But Tulare Union does have a \u003ca href=\"https://assets.documentcloud.org/documents/2447136/8-24-15-letter-to-governor-brown-re-ab-30.pdf\">letter of support \u003c/a>from the local Tule River Tribal Council. In it, the council acknowledges the name’s negative history but says Tulare Union wears it as a sign of pride. \u003c/p>\n\u003cp>“Although we will never forget what has happened to us in the past, we do not wish to dwell on it either,” the letter states.\u003c/p>\n\u003cp>Tulare Union Principal Michelle Nunley says she brought the letter when she went to Sacramento with some students to lobby against the bill.\u003c/p>\n\u003cp>“People feel very passionate about it, and the fact that we’re all Redskins,” says Nunley. “We don’t want to lose that opportunity to remain Redskins here at Tulare Union.”\u003c/p>\n\u003cfigure id=\"attachment_10712073\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10712073\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/TulareColorGuard-800x488.jpg\" alt=\"The Tulare Union color guard.\" width=\"800\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-800x488.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-1440x879.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-1180x720.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/10/TulareColorGuard-960x586.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Tulare Union color guard. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School Board member Craig Hamilton says the state shouldn’t decide whether a local school can use the mascot. “It’s a local issue,” he says. “And there’s enough evidence to say it’s a respectful term, at least in our community.”\u003c/p>\n\u003cp>There’s also the issue of money. Hamilton says it could cost close to $1 million to change the name on the band and athletic uniforms, let alone the buildings.\u003c/p>\n\u003cp>“We have paintings on buildings, we have stained glass, there’s just a lot of things that add up,” Hamilton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if Brown signs the bill, Hamilton says, the school will find a way to follow the law.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. Unified Relying on Homegrown Teachers and Interns to Fill Void",
"title": "S.F. Unified Relying on Homegrown Teachers and Interns to Fill Void",
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"content": "\u003cp>San Francisco public school leaders desperately want and need people like 22-year-old Tina Yang.\u003c/p>\n\u003cp>She was born and raised in the city, and knew she wanted to be a teacher when she was 5 years old.\u003c/p>\n\u003cp>“When I first went to kindergarten here, I didn’t speak English,\" Yang recalls. \"But my teacher, she worked with me for that year and I did learn English in such a short amount of time.\"\u003c/p>\n\u003cp>Fast forward to this year.\u003c/p>\n\u003cp>Yang just graduated with a degree in education from \u003ca href=\"http://www.sjsu.edu/\">San Jose State University\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a> quickly snatched her up for its \u003ca href=\"http://www.sfteacherresidency.org/\">teacher residency program\u003c/a>, designed to get former students into the teaching profession.\u003c/p>\n\u003cfigure id=\"attachment_10682495\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg\">\u003cimg class=\"wp-image-10682495 size-medium\" title=\"Getty Images\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg\" alt=\"RS16367_iStock_000042365418_Full-qut\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student raises his hand in class.\u003c/figcaption>\u003c/figure>\n\u003cp>It's one of several unconventional ways the district is trying to build its own pipeline of homegrown teachers in the midst of a national teacher shortage.\u003c/p>\n\u003cp>“It’s just a really good model,” says \u003ca href=\"http://www.sfusd.edu/en/about-sfusd/superintendent-richard-a-carranza.html\">SFUSD Superintendent Richard Carranza\u003c/a>. “The reality is we will never be able to fill all of our vacancies through any one program.”\u003c/p>\n\u003cp>As part of the program, Yang is back in her old neighborhood of Visitacion Valley, spending an entire year embedded at \u003ca href=\"http://www.eldoradoelementarysf.com/\">El Dorado Elementary School\u003c/a> working with second-graders.\u003c/p>\n\u003cp>Yang is matched up with a veteran educator while she works on her teaching credential. Most college credentialing programs require only a semester of student teaching.\u003c/p>\n\u003cp>In exchange for specialized training and support, Yang has promised to stay and work in city schools for at least three years.\u003c/p>\n\u003cp>“You’re not doing it part time,” Yang says. “It’s really about building your endurance for it and exposing you to the reality of what being a teacher is like.”\u003c/p>\n\u003cp>The program was created five years ago, and each year it turns out about 20 new teachers.\u003c/p>\n\u003cp>But even Carranza admits the number of new teachers the program produces is a drop in the bucket. This year, SFUSD had to hire roughly 450 new teachers.\u003c/p>\n\u003cp>As a result, Carranza says he's had to get creative and partner with organizations like \u003ca href=\"https://bayarea.teachforamerica.org/\">Teach For America\u003c/a> and local universities to place teachers without credentials into full-time teaching positions.\u003c/p>\n\u003cp>“These are individuals who have gotten bachelor’s degrees, who have gotten a college education, and have decided they want to come into teaching,” Carranza says. “We’re very selective about how we partner with organizations.”\u003c/p>\n\u003cp>But relying on so-called teacher interns is a strategy many educators, school board members and community leaders do not support because these individuals are untried teachers filling hard-to-staff schools.\u003c/p>\n\u003cfigure id=\"attachment_10682500\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg\">\u003cimg class=\"wp-image-10682500 size-medium\" title=\"Lenny Gonzalez/MindShift\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg\" alt=\"RS14145_11_1.21_Ipad_Algebra_0130-qut\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jeannette Williams teaches eighth-grade algebra at Presidio Middle School, a San Francisco Unified School District school. Photo taken in 2011.\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is either you have qualified, talented teachers in the classrooms or you don’t,” says Lita Blanc, president of \u003ca href=\"http://www.uesf.org/\">United Educators of San Francisco\u003c/a>.\u003c/p>\n\u003cp>She and other critics say the district needs to provide the kind of teacher support and better pay that would keep talented educators in place even in tough schools.\u003c/p>\n\u003cp>Research shows kids in the worst schools need the most qualified teachers, with solid experience in managing classroom behavior. They also need to stay in those schools because students are more likely to succeed when there’s teacher stability.\u003c/p>\n\u003cp>“If San Francisco is one of the most expensive cities to live in the United States, they're going to have to address the salary issue big-time.” Blanc says.\u003c/p>\n\u003cp>Carranza says the district just gave teachers a significant pay raise, and says he is also exploring affordable housing options for teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But for now, Carranza maintains the district has to rely on these programs to keep schools running, and to avoid another last-minute scramble to hire teachers for the next school year.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco public school leaders desperately want and need people like 22-year-old Tina Yang.\u003c/p>\n\u003cp>She was born and raised in the city, and knew she wanted to be a teacher when she was 5 years old.\u003c/p>\n\u003cp>“When I first went to kindergarten here, I didn’t speak English,\" Yang recalls. \"But my teacher, she worked with me for that year and I did learn English in such a short amount of time.\"\u003c/p>\n\u003cp>Fast forward to this year.\u003c/p>\n\u003cp>Yang just graduated with a degree in education from \u003ca href=\"http://www.sjsu.edu/\">San Jose State University\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a> quickly snatched her up for its \u003ca href=\"http://www.sfteacherresidency.org/\">teacher residency program\u003c/a>, designed to get former students into the teaching profession.\u003c/p>\n\u003cfigure id=\"attachment_10682495\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg\">\u003cimg class=\"wp-image-10682495 size-medium\" title=\"Getty Images\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg\" alt=\"RS16367_iStock_000042365418_Full-qut\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student raises his hand in class.\u003c/figcaption>\u003c/figure>\n\u003cp>It's one of several unconventional ways the district is trying to build its own pipeline of homegrown teachers in the midst of a national teacher shortage.\u003c/p>\n\u003cp>“It’s just a really good model,” says \u003ca href=\"http://www.sfusd.edu/en/about-sfusd/superintendent-richard-a-carranza.html\">SFUSD Superintendent Richard Carranza\u003c/a>. “The reality is we will never be able to fill all of our vacancies through any one program.”\u003c/p>\n\u003cp>As part of the program, Yang is back in her old neighborhood of Visitacion Valley, spending an entire year embedded at \u003ca href=\"http://www.eldoradoelementarysf.com/\">El Dorado Elementary School\u003c/a> working with second-graders.\u003c/p>\n\u003cp>Yang is matched up with a veteran educator while she works on her teaching credential. Most college credentialing programs require only a semester of student teaching.\u003c/p>\n\u003cp>In exchange for specialized training and support, Yang has promised to stay and work in city schools for at least three years.\u003c/p>\n\u003cp>“You’re not doing it part time,” Yang says. “It’s really about building your endurance for it and exposing you to the reality of what being a teacher is like.”\u003c/p>\n\u003cp>The program was created five years ago, and each year it turns out about 20 new teachers.\u003c/p>\n\u003cp>But even Carranza admits the number of new teachers the program produces is a drop in the bucket. This year, SFUSD had to hire roughly 450 new teachers.\u003c/p>\n\u003cp>As a result, Carranza says he's had to get creative and partner with organizations like \u003ca href=\"https://bayarea.teachforamerica.org/\">Teach For America\u003c/a> and local universities to place teachers without credentials into full-time teaching positions.\u003c/p>\n\u003cp>“These are individuals who have gotten bachelor’s degrees, who have gotten a college education, and have decided they want to come into teaching,” Carranza says. “We’re very selective about how we partner with organizations.”\u003c/p>\n\u003cp>But relying on so-called teacher interns is a strategy many educators, school board members and community leaders do not support because these individuals are untried teachers filling hard-to-staff schools.\u003c/p>\n\u003cfigure id=\"attachment_10682500\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg\">\u003cimg class=\"wp-image-10682500 size-medium\" title=\"Lenny Gonzalez/MindShift\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg\" alt=\"RS14145_11_1.21_Ipad_Algebra_0130-qut\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jeannette Williams teaches eighth-grade algebra at Presidio Middle School, a San Francisco Unified School District school. Photo taken in 2011.\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is either you have qualified, talented teachers in the classrooms or you don’t,” says Lita Blanc, president of \u003ca href=\"http://www.uesf.org/\">United Educators of San Francisco\u003c/a>.\u003c/p>\n\u003cp>She and other critics say the district needs to provide the kind of teacher support and better pay that would keep talented educators in place even in tough schools.\u003c/p>\n\u003cp>Research shows kids in the worst schools need the most qualified teachers, with solid experience in managing classroom behavior. They also need to stay in those schools because students are more likely to succeed when there’s teacher stability.\u003c/p>\n\u003cp>“If San Francisco is one of the most expensive cities to live in the United States, they're going to have to address the salary issue big-time.” Blanc says.\u003c/p>\n\u003cp>Carranza says the district just gave teachers a significant pay raise, and says he is also exploring affordable housing options for teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But for now, Carranza maintains the district has to rely on these programs to keep schools running, and to avoid another last-minute scramble to hire teachers for the next school year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "High Teacher Turnover Hurts Special Education Students in Oakland",
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"content": "\u003cp>Oakland parent Maya Mosley-Katakanga hears stories all the time from other parents about the high turnover of special education teachers.\u003c/p>\n\u003cp>\"New teacher here, there, inexperienced teacher, teacher in their first year, with a handful of children that have huge challenges, and now being bombarded with a large class size,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>We know high teacher turnover hurts students’ learning. Special education teachers across the country leave their jobs more often than other teachers do. It’s a huge challenge to fill those vacancies.\u003c/p>\n\u003cp>During the first three weeks of school, the Oakland School Board had to approve 36 waivers for teachers without a full credential. Sixteen of those were for special education teachers. In the third week of school, there were still 13 special ed vacancies.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/224480802\" 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>Mosley-Katakanga spends a lot of her time advocating for her son, Pharroh, to get what he needs in school. At home in their apartment, she sits at the kitchen table with him to read a new magazine about seabirds. Pharroh is 8, he’s in second grade, and he has dyspraxia, also known as developmental coordination disorder. It affects his fine and gross motor skills and makes it hard for him to coordinate his body. He can read pretty well, but it’s hard to understand his speech.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At school, Pharroh is in a special education class with a group of other kids that all have different needs. Consistency is important for a lot of special ed students, so in theory, the kids get the same teacher for two years in a row. But Mosley-Katakanga says there have been problems, even in kindergarten.\u003c/p>\n\u003cp>\"We started the first day of school with a substitute teacher,\" Mosley-Katakanga remembers. \"I think we went through about three sub teachers, until they solidified a teacher they considered to be qualified who had some special ed experience.\"\u003c/p>\n\u003cp>Mosley-Katakanga doesn’t want to name her son’s elementary school in Oakland to protect teachers’ privacy. Pharroh’s first year was so difficult that his mom asked for him to repeat kindergarten. She says he had a great teacher for the next two years. But now he’s moved on to a second- and third-grade classroom. Last year, that class had substitutes all year.\u003c/p>\n\u003cp>\"This is the same group that had the sub half the year in kindergarten/first grade. The whole group was double whammied with subs in their few years of education,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>When substitutes don't have the right special education credential, they can't be in the classroom for more than 30 days, so these students sometimes end up with a different teacher every month. Substitutes can be hard for any student, but especially for kids with special needs.\u003c/p>\n\u003cp>\"There’s no learning! The reality is when they’re with a substitute, they're just not getting the same quality of education,\" says Ismael Armendariz, a special education teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>Armendariz says the turnover makes it harder for teachers like him to do their jobs. This year, he says a special ed teacher at Edna Brewer resigned the Friday before school started. For the first few days, he and another teacher took on a half-dozen more students each in their morning language arts classes. In addition, they were writing lesson plans for the substitute. Armendariz says that makes it hard to make the one-on-one connections and develop the rigorous curriculum that are crucial for these students.\u003c/p>\n\u003cp>\"Our students are the highest-need students and most at risk,\" says Armendariz. \"Our students are the ones who are most likely to go to jail, most likely to have mental health issues and not get services.\"\u003c/p>\n\u003cp>The district is well aware of the problem. Kara Oettinger is the executive officer for Oakland Unified’s special education programs, known as Programs for Exceptional Children. She says the district is prioritizing keeping the special education teachers they do have. They’re trying to provide more professional development around special education for all teachers, and for the first time last year, they began providing coaching by and for special education teachers.\u003c/p>\n\u003cp>\"Previous to that, special ed teachers didn’t get support or they got support from a teacher who doesn’t know anything about special education,\" says Oettinger.\u003c/p>\n\u003cp>She says they’re also training special education aides to become teachers. It’s part of a districtwide strategy to grow their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga hopes the district provides enough support for her son's new second-grade teacher. If he doesn't get that support, she's worried he could get so overwhelmed that he might end up leaving, too. She doesn't know where to go to find a more stable special education workforce.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland parent Maya Mosley-Katakanga hears stories all the time from other parents about the high turnover of special education teachers.\u003c/p>\n\u003cp>\"New teacher here, there, inexperienced teacher, teacher in their first year, with a handful of children that have huge challenges, and now being bombarded with a large class size,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>We know high teacher turnover hurts students’ learning. Special education teachers across the country leave their jobs more often than other teachers do. It’s a huge challenge to fill those vacancies.\u003c/p>\n\u003cp>During the first three weeks of school, the Oakland School Board had to approve 36 waivers for teachers without a full credential. Sixteen of those were for special education teachers. In the third week of school, there were still 13 special ed vacancies.\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/224480802&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/224480802'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga spends a lot of her time advocating for her son, Pharroh, to get what he needs in school. At home in their apartment, she sits at the kitchen table with him to read a new magazine about seabirds. Pharroh is 8, he’s in second grade, and he has dyspraxia, also known as developmental coordination disorder. It affects his fine and gross motor skills and makes it hard for him to coordinate his body. He can read pretty well, but it’s hard to understand his speech.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At school, Pharroh is in a special education class with a group of other kids that all have different needs. Consistency is important for a lot of special ed students, so in theory, the kids get the same teacher for two years in a row. But Mosley-Katakanga says there have been problems, even in kindergarten.\u003c/p>\n\u003cp>\"We started the first day of school with a substitute teacher,\" Mosley-Katakanga remembers. \"I think we went through about three sub teachers, until they solidified a teacher they considered to be qualified who had some special ed experience.\"\u003c/p>\n\u003cp>Mosley-Katakanga doesn’t want to name her son’s elementary school in Oakland to protect teachers’ privacy. Pharroh’s first year was so difficult that his mom asked for him to repeat kindergarten. She says he had a great teacher for the next two years. But now he’s moved on to a second- and third-grade classroom. Last year, that class had substitutes all year.\u003c/p>\n\u003cp>\"This is the same group that had the sub half the year in kindergarten/first grade. The whole group was double whammied with subs in their few years of education,\" says Mosley-Katakanga.\u003c/p>\n\u003cp>When substitutes don't have the right special education credential, they can't be in the classroom for more than 30 days, so these students sometimes end up with a different teacher every month. Substitutes can be hard for any student, but especially for kids with special needs.\u003c/p>\n\u003cp>\"There’s no learning! The reality is when they’re with a substitute, they're just not getting the same quality of education,\" says Ismael Armendariz, a special education teacher at Edna Brewer Middle School.\u003c/p>\n\u003cp>Armendariz says the turnover makes it harder for teachers like him to do their jobs. This year, he says a special ed teacher at Edna Brewer resigned the Friday before school started. For the first few days, he and another teacher took on a half-dozen more students each in their morning language arts classes. In addition, they were writing lesson plans for the substitute. Armendariz says that makes it hard to make the one-on-one connections and develop the rigorous curriculum that are crucial for these students.\u003c/p>\n\u003cp>\"Our students are the highest-need students and most at risk,\" says Armendariz. \"Our students are the ones who are most likely to go to jail, most likely to have mental health issues and not get services.\"\u003c/p>\n\u003cp>The district is well aware of the problem. Kara Oettinger is the executive officer for Oakland Unified’s special education programs, known as Programs for Exceptional Children. She says the district is prioritizing keeping the special education teachers they do have. They’re trying to provide more professional development around special education for all teachers, and for the first time last year, they began providing coaching by and for special education teachers.\u003c/p>\n\u003cp>\"Previous to that, special ed teachers didn’t get support or they got support from a teacher who doesn’t know anything about special education,\" says Oettinger.\u003c/p>\n\u003cp>She says they’re also training special education aides to become teachers. It’s part of a districtwide strategy to grow their own.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mosley-Katakanga hopes the district provides enough support for her son's new second-grade teacher. If he doesn't get that support, she's worried he could get so overwhelmed that he might end up leaving, too. She doesn't know where to go to find a more stable special education workforce.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Parents Brace for Big Dip in Test Scores",
"title": "California Parents Brace for Big Dip in Test Scores",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/223082593\" 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>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\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/223082593&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/223082593'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Monterey Bay's Future Marine Scientists",
"title": "Monterey Bay's Future Marine Scientists",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>For kids growing up on the \u003ca href=\"http://www.centralcoast-tourism.com/monterey-bay-region.htm\">Central Coast\u003c/a>, actually getting to the ocean can depend on their socioeconomic status or where their families live.\u003c/p>\n\u003cp>Some young people surf and explore in the tidepools, while others never visit Monterey Bay. But here's some good news: the Monterey Bay region is teeming with programs to inspire the next generation of marine scientists, no matter who they are or where they come from.\u003c/p>\n\u003cp>Point Lobos, just south of Carmel, attracts kids from all over the region. It’s a place where they can see whales migrating off in the distance and get up close with smaller sea creatures during low tide.\u003c/p>\n\u003cp>This summer many of those young people were kids and their counselors from \u003ca href=\"http://campsealab.org/\">\u003cu>Camp SEA Lab\u003c/u>\u003c/a>. It’s a weeklong camp where kids go surfing, kayak on the bay through kelp forests and explore the \u003ca href=\"http://www.elkhornslough.org/\">Elkhorn Slough Estuary\u003c/a>, a nearby protected ocean inlet. Campers can be as young as 8.\u003c/p>\n\u003cp>“It’s a great time in their life for them to explore their questions and natural curiosities, so we want to direct those into something that drives their passion or interest in the ocean environment,” says camp director Amity Wood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Childhood curiosity inspired her to pursue a career in marine science, and she hopes to create that same experience for the next generation of kids.\u003c/p>\n\u003cp>“This is the job I want to do. I want to be a marine biologist and then I’m going to be an archaeologist and I’m probably going to be a scuba diver, too,” says 8-year-old Hennessy Brown from Gonzales.\u003c/p>\n\u003cp>At about $370 a week, some kids are simply priced out of this opportunity, so Camp SEA Lab offers scholarships.\u003c/p>\n\u003cp>“So those are specifically targeted toward underserved youth. Most of them come from the Salinas, Castroville area,” says Lorili Toth with the \u003ca href=\"http://www.elkhornslough.org/\">\u003cu>Elkhorn Slough Foundation\u003c/u>\u003c/a>, which funds some of those scholarships.\u003c/p>\n\u003cp>Elkhorn Slough is the second-largest salt marsh in California and is nestled between the largely agricultural and low-income communities of Castroville and Watsonville. The slough offers many educational programs and hosts school field trips.\u003c/p>\n\u003cp>“We get students all the way from Palo Alto and Carmel coming up because they can afford transportation. But the local schools sometimes can’t afford a bus. The high school, which is less than 5 miles from us, actually had to cancel a trip because they couldn’t afford to pay for the bus to bring their students here,” says Toth.\u003c/p>\n\u003cp>So this year, the Elkhorn Slough Foundation created a \u003ca href=\"http://www.elkhornslough.org/education/index.htm\">\u003cu>bus fund\u003c/u>\u003c/a> to help schools in need with transportation. Teachers can apply for mini-grants to help bring their class to the slough.\u003c/p>\n\u003cp>Toth says it means a lot to reach these kids because they live in the watershed of this slough that conservationists have spent decades trying to protect.\u003c/p>\n\u003cp>“All that could go to naught if we don’t inspire the next generation,” says Toth.\u003c/p>\n\u003cfigure id=\"attachment_10659063\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg\">\u003cimg class=\"wp-image-10659063 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg\" alt=\"Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking the Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the Aquarium.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the aquarium. \u003ccite>(Krista Almanzan/KAZU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation -- like Gina Carrillo. The slough is where Carrillo completed her first marine science research project back in 2006 and where she fell in love with marine science. She was just 16 years old and part of the inaugural class of a \u003ca href=\"http://www.montereybayaquarium.org/\">Monterey Bay Aquarium \u003c/a>program called \u003cu>\u003ca href=\"http://www.montereybayaquarium.org/education/teen-programs/watsonville-area-teens-conserving-habitats-watch\">Watsonville Area Teens Conserving Habitats\u003c/a>,\u003c/u> or WATCH.\u003c/p>\n\u003cp>WATCH works with local high schools, including Carrillo’s alma mater, Pajaro Valley High, which serves a primarily Latino community. Many of its students are children of immigrants.\u003c/p>\n\u003cp>“At that age, you know a lot of family expectations, a lot of pressure to contribute and help out, and summer jobs should be priority in the culture. And so if we had to pay for it, definitely wouldn’t be able to participate,” says Carrillo.\u003c/p>\n\u003cp>So the aquarium covers the cost of the program, which begins with a summer camp and continues in school with a class and student research. Students who complete the program, graduate high school and go to college also receive a $1,000 scholarship.\u003c/p>\n\u003cp>For Carrillo, the WATCH program is an experience that brought her full circle. She now works at the aquarium as a bilingual education specialist. Her job includes leading a program that connects Head Start preschoolers to the ocean, where some of the kids are the children of her high school classmates.\u003c/p>\n\u003cp>“I love that I know where they are coming from, and it’s a little bit easier for me to gain buy-in from these parents because I came from their community,” says Carrillo.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also shows kids that they can follow their dreams and come back to do something positive, all while helping the ocean in their backyard.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For kids growing up on the \u003ca href=\"http://www.centralcoast-tourism.com/monterey-bay-region.htm\">Central Coast\u003c/a>, actually getting to the ocean can depend on their socioeconomic status or where their families live.\u003c/p>\n\u003cp>Some young people surf and explore in the tidepools, while others never visit Monterey Bay. But here's some good news: the Monterey Bay region is teeming with programs to inspire the next generation of marine scientists, no matter who they are or where they come from.\u003c/p>\n\u003cp>Point Lobos, just south of Carmel, attracts kids from all over the region. It’s a place where they can see whales migrating off in the distance and get up close with smaller sea creatures during low tide.\u003c/p>\n\u003cp>This summer many of those young people were kids and their counselors from \u003ca href=\"http://campsealab.org/\">\u003cu>Camp SEA Lab\u003c/u>\u003c/a>. It’s a weeklong camp where kids go surfing, kayak on the bay through kelp forests and explore the \u003ca href=\"http://www.elkhornslough.org/\">Elkhorn Slough Estuary\u003c/a>, a nearby protected ocean inlet. Campers can be as young as 8.\u003c/p>\n\u003cp>“It’s a great time in their life for them to explore their questions and natural curiosities, so we want to direct those into something that drives their passion or interest in the ocean environment,” says camp director Amity Wood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Childhood curiosity inspired her to pursue a career in marine science, and she hopes to create that same experience for the next generation of kids.\u003c/p>\n\u003cp>“This is the job I want to do. I want to be a marine biologist and then I’m going to be an archaeologist and I’m probably going to be a scuba diver, too,” says 8-year-old Hennessy Brown from Gonzales.\u003c/p>\n\u003cp>At about $370 a week, some kids are simply priced out of this opportunity, so Camp SEA Lab offers scholarships.\u003c/p>\n\u003cp>“So those are specifically targeted toward underserved youth. Most of them come from the Salinas, Castroville area,” says Lorili Toth with the \u003ca href=\"http://www.elkhornslough.org/\">\u003cu>Elkhorn Slough Foundation\u003c/u>\u003c/a>, which funds some of those scholarships.\u003c/p>\n\u003cp>Elkhorn Slough is the second-largest salt marsh in California and is nestled between the largely agricultural and low-income communities of Castroville and Watsonville. The slough offers many educational programs and hosts school field trips.\u003c/p>\n\u003cp>“We get students all the way from Palo Alto and Carmel coming up because they can afford transportation. But the local schools sometimes can’t afford a bus. The high school, which is less than 5 miles from us, actually had to cancel a trip because they couldn’t afford to pay for the bus to bring their students here,” says Toth.\u003c/p>\n\u003cp>So this year, the Elkhorn Slough Foundation created a \u003ca href=\"http://www.elkhornslough.org/education/index.htm\">\u003cu>bus fund\u003c/u>\u003c/a> to help schools in need with transportation. Teachers can apply for mini-grants to help bring their class to the slough.\u003c/p>\n\u003cp>Toth says it means a lot to reach these kids because they live in the watershed of this slough that conservationists have spent decades trying to protect.\u003c/p>\n\u003cp>“All that could go to naught if we don’t inspire the next generation,” says Toth.\u003c/p>\n\u003cfigure id=\"attachment_10659063\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg\">\u003cimg class=\"wp-image-10659063 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg\" alt=\"Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking the Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the Aquarium.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16509_GinaCarrillo2.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gina Carrillo stands on a balcony at the Monterey Bay Aquarium overlooking Monterey Bay. In high school, Carrillo participated in the Watsonville Area Teens Conserving Habitats program. Now she works for the aquarium. \u003ccite>(Krista Almanzan/KAZU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation -- like Gina Carrillo. The slough is where Carrillo completed her first marine science research project back in 2006 and where she fell in love with marine science. She was just 16 years old and part of the inaugural class of a \u003ca href=\"http://www.montereybayaquarium.org/\">Monterey Bay Aquarium \u003c/a>program called \u003cu>\u003ca href=\"http://www.montereybayaquarium.org/education/teen-programs/watsonville-area-teens-conserving-habitats-watch\">Watsonville Area Teens Conserving Habitats\u003c/a>,\u003c/u> or WATCH.\u003c/p>\n\u003cp>WATCH works with local high schools, including Carrillo’s alma mater, Pajaro Valley High, which serves a primarily Latino community. Many of its students are children of immigrants.\u003c/p>\n\u003cp>“At that age, you know a lot of family expectations, a lot of pressure to contribute and help out, and summer jobs should be priority in the culture. And so if we had to pay for it, definitely wouldn’t be able to participate,” says Carrillo.\u003c/p>\n\u003cp>So the aquarium covers the cost of the program, which begins with a summer camp and continues in school with a class and student research. Students who complete the program, graduate high school and go to college also receive a $1,000 scholarship.\u003c/p>\n\u003cp>For Carrillo, the WATCH program is an experience that brought her full circle. She now works at the aquarium as a bilingual education specialist. Her job includes leading a program that connects Head Start preschoolers to the ocean, where some of the kids are the children of her high school classmates.\u003c/p>\n\u003cp>“I love that I know where they are coming from, and it’s a little bit easier for me to gain buy-in from these parents because I came from their community,” says Carrillo.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also shows kids that they can follow their dreams and come back to do something positive, all while helping the ocean in their backyard.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles’ Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/220324496″ 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 institute’s aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students’ families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Increasing math competency is a critical part of the countrywide efforts to raise achievement for low-performing students, since doing poorly in high school math doesn’t just shut the doors to an engineering career. For many students, it shuts the doors to college itself.\u003c/p>\n\u003cp>“This was a way to get students academically prepared so that they could complete the math sequence in four years in high school. That way, they’re guaranteed access to college,” said Jacqueline Mimms, a founder of the algebra program and the head of enrollment at California State University, Bakersfield.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/\">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>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles’ Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\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/220324496″&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/220324496″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The institute’s aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students’ families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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